In a landscape where public servants and political leaders face complex ethical challenges and public sector scandals often seem to proliferate, how can we ensure integrity and accountability in public governance? This course introduces students to key debates in public sector ethics. It explores the responsibilities of public officials and how they negotiate complex and often contested or competing values in their relationships with politicians, citizens, and other stakeholders. Through practical examples and case studies drawn from both Australian and international contexts, students will apply ethical frameworks to analyse decision-making processes, professional conduct, and public sector practices. Core ethical theories will be connected to contemporary policy challenges, with a focus on how personal, professional, organisational, and social influences shape ethical behaviour. Students will also evaluate a wide range of relevant scholarly and professional sources to critically assess approaches to fostering and codifying ethical leadership and promoting integrity in government. 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1.  Explain key concepts and theories in public sector ethics.
2.  Apply ethical frameworks to real world case studies of public sector debates, practices and dilemmas.
3. Analyse how ethical norms and principles influence decision-making processes and professional conduct in the public sector.
4. Evaluate relevant scholarly and professional sources on public sector ethics.
5. Assess the role of personal, professional, organisational and social influences in shaping ethics in practice.

Required Resources

Required readings are available via Wattle.

Recommended Resources

Recommended resources are available via Wattle.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class and individually

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

CRAWFORD ACADEMIC SKILLS

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to public sector ethics, key concepts, and listeningThis topic explores three foundational concepts within public sector ethics: justice, the common good, and sovereignty. These concepts underpin many of the ethical principles and dilemmas that those working in the public sector must navigate and that we cover in this course. We will also discuss the concept of ethical listening, and how it can inform debates about public sector ethics and the ways we engage as individuals with the course.
2	Political ethics and the polityThis topic explores the foundations of political authority and how the legitimacy of government is understood across different political contexts. We will examine how the relationship between those in power and the citizens they govern shapes the unique duties and ethical responsibilities of public officials.
3	Classical ethical theories (consequentialism, deontology, and virtue ethics)This topic introduces consequentialism, deontology, and virtue ethics, focusing on how these frameworks can inform public sector decision-making in different ways. We apply these frameworks to the problem of ‘dirty hands’, the moral dilemma faced by public officials when deciding whether to engage in ethically questionable actions for a perceived greater public good.
4	Ethics of care and relational approachesThis topic explores care ethics and relational approaches as alternatives to classical ethical theories, highlighting the importance of relationships, context, and interdependence in ethical reasoning. Students will consider how these principles apply in areas such as social welfare policy and disaster recovery.
5	Film screening and reflectionThis week provides an opportunity to reflect on ethical dilemmas and themes introduced in the course so far through a film case study. Students will discuss how ethical theories can inform real-world governance challenges depicted in the selected film.
6	Governing in crisisThis topic examines the ethical challenges that arise in crises such as pandemics, natural disasters, or political emergencies. We explore the tensions between urgency, resource allocation, and maintaining ethical governance under pressure, and consider whether there are crisis situations in which suspending “normal” ethical principles can be justified.
7	Technology, ethics, and public policyThis topic investigates the ethical dilemmas generated by technological innovation, including issues of privacy, surveillance, and the use of generative AI in tools in policy development and decision-making. Students will consider how public sector ethics can guide the design and regulation of emerging technologies.
8	Integrity, accountability and corruptionThis topic examines the ethical principles of integrity and accountability within the public sector, focusing on how they are essential to maintaining public trust but are often difficult to define and operationalise. We will also explore the causes and consequences of corruption, considering how codes of conduct, anti-corruption commissions, and other mechanisms are designed to promote ethical behaviour and prevent misconduct in both public servants and elected officials.
9	WhistleblowingThis topic critically explores whistleblowing as a response to corruption and unethical conduct in public institutions. Through case studies, students will examine the ethical dilemmas whistleblowers face, including the tension between loyalty and moral duty, and consider the implications of public disclosures for integrity, accountability, and transparency in governance.
10	Global ethics, sustainability and cosmopolitanism This topic examines the ethical responsibilities of public officials in a globalised world, focusing on issues like global justice, human rights, and sustainability. We consider the call for a more cosmopolitan approach to public sector ethics, that recognises that addressing global challenges such as climate change, forced displacement and inequality requires us to look beyond national borders and acknowledge the interconnectedness of the world.
11	Ethical public sector leadershipThis topic explores the ethical responsibilities of public sector leaders, focusing on how leaders make decisions that balance personal values, organisational needs, and the public good. It examines different leadership approaches (e.g., transformational, transactional, servant leadership) and how leaders can ensure that ethical principles and public service values are embedded in policy decisions and organisational practices.
12	Course wrap-up: The ethical public sector actorIn this topic we recap the course's themes, frameworks and case studies, synthesising insights about the role of individual and collective moral agency in public governance. Students will also reflect on their own ethical frameworks and consider how to apply them in professional contexts.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Short overview of concepts in public sector ethics	10 %	12/03/2025	26/03/2025	1, 4
Film reflection	30 %	27/04/2025	12/05/2025	1, 3, 4, 5
Participation and engagement	10 %	*	27/06/2025	1, 2, 3, 4, 5
Research essay	50 %	29/05/2025	27/06/2025	1, 2, 3, 4, 5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Short overview of concepts in public sector ethics

Description: Students will write a short response to a prompt about key concepts in public sector ethics covered in weeks 1 - 3 of the course.

Length: Maximum 500 words (excluding reference list)

Due date: 12 March 2025

Assignment details including grading criteria will be available on Wattle at the start of the course.

Assessment Task 2

Film reflection

Description: Students will write a reflection in response to a film screened in class (or, with the convenor's approval, a film of their own choice). The reflection will provide an opportunity to explore, and critically engage with, the normative theories outlined in the first half of the course.

Length: Maximum 1,500 words (excluding reference list)

Due date: 27 April 2025

Assignment details, including grading criteria, will be available on Wattle at the start of the course

Assessment Task 3

Participation and engagement

Description: Participation and engagement with the course content and class activities will be assessed through weekly in-class quizzes. Quiz questions will focus on the week's lectures, readings, and class discussion.

Students who have a valid reason for missing a class can undertake a substitute assessment by arrangement with the convenor. Further information will be available on Wattle at the start of the course.

Assessment Task 4

Research essay

Description: Students will select a case study that highlights an ethical challenge relevant to the public sector. Drawing on concepts and normative frameworks explored throughout the course, analyse the ethical dimensions of the case, evaluate the decisions made, and propose alternative courses of action if appropriate. The essay should demonstrate a clear understanding of the ethical concepts and frameworks discussed in the course and include a well-reasoned argument supported by evidence, showcasing your ability to engage with ethical complexities in public governance.

Length: Maximum 3,500 words (excluding reference list)

Due date: 25 May 2025

Assignment details, including grading criteria, will be available on Wattle at the start of the course

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students