Today was the St. Albans School of Public Service Class of 2013’s
introduction to case studies. The
"case method" of teaching is familiar to graduate students in fields
such as law, business, and public policy. A "teaching case" is written in
narrative-style, and describes a specific situation or conflict (perhaps a
complicated policy decision for a government official) with the goal of, as
Harvard's Kennedy School of Government states, "put[ting] students in the
shoes of real-life decision-makers in order to prepare them for their own lives
of decision-making." Instructors
act as facilitators of discussions with an eye toward helping the students
identify the problem, analyze the causes, and formulate solutions.
Our first case of the session is a Harvard
Kennedy School of Government case, "Ethical Problems in Public Careers:
Lying." The case presents the
reader with a series of vignettes, or "mini-cases," some fictional
and others drawn from real-life situations, that all focus in on one particular
issue: whether it is ever ethical or "right" for a government
official to be dishonest in the quest of a greater good. Some of the scenarios?
A reporter lies to his confidential
source to persuade the source that the reporter is already aware of secret
information and just needs confirmation; a mayoral candidate does not tell the
press, when asked, that he plans to make cut-backs on popular city programs if
elected; a Speaker of the House misleads his colleagues to break a deadlock and
get a crucial appropriations bill through Congress. The vignettes are designed to present students
with dilemmas that require nuanced thought and discussion, and highlight some
of the common excuses or rationalizations for a lack of candor in public life:
"that's how the game is played"; "I'm just doing my job";
and "it's for a good cause." See the photos below for some action photos of
this first case study!
 |
| Jamila and Ben |
 |
| Grant and Ryan |
 |
| Matt and Sarah |
 |
| From left: Kevin, Nick, Spencer, and Jim |
 |
| Philip arguing a point |
