Cultivating Trust as an Early-Career Professional in Higher Education Administration

Trust is the cornerstone of successful relationships in any field, but perhaps nowhere is it more critical than in higher education. As early- and mid-career professionals, we step into civic institutions that are expected to be pillars of knowledge, integrity, and service. Whether working in student affairs, academic administration, or governance, trust is the unseen foundation that allows us to benefit from cross-collaboration, transparent communication, and ethical decision-making.

The importance of cultivating trust in higher education administration is multifaceted. It affects how we are perceived as professionals and how effectively we can influence change and advocate for our students. Trust has become even more critical, given that many of our colleges and universities now face challenging financial constraints, social justice movements, rapid technological advancements, and the residual effects of the COVID-19 pandemic (Daniels et al., 2021). Our institutions are held accountable for supporting civic and moral education, and young professionals are well-positioned to shape and maintain trust within these settings. 

 

Building Trust with Students

Ask many of us why we entered this work, and we will tell you: our students. Students are the heartbeat of any academic institution; their trust in the system is crucial for the overall success of higher education. For many students, especially first-generation or marginalized individuals, their relationship with administrative staff can impact their academic and personal development.

As early-career professionals, building trust with students means showing empathy, practicing active listening, and maintaining transparency in our interactions (Baik et al., 2019). Every interaction we have with students—whether it is advising, conflict resolution, or student programming—serves as an opportunity to strengthen their trust in the institution and in America’s system of higher education more broadly. Remaining visible and accessible is vital to fostering a sense of connection. Even better? Creating open channels of communication where students feel their concerns are heard and addressed builds confidence in you and the institution.

 

Trust in Your Leadership

Leadership in higher education involves more than just management—it is about being a source of stability, especially during periods of uncertainty or change. As early- and mid-career professionals, we often find ourselves in positions where we are expected to manage teams or lead various initiatives, even if we are relatively new to our roles. In these moments, cultivating trust within your team is paramount.

Leading with trust means fostering a collaborative environment where each team member feels valued, respected, and empowered to contribute (Tierney, 2008). It involves being consistent in your actions, making decisions that align with your stated values, and being open to constructive (often uncomfortable) feedback. When you demonstrate reliability and integrity, your colleagues will follow your leadership. Trust leadership also includes transparency in decision-making; communicating effectively with your team is paramount to maintain clarity and prevent misunderstandings (Kosonen & Ikonen, 2019).

However, be warned: Trust is not built overnight. The effort to nurture, build, and sustain trust creates a culture of mutual respect and accountability, thereby creating a more cohesive and productive work environment (Dzimińska et al., 2018). This helps you succeed in your current role and builds your credibility for future leadership opportunities.

 

Engaging with Institutional Governance and Faculty

At many colleges and universities, administrators of all types work closely with faculty and governing boards, often facilitating decisions that have long-term implications for the institution’s mission and values. Stakeholder management requires a careful balance of authority and humility for early- and mid-career professionals (Bryson et al., 2002). Faculty and institutional leadership need to feel that their perspectives are respected, especially when addressing critical issues such as curriculum development, policy changes, and resource allocation.

Cultivating trust within this network means proactively building relationships, being transparent about your goals, and aligning your decisions with the institution’s stated mission and goals (Lewicka, 2022). When you collaborate with faculty and leadership, showing a commitment to shared governance, you foster an environment where difficult conversations and decisions can be made more productively. Such collaboration is essential when navigating crises, as trust between administrators and faculty ensures smoother transitions and more effective crisis response measures.

 

Challenges in Trust-Building

While the importance of trust in higher education is evident, existing research tells us that cultivating trust is challenging. The ever-evolving expectations from stakeholders, including students, parents, alumni, and governmental bodies, mean that administrators must consistently prove their commitment to ethical governance (Natow, 2022). The pressure to prove oneself can overwhelm many professionals, especially those who may not yet have established a strong reputation.

The challenge also lies in the potential for institutional betrayal (Smith & Freyd, 2014). This concept refers to how an institution might fail its students, faculty, or staff through actions or inactions that go against its stated mission or ethical principles (Dirks & Ferrin, 2001). As an early-career professional, you might be at the crossroads of difficult decisions where institutional priorities and personal ethics may conflict. Navigating these challenges with transparency and a commitment to fairness is essential for maintaining trust.

One way to overcome these obstacles is by consistently practicing ethical decision-making and advocating for institutional practices that align with the values of equity, integrity, and justice. This strengthens your credibility and reinforces the institution’s civic and moral development steward role.

 

The Role of Continuous Reflection and Self-Development

The phrase “Know thyself” is famously attributed to the ancient Greeks, but it also resonates with our work. Building trust with others starts with understanding yourself. Career professionals across educational institutions would benefit from continuous self-reflection and professional development to build the skills necessary to foster trust. This includes cultivating emotional intelligence, seeking mentorship, and engaging in reflective practices that help you align your actions with your values.

Moreover, taking time to reflect on the impact of your work on students, colleagues, and the institution at large can provide insight into areas where trust might be strengthened. Whether through regular feedback sessions, personal journaling, or seeking out workshops on leadership and ethics, committing to your growth will enhance your ability to lead with trust.

 

A Professional Commitment to Trust

Trust is an essential yet complex element of higher education administration. At a time when public trust and confidence in higher education is routinely called into question, we can regain control of the situation. We can lay the groundwork for building trust with students, colleagues, faculty, and institutional leadership. We can not only shape the success of our own career trajectory but also contribute to the moral and civic mission of higher education (Daniels et al., 2021). In a time of rapid change and ever-increasing uncertainty, cultivating trust is not just a skill we must develop. It is our responsibility.

By consistently practicing transparency, empathy, and ethical decision-making, all of us can build meaningful and lasting trust that benefits our personal development and the academic institutions we serve. In this way, we contribute to an educational environment that is not only effective but also principled. We can do our (small) part to foster the moral and civic learning that higher education is meant to inspire.

 

References

Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674–687. https://doi.org/10.1080/07294360.2019.1576596

Bryson, J. M., Cunningham, G. L., & Lokkesmoe, K. J. (2002). What to do when stakeholders matter. Public Administration Review, 62(5), 568–584. https://doi.org/10.1111/1540-6210.00238

Daniels, R., Shreve, G., & Spector, P. (2021). What universities owe democracy. Johns Hopkins University Press.

Dirks, K. T., & Ferrin, D. L. (2001). The role of trust in organizational settings. Organization Science, 12(4), 450–467. https://doi.org/10.1287/orsc.12.4.450.10640

Dzimińska, M., Fijatkowska, J., & Sulkowski, L. (2018). Trust-based quality culture conceptual model for higher education institutions. Sustainability, 10(8), 2599. https://doi.org/10.3390/su10082599

Kosonen, P., & Ikonen, M. (2019). Trust building through discursive leadership: A communicative engagement perspective in higher education management. International Journal of Leadership in Education, 25(3), 412–428. https://doi.org/10.1080/13603124.2019.1673903

Lewicka, D. (2022). Building and rebuilding trust in higher education institutions (HEIs): Student’s perspective. Journal of Organizational Change Management, 35(6), 887–915. https://doi.org/10.1108/jocm-02-2022-0037

Natow, R. (2022). Reexamining the federal role in higher education: Politics and policymaking in the postsecondary Sector. Teachers College Press.

Smith, C. & Freyd, J. (2014). Institutional betrayal. American Psychologist, 69(6), 575–587. https://doi.org/10.1037/a0037564 

Tierney, A. (2008). Trust and organizational culture in higher education. In J. Valimaa & O. Ylijoki (Eds.), Cultural perspectives on higher education (pp. 27–41). Springer. https://doi.org/10.1007/978-1-4020-6604-7