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This study aims to examine the influence of task interdependence on team members’ Moqi in virtual teams in China. The authors also aim to identify virtual collaboration as a mediator and distributive justice climate as a moderator in this relationship.

The data were collected from a sample of 87 virtual teams (including 349 individuals) from various Chinese companies through a three-wave survey. Hierarchical regression analysis, path analysis, bootstrapping method and multiple validity tests were used to examine the research model.

In virtual teams in China, task interdependence has a significantly positive influence on team members’ Moqi; Virtual collaboration mediates the relationship between task interdependence and team members’ Moqi; The distributive justice climate positively moderates the relationship between task interdependence and virtual collaboration, as well as the indirect effect of virtual collaboration on the relationship between task interdependence and team members’ Moqi.

In virtual teams, leaders can facilitate team members’ Moqi by designing highly interdependent tasks, encouraging team members to engage in virtual collaboration and cultivating a climate of high attention distributive justice.

This is one of the first studies to pay to the Moqi among team members rather than supervisor-subordinate relationships and further examine how team members’ Moqi is predicted by task interdependence via the mediation of virtual collaboration with the distributive justice climate playing a moderating role.

The purpose of this paper is to investigate the impact of organizational justice on the ethical climate in organizations in Serbia.

In the study, 3,413 employees participated whose task was to assess the dimensions of organizational justice (procedural, distributive and interactional) as well as the dimensions of ethical climate (egoism, benevolence and principle).

The obtained results show that the dimensions of organizational justice are significant predictors of dimensions of ethical climate. The dimension of distributive justice significantly predicts the dimensions of egoism and principle, while the dimensions of procedural and interactional justice significantly predict the dimensions of benevolence and principle. Concerning the structure of the relationship between dimensions of organizational justice and ethical climate, the results also showed that there is intra-national diversity depending on the region of the Republic of Serbia where the organization operates. Ethical climate based on maximization of personal interest is more connected to economically more developed regions with a larger population, while ethical climate based on duties related to norms, laws, rules and policies characterizes less developed regions with a smaller population.

In the context of contemporary Serbian business surrounding, the obtained results are discussed regarding the possibilities for improvement of ethical climate, which should be accompanied and supported by the positive impact of organizational justice.

The purpose of this paper is to develop a conceptual framework in order to understand the impact of organizational justice climate on firm performance.

This paper reviews the literature on organizational justice and social capital and theorizes their relationship with firm performance. The underlying argument of this paper is that a climate of organizational justice influences firm performance indirectly through its influence on social capital.

The paper suggests ways through which different types of justice climate – distributive, procedural, interactional – are related to different dimensions of social capital. This paper also extends the findings of organizational justice research from an individual level to organizational level by proposing an indirect relationship with firm performance.

This paper is unique, as no research to date has proposed a conceptual framework integrating organizational justice climate, social capital and firm performance.

The purpose of this paper is to use a model to broaden the understanding of the organizational citizenship behavior (OCB) phenomenon in educational teams and examines team OCB’s mediating role in the relation of the contextual variables of team justice climate (distributive justice, procedural justice, interpersonal justice) to team psychological capital (PsyCap) and team innovation.

Data were collected through a survey consisting of validated scales. The sample covered 78 disciplinary teams, 78 coordinators and 13 school principals at 13 junior-high schools.

The PROCESS test confirmed the mediating role of team OCB, showing positive relations between team procedural justice and team PsyCap and team OCB, and also between team OCB and team innovation.

By taking a team perspective, the findings offer evidence that despite the usual approach treating OCB as an individual phenomenon; it may be regarded as shared norms of behaviors at the team level.

The team-level approach may urge principals and other educational leaders to realize that teachers’ willingness to invest extra effort in school is mainly the result of an appropriate team context, which can be shaped and developed.

The present study explored team OCB by from a context perspective. This is important because to date most studies on OCB in schools have focused on teacher OCB as an individual phenomenon, disregarding its contextual nature.

This chapter reviews research on multi-level organizational justice. The first half of the chapter provides the historical context for this issue, discusses organizational-level antecedents to individual-level justice perceptions (i.e., culture and organizational structure), and then focuses on the study of justice climate. A summary model depicts the justice climate findings to date and gives recommendations for future research. The second half of the chapter discusses the process of justice climate emergence. Pulling from classical bottom-up and top-down climate emergence models as well as contemporary justice theory, it outlines a theoretical model whereby individual differences and environmental characteristics interact to influence justice judgments. Through a process of information sharing, shared and unique experiences, and interactions among group members, a justice climate emerges. The chapter concludes by presenting ideas about how such a process might be empirically modeled.

The article aims to investigate the relationships between different dimensions of organizational ethics and different withdrawal symptoms – lateness, absence, and intent to leave work.

Participants were 1,016 school teachers from 35 high schools in Israel. A joint model of Glimmix procedure of SAS was used for this analysis, which simultaneously measures lateness using the negative binomial distribution, absence using the Poisson distribution, and intent to leave using the normal distribution.

Findings indicate that the different dimensions of organizational ethics were related to one another. Formal climate and distributive justice were found to be negatively related to lateness, while a caring climate was found to be negatively related to absence frequency, and procedural justice was found to be negatively related to intent to leave. The results indicate certain differences between ethical predictors, which may arise from extrinsic motivation factors and those that may arise from intrinsic motivation factors. As regards socio‐demographic predictors, women teachers exhibit more absence and less intent to leave than men. Teachers with high seniority at their school prefer to respond with absence and a reduced intent to leave, and as the teacher's age rises, the lower are lateness and absence frequency.

School leadership should develop an integrative approach which includes ethics and socio‐demographic factors in order to reduce teachers' withdrawal behaviors. Such an approach may be achieved through training programs, developing clear rules, incentives and delegation of power.

The results offer an integrative framework by simultaneously considering various aspects of ethics, withdrawal behaviors, and socio‐demographic predictors.

The chapter by Rupp, Bashur, and Liao (in this volume) is rich with ideas for the study of a justice climate. This comment on their chapter focuses on three areas that flow from their presentation: issues in modeling climate strength, complexity and simplicity in conceptualizing a justice climate, and an alternative conceptualization of a justice climate. Specifically, it describes how polynomial regression and response surface methodology may assist researchers in examining climate fit. The comment also describes the benefits of a simplified view of a justice climate – one focusing on the overall justice climate. Finally, it develops a framework for examining a climate for justice – a climate that promotes fair behavior in organizations.

This paper aims to contribute to the ethical debate over roles and responsibilities to address the injustices of climate change and its impacts. The current impasse over taking action may lie in the very different ways people view the world and their place in it. The aim is to explore some profound contradictions within differing strands of knowledge feeding into common understandings of climate justice.

A literature review of appropriate peer-reviewed and “grey” literature was conducted with a view to defining the term “climate justice”.

In addition to there being no single, clear definition of climate justice, a fundamental schism was found between what indigenous peoples want to see happen and what industrialised nations can do with respect to both the mitigation of, and adaptation to, climate change.

One limitation to defining climate justice, and reason for publishing, is the lack of peer-reviewed work on this topic.

This paper has many practical implications, the most fundamental of which is the need to reach a consensus over rights to the Earth’s resources. If humanity, within which there are many societies, chooses to follow a truly equitable path post 2015, industrialised countries and corporations will need to move away from “endless growth economics”. The ways in which climate justice might be operationalised in future are considered, including the concept of a “climate-justice” checklist.

While the reconciliation proposed in this paper might be considered idealistic, unless it is acknowledged the Earth’s resources are limited, over-exploited and for all people to use sustainably, thus requiring a reduction in consumption by individuals relatively affluent in global terms, climate negotiators will continue talking about the same issues without achieving meaningful change.

Despite growing research on school aggression, significant gaps remain in the authors’ knowledge of team aggression, since most studies have mainly explored aggression on the part of students. The purpose of this paper is to focus on understanding the phenomenon of workplace aggression in school teams. Specifically, the purpose of the study was to examine whether team affective conflict in school teams mediates the relationship between team injustice climate (distributive, procedural, and interpersonal injustice climate) and team aggression.

Data were collected from a survey of 43 school teams at different schools using questionnaires.

Results showed that team affective conflict played a role in fully mediating the relationship of team procedural and interpersonal injustice climate to team aggression.

The present results empirically support the notion that workplace aggression can be considered not only an individual phenomenon but also a team phenomenon. Furthermore, it highlights the significance of organizational factors in predicting this phenomenon. The study should serve to encourage principals to reduce the level of team aggression and develop a supportive climate characterized by fair procedures and respect.

A review of the literature also reveals that little investigative effort has been made by scholars to examine aggression on the part of teachers. Evidence for this can be seen in the scarcity of publications on this topic. The current literature’s call to address this issue in schools and at the team level (Fox and Stallworth, 2010) stimulated the present study by highlighting the importance of exploring the contextual factors, rather than the individual ones, responsible for school team aggression.