How do you measure trust in social institutions and health professionals? A systematic review of the literature (2012–2021)

The importance of measuring trust in health systems has been accentuated due to its correlation with important health outcomes aimed at reducing COVID-19 transmission. A systematic review published almost a decade ago identified gaps in measures including the lack of focus on trust in systems, inconsistency regarding the dimensionality of trust and need for research to strengthen the validity of measures. Given developments in our understandings of trust since its publication, we sought to identify new scales developed, existing ones adapted in response to identified gaps, and agendas for future research. Using the PRISMA approach for systematic reviews, we conducted a search in four databases. A total of 26 articles were assessed. Twelve new scales were identified, while 14 were adapted for different settings and populations. Literature continues to focus on measuring trust in health professionals rather than systems. Various shortcomings were identified, including some articles not mentioning the dimensions included in the scale and suboptimal use of validity and reliability testing and/or reporting. Moreover, a variety of terms were used for dimensions. Future research is needed to address these gaps and consequently, to understand their correlation with health behaviors and outcomes more accurately.     

Peer effects and intentional entrepreneurial behaviour: A systematic literature review and research agenda

What role peers play in individuals’ decisions to become entrepreneurs and to what extent peer effects play a role in influencing behaviours at the various stages of business venturing are important questions for scholars and policymakers. This systematic review takes stock of the recent additions to the literature around the phenomenon of peer influence in entrepreneurship. The review identified 2894 documents which were then narrowed down through three consecutive filtering stages. We thematically analysed the final sample of 27 empirical studies that shed light on how individual peers influence the process and outcomes of these individuals’ entrepreneurial intentions and behaviour, allowing for critical analysis. We propose a conceptual schema of social influence that occurs in interactions among entrepreneurial individuals within business venturing and across the three stages of pre-formation, formation and growth. Our framework reconciles the conceptual classification around discovering, evaluating and exploiting entrepreneurial opportunities with the mechanisms of social influence affecting entrepreneurial behaviours. Grounded in the findings of the literature review, this framework synthesizes peer influence in entrepreneurship with the tripartite distinction of the behavioural motives recognized in contemporary theories of social influence. We suggest promising directions for further research on how interactions with peers might affect individuals’ entrepreneurial behaviours.     

Connection,connectivity and choice: Learning during COVID-19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice.