ABSTRACT
This chapter assesses the state of the multicultural context of engineering ethics through accreditation documents at a point when people are connected trans-nationally more than ever before. The authors probe the words used in current accreditation policy documents, reasoning that these words influence curriculum design. The first part of the chapter considers how terms used in various countries’ documents compare and looks for values-related patterns using an established cultural framework. The second part of the chapter explores four regional case studies – comparing and contrasting various scenarios related to engineering ethics education – to increase understanding of what different countries prioritize. Resulting insights suggest a pathway for understanding diversity and inclusion globally, which can help our community (of readers, teachers, and researchers) build cultural awareness and strengthen our global interpersonal skills.
