A Systematic Scoping Review and Textual Narrative Synthesis of Trust amongst Staff in Higher Education Settings

Autor/inn/en	Jameson, Jill; Barnard, Jane; Rumyantseva, Nataliya; Essex, Ryan; Gkinopoulos, Theofilos
Titel	A Systematic Scoping Review and Textual Narrative Synthesis of Trust amongst Staff in Higher Education Settings
Quelle	In: Studies in Higher Education, 48 (2023) 3, S.424-444 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jameson, Jill) ORCID (Barnard, Jane) ORCID (Rumyantseva, Nataliya) ORCID (Essex, Ryan) ORCID (Gkinopoulos, Theofilos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2022.2145278
Schlagwörter	Trust (Psychology); Higher Education; Research Reports; School Personnel; College Faculty; Work Environment; Organizational Culture; Definitions; COVID-19; Pandemics; Distance Education; Research Needs + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Research report; Forschungsbericht; Schulpersonal; Fakultät; Arbeitsmilieu; Unternehmenskultur; Begriffsbestimmung; Distance study; Distance learning; Fernunterricht; Forschungsbedarf
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01