This study aimed to identify the manner in which university students construe "fair treatment" and how justice related processes are perceived to influence students' psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level of psychological identification with the department. Students construed the fairness of their learning environment in terms of two conceptually distinct justice factors: "respectful partnership" between staff and students reflecting primarily interpersonal justice considerations; and "systemic fairness" reflecting a concern for accessible information and effective problem-solving procedures. Hierarchical regression analyses indicated that although both justice factors significantly influenced students' psychological identification with their department, interactional justice concerns (i.e., "respectful staff-student partnership") were most strongly predictive. In the second study (n = 87), students' perceptions of fairness were found to share substantial variance with their ratings on the good teaching and clear goals scales of the Course Experience Questionnaire. (Contains 4 tables.)