This research investigates to what extent lecturers at universities of applied sciences do regard
differentiated rewards(intended to develop and/or display professionalism)to be fair, and to
what extent, and in which form, do these stimulate their willingness to (further) professionalise
and/or display professionalism. This was a case study research design, and a factorial survey
measurement technique was used to collect data. We argue that lecturers believe it is fair that
forms of differentiated rewards are used and applied in order to have them develop and/or display
more professionalism. Especially the viewpoints/practices that relate to coordination, consultation,
and consideration for personal circumstances have an influence on the justice perceived.
This paper contributes to the HRM literature confirming that lecturers appreciate financial
stimuli enhancing their professionalism; however, elements such as consultation, respect, coordination,
and communication are appreciated even more. It appeals to HRM to design new practices
which have more stimulating effect on personal and professional growth in subject-specific
knowledge.