Australia’s state-based public sector standing anti-corruption commissions each have an education function. The function is underpinned by a largely unquestioned assumption that integrity education will reduce levels of misconduct and corruption in the public sector. This study explores how these commissions undertake evaluations and publicly report on the effectiveness of their education events to demonstrate a contribution to this purpose. It acknowledges that well-designed and executed education events may deliver public value outcomes, but finds that the evaluative and reporting approaches used by commissions are insufficient to reliably demonstrate whether or not the function actually achieves this purpose. The dominance of exposure-as-success attendance statistics revealed in this study is particularly concerning as they offer no insights that are directly relevant to this purpose. Consistent with the findings of previous studies, there is also a heavy reliance on reaction-based satisfaction surveys that primarily reflect participants’ enjoyment of an education event, but do not provide meaningful evidence of learning, application of learning, organizational impact, or the overall delivery of public value. As such, it is argued that commissions need to transition from largely superficial appraisals to more robust and strategic assessments that measure actual attitudinal and behavioral change in the public sector. This study also raises questions of broader relevance to the evaluation of other types of workplace education, particularly that requiring affective and behavioral learning.

中文翻译：

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公共部门的教学诚信：评估和报告反腐败委员会的教育职能

澳大利亚各州公共部门的常设反腐败委员会均具有教育职能。该职能的基础在很大程度上是毋庸置疑的假设，即诚信教育将减少公共部门的不当行为和腐败水平。本研究探讨了这些委员会如何进行评估并公开报告其教育活动的有效性，以证明对这一目标的贡献。它承认精心设计和执行的教育活动可能会带来公共价值成果，但发现委员会使用的评估和报告方法不足以可靠地证明该功能是否真正实现了这一目的。本研究中揭示的成功参与统计数据的主导地位尤其令人担忧，因为它们没有提供与此目的直接相关的见解。与以往研究的结果一致，也严重依赖基于反应的满意度调查，主要反映参与者对教育活动的享受，但没有提供有意义的学习证据、学习应用、组织影响或整体公共价值的传递。因此，有人认为委员会需要从主要是肤浅的评估过渡到更稳健和战略性的评估，以衡量公共部门的实际态度和行为变化。这项研究还提出了与评估其他类型的工作场所教育更广泛相关的问题，