Enhancing Teacher Credibility: What We Can Learn From the Justice and Leadership Literature

References

• Adams, J. S. (1965). Inequity in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 2, pp. 267–29). New York, NY: Academic Press.
   Google Scholar
• Aquino, K., Tripp, T. M., & Bies, R. J. (2006). Getting even or moving on? Power, procedural justice, and types of offense as predictors of revenge, forgiveness, reconciliation, and avoidance in organizations. Journal of Applied Psychology, 91(3), 653–668. doi:10.1037/0021-9010.91.3.653
   PubMed Web of Science ®Google Scholar
• Arbaugh, J. B., & Hwang, A. (2015). What are the most cited articles in business and management education research, and what do they tell us? Organization Management Journal, 12(3), 154–175.
   Google Scholar
• Auster, E. R., & Wylie, K. K. (2006). Creating active learning in the classroom: A systematic approach. Journal of Management Education, 30(2), 333–353. doi:10.1177/1052562905283346
   Google Scholar
• Bartunek, J. M. (2007). Academic–practitioner collaboration need not require joint or relevant research: Toward a relational scholarship of integration. Academy of Management Journal, 50(6), 1323–1333. doi:10.5465/AMJ.2007.28165912
   Web of Science ®Google Scholar
• Berggren, C., & Söderlund, J. (2011). Management education for practicing managers: Combining academic rigor with personal change and organizational action. Journal of Management Education, 35(3), 377–405. doi:10.1177/1052562910390369
   Google Scholar
• Bies, R. J., & Moag, J. S. (1986). Interactional justice: Communication criteria of fairness. Research on Negotiation in Organizations, 1(1), 43–55.
   Google Scholar
• Bilimoria, D., O’Neil, D. A., Hopkins, M. M., & Murphy, V. (2010). Gender in the management education classroom: A collaborative learning journey. Journal of Management Education, 34(6), 848–873. doi:10.1177/1052562910368939
   Google Scholar
• Boice, R. (1992). The new faculty member. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report no. 1). Washington, DC: George Washington University, School of Education and Human Development.
   Google Scholar
• Brockner, J., & Wiesenfeld, B. M. (1996). An integrative framework for explaining reactions to decisions: Interactive effects of outcomes and procedures. Psychological Bulletin, 120(2), 189–208. doi:10.1037/0033-2909.120.2.189
   PubMed Web of Science ®Google Scholar
• Burke, L. A., & Rau, B. (2010). The research-teaching gap in management. Academy of Management Learning & Education, 9(1), 132–143. doi:10.5465/AMLE.2010.48661196
   Web of Science ®Google Scholar
• Burke, R. J., & Ng, E. (2006). The changing nature of work and organizations: Implications for human resource management. Human Resource Management Review, 16(2), 86–94. doi:10.1016/j.hrmr.2006.03.006
   Google Scholar
• Buttner, E. H. (2004). How do we “dis” students: A model of (dis)respectful business instructor behavior. Journal of Management Education, 28(3), 319–334. doi:10.1177/1052562903252656
   Google Scholar
• Chase, C., & Chase, J. E. (1993). Tips from the trenches: America’s best teachers describe effective classroom methods. Lancaster, PA: Technomic.
   Google Scholar
• Chen, Z. J. (2000). The impact of teacher-student relationships on college students’ learning: Exploring organizational cultures in the classroom. Communication Quarterly, 48(2), Q76.
   Google Scholar
• Chickering, A. W., Gamson, Z. F., & Poulsen, S. J. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.
   Google Scholar
• Chory, R. M. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice. Communication Education, 56(1), 89–105. doi:10.1080/03634520600994300
   Web of Science ®Google Scholar
• Chory, R. M., Horan, S. M., Carton, S. T., & Houser, M. L. (2014). Toward a further understanding of students’ emotional responses to classroom injustice. Communication Education, 63(1), 41–62. doi:10.1080/03634523.2013.837496
   Web of Science ®Google Scholar
• Chory, R. M., & McCroskey, J. C. (1999). The relationship between teacher management communication style and affective learning. Communication Quarterly, 47(1), 1–11. doi:10.1080/01463379909370120
   Google Scholar
• Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50(1), 58–77. doi:10.1080/01463370209385646
   Google Scholar
• Chory-Assad, R. M., & Paulsel, M. L. (2004). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education, 53(3), 253–273. doi:10.1080/0363452042000265189
   Google Scholar
• Chory‐Assad, R. M., & Paulsel, M. L. (2004b). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, 52(2), 98–114. doi:10.1080/01463370409370184
   Google Scholar
• Cohen, A. M. (1976). Community colleges: Educating teachers for new times. Change: The Magazine of Higher Learning, 8(8), 54–55. doi:10.1080/00091383.1976.10568958
   Google Scholar
• Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386–400. doi:10.1037/0021-9010.86.3.386
   PubMed Web of Science ®Google Scholar
• Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview. In J. Greenberg & J. A. Colquitt (Eds.), Handbook of organizational justice (pp. 3–56). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Colquitt, J. A., LePine, J. A., Piccolo, R. F., Zapata, C. P., & Rich, B. L. (2012). Explaining the justice–performance relationship: Trust as exchange deepener or trust as uncertainty reducer? Journal of Applied Psychology, 97(1), 1–15. doi:10.1037/a0025208
   PubMed Web of Science ®Google Scholar
• Cooper, P. J., Stewart, L. P., & Gudykunst, W. B. (1982). Relationship with instructor and other variables influencing student evaluations of instruction. Communication Quarterly, 30(4), 308–315. doi:10.1080/01463378209369466
   Google Scholar
• Feldman, K. A. (2007). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 93–143). New York, NY: Springer.
   Google Scholar
• Freng, S., & Webber, D. (2009). Turning up the heat on online teaching evaluations: Does “Hotness” matter? Teaching of Psychology, 36(3), 189–193. doi:10.1080/00986280902959739
   Web of Science ®Google Scholar
• Frost, P. J., & Fukami, C. V. (1997). Teaching effectiveness in the organizational sciences: Recognizing and enhancing the scholarship of teaching. Academy of Management Journal, 40(6), 1271–1281. doi:10.2307/257033
   Web of Science ®Google Scholar
• Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learning empowerment measure. Communication Education, 45(3), 181–199. doi:10.1080/03634529609379048
   Web of Science ®Google Scholar
• Frymier, A. B., & Thompson, C. A. (1992). Perceived teacher affinity‐seeking in relation to perceived teacher credibility. Communication Education, 41(4), 388–399. doi:10.1080/03634529209378900
   Web of Science ®Google Scholar
• Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4(1), 75–91. doi:10.5465/AMLE.2005.16132558
   Web of Science ®Google Scholar
• Graen, G. B. (1976). Role making processes within complex organizations. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1201–1245). Chicago, IL: Rand-McNally.
   Google Scholar
• Graen, G. B., & Scandura, T. (1987). Toward a psychology of dyadic organizing. In B. Staw & L. L. Cumming (Eds.), Research in organizational behavior (Vol. 9, pp. 175–208). Greenwich, CT: JAI Press.
   Google Scholar
• Greenberg, J. (1986). Determinants of perceived fairness of performance evaluations. Journal of Applied Psychology, 71(2), 340–342. doi:10.1037/0021-9010.71.2.340
   Web of Science ®Google Scholar
• Hamermesh, D. S., & Parker, A. (2005). Beauty in the classroom: Instructors’ pulchritude and putative pedagogical productivity. Economics of Education Review, 24(4), 369–376. doi:10.1016/j.econedurev.2004.07.013
   Web of Science ®Google Scholar
• Horan, S. M., Chory, R. M., & Goodboy, A. K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59(4), 453–474. doi:10.1080/03634523.2010.487282
   Web of Science ®Google Scholar
• Horan, S. M., Martin, M. M., & Weber, K. (2012). Understanding emotional response theory: The role of instructor power and justice messages. Communication Quarterly, 60(2), 210–233. doi:10.1080/01463373.2012.669323
   Google Scholar
• Houston, M. B., & Bettencourt, L. A. (1999). But that’s not fair! An exploratory study of student perceptions of instructor fairness. Journal of Marketing Education, 21(2), 84–96. doi:10.1177/0273475399212002
   Google Scholar
• Jackson, D. (2010). An international profile of industry-relevant competencies and skill gaps in modern graduates. International Journal of Management Education: Oxford Brookes University, 8(3), 29–58.
   Google Scholar
• Kanfer, R. (1992). Work motivation: New directions in theory and research. In C. I. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology (Vol. 7, pp. 1–45). New York, NY: John Wiley & Sons.
   Google Scholar
• Kim, C., Damewood, E., & Hodge, N. (2000). Professor attitude: Its effect on teaching evaluations. Journal of Management Education, 24(4), 458–473. doi:10.1177/105256290002400405
   Google Scholar
• Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on Thinking, Learning, and Cognitive Styles, 1, 227–247.
   Google Scholar
• Korsgaard, M. A., & Roberson, L. (1995). Procedural justice in performance evaluation: The role of instrumental and non-instrumental voice in performance appraisal discussions. Journal of Management, 21(4), 657–669. doi:10.1177/014920639502100404
   Web of Science ®Google Scholar
• Kozub, R. M. (2010). Relationship of course, instructor, and student characteristics to dimensions of student ratings of teaching effectiveness in business schools. American Journal of Business Education, 3(1), 33–40.
   Google Scholar
• Krehbiel, P. J., & Cropanzano, R. (2000). Procedural justice, outcome favorability and emotion. Social Justice Research, 13(4), 339–360. doi:10.1023/A:1007670909889
   Google Scholar
• Leventhal, G. S. (1980). What should be done with equity theory? New approaches to the study of fairness in social relationships. In K. Gergen, M. Greenberg, & R. Willis (Eds.), Social exchange: Advances in theory and research (pp. 27–55). New York, NY: Plenum Press.
   Google Scholar
• Liden, R. C., Wayne, S. J., & Stilwell, D. (1993). A longitudinal study on the early development of leader-member exchanges. Journal of Applied Psychology, 78(4), 662–674. doi:10.1037/0021-9010.78.4.662
   Web of Science ®Google Scholar
• Lind, E. A., Kanfer, R., & Earley, P. C. (1990). Voice, control, and procedural justice: Instrumental and noninstrumental concerns in fairness judgments. Journal of Personality and Social Psychology, 59(5), 952–959. doi:10.1037/0022-3514.59.5.952
   Web of Science ®Google Scholar
• Lind, E. A., & Tyler, T. R. (1988). The social psychology of procedural justice. New York, NY: Plenum.
   Google Scholar
• Lord, R. G., & Emrich, C. G. (2000). Thinking outside the box by looking inside the box: Extending the cognitive revolution in leadership research. The Leadership Quarterly, 11(4), 551–579. doi:10.1016/S1048-9843(00)00060-6
   Web of Science ®Google Scholar
• Lord, R. G., Foti, R., & De Vader, C. (1984). A test of leadership categorization theory: Internal structure, information processing, and leadership perceptions. Organizational Behavior and Human Performance, 34(3), 343–378. doi:10.1016/0030-5073(84)90043-6
   Web of Science ®Google Scholar
• Lord, R. G., & Maher, K. J. (1991). Leadership and information processing: Linking perceptions and organizational performance. Cambridge, MA: Routledge, Chapman, & Hall.
   Google Scholar
• Matthews, A. M., Lord, R. G., & Walker, J. B. (1990). The development of leadership perceptions in children ( Unpublished manuscript). Akron, OH: University of Akron.
   Google Scholar
• McCroskey, J. C., & Teven, J. J. (1999). Goodwill: A reexamination of the construct and its measurement. Communication Monographs, 66(1), 90–103. doi:10.1080/03637759909376464
   Web of Science ®Google Scholar
• Mintzberg, H. (2004). Managers not MBAs: A hard look at the soft practice of managing. San Francisco, CA: Berrett-Koehler.
   Google Scholar
• Myers, S. A. (2004). The relationship between perceived instructor credibility and college student in-class and out-of-class communication. Communication Reports, 17(2), 129–137. doi:10.1080/08934210409389382
   Google Scholar
• Offermann, L. R., Kennedy, J. K., & Wirtz, P. W. (1994). Implicit leadership theories: Content, structure, and generalizability. The Leadership Quarterly, 5(1), 43–58. doi:10.1016/1048-9843(94)90005-1
   Google Scholar
• Osland, J. S., Kolb, D. A., Rubin, I. M., & Turner, M. E. (2006). Organizational behavior: An experiential approach (8th ed.). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Paulsel, M. L., Chory-Assad, R. M., & Dunleavy, K. N. (2005). The relationship between student perceptions of instructor power and classroom justice. Communication Research Reports, 22(3), 207–215. doi:10.1080/00036810500207030
   Google Scholar
• Pearce, J. L., & Huang, L. (2012). The decreasing value of our research to management education. Academy of Management Learning & Education, 11(2), 247–262. doi:10.5465/amle.2011.0554
   Web of Science ®Google Scholar
• Richmond, V. P., & McCroskey, J. C. (1984). Power in the classroom II: Power and learning. Communication Education, 33(2), 125–136. doi:10.1080/03634528409384729
   Web of Science ®Google Scholar
• Ritter, B. A., & Lord, R. G. (2007). The impact of previous leaders on the evaluation of new leaders: An alternative to prototype matching. Journal of Applied Psychology, 92(6), 1683–1695. doi:10.1037/0021-9010.92.6.1683
   PubMed Web of Science ®Google Scholar
• Ritter, B. A., & Yoder, J. D. (2004). Gender differences in leader emergence persist even for agentic women: A confirmation of role congruity theory. Psychology of Women Quarterly, 28(3), 187–193. doi:10.1111/j.1471-6402.2004.00135.x
   Web of Science ®Google Scholar
• Rousseau, D. M. (2006). Is there such a thing as “evidence based management”? Academy of Management Review, 31(2), 256–269. doi:10.5465/AMR.2006.20208679
   Web of Science ®Google Scholar
• Ruppert, B., & Green, D. A. (2012). Practicing what we teach: Credibility and alignment in the business communication classroom. Business Communication Quarterly, 75(1), 29–44. doi:10.1177/1080569911426475
   Google Scholar
• Rynes, S. L., & Trank, C. Q. (1999). Behavioral science in the business school curriculum: Teaching in a changing institutional environment. Academy of Management Review, 24(4), 808–824.
   Web of Science ®Google Scholar
• Sashittal, H. C., Jassawalla, A. R., & Markulis, P. (2012). Students’ perspective into the apathy and social disconnectedness they feel in undergraduate business classrooms. Decision Sciences Journal of Innovative Education, 10(3), 413–446. doi:10.1111/dsji.2012.10.issue-3
   Google Scholar
• Shapiro, D. L., Kirkman, B. L., & Courtney, H. G. (2007). Perceived causes and solutions of the translation problem in management research. Academy of Management Journal, 50(2), 249–266. doi:10.5465/AMJ.2007.24634433
   Web of Science ®Google Scholar
• Sheehan, B. J., McDonald, M. A., & Spence, K. K. (2009, 2008). Developing students’ emotional competency using the classroom-as-organization approach. Journal of Management Education, 33(1), 77–98. doi:10.1177/1052562908328920
   Google Scholar
• Shevlin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The Validity of student evaluation of teaching in higher education: Love me, love my lectures? Assessment & Evaluation in Higher Education, 25(4), 397–405. doi:10.1080/713611436
   Google Scholar
• Skarlicki, D. P., & Folger, R. (1997). Retaliation in the workplace: The roles of distributive, procedural, and interactional justice. Journal of Applied Psychology, 82(3), 434–443. doi:10.1037/0021-9010.82.3.434
   Web of Science ®Google Scholar
• Skarlicki, D. P., Folger, R., & Tesluk, P. (1999). Personality as a moderator in the relationship between fairness and retaliation. Academy of Management Journal, 42(1), 100–108. doi:10.2307/256877
   Web of Science ®Google Scholar
• Smith, J. A., & Foti, R. J. (1998). A pattern approach to the study of leader emergence. The Leadership Quarterly, 9(2), 147–160. doi:10.1016/S1048-9843(98)90002-9
   Web of Science ®Google Scholar
• Steelman, L. A., Levy, P. E., & Snell, A. F. (2004). The Feedback Environment Scale: Construct definition, measurement, and validation. Educational and Psychological Measurement, 64(1), 165–184. doi:10.1177/0013164403258440
   Web of Science ®Google Scholar
• Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9–17. doi:10.3102/0013189X024006009
   Google Scholar
• Tata, J. (1999). Grade distributions, grading procedures, and students’ evaluations of instructors: A justice perspective. The Journal of Psychology, 133(3), 263–271. doi:10.1080/00223989909599739
   Web of Science ®Google Scholar
• Teven, J., & McCroskey, J. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46(1), 1–9. doi:10.1080/03634529709379069
   Web of Science ®Google Scholar
• Thibaut, J., & Walker, L. (1975). Procedural justice: A psychological analysis. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Trank, C. Q., & Rynes, S. L. (2003). Who moved our cheese? Reclaiming professionalism in business education. Academy of Management Learning & Education, 2(2), 189–205. doi:10.5465/AMLE.2003.9901678
   Web of Science ®Google Scholar
• Tyler, T. R., & Bies, R. J. (1990). Beyond formal procedures: The interpersonal context of procedural justice. In J. S. Carroll (Ed.), Applied social psychology and organizational settings (pp. 77–98). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Tyler, T. R., & Caine, A. (1981). The influence of outcomes and procedures on satisfaction with formal leaders. Journal of Personality and Social Psychology, 41(4), 642–655. doi:10.1037/0022-3514.41.4.642
   Web of Science ®Google Scholar
• Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment & Evaluation in Higher Education, 23(2), 191–212. doi:10.1080/0260293980230207
   Google Scholar
• Walvoord, B. E., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment (2nd ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Whetten, D. A. (2007). Principles of effective course design: What I wish I had known about learning-centered teaching 30 years ago. Journal of Management Education, 31(3), 339–357. doi:10.1177/1052562906298445
   Google Scholar
• Zinn, T., Sikorski, J., & Buskist, W. (2004). McKeachie early career awardees: Their training, work, and perspectives on academic life. Teaching of Psychology, 31(4), 263–265. doi:10.1207/s15328023top3104_8
   Web of Science ®Google Scholar