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Public officials are oath takers and expected to uphold the law, but criminal convictions provide evidence that corruption exists. When public officials violate their oath, these violations evade ethical norms of behavior important to protecting the integrity inherent in the public office. This article synthesizes the literature on public corruption and related fields and presents a conceptual model to help us understand public leader violations of the oath and factors that enable corrupt behavior more broadly. Through an exploratory analysis of news articles and local government websites of examples of federal corruption convictions from the top ten most corrupt juridictions in the United States, this preliminary model finds six factors influence corruption within a jurisdiction at two collective levels: (1) organizational, and (2) institutional. A case study of an independent nonprofit's experience in anti-corruption further informs a claim that corrupt leaders (i.e., oath-takers) often involve and exert corrupt influence on subordinates. Findings on convicted corruptions expands the conceptual model to inform on institutional factors that may mitigate corruption. Failure to act on corruption creates a distributional consequence for society. Public corruption minimizes equal access to public goods and services, diverts public finances for personal gain, and undermines public confidence. [ABSTRACT FROM AUTHOR]

Public service education aims to prepare students to serve in the "public interest," historically encompassing the "3Es" of efficiency, economy, and effectiveness. However, modern public servants must apply practical and moral wisdom to answer calls for administrators to address inequities and advance social justice. The field is thus implored to elevate social equity as a normative foundation and connect it to complementary values—including engagement, empathy, and ethics—comprising a set of "new 4Es" often overlooked in public administration curricula. But how might instructors teach the new 4Es in Master of Public Administration (MPA) coursework? Review of diverse literatures suggests the case teaching method, which assigns narrative case readings putting learners in the role of participant in a realistic dilemma and asks them to make a critical decision, holds promise for cultivating the new 4Es. Through an example of a foundational MPA management course, this article equips instructors with strategies for implementing the case teaching method and connecting cases to each of the new 4Es. The design, delivery, assessment strategies, and preliminary outcomes of the course are discussed. The article concludes with challenges and opportunities for public service educators to adopt the pedagogical approach within their own contexts. [ABSTRACT FROM AUTHOR]

This paper examines nonprofits' capacity for responding to simultaneous hurricane-pandemic threat, addressing: (1) strategies nonprofits use to deliver services during the COVID-19 pandemic, and (2) how natural hazards may affect nonprofit roles in emergency service delivery during a pandemic. Data come from a survey of New Orleans-based nonprofits demonstrating effects of pandemic on local nonprofit service delivery, and workshops with U.S. coastal community stakeholders exploring expectations for nonprofit roles in emergency operations nationwide. Nonprofits have applied resilient strategies including virtual operations, staff reductions, and funding diversification, but vulnerabilities remain. Findings guide a research agenda for building nonprofit and community resilience. [ABSTRACT FROM AUTHOR]