The rationale for embedding ethics and public value in public administration programmes

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2021-07-15 DOI:10.1177/01447394211028275

Vanesa Fuertes

引用次数: 7

Abstract

When crises occur, revisiting given knowledge and practices seems sensible and necessary. For instance, the recent financial crisis in 2008 lead to questioning the role played by financial institutions and business schools in precipitating the crisis by allowing questionable professional ethics to go unchallenged. There is a current crisis in public administration in the UK, visible in the growing challenges to public sector professionals in their practice and in the increased questioning of the government as a guarantor of public services and welfare. To understand the current situation, exploring the role of public administration teaching and professional organisations in the UK is key. Have we perhaps neglected the teaching of ethics and public value as crucial tenets to the profession and to its practice? This paper explores the necessity, merits, and difficulties of embedding ethics and public value concepts into the curriculum.

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将道德操守和公共价值观纳入公共行政方案的理由

当危机发生时，重新审视既定的知识和做法似乎是明智和必要的。例如，2008年最近的金融危机导致人们质疑金融机构和商学院在引发危机中发挥的作用，因为它们允许有问题的职业道德不受质疑。英国目前存在公共行政危机，公共部门专业人员在实践中面临的挑战越来越大，对政府作为公共服务和福利保障者的质疑也越来越多。要了解目前的情况，探索英国公共行政教学和专业组织的作用是关键。我们是否可能忽视了将道德和公共价值观作为职业及其实践的关键原则的教学？本文探讨了在课程中嵌入伦理和公共价值观的必要性、优点和困难。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.