Date

5-16-2024

Department

Helms School of Government

Degree

Doctor of Philosophy

Chair

Eugene Belmain

Keywords

public administration, experiential learning, Ph.D., ethics

Disciplines

Public Affairs, Public Policy and Public Administration

Abstract

Ethics is an essential aspect of society and public administration (PA). Despite being an essential aspect of PA, ethics courses are not universally integrated into higher education programs. Few higher education institutions have adopted a comprehensive approach to ethics, and ethics courses are not required for most doctor of philosophy (Ph.D.) graduates in PA. The purpose of this qualitative case study is to understand the ramifications of not having a stand-alone ethics course in PA Ph.D. programs. The research questions that guided this study are: What are the ramifications of not having a stand-alone ethics course in PA Ph.D. programs? What are the perceived gaps in ethical knowledge among graduate students from PA Ph.D. programs without a stand-alone ethics course? What are the similarities and differences of the Ph.D. PA program ethics courses? Applying Kolb’s experiential learning (EL) theory provided this study with a theoretical underpinning. Data to answer the research questions were collected by 12 semi-structured interviews, two focus groups, and document analysis. Braun and Clarke’s six-step thematic data analysis process was applied, resulting in identifying the themes to answer the research questions. The six themes identified are: Limited ability to overcome complex ethical dilemmas, a deficit in ethical awareness and sensitivity, limited conceptual understanding, uncertainty balancing multiple ethical obligations, course structure, and integration with other courses. The findings in this study have empirical, theoretical, and practical implications.

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