Psychological Contract Breach and Institutional Trust in Higher Education: Extending the Triadic Framework

Authors

Hannah E. Blodget, University of South Carolina - UpstateFollow
Katelyn R. Raborn, University of South Carolina - UpstateFollow
Justin Travis, University of South Carolina - UpstateFollow
Susan Ruppel, University of South Carolina - UpstateFollow

Document Type

Article

Abstract

Psychological Contract (PC) theory, originally developed in organizational contexts, has increasingly been applied to higher education to understand the expectations and obligations that students perceive in their relationships with institutions. In this context, the PC refers to the unwritten set of mutual expectations and perceived obligations that shape the student-university relationship (Rousseau, 1998). Psychological contract breaches (PCB), or perceived failures to fulfill promised obligations, can undermine student trust, engagement, and institutional commitment. Despite growing interest, research on PCBs in higher education remains sporadic, often limited to cross-sectional designs, single relational targets, and inconsistent measurement approaches. Moreover, most studies focus on specific dyadic relationships, such as student-advisor interactions, leaving broader triadic dynamics between students, academic staff, and the institution largely unexplored. This literature review synthesizes existing work on student PCs, emphasizing transactional, relational, and ideological dimensions, and highlights critical gaps in current knowledge. By extending Koskina’s triadic framework and advocating multi-partner, standardized, and cross-cultural research designs, this paper argues for a more comprehensive understanding of PCB in academic settings. Understanding how breaches affect student perceptions of fairness, trust, and institutional support is increasingly important given concerns about student well-being, retention, and engagement. This review provides a foundation for future empirical research and contributes to theoretical refinement by clarifying how PC dynamics operate in higher education. Ultimately, addressing these gaps can help institutions enhance student trust and engagement.

Recommended Citation

Blodget, Hannah E.; Raborn, Katelyn R.; Travis, Justin; and Ruppel, Susan (2025) "Psychological Contract Breach and Institutional Trust in Higher Education: Extending the Triadic Framework," University of South Carolina Upstate Student Research Journal: Vol. 19, Article 4.
Available at: https://scholarcommons.sc.edu/uscusrj/vol19/iss1/4