A research ethics framework for training engineers in doctoral degree studies

¹ Research, Innovation and Engagement, Central University of Technology, South Africa
² Department of Industrial Engineering, Stellenbosch University, South Africa

^* Corresponding author: llategan@cut.ac.za

Abstract

Both the South African Qualifications Authority (SAQA) and the Engineering Council of South Africa (ECSA) have specific expectations for the learning outcomes of engineering students. SAQA defines level descriptors that define the expected academic and professional competencies, with ethics and professional practice being key cross-cutting descriptors. ECSA expects graduates to demonstrate critical awareness of professional and ethical responsibilities, exercising judgment within their competence. This paper proposes a research ethics framework for training engineers in doctoral degree studies. This research follows a qualitative approach. This proposal was initiated by the Council on Higher Education’s (CHE) national review of South African Doctoral Qualifications from 2020 to 2021, and the CIRP (The International Academy for Production Engineers) Ethics in Manufacturing questionnaire, presented in August 2024. The CHE Report confirms that ethical awareness in research and professional conduct is an essential graduate attribute that students should master. The CIRP questionnaire included 18 questions designed to draft an Ethical Code of Practice. Two key questions focus on ethical concerns in manufacturing and confidence in ethical decision-making related to technology. The matters raised by this report and questionnaire are important for designing a research ethics framework for doctoral degree studies. Additionally, Drolet et al. (2023) examined ethical issues in research through a triangulated approach, identifying ten key ethical concerns such as research integrity, conflicts of interest, and social injustices. These insights and perspectives from SAQA and ECSA were used as the basis for this framework.