Graduate studies at Western
Ethics and Education 4 (1):93-102 (2010)
|Abstract||Building on organizational justice research, we extended the study of classroom justice to management education. In the first study, we identified the criteria that business students use to define distributive, procedural, and interactional fairness. In a second study, we found that management students' perceptions of both procedural and interactional fairness were significant and unique predictors of their evaluations of instructional effectiveness. However, procedural justice was the only significant predictor of overall evaluations of the course. Results of this study will aid management educators in implementing procedures and treatment that students perceive as fair and also to serve as ethical role models for managers of the future|
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