Degree in Business Intelligence and Data Analytics

Lead the transformation of companies through the use and analysis of data.

Technoethics and data privacy

This course presents the context in which companies are increasingly linked to new technologies, from the moment of their creation and operation, making it necessary to consider the ethical, legal and regulatory implications of this reality. In this sense, concepts such as technoethics and data privacy arise, understood as complex and multifaceted concepts that have evolved over time and that increasingly consider various areas of knowledge in a broader way. Thus, this subject seeks to create awareness and knowledge about the ethical aspects of data collection, manipulation, analysis and exploitation, where students who join any business area must know and be aware of the impacts generated of technological use.
Type Subject
Tercer - Obligatoria

Titular Professors

Previous Knowledge

Learning Outcomes of this subject are:
- Know and apply the ethical, legal and regulatory aspects related to the collection, manipulation and analysis of data, and the exploitation of the information generated
- Ability to lead multidisciplinary teams and be ethical and professional.
- Ability to identify and assess inequalities due to sex and gender, and find and design solutions.
- Understand the landscape of contemporary thought
- Acquire a conceptual base that allows the understanding of texts from the humanistic field.
- Understand the transcendent dimension of the human person.
- Understand the problem and responsibility regarding sustainable development.
- Ability to create projects that add value to society.
- Know the legislative advocacy mechanisms related to the collection, analysis and visualization of data, and the associated technoethical principles


In order for the student to have a first contact with technoethics and data privacy, the content of this course is focused on knowing legal and regulatory aspects, as well as discovering throughout the course the ethical implications of the use and creation of technology. Thus, throughout this course, we will seek to promote dialogue and discussion on relevant aspects of ethics in technology and data privacy with a special focus on technological and digital business activities.
Below, you can find the main topics that will be covered in the subject of Technoethics and data privacy:
- Personal data
- Privacy information
- General Data Protection Regulation (GDPR); the European data protection law; the seven principles of the GDPR: legality, fairness and transparency, purpose limitation, data minimization; accuracy, storage limitation, integrity and confidentiality (security), and accountability
- Spanish legislation Organic Law 3/2018, of December 5, on the protection of personal data and the guarantee of digital rights
- Data collection, data use and data reuse
- The reuse of data from the perspective of the data controller
- Reuse of data from the perspective of the interested party
- Damages associated with the collection and use of data
- The right to be forgotten
- Benefits of reusing data
- Ethical challenges of data reuse:
- Ethics in the design and use of technology
- Analysis of multiple unethical behaviors in the use of technology
- Consider and promote ethical behavior through the establishment of ethical norms and behaviors
- IT Compliance
- Definitions of privacy and security
- Security
- Recognize the difference between anonymity and having personal data anonymous
- Recognize how algorithms differ based on protected attributes and why de-identification of the individual is not sufficient to protect people.
- Intellectual property rights and definitions
- Intellectual property patents
- Patent Law
- Ethical use of technologies
- Transformative effect of technology
- New opportunities for revolutionary technology


The course sessions will combine lectures, discussions, cases, videos, student presentations, and exercises. Students are expected to participate actively in class discussion and to prepare the required reading and assignments prior to class.
- Lectures (MD0): In which the teacher explains content, concepts or solves problems.
- Project-based learning (MD6): In which students solve a group project and discover the concepts as they are necessary for its development.
- The so-called "flipped classroom" (MD7): In which the teacher anticipates the documentation or material that the student must work on before the face-to-face session and in the face-to-face session activities are developed based on the content previously worked on.
- Peer teaching (MD9): In which the teacher generates a series of questions that the student answers individually and later the different answers are discussed in groups so that at the end the student again has some answers to the questions with more security and trust.
- Challenge-based learning (MD11): In which a pedagogical approach is established that actively involves the student and is based on a real problem close to the student's environment that requires a specific solution and it is within experiential learning.
- Debate-based learning (MD15): In which the teacher through a mayeutic approach explains the lesson through questions and generates a group debate. In this way the students position themselves in one or the other position and they themselves reach their own conclusions through reason and argument.


The overall assessment system for the subject is as follows:
- Presentations 20%

The teacher will evaluate the interventions of each one of the students, their proactivity, their previous preparation of the lessons, as well as the quality of their interventions.
- Continuous evaluation 30%

Throughout the sessions, the teacher will carry out various activities such as debates, questionnaires, quizzes, practical cases, among others, following the methodologies described in the previous section. On some occasions such activities will be done individually, and on others collectively or in a group.
- Midterm 25%
- Final exam 25%

The final exam is a written exam, with the books closed and limited by time. Dictionaries, textbooks, or other aids are not allowed during the exam. This exam is primarily aimed at demonstrating the student's ability to recall information and knowledge learned in class, including definitions, general principles, and key concepts.

The recovery exam will consist of retaking a final exam that will include the entire course. The total score will not be higher than 6.

Evaluation Criteria
Basic Bibliography

- Luppicini, R. (2008). The emerging field of Technoethics. In R. Luppicini and R. Adell (eds.). Handbook of Research on Technoethics. Hershey: Idea Group Publishing
- Moor, James H. (2005). "Why We Need Better Ethics for Emerging Technologies". Ethics and Information Technology. 7 (3): 111–119. doi:10.1007/s10676-006-0008-0. ISSN 1388-1957. S2CID 27160198.
- Luppicini, Rocci (2010). Technoethics and the Evolving Knowledge Society: Ethical Issues in Technological Design, Research, Development, and Innovation. Advances in Information Security, Privacy, and Ethics. IGI Global. doi:10.4018/978-1-60566-952-6. ISBN 978-1-60566-952-6.
- Bunge, Mario; The Hegeler Institute (1977). Sugden, Sherwood J. B. (ed.). "Towards a Technoethics". Monist (in German). 60 (1): 96–107. doi:10.5840/monist197760134. ISSN 0026-9662.
- Luppicini, Rocci; Adell, Rebecca, eds. (2009). Handbook of Research on Technoethics. IGI Global. doi:10.4018/978-1-60566-022-6.ch001. ISBN 978-1-60566-022-6.
- Winner, Langdon (1980). "Do Artifacts Have Politics?". Daedalus. 109 (1): 121–136. ISSN 0011-5266. JSTOR 20024652.
- Hosmer, L. T. (1995). "Trust: The Connecting Link between Organizational Theory and Philosophical Ethics". The Academy of Management Review. 20 (2): 379–403. doi:10.5465/amr.1995.9507312923. JSTOR 258851. S2CID 53066096.
- Galván, José María (December 2003). "On Technoethics" (PDF). IEEE Robotics and Automation Magazine. 10 (4): 58–63.
- Porambage P, et al. The quest for privacy in the internet of things. IEEE Cloud Comp. 2016;3(2):36–45.
- Jing Q, et al. Security of the internet of things: perspectives and challenges. Wirel Netw. 2014;20(8):2481–501.

Additional Material