The ways to form students professional ethics

       Demand for professional ethics for any professions is increasing as a society develops. However there is a need to produce knowledgeable specialists in the present society, conscientious and morally responsible professionals are required mostly. Therefore, the current society demands to define influential factors to make students in higher education institutions conscientious and develop right ways to influence them.

Professional ethics is the most significant factor to make students as professionals matured with professional ethics or individuals and even to change social relation. Nowadays the structure of professional ethic code is being developed and the basement of the present study arose from the development which Mongolia faces. Conducting complex steps regularly to mature students with professional ethics and its code in theoretic and practical ways is the substantial circumstance to produce professionals who carry moral responsibilities to those held by the population in general and in society.
      Friedrich Engels noted that each profession has enforced codes of practice that members of the profession must follow, to prevent exploitation of the client and preserve the integrity of the profession. The concept of professional ethic developed firstly as one of the basic needs for human beings, although it evolved toward theoretical concept. Scholars Bent and B. Mandeville originated the concept of professional ethics at first and J. Monteskie and O. Kont studied sub ethics while E. Durkheim studied the limits of professional ethics. In addition, Jess Bond formulated models to teach students and youth professional ethics outside of standard school setting and to conduct research on the issue. Andreas Bris formulated the modern ethic circumstances of agricultural professions, and Peter Schtrachendorf and prof. S. N. Korobkova, University of Technology of Saint Petersburg, Russia carried out theoretic and practical studies on business communication ethics.

Certain research works on ethic theory, its history and professional ethics have been conducted in Mongolia. For instance, T. Amarjargal studied the reform of ethic responsibility of social works and R. Vandangombo noted that professional ethic code of state servants and ethic duty of administration are the socio-moral direction and moral regulation and adjustment aiming to strengthen reputation and capacity of the servants. B. Galindev claimed that there are negative moral occurrences in the Mongolian society so then he noticed the significance to define ethic doctrine reflecting national traits while following Western and Eastern ethic achievements widely. D. Damdinjav detailed the current situation of contemporary development of biomedicine ethics and D. Dashjamts, P. Darikhuu and M. Zolzaya concluded that the key factor to avoid of immoral occurrences and to work for and create a society that respects human right fully is to have knowledge on history of own ethic thought clearing out moral values, principles and codes of Mongolians. J. Jugder completed his research work on development of social, political and philosophical thoughts and ethic values of Mongolians during the feudalism, V. Ulziibayar studied professional ethics from the point of psychological view, and B. Sumya studied the basic concepts of ethics. M. Zolzaya considered professional ethic on her researches on state traditions, family values, trait of moral code, vision, discipline and values based on historical and literature works of 13 and 14 Centuries, T. Burenjargal worked on traits of social servant ethics and B. Gundegmaa studied ethics of formal communication while Sh. Dulamsuren on professional ethics of lawyers. D. Lkhaashid worked to revise and remove mistakes by Mongolian businessmen caused by their unfamiliarity with business ethics, especially features of international business ethics, culture and thoughts, D. Tungalag done study on theory of professional ethics and morality and D. Tsogt-Ochir studied professional ethics and responsibility of lawyers as well as D. Tsolmon worked on code of professional ethics of diplomatic servant and T. Sengedorj worked to define the trait of lawyer profession and terminology of professional ethic of the profession as well as Ch. Choisamba studied code of professional ethics of journalists. S. Erdenetsetseg conducted research work on demand to teach high school students a subject of Family Ethics according to the experience of US and other countries to teach students ethic education in 1970s, a two-stage relativist theory on ethic development by J. Piaget and a cognitive psychological theory by L. Kolberg that contains measurement against the widely accepted principles of ethic. In addition, I. Suldsure conducted research on traits of professional ethic of agriculturalists and N. Begz, L. Jamts, B. Chuluundorj, Ch. Purevdorj and D. Vanchigsuren noticed the ethic issues in their works and studies on history, tendency, structure, and strategy of educational industry of Mongolia that are very important for our work in their methodological way.

         Aim of the present study is to develop curriculum of professional ethic and widely accepted requirements for it defining the right ways to provide students of higher education institutions with professional ethics. 

               To achieve the proposed aim, this study intends to accomplish the following objectives:

·         Study the theory of professional ethic and methodological issues;

·         Analyze the current situation of professional ethics of students in higher education institutions;

·         Analyze the compatibility of graduators from the institutions with the real social requirements of professional ethic based on employees’ view;

·         Define the formal and informal ways to mature students in higher education institutions with professional ethics.

        Maturing students in higher education institutions with professional ethics in formal and informal ways results in increase of their professional moral responsibility as well as their work attitude, outcome and production.

       The distinctive methodological characteristics of the dissertation are study on documents and publications of professional ethics, analysis and synthesis on observation and probability research results, to collect statistical indexes and to conduct a content-analysis on the indexes and to compare them with similar materials and formulate sample study results on SPSS.

          The theory by Andreas Bris, a German scholar on professional ethics, namely veterinarians’ ethics and the research model to mature students with professional ethics in informal way and to define the level of professional ethics by Jess Bond, a US scholar were used as the theoretical basements as well as the theory and principle on professional ethics by Peter Schtrahendorf, a German scholar.

      The way to mature students in higher education institutions with professional ethics is formal and informal education. A subject, “Theory of Professional ethics” shall be taught and activities and projects to improve students’ skill to work independently shall be carried out in the frame of the formal education while distance or e-trainings shall be conducted widely in the informal education. 

 The most effective method to mature students on higher education institutions with professional ethics is to conduct scientific works or experiments among them or to involve them. Students gain skills to be responsible for any situation and issue, and make decision during the scientific works and experiments. It is already suggested by researches by domestic and foreign scholars who were noticed in the present study. In addition, national ethics of Mongolia shall be included in the contents of the professional ethics curriculum of higher education institutions.