A systematic scoping review and textual narrative synthesis of trust amongst staff in higher education settings. Issue 3 (4th March 2023)

• Record Type: Journal Article
• Authors: Jameson, Jill; Barnard, Jane; Rumyantseva, Nataliya; Essex, Ryan; Gkinopoulos, Theofilos
• Is Part Of: Studies in higher education. Volume 48:Issue 3(2023)
• Page Start: 424
• Page End: 444
• Publication Date: 2023-03-04
• Subjects: Trust -- higher education staff -- systematic scoping review -- textual narrative synthesis -- descriptive synthesis; X342; Education, Higher -- Periodicals; 378.005
• DOI: 10.1080/03075079.2022.2145278
• Languages: English
• ISSNs: 0307-5079

Abstract

ABSTRACT: Trust is an essential underpinning foundation of effective functioning amongst all staff in higher education. However, there is limited knowledge on the ways in which trust operates, including the extent to which it exists, is recognised, can be built, or lost. This article systematically scopes the international literature on trust amongst staff in higher education institutions, the value of that literature, the research methods used, areas of research focus involved, and overall findings. A systematic scoping literature review, combining descriptive synthesis and textual narrative synthesis, was undertaken. As far as we are aware, this is the first review of this type to be undertaken on trust amongst all types of personnel in the higher education workforce. The review followed a data-based convergent synthesis design, identifying qualitative, quantitative and mixed-methods studies in a single search, integrated throughout analysis, synthesis, and presentation. PRISMA and ENTREQ reporting guidelines were followed: 512 records were identified in two search phases (2020, 2022). Findings revealed relatively little research on trust amongst all types of staff in HE, with a surprising lack of research on trust relating to remote working during COVID. The heterogeneity of papers was striking, yet a wide variety of perspectives on trust tended to be located in single institutions or situations and provided little robust empirical evidence linked to theoretical definitions of trust. Qualitative papers were generally more thoughtful in investigating the complexity of trust. Further research on the relatively neglected but essential field of trust amongst staff in higher education is recommended.