Relationships between the dimensions of organizational justice and students' satisfaction in university contexts

Abstract

Purpose: Identify the relationships between the organizational justice dimensions and the students’ satisfaction.

Design/methodology/approach: It has embraced a quantitative methodological approach, where we chose the individual questionnaire as a tool of data collection.

Findings: We found a positive relationship between satisfaction of university students and the distributive justice, informational justice and personal justice. However, this relationship not exists with overall procedural justice. Also, we identified a relationship between the procedural justice and interactional justice (personal and informational justice) in university contexts.

Research limitations/implications: The sample of this study is from a small number of Spanish universities, therefore, the conclusions must be generalized with caution. 

Practical implications: We established foundations between the perceived justice of university students and their satisfaction, stating early relationships for expansion in future research. With them, the lecturers and the chancellor could manage the course taking into account aspects that it could harm the satisfaction of their students. So, they could look for other alternatives.

Originality/value: We introduced the organizational justice context in the university context and we related it with the satisfaction of university students. So, it stimulates discussion and reflection about the experience of the higher education students and give the foundations to understand how some lecturers and professors’ decisions and actions affect the students’ satisfaction.