Use of Case Method in Ethics Education for Evaluators:

Implications from the Teaching Method in Ethics Education for Auditors

Abstract

  This paper examined teaching method in the ethics education of auditors and withdrew implications for that of evaluators. The ethical education of the auditors emphasized the use of a participatory approach based on case method and applied several systematic decision-making models to the teaching method. Also, an analytical framework to understand ethical issues and methods to compare choices for ethical decision-making had been developed.

  It was notable that evaluators were often given two different evaluation purposes, accountability and improvement, under the same assignment. As a result, evaluators dealt with different relationships with clients on each occasion. Evaluators were required to acquire the abilities to interpret their situations and to solve line-drawing problems and conflict problems. Case method is an appropriate technique to satisfy their educational needs. The ethics education based on the case method will establish a path to link ethical practices to institutional arrangement. Thus, it is expected to withdraw meaningful feedbacks on the Guidelines for the Ethical Conduct of Evaluations, which the Japan Evaluation Society approved in 2012, from participants in the ethics education for evaluators.