**Abstract**

Students move from one stage to another in moral ethics development through experiential, academic, and planned ethics learning. Nevertheless, as they move to public HLIs, it becomes inevitable to face a dilemma for moral choice because universities operate and function under value-free education policy regardless of the discipline of study. Through the ethnographic review of the literature, the authors have discussed the implications of "moral ethics" on students' behavior management; the relevance of students' ethical standards to public university cultures on first-time entrance; students' response to new public university cultures on retention overtime through "academic freedom;" African students' appraisal of their initial "moral values" on first-time entrance in public universities; future possibilities to learning with new cultures geared by "globalization" in the African context; and observations for implementations of ethics education and training. Authors recommended that moral and civic education should be included in higher learning curricula and that the faculty be aware that facilitating an environment for students' development in ethical decisions is part and parcel of teaching and learning. Therefore, professors need to think about how to accommodate a diversity of students' ethical perspectives to guide the first entrant into university culture.

**Keywords:** moral ethics, value-free education, ethics, globalization, African context, worldview
