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This article inquires into what it means for public administrators to intend a good action and then accept responsibility when bad outcomes result. Explicating Anscombe’s approach to virtue ethics and deliberation, the intention can be known with certainty and responsibility then be assigned. The concepts of “feeling guilty” and “experiencing guilt” are differentiated, making it possible to envision how public administrators experience guilt for bad outcomes and, by accepting responsibility for them, hone ethical competence (Cooper & Menzel, 2013). These experiences also enable public administrators to model for the other members of their organizations how they might hone ethical competence and collaborate in building more ethical public service organizations. [ABSTRACT FROM AUTHOR]

Despite the promulgation of codes of ethics and strict regulations, unethical conduct on the part of public administrators continues to occur. This article offers a three-step process for curriculum development that educators might adopt (or adapt) to incorporate the newly revised ASPA Code of Ethics into M.P.A. programs, the goal being for graduates to demonstrate competence with the Code's purpose, principles, and practices. Achieving this outcome will enable researchers to identify best practices, as well as to offer suggestions about how educators and professional organizations might better address the source(s) of ethical lapse or failure. [ABSTRACT FROM AUTHOR]

Evaluates the hermeneutical and ethical background of the paradigm and its implications on teaching. Sensitivity of the paradigm in praxis; Information regarding the proposed education; Sensitivity of the paradigm to internal conflicts.