Abstract
The case method approach to analyze ethical dilemmas is common in graduate public administration ethics courses or public administration courses that include an ethical component. To keep the cases current, relevant, and engaging, the instructor can draw on the wealth of personal experiences that students offer. The dilemmas they face in day-to-day public service are rich in complex relationships, organizational and political pressures, and competing personal and professional values, but the scenarios must incorporate certain characteristics to maximize classroom discussion and to ensure that key ethical issues receive sufficient attention. This article provides the criteria by which students are taught to frame their experiences with ethical dilemmas so that those cases can be formally delivered to the class, ignite debate, and clearly demonstrate essential components of ethical decision-making analysis. These required conditions for formulating a quality case study for analysis may similarly serve as a means to evaluate the quality of any professionally produced case study available for use in the classroom; this article also offers the criteria by which cases may be critiqued.
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