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eir corporate interest and their personal benefits, as is against their professional integrity and impartiality. Examples like this one that concerns knowledge sharing are numerous. In a journal editorial, Elliot (2004) addresses the issue of knowledge and information sharing and enumerates a great many cases in corporate setting that make “the difference between a healthy company and a company that will have to lay off people or closes its door altogether - which could end up being decidedly grave for individuals, families and the community.”
Ethics in University Education
The challenges of engineering ethics in the professional work these days that engineering ethics is becoming a new discipline that holds its place in university education. There is growing expectation by specialists (Chubin et al 2005, Davison and Kock 2004) and the public at large to enhance professional ethics education in universities by incorporate it into improved academic curriculum. Symposia, workshops and seminars could be arranged to promote professional engineering ethics. They believe professional morality and responsibility should be introduced early to engineering majors. It is also a professional must for engineering graduates to familiarize themselves with engineering code of ethics prior to being practitioners. However, knowledge of right and wrong is at most half of the battle. A good engineering professional also needs other qualities like self-discipline, conscientiousness, integrity and professional dignity, which can hardly be acquired by simple indoctrinization or sheer brainwashing. Johnston et al (2000) advocates practice-focused ethics in engineering education for that the professional ethics being accepted well, it could be made an indispensable part of their academic practice. In universities, engineering majors, undergraduates or postgraduates, are doing experiments, conducting researches, handling projects and writing papers to conclude their practical work. By handling these practical tasks, they learn to establish their professionalism by applying their knowledge to practice and developing some practical skills. Meanwhile they are also learning to adopt their way of thinking, their mindset and their attitude as a real professional. In other words, they are also establishing their professionalism by developing those indispensable professional qualities like self-discipline, conscientiousness, integrity and professional dignity in practices they are most likely to continue after their graduation. With these qualities being part of their professional habit and value, they are bound to be upheld and advanced by those engineering graduates in their professional career. Among the above mentioned academic virtues, there is one point that is most often than not time and again repeated here and there, and could never be overvalued. That is academic honesty. Academic honesty is relevant to professional code of ethics in that it practices integrity which is valued by employers and a professional must demonstrate while working. Academic honesty and integrity is important also in that practicing academic dishonesty means overcoming academic dishonesty. Academic misconducts such as plagiarism, collaboration and multiple-submission are rather common and induced by many factors: lagging behind in coursework, working too many hours, meeting emotional and healthy issues and so on. Thus, a university student is always tempted to misconduct academically