Ethical Issues in Computing: Student Perceptions Survey

Today, computer software is being used in systems as well as other situations where there is a high potential for social impact. For example, such software is highly used in medicine and safety-dependent situations. Furthermore, the negative consequences of unreliable systems and software are becoming more publicized every day. Since these episodes create a negative image of computer professionals, and create an environment lacking of trust for the discipline, a good look at the ethical issues in software engineering and information systems is necessary. In this research paper we present the results and analysis of a survey completed by computer science and information systems students. The survey consists of thirty (30) questions related to the ethical behavior of students at different college levels and with different majors. The results of the survey are analyzed to evaluate student perceptions of ethical behavior in regards to obligations, opportunities, intent, and professional responsibility. The survey questions address these four (4) aspects, and present ethical situations to which computer science and noncomputer science students respond. The results of the survey will be used to teach students to understand ethical issues and professional responsibility related to computer science and information systems. Moreover, they will be discussed when teaching professional responsibility within technological, economic, and environmental points of view. INTRODUCTION As the amount of corporate and personal information continues to grow, and access to that information by information technology (IT) professionals increases, ethics and value judgments by computer and information systems professionals becomes more important [4]. [1], defined three factors which require further study of ethical behavior of IT professionals. These include a greater reliance on IT systems across business enterprises, increasing the future use of systemgenerated information for computer science and information system students in the workforce [3]. Research in information systems, security, and control has reported large losses attributable to unethical activities [10], Professional organizations such as the Association of Computer Machinery (ACM) and the Institute of Electrical and Electronic Engineering (IEEE) have suggested ethical codes of conduct for internal and external uses, including as a part of standard school curricula, because students studying general business or information systems should be knowledgeable about ethics issues. Information security professionals must take professional codes of ethics and apply it appropriately to their own unique environments. Moreover, most information and computing professional organizations, and non-information system organizations have codes of ethics specific to their organizations which emphasize occupational responsibility. To assist with this, describes [2] the following five ethical principles that apply to processing information in the workplace, and also provides examples of how they would be applied. 1. Informed consent. Try to make sure that the people affected by a decision are aware of your planned actions and that they either agree with your decision, or disagree but understand your intentions. 2. Higher ethics in the worst case. Think carefully about your possible alternative actions and select the beneficial necessary ones that will cause the least, or no, harm under the worst circumstances. Example: A manager secretly monitors an employee's email, which may violate his privacy, but the manager has reason to believe that the employee may be involved in a serious theft of trade secrets. 3. Change of scale test. Consider that an action you may take on a small scale, or by you alone, could result in significant harm if carried out on a larger scale or by many others. 4. Owners' conservation of ownership. As a person who owns or is responsible for information, always make sure that the information is reasonably protected and that ownership of it, and rights to it, are clear to users. 5. Users' conservation of ownership. As a person who uses information, always assume others own it and their interests must be protected unless you explicitly know that you are free to use it in any way that you wish. The ACM and IEEE also have codes of ethics to remind us that a computer professional has obligations to society, to their employer, their clients, their colleagues, and to professional organizations. For example, the ACM Code of Ethics creates duties for computer professionals to “avoid harm to others,” to be “honest and trustworthy,” and to “strive to achieve the highest quality” in both the processes and products their professional work (ACM Code of Ethics, Sections 1.2, 1.3, 2.1). Further, professionals must thoroughly evaluate computer systems “with special emphasis on possible risks,” and must honor contracts, agreement and assigned responsibilities,” including social responsibilities as a member of the organization within which they work (ACM Code of Ethics, Section 2.5, 2.6). Further, the general Moral Imperatives section of the ACM Code includes responsibilities for computer professionals such as contributing to “society and human well-being,” and minimizing “negative consequences of computing systems, including threats to health and safety” (ACM Code of Ethics, Section 1.1). From the duties and the moral responsibilities compelled, we clearly see how important ethical behavior is in the view of the ACM. Similarly, the IEEE Code of Ethics begins with the obligation for computer professionals to commit to the “highest ethical and professional conduct,” “to accept responsibility in making decisions consistent with...[the] welfare of the public,” and to promptly disclose “factors that might endanger the public or the environment” (IEEE Code of Ethics, Section 1.1). As we believe that software developers are engineers and scientists, they should abide by such guidelines, and produce reliable and safe products. Ethical issues play a big role in the analysis and development of software and application products. ]13], discuss the need for the information-systems person to receive training in ethical implications, and argue that the existence of professional codes of practice is a clear indication that ethical neutrality is not possible. They contend, "Self-reflection by systems analysis on the ethical implications of their practice should ensure that ethical decisions are not made implicitly for [the IT professionals themselves]." [7, 13]. [5] Has identified four ethical issues that face the information age which provide the framework for the data we have collected. Privacy: What information about one's self or one's associations must a person reveal to others, under what conditions and with what safeguards? Accuracy: Who is responsible for the authenticity, fidelity and accuracy of information? Similarly, who is to be held accountable for errors in information and how is the injured party to be made whole? Property: Who owns the information? What are the just and fair prices for its exchange? How should access to this scarce resource to be allocated? Accessibility: What information does a person or an organization have a right or a privilege to obtain, under what conditions and with what safeguards?” Our survey of ethical attitudes, conducts, and behaviors was administered in both computer science and management information courses [6]. The results, conferring the students’ ethical attitudes, may be used as a proxy for ethical attitudes of entry-level software engineering and information technology workers. THE SURVEY QUESTIONS Previous surveys of business students have shown that more than one-half of respondents claimed they had engaged in unethical computer activity, including hacking or illegal copying of software [9] These results correspond with the results of surveys of industry abuse regarding the ownership of intellectual property. Losses for software developers attributable to piracy in 1996 were estimated to be 11.2 billion (SPA/BSA, 1997). The potential economic harm of unethical behavior further emphasizes the need for continued study of the ethical beliefs and value judgments made by students [8]. The questions distributed in our survey are a modified version of the survey written at Baylor University’s Hankamer School of Business, entitled “Workplace Ethics Questionnaire.” [14]. The survey questions were given to students who took computer science courses, but also management information systems classes as those students often take classes from a different field of study. The survey consisted of thirty (30) questions related to ethical issues in information systems. Students were asked to answer each question (except Question 30) strongly agree, agree, if they felt neutral in their response, or if they disagree or strongly disagree with the question statement. For statistical analysis purposes, students were also asked to indicate their gender, age, major and class standing. Following is the list of questions submitted to students. ETHICAL ISSUES SURVEY QUESTION TABLE 1. There are more ethical people than unethical people in the Internet world. 2. I cannot be accused of lying or cheating or acting immorally or unethically, until I say, "I never lie or cheat or act immorally or unethically.” 3. I don't often concern myself with other people's lying, cheating, and being immoral and unethical. 4. An action is not immoral, unethical unless it directly hurts someone. 5. Should all immoral, unethical acts be crimes under the law? 6. Stealing something and then use it for a good purpose is ethical. 7. Promoting a less worthy person ahead of a more worthy person for an irrelevant reason is ethical. 8. If in my business I promote a less worthy person ahead of a more worthy person for an irrelevant reason, am I treating the less worthy person unethically? 9. If in my business