1. Teaching Ethics Well: Empirical Evidence of MPA Students’ Developing Ethical Competence and the Implications for Course Design and Pedagogy
Stefan A. Perun
Villanova University
Prepared for the 2016 Teaching Public Administration Conference
Rutgers University, Newark, NJ

2. Ethical Competence Many agree that ethical competence exists,
is a good thing for public administrators to have, and
can be taught;
however,
what it includes is highly contested.
Jacob (2015) suggests suggest that ethical competence be thought of from the perspective of a craftsman whereby both the knowledge of a practice (ethical theories and codes) and practice itself (acts taken and consequences accepted) are demonstrations of ethical competence.

3. The Study
Qualitative interviews uncovering the learning experiences of 18 MPA students’ in a standalone Ethics course
“Action research” observations
Research questions:
What ethical competence did students develop?
What contributed to that development?

4. Teaching Ethics: A Course Design
Normative Theory
Codes
Laws
Ethical Reasoning Skills
Design Approach
Cooper, 2012; Cooper & Menzel, 2013; Jacobs, 2013; Menzel, 2010; Svara, 2015.

5. Findings
Students described their development of ethical competence as systematically considering the “why” behind their decisions
What was very fruitful for me was that discussion [with myself and with colleagues] where you're trying to figure out ‘ok, but why are you saying this? Well, this is the right thing to do.’ And, it's like, ‘but why? Why, why, why’ is the question of the course. -Jennifer

6. Findings, cont’d
Trying to figure out “why” in dialogue with others led to deeper thinking
[During the deliberation] I was so confident that I actually didn't agree with the other two… I spent a lot of time making the case about why my theory choice was the right one.. So it [ the discussion with classmates] provided some feedback on my very firm position…. When you have one or two or three different opinions, it certainly does force you to reevaluate and think a little deeper. You have to consider the alternative in that case. The small groups challenges you to consider their standpoint or position and what evidence they have to support that position…. -James

7. Three Key Implications for Course Design and Pedagogy
Answering “why” seems an optimal basis for all assessments
Providing students clarity of task, dynamic support, and opportunities practice the application of theory/codes leads to deeper understanding and deliberation
Fostering student-to-student dialogue (not student-to-professor per se) leads to awareness and deeper thinking

8. References
Cooper, T. L. (2012). The responsible administrator: An approach to ethics for the administrative role (6th ed.). San Francisco, CA: Jossey-Bass.
Cooper, T. L., & Menzel, D. C. (2013). Achieving ethical competence for public service leadership. Armonk, N.Y.: M.E. Sharpe.
Jacobs, R. M. (2015). Ethical competence. In D. Bearfield & M. Dubnick (Eds.), Encyclopedia of Public Administration and Public Policy (3rd ed., Vol. 2, pp ). New York: Taylor & Francis.
Jacobs, R. M. (2013). Developing ethical competence: An integrated pedagogical model. In T. L. Cooper & D. C. Menzel (Eds.), Achieving ethical competence for public service leadership (pp ). Armonk, NY: M.E. Sharpe.
Jurkiewicz, C. L. (2002). The influence of pedagogical style on students' level of ethical reasoning. Journal of Public Affairs Education,
Jurkiewicz, C. L., & Nichols, K. L. (2002). Ethics education in the MPA curriculum: What difference does it make? Journal of Public Affairs Education,
Menzel, D. C. (2010). Ethics moments in government: Cases and controversies. Boca Raton: CRC Press.
Svara, J. H. (2015). Aligning personal and professional ethics: A strategic approach to ethics education. Journal of Management Systems, 25(2),