Graduate School Professor’s Perception Towards Teaching Public Ethics

In the dynamic landscape of higher education, the teaching of public ethics in graduate programs has gained increasing significance. Graduate school professors play a pivotal role in shaping the ethical perspectives and practices of future professionals and leaders. This study delves into the attitudes, beliefs, practices, and challenges encountered by these professors in the domain of public ethics education. A mixed-method research approach was employed, encompassing surveys and in-depth interviews with a diverse group of graduate school professors. The study explored their attitudes towards public ethics education, the perceived relevance of ethics across academic disciplines, pedagogical approaches employed, and challenges faced in integrating ethics into their curriculum. The study employed thematic analysis to uncover nuanced insights from qualitative data and statistical analysis to derive quantitative trends. Quantitative analysis revealed a prevailing positive attitude among graduate school professors towards the importance of teaching public ethics. However, variations in perceived relevance across academic disciplines were observed. Professors reported diverse pedagogical approaches, ranging from case studies to ethical discussions, highlighting a rich educational landscape. Challenges included resource constraints and time limitations. The results underscore the commitment of graduate school professors to ethics education and the need for tailored approaches to address disciplinary variations. Diverse pedagogical approaches enrich the educational experience, while challenges present opportunities for institutional support and resource allocation. Interdisciplinary collaboration is recommended to bridge the gap between ethics education and various academic disciplines. This study illuminates the crucial role of graduate school professors in shaping ethical competencies among graduate students. Their positive attitudes, diverse teaching practices, and commitment to ethics education form a solid foundation for the continued integration of public ethics into graduate programs. Addressing challenges and promoting interdisciplinary collaboration will be instrumental in advancing ethics education and fostering ethically responsible professionals and leaders