(2008) 'Hypocrisies of fairness : towards a more reexive ethical base in organizational justice research and practice.', Journal of business ethics., 78 (3). pp. 415-433. Further information on publisher's website:http://dx.doi.org/10.1007/s10551-006-9330-z Publisher's copyright statement:The original publication is available at www.springerlink.com Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. As part of our argument, we identify three types of mechanisms managers may use to influence and manage the formation of fairness perceptions. We consider how the exercise of power is related to the potential application of organizational justice knowledge across individual, interpersonal and social levels. Our approach makes power dynamics and moral implications salient, and questions the purely subjectivist view of justice researchers that deliberately discards normative aspects. The questions opened up by considering alternative mechanisms for creating fairness perceptions have led us to formulate a research agenda for organizational justice research that takes multiple stakeholder interests, power dynamics and ethical implications into account. We believe that the fields of organizational justice and normative justice can benefit from combined research.

A key challenge for management instructors using graded groupwork with students is to find ways to maximize student learning from group projects while ensuring fair and accurate assessment methods. This article presents the Groupwork Peer-Evaluation Protocol (GPEP) that enables the assessment of individual contributions to graded student groupwork. The GPEP is designed to achieve the three objectives of providing accurate and fair assessment, supporting student learning, and enabling group self-management. This article discusses instructor experiences with and student reactions to the protocol, opportunities for customization, and potential limitations of the protocol.Teamwork and group projects are ubiquitous in management education because they enhance the development of skills and knowledge particularly relevant to the real world, provide an excellent forum for experiential learning, promote collaborative learning, and help to more efficiently instruct large student numbers. Beyond the pragmatic advantages to instructors of large classes, the learning benefits include the provision of opportunities to apply conceptual skills and theoretical knowledge; to experience and learn about

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PurposeThis paper aims to provide a review of how the role of information and communications technology (ICT) within marketing practice has developed over the past decade and to develop a research agenda to meet future challenges.Design/methodology/approachThe paper adopts a theoretical approach and reviews the historical and current deployment of ICT into marketing practice. It focuses on the CMP framework of marketing practice and, within that, on the original conceptions of e‐marketing within the framework and the corresponding empirical results from various CMP research projects..FindingsThe paper concludes that, regardless of the dominant focus of marketing within an organisation, marketing practitioners increasingly have an ICT requirement within their marketing practice.Practical implicationsThe paper develops the argument for academic research to focus more on ICT practice and implementation to provide a deeper understanding of ICT deployment.Originality/valueDespite the emphasis on ICT deployment in the late 1990s marketers have struggled to embrace ICT within their organisations due in part to a lack of academic clarity and study. This paper extends the Contemporary Marketing Practice framework to examine this issue.

These results are the first to link work engagement and performance in health care contexts and point to the value of work engagement for both unit performance and for individual employee well-being in health organisations.