We dedicate this book to John Thibaut. He was mentor and personal friend to one of us, and his work had a profound intellectual influence on both of us. We were both strongly influenced by Thibaut's insightful articulation of the importance to psychology of the concept of pro cedural justice and by his empirical work with Laurens Walker in reactions to legal institu demonstrating the role of procedural justice tions. The great importance we accord the Thibaut and Walker work is evident throughout this volume. If anyone person can be said to have created an entire field of inquiry, John Thibaut created the psychological study of procedural justice. (To honor Thibaut thus in no sense reduces our recognition of the contributions of his co-worker, Laurens Walker, in the creation of the field. We are as certain that Walker would endorse our statement as we are that Thibaut, with characteristic modesty, would demur from it. ) Even to praise Thibaut in this fashion falls short of recognizing all of his contributions to procedural justice. Not only did he initiate the psy chological study of the topic, he also built much of the intellectual foun dation upon which the study of procedural justice rests. Thibaut's work with Harold Kelley (1959; Kelley & Thibaut, 1978) created a social psy chological theory of interdependence that, among many other applica tions, serves as the basis for one of the major models of the psychology of procedural justice."

This ground-breaking new volume reviews and extends theory and research on the psychology of justice in social contexts, exploring the dynamics of fairness judgments and their consequences. Perceptions of fairness, and the factors that cause and are caused by fairness perceptions, have long been an important part of social psychology. Featuring work from leading scholars on psychological processes involved in reactions to fairness, as well as the applications of justice research to government institutions, policing, medical care and the development of radical and extremist behavior, the book expertly brings together two traditionally distinct branches of social psychology: social cognition and interpersonal relations. Examining how people judge whether the treatment they experience from others is fair and how this effects their attitudes and behaviors, this essential collection draws on theory and research from multiple disciplines as it explores the dynamics of fairness judgments and their consequences. Integrating theory on interpersonal relations and social cognition, and featuring innovative biological research, this is the ideal companion for senior undergraduates and graduates, as well as researchers and scholars interested in the social psychology of justice.

We dedicate this book to John Thibaut. He was mentor and personal friend to one of us, and his work had a profound intellectual influence on both of us. We were both strongly influenced by Thibaut's insightful articulation of the importance to psychology of the concept of pro cedural justice and by his empirical work with Laurens Walker in reactions to legal institu demonstrating the role of procedural justice tions. The great importance we accord the Thibaut and Walker work is evident throughout this volume. If anyone person can be said to have created an entire field of inquiry, John Thibaut created the psychological study of procedural justice. (To honor Thibaut thus in no sense reduces our recognition of the contributions of his co-worker, Laurens Walker, in the creation of the field. We are as certain that Walker would endorse our statement as we are that Thibaut, with characteristic modesty, would demur from it. ) Even to praise Thibaut in this fashion falls short of recognizing all of his contributions to procedural justice. Not only did he initiate the psy chological study of the topic, he also built much of the intellectual foun dation upon which the study of procedural justice rests. Thibaut's work with Harold Kelley (1959; Kelley & Thibaut, 1978) created a social psy chological theory of interdependence that, among many other applica tions, serves as the basis for one of the major models of the psychology of procedural justice."

This ground-breaking new volume reviews and extends theory and research on the psychology of justice in social contexts, exploring the dynamics of fairness judgments and their consequences. Perceptions of fairness, and the factors that cause and are caused by fairness perceptions, have long been an important part of social psychology. Featuring work from leading scholars on psychological processes involved in reactions to fairness, as well as the applications of justice research to government institutions, policing, medical care and the development of radical and extremist behavior, the book expertly brings together two traditionally distinct branches of social psychology: social cognition and interpersonal relations. Examining how people judge whether the treatment they experience from others is fair and how this effects their attitudes and behaviors, this essential collection draws on theory and research from multiple disciplines as it explores the dynamics of fairness judgments and their consequences. Integrating theory on interpersonal relations and social cognition, and featuring innovative biological research, this is the ideal companion for senior undergraduates and graduates, as well as researchers and scholars interested in the social psychology of justice.

An Introduction to this Special Supplement of "Leader to Leader, "Leaders: Their Education and Development Today""

Presented by the Fuqua School of Business and its Fuqua/Coach K Center on Leadership and Ethics (COLE) at Duke University

According to recent studies by Hewitt Associates and the Human Resources Institute, the need for effective leader development programs is consistently one of the top three issues facing human resources managers across the Fortune 500 list of the world's largest companies. With the pending retirement of nearly 78 million Baby Boomers over the next several years, the potential for a huge gap in leadership is a significant threat to this nation's ability to remain the global leader in the world economy. Additionally, the new wave of talent entering the workforce, the Millennials, want - and will even demand - more and better forms of effective education, training, and development in their preparation to be the leaders of our future enterprises.

The Fuqua School of Business at Duke University has recognized this emerging need for leadership - and particularly the need for ethical leaders who will operate in the middle of organizations. At Fuqua, our aspiration is not only to educate outstanding managers capable of administering and maintaining the highest standards of an existing organization, it is also to create ethical leaders capable of developing and implementing new ideas and business concepts while enacting responsible ethical values. In 2004, Fuqua established the Fuqua/Coach K Center on Leadership and Ethics (COLE) to foster the development of rigorous research in leadership and ethics, expand the repertoire of leadership and ethics teaching materials, and build a leadership-focused educational experience for its students. The center's mission to develop leaders includes initiatives such as the Leadership Fellows program, course development, and advising the student programs in a way that seeds leadership throughout the school's team oriented culture. These initiatives recognize that effective leadership development is a planned change process and that programs must be organized and integrated to achieve desired leadership education and leader development outcomes.

So when "Leader to Leader" offered us the opportunity to describe the efforts of Fuqua and its COLE center at organizing and integrating initiatives to create the conditions for effective leadership education and leader development, embedded in educational programs that have already achieved world-class recognition, we accepted readily. Our efforts are designed to create transformational experiences that enable participants to meet the emerging demand of business and industry for people who are not only competent in the hard skills of technical expertise (our core strength at a place renowned for business research), but also have the knowledge, skills, abilities, and competencies on the softer side to engage others effectively as leaders.

Joe LeBoeuf, "Professor of Practice and COLE Center Scholar"

Sanyin Siang, "Managing Director and Sr. Research Associate, COLE"