case study about ethics

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• 18 Jun 2024
• Cold Call Podcast

How Natural Winemaker Frank Cornelissen Innovated While Staying True to His Brand

In 2018, artisanal Italian vineyard Frank Cornelissen was one of the world’s leading producers of natural wine. But when weather-related conditions damaged that year’s grapes, founder Frank Cornelissen had to decide between staying true to the tenets of natural wine making or breaking with his public beliefs to save that year’s grapes by adding sulfites. Harvard Business School assistant professor Tiona Zuzul discusses the importance of staying true to your company’s principles while remaining flexible enough to welcome progress in the case, Frank Cornelissen: The Great Sulfite Debate.

• 30 Apr 2024

When Managers Set Unrealistic Expectations, Employees Cut Ethical Corners

Corporate misconduct has grown in the past 30 years, with losses often totaling billions of dollars. What businesses may not realize is that misconduct often results from managers who set unrealistic expectations, leading decent people to take unethical shortcuts, says Lynn S. Paine.

• 23 Apr 2024

Amazon in Seattle: The Role of Business in Causing and Solving a Housing Crisis

In 2020, Amazon partnered with a nonprofit called Mary’s Place and used some of its own resources to build a shelter for women and families experiencing homelessness on its campus in Seattle. Yet critics argued that Amazon’s apparent charity was misplaced and that the company was actually making the problem worse. Paul Healy and Debora Spar explore the role business plays in addressing unhoused communities in the case “Hitting Home: Amazon and Mary’s Place.”

• 15 Apr 2024

Struggling With a Big Management Decision? Start by Asking What Really Matters

Leaders must face hard choices, from cutting a budget to adopting a strategy to grow. To make the right call, they should start by following their own “true moral compass,” says Joseph Badaracco.

• 26 Mar 2024

How Do Great Leaders Overcome Adversity?

In the spring of 2021, Raymond Jefferson (MBA 2000) applied for a job in President Joseph Biden’s administration. Ten years earlier, false allegations were used to force him to resign from his prior US government position as assistant secretary of labor for veterans’ employment and training in the Department of Labor. Two employees had accused him of ethical violations in hiring and procurement decisions, including pressuring subordinates into extending contracts to his alleged personal associates. The Deputy Secretary of Labor gave Jefferson four hours to resign or be terminated. Jefferson filed a federal lawsuit against the US government to clear his name, which he pursued for eight years at the expense of his entire life savings. Why, after such a traumatic and debilitating experience, would Jefferson want to pursue a career in government again? Harvard Business School Senior Lecturer Anthony Mayo explores Jefferson’s personal and professional journey from upstate New York to West Point to the Obama administration, how he faced adversity at several junctures in his life, and how resilience and vulnerability shaped his leadership style in the case, "Raymond Jefferson: Trial by Fire."

• 02 Jan 2024

Should Businesses Take a Stand on Societal Issues?

Should businesses take a stand for or against particular societal issues? And how should leaders determine when and how to engage on these sensitive matters? Harvard Business School Senior Lecturer Hubert Joly, who led the electronics retailer Best Buy for almost a decade, discusses examples of corporate leaders who had to determine whether and how to engage with humanitarian crises, geopolitical conflict, racial justice, climate change, and more in the case, “Deciding When to Engage on Societal Issues.”

• 12 Dec 2023

Can Sustainability Drive Innovation at Ferrari?

When Ferrari, the Italian luxury sports car manufacturer, committed to achieving carbon neutrality and to electrifying a large part of its car fleet, investors and employees applauded the new strategy. But among the company’s suppliers, the reaction was mixed. Many were nervous about how this shift would affect their bottom lines. Professor Raffaella Sadun and Ferrari CEO Benedetto Vigna discuss how Ferrari collaborated with suppliers to work toward achieving the company’s goal. They also explore how sustainability can be a catalyst for innovation in the case, “Ferrari: Shifting to Carbon Neutrality.” This episode was recorded live December 4, 2023 in front of a remote studio audience in the Live Online Classroom at Harvard Business School.

• 11 Dec 2023
• Research & Ideas

Doing Well by Doing Good? One Industry’s Struggle to Balance Values and Profits

Few companies wrestle with their moral mission and financial goals like those in journalism. Research by Lakshmi Ramarajan explores how a disrupted industry upholds its values even as the bottom line is at stake.

• 27 Nov 2023

Voting Democrat or Republican? The Critical Childhood Influence That's Tough to Shake

Candidates might fixate on red, blue, or swing states, but the neighborhoods where voters spend their teen years play a key role in shaping their political outlook, says research by Vincent Pons. What do the findings mean for the upcoming US elections?

• 21 Nov 2023

The Beauty Industry: Products for a Healthy Glow or a Compact for Harm?

Many cosmetics and skincare companies present an image of social consciousness and transformative potential, while profiting from insecurity and excluding broad swaths of people. Geoffrey Jones examines the unsightly reality of the beauty industry.

• 09 Nov 2023

What Will It Take to Confront the Invisible Mental Health Crisis in Business?

The pressure to do more, to be more, is fueling its own silent epidemic. Lauren Cohen discusses the common misperceptions that get in the way of supporting employees' well-being, drawing on case studies about people who have been deeply affected by mental illness.

• 07 Nov 2023

How Should Meta Be Governed for the Good of Society?

Julie Owono is executive director of Internet Sans Frontières and a member of the Oversight Board, an outside entity with the authority to make binding decisions on tricky moderation questions for Meta’s companies, including Facebook and Instagram. Harvard Business School visiting professor Jesse Shapiro and Owono break down how the Board governs Meta’s social and political power to ensure that it’s used responsibly, and discuss the Board’s impact, as an alternative to government regulation, in the case, “Independent Governance of Meta’s Social Spaces: The Oversight Board.”

• 24 Oct 2023

From P.T. Barnum to Mary Kay: Lessons From 5 Leaders Who Changed the World

What do Steve Jobs and Sarah Breedlove have in common? Through a series of case studies, Robert Simons explores the unique qualities of visionary leaders and what today's managers can learn from their journeys.

• 03 Oct 2023
• Research Event

Build the Life You Want: Arthur Brooks and Oprah Winfrey Share Happiness Tips

"Happiness is not a destination. It's a direction." In this video, Arthur C. Brooks and Oprah Winfrey reflect on mistakes, emotions, and contentment, sharing lessons from their new book.

• 12 Sep 2023

Successful, But Still Feel Empty? A Happiness Scholar and Oprah Have Advice for You

So many executives spend decades reaching the pinnacles of their careers only to find themselves unfulfilled at the top. In the book Build the Life You Want, Arthur Brooks and Oprah Winfrey offer high achievers a guide to becoming better leaders—of their lives.

• 10 Jul 2023
• In Practice

The Harvard Business School Faculty Summer Reader 2023

Need a book recommendation for your summer vacation? HBS faculty members share their reading lists, which include titles that explore spirituality, design, suspense, and more.

• 01 Jun 2023

A Nike Executive Hid His Criminal Past to Turn His Life Around. What If He Didn't Have To?

Larry Miller committed murder as a teenager, but earned a college degree while serving time and set out to start a new life. Still, he had to conceal his record to get a job that would ultimately take him to the heights of sports marketing. A case study by Francesca Gino, Hise Gibson, and Frances Frei shows the barriers that formerly incarcerated Black men are up against and the potential talent they could bring to business.

• 04 Apr 2023

Two Centuries of Business Leaders Who Took a Stand on Social Issues

Executives going back to George Cadbury and J. N. Tata have been trying to improve life for their workers and communities, according to the book Deeply Responsible Business: A Global History of Values-Driven Leadership by Geoffrey Jones. He highlights three practices that deeply responsible companies share.

• 14 Mar 2023

Can AI and Machine Learning Help Park Rangers Prevent Poaching?

Globally there are too few park rangers to prevent the illegal trade of wildlife across borders, or poaching. In response, Spatial Monitoring and Reporting Tool (SMART) was created by a coalition of conservation organizations to take historical data and create geospatial mapping tools that enable more efficient deployment of rangers. SMART had demonstrated significant improvements in patrol coverage, with some observed reductions in poaching. Then a new predictive analytic tool, the Protection Assistant for Wildlife Security (PAWS), was created to use artificial intelligence (AI) and machine learning (ML) to try to predict where poachers would be likely to strike. Jonathan Palmer, Executive Director of Conservation Technology for the Wildlife Conservation Society, already had a good data analytics tool to help park rangers manage their patrols. Would adding an AI- and ML-based tool improve outcomes or introduce new problems? Harvard Business School senior lecturer Brian Trelstad discusses the importance of focusing on the use case when determining the value of adding a complex technology solution in his case, “SMART: AI and Machine Learning for Wildlife Conservation.”

• 14 Feb 2023

Does It Pay to Be a Whistleblower?

In 2013, soon after the US Securities and Exchange Commission (SEC) had started a massive whistleblowing program with the potential for large monetary rewards, two employees of a US bank’s asset management business debated whether to blow the whistle on their employer after completing an internal review that revealed undisclosed conflicts of interest. The bank’s asset management business disproportionately invested clients’ money in its own mutual funds over funds managed by other banks, letting it collect additional fees—and the bank had not disclosed this conflict of interest to clients. Both employees agreed that failing to disclose the conflict was a problem, but beyond that, they saw the situation very differently. One employee, Neel, perceived the internal review as a good-faith effort by senior management to identify and address the problem. The other, Akash, thought that the entire business model was problematic, even with a disclosure, and believed that the bank may have even broken the law. Should they escalate the issue internally or report their findings to the US Securities and Exchange Commission? Harvard Business School associate professor Jonas Heese discusses the potential risks and rewards of whistleblowing in his case, “Conflicts of Interest at Uptown Bank.”

Doha Declaration

Education for justice.

• Agenda Day 1
• Agenda Day 2
• Agenda Day 3
• Agenda Day 4
• Registration
• Breakout Sessions for Primary and Secondary Level
• Breakout Sessions for Tertiary Level
• E4J Youth Competition
• India - Lockdown Learners
• Chuka, Break the Silence
• The Online Zoo
• I would like a community where ...
• Staying safe online
• Let's be respectful online
• We can all be heroes
• Respect for all
• We all have rights
• A mosaic of differences
• The right thing to do
• Solving ethical dilemmas
• UNODC-UNESCO Guide for Policymakers
• UNODC-UNESCO Handbooks for Teachers
• Justice Accelerators
• Introduction
• Organized Crime
• Trafficking in Persons & Smuggling of Migrants
• Crime Prevention & Criminal Justice Reform
• Crime Prevention, Criminal Justice & SDGs
• UN Congress on Crime Prevention & Criminal Justice
• Commission on Crime Prevention & Criminal Justice
• Conference of the Parties to UNTOC
• Conference of the States Parties to UNCAC
• Rules for Simulating Crime Prevention & Criminal Justice Bodies
• Crime Prevention & Criminal Justice
• Engage with Us
• Contact Us about MUN
• Conferences Supporting E4J
• Cyberstrike
• Play for Integrity
• Running out of Time
• Zorbs Reloaded
• Developing a Rationale for Using the Video
• Previewing the Anti-Corruption Video
• Viewing the Video with a Purpose
• Post-viewing Activities
• Previewing the Firearms Video
• Rationale for Using the Video
• Previewing the Human Trafficking Video
• Previewing the Organized Crime Video
• Previewing the Video
• Criminal Justice & Crime Prevention
• Corruption & Integrity
• Human Trafficking & Migrant Smuggling
• Firearms Trafficking
• Terrorism & Violent Extremism
• Introduction & Learning Outcomes
• Corruption - Baseline Definition
• Effects of Corruption
• Deeper Meanings of Corruption
• Measuring Corruption
• Possible Class Structure
• Core Reading
• Advanced Reading
• Student Assessment
• Additional Teaching Tools
• Guidelines for Stand-Alone Course
• Appendix: How Corruption Affects the SDGs
• What is Governance?
• What is Good Governance?
• Corruption and Bad Governance
• Governance Reforms and Anti-Corruption
• Guidelines for Stand-alone Course
• Corruption and Democracy
• Corruption and Authoritarian Systems
• Hybrid Systems and Syndromes of Corruption
• The Deep Democratization Approach
• Political Parties and Political Finance
• Political Institution-building as a Means to Counter Corruption
• Manifestations and Consequences of Public Sector Corruption
• Causes of Public Sector Corruption
• Theories that Explain Corruption
• Corruption in Public Procurement
• Corruption in State-Owned Enterprises
• Responses to Public Sector Corruption
• Preventing Public Sector Corruption
• Forms & Manifestations of Private Sector Corruption
• Consequences of Private Sector Corruption
• Causes of Private Sector Corruption
• Responses to Private Sector Corruption
• Preventing Private Sector Corruption
• Collective Action & Public-Private Partnerships against Corruption
• Transparency as a Precondition
• Detection Mechanisms - Auditing and Reporting
• Whistle-blowing Systems and Protections
• Investigation of Corruption
• Introduction and Learning Outcomes
• Brief background on the human rights system
• Overview of the corruption-human rights nexus
• Impact of corruption on specific human rights
• Approaches to assessing the corruption-human rights nexus
• Human-rights based approach
• Defining sex, gender and gender mainstreaming
• Gender differences in corruption
• Theories explaining the gender–corruption nexus
• Gendered impacts of corruption
• Anti-corruption and gender mainstreaming
• Manifestations of corruption in education
• Costs of corruption in education
• Causes of corruption in education
• Fighting corruption in education
• Core terms and concepts
• The role of citizens in fighting corruption
• The role, risks and challenges of CSOs fighting corruption
• The role of the media in fighting corruption
• Access to information: a condition for citizen participation
• ICT as a tool for citizen participation in anti-corruption efforts
• Government obligations to ensure citizen participation in anti-corruption efforts
• Teaching Guide
• Brief History of Terrorism
• 19th Century Terrorism
• League of Nations & Terrorism
• United Nations & Terrorism
• Terrorist Victimization
• Exercises & Case Studies
• Radicalization & Violent Extremism
• Preventing & Countering Violent Extremism
• Drivers of Violent Extremism
• International Approaches to PVE &CVE
• Regional & Multilateral Approaches
• Defining Rule of Law
• UN Global Counter-Terrorism Strategy
• International Cooperation & UN CT Strategy
• Legal Sources & UN CT Strategy
• Regional & National Approaches
• International Legal Frameworks
• International Human Rights Law
• International Humanitarian Law
• International Refugee Law
• Current Challenges to International Legal Framework
• Defining Terrorism
• Criminal Justice Responses
• Treaty-based Crimes of Terrorism
• Core International Crimes
• International Courts and Tribunals
• African Region
• Inter-American Region
• Asian Region
• European Region
• Middle East & Gulf Regions
• Core Principles of IHL
• Categorization of Armed Conflict
• Classification of Persons
• IHL, Terrorism & Counter-Terrorism
• Relationship between IHL & intern. human rights law
• Limitations Permitted by Human Rights Law
• Derogation during Public Emergency
• Examples of States of Emergency & Derogations
• International Human Rights Instruments
• Regional Human Rights Instruments
• Extra-territorial Application of Right to Life
• Arbitrary Deprivation of Life
• Death Penalty
• Enforced Disappearances
• Armed Conflict Context
• International Covenant on Civil and Political Rights
• Convention against Torture et al.
• International Legal Framework
• Key Contemporary Issues
• Investigative Phase
• Trial & Sentencing Phase
• Armed Conflict
• Case Studies
• Special Investigative Techniques
• Surveillance & Interception of Communications
• Privacy & Intelligence Gathering in Armed Conflict
• Accountability & Oversight of Intelligence Gathering
• Principle of Non-Discrimination
• Freedom of Religion
• Freedom of Expression
• Freedom of Assembly
• Freedom of Association
• Fundamental Freedoms
• Definition of 'Victim'
• Effects of Terrorism
• Access to Justice
• Recognition of the Victim
• Human Rights Instruments
• Criminal Justice Mechanisms
• Instruments for Victims of Terrorism
• National Approaches
• Key Challenges in Securing Reparation
• Topic 1. Contemporary issues relating to conditions conducive both to the spread of terrorism and the rule of law
• Topic 2. Contemporary issues relating to the right to life
• Topic 3. Contemporary issues relating to foreign terrorist fighters
• Topic 4. Contemporary issues relating to non-discrimination and fundamental freedoms
• Module 16: Linkages between Organized Crime and Terrorism
• Thematic Areas
• Content Breakdown
• Module Adaptation & Design Guidelines
• Teaching Methods
• Acknowledgements
• 1. Introducing United Nations Standards & Norms on CPCJ vis-à-vis International Law
• 2. Scope of United Nations Standards & Norms on CPCJ
• 3. United Nations Standards & Norms on CPCJ in Operation
• 1. Definition of Crime Prevention
• 2. Key Crime Prevention Typologies
• 2. (cont.) Tonry & Farrington’s Typology
• 3. Crime Problem-Solving Approaches
• 4. What Works
• United Nations Entities
• Regional Crime Prevention Councils/Institutions
• Key Clearinghouses
• Systematic Reviews
• 1. Introduction to International Standards & Norms
• 2. Identifying the Need for Legal Aid
• 3. Key Components of the Right of Access to Legal Aid
• 4. Access to Legal Aid for Those with Specific Needs
• 5. Models for Governing, Administering and Funding Legal Aid
• 6. Models for Delivering Legal Aid Services
• 7. Roles and Responsibilities of Legal Aid Providers
• 8. Quality Assurance and Legal Aid Services
• 1. Context for Use of Force by Law Enforcement Officials
• 2. Legal Framework
• 3. General Principles of Use of Force in Law Enforcement
• 4. Use of Firearms
• 5. Use of “Less-Lethal” Weapons
• 6. Protection of Especially Vulnerable Groups
• 7. Use of Force during Assemblies
• 1. Policing in democracies & need for accountability, integrity, oversight
• 2. Key mechanisms & actors in police accountability, oversight
• 3. Crosscutting & contemporary issues in police accountability
• 1. Introducing Aims of Punishment, Imprisonment & Prison Reform
• 2. Current Trends, Challenges & Human Rights
• 3. Towards Humane Prisons & Alternative Sanctions
• 1. Aims and Significance of Alternatives to Imprisonment
• 2. Justifying Punishment in the Community
• 3. Pretrial Alternatives
• 4. Post Trial Alternatives
• 5. Evaluating Alternatives
• 1. Concept, Values and Origin of Restorative Justice
• 2. Overview of Restorative Justice Processes
• 3. How Cost Effective is Restorative Justice?
• 4. Issues in Implementing Restorative Justice
• 1. Gender-Based Discrimination & Women in Conflict with the Law
• 2. Vulnerabilities of Girls in Conflict with the Law
• 3. Discrimination and Violence against LGBTI Individuals
• 4. Gender Diversity in Criminal Justice Workforce
• 1. Ending Violence against Women
• 2. Human Rights Approaches to Violence against Women
• 3. Who Has Rights in this Situation?
• 4. What about the Men?
• 5. Local, Regional & Global Solutions to Violence against Women & Girls
• 1. Understanding the Concept of Victims of Crime
• 2. Impact of Crime, including Trauma
• 3. Right of Victims to Adequate Response to their Needs
• 4. Collecting Victim Data
• 5. Victims and their Participation in Criminal Justice Process
• 6. Victim Services: Institutional and Non-Governmental Organizations
• 7. Outlook on Current Developments Regarding Victims
• 8. Victims of Crime and International Law
• 1. The Many Forms of Violence against Children
• 2. The Impact of Violence on Children
• 3. States' Obligations to Prevent VAC and Protect Child Victims
• 4. Improving the Prevention of Violence against Children
• 5. Improving the Criminal Justice Response to VAC
• 6. Addressing Violence against Children within the Justice System
• 1. The Role of the Justice System
• 2. Convention on the Rights of the Child & International Legal Framework on Children's Rights
• 3. Justice for Children
• 4. Justice for Children in Conflict with the Law
• 5. Realizing Justice for Children
• 1a. Judicial Independence as Fundamental Value of Rule of Law & of Constitutionalism
• 1b. Main Factors Aimed at Securing Judicial Independence
• 2a. Public Prosecutors as ‘Gate Keepers’ of Criminal Justice
• 2b. Institutional and Functional Role of Prosecutors
• 2c. Other Factors Affecting the Role of Prosecutors
• Basics of Computing
• Global Connectivity and Technology Usage Trends
• Cybercrime in Brief
• Cybercrime Trends
• Cybercrime Prevention
• Offences against computer data and systems
• Computer-related offences
• Content-related offences
• The Role of Cybercrime Law
• Harmonization of Laws
• International and Regional Instruments
• International Human Rights and Cybercrime Law
• Digital Evidence
• Digital Forensics
• Standards and Best Practices for Digital Forensics
• Reporting Cybercrime
• Who Conducts Cybercrime Investigations?
• Obstacles to Cybercrime Investigations
• Knowledge Management
• Legal and Ethical Obligations
• Handling of Digital Evidence
• Digital Evidence Admissibility
• Sovereignty and Jurisdiction
• Formal International Cooperation Mechanisms
• Informal International Cooperation Mechanisms
• Data Retention, Preservation and Access
• Challenges Relating to Extraterritorial Evidence
• National Capacity and International Cooperation
• Internet Governance
• Cybersecurity Strategies: Basic Features
• National Cybersecurity Strategies
• International Cooperation on Cybersecurity Matters
• Cybersecurity Posture
• Assets, Vulnerabilities and Threats
• Vulnerability Disclosure
• Cybersecurity Measures and Usability
• Situational Crime Prevention
• Incident Detection, Response, Recovery & Preparedness
• Privacy: What it is and Why it is Important
• Privacy and Security
• Cybercrime that Compromises Privacy
• Data Protection Legislation
• Data Breach Notification Laws
• Enforcement of Privacy and Data Protection Laws
• Intellectual Property: What it is
• Types of Intellectual Property
• Causes for Cyber-Enabled Copyright & Trademark Offences
• Protection & Prevention Efforts
• Online Child Sexual Exploitation and Abuse
• Cyberstalking and Cyberharassment
• Cyberbullying
• Gender-Based Interpersonal Cybercrime
• Interpersonal Cybercrime Prevention
• Cyber Organized Crime: What is it?
• Conceptualizing Organized Crime & Defining Actors Involved
• Criminal Groups Engaging in Cyber Organized Crime
• Cyber Organized Crime Activities
• Preventing & Countering Cyber Organized Crime
• Cyberespionage
• Cyberterrorism
• Cyberwarfare
• Information Warfare, Disinformation & Electoral Fraud
• Responses to Cyberinterventions
• Framing the Issue of Firearms
• Direct Impact of Firearms
• Indirect Impacts of Firearms on States or Communities
• International and National Responses
• Typology and Classification of Firearms
• Common Firearms Types
• 'Other' Types of Firearms
• Parts and Components
• History of the Legitimate Arms Market
• Need for a Legitimate Market
• Key Actors in the Legitimate Market
• Authorized & Unauthorized Arms Transfers
• Illegal Firearms in Social, Cultural & Political Context
• Supply, Demand & Criminal Motivations
• Larger Scale Firearms Trafficking Activities
• Smaller Scale Trafficking Activities
• Sources of Illicit Firearms
• Consequences of Illicit Markets
• International Public Law & Transnational Law
• International Instruments with Global Outreach
• Commonalities, Differences & Complementarity between Global Instruments
• Tools to Support Implementation of Global Instruments
• Other United Nations Processes
• The Sustainable Development Goals
• Multilateral & Regional Instruments
• Scope of National Firearms Regulations
• National Firearms Strategies & Action Plans
• Harmonization of National Legislation with International Firearms Instruments
• Assistance for Development of National Firearms Legislation
• Firearms Trafficking as a Cross-Cutting Element
• Organized Crime and Organized Criminal Groups
• Criminal Gangs
• Terrorist Groups
• Interconnections between Organized Criminal Groups & Terrorist Groups
• Gangs - Organized Crime & Terrorism: An Evolving Continuum
• International Response
• International and National Legal Framework
• Firearms Related Offences
• Role of Law Enforcement
• Firearms as Evidence
• Use of Special Investigative Techniques
• International Cooperation and Information Exchange
• Prosecution and Adjudication of Firearms Trafficking
• Teaching Methods & Principles
• Ethical Learning Environments
• Overview of Modules
• Module Adaption & Design Guidelines
• Table of Exercises
• Basic Terms
• Forms of Gender Discrimination
• Ethics of Care
• Case Studies for Professional Ethics
• Case Studies for Role Morality
• Additional Exercises
• Defining Organized Crime
• Definition in Convention
• Similarities & Differences
• Activities, Organization, Composition
• Thinking Critically Through Fiction
• Excerpts of Legislation
• Research & Independent Study Questions
• Legal Definitions of Organized Crimes
• Criminal Association
• Definitions in the Organized Crime Convention
• Criminal Organizations and Enterprise Laws
• Enabling Offence: Obstruction of Justice
• Drug Trafficking
• Wildlife & Forest Crime
• Counterfeit Products Trafficking
• Falsified Medical Products
• Trafficking in Cultural Property
• Trafficking in Persons
• Case Studies & Exercises
• Extortion Racketeering
• Loansharking
• Links to Corruption
• Bribery versus Extortion
• Money-Laundering
• Liability of Legal Persons
• How much Organized Crime is there?
• Alternative Ways for Measuring
• Measuring Product Markets
• Risk Assessment
• Key Concepts of Risk Assessment
• Risk Assessment of Organized Crime Groups
• Risk Assessment of Product Markets
• Risk Assessment in Practice
• Positivism: Environmental Influences
• Classical: Pain-Pleasure Decisions
• Structural Factors
• Ethical Perspective
• Crime Causes & Facilitating Factors
• Models and Structure
• Hierarchical Model
• Local, Cultural Model
• Enterprise or Business Model
• Groups vs Activities
• Networked Structure
• Jurisdiction
• Investigators of Organized Crime
• Controlled Deliveries
• Physical & Electronic Surveillance
• Undercover Operations
• Financial Analysis
• Use of Informants
• Rights of Victims & Witnesses
• Role of Prosecutors
• Adversarial vs Inquisitorial Legal Systems
• Mitigating Punishment
• Granting Immunity from Prosecution
• Witness Protection
• Aggravating & Mitigating Factors
• Sentencing Options
• Alternatives to Imprisonment
• Death Penalty & Organized Crime
• Backgrounds of Convicted Offenders
• Confiscation
• Confiscation in Practice
• Mutual Legal Assistance (MLA)
• Extradition
• Transfer of Criminal Proceedings
• Transfer of Sentenced Persons
• Module 12: Prevention of Organized Crime
• Adoption of Organized Crime Convention
• Historical Context
• Features of the Convention
• Related international instruments
• Conference of the Parties
• Roles of Participants
• Structure and Flow
• Recommended Topics
• Background Materials
• What is Sex / Gender / Intersectionality?
• Knowledge about Gender in Organized Crime
• Gender and Organized Crime
• Gender and Different Types of Organized Crime
• Definitions and Terminology
• Organized crime and Terrorism - International Legal Framework
• International Terrorism-related Conventions
• UNSC Resolutions on Terrorism
• Organized Crime Convention and its Protocols
• Theoretical Frameworks on Linkages between Organized Crime and Terrorism
• Typologies of Criminal Behaviour Associated with Terrorism
• Terrorism and Drug Trafficking
• Terrorism and Trafficking in Weapons
• Terrorism, Crime and Trafficking in Cultural Property
• Trafficking in Persons and Terrorism
• Intellectual Property Crime and Terrorism
• Kidnapping for Ransom and Terrorism
• Exploitation of Natural Resources and Terrorism
• Review and Assessment Questions
• Research and Independent Study Questions
• Criminalization of Smuggling of Migrants
• UNTOC & the Protocol against Smuggling of Migrants
• Offences under the Protocol
• Financial & Other Material Benefits
• Aggravating Circumstances
• Criminal Liability
• Non-Criminalization of Smuggled Migrants
• Scope of the Protocol
• Humanitarian Exemption
• Migrant Smuggling v. Irregular Migration
• Migrant Smuggling vis-a-vis Other Crime Types
• Other Resources
• Assistance and Protection in the Protocol
• International Human Rights and Refugee Law
• Vulnerable groups
• Positive and Negative Obligations of the State
• Identification of Smuggled Migrants
• Participation in Legal Proceedings
• Role of Non-Governmental Organizations
• Smuggled Migrants & Other Categories of Migrants
• Short-, Mid- and Long-Term Measures
• Criminal Justice Reponse: Scope
• Investigative & Prosecutorial Approaches
• Different Relevant Actors & Their Roles
• Testimonial Evidence
• Financial Investigations
• Non-Governmental Organizations
• ‘Outside the Box’ Methodologies
• Intra- and Inter-Agency Coordination
• Admissibility of Evidence
• International Cooperation
• Exchange of Information
• Non-Criminal Law Relevant to Smuggling of Migrants
• Administrative Approach
• Complementary Activities & Role of Non-criminal Justice Actors
• Macro-Perspective in Addressing Smuggling of Migrants
• Human Security
• International Aid and Cooperation
• Migration & Migrant Smuggling
• Mixed Migration Flows
• Social Politics of Migrant Smuggling
• Vulnerability
• Profile of Smugglers
• Role of Organized Criminal Groups
• Humanitarianism, Security and Migrant Smuggling
• Crime of Trafficking in Persons
• The Issue of Consent
• The Purpose of Exploitation
• The abuse of a position of vulnerability
• Indicators of Trafficking in Persons
• Distinction between Trafficking in Persons and Other Crimes
• Misconceptions Regarding Trafficking in Persons
• Root Causes
• Supply Side Prevention Strategies
• Demand Side Prevention Strategies
• Role of the Media
• Safe Migration Channels
• Crime Prevention Strategies
• Monitoring, Evaluating & Reporting on Effectiveness of Prevention
• Trafficked Persons as Victims
• Protection under the Protocol against Trafficking in Persons
• Broader International Framework
• State Responsibility for Trafficking in Persons
• Identification of Victims
• Principle of Non-Criminalization of Victims
• Criminal Justice Duties Imposed on States
• Role of the Criminal Justice System
• Current Low Levels of Prosecutions and Convictions
• Challenges to an Effective Criminal Justice Response
• Rights of Victims to Justice and Protection
• Potential Strategies to “Turn the Tide”
• State Cooperation with Civil Society
• Civil Society Actors
• The Private Sector
• Comparing SOM and TIP
• Differences and Commonalities
• Vulnerability and Continuum between SOM & TIP
• Labour Exploitation
• Forced Marriage
• Other Examples
• Children on the Move
• Protecting Smuggled and Trafficked Children
• Protection in Practice
• Children Alleged as Having Committed Smuggling or Trafficking Offences
• Basic Terms - Gender and Gender Stereotypes
• International Legal Frameworks and Definitions of TIP and SOM
• Global Overview on TIP and SOM
• Gender and Migration
• Key Debates in the Scholarship on TIP and SOM
• Gender and TIP and SOM Offenders
• Responses to TIP and SOM
• Use of Technology to Facilitate TIP and SOM
• Technology Facilitating Trafficking in Persons
• Technology in Smuggling of Migrants
• Using Technology to Prevent and Combat TIP and SOM
• Privacy and Data Concerns
• Emerging Trends
• Demand and Consumption
• Supply and Demand
• Implications of Wildlife Trafficking
• Legal and Illegal Markets
• Perpetrators and their Networks
• Locations and Activities relating to Wildlife Trafficking
• Environmental Protection & Conservation
• CITES & the International Trade in Endangered Species
• Organized Crime & Corruption
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• Criminalization of Wildlife Trafficking
• Challenges for Law Enforcement
• Investigation Measures and Detection Methods
• Prosecution and Judiciary
• Wild Flora as the Target of Illegal Trafficking
• Purposes for which Wild Flora is Illegally Targeted
• How is it Done and Who is Involved?
• Consequences of Harms to Wild Flora
• Terminology
• Background: Communities and conservation: A history of disenfranchisement
• Incentives for communities to get involved in illegal wildlife trafficking: the cost of conservation
• Incentives to participate in illegal wildlife, logging and fishing economies
• International and regional responses that fight wildlife trafficking while supporting IPLCs
• Mechanisms for incentivizing community conservation and reducing wildlife trafficking
• Critiques of community engagement
• Other challenges posed by wildlife trafficking that affect local populations
• Global Podcast Series
• Apr. 2021: Call for Expressions of Interest: Online training for academics from francophone Africa
• Feb. 2021: Series of Seminars for Universities of Central Asia
• Dec. 2020: UNODC and TISS Conference on Access to Justice to End Violence
• Nov. 2020: Expert Workshop for University Lecturers and Trainers from the Commonwealth of Independent States
• Oct. 2020: E4J Webinar Series: Youth Empowerment through Education for Justice
• Interview: How to use E4J's tool in teaching on TIP and SOM
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University Module Series: Integrity & Ethics

Module 12: integrity, ethics and law.

  This module is a resource for lecturers  

Case studies.

Choose one or more of the following case studies and lead a discussion which allows students to address and debate issues of integrity, ethics and law. If time allows, let the students vote on which case studies they want to discuss.

For lecturers teaching large classes, case studies with multiple parts and different methods of solution lend themselves well to the group size and energy in such an environment. Lecturers can begin by having students vote on which case study they prefer. Lecturers could break down analysis of the chosen case study into steps which appear to students in sequential order, thereby ensuring that larger groups stay on track. Lecturers may instruct students to discuss questions in a small group without moving from their seat, and nominate one person to speak for the group if called upon. There is no need to provide excessive amounts of time for group discussion, as ideas can be developed further with the class as a whole. Lecturers can vary the group they call upon to encourage responsive participation.

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Supported by the state of qatar, 60 years crime congress.

How should political actors behave? What is good representation? When is it appropriate to make a compromise? Is releasing confidential information ever justified? How do you change deeply entrenched social norms? Should you? These are just some of the questions raised by the teaching cases in this section, which ask students to consider the implications and ramifications of real-world ethical scenarios, with sources of conflict ranging from personal to structural dilemmas.

Through a New Lens: Physicians for Human Rights’ Photovoice Research with Kenyan Survivors of Sexual Violence

Publication Date: June 12, 2024

 In 2022, Physicians for Human Rights (PHR), a US- and Kenya-based non-governmental organization, was eager to evaluate the impact of a multi-year project to improve mental health services for survivors of sexual violence in Kenya. In doing...

Fallen Idol? Aung San Suu Kyi & the Rohingya Humanitarian Crisis Epilogue

Publication Date: January 25, 2024

This epilogue accompanies, "Fallen Idol? Aung San Suu Kyi & the Rohingya Humanitarian Crisis," HKS Case Number 2139.0. Soon after Myanmar’s longtime democracy crusader and opposition leader, Aung San Suu Kyi, was...

Climate Resilience in New York City: The Battle over East River Park

Publication Date: November 28, 2023

What makes climate change different as a policy challenge? Why is it so hard to solve? And how can we balance the need for the right technical solutions with the importance of having the process be as democratic and participatory as possible?The...

Reckoning with History: Confederate Monuments in American Cities Practitioner Guide

Publication Date: November 15, 2023

This practitioner guide accompanies case 2235.0. When the Reverend Clementa Pinckney and eight worshipers were massacred during bible study at the Emanuel African Methodist Episcopal church in Charleston, South Carolina in 2015, a widely...

Reckoning with History: Confederate Monuments in American Cities (Abridged)

This is an abridged version of case 2235.0. Abstract: When the Reverend Clementa Pinckney and eight worshipers were massacred during bible study at the Emanuel African Methodist Episcopal church in Charleston, South Carolina in 2015, a widely...

Reckoning with History: Confederate Monuments in American Cities

Publication Date: March 3, 2023

When the Reverend Clementa Pinckney and eight worshipers were massacred during bible study at the Emanuel African Methodist Episcopal church in Charleston, South Carolina in 2015, a widely circulated photograph showed Dylann Roof, the white...

Galvis City Schools Collective Bargaining Simulation

Publication Date: June 8, 2022

This is a seven-party exercise, with six negotiators and one facilitator. Representatives from a large school district and its affiliated teachers’ union must negotiate for three rounds. The Mayor serves as a facilitator and convening...

The Making of a Public Health Catastrophe: A Step-by-Step Guide to the Flint Water Crisis

Publication Date: January 12, 2022

The Flint water crisis, which began in 2014, is widely regarded as a textbook example of structural racism and injustice. This teaching case provides a close examination of the building blocks of the catastrophe, some all-too-familiar in...

Making a Statement: Mayor Libby Schaaf and the Sanctuary City of Oakland, CA Practitioner Guide

Publication Date: October 8, 2020

This practitioner guide accompanies HKS Case 2191.0. In February 2018, Oakland Mayor Libby Schaaf learned through unofficial sources that Immigration and Customs Enforcement (ICE) was planning to arrest a large number of undocumented...

Making a Statement: Mayor Libby Schaaf and the Sanctuary City of Oakland, CA Epilogue

This epilogue accompanies HKS Case 2191.0. In February 2018, Oakland Mayor Libby Schaaf learned through unofficial sources that Immigration and Customs Enforcement (ICE) was planning to arrest a large number of undocumented immigrants in her...

Making a Statement: Mayor Libby Schaaf and the Sanctuary City of Oakland, CA

In February 2018, Oakland Mayor Libby Schaaf learned through unofficial sources that Immigration and Customs Enforcement (ICE) was planning to arrest a large number of undocumented immigrants in her city. Oakland had been a “sanctuary...

Antanas Mockus: The Prohibition of Fireworks in Bogotá Sequel

Publication Date: October 10, 2019

In 1994, Antanas Mockus, an unlikely politician and former President of the prestigious National University of Colombia, became Bogotá’s first independent mayor, bringing with him a unique vision of harmonious citizenship. The...

Princeton Dialogues on AI and Ethics

Princeton University

Case Studies

Princeton Dialogues on AI and Ethics Case Studies

The development of artificial intelligence (AI) systems and their deployment in society gives rise to ethical dilemmas and hard questions. By situating ethical considerations in terms of real-world scenarios, case studies facilitate in-depth and multi-faceted explorations of complex philosophical questions about what is right, good and feasible. Case studies provide a useful jumping-off point for considering the various moral and practical trade-offs inherent in the study of practical ethics.

Case Study PDFs : The Princeton Dialogues on AI and Ethics has released six long-format case studies exploring issues at the intersection of AI, ethics and society. Three additional case studies are scheduled for release in spring 2019.

Methodology : The Princeton Dialogues on AI and Ethics case studies are unique in their adherence to five guiding principles: 1) empirical foundations, 2) broad accessibility, 3) interactiveness, 4) multiple viewpoints and 5) depth over brevity.

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• “Ad”mission of guilt
• “Do I stop him?”
• Newspaper joins war against drugs
• Have I got a deal for you!
• Identifying what’s right
• Is “Enough!” too much?
• Issues of bench and bar
• Knowing when to say “when!”
• Stop! This is a warning…
• Strange bedfellows
• Gambling with being first
• Making the right ethical choice can mean winning by losing
• Playing into a hoaxster’s hands
• “They said it first”
• Is it news, ad or informercial?
• Letter to the editor
• Games publishers play
• An offer you can refuse
• An oily gift horse
• Public service . . . or “news-mercials”
• As life passes by
• Bringing death close
• A careless step, a rash of calls
• Distortion of reality?
• Of life and death
• Naked came the rider
• “A photo that had to be used”
• A picture of controversy
• Freedom of political expression
• Brother, can you spare some time?
• Columnist’s crusade OK with Seattle
• Kiss and tell
• The making of a govenor
• Past but not over
• Of publishers and politics
• To tell the truth
• Truth & Consequences
• “Truth boxes”
• When journalists become flacks
• A book for all journalists who believe
• The Billboard Bandit
• Food for thought
• Grand jury probe
• Judgement on journalists
• Lessons from an ancient spirit
• Lying for the story . . .
• Newspaper nabs Atlanta’s Dahmer
• One way to a good end
• Over the fence
• “Psst! Pass it on!”
• Rules aren’t neat on Crack Street
• “Someone had to be her advocate”
• Trial by Fire
• Trial by proximity
• Using deceit to get the truth
• When advocacy is okay
• Witness to an execution
• Are we our brother’s keeper? . . . You bet we are!
• Betraying a trust
• Broken promise
• “But I thought you were . . . ”
• “Can I take it back?”
• Competitive disadvantage
• Getting it on tape
• The great quote question
• How to handle suicide threats
• Let’s make a deal!
• A phone-y issue?
• The source wanted out
• The story that died in a lie
• Thou shalt not break thy promise
• Thou shalt not concoct thy quote
• Thou shalt not trick thy source
• Too good to be true
• Vulnerable sources and journalistic responsibility
• The way things used to be . . .
• When a story just isn’t worth it
• When a story source threatens suicide
• When public should remain private
• The ethics of “outing”
• “For personal reasons”
• Intruding on grief
• Intruding on private pain
• Privacy case settled against TV station
• Seeing both sides
• Two views on “outing”
• Unwanted spotlight
• Whose right is it anyway?
• Other views on the Christine Busalacchi case
• The death of a soldier
• Firing at Round Rock
• A kinder, gentler news media
• Operation: Buy yourself a parade
• Rallying ’round the flag
• “Salute to military” ads canceled
• Tell the truth, stay alive
• The windbags of war
• Absent with no malice
• Anonymity for rape victims . . .
• An exception to the rule
• The boy with a broken heart
• Civilly suitable
• Creating a victim
• “Everyone already knew”
• An exceptional case
• Innocent victims
• Minor infraction
• Names make news
• Naming a victim
• Naming “johns”
• Profile of controversy
• What the media all missed
• Punishing plagiarizers
• Sounding an alarm on AIDS
• Suffer the children
• Anchor’s away
• The day the earth stood still
• Doing your own ethics audit
• Good guys, bad guys and TV news
• Is it just me, or . . . ?
• The Post’s exam answer story
• TV station “teases” suicide
• Yanking Doonesbury
• The year in review
• Colorado media’s option play
• Deadly lesson
• Deciding which critically ill person gets coverage
• When journalists play God . . .
• A delicate balance
• The Fallen Servant
• Handle with care
• It’s the principle, really
• Killing news
• Maybe what seems so right is wrong
• On the line
• Protest and apology after Daily Beacon story
• Red flag for badgering
• Sharing the community’s grief
• The “super-crip” stereotype
• “And then he said *&%*!!!”
• When big is not better
• When the KKK comes calling
• Not the straight story
• Agreeing to disagree
• All in the family
• Family feud
• Author! Author!
• The Bee that roared
• Brewing controversy
• Building barriers
• Other views from librarians
• The ethics of information selling
• Close to home
• Family ties
• How now, sacred cow?
• The ties that bind
• “Like any other story”
• When your newspaper is the news
• Not friendly fire
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• The problem is the writing
• Written rules can be hazardous
• Project censored, sins of omission and the hardest “W” of all – “why”
• Risking the newsroom’s image
• The Media School

Ethics Case Studies

Ethics cases online.

This set of cases has been created for teachers, researchers, professional journalists and consumers of news to help them explore ethical issues in journalism. The cases raise a variety of ethical problems faced by journalists, including such issues as privacy, conflict of interest, reporter- source relationships, and the role of journalists in their communities.

The initial core of this database comes from a series of cases developed by Barry Bingham, Jr., and published in his newsletter, FineLine. The school is grateful to Bingham for his permission to make these cases available to a wider audience.

You may download cases for classes, research or personal use. Permission is granted for academic use of these cases, including inclusion in course readers for specific college courses. This permission does not extend to the republication of the cases in books, journals or electronic form.

Note: We are indebted to Professor Emeritus David Boeyink, who developed this project several years ago.

Aiding law enforcement

• “Ad”mission of guilt: Court-ordered ads raise ethical questions
• “Do I stop him?”: Reporter’s arresting question is news
• Fairness: A casualty of the anti-drug crusade
• Newspaper joins war against drugs: Standard-Times publishes photos of all suspected drug offenders
• Have I got a deal for you!: The line between cooperation and collusion
• Identifying what’s right: Photographer’s ID used in hostage release
• Is “Enough!” too much?: Editors split on anti-drug coupons
• Issues of bench and bar: In this case, a TV reporter is the judge
• Knowing when to say “when!”: Drawing the line at cooperating with authorities
• Stop! This is a warning . . . : Suppressing news at police request
• Strange Bedfellows: Federal agents in a TV newsroom

Being first

• Gambling with being first: The media drive to score on the Isiah Thomas story
• Playing into a hoaxster’s hands: How the Virginia media got suckered
• “They said it first”: Is that reason for going for the story?

Bottom-line decisions

• Is it news, ad or infomercial?: The line between news and advertising is going, going . . .
• Games publishers play: Allowing an advertiser to call the shots
• An offer you can refuse: The selling of Cybill to the Enquirer
• An oily gift horse: saying “No!” to Exxon
• Public service. . .or “news-mercials”: The blending of television news and advertising

Controversial photos

• As life passes by: A journalist’s role: watch and wait
• Bringing death close: Publishing photographs of human tragedy
• A careless step, a rash of calls: “Unusual” photo of AIDS walkathon raises hackles” 
• Distortion of reality?: “Punk for Peace” photograph draws fire
• Of life and death: Photos capture woman’s last moments
• “A photo that had to be used”: Anatomy of a newspaper’s decision
• A picture of controversy: Pulitzer photos show diverse editorial standards

Covering politics

• Freedom of political expression: Do journalists forfeit their right?
• Brother, can you spare some time?: TV stations give candidates air time
• Columnist’s crusade OK with Seattle Times
• Kiss and tell: Publishing details of a mayor’s personal life
• The making of a governor: How media fantasy swayed an election
• Past but not over: When history collides with the Present
• Of publishers and politics: Byline protest threatened at Star Tribune
• To tell the truth: Why I didn’t; why I regret it
• Truth & Consequences: The public’s right to know . . . at what cost?
• “Truth boxes”: Media monitoring of TV campaign ads
• When journalists become flacks: Two views on what to do and when to do it

Getting the story

• A book for all journalists who believe: Accuracy is our highest ethical debate
• The Billboard Bandit: Did the newspaper get graffiti on its reputation
• Food for thought: You are what you eat . . . and do
• Grand jury probe: TV journalists indicted for illegal dogfight
• Judgment on journalists: Do they defiantly put themselves “above the law?”
• Lessons from an ancient spirit: Why I participated in a peyote ritual
• Lying for the story . . . :Or things they don’t teach in journalism school
• Newspaper nabs Atlanta’s Dahmer: Another predator who should’ve been stopped: Was it homophobia?
• One way to a good end: Reporter cuts corners to test capital drug program
• Over the fence: A case of crossing the line for a story
• “Psst! Pass it on!”: Why are journalists spreading rumors?
• Rules aren’t neat on Crack Street: Journalists know the rules; they also know that the rules don’t always apply when confronted with life-threatening situations
• “Someone had to be her advocate”: A newspaper’s crusade to keep a child’s death from being forgotten
• Trial by Fire: Boy “hero” story tests media
• Trial by proximity: How close is too close for a jury and a reporter?
• Using deceit to get the truth: When there’s just no other way
• When advocacy is okay: Access is an acceptable journalist’s cause
• White lies: Bending the truth to expose injustice
• Witness to an execution: KQED sues to videotape capital punishment

Handling sources

• Are we our brother’s keeper? . . . You bet we are!
• Betraying a trust: Our story wronged a naive subject
• Broken Promise: Breaching a reporter-source confidence
• “But I thought you were . . .”: When a source doesn’t know you are a reporter
• “Can I take it back?”: Why we told our source ‘yes’
• Competitive disadvantage: Business blindsided by unnamed sources
• Getting it on tape: What if you don’t tell them?
• The great quote question: How much tampering with quotations can journalists ethically do?
• Let’s make a deal!: The dangers of trading with sources
• A phone-y issue?: Caller ID raises confidentiality questions
• The source wanted out: Why our decision was ‘no’
• The story that died in a lie: Questions about truthfulness kill publication
• Thou shalt not break thy promise: Supreme Court rules on betraying sources’ anonymity 
• Thou shalt not concoct thy quote: Supreme Court decides on the rules of the quotation game
• Thou shalt not trick thy source: Many a slip twixt the promise and the page
• Too good to be true: Blowing the whistle on a lying source
• Vulnerable sources and journalistic responsibility: Are we our brother’s keeper?
• The way things used to be . . . : Who says this new “objectivity” is better?
• When a story just isn’t worth it: Holding information to protect a good source
• When a story source threatens suicide: “I’m going to kill myself!”

Invading privacy

• The ethics of “outing”: Breaking the silence code on homosexuality
• “For personal reasons”: Balancing privacy with the right to know
• Intruding on grief: Does the public really have a “need to know?”
• Intruding on private pain: Emotional TV segment offers hard choice
• Seeing both sides: A personal and professional dilemma
• Two views on “outing”: When the media do it for you
• Two views on “outing”: When you do it yourself
• Unwanted Spotlight: When private people become part of a public story
• Whose right is it anyway?: Videotape of accident victim raises questions about rights to privacy

Military Issues

• The death of a soldier: Hometown decision for hometown hero
• Firing at Round Rock: Editor says “unpatriotic” story led to dismissal  
• A kinder, gentler news media?: Post-war coverage shows sensitivity to families
• Operation: Buy yourself a parade: New York papers pitch in for hoopla celebrating hide-and-seek war
• Rallying ’round the flag: The press as U.S. propagandists
• “Salute to military” ads canceled
• Tell the truth, stay alive: In covering a civil war, honesty is the only policy
• The windbags of war: Television’s gung-ho coverage of the Persian Gulf situation

Naming newsmakers

• Absent with no malice: Omitting part of the story for a reason
• Anonymity for rape victims . . . : should the rules change?
• An exception to the rule: a decision to change names
• The boy with a broken heart: Special problems when juveniles are newsmakers
• Civilly suitable: If law requires less, should media reveal more?
• Creating a victim: Plot for a fair story may not be foolproof
• “Everyone already knew”: A weak excuse for abandoning standards
• An exceptional case: Hartford Courant names rape victim
• Innocent victims: Naming the guilty . . . but guiltless
• Minor infraction: A newspaper’s case for breaking the law
• Names make news: One newspaper debates when and why
• Naming a victim: When do you break your own rule?
• Naming “johns”: Suicide raises ethical questions about policy
• Profile of controversy: New York Times reporter defends story on Kennedy rape claimant 
• What the media all missed: Times reporter finally sets record straight on Palm Beach rape profile
• Punishing plagiarizers: Does public exposure fit the sin?
• Sounding an alarm on AIDS: Spreading the word about someone who’s spreading the disease
• Suffer the Children: Journalists are guilty of child misuse

Other topics

• Anchor’s away: Where in the world is she? Or does it matter?
• The day the earth stood still: How the media covered the “earthquake”
• Good guys, bad guys and TV news: How television and other media promote police violence
• The Post’s exam answer story
• TV station “teases” suicide
• The year in review: 1990’s biggest ethical headaches and journalistic bloopers

Sensitive news topics

• Colorado media’s option play: Most passed; did they also fumble?
• Deadly lesson: Warning about sexual asphyxiation
• A delicate balance: Mental breakdowns & news coverage
• The Fallen Servant: When a hero is not a hero
• Handle with care: Priest murder story required extra sensitivity
• It’s the principle, really: Timing and people’s money matter, too
• Killing news: Responsible coverage of suicides
• Maybe what seems so right is wrong: A medical condition media-generated money can’t cure
• On the line: A reporter’s job vs. human decency
• Red flag for badgering: Ombudsman takes sportswriter to task
• Sharing the community’s grief: Little Rock news coverage of three teen-age suicides
• Suffer the children: Was story on molestation worth the human cost?
• The “super-crip” stereotype: Press victimization of disabled people
• “And then he said *&%*!!!”: When sexist and vulgar remarks are new
• When big is not better: Playing down a story for the community good
• When the KKK comes calling: What’s the story?
• Not the straight story: Can misleading readers ever be justified?

Workplace issues

• Agreeing to disagree: How one newspaper handles off-hour activities
• All in the family: When a journalist’s spouse creates a conflict of interests
• Family feud: Handling conflicts between journalists and partners
• Author! Author!: Ethical dilemmas when reporters turn author
• The Bee that roared: Taking a stand for editorial independence
• Brewing controversy: The commercialization of Linda Ellerbee
• Building barriers: The case against financial involvement
• Other views from librarians: When interests of client and newsroom conflict
• The ethics of information selling: Problems for library reference services
• Close to home: When your newsroom is part of the story
• Family Ties: When are relationships relationships relevant?
• How now, sacred cow?: United Way’s favored treatment by the media
• The ties that bind: Publisher’s link to United Way raises questions
• “Like any other story”: Can it be when it’s your union vs. your paper?
• When your newspaper is the news: Editors discuss their experiences
• Not friendly fire: News director at odds with CBS over story
• Overdraft on credibility?: Reporter faces conflict-of-interest charges
• Written rules can be hazardous: A lawyer views ethics codes
• Project censored, sins of omission and the hardest “W” of all – “why”
• Risking the newsroom’s image: How editors, in a good cause, can strain independence

Ethics Case Studies resources and social media channels

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Discussion Tools: Case Studies

Instructional tools that promote active, participatory learning are widely recognized as the most effective way to engage trainees, convey knowledge, develop skills, and change attitudes.

What is Research Ethics

Why Teach Research Ethics

Animal Subjects

Biosecurity

Collaboration

Conflicts of Interest

Data Management

Human Subjects

Peer Review

Publication

Research Misconduct

Social Responsibility

Stem Cell Research

Whistleblowing

Descriptions of educational settings , including in the classroom, and in research contexts.

Case Studies

Other Discussion Tools

Information about the history and authors of the Resources for Research Ethics Collection

Case studies are a tool for discussing scientific integrity. Although one of the most frequently used tools for encouraging discussion, cases are only one of many possible tools. Many of the principles discussed below for discussing case studies can be generalized to other approaches to encouraging discussion about research ethics. Cases are designed to confront readers with specific real-life problems that do not lend themselves to easy answers. Case discussion demands critical and analytical skills and, when implemented in small groups, also fosters collaboration (Pimple, 2002). By providing a focus for discussion, cases help trainees to define or refine their own standards, to appreciate alternative approaches to identifying and resolving ethical problems, and to develop skills for analyzing and dealing with hard problems on their own. The effective use of case studies is comprised of many factors, including:

• appropriate selection of case(s) (topic, relevance, length, complexity)
• method of case presentation (verbal, printed, before or during discussion)
• format for case discussion (Email or Internet-based, small group, large group)
• leadership of case discussion (choice of discussion leader, roles and responsibilities for discussion leader)
• outcomes for case discussion (answers to specific questions, answers to general questions, written or verbal summaries)

It should be noted that ethical decision-making is a process rather than a specific correct answer. In this sense, unethical behavior is defined by a failure to engage in the process of ethical decision-making. It is always unacceptable to have made no reasonable attempt to define a consistent and defensible basis for conduct.  

Leading Case Discussions

For the sake of time and clarity of purpose, it is essential that one individual have responsibility for leading the group discussion. As a minimum, this responsibility should include:

• Reading the case aloud.
• Defining, and re-defining as needed, the questions to be answered.
• Encouraging discussion that is "on topic".
• Discouraging discussion that is "off topic".
• Keeping the pace of discussion appropriate to the time available.
• Eliciting contributions from all members of the discussion group.
• Summarizing both majority and minority opinions at the end of the discussion.

How should cases be analyzed?

Many of the skills necessary to analyze case studies can become tools for responding to real world problems. Cases, like the real world, contain uncertainties and ambiguities. Readers are encouraged to identify key issues, make assumptions as needed, and articulate options for resolution. In addition to the specific questions accompanying each case, readers might consider the following questions:

• Who are the affected parties (individuals, institutions, a field, society) in this situation?
• What interest(s) (material, financial, ethical, other) does each party have in the situation? Which interests are in conflict?
• Were the actions taken by each of the affected parties acceptable (ethical, legal, moral, or common sense)? If not, are there circumstances under which those actions would have been acceptable? Who should impose what sanction(s)?
• What other courses of action are open to each of the affected parties? What is the likely outcome of each course of action?
• For each party involved, what course of action would you take, and why?
• What actions could have been taken to avoid the conflict?

If consensus is not possible, then written or oral summaries should reflect majority and minority opinions.  

Is there a right answer?

ACCEPTABLE SOLUTIONS: Most problems will have several acceptable solutions or answers, but it will not always be the case that a perfect solution can be found. At times, even the best solution will still have some unsatisfactory consequences. UNACCEPTABLE SOLUTIONS: While more than one acceptable solution may be possible, not all solutions are acceptable. For example, obvious violations of specific rules and regulations or of generally accepted standards of conduct would typically be unacceptable. However, it is also plausible that blind adherence to accepted rules or standards would sometimes be an unacceptable course of action.

• Bebeau MJ with Pimple KD, Muskavitch KMT, Borden SL, Smith DH (1995): Moral Reasoning in Scientific Research: Cases for Teaching and Assessment . Indiana University.
• Elliott D, Stern JE (1997): Research Ethics - A Reader. University Press of New England, Hanover, NH.
• OEC Resources: Cases
• Ellison, Karin and Karin Wellner. (2013) Research, Ethics, and Society Cases: Discussion Guide , Online Ethics Center.
• The Case Method , Center for Innovation in Teaching & Learning, University of Illinois at Urbana-Champaign
• Herreid CF: National Center for Case Study Teaching in Science, State University of New York at Buffalo. This comprehensive site offers methodology, a case study collection, case study teachers, workshops, and links to additional resources. https://web.archive.org/web/20071006070923/http://ublib.buffalo.edu/libraries/projects/cases/case.html  
• Korenman SG, Shipp AC (1994): Teaching the Responsible Conduct of Research through a Case Study Approach: A Handbook for Instructors. Association of American Medical Colleges, Washington, DC.
• Macrina FL (2005): Scientific Integrity: An Introductory Text with Cases. 3rd edition, American Society for Microbiology Press, Washington, DC.
• National Academy of Sciences (2009): On Being a Scientist: Responsible Conduct in Research . 3rd Edition. Publication from the Committee on Science, Engineering, and Public Policy, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. National Academy Press, Washington DC.
• Penslar RL, ed. (1995): Research Ethics: Cases and Materials. Indiana University Press, Bloomington, IN.
• Pimple, KD (2002): Using Case Studies in Teaching Research Ethics
• Pimple KD (2002): Using Small Group Assignments in Teaching Research Ethics
• Schrag B, ed. (1996-2007): Graduate Research Ethics: Cases and Commentaries , Volumes 1-7, Association for Practical and Professional Ethics, Bloomington, Indiana.  

The Resources for Research Ethics Education site was originally developed and maintained by Dr. Michael Kalichman, Director of the Research Ethics Program at the University of California San Diego. The site was transferred to the Online Ethics Center in 2021 with the permission of the author.

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This material is based upon work supported by the National Science Foundation under Award No. 2055332. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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O'Mathúna D, Iphofen R, editors. Ethics, Integrity and Policymaking: The Value of the Case Study [Internet]. Cham (CH): Springer; 2022. doi: 10.1007/978-3-031-15746-2_1

Ethics, Integrity and Policymaking: The Value of the Case Study [Internet].

Chapter 1 making a case for the case: an introduction.

Dónal O’Mathúna and Ron Iphofen .

Affiliations

Published online: November 3, 2022.

This chapter agues for the importance of case studies in generating evidence to guide and/or support policymaking across a variety of fields. Case studies can offer the kind of depth and detail vital to the nuances of context, which may be important in securing effective policies that take account of influences not easily identified in more generalised studies. Case studies can be written in a variety of ways which are overviewed in this chapter, and can also be written with different purposes in mind. At the same time, case studies have limitations, particularly when evidence of causation is sought. Understanding these can help to ensure that case studies are appropriately used to assist in policymaking. This chapter also provides an overview of the types of case studies found in the rest of this volume, and briefly summarises the themes and topics addressed in each of the other chapters.

1.1. Judging the Ethics of Research

When asked to judge the ethical issues involved in research or any evidence-gathering activity, any research ethicist worth their salt will (or should) reply, at least initially: ‘It depends’. This is neither sophistry nor evasive legalism. Instead, it is a specific form of casuistry used in ethics in which general ethical principles are applied to the specifics of actual cases and inferences made through analogy. It is valued as a structured yet flexible approach to real-world ethical challenges. Case study methods recognise the complexities of depth and detail involved in assessing research activities. Another way of putting this is to say: ‘Don’t ask me to make a judgement about a piece of research until I have the details of the project and the context in which it will or did take place.’ Understanding and fully explicating a context is vital as far as ethical research (and evidence-gathering) is concerned, along with taking account of the complex interrelationship between context and method (Miller and Dingwall 1997 ).

This rationale lies behind this collection of case studies which is one outcome from the EU-funded PRO-RES Project. 1 One aim of this project was to establish the virtues, values, principles and standards most commonly held as supportive of ethical practice by researchers, scientists and evidence-generators and users. The project team conducted desk research, workshops and consulted throughout the project with a wide range of stakeholders (PRO-RES 2021a ). The resulting Scientific, Trustworthy, and Ethical evidence for Policy (STEP) ACCORD was devised, which all stakeholders could sign up to and endorse in the interests of ensuring any policies which are the outcome of research findings are based upon ethical evidence (PRO-RES 2021b ).

By ‘ethical evidence’ we mean results and findings that have been generated by research and other activities during which the standards of research ethics and integrity have been upheld (Iphofen and O’Mathúna 2022 ). The first statement of the STEP ACCORD is that policy should be evidence-based, meaning that it is underpinned by high-quality research, analysis and evidence (PRO-RES 2021b ). While our topic could be said to be research ethics, we have chosen to refer more broadly to evidence-generating activities. Much debate has occurred over the precise definition of research under the apparent assumption that ‘non-research projects’ fall outside the purview of requirements to obtain ethics approval from an ethics review body. This debate is more about the regulation of research than the ethics of research and has contributed to an unbalanced approach to the ethics of research (O’Mathúna 2018 ). Research and evidence-generating activities raise many ethical concerns, some similar and some distinct. When the focus is primarily on which projects need to obtain what sort of ethics approval from which type of committee, the ethical issues raised by those activities themselves can receive insufficient attention. This can leave everyone involved with these activities either struggling to figure out how to manage complex and challenging ethical dilemmas or pushing ahead with those activities confident that their approval letter means they have fulfilled all their ethical responsibilities. Unfortunately, this can lead to a view that research ethics is an impediment and burden that must be overcome so that the important work in the research itself can get going.

The alternative perspective advocated by PRO-RES, and the authors of the chapters in this volume, is that ethics underpins all phases of research, from when the idea for a project is conceived, all the way through its design and implementation, and on to how its findings are disseminated and put into practice in individual decisions or in policy. Given the range of activities involved in all these phases, multiple types of ethical issues can arise. Each occurs in its own context of time and place, and this must be taken into account. While ethical principles and theories have important contributions to make at each of these points, case studies are also very important. These allow for the normative effects of various assumptions and declarations to be judged in context. We therefore asked the authors of this volume’s chapters to identify various case studies which would demonstrate the ethical challenges entailed in various types of research and evidence-generating activities. These illustrative case studies explore various innovative topics and fields that raise challenges requiring ethical reflection and careful policymaking responses. The cases highlight diverse ethical issues and provide lessons for the various options available for policymaking (see Sect.  1.6 . below). Cases are drawn from many fields, including artificial intelligence, space science, energy, data protection, professional research practice and pandemic planning. The issues are examined in different locations, including Europe, India, Africa and in global contexts. Each case is examined in detail and also helps to anticipate lessons that could be learned and applied in other situations where ethical evidence is needed to inform evidence-based policymaking.

1.2. The Case for Cases

Case studies have increasingly been used, particularly in social science (Exworthy and Powell 2012 ). Many reasons underlie this trend, one being the movement towards evidence-based practice. Case studies provide a methodology by which a detailed study can be conducted of a social unit, whether that unit is a person, an organization, a policy or a larger group or system (Exworthy and Powell 2012 ). The case study is amenable to various methodologies, mostly qualitative, which allow investigations via documentary analyses, interviews, focus groups, observations, and more.

At the same time, consensus is lacking over the precise nature of a case study. Various definitions have been offered, but Yin ( 2017 ) provides a widely cited definition with two parts. One is that a case study is an in-depth inquiry into a real-life phenomenon where the context is highly pertinent. The second part of Yin’s definition addresses the many variables involved in the case, the multiple sources of evidence explored, and the inclusion of theoretical propositions to guide the analysis. While Yin’s emphasis is on the case study as a research method, he identifies important elements of broader relevance that point to the particular value of the case study for examining ethical issues.

Other definitions of case studies emphasize their story or narrative aspects (Gwee 2018 ). These stories frequently highlight a dilemma in contextually rich ways, with an emphasis on how decisions can be or need to be made. Case studies are particularly helpful with ethical issues to provide crucial context and explore (and evaluate) how ethical decisions have been made or need to be made. Classic cases include the Tuskegee public health syphilis study, the Henrietta Lacks human cell line case, the Milgram and Zimbardo psychology cases, the Tea Room Trade case, and the Belfast Project in oral history research (examined here in Chap. 10 ). Cases exemplify core ethical principles, and how they were applied or misapplied; in addition, they examine how policies have worked well or not (Chaps. 2 , 3 and 5 ). Cases can examine ethics in long-standing issues (like research misconduct (Chap. 7 ), energy production (Chap. 8 ), or Chap. 11 ’s consideration of researchers breaking the law), or with innovations in need of further ethical reflection because of their novelty (like extended space flight (Chap. 9 ) and AI (Chaps. 13 and 14 ), with the latter looking at automation in legal systems). These case studies help to situate the innovations within the context of widely regarded ethical principles and theories, and allow comparisons to be made with other technologies or practices where ethical positions have been developed. In doing so, these case studies offer pointers and suggestions for policymakers given that they are the ones who will develop applicable policies.

1.3. Research Design and Causal Inference

Not everyone is convinced of the value of the case study. It must be admitted that they have limitations, which we will reflect on shortly. Yet we believe that others go too far in their criticisms, revealing instead some prejudices against the value of the case (Yin 2017 ). In what has become a classic text for research design, Campbell and Stanley ( 1963 ) have few good words for what they call the ‘One Shot Case Study.’ They rank it below two other ‘pre-experimental’ designs—the One-Group Pretest–Posttest and the Static-Group Comparison—and conclude that case studies “have such a total absence of control to be of almost no scientific value” (Campbell and Stanley 1963 , 6). The other designs have, in turn, a baseline and outcome measure and some degree of comparative analysis which provides them some validity. Such a criticism is legitimate if one prioritises the experimental method as the most superior in terms of effectiveness evidence and, as for Campbell and Stanley, one is striving to assess the effectiveness of educational interventions.

What is missing from that assessment is that different methodologies are more appropriate for different kinds of questions. Questions of causation and whether a particular treatment, policy or educational strategy is more effective than another are best answered by experimental methods. While experimental designs are better suited to explore causal relationships, case studies are more suited to explore “how” and “why” questions (Yin 2017 ). It can be more productive to view different methodologies as complementing one another, rather than examining them in hierarchical terms.

The case study approach draws on a long tradition in ethnography and anthropology: “It stresses the importance of holistic perspectives and so has more of a ‘humanistic’ emphasis. It recognises that there are multiple influences on any single individual or group and that most other methods neglect the thorough understanding of this range of influences. They usually focus on a chosen variable or variables which are tested in terms of their influence. A case study tends to make no initial assumptions about which are the key variables—preferring to allow the case to ‘speak for itself’” (Iphofen et al. 2009 , 275). This tradition has sometimes discouraged people from conducting or using case studies on the assumption that they take massive amounts of time and lead to huge reports. This is the case with ethnography, but the case study method can be applied in more limited settings and can lead to high-quality, concise reports.

Another criticism of case studies is that they cannot be used to make generalizations. Certainly, there are limits to their generalisability, but the same is true of experimental studies. One randomized controlled trial cannot be generalised to the whole population without ensuring that its details are evaluated in the context of how it was conducted.

Similarly, it should not be assumed that generalisability can adequately guide practice or policy when it comes to the specifics of an individual case. A case study should not be used to support statistical generalizations (that the same percentage found in the case will be found in the general public). But a case study can be used to expand and generalize theories and thus have much usefulness. It affords a method of examining the specific (complex) interactions occurring in a case which can only be known from the details. Such an analysis can be carried out for individuals, policies or interventions.

The current COVID-19 pandemic demonstrates the dangers of generalising in the wrong context. Some people have very mild cases of COVID-19 or are asymptomatic. Others get seriously ill and even die. Sometimes people generalise from cases they know and assume they will have mild symptoms. Then they refuse to take the COVID-19 vaccine, basically generalising from similar cases. Mass vaccination is recommended for the sake of the health of the public (generalised health) and to limit the spread of a deadly virus. Cases are reported of people having adverse reactions to COVID-19 vaccines, and some people generalise from these that they will not take whatever risks might be involved in receiving the vaccine themselves. It might be theoretically possible to discover which individuals WILL react adversely to immunisation on a population level. But it is highly complex and expensive to do so, and takes an extensive period of time. Given the urgency of benefitting the health of ‘the public’, policymakers have decided that the risks to a sub-group are warranted. Only after the emergence of epidemiological data disclosing negative effects of some vaccines on some individuals will it become more clear which characteristics typify those cases which are likely to experience the adverse effects, and more accurately quantify the risks of experiencing those effects.

Much literature now points to the advantages and disadvantages of case studies (Gomm et al. 2000 ), and how to use them and conduct them with adequate rigour to ensure the validity of the evidence generated (Schell 1992 ; Yin 2011 , 2017 ). At the same time, legitimate critiques have been made of some case studies because they have been conducted without adequate rigor, in unsystematic ways, or in ways that allowed bias to have more influence than evidence (Hammersley 2001 ). Part of the problem here is similar to interviewing, where some will assume that since interviews are a form of conversation, anyone can do it. Case studies have some similarities to stories, but that doesn’t mean they are quick and easy ways to report on events. That view can lead to the situation where “most people feel that they can prepare a case study, and nearly all of us believe we can understand one. Since neither view is well founded, the case study receives a lot of approbation it does not deserve” (Hoaglin et al., cited in Yin 2017 , 16).

Case studies can be conducted and used in a wide range of ways (Gwee 2018 ). Case studies can be used as a research method, as a teaching tool, as a way of recording events so that learning can be applied to practice, and to facilitate practical problem-solving skills (Luck et al. 2006 ). Significant differences exist between a case study that was developed and used in research compared to one used for teaching (Yin 2017 ). A valid rationale for studying a ‘case’ should be provided so that it is clear that the proposed method is suitable to the topic and subject being studied. The unit of study for a case could be an individual person, social group, community, or society. Sometimes that specific case alone will constitute the actual research project. Thus, the study could be of one individual’s experience, with insights and understanding gained of the individual’s situation which could be of use to understand others’ experiences. Often there will be attempts made at a comparison between cases—one organisation being compared to another, with both being studied in some detail, and in terms of the same or similar criteria. Given this variety, it is important to use cases in ways appropriate to how they were generated.

The case study continues to be an important piece of evidence in clinical decision-making in medicine and healthcare. Here, case studies do not demonstrate causation or effectiveness, but are used as an important step in understanding the experiences of patients, particularly with a new or confusing set of symptoms. This was clearly seen as clinicians published case studies describing a new respiratory infection which the world now knows to be COVID-19. Only as case studies were generated, and the patterns brought together in larger collections of cases, did the characteristics of the illness come to inform those seeking to diagnose at the bedside (Borges do Nascimento et al. 2020 ). Indeed case studies are frequently favoured in nursing, healthcare and social work research where professional missions require a focus on the care of the individual and where cases facilitate making use of the range of research paradigms (Galatzer-Levy et al. 2000 ; Mattaini 1996 ; Gray 1998 ; Luck et al. 2006 ).

1.4. Devil’s in the Detail

Our main concern in this collection is not with case study aetiology but rather to draw on the advantages of the method to highlight key ethical issues related to the use of evidence in influencing policy. Thus, we make no claim to causal ‘generalisation’ on the basis of these reports—but instead we seek to help elucidate ethics issues, if even theoretical, and anticipate responses and obstacles in similar situations and contexts that might help decision-making in novel circumstances. A key strength of case studies is their capacity to connect abstract theoretical concepts to the complex realities of practice and the real world (Luck et al. 2006 ). Ethics cases clearly fit this description and allow the contextual details of issues and dilemmas to be included in discussions of how ethical principles apply as policy is being developed.

Since cases are highly focussed on the specifics of the situation, more time can be given over to data gathering which may be of both qualitative and quantitative natures. Given the many variables involved in the ‘real life’ setting, increased methodological flexibility is required (Yin 2017 ). This means seeking to maximise the data sources—such as archives (personal and public), records (such as personal diaries), observations (participant and covert) and interviews (face-to-face and online)—and revisiting all sources when necessary and as case participants and time allows.

1.5. Cases and Policymaking

Case studies allow researchers and practitioners to learn from the specifics of a situation and apply that learning in similar situations. Ethics case studies allow such reflection to facilitate the development of ethical decision-making skills. This volume has major interests in ethics and evidence-generation (research), but also in a third area: policymaking. Cases can influence policymaking, such as how one case can receive widespread attention and become the impetus to create policy that aims to prevent similar cases. For example, the US federal Brady Law was enacted in 1993 to require background checks on people before they purchase a gun (ATF 2021 ). The law was named for White House Press Secretary James Brady, and his case became widely known in the US. He was shot and paralyzed during John Hinckley, Jr.’s 1981 assassination attempt on President Ronald Reagan. Another example, this time in a research context, was how the Tuskegee Syphilis Study led, after its public exposure in 1971, to the US Department of Health, Education and Welfare appointing an expert panel to examine the ethics of that case. This resulted in federal policymakers enacting the National Research Act in 1974, which included setting up a national commission that published the Belmont Report in 1976. This report continues to strongly influence research ethics practice around the world. These examples highlight the power of a case study to influence policymaking.

One of the challenges for policymakers, though, is that compelling cases can often be provided for opposite sides of an issue. Also, while the Belmont Report has been praised for articulating a small number of key ethical principles, how those principles should be applied in specific instances of research remains an ongoing challenge and a point of much discussion. This is particularly relevant for innovative techniques and technologies. Hence the importance of cases interacting with general principles and leading to ongoing reflection and debate over the applicable cases. At the same time, new areas of research and evidence generation activities will lead to questions about how existing ethical principles and values apply. New case studies can help to facilitate that reflection, which can then allow policymakers to consider whether existing policy should be adapted or whether whole new areas of policy are needed.

Case studies also can play an important role in learning from and evaluating policy. Policymakers tend to focus on practical, day-to-day concerns and with the introduction of new programmes (Exworthy and Peckam 2012 ). Time and resources may be scant when it comes to evaluating how well existing policies are performing or reflecting on how policies can be adapted to overcome shortcomings (Hunter 2003 ). Effective policies may exist elsewhere (historically or geographically) and be more easily adapted to a new context instead of starting policymaking from scratch. Case studies can permit learning from past policies (or situations where policies did not exist), and they can illuminate various factors that should be explored in more detail in the context of the current issue or situation. Chaps. 2 , 3 and 5 in this volume are examples of this type of case study.

1.6. The Moral Gain

This volume reflects the ambiguity of ethical dilemmas in contemporary policymaking. Analyses will reflect current debates where consensus has not been achieved yet. These cases illustrate key points made throughout the PRO-RES project: that ethical decision-making is a fluid enterprise, where values, principles and standards must constantly be applied to new situations, new events and new research developments. The cases illustrate how no ‘one point’ exists in the research process where judgements about ethics can be regarded as ‘final.’ Case studies provide excellent ways for readers to develop important decision-making skills.

Research produces novel products and processes which can have broad implications for society, the environment and relationships. Research methods themselves are modified or applied in new ways and places, requiring further ethical reflection. New topics and whole fields of research develop and require careful evaluation and thoughtful responses. New case studies are needed because research constantly generates new issues and new ethics questions for policymaking.

The cases found in this volume address a wide range of topics and involve several disciplines. The cases were selected by the parameters of the PRO-RES project and the Horizon 2020 funding call to which it responded. First, the call was concerned with both research ethics and scientific integrity and each of the cases addresses one or both of these areas. The call sought projects that addressed non-medical research, and the cases here address disciplines such as social sciences, engineering, artificial intelligence and One Health. The call also sought particular attention be given to (a) covert research, (b) working in dangerous areas/conflict zones and (c) behavioral research collecting data from social media/internet sources. Hence, we included cases that addressed each of these areas. Finally, while an EU-funded project can be expected to have a European focus, the issues addressed have global implications. Therefore, we wanted to include cases studies from outside Europe and did so by involving authors from India and Africa to reflect on the volume’s areas of interest.

The first case study offered in this volume (Chap. 2 ) examines a significant policy approach taken by the European Union to address ethics and integrity in research and innovation: Responsible Research and Innovation (RRI). This chapter examines the lessons that can be learned from RRI in a European context. Chapter 3 elaborates on this topic with another policy learning case study, but this time examining RRI in India. One of the critiques made of RRI is that it can be Euro-centric. This case study examines this claim, and also describes how a distinctively Indian concept, Scientific Temper, can add to and contextualise RRI. Chapter 4 takes a different approach in being a case study of the development of research ethics guidance in the United Kingdom (UK). It explores the history underlying the research ethics framework commissioned by the UK Research Integrity Office (UKRIO) and the Association of Research Managers and Administrators (ARMA), and points to lessons that can be learned about the policy-development process itself.

While staying focused on policy related to research ethics, the chapters that follow include case studies that address more targeted concerns. Chapter 5 examines the impact of the European Union’s (EU) General Data Protection Regulation (GDPR) in the Republic of Croatia. Research data collected in Croatia is used to explore the handling of personal data before and after the introduction of GDPR. This case study aims to provide lessons learned that could contribute to research ethics policies and procedures in other European Member States.

Chapter 6 moves from policy itself to the role of policy advisors in policymaking. This case study explores the distinct responsibilities of those elevated to the role of “policy advisor,” especially given the current lack of policy to regulate this field or how its advice is used by policymakers. Next, Chap. 7 straddles the previous chapters’ focus on policy and its evaluation while introducing the focus of the next section on historical case studies. This chapter uses the so-called “race for the superconductor” as a case study by which the PRO-RES ethics framework is used to explore specific ethical dilemmas (PRO-RES 2021b ). This case study is especially useful for policymakers because of how it reveals the multiple difficulties in balancing economic, political, institutional and professional requirements and values.

The next case study continues the use of historical cases, but here to explore the challenges facing innovative research into unorthodox energy technology that has the potential to displace traditional energy suppliers. The wave power case in Chap. 8 highlights how conducting research with integrity can have serious consequences and come with considerable cost. The case also points to the importance of transparency in how evidence is used in policymaking so that trust in science and scientists is promoted at the same time as science is used in the public interest. Another area of cutting-edge scientific innovation is explored in Chap. 9 , but this time looking to the future. This case study examines space exploration, and specifically the ethical issues around establishing safe exposure standards for astronauts embarking on extended duration spaceflights. This case highlights the ethical challenges in policymaking focused on an elite group of people (astronauts) who embark on extremely risky activities in the name of science and humanity.

Chapter 10 moves from the physical sciences to the social sciences. The Belfast Project provides a case study to explore the ethical challenges of conducting research after violent conflict. In this case, researchers promised anonymity and confidentiality to research participants, yet that was overturned through legal proceedings which highlighted the limits of confidentiality in research. This case points to the difficulty of balancing the value of research archives in understanding conflict against the value of providing juridical evidence to promote justice. Another social science case is examined in Chap. 11 , this time in ethnography. This so-called ‘urban explorer’ case study explores the justifications that might exist for undertaking covert research where researchers break the law (in this case by trespassing) in order to investigate a topic that would remain otherwise poorly understood. This case raises a number of important questions for policymakers around: the freedoms that researchers should be given to act in the public interest; when researchers are justified in breaking the law; and what responsibilities and consequences researchers should accept if they believe they are justified in doing so.

Further complexity in research and evidence generation is introduced in Chap. 12 . A case study in One Health is used to explore ethical issues at the intersection of animal, human and environmental ethics. The pertinence of such studies has been highlighted by COVID-19, yet policies lag behind in recognising the urgency and complexity of initiating investigations into novel outbreaks, such as the one discussed here that occurred among animals in Ethiopia. Chapter 13 retains the COVID-19 setting, but returns the attention to technological innovation. Artificial intelligence (AI) is the focus of these two chapters in the volume, here examining the ethical challenges arising from the emergency authorisation of using AI to respond to the public health needs created by the COVID-19 pandemic. Chapter 14 addresses a longer term use of AI in addressing problems and challenges in the legal system. Using the so-called Robodebt case, the chapter explores the reasons why legal systems are turning to AI and other automated procedures. The Robodebt case highlights problems when AI algorithms are built on inaccurate assumptions and implemented with little human oversight. This case shows the massive problems for hundreds of thousands of Australians who became victims of poorly conceived AI and makes recommendations to assist policymakers to avoid similar debacles. The last chapter (Chap. 15 ) draws some general conclusions from all the cases that are relevant when using case studies.

1.7. Into the Future

This volume focuses on ethics in research and professional integrity and how we can be clear about the lessons that can be drawn to assist policymakers. The cases provided cover a wide range of situations, settings, and disciplines. They cover international, national, organisational, group and individual levels of concern. Each case raises distinct issues, yet also points to some general features of research, evidence-generation, ethics and policymaking. All the studies illustrate the difficulties of drawing clear ‘boundaries’ between the research and the context. All these case studies show how in real situations dynamic judgements have to be made about many different issues. Guidelines and policies do help and are needed. But at the same time, researchers, policymakers and everyone else involved in evidence generation and evidence implementation need to embody the virtues that are central to good research. Judgments will need to be made in many areas, for example, about how much transparency can be allowed, or is ethically justified; how much risk can be taken, both with participants’ safety and also with the researchers’ safety; how much information can be disclosed to or withheld from participants in their own interests and for the benefit of the ‘science’; and many others. All of these point to just how difficult it can be to apply common standards across disciplines, professions, cultures and countries. That difficulty must be acknowledged and lead to open discussions with the aim of improving practice. The cases presented here point to efforts that have been made towards this. None of them is perfect. Lessons must be learned from all of them, towards which Chap. 15 aims to be a starting point. Only by openly discussing and reflecting on past practice can lessons be learned that can inform policymaking that aims to improve future practice. In this way, ethical progress can become an essential aspect of innovation in research and evidence-generation.

• ATF (Bureau of Alcohol, Tobacco, Firearms and Explosives). 2021. Brady law. https://www ​.atf.gov/rules-and-regulations/brady-law . Accessed 1 Jan 2022.
• Borges do Nascimento, Israel J., Thilo C. von Groote, Dónal P. O’Mathúna, Hebatullah M. Abdulazeem, Catherine Henderson, Umesh Jayarajah, et al. 2020. Clinical, laboratory and radiological characteristics and outcomes of novel coronavirus (SARS-CoV-2) infection in humans: a systematic review and series of meta-analyses. PLoS ONE 15(9):e0239235. https://doi ​.org/10.1371/journal ​.pone.0239235 . [ PMC free article : PMC7498028 ] [ PubMed : 32941548 ]
• Campbell, D.T., and J.C. Stanley. 1963. Experimental and quasi-experimental designs for research . Chicago: Rand McNally and Company.
• Exworthy, Mark, and Stephen Peckam. 2012. Policy learning from case studies in health policy: taking forward the debate. In Shaping health policy: case study methods and analysis , ed. Mark Exworthy, Stephen Peckham, Martin Powell, and Alison Hann, 313–328. Bristol, UK: Policy Press.
• Exworthy, Mark, and Martin Powell. 2012. Case studies in health policy: an introduction. In Shaping health policy: case study methods and analysis , ed. Mark Exworthy, Stephen Peckham, Martin Powell, and Alison Hann, 3–20. Bristol, UK: Policy Press.
• Galatzer-Levy, R.M., Bachrach, H., Skolnikoff, A., and Wadlron, S. Jr. 2000. The single case method. In Does Psychoanalysis Work? , 230–242. New Haven and London: Yale University Press.
• Gomm, R., M. Hammersley, and P. Foster, eds. 2000. Case study method: Key issues, key texts . London: Sage.
• Gray, M. 1998. Introducing single case study research design: an overview. Nurse Researcher 5 (4): 15–24. [ PubMed : 27712405 ]
• Gwee, June. 2018. The case writer’s toolkit . Singapore: Palgrave Macmillan. [ CrossRef ]
• Hammersley, M. 2001. Which side was Becker on? Questioning political and epistemological radicalism. Qualitative Research 1 (1): 91–110. [ CrossRef ]
• Hunter, D.J. 2003. Evidence-based policy and practice: riding for a fall? Journal of the Royal Society of Medicine 96 (4): 194–196. https://www ​.ncbi.nlm ​.nih.gov/pmc/articles/PMC539453/ [ PMC free article : PMC539453 ] [ PubMed : 12668712 ]
• Iphofen, R., and D. O’Mathúna (eds.). 2022. Ethical evidence and policymaking: interdisciplinary and international research . Bristol, UK: Policy Press.
• Iphofen, R., A. Krayer, and C.A. Robinson. 2009. Reviewing and reading social care research: from ideas to findings . Bangor: Bangor University.
• Luck, L., D. Jackson, and K. Usher. 2006. Case study: a bridge across the paradigms. Nursing Inquiry 13 (2): 103–109. [ PubMed : 16700753 ] [ CrossRef ]
• Mattaini, M.A. 1996. The abuse and neglect of single-case designs. Research on Social Work Practice 6 (1): 83–90. [ CrossRef ]
• Miller, G., and R. Dingwall. 1997. Context and method in qualitative research . London: Sage. [ CrossRef ]
• O’Mathúna, Dónal. 2018. The dual imperative in disaster research ethics. In SAGE Handbook of qualitative research ethics , ed. Ron Iphofen and Martin Tolich, 441–454. London: SAGE. [ CrossRef ]
• PRO-RES. 2021a. The foundational statements for ethical research. http: ​//prores-project ​.eu/the-foundational-statements-for-ethical-research-practice/ . Accessed 1 Jan 2022.
• PRO-RES. 2021b. Accord. https: ​//prores-project.eu/#Accord . Accessed 1 Jan 2022.
• Schell, C. 1992. The Value of the Case Study as a Research Strategy . Manchester Business School.
• Yin, Robert K. 2011. Applications of case study research , 3rd ed. London: Sage.
• Yin, Robert K. 2017. Case study research and applications: design and methods , 6th ed. London: Sage.

PRO-RES is a European Commission-funded project aiming to PROmote ethics and integrity in non-medical RESearch by building a supported guidance framework for all non-medical sciences and humanities disciplines adopting social science methodologies. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 788352. Open access fees for this volume were paid for through the PRO-RES funding.

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

• Cite this Page O’Mathúna D, Iphofen R. Making a Case for the Case: An Introduction. 2022 Nov 3. In: O'Mathúna D, Iphofen R, editors. Ethics, Integrity and Policymaking: The Value of the Case Study [Internet]. Cham (CH): Springer; 2022. Chapter 1. doi: 10.1007/978-3-031-15746-2_1
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In this Page

• Judging the Ethics of Research
• The Case for Cases
• Research Design and Causal Inference
• Devil’s in the Detail
• Cases and Policymaking
• The Moral Gain
• Into the Future

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Ethics Case Studies

Last updated on April 3, 2024 by Alex Andrews George

Ethics case studies are mainly about decision-making and problem-solving .

The reader will be presented with a situation and he will be asked to decide to solve the problem.

The factors involved may include ethics , but it may not be just about ethics. It can have social, economic, and political dimensions.

Table of Contents

Case Study: Decision Making (Accident)

You are aspiring to become an IAS officer and you have cleared various stages and now you have been selected for the personal interview. On the day of the interview, on the way to the venue, you saw an accident where a mother and child who happen to be your relatives were badly injured. They needed immediate help.

What would you have done in such a situation? Justify your action. (UPSC CSE 2017)

Case Study: Conflict Resolution (Development vs Environment)

Nowadays, there is an increasing thrust on economic development all around the globe. At the same time, there is also an increasing concern about environmental degradation caused by development.

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Many a time, we face a direct conflict between development activity and environmental quality.

It is neither feasible to stop or curtail the developmental process, nor it is advisable to keep degrading the environment, as it threatens our very survival.

Discuss some feasible strategies which could be adopted to eliminate this conflict and which could lead to sustainable development. (UPSC CSE 2014)

Case Study: Ethics vs Easy Path (Advice to Friend)

Suppose one of your close friends, who is also aspiring for civil services, comes to you to discuss some of the issues related to ethical conduct in public service. He raises the following points:-

(i) In the present times, when an unethical environment is quite prevalent, individual attempts to stick to ethical principles may cause a lot of problems in one’s career. It may cause hardship to the family members as well as risk to one’s life. Why should we not be pragmatic follow the path of least resistance, and be happy with doing whatever good we can?

(ii) When so many people are adopting wrong means and are grossly harming the system, what difference would it make if only a small minority tries to be ethical? They are going to be rather ineffective and are bound to get frustrated.

(iii) If we become fussy about ethical considerations, will it not hamper the economic progress of our country? After all, in the present age of high competition, we cannot afford to be left behind in the race for development

(iv) Understandably, we should not get involved in grossly unethical practices, but giving and accepting small gratifications and doing small favours increases everybody’s motivation.

It also makes the system more efficient. What is wrong with adopting such practices? Critically analyze the above viewpoints. Based on this analysis, what will be your advice to your friend? (UPSC CSE 2014)

Case Study: Problem Solving of a Social Issue (Migration)

In our country, the migration of rural people to towns and cities is increasing drastically. This is causing serious problems both in the rural as well as in the urban areas. Things are becoming unmanageable. Can you analyze this problem in detail and indicate not only the socio-economic but also the emotional and attitudinal factors responsible for this problem? Also, distinctly brings out why –

(a) educated youth are trying to shift to urban areas

(b) landless poor people are migrating to urban slums

(c) even some farmers are selling off the land and trying to settle in urban areas taking petty jobs.

What feasible steps can you suggest that will be effective in controlling this serious problem in our country? (UPSC CSE 2014)

Case Study: Decision Making (Order of Rescue in Flood)

There is a disaster-prone state having frequent landslides, forest fires, cloudbursts, flash floods earthquakes, etc. Some of these are seasonal and often unpredictable. The magnitude of the disaster is always unanticipated. During one of the seasons, a cloudburst caused devastating floods and landslides leading to high casualties. There was major damage to infrastructure like roads, bridges and power-generating units. This led to more than 100000 pilgrims, tourists and other locals trapped across different routes and locations. The people trapped in your area of responsibility include senior citizens, patients in hospitals, women and children, hikers, tourists, ruling parties, regional presidents along with their families, additional chief secretaries of the neighbouring state and prisoners in jail.

As a civil services officer of the state, what would be the order in which you would rescue these people and why? Give Justifications. (UPSC CSE 2015)

Case Study: Problem Solving (Policy Making)

Land needed for mining, dams and other large-scale projects is acquired mostly from Adivasis, hill dwellers and rural communities. The displaced persons are paid monetary compensation as per the legal provisions. However, the payment is often tardy. In any case, it cannot sustain the displaced families for long. These people do not possess marketable skills to engage in some other accusation. They end up as low-paid migrant labourers. Moreover, their development goes to industries, industrialists and urban communities whereas the costs are passed on to these poor helpless people. This unjust distribution of costs and benefits is unethical. Suppose you have been entrusted with the task of drafting a better compensation-cum-rehabilitation policy for such displaced persons, how would you approach the problem and what would be the main elements of your suggested policy? (UPSC CSE 2016)

Case Study: Problem Solving (NGO)

Saraswati was a successful IT professional in the USA. Moved by the patriotic sense of doing something for the country she returned to India. Together with some other like-minded friends, she formed an NGO to build a school for a poor rural community. The objective of the school was to provide the best quality modern education at a nominal cost. She soon discovered that she had to seek permission from several Government agencies. The rules and procedures were quite confusing and cumbersome. What frustrated her most was delays, the callous attitude of officials and the constant demand for bribes. Her experience and the experience of many others like her have deterred people from taking up social service projects. A measure of Government control over voluntary social work is necessary. But it should not be exercised in a coercive a corrupt manner. What measures can you suggest to ensure that due control is exercised but well-meaning, honest NGO efforts are not thwarted? (UPSC CSE 2016)

Case Study: Ethical Dilemma (Options and Reasons for Choice)

You are the Executive Director of an upcoming InfoTech Company which is making a name for itself in the market.

Mr. A, who is a star performer, is heading the marketing team. In a short period of one year, he has helped in doubling the revenues as well as creating a high brand equity for the Company so much so that you are thinking of promoting him. However, you have been receiving information from many corners about his attitude towards the female colleagues; particularly his habit of making loose comments on women. In addition, he regularly sends indecent SMSs to all the team members including his female colleagues.

One day, late in the evening, Mrs. X, who is one of Mr. A’s team members, comes to you visibly disturbed. She complains about the continued misconduct of Mr A, who has been making undesirable advances towards her and has even tried to touch her inappropriately in his cabin. She tenders her resignation and leaves your office. (UPSC CSE 2014)

• What are the options available to you?
• Evaluate each of these options and choose the option you would adopt, giving reasons.

Suppose you are an officer in charge of implementing a social service scheme to provide support to old and destitute women. An old and illiterate woman comes to you to avail the benefits of the scheme. However, she has no documents to show that she fulfils the eligibility criteria. But after meeting her and listening to her you feel that she certainly needs support. Your enquirers also show that she is destitute and living in a pitiable condition. You are in a dilemma as to what to do. Putting her under the scheme without the necessary documents would be a violation of the rules. But denying her the support would be cruel.

a) Can you think of a rational way to resolve this dilemma? b) Give your reasons for it. (UPSC CSE 2016)

More Ethics Case Studies

• Ethics Case Study: Personal Ethics vs Professional Ethics
• Ethics Case Study: Change in Eligibility Criteria
• Ethics Case Study: Your Son In Trouble
• Ethics Case Study: Juvenile Justice Act and Heinous Crimes
• Ethical Dilemma: 10 Heartbreaking Case Studies

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This course will help candidates understand the difficult concepts connected with ethics case studies.

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Ethics Case Studies: Conclusion

Case studies connected with ethics, integrity and aptitude cover diverse situations and scenarios.

While the major chunk of questions may be connected with solving ethical dilemmas , there can be other types of questions as well.

Through the lens of ethics case studies, the evaluator will judge your decision-making and problem-solving skills.

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He is the author of many best-seller books like 'Important Judgments that transformed India' and 'Important Acts that transformed India'.

A trusted mentor and pioneer in online training , Alex's guidance, strategies, study-materials, and mock-exams have helped many aspirants to become IAS, IPS, and IFS officers.

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Alfie Evans Case – A Medical Ethics Case Study

Home » Application Guide » Alfie Evans Case – A Medical Ethics Case Study

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Who Was Alfie Evans?

Alfie Evans had a degenerative neurological condition, which caused him to have breathing difficulties. When he was just six months old, he went to Alder Hey Children’s Hospital, where he was placed on a ventilator, which he remained on for almost a year.

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Consequences of the Alfie Evans Case

Ethics of the alfie evans case:.

Ethical principles demonstrated in this case include :  

• Alfie was a child; hence, his parents made decisions regarding his health.
• The hospital argued that the parents' decision was not in Alfie’s best interest by the 1989 Children’s Act. 

Best Interest

• The Supreme Court ruled that Alfie’s best interests would be to die with “peace, quiet and privacy.” 
• End-of-life care is costly. Each year on life support would be 0.1 QALY (quality-adjusted life years), which equates to approximately 150000 pounds a year. The cost per QALY is around 2 million pounds, much higher than the 30000 pounds recommended by NICE. The resources used for one patient may improve the lives of many other patients if spent in different healthcare areas. However, much money was raised privately, meaning the funds could not be redistributed. 

Medical Schools Ethics Question: Alfie Evans

We will now examine an example interview question . You are unlikely to be asked to simply describe the case; instead, you will be expected to use cases like this one as an example.  

Example Question:

What are the effects of social media on high-profile cases in the NHS?  

Model Answer:

Alfie Evan’s case is an example of a high-profile case in the media. He had a degenerative neurological condition and was on a ventilator. The parents wanted to keep him on life support, but the hospital took the case to the High Court, and this ultimately ended in the court ruling with the hospital and Alfie ’ s life support being turned off. This case was a significant news story , with the family even meeting the pope about moving Alfie to Italy for continued life support.   

Public members joined Alfie ’ s Army social media campaign, resulting in followers congregating regularly outside the hospital. This resulted in staff feeling intimidated and often facing abuse from the protesters. The police launched an investigation following this; however, staff recruitment at the hospital was reduced due to the nature of the incidents. There was low morale among teams at the time as the medical professionals were treated in a hostile manner by the public. There were also internet theories that said the withdrawal of treatment was cost-driven – even though this was not proven and resulted in mistrust by the public of the NHS.  

I believe social media can have various effects in high-profile cases, such as the Alfie Evan case.  It resulted in staff feeling unsafe in their workplace. Though it was nice to see the community come together in this case, some hostile behaviour resulted in the police being involved. Plus , due to confidentiality requirements by medical professionals, the public felt that they weren ’ t receiving all the information, leading to public mistrust.  

While this answer doesn ’ t cover all of the points of the case, it doesn ’ t need to. An answer like this is detailed enough to demonstrate your understanding of the case while providing your own personal insight and answering the question effectively.   

Whether you ’ re being asked a general question like this or a question more specific to a case, this approach will ensure you have provided a satisfactory response .  

This is a slightly older case, so I suggest researching more recent examples of stories with heavy themes of ethics. They may not have been as impactful as this case was, but they still demonstrate that you follow the news and have an interest in the current state of medicine. We also have a whole selection of medical ethics guides and case studies available for free , so be sure to check them out!  

I hope this guide has been useful for you, and if you want to work with medicine tutors like myself one-to-one, be sure to check out 6med ’ s Interview Tutoring Bundles . As well as tuition hours, you ’ ll have access to extensive materials and live crash courses – everything you need for interview success. You can speak with our friendly team today by booking a free consultation!  

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Case Study UT Star Icon

Edward Snowden: Traitor or Hero?

Was Edward Snowden’s release of confidential government documents ethically justifiable?

In 2013, computer expert and former CIA systems administrator, Edward Snowden released confidential government documents to the press about the existence of government surveillance programs. According to many legal experts, and the U.S. government, his actions violated the Espionage Act of 1917, which identified the leak of state secrets as an act of treason. Yet despite the fact that he broke the law, Snowden argued that he had a moral obligation to act. He gave a justification for his “whistleblowing” by stating that he had a duty “to inform the public as to that which is done in their name and that which is done against them.” According to Snowden, the government’s violation of privacy had to be exposed regardless of legality.

Many agreed with Snowden. Jesselyn Radack of the Government Accountability Project defended his actions as ethical, arguing that he acted from a sense of public good. Radack said:

“Snowden may have violated a secrecy agreement, which is not a loyalty oath but a contract, and a less important one than the social contract a democracy has with its citizenry.”

Others argued that even if he was legally culpable, he was not ethically culpable because the law itself was unjust and unconstitutional.

The Attorney General of the United States, Eric Holder, did not find Snowden’s rationale convincing. Holder stated:

“He broke the law. He caused harm to our national security and I think that he has to be held accountable for his actions.”

Journalists were conflicted about the ethical implications of Snowden’s actions. The editorial board of The New York Times stated, “He may have committed a crime…but he has done his country a great service.” In an Op-ed in the same newspaper, Ed Morrissey argued that Snowden was not a hero, but a criminal: “by leaking information about the behavior rather than reporting it through legal channels, Snowden chose to break the law.” According to Morrissey, Snowden should be prosecuted for his actions, arguing that his actions broke a law “intended to keep legitimate national-security data and assets safe from our enemies; it is intended to keep Americans safe.”

Discussion Questions

1. What values are in conflict in this case? What harm did Snowden cause? What benefits did his actions bring?

2. Do you agree that Snowden’s actions were ethically justified even if legally prohibited? Why or why not? Make an argument by weighing the competing values in this case.

3. If you were in Snowden’s position, what would you have done and why?

4. Would you change your position if you knew that Snowden’s leak would lead to a loss of life among CIA operatives? What about if it would save lives?

5. Is there a circumstance in which you think whistleblowing would be ethically ideal? How about ethically prohibited?

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Causing harm explores the types of harm that may be caused to people or groups and the potential reasons we may have for justifying these harms.

Bibliography

Whistle-Blowers Deserve Protection Not Prison http://www.nytimes.com/roomfordebate/2013/06/11/in-nsa-leak-case-a-whistle-blower-or-a-criminal/whistle-blowers-deserve-protection-not-prison

Eric Holder: If Edward Snowden were open to plea, we’d talk http://www.politico.com/story/2014/01/eric-holder-edward-snowden-plea-102530.html

Edward Snowden: Whistleblower http://www.nytimes.com/2014/01/02/opinion/edward-snowden-whistle-blower.html?_r=0

Edward Snowden Broke the Law and should be Prosecuted http://www.nytimes.com/roomfordebate/2013/06/11/in-nsa-leak-case-a-whistle-blower-or-a-criminal/edward-snowden-broke-the-law-and-should-be-prosecuted

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