This research investigated the correlation between employee learning and the institutionalisation of ethics

inside organisations, using empirical data from administrative personnel at the University of Cape Coast,

Ghana. A quantitative, cross-sectional survey methodology was used to gather data from 160 administrative

personnel using structured questionnaires, which were then analysed by descriptive statistics, Pearson

correlation, and multiple regression methods. The findings demonstrated a robust positive association (r =

ethical behaviour and organisational integrity.

University of Cape Coast

The integration of ethics inside organisations has become a primary goal for those aiming to improve their

reputation, accountability, and sustainability both now and in the future. Incorporating ethical standards into

daily operations at higher education institutions is essential both morally and practically. Academic integrity

and social responsibility are essential components of student life in such context. The extent of ethical

institutionalisation is shown by how thoroughly employees assimilate, internalise, and implement ethical

sufficient evidence to establish definitive conclusions on the impact of training on the integration of ethics in

these circumstances. Understanding this link is essential for fostering trustworthiness, competence, and

accountability in university administration. Alizadeh, Dirani, and Qiu (2021) with Schultz and Seele (2023)

provide empirical data demonstrating that on-the-job learning enhances moral reasoning, ethical

consciousness, and decision-making grounded in integrity. Nonetheless, a limited number of these studies have

expressly concentrated on African universities; rather, they have mostly emphasised Western or corporate

environments. Moreover, previous research has mostly focused on students' ethical behaviours, resulting in a

limited comprehension of how faculty and staff might contribute to the establishment and maintenance of

ethical environments on university campuses.

This research examines the impact of employee learning on the institutionalisation of ethics at the University

strengthening ethical practices at UCC.

This research contributes to the body of knowledge on organisational learning and ethics at universities by

achieving the aforementioned objectives. It provides evidence from a developing-country setting that shows

how leadership participation and continuous learning may create long-lasting ethical cultures in public

organisations.

An organization's code of ethics dictates how employees should behave and what choices they should make on

the job (Abdi, Mohamed, and Farah, 2025). When principles of ethics are ingrained in a company's culture,

practices, and rules, they permeate all aspect of everyday operations (Ali et al., 2023). All administrative,

scrutiny for their governance, academic integrity, and financial management, making the institutionalisation of

ethics in higher education all the more important (Bianchi et al., 2022). In addition to fostering trust, an ethical

employee education as fundamental factors influencing ethical environment. Brown and Treviño (2006)

describe ethical leadership as the exhibition of normatively suitable behaviour via personal acts and

interpersonal connections. Bandura's (1977) social learning theory posits that workers emulate ethical

behaviour by witnessing and emulating ethical leaders. Studies from other places substantiate these

connections. Schwartz (2013) indicated that ethics training improves decision-making and employee

responsibility in Western environments. Nguyen et al. (2021) proved that organised ethics programs

significantly enhanced staff compliance in Vietnamese institutions. Owusu and Koomson (2021) similarly

discovered that Ghanaian organisations incorporating ethics training into staff development exhibit enhanced

integrity and professionalism.

However, the disparity between policy and implementation persists significantly in several developing nations.

and deeds carefully, and check that they align with the organization's principles (Kancharla & Dadhich, 2021).

There is strong evidence from empirical research that shows a link between education and moral behaviour.

Training on ethics increases both moral consciousness and commitment to ethical ideals, according to Yadava

(2024). Similarly, Amponsah-Kwatiah, Owusu, and Afranie (2021) discovered that training programs

their respective organisations. Furthermore, according to Akaigwe (2021), ethical settings are fostered via

continuous learning since it motivates employees to be accountable and consider ethical considerations.

Still, many schools in Africa see ethics instruction more as a one-time compliance exercise than a continuous

effort to better their students (Raadschelders & Chitiga, 2021). Because of this chasm, it is more difficult for

workers to understand and abide by ethical standards, which in turn makes it more difficult for ethics to

permeate the company. Continuous learning that equips workers to handle real-world ethical dilemmas is

essential if we want to see lasting changes in workplace ethics.

higher education strongly predicts ethical culture. This is due to the fact that workers have a tendency to mimic

their bosses' actions. Another crucial aspect is the quality of the conversation. Everyone benefits from leaders

who consistently and clearly convey institutional principles because it facilitates understanding and agreement.

However, misunderstandings and noncompliance may result from ineffective communication and uneven

application of ethical principles.

Universities still face many challenges in integrating ethics into their culture, despite the fact that more and

more individuals are aware of the need of ethical governance. Some of them include a lack of funding for

training, an absence of rule enforcement mechanisms, leaders unwilling to reform, and an accepting culture of

poor conduct (Bush-Mecenas, 2022). Despite having ethical standards in place, several African institutions

Employee learning's role in ethics' institutionalisation is explored in this study by drawing on Kahn's (1990)

Engagement Theory and the Job Demands-Resources (JD-R) Model (Bakker & Demerouti, 2007). Employees

are more invested in their job when they have a sense of purpose, are protected from harm, and can easily

reach out for help, according to Kahn's idea. By equipping workers with the knowledge and self-assurance to

consistently make moral decisions, ongoing ethical education helps to establish such an environment. Learning

opportunities, leadership support, and clear communication are all examples of work resources that the JD-R

model states may increase engagement and moral conduct by reducing stress and increasing motivation. In this

model, leadership communication reinforces individual and institutional ethics, and employee learning is a

resource that boosts workers' cognitive and moral involvement. Ethical standards get ingrained in the fabric of

an organisation as a result of these interrelated processes.

sample size table, 169 questionnaires were distributed, with 150 completed and returned, yielding an 89%

units and offices were properly represented, an intentional random sampling approach was adopted, as the

focus was exclusively on administrators. Collecting data from fifty administrators was the goal. Because it was

straightforward to gather data and allowed for statistical analysis, this quantity was considered sufficient for a

focused institutional case study. If all participants are from the same occupational group, a representative

sample of 40–50 people from a comparable higher education case study could give trustworthy insights into

organisational practices. The goals of the research were to be achieved by analysing at least 150 replies and

drawing reliable conclusions.

The research objectives were matched with closed-ended Likert scale questions in the study's structured

primary elements. Information on the personnel's gender, age, years of service, category, and unit or

department were gathered in Section A. Section B examined the level of staff members' knowledge and

understanding of ethics. We looked at their grasp of ethical standards and the efficacy of UCC's code of

conduct. Including ethics in staff development programs and how training, seminars, and workshops impacted

workers' capacity to make ethical judgements were the topics covered in Section C. Section D examined the

practice and institutionalisation of ethics by analysing the following: the application of ethical notions in daily

independent samples t-tests and one-way ANOVA. A clearer picture of the ethical stances held by various