Abstract
Purpose. The purpose of this study was to examine the relationship between faculty trust and readiness for change at mid-sized private non-profit universities. This quantitative study examined the independent variables of faculty trust in colleagues, trust in their Deans, and trust in their institution, and the dependent variable of readiness for change. Moreover, the present study examined the mediating factors of institutional trust on the relationship between interpersonal trust and readiness for change. Methodology. The present study was related to individual faculty members' perceptions of the variables trust and readiness for change. Faculty participants (N =89) recruited for this study were randomly sampled from six universities across the United States. An online questionnaire consisting of 48 items regarding perceptions of trust in colleagues, trust in Deans, trust in the institution, and readiness for change was administered. Findings. The bivariate correlations between the interpersonal trust variables (trust in colleagues and trust in Deans) and readiness for change were not significant. Due to the lack of significant relationships, the model did not meet the criteria for institutional trust to mediate interpersonal trust and readiness for change. A significant positive relationship was found between institutional trust and readiness for change. Conclusions. This study adds to the empirical research regarding the relationships between the constructs of trust and readiness for change within higher education, in which there is a gap in the literature. Interpersonal trust is an important construct within institutions of higher education and predicts institutional trust. Additionally, institutional trust is a precursor to readiness for change for this population. Recommendations. For practice, higher education administration should focus on increasing the levels of interpersonal and institutional trust at their institutions; this can be done through assessing trust levels and creating opportunities for faculty to have one-on-one interactions with senior administration and the Board of Trustees. For research, replicating the study with a larger population; examining a predictive model of the variables; conducting a study with more specificity on the scope and type of change; and exploring collective trust could expand the literature on higher education, trust, and readiness for change.