Case enhancement: Developing a school chatbot for student support services

Activity: Stakeholder mapping to elicit value assumptions and motivations.

Author: Karin Rudolph (Collective Intelligence).

 

Overview:

This enhancement is for an activity found in point 5 of the Summary section of the case study.

What is stakeholder mapping?

What is a stakeholder?

Mapping out stakeholders will help you to:

  1. Identify the stakeholders you need to collaborate with to ensure the success of the project.
  2. Understand the different perspectives and points of view people have and how these experiences can have an impact on your project or product.
  3. Map out a wide range of people, groups or individuals that can affect and be affected by the project.

 

Stakeholder mapping:

The stakeholder mapping activity is a group exercise that provides students with the opportunity to discuss ethical and societal issues related to the School Chatbot case study. We recommend doing this activity in small groups of 6-8 students per table.

 

Resources:

 

Materials:

To carry out this activity, you will need the following resources:

1. Sticky notes (or digital notes if online).

2. A big piece of paper or digital board (Jamboard, Miro if online) divided into four categories:

3. Markers and pencils.

 

The activity:

 

Board One

List of stakeholders:

Below is a list of the stakeholders involved in the Chatbot project. Put each stakeholder on a sticky note and add them to the stakeholders map, according to their level of influence and interest in the projects.

Top tip: use a different colour for each set of stakeholders.

School Chatbot – List of Stakeholders:

 

Placement:

 

Guidance:

Each quadrant represents the following:

Board One

Motivations, assumptions, ethical and societal risks:

Materials:

1. A big piece of paper or digital board (Jamboard, Miro if online) divided into four categories:

2. Sticky notes (or digital notes if online).

3. Markers and pencils.

The activity:

 

Board Two

The Board Two activity can be done in two different ways:

Option 1:

You can use some guiding questions to direct the discussion. For example:

Option 2:

We have already written some assumptions, motivations and ethical/societal risks and you can add these as notes on a table and ask students to place according to each category: stakeholders, motivations, assumptions, and ethical and societal risks.

Motivations:

Assumptions:

Potential ethical and societal risks:

Move and match: 

 

 

 

Reflection:

Ask students to choose 2- 4 sticky notes and explain why they think these are important ethical/societal risks.

 

Potential future activity:

A more advanced activity could involve a group discussion where students are asked to think about some mitigation strategies to minimise these risks.

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Theme: Collaborating with industry for teaching and learning

Authors: Ian Hobson (Senior Lecturer and Academic Mentor for Engineering Leadership Management at Swansea University and former Manufacturing Director at Tata Steel) and Dr Vasilios Samaras (Senior Lecturer and Programme Director for Engineering Leadership Management at Swansea University)

Keywords: Academia, Industry

Abstract: Throughout the MSc Engineering Leadership Management program, the students at Swansea University develop theoretical knowledge and capability around leadership in organisations. Working alongside our industry partner Tata Steel, they deploy this knowledge to help understand and provide potential solutions to specific organisational issues that are current and of strategic importance to the business. The output of this work is presented to the Tata Steel board of directors along with a detailed report.

 

Aims of the program

In today’s world, our responsibility as academics is to ensure that we provide an enabling learning environment for our students and deliver a first-class education to them. This has been our mantra for many years. But what about our responsibility to the employing organisations? It’s all well and good providing well educated graduates but if they are not aligned to the requirements of those organisations then we are missing the point. This may be an extreme scenario, but there is a real danger that as academics we can lose touch with the needs of those organisations and as time moves on the gap between what they want and what we deliver widens.

In today’s world this relationship with the employment market and understanding the requirement of it is essential. We need to be agile in our approach to meet those requirements and deliver quality employees to the market.

How did we set this collaborative approach?

In reality the only way to do this is by adopting a collaborative approach to our program designs. Our aim with the MSc Engineering Leadership Management (ELM) at Swansea University is to ensure that we collaborate fully with the employment market by integrating industry professionals into our program design and delivery processes. In this way we learn to understand the challenges that organisations face and how they need strength in the organisation to meet those challenges. This of course not an easy task to accomplish.

In our experience professionals within organisations are often overrun with workload and trying to manage the challenges that they face. A university knocking the door with an offer of collaboration is not always top of their priority list, so how do we make this happen? You need to have a balance of academics and experienced industry leaders working within the program who understand the pressures that business faces. They also often have networks within the external market who are willing to support such programs as the ELM. The power of collaboration is often overlooked. It’s often a piece of research, dealing with a specific technical issue, it is rarely a continuum of organisational alignment. If the collaboration is designed for the long-term benefit of improving employability, then organisations will see this as a way to help solve the increasing challenge of finding “good” employees in a market that is tightening. So overall this becomes a win-win situation.

How was the need for the program identified?

Our program was developed following feedback to the university from the market that graduates were joining organisations with good academic qualifications but lacked an understanding of how organisations work. More importantly how to integrate into the organisation and develop their competencies. This did come with time and support, but the graduates fell behind the expected development curve and needed significant support to meet their aspirations.

Swansea University developed the ELM to provide education on organisations and how they work and develop the skills that are required to operate in them as an employee. These tend to be the softer skills, but also developing the student’s competence in using them. Examples include working as teams and providing honest feedback via 1-1s and 360s and team reviews.

In our experience the ability to challenge in a constructive way is a competency that the students don’t possess. All our work is anchored in theory which provides reference for the content. The assignments that we set involve our industry partners and provide potential solutions to real issues that organisations face.  The outcome of their projects is presented to senior management within the host organisation. This is often the high point of the year for the students. This way the students get exposure to the organisations which extends their comfort zones preparing them for the future challenges.

What are the program outcomes?

September 2022 will be our fifth year. The program is accredited by the Institution of Engineering and Technology (IET). Our numbers have increased year on year, and we are running cohorts of up to 20 students. It’s a mix of UK and international students. The program requires collaboration between the university faculties which has brought significant benefits and provided many learning opportunities. The collaboration between the engineering and business schools has made us realise that working together we provide a rounded program that is broad in content, but also deep in areas that are identified as specific learning objectives.

The feedback from the University is that students on the ELM program perform well and they have a more mature approach to learning and have confidence in themselves and are proactive in lectures. From our industry partners they feed back that the ELM students are ahead of the curve and are promoted into positions ahead of their peers.

What have we learned from the program?

As lecturers, over the years it has become very clear that the content that we deliver must change year on year. We cannot deliver the same content as it quickly becomes out of date. The theory changes very little, but the application changes significantly, in line with the general market challenges. It is almost impossible to predict and if we sit back and look at the past 4 years this pattern is clear. We also need to refresh our knowledge and we have as much to learn from our students as they do from us. We treat them as equals and have a very good learning relationships and have open and honest debates. We always build feedback into our programs and discus how we can improve the content and delivery of the program. Without exception feedback from a year’s cohort will modify the program for the following year.

Looking ahead

We are being approached by organisations interested in the University delivering a similar program to their future leaders on a part time basis which is something we are considering. We do however recognise that this program is successful because of the experience and knowledge of the lecturers and the ability to work with small cohorts which enables a tailored approach to the program content.

We believe that collaboration with the market keeps the ELM aligned with its requirements. Equally as importantly is the collaboration with our students. They are the leaders of the future and if the market loses sight of the expectations of these future leaders, then they will fail.

The ELM not only aligns its programs with the market, it keeps the market aligned with future leaders.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Authors:  Dr Nik Whitehead (University of Wales Trinity Saint David); Dr Sarah Jayne Hitt SFHEA (NMITE); Professor Thomas Lennerfors (Uppsala University); Claire Donovan (Royal Academy of Engineering); Professor Raffaella Ocone OBE FREng FRSE (Heriot Watt University); Isobel Grimley (Engineering Professors’ Council).

Topic: Low earth orbit satellites for internet provision. 

Engineering disciplines: Electronics, Mechanical engineering.

Ethical issues: Respect for environment, Public good, Future generations.

Professional situations: Communication, Management, Working cultures.

Educational level: Intermediate.

Educational aim: Practise ethical analysis. Ethical analysis is a process by which ethical issues are defined, affected parties and consequences are identified, so that relevant moral principles can be applied to a situation in order to determine possible courses of action. 

 

Learning and teaching notes:

This case is about an experienced engineer leading a team at a tech start-up. The company has been awarded a contract to produce an innovative satellite that will be used in an internet constellation. While the team was initially excited about their work, some members are now concerned about the impact of the internet constellation. While mainly focused on environmental ethics, effects on human communities are also raised in this case study.

This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.

The dilemma in this case is presented in two parts. If desired, a teacher can use Part one in isolation, this section enables students to practise different types of analysis and to introduce aspects of environmental ethics. It highlights the challenges of making ethical decisions with global consequences, in scenarios where policy isn’t clear. Part two develops and complicates the concepts presented in Part one to provide for additional learning by focusing on the course of actions taken by an individual engineer based on the dilemma presented in Part one. The Challenge of Environmental Ethics linked below is recommended, though not required, for students engaging with this case. Additionally, throughout the case, there is the option to stop at multiple points for questions and / or activities as desired.

Learners have the opportunity to:

Teachers have the opportunity to:

 

Learning and teaching resources: 

 

Summary: 

After years of working your way up the corporate ladder, you are now Head of Engineering for a tech start-up. The company has won a contract connected to a project creating a constellation of thousands of low Earth orbit satellites. This constellation has the potential to create a reliable system of internet access for areas of the world that are hard to reach by conventional infrastructure. Your company is one of those chosen to develop and build a low-cost, lightweight, efficient satellite that can be produced at scale. This is a huge accomplishment for you, as well as for your company. 

 

Dilemma – Part one:

A conference that brings together various project partners is met by protesters whose message is that the internet constellation has several potential negative impacts for nature and human communities. Disparaging comments have been made about your company’s participation in the project on social media. Some members of your team seem quite rattled by the protests, and you convene at a coffee shop to discuss. 

 

Optional STOP for questions and activities:

1. Discussion: Technical analysis – Undertake a technical activity in the areas of electronic and / or mechanical engineering related to internet constellations.

2. Activity: Position analysis – Divide students into three groups—constellation project managers; satellite engineers and protestors. Imagine how their positions are related to the internet constellation. What values might inform their positions? What knowledge might inform their position that the other groups do not have access to or understanding of?

3. Discussion: Environmental analysis – While nature cannot speak for itself, if it could, what might be its position on the internet constellation? What aspects of the natural world might be affected by this technology in both the short- and long-term? For example, are there any direct or indirect effects on the health of humans and the ecosystems around them? Should the natural world of space be treated the same way as the natural world on earth?

4. Discussion: Policy analysis – Who should make decisions about projects that affect nature on a global scale? What laws or regulations exist that govern internet constellations?

5. Discussion and Activity: Moral analysis – Use environmental ethics principles such as intrinsic value and anthropocentrism to debate the project. Beyond environmental concerns, how might other ethical approaches, such as consequentialism or justice, inform positions on the issue?

 

Dilemma – Part two:

You remind and explain to your team members that they, and the company, have a duty to the client. Everyone has been hired to deliver a specific project and been excited about overcoming the technical challenges to ensure the project’s success. The team agrees, but also expresses concern about aspects that aren’t in the project remit, such as how the satellite will be maintained and what will happen to it at the end of its life. They demand that you pause your work until an ethical review is conducted. 

You report all of this to the CEO, who reacts with disappointment and unhappiness at your team’s actions. She argues that the only thing your company is doing is building the satellite: it’s not your responsibility what happens to it afterwards. She feels that it’s your job to get your team back in line and on task. How do you approach this situation? 

 

Optional STOP for questions and activities:

1. Discussion and Activity: How do you respond to this situation? What responsibilities do you have to your team, your boss, and the client? How will you balance these? Are the team’s engineers right to be concerned about the impact of their satellite within the wider constellation, or is it beyond their scope? Role-play an interaction between you and the engineering team, or between you and your boss.

2. Activity: Life cycle analysis – Research life cycles of satellites and their environmental impact.

3. Discussion and Activity: Debate if, and how, we have obligations to future generations. Is it possible to have a moral contract with a person that may never be born? How do we know that people in the future, will value the same things we do now? Both creating the internet constellation and preventing its implementation seem to potentially benefit future generations. How do we balance these ‘goods’ and make a decision on how to proceed? Who gets to decide?

4. Activity: Anatomy of an internet satellite – use the Anatomy of an AI case study as an example of a tether map, showing the inputs and outputs of a device. Create a tether map showing the anatomy of an internet satellite.

 

Enhancements:

An enhancement for this case study can be found here.

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

 

Authors: Dr Sarah Jayne Hitt (NMITE); Dr Matthew Studley (University of the West of England, Bristol); Dr Darian Meacham (Maastricht University); Dr Nik Whitehead (University of Wales Trinity Saint David); Professor Mike Bramhall (TEDI-London); Isobel Grimley (Engineering Professors’ Council).

Topic: Safety of construction materials.

Engineering disciplines: Mechanical, Materials.

Ethical issues: Safety, Communication, Whistleblowing, Power.

Educational level: Beginner.

Educational aim: To develop ethical awareness. Ethical awareness is when an individual determines that a single situation has moral implications and can be considered from an ethical point of view.

 

Learning and teaching notes:

This case concerns a construction engineer navigating multiple demands. The engineer must evaluate trade-offs between technical specifications, historical preservation, financial limitations, social needs, and safety. Some of these issues have obvious ethical dimensions, while others are ethically more ambiguous. In addition, the engineer must navigate a professional scenario in which different stakeholders try to influence the resolution of the dilemma.

This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to the AHEP outcomes specific to a programme under these themes, access AHEP4 here and navigate to pages 30-31 and 35-37.

The dilemma in this case is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.

Learners have the opportunity to:

Teachers have the opportunity to:  

 

Learning and teaching resources:

 

Summary:

Krystyna is a construction engineer working as part of a team that is retrofitting a Victorian-era factory into multi-unit housing. As an amateur history buff, she is excited to be working on a listed building for the first time in her career after finishing university three years ago. However, this poses additional challenges: she must write the specification for glass windows that will maintain the building’s heritage status but also conform to 21st century safety standards and requirements for energy efficiency. In addition, Krystyna feels under pressure because Sir Robert, the developer of the property, is keen to maximise profits while maintaining the historic feel valued by potential buyers. He also wants to get the property on the housing market as soon as possible to help mitigate a housing shortage in the area. This is the first of many properties that Dave, the project’s contractor who is well-regarded locally and has 30 years of experience working in the community, will be building for Sir Robert. This is the first time that Krystyna has worked with Dave.

 

Optional STOP for questions and activities:

1. Discussion: What competing values or motivations might conflict in this scenario?

2. Discussion: What codes, standards and authority bodies might be relevant to this scenario?

3. Activity: Assemble a bibliography of relevant professional codes, standards, and authorities.

4. Activity: Undertake a technical project relating to testing glass for fire safety and / or energy efficiency.

5. Activity: Research the use of glass as a building material throughout history and / or engineering innovations in glass production.

 

Dilemma – Part one:

On her first walk through the property with Dave, Krystyna discovers that the factory building has large floor-to-ceiling windows on the upper stories. Dave tells her that these windows were replaced at some point in the past 50 years before the building was listed, at a time when it wasn’t used or occupied, although the records are vague. The glass is in excellent condition and Sir Robert has not budgeted either the time or the expense to replace glass in the heritage building.

While writing the specification, Krystyna discovers that the standards for fire protection as well as impact safety and environmental control have changed since the glass was most likely installed. After this research, she emails Dave and outlines what she considers to be the safest and most responsible form of mitigation: to fully replace all the large windows with glass produced by a supplier with experience in fire-rated safety glass for heritage buildings. To justify this cost, she highlights the potential dangers to human health and the environment of not replacing the glass.

Dave replies with a reassuring tone and refers to his extensive experience as a contractor. He feels that too many additional costs would be incurred such as finding qualified installers, writing up new architectural plans, or stopping work altogether due to planning permissions related to historic properties. He argues that there is a low probability of a problem actually arising with the glass. Dave encourages Krystyna not to reveal these findings to Sir Robert so that “future conflicts can be avoided.”

 

Optional STOP for questions and activities:

1. Discussion: What ethical issues that can be identified in this scenario?

2. Discussion: What interpersonal dynamics might affect the way this situation can be resolved?

3. Discussion: If you were the engineer, what action would you take, if any?

4. Activity: Identify all potential stakeholders and their values, motivations, and responsibilities using the SERM found in the Learning and teaching resources section.

5. Activity: Role-play the engineer’s response to the contractor or conversation with the developer.

6. Discussion: How do the RAEng/Engineering Council Statement of Ethical Principles and the Society of Construction Law Statement of Ethical Principles inform what ethical issues may be present, and what solutions might be possible?

 

Dilemma – Part two:

After considerable back and forth with Dave, Krystyna sees that she is unlikely to persuade him to make the changes to the project that she has recommended. Now she must decide whether to go against his advice and notify Sir Robert that they have disagreed about the best solution. Additionally, Krystyna has begun to wonder whether she has a responsibility to future residents of the building who will be unaware of any potential dangers related to the windows. Meanwhile, time is moving on and there are other deadlines related to the project that she must turn her focus to and complete.

 

Optional STOP for questions and activities:

The Society of Construction Law’s Statement of Ethical Principles advises “provid[ing] information and warning of matters . . . which are of potential detriment to others who may be adversely affected by them.”

1. Activity: Debate whether or not Krystyna has an ethical or professional responsibility to warn relevant parties.

2. Discussion: If Krystyna simply warns them, is her ethical responsibility fulfilled?

3. Activity: Map the value conflicts and trade-offs Krystyna is dealing with. Use the Mapping Actors and Processes article in the Learning and teaching resources section.

4. Discussion: If you were Krystyna, what would you do and why?

5. Discussion: In what ways are the professional codes helpful (or not) in resolving this dilemma?

6. Discussion: ’Advises’ or ‘requires’? What’s the difference between these two words in their use within a code of ethics? Could an engineer’s response to a situation based on these codes of ethics be different depending on which of these words is used?

 

Enhancements:

An enhancement for this case study can be found here.

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Authors: Dr Nicola Whitehead (University of Wales Trinity Saint David); Professor Sarah Hitt (NMITE); Emma Crichton (Engineers Without Borders UK); Dr Sarah Junaid (Aston University); Professor Mike Sutcliffe (TEDI-London), Isobel Grimley (Engineering Professors’ Council).

Topic: Development and use of a facial recognition system. 

Engineering disciplines: Data, Electronics, Computer science, AI.

Ethical issues: Diversity, Bias, Privacy, Transparency.

Professional situations: Rigour, Informed consent, Misuse of data, Conflicts with leadership / management.

Educational level: Advanced. 

Educational aim: To encourage ethical motivation. Ethical motivation occurs when a person is moved by a moral judgement, or when a moral judgement is a spur to a course of action. 

 

Learning and teaching notes: 

This case involves an engineer hired to manage the development and installation of a facial recognition project at a building used by university students, businesses and the public. It incorporates a variety of components including law and policy, stakeholder and risk analysis, and both macro- and micro-ethical elements. This example is UK-based: however, the instructor can adapt the content to better fit the laws and regulations surrounding facial recognition technology in other countries, if this would be beneficial.

This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this study to AHEP outcomes specific to a programme under these themes, access AHEP4 here and navigate to pages 30-31 and 35-37.

This case is presented in three parts. If desired, a teacher can use Part one in isolation, but Part two (focusing on the wider ethical context of the case) and Part three (focusing on the potential actions the engineer could take)develop and complicate the concepts presented in Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and / or activities as desired.

Learners have the opportunity to:

Teachers have the opportunity to: 

 

Learning and teaching resources:

 

Summary: 

Metropolitan Technical University (MTU), based in the UK, has an urban campus and many of its buildings are located in the city centre. A new student housing development in this area will be shared by MTU, a local college, and medical residents doing short rotations at the local hospital. The building has a public café on the ground floor and a couple of classrooms used by the university. 

The housing development sits alongside a common route for parades and protests. In the wake of demonstrations by Extinction Rebellion and Black Lives Matter, students have raised concerns to the property manager about safety. Despite an existing system of CCTV cameras and swipe cards, the university decides to install an enhanced security system, built around facial recognition technology that would enable access to the building and cross-reference with crime databases. To comply with GDPR, building residents will be required to give explicit consent before the system is implemented. Visitors without a student ID (such as café customers) will be buzzed in, but their image will be captured and cross-referenced before entry. A side benefit of the system is that MTU’s department of Artificial Intelligence Research will help with the installation and maintenance, as well as studying how it works, in order to make improvements. 

 

Dilemma – Part one:

You are an engineer who has been hired by MTU to take charge of the facial recognition system installation project, including setting policies and getting the system operational. With your background in AI engineering, you are expected to act as a technical advisor to MTU and liaise with the Facilities, Security and Computing departments to ensure a smooth deployment. This is the first time you have worked on a project that involves image capture. So as part of your preparation for the project, you need to do some preliminary research as to what best practices, guidance, and regulations apply.

 

Optional STOP for questions and activities: 

1. Discussion: What are the legal issues relating to image capture? Images allow for the identification of living persons and are therefore considered as personal data under GDPR and the Data Protection Act (2018).

2. Discussion: Sharing data is a legally and ethically complex field. Is it appropriate to share images captured with the police? If not the police, then whose crime database will you use? Is it acceptable to share the data with the Artificial Intelligence Research group? Why, or why not?

3. Discussion: Under GDPR, individuals must normally consent to their personal data being processed. How should consent be handled in this case?

4. Discussion: Does the fact that the building will accommodate students from three different institutions (MTU, the local college, and the hospital) complicate these issues? Are regulations related to students’ captured images different than those related to public image capture?

5. Activity: Undertake a technical activity that relates to how facial recognition systems are engineered.

 

Dilemma – Part two:

The project has kicked off, and one of its deliverables is to establish the policies and safeguards that will govern the system. You convened a meeting of project stakeholders to determine what rules need to be built into the system’s software and presented a list of questions to help you make technical decisions. The questions you asked were:

What you had thought would be a quick meeting to agree basic principles turned out to be very lengthy and complex. You were surprised at the variety of perspectives and how heated the discussions became. The discussions raised some questions in your own mind as to the risks of the facial recognition system.

 

Optional STOP for questions and activities:

The following activities focus on macro-ethics. This seeks to understand the wider ethical contexts of projects like the facial recognition system.

1. Activity: Stakeholder mapping – Who are all the stakeholders and what might their positions and perspectives be? Is there a difference between the priorities of the different stakeholders?

2. Activity: There are many different values competing for priority here. Identify these values, discuss and debate how they should be weighed in the context of the project.

3. Activity: Risks can be understood as objective and / or subjective. Research the difference between these two types of risk, and identify which type(s) of risks exist related to the project.

4. Discussion: Which groups or individuals are potentially harmed by the technology and which potentially benefit? How should we go about setting priorities when there are competing harms and benefits?

5. Discussion: Does the technology used treat everyone from your stakeholders’ list equally? Should the needs of society as a whole outweigh the needs of the individual?

6. Activity: Make and defend an argument as to the appropriateness of installing and using the system.

7. Discussion: What responsibilities do engineers have in developing these technologies?

 

Dilemma – Part three:

A few days later, you were forwarded a screenshot of a social media post that heavily criticised the proposed facial recognition system. It was unclear where the post had originated, but it had clearly been shared and promoted among both students and the public raising concerns about privacy and transparency. Your boss believes this outcry endangers the project and has requested that you make a public statement on behalf of MTU, reaffirming its commitment to installing the system.

You share the concerns, but have been employed to complete the project. You understand that suggesting it should be abandoned, would most likely risk your job. What will you tell your boss? How will you prepare your public statement?

 

Optional STOP for questions and activities:

Micro-ethics concerns individuals and their responses to specific situations. The following steps are intended to help students develop their ability to practise moral analysis by considering the problem in a structured way and work towards possible solutions that they can analyse critically.

 1. Discussion: What are the problems here? 

2. Discussion: What are the possible courses of action you can take as an employee?

 Students can be prompted to consider what different approaches they might adopt, such as the following, but can also develop their own possible responses. 

3. Discussion: Which is the best approach and why? – Interrogate the pros and cons of each possible course of action including the ethical, practical, cost, local relationship and the reputational damage implications. Students should decide on their own preferred course of action and explain why the balance of pros and cons is preferable to other options. The students may wish to consider this from other perspectives, such as: 

4. Activity: Public Communication – Students can practise writing a press release, giving an interview, or making a public statement about the case and the decision that they make.

5. Activity: Reflection – Students can reflect on how this case study has enabled them to see the situation from different angles. Has it motivated them to understand the ethical concerns and to come to an acceptable conclusion.

 

Enhancements:

An enhancement for this case study can be found here.

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Authors: Professor Sarah Hitt SFHEA (NMITE); Professor Raffaella Ocone OBE FREng FRSE (Heriot Watt University); Professor Thomas Lennerfors (Uppsala University); Claire Donovan (Royal Academy of Engineering); Isobel Grimley (Engineering Professors’ Council).

Topic:  Developing customised algorithms for student support.

Engineering disciplines: Computing, AI, Data.

Ethical issues: Bias, Social responsibility, Risk, Privacy.

Professional situations: Informed consent, Public health and safety, Conflicts with leadership / management, Legal implications.

Educational level: Beginner.

Educational aim: Develop ethical sensitivity. Ethical sensitivity is the broad cognisance of ethical issues and the ability to see how these might affect others.

 

Learning and teaching notes:

This case study involves the employees of a small software start-up that is creating a customised student support chatbot for a Sixth Form college. The employees come from different backgrounds and have different perspectives on the motivations behind their work, which leads to some interpersonal conflict. The team must also identify the ethical issues and competing values that arise in the course of developing their algorithm.

This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.

The dilemma in this case is presented in two parts which build in complexity and navigate between personal, professional, and societal contexts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. Pre-reading ‘Ethics of Care and Justice’ is recommended, though not required, for engaging with Part two. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.

Learners have the opportunity to:

Teachers have the opportunity to:

 

Learning and teaching resources:

 

Summary:

Exaba is a small, three-person software startup. Like all small businesses, it has been struggling with finances during the pandemic. The company began selling its services across a variety of industry sectors but is now trying to expand by developing software solutions for the growing education technology sector.

Ivan, Exaba’s founder and CEO, was thrilled to be contracted by a growing local Sixth Form College in North West England, NorthStar Academy, to create a chatbot that will optimise student support services. These services include ensuring student safety and wellbeing, study skills advice, careers guidance, counselling, and the identification for the need and implementation of extra learning support. It is such a large project that Ivan has been able to bring in Yusuf, a university student on placement from a computer systems programme, to help Nadja, Exaba’s only full-time software engineer. Ivan views the chatbot contract as not only a financial windfall that can help get the company back on track, but as the first project in a new product-development revenue stream.

Nadja and Yusuf have been working closely with the NorthStar Academy’s Principal, Nicola, to create ‘Alice’: the custom student-support chatbot to ensure that she is designed appropriately and is fit for purpose. Nicola has seen growing evidence that chatbots can identify when students are struggling with a range of issues from attendance to anxiety. She has also seen that they can be useful in helping administrators understand what students need, how to help them more quickly, and where to invest more resources to make support most effective.

 

Optional STOP for questions and activities:

1. Discussion: What moral or ethical issues might be at stake or arise in the course of this project?

2. Discussion: What professional or legal standards might apply to the development of Alice?

3. Discussion: What design choices might Nadja and Yusuf have to consider as they build the chatbot software in order for it to conform to those standards?

4. Discussion: is there anything risky about giving cognitive chatbots human names in general, or a female name specifically?

5. Activity: Undertake stakeholder mapping to elicit value assumptions and motivations.

6. Activity: Research any codes of ethics that might apply to AI in education, or policies / laws that apply to controlling and processing student data.

7. Activity: View the following TED talk and have a discussion on gender in digital assistants: Siri and Alexa are AI Built for the Past by Emily Liu.

 

Dilemma – Part one:

After undertaking work to ensure GDPR compliance through transparency, consent, and anonymisation of the data harvested by interactions with Alice, Nadja and Yusuf are now working on building the initial data set that the chatbot will call upon to provide student support. The chatbot’s information to students can only be as good as the existing data it has available to draw from. To enable this, Nicola has agreed to provide Exaba with NorthStar Academy’s existing student databases that span many years and cover both past and present students. While this data – including demographics, academic performances, and interactions with support services – is anonymised, Yusuf has begun to feel uncomfortable. One day, when the entire team was together discussing technical challenges, Yusuf said “I wonder what previous students would think if they found out that we were using all this information about them, without their permission?”

Ivan pointed out, “Nicola told us it was okay to use. They’re the data controllers, so it’s their responsibility to resolve that concern, not ours. We can’t tell them what to do with their own data. All we need to be worried about is making sure the data processing is done appropriately.”

Nadja added, “Plus, if we don’t use an existing data set, Alice will have to learn from scratch, meaning she won’t be as effective at the start. Wouldn’t it be better for our chatbot to be as intelligent and helpful as possible right away? Otherwise, she could put existing students at a disadvantage.”

Yusuf fell silent, figuring that he didn’t know as much as Ivan and Nadja. Since he was just on a placement, he felt that it wasn’t his place to push the issue any further with full-time staff.

 

Optional STOP for questions and activities:

1. Discussion: Expand upon Yusuf’s feelings of discomfort. What values or principles is this emotion drawing on?

2. Discussion: Do you agree with Yusuf’s perspective, or with Ivan’s and Nadja’s? Why?

3. Discussion: Does / should Yusuf have the right to voice any concerns or objections to his employer?

4. Discussion: Do / should previous NorthStar students have the right to control what the academy does with their data? To what extent, and for how long?

5. Discussion: Is there / should there be a difference between how data about children is used and that of adults? Why?

6. Discussion: Should a business, like Exaba, ever challenge its client, like NorthStar Academy, about taking potentially unethical actions?

7. Technical activity: Undertake a technical activity such as creating a process flow diagram, pieces of code and UI / UX design that either obscure or reinforce consent.

8. Activity: Undertake argument mapping to diagram and expand on the reasoning and evidence used by Yusuf, Nadja, and Ivan in their arguments.

9. Activity: Apply ethical theories to those arguments.  

10. Discussion: What ethical principles are at stake? Are there potentially any conflicts or contradictions arising from those principles?

 

Dilemma – Part two:

Nicola, too, was under pressure. The academy’s Board had hired her as Principal to improve NorthStar’s rankings in the school performance table, to get the college’s finances back on track, and support the government efforts at ‘levelling up’ This is why one of Nicola’s main specifications for Alice is that she be able to flag students at risk of not completing their qualifications. Exaba will have to develop an algorithm that can determine what those risk factors are.

In a brainstorming session Nadja began listing some ideas on the whiteboard. “Ethnic background, family income, low marks, students who fit that profile from the past and ultimately dropped out, students who engaged with support services a lot, students with health conditions . . .”

“Wait, wait, wait,” Yusuf said. “This feels a little bit like profiling to me. You know, like we think kids from certain neighbourhoods are unlikely to succeed so we’re building this thing to almost reinforce that they don’t.”

“The opposite is true!” Ivan exclaimed. “This algorithm will HELP exactly those students.”

“I can see how that’s the intention,” Yusuf acknowledged. “But I’ve had so many friends and neighbours experience well-intentioned but not appropriate advice from mentors and counsellors who think the only solution is for everyone to complete qualifications and go to university. This is not the best path for everybody!”

Nadja had been listening carefully. “There is something to what Yusuf is saying: Is it right to nudge students to stay in a programme that’s actually not a best fit for them? Could Alice potentially give guidance that is contrary to what a personal tutor, who knows the student personally, might advise? I don’t know if that’s the sort of algorithm we should develop.”

At this point Ivan got really frustrated with his employees: “This is the proprietary algorithm that’s going to save this company!” he shouted. “Never mind the rights and wrongs of it. Think of the business potential, not to mention all the schools and students this is going to help. The last thing I need is a mutiny from my team. We have the client’s needs to think about, and that’s it.”

 

Optional STOP for questions and activities:

1. Activity: compare an approach to this case through the ethics of care versus the ethics of justice. What different factors come into play? How should these be weighed? Might one approach lead to a better course of action than another? Why?

2. Discussion: what technical solutions, if any, could help mitigate Yusuf and Nadja’s concerns?

3. Activity: imagine that Ivan agrees that this is a serious enough concern that they need to address it with Nicola. Role play a conversation between Ivan and Nicola.

4. Activity: undertake a classroom debate on whether or not Alice has the potential to reinforce negative stereotypes. Variations include alley debate, stand where you stand, adopt and support opposite instinct.

 

Enhancements:

An enhancement for this case study can be found here.

 

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