Abstract:

Lawrence Kohlberg's theory of cognitive moral development is perhaps the most widely known theory of moral reasoning (Kohlberg, 1984). The theory is a six-stage sequence grouped into three levels. In the first stage of the pre-conventional level, (heteronomous morality stage) implies that the individual is obedient in order to avoid punishment. The second stage (individualistic, instrumental morality) individuals follow rules in their own interest. At stage 3 (interpersonally normative morality) in the conventional level is described as living up to what is expected by people and needing to be good in the eyes of others. At stage 4 (social system morality), individuals make moral decisions from the perspective of society as a whole. In stage 5 (human rights and social welfare morality) of the post-conventional level, principles and values that emphasize basic rights become familiar. And at stage 6 (morality of universalizability, reversible, and prescriptive general ethical principles) individuals believe ideals as a rational person and follows self-chosen ethical principles.

This behavior can be related to the ethical competence in higher education. The students have to act with an ethical and professional responsibility to oneself and others.

An activity was developed at the IT Governance Course of the first year at the master degree in computer science of the Universitat Politècnica de València. The objective was to show and to argue the pertinence behaviors and judgments. The students had to analyze some papers with some ethical issues. They had led some conflicts or ethical dilemmas in the profession. Following the analysis of the papers, they had to answer a test according to the Kohlberg's theory where the ethical and professional behavior can be estimated.

Keywords:

Ethical and professional competence, Higher education, Kohlberg's theory.