Teaching Social Responsibility for the Conduct of Research
In: IEEE technology and society magazine: publication of the IEEE Society on Social Implications of Technology, Band 32, Heft 2, S. 52-58
ISSN: 0278-0097
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In: IEEE technology and society magazine: publication of the IEEE Society on Social Implications of Technology, Band 32, Heft 2, S. 52-58
ISSN: 0278-0097
In: IEEE technology and society magazine: publication of the IEEE Society on Social Implications of Technology, Band 29, Heft 4, S. 16-19
ISSN: 0278-0097
In: IEEE Antennas and Propagation Society Newsletter, Band 30, Heft 4, S. 12-16
ISSN: 2168-0329
In: IEEE technology and society magazine: publication of the IEEE Society on Social Implications of Technology, Band 6, Heft 2, S. 9-17
ISSN: 0278-0097
In: New studies in American intellectual and cultural history
In: Metascience: an international review journal for the history, philosophy and social studies of science, Band 20, Heft 3, S. 519-524
ISSN: 1467-9981
In: Science, technology, & human values: ST&HV, Band 25, Heft 2, S. 195-225
ISSN: 1552-8251
Diane Vaughan's analysis of the causes of the Challenger accident suggests ways to apply science and technology studies to the teaching of engineering ethics. By sensitizing future engineers to the ongoing construction of risk during mundane engineering practice, we can better prepare them to address issues of public health, safety, and welfare before they require heroic intervention. Understanding the importance of precedents, incremental change, and fallible engineering judgment in engineering design may help them anticipate potential threats to public safety arising from routine aspects of workplace culture. We suggest modifications of both detailed case studies on engineering disasters and hypothetical, ethical dilemmas employed in engineering ethics classes. Investigating the sociotechnical aspects of engineering practice can improve the initial recognition of ethical problems in real-world settings and provide an understanding of the role of workplace organization and culture in facilitating or impeding remedial action.
In: Enterprise & society: the international journal of business history, Band 6, Heft 4, S. 601-645
ISSN: 1467-2235
Westinghouse Electric opened a new research laboratory near the company's main factory in East Pittsburgh, Pennsylvania, in 1916. Located in the suburban borough of Forest Hills, the laboratory was set up to provide scientific knowledge for the older materials testing and product development laboratories at the factory. Unlike its industrial counterparts, however, the Forest Hills laboratory was dominated by a strong engineering research tradition that disrupted efforts undertaken in the 1920s and again in the 1930s to build and sustain a diversified fundamental research program. Whereas Eastman Kodak, DuPont, AT&T, and General Electric had successfully integrated fundamental research into their corporate laboratories, the Forest Hills laboratory remained the site of recurring tensions between two cultures of innovation—one based on fundamental science, the other on engineering research. Although such tensions often resulted in competing research strategies, managerial conflicts, and mismatched corporate priorities, the long-standing culture of engineering research contributed far more to Westinghouse's strategic growth than even the most advanced fundamental research. More generally, the interactions between the cultures of engineering and science that characterize the early history of industrial research at Westinghouse highlight the evolving and sometimes conflicting patterns of technological innovation and organizational change in American industry before World War II.