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Journal of Marketing Education
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The Impact of Voice and Justification on Students’ Perceptions of Professors’ Fairness

Thomas A. Schmidt

Simpson College, Indianola, Iowa

Mark B. Houston

College of Business at the University of Missouri-Columbia

Lance A. Bettencourt

Kelley School of Business at Indiana University, Bloomington

Paul D. Boughton

John Cook School of Business at Saint Louis University, St. Louis, Missouri

Empirical research consistently demonstrates support for a relationship between fairness by professors and important educational outcomes. The structure of a college-level marketing course can create many situations that raise issues of justice or fairness in the minds of students. In this study, the authors examine the impact of grade outcomes and two procedures that are frequently employed in the classroom by professors—voice and justification—on students’perceptions of instructor fairness. Results of an experiment with 451 students are reported. Results suggest that voice, justification, and grade outcomes relate significantly to students’ perceptions of professor fairness (although not in the exact pattern that was predicted).

Key Words: fairness • procedural justice • interactional justice • ANOVA • experiment

Journal of Marketing Education, Vol. 25, No. 2, 177-186 (2003)
DOI: 10.1177/0273475303254024
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D. E. Clayson
Student Evaluations of Teaching: Are They Related to What Students Learn?: A Meta-Analysis and Review of the Literature
Journal of Marketing Education, April 1, 2009; 31(1): 16 - 30.
[Abstract] [PDF]