Social responsibility of a profession: An analysis of faculty perception of social responsibility factors and integration into graduate programs of educational technology

Abstract

Although ethics are commonly regarded as an important characteristic and performance attribute, they are also regarded as a slippery or ill‐defined topic leaving practitioners and faculty flat‐footed in how to teach and assess ethics. This article reports part of the findings from an investigation on deriving an empirical definition of ethics, namely social responsibility, focused on faculty perceptions of whether a set of ethical outcomes identified as “social responsibility” is relevant to the profession of educational technology and human performance technology and therefore ought to be part of graduate curricula. Findings focus specifically on faculty perceptions of the role of educational technology and human performance technology in society and its impact on society. Although other professions have increasingly identified their responsibilities to society and integrated content into curricula, early findings indicate a lag in the instructional design and human performance technology community.

Ethics and Design: Rethinking Professional Ethics as Part of the Design Domain

“…For this analysis, ethics was defi ned very broadly to include articles that mentioned the term as well as articles on topics considered part of the construct, such as accessibility, copyright, intellectual property, and cultural considerations. In addition, Moore ( 2005Moore ( , 2009 found that curricular integration as of 2005 was equally as sparse. In a review of curricula in the USA and Canada, only one in fi ve educational technology programs offered any course that explicitly considered ethics; very few had an entire course on the topic.…”

Responsabilidad social del estudiante universitario en El Salvador: Género y territorio/ Social responsibility of the university student in El Salvador: Gender and territory

“…Al respecto, la responsabilidad social es estudiada desde diversos contextos y áreas de la educación (Gaete, 2011;Pacenza y Silva, 2013;Beltrán-Llavador, Íñigo-Bajo y Mata-Segreda, 2014;Chirinos y Pérez, 2016; Martínez-Usarralde, Gil-Salom y Macías- Mendoza, 2019), su abordaje considera perspectivas, tales como: Formación, extensión, investigación, gestión, entre otros (Martí-Noguera y Gaete, 2019). Particularmente, éste trabajo busca contribuir a la exploración del comportamiento social, el que presenta avances investigativos desde el punto de vista de la percepción -por ejemplode los profesores, comunidad y estudiantes, los cuales son grupos de interés que integran las comunidades educativas (Moore, 2009;Gaete, 2016;Alvarado, Morales y Ortiz, 2016;Navarro, et al, 2017;Kim, Lee y Han, 2018).…”

Three Vital Questions for Mega Planning and Two Possible Approaches to Answering them Appropriately

“…In several writings, Moore and colleagues deal with the ethical ramifications of not including Mega/society as integral to strategic thinking, planning design, development, implementation, and evaluation (Moore, Ellsworth, & Kaufman, 2008; Moore, ; Moore, Ellsworth, & Kaufman, ). Imagine developing competencies in aircraft mechanics that do not include results that contribute to flight safety.…”