LSES students and the theory of trusting networks: a whole of institution approach for Student Services

What are the driving forces that influence students from low socioeconomic backgrounds (LSES students) to access support in higher education? Using a constructivist approach to grounded theory methodology, 20 interviews were conducted with LSES students and staff members at an Australian university. The aim was to develop a theory for Student Services departments to inform planning and service delivery for supporting LSES students. Based on coding of transcribed interviews and a thematic analysis of those codes, the theory of trusting networks was constructed. The LSES students interviewed were more likely to seek out support from individuals in their networks that had characteristics associated with being trustworthy. This theory provides insights for service delivery for Student Services departments reinforcing a whole of institution approach to supporting LSES students. This paper builds on an earlier paper that detailed selected findings from the research (White, 2014)