Teaching Ethics and Values in Public Administration: Are We Making a Difference?

Menzel, Donald C.

doi:10.2307/976653

Cited by 68 publications

(28 citation statements)

References 1 publication

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“…However, there is no guarantee that individuals who better understand ethical concepts and adopt more desirable ethical attitudes will actually make decisions in an ethical manner. In other words, providing individuals with formal instruction in ethics does not ensure that they will behave ethically either inside or outside the classroom (Menzel, 1997). The question of whether such courses do indeed positively influence individual behavior and reduce the incidence of behaviors such as cheating is an important one from both theoretical and practical perspectives.…”

Section: Ethics Instruction and Cheating Behaviorsmentioning

confidence: 99%

The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior

2007

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This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics were no less likely to cheat than students who had not taken such a course. However, the results do indicate that the extent to which taking a business ethics course influenced cheating behavior was moderated by the religiosity and intelligence of the individual student. In particular, while students who were highly religious were unlikely to cheat whether or not they had taken a business ethics course, students who were not highly religious demonstrated less cheating if they had taken a business ethics course. In addition, the extent of cheating among highly intelligent students was significantly reduced if such students had taken a course in business ethics. Likewise, individuals who were highly intelligent displayed significantly less cheating if they were also highly religious. The implications of these findings are discussed.

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Section: Ethics Instruction and Cheating Behaviorsmentioning

confidence: 99%

The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior

2007

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“…Most scholars who study ethics in public service work promote the development of an ethical code and training as a means of standardizing performance and delivery of services (Bowman & Williams, 1997;Braswell, McCarthy, & McCarthy, 1991;Cederblom & Spohn, 1991;Menzel, 1997;Pollock, 1993Pollock, , 1994Van Wart, 1996;Zajac, 1997). Implicit in these recommendations is the understanding that agreement can be reached, vis-à-vis a code, that promotes ethical behavior and discourages unethical behavior.…”

Section: The Literaturementioning

confidence: 99%

We Know it, We Just Have to Do it: Perceptions of Ethical Work in Prisons and Jails

et al. 2000

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Determining what the appropriate behavior is in any given circumstance is not always clear in corrections work, given the nature of the tasks, the composition of the clientele, and the structure of the organization. In an effort to determine what correctional staff regarded as ethical behavior, the authors developed and administered a questionnaire to correctional staff in several prisons and jails in a western state. In this article, the authors report their findings from the effort to quantify the degree to which staff agree and disagree in their perceptions of ethical choices. They found that jail and prison staffs are more likely than not to perceive their work from an ethical perspective. The findings also indicate that although both types of facilities were in the top range of possible responses on the ethics summary variable, the jail staff were more likely to score higher. Finally, age increased the likelihood that a respondent had a higher ethical rating in jails, and being female increased such a score in prisons.

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“…Furthermore, there is a difference between understanding ethical concepts, valuing ethical behavior, and making ethical decisions. Thus, formal instruction in ethics, even if it changes attitudes, may not always result in improved ethical behavior (although changing ethical attitudes would seem to be an important precursor to changing ethics-related behavior) (Menzel, 1997).…”

Section: Introductionmentioning

confidence: 99%

Ethics Instruction and the Perceived Acceptability of Cheating

2009

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Teaching Ethics and Values in Public Administration: Are We Making a Difference?

Cited by 68 publications

References 1 publication

The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior

The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior

We Know it, We Just Have to Do it: Perceptions of Ethical Work in Prisons and Jails

Ethics Instruction and the Perceived Acceptability of Cheating

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