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Trust and Institutional Traps in Education and Science

Trust and Institutional Traps in Education and Science

Journal of Economic Regulation, , Vol. 10 (no. 4),

The article is devoted to the study of trust in education and science in the theory of institutional traps. There are different ways of defining the term “trust”, but this paper based on the approach to trust that was used by A.V. Shmakov in his works. The problem of determining the optimal level of trust is still relevant. There is a crisis of confidence in science and education caused by optimization, which destroys trust between actors and changes the prevailing types of trust. Trust is differentiated between personified and non-personified. Individual cooperation experience, counterparty reputation, and group affiliation of the counterparty are the main factors in building trust. Empirical data were obtained as a result of questionnaires and in-depth interviews of scientific and pedagogical workers of the Southern Federal University. An analysis of the data shows that institutional traps (especially the metric trap, the trap of increasing bureaucratization, the trap of human resources) have a negative impact on the level of trust in higher education and science. Institutional traps impede the interaction of actors and reduce the satisfaction of academic staff with the education and science systems. They also create distrust of officials and organizations that regulate the system of education and science. The article suggests the main ways to overcome the crisis of confidence, which based on the development of academic freedoms and the reduction of bureaucratic regulation.

Keywords: trust; institutional traps; education and science; narrative analysis

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