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).
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