Teaching Engineering Ethics: Testing by a CO-OP Student
[This case was originally prepared by
Dr. Gale Cutler, a management consultant in St. Joseph,
Michigan. It was published in Research Technology Management,
May/June, 1988, p. 50.]
I
Project leader Bruce Barton was being sorely pressed to
complete the development of several engineering prototypes for
a field test of a new appliance model for the XYZ company. One
particular plastic component of the new model had given
difficulty in laboratory tests as it failed repeatedly before
reaching the stress level necessary for successful operation.
Bruce had directed a redesign of the component using a tough
new engineering plastic recommended by the Research
Laboratory's Material Science Department. Stress tests needed
to be run on the redesigned component, but Bruce was running
short of time and needed to get on with building the prototype.
Bruce sought out the manager of the Material Science Department
for help in running stress tests on samples of the new
component. With this assistance he could go ahead with
prototype building and conduct the tests concurrently. The
prototypes, of course, would not be released to field test
until the stress tests on the redesigned component proved its
design to be satisfactory.
Tom Mason, manager of the Material Science Department, was
willing to assist because he knew how critical completion of
the development was to XYZ's future appliance plans. However,
this was also a busy time for Tom's department. So, Tom
suggested to Bruce that he could assign the test work to one of
the engineering co-op students. Tom was also coordinator of
engineering co-op students, and he liked to use the co-op
students in demanding situations to give them practical
experience. Tom assigned the test work to Jack Jacobs, an
engineering co-op student from the State University who was
completing his second work session at XYZ.
Jack was familiar with the test equipment and previously had
done similar test work. Jack was a good student and his co-op
work had been usually well done. Tom commented to Jack that he
would need to work diligently to complete the tests before he
had to return to State University. Jack completed the tests on
schedule and turned in a report to Tom indicating the component
had successfully passed the stress tests. Upon completion of
the test report Jack returned to the university for his next
school session. Tom gave Bruce the good news. The prototypes
were completed and the field test of these prototypes got
underway on schedule.
A few weeks later, Bruce rushed into Tom's office to tell
him that most of the prototypes were out of operation because
of a catastrophic failure of the component that had been tested
in Tom's lab. Bruce wanted to discuss the test immediately with
Jack; but since Jack had already returned to the university, he
and Tom settled for studying Jack's lab notebook in detail.
After review Tom said, "Bruce, I hate to say it but these data
look too good. I know the equipment and there should be more
scatter in the measurements Jack took. I think some, if not
all, these measurements are in error or they have been faked!
At best, Jack probably took a few points and 'extrapolated' the
rest!" What ethical issues, if any, does this scenario
raise?
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II
Bruce and Tom made plans to run all the tests again.
Meanwhile, Tom phoned Dr. Frank Thompson, Co-op Coordinator at
State University, to discuss his fear that Jack had falsified
data. In the course of the conversation he asked Dr. Thompson
if any effort was made to discuss professional ethics with
co-op students before their first work session and if the
importance and value of engineering test results were stressed
to these students. Dr. Thompson explained that no specific
instruction on professional ethics was given to co-op students,
but all lab courses emphasized the need for accuracy in data
taking. Dr. Thompson added that he found it hard to believe
that a co-op student would "fake" data!
- Was it appropriate for Tom to discuss his concerns about
Jack with the university's Co-op Coordinator prior to
discussing the matter with Jack?
- Should Tom have a conversation with Jack about his
concerns? If so, what type of conversation should Tom have
with Jack when he talks with him? Should he refuse to have
Jack return to XYZ as a co-op student?
- What comments would you make about the supervision given
co-op students at XYZ?
- Should State University incorporate into its instruction
program some emphasis on professional ethics? If so, what
form might this take? If not, why not?