“’Why? Why? Why?’ is the question of the course”: Master’s of Public Administration students’ perspectives on their learning in a standalone ethics course and the implications for ethics education throughout the curriculum

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2023-09-28 DOI:10.1177/01447394231204697

Stefan A Perun

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Abstract

This paper reported the findings from 18 qualitative interviews of students across two sections of an elective, standalone ethics course in a Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited Master’s of Public Administration (MPA) program at a northeast university. The findings suggested that a survey of normative ethical theories and opportunities to practice applying those theories to case studies in public administration led students to uncover the values upon which they stood and consider the strengths and deficiencies of those values in practice. Students generally described the value of this learning experience as developing the ability to identify and systematically consider the reason and logic of their ethical perspectives, consider alternatives presented by others, and take a principled stance. Implications of these findings for embedding ethics education across the curriculum in NASPAA accredited programs was considered.

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“为什么?为什么?为什么?“是课程的问题”:公共管理硕士学生对独立伦理课程学习的看法，以及对整个课程伦理教育的影响

本文报告了对一所东北大学公共政策、事务和管理学院网络(NASPAA)认可的公共管理硕士(MPA)项目选修的独立伦理学课程的两个部分的18名学生进行定性访谈的结果。研究结果表明，对规范伦理理论的调查以及将这些理论应用于公共行政案例研究的实践机会，使学生发现了他们所坚持的价值观，并考虑了这些价值观在实践中的优势和不足。学生们普遍将这种学习经历的价值描述为培养识别和系统地考虑其道德观点的原因和逻辑的能力，考虑他人提出的替代方案，并采取有原则的立场。考虑了这些发现对在NASPAA认证项目的课程中嵌入道德教育的影响。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.