4. Materials and Methods
The concept of the research assumes the division of the research process into five stages. In the first stage, the research was focused on the analysis of the factors of satisfaction with professional work, particularly paying attention to researchers. It will cover the wide array of literature describing the research carried out in this scope. Here, the focus was put on major factors influencing the perceived satisfaction with scientific work (the influence of which is both positive and negative), as well as on basic problems of researchers, the level of perceived stress, and its influence on the health of the researchers.
The second stage covers, therefore, a development and verification of the research (diagnostic) tool, the objective of which was to verify the working theories and provide a general image of the problems of Polish researchers as compared with the literature. In the analysis of the discussed issue, our own research tool was used, which was developed on the basis of diagnostic tools that were previously used in some studies [
120]. These tools, however, were used as an inspiration to develop our own questionnaire, which was the basis for collecting data during the third stage.
The analysis tools reflect the assumptions of the so-called theory of adaptation to work [
66], which is the two-factor verification of the professional satisfaction level. The starting point was, therefore, an assumption indicating that satisfaction with work is influenced by the level of adjustment of the employee’s competences (measured by way of academic degree) to the set requirements (scientific, didactic, and administrative loads), as well as by the level of meeting the employee’s needs, which is influenced by the system of material and non-material rewards.
In this context, during the third stage of research, the issues indicated in the working theories were analyzed. The third stage of research covers our own study on the basis of the methodology described below and with the use of the constructed diagnostic tool, and its effect was a database of features describing both of the discussed issues.
The research questionnaire was shared with 10,000 randomly chosen academics holding at least a PhD degree. A total of 763 researchers took part in the research, which significantly exceeded the minimal size for a random sample, defined at the level of 589 questionnaires (for the assumed level of a maximum sample, statistical error amounts to ±4% with a confidence interval p = 0.95). Not all questionnaires were analyzed due to present non-systemic errors (lack of data, errors in the logic of provided answers); therefore, in the end, 712 questionnaires were analyzed. The research was carried out in Poland in November and December 2017.
Apart from the mentioned tools for substantive assessment of the studied phenomena, the research makes use of a statistical analysis method that presents the correlations resulting from the conducted research. The analysis of the collected data consisted of the establishment of a database, initial organizing, and then proper statistical analysis. The stage of data ordering consisted of random and systemic error elimination. In some cases, the studied persons incorrectly understood the question or did not read the request in the questionnaire in full.
The summary of the collected data was about statistical analysis, both one-dimensional (in the form of traditional or item-descriptive analysis) as well as two-dimensional (in the form of analysis of dependencies of pairs of studied characteristics), and even a multidimensional one with the use of correspondence analysis for taxonomic distances (in the case of features of quality), regression analysis (in the case of quantitative variables), and factor analysis to group the obtained factors.
The descriptive statistical analysis concerning quantity advantages was mostly about obtaining, for example, such measures as arithmetic mean (xsr), standard deviation (SD) and median (Me), coefficient of variation (Vx), and minimum (min) and maximum values (max).
In the case of variables of normal distribution, to compare two average values in the studied independent groups, the t-Student test was used to first determine the uniformity of variations (with the use of the Fisher–Snedecor test). To compare two groups with variations of distribution other than normal (and they were in the majority), the U test was used (Mann–Whitney). In the case of non-uniform variations of features characterized by normal distribution, the C test was used (Cochran–Cox). The comparative analysis of three or more independent groups of distribution other than normal was made with the use of the analysis of variance (ANOVA) test of Kruskal–Wallis, while in the case of non-uniformity of variable variations of normal distribution, the tests were carried out with independent variation estimation. The significance of differences between structure indicators was verified with Chi-squared test. The presence of normality of the distribution of the studied variables was verified with the Shapiro–Wilk test.
When verifying statistical hypotheses, the statistical tests were used, taking into account significance at the level of α ≤ 0.05. At the same time, it was indicated that p probability of making an error of type I is not greater than 0.05, and even sometimes 0.001. In the correlation analysis, the linear Pearson correlation coefficients (rxy), Spearman’s ranks (rs), and t-Student significance test for correlation coefficients were used. All calculations were made with the use of MS Excel 2010 and STATISTICA 12.0. software.
The fourth stage of research was about the analysis of the collected data to verify the formulated working theories. Then, a summary was prepared and a discussion on the said issues in the context of previously cited literature examples was made.
It must be clearly emphasized that the research being carried out did not aim to assess or discuss the levels, standards, or attributes of Polish universities or of employees employed there, but were aimed at making an assessment of the level of satisfaction with scientific work on the basis of the selected research sample of Polish researchers. The proposed analysis can be, therefore, a starting point for further discussion and a trigger for wider research, as well as an incentive for participation for potential respondents. At the same time, it should not be treated as an attempt to assess or an attempt to be a reference for current or proposed changes in the Polish higher education system. The presented results are of demonstrative nature and should be used by Polish researchers for the purposes of development and stimulation of academic achievements by increasing the prestige of and satisfaction with scientific work and decreasing the risk of negative factors caused by this profession that can be a passion, a vocation, and a service for society.
5. Results of Our Research
The analysis of the collected data concerned 712 respondents, including doctors, habilitated doctors, and professors who, at the time, carried out research (academic year 2018/2018) at Polish universities. Thus, the research covered 416 doctors, 193 habilitated doctors, and 103 professors. The age structure of the respondents points to a domination of people aged 40–45 years—every fourth respondent was within this age range. The remaining age categories were represented by slightly smaller groups. None of the respondents were above 75 years old, and the smallest age group was of researchers aged 25–30 years (0.6%).
The age structure of respondents is varied. It is evident that it differs among researchers of different academic degrees and holding the title of professor.
Figure 1 proves this dependency and, at the same time, presents an interesting phenomenon of different dissymmetries of age among doctors and professors. It can be observed that in the age structure of employees holding a PhD, a right-side dissymmetry of distribution of age categories with dominance in the range of 40–45 years (31.9%) is present, while professors are characterized by left-side dissymmetry with a dominance in the range of 60–65 years (35.1%).
The given results, however, should not be identified with the age at which the degree or title was granted, as
Figure 1 does not present the time that passed since the degree or title was granted. However, taking these periods into account makes it possible to assess estimated age when the subsequent degrees will be awarded. On average, the respondents were 31–36 years old when they were granted their PhDs, 42–47 years old when they were granted habilitated PhDs, and 50–55 years old when they were given the title of professor. At the moment the respondents participated in the study, on average, 8.6 ± 6.2 years had passed from the moment the respondents were granted their last degree or title (hence, the present time shift towards the presented age ranges in
Figure 1).
An interesting distribution of results concerning the job seniority of the respondents was also noticed. The majority of respondents (every third one) had work experience in the range of 10–20 years in academics. Higher periods of job seniority were scarce. What is interesting is the significant percentage of persons with the highest job seniority (more than 40 years of scientific work)—it was as much as 14.5% of respondents, which can indicate a high percentage of still-active researchers of older generations (in the retirement age) who were classified into one category (persons of job seniority of more than 40 years).
Due to the lack of comparative possibilities when it comes to age, job seniority, and the types of represented academic fields, the research does not include (important) academic parameters, such as number of publications, points obtained for the published works, or the Hirsch coefficient value, meaning a summary of the Impact Factor of the published articles. Comparison of these results among researchers of various age groups would be pointless due to the different assessment criteria of the past and of today.
What was analyzed, however, was the current place of work of the respondents. So, a majority of respondents (46.8%) were researchers in Polish universities (multi-profile ones). Then, there were the employees of universities of technology (12.9%), agriculture universities (11.1%), economic universities (9.5%), and universities of pedagogy (5.9%). The remaining universities’ profiles were represented by less than 5% of respondents. It is not a surprising distribution of workplaces of respondents, as multidepartment universities that offer education in many disciplines employ a majority of the general population of active researchers. The research takes no account of researchers employed only in enterprises or non-academic institutions.
Moreover, the structure of respondents when grouped into represented fields of study presents a domination of economic studies (27.3%), followed by humanities (14.0%), agriculture and forest studies (12.5%), biology studies (10.7%), social studies (9.8%), technical studies (9.3%), and medical studies (5.7%). The remaining fields of study were represented by less than 5% of respondents.
The issue of employment analyzed in the research concerned both the form of employment as well as employment conditions of Polish researchers. Among the researchers, there were 58.9% assistant professors, 19.5% associate professors, and 11.1% full professors; every tenth one held another position (senior lecturer, assistant, etc.).
In the case of functional positions, the majority of the respondents (almost two in three) did not play any managerial function at the university (64.8%). Every tenth respondent (10.4%) was a manager of the unit, and 8.9% were responsible for a department. A total of 3.9% were managers or directors (or possibly deputy directors) of the institute. A total of 5.2% of the respondents were deans or deputy deans, while 0.9% of the respondents were chancellors or vice-chancellors. The remaining percentage (in total, 5.8%) occupied varied positions (plenipotentiary, coordinators, etc.).
Among the respondents, there were also some pensioners (0.2%), but due to their low representation (<5 persons), they were not included in subsequent analyses. Such a low percentage of respondents did not generally influence the average results of particular opinions, but some variables were rounded up; for example, age or remuneration (also including the amount of pension).
The analysis of the duration of employment agreements presents a domination of agreements for indefinite periods of time (59.1%). This means, however, that 40.9% were not permanently employed. A total of 14.5% of the respondents had agreements for definite periods that amounted to at least five years. Employment for periods from two to five years concerned 9.9% of the respondents, and 16.5% signed agreements for a period shorter than two years.
For a majority of the respondents, the work at the university is their only place of employment—this was confirmed by 78.6% of respondents, while every fifth respondent (20.6%) was employed somewhere else outside the university. A total of 2.5% of respondents indicated as many as three places of employment. One respondent indicated work in four places, but none of these activities were associated with a full-time job (0.1%). When interpreting the obtained results, one must note that the research concerns only those researchers who are employed at Polish universities and not all research workers. Thus, they do not take into account researchers holding academic degrees that are hired outside universities.
As was mentioned before, every fifth researcher has additional employment outside the work at the university. The results indicate that 20.1% of them have contracts for specific work assigned by another university, while 46.3% implement orders not related to scientific work (working outside higher education). At the same time, orders for specific work are carried by two-thirds of those undertaking additional employment (66.4%). A total of 11.2% of the respondents that have a position at the university were also employed part-time (usually outside the university), while 22.4% of those undertaking additional employment had two full-time positions (yet, usually, the other full-time employment was not associated with the work for the university).
5.1. Factors Influencing the Satisfaction with Academic Work
Respondents were asked about one of the key issues for the discussed topic, which is the assessment of the influence of selected factors on the satisfaction with scientific work. This was done in several ways. The first way was to evaluate the meaning of factors, formulated on the basis of literature, that influence the general satisfaction with scientific work. The respondents could assess the mentioned factors in the following way:
Negatively, as a disadvantage/weak point or significant disadvantage/weak point;
Neutrally/indifferently/without any influence on satisfaction;
Positively, as an advantage/strong point or significant advantage/strong point.
A list of key factors that could influence the satisfaction with scientific work prepared based on the literature was assessed. Respondents also had the possibility to independently define their own satisfaction factors. This option was used by 72 respondents. The obtained results were subject to statistical analysis, which made it possible not only to define the size of fractions of indicated assessments of particular factors, but also made it possible to categorize them.
Among the negative factors were those for which the percentage of negative ratings was significantly higher than the percentage of positive ratings. Among the positive factors were, of course, the factors with the majority of positive ratings. The third group is composed of factors that could not be unambiguously rated (that is, the obtained percentages of assessments are comparable within ±5%).
The results of selection and assessment of particular factors made it possible to define three groups of factors that have varied influence on the level of satisfaction with scientific work. The first group consists of factors assessed as weak points or disadvantages of the scientific work being carried out.
The first negative factor is the necessary administrative work, which was unambiguously defined as a disadvantage or significant disadvantage of scientific work by 67.1% of respondents, as compared with 2.5% who consider it an advantage. It is, therefore, a direct indication of excess of bureaucratic forms of scientific work as an issue that hinders implementation of scientific tasks.
The other negative factor is the phenomenon of “single full-time position”, meaning the necessity to work only within one full-time position. This obligation was assessed negatively by 33.1% of respondents, while 23.3% considered it to be justified (
Figure 2). The differences that were present among respondents undertaking one or more than one employment are interesting. Among respondents that did not undertake additional employment (no orders for specific work, no full-time or part-time position) was a slight majority of those who were against it, seeing it as a disadvantage (54%), as compared to 46% of them who considered it an advantage. Among those who were undertaking additional employment, as much as 77% stated that this is a negative factor of scientific work.
The second group of factors (neutral ones) consists of two attributes of scientific work. The first factor of ambiguous assessment was the manner in which supervisors appreciated the work (manner of awarding researchers). This element of scientific work was perceived by 31.9% as a disadvantage or significant disadvantage that decreases satisfaction of work, as compared with 30.8% of those who assessed it positively. A majority of respondents considered it to be a neutral factor. It seems that the assessment of the manner of awarding the employees depends on the rules of awarding at particular universities and abiding by them.
Similarly to in the case of received remuneration for the work for the university—it was assessed as a disadvantage or significant disadvantage by 34.1% of the respondents, while 36.1% considered it an advantage or significant advantage. It is interesting that 29.8% of respondents claimed that the amount of remuneration does not matter in the context of satisfaction with scientific work. This issue is discussed further in the paper.
The third group of factors are the ones positively influencing the satisfaction with scientific work. The first one is the period of employment (period of the employment agreement of the respondents). A total of 42.8% of respondents claimed that the period of employment is an advantage or significant advantage, while 18.0% stated that it is a disadvantage or significant disadvantage. For 39.2%, this factor was not of huge importance. It is worth noting that 78% of respondents considering employment period as an advantage or significant advantage signed an employment agreement for an indefinite period, and the next 10% for a definite period (at least five years), which confirms that the employment period may be a significant factor of satisfaction with scientific work when it ensures a stability of employment, where the researcher does not have to worry about a new employment agreement, thus having creditworthiness (this was underlined in the comments numerous times).
The respondents were also asked about the importance of stability of employment as a set of factors that maintains comfort of work. It was confirmed that it was a significant factor of satisfaction with working at a university. A total of 58.6% of respondents identified it as an advantage, while 10.7% claimed that it is a disadvantage. A total of 30.8% of respondents did not associate stability of employment with satisfaction with scientific work.
The possibility to maintain relations with supervisors was another positively assessed element—43.3% of respondents considered it an advantage or significant advantage, as compared with 13.1% who considered it a disadvantage. The highest percentage was observed among those who considered this factor as neutral—the relations with supervisors are of no importance for satisfaction with scientific work for 43.7% of respondents.
The possibility of strengthening relations with co-workers was positively assessed by 56.9% of the respondents. Only 6.6% considered it a disadvantage, but more than every third respondent (36.6%) considered this factor neutral.
Assigned classes for students were an advantage or significant advantage for 47.5% of respondents, and only 17.1% were unhappy about it. More than every third respondent (35.4%) answered that it is of no importance when assessing the satisfaction with scientific work.
The possibility to conduct classes was an advantage or significant advantage for 63.2% of respondents, and only 9.3% claimed that this was a factor that negatively influences the level of satisfaction with scientific work. For 27.5%, this was a neutral factor.
In addition, free time (in between classes and during summer holidays) was considered an advantage by 61.7% of academics. Only 5.5% were not happy with the time devoted to work. For every third respondent (32.9%), it was of no importance in the context of satisfaction with scientific work. Many comments were left considering free time, as the majority of respondents said that the requirements imposed on them during subsequent academic degrees completely reduce their free time, and it is impossible to have some time for oneself. The respondents’ feedback indicates that they have an opportunity to use free time should they agree to abandon efforts concerning subsequent academic degrees, which is possible only when participating in relations of interdependence that informally omit the rules that are binding for all workers.
The possibility of establishing relations with students was an advantage for 65.4% of respondents. It is, therefore, a result similar to the one concerning the possibility of conducting classes. However, the percentage considering it a disadvantage differs, as only 2.9% respondents negatively assessed the possibility of contact with students.
The possibility of participating in conferences, symposiums, and seminars was a significant advantage for 68.3% of respondents, and only 3.4% claimed otherwise. A vast minority (28.4%) considered it a neutral factor influencing satisfaction with work.
The factor that was considered the most positively influential on the satisfaction of scientific work was the possibility to carry out research and scientific work, understood as writing articles, books, and reviews, carrying out research, etc. This was the viewpoint of 70.2% of respondents, and only 3.9% considered it a disadvantage. Every fourth respondent (25.8%) claimed that scientific work does not influence the satisfaction with work at the university in any way.
When analyzing the obtained results, it is worth paying attention not only to the direction of influence (positive or negative), but also to the percentage of people who consider a given factor neutral, which leads to its complementation up to 100%, which signifies the strength of factor influence. On this basis, a measure of the particular factors influencing strength,
Swi, was proposed.
where:
IPos—percentage of responses indicating a positive influence of a given factor;
INeg—percentage of responses indicating a negative influence of a given factor;
INeut—percentage of responses indicating a neutral influence of a given factor.
The analysis of the strength of influence allows us to state that the possibility of carrying out research work influences the satisfaction with scientific work the most (
Sw = 2.9;
Table 5); next come the possibility of conducting classes (
Sw = 2.6) and the possibility of participating in conferences and seminars (
Sw = 2.5). The weakest influence can be observed in the case of relations with supervisors (
Sw = 1.3) and the necessity of working within one full-time position (
Sw = 1.3). Thus, it can be seen that the neutral factors influencing the satisfaction level have the weakest influence strength at the same time (of course, from an arithmetic point of view). Very important is the strong influence of some of the factors that negatively and neutrally influence the level of satisfaction. The administrative work, even though it is considered a factor that negatively influences the satisfaction of scientific work, has a high influence strength at the level of
Sw = 2.3 at the same time. The same applies to remuneration level. Even though it was rated as neutral, its influence strength is
Swi = 2.4. Next comes the second factor of negative influence—manner of rewarding employees (
Swi = 1.7).
It was also noted that there are no significant differences in the assessment of factors’ influences between persons holding different academic degrees. This applies both to the percentages of positive and negative influence and to the strength of influence. However, one can notice slightly different needs among the doctors, habilitated doctors, and professors. The most significant need in this scope considers the level of remuneration. The strongest influence of this factor was observed in the case of habilitated doctors, then doctors. The weakest influence strength could be observed in the case of professors. A similar situation occurs in the case of free time and period of employment. It is also worth noting that, as much as the level of remuneration in the case of doctors is considered a disadvantage, the majority of habilitated doctors and professors consider it an advantage. In the cases of other factors, no significant differences between answers from academics holding different academic degrees could be observed.
5.2. Opinions about Researchers’ Own Scientific Work
What was also studied was the opinion of Polish researchers on their own scientific work and associated problems. The respondents were asked to assess the provided opinions towards their own situation. They could agree or disagree with a given statement or agree only partially. The scope of topics of proposed statements and opinions was wide and general, and contained the same number of negative and positive statements.
The respondents were asked, among other things, whether they agree with the statement that their scientific work is not only work but also a passion (vocation). It turned out that one’s own scientific work is considered a passion by 95.5% of respondents. The vocational character of the research work was indicated by 58.4% of academics, and more than every third (36.1%) at least partially considers their work to be a passion and a vocation. Only 5.5% of the respondents did not agree with this statement. It is worth adding that the results obtained according to different academic degrees are comparable with the general results coming from all the respondents (
Figure 3).
In this context, the respondents were also asked whether they can imagine doing something professionally from different working in academia. Only 15.4% felt the need to undertake another job. Almost 40% of respondents could not imagine other professional work, while the remaining percentage of 44.9% agreed only partially, not excluding the possibility of changing their work under certain conditions.
In addition, the perception of the importance of one’s own work for the society was assessed. As many as 95.4% of respondents were certain that scientific work is beneficial for the society, yet more than half (52.6%) agree only partially, and 42.7% were certain of that fact. A total of 4.6% of respondents felt that their own scientific work lacks value (meaning a little more than the sample error).
The feeling of meaningfulness towards one’s own work is associated with pride and satisfaction with one’s own scientific achievements. A total of 37.6% of respondents were proud and satisfied with their achievements, and 55.8% of respondents were partially satisfied and proud. Only 6.6% were not proud of their achievements.
A majority of respondents identified with their university and were ready to defend its name (91.6%)—more than every second respondent (57.4%) was certain of that, and every third (34.2%) had certain limitations towards this statement. Interesting is also the fact that 8.4% of respondents did not identify with the university that they work for.
A way to verify this statement was an opinion about whether the respondent would recommend studying at their university to their friends and family. A similarly high percentage of positive statements or statements that would agree partially was obtained. A total of 49.4% would definitely recommend their department or university, and 42.1% would recommend it to a certain degree (partially). Similarly to in the case of identifying with one’s own university, 8.5% of respondents would not recommend their own university/department to their family or friends as a place to study, which equals the level of lack of identification with their own university that was stated by 8.5% of respondents.
Interesting are also the opinions of the respondents concerning the planned changes at the universities. These changes were very general on purpose, yet were present in many forms, as this question was aimed to convey the opinion associated with important changes introduced by state authorities. A total of 88.4% of respondents said yes when asked if they are worried about the planned changes in higher education, while a half (39.4%) were worried only partially (in some aspects), and the remaining respondents (49.0%) were afraid of all the planned changes in higher education.
In the case of the statement “I understand the meaning behind the administrative work that I have to do”, a majority of respondents (as many as 91%) did not agree with it or were partially of a different opinion. Only 9.0% understood the meaning behind the administrative work they do. The low results concerning the understanding of the meaning behind administrative work converge with the results on the same subject in the context of the influence of administrative work on the satisfaction with scientific work.
Another important issue discussed during the research was the presence of pathologies related to the work at the university. This issue covered, among other things, nepotism, office politics, and academic corruption, as well as the use of ghostwriters to publish scientific works. Unfortunately, the presence of such issues was confirmed by 83.4% of the respondents, while 40.0% considered them to be incidental, and 43.5% had no doubts about them. A lack of such practices was confirmed by only 11.6% of respondents.
Sadly, every tenth respondent (10.5%) agrees that they face tasks at the university that are inconsistent with their values (conscience). A total of 27.7% of respondents are faced with tasks that are contrary to their values from time to time, while 61.8% did not see any discordance against the assigned task and the binding moral and ethical rules.
What is surprising is the opinion of the respondents on the issue associated with the previous question. Even though a majority of respondents (55.1%) conduct classes in the field in which they are competent, every third respondent (30.3%) admits that they are only partially confident, and 14.6% of respondents claim that they are unprepared for this task.
A total of 71.9% of academics agreed with the statement that the ban on having another full-time job is unfair. A total of 42.9% agreed with this statement completely, while 29.0% of respondents claimed that this is only partially true, and that this ban is unfair only partially. The ban on a second full-time job is understandable for 28.0% of respondents, which is a result only slightly higher than the one obtained when asked about the validity of prohibition of another full-time job (23.3%) that was a part of another stage of this study.
Despite the lack of acceptance of the prohibition of another full-time job expressed by the majority of respondents, a majority of respondents also agreed with the statement that working at the university does not limit them when it comes to attaining work–life balance. A total of 30.8% agreed with the above statement, while 44.8% agreed with this statement partially. Nevertheless, every fourth respondent (24.3%) was convinced that it is the other way round—every fourth researcher claimed that the manner of work performance negatively influences their personal lives. Nevertheless, every twentieth respondent (5.4%) would like to change their profession and find another job. A total of 31.1% of respondents did not rule out the possibility of partial changes. The remaining percentage (63.4%) did not even consider such a change.
5.3. Level of Job Satisfaction
What was also assessed was the general level of job satisfaction of Polish researchers participating in the study. They could rate particular factors on a scale from 1 to 10. The obtained results were subject to descriptive analysis, which indicated that general assessment of job satisfaction was at the level of 6.84 ± 1.91. It is, therefore, a result above the average, which, for this scale, amounts to 5.5. When trying to explain what gave this result, respondents were asked to rate particular attributes of scientific work. As a result, it was established that one of the features that scored the lowest in terms of job satisfaction is the level of remuneration (4.92 ± 2.41). From among the three used forms of work at a university (that is, teaching, administration, and research and scientific works), the lowest satisfaction came from administrative work (2.9 ± 2.09), which is a confirmation of the results obtained before in this area. Then, the satisfaction coming from teaching was rated at the level of 6.81 ± 2.29. The highest rated was research work (7.31 ± 2.11;
Figure 4).
In addition, other aspects of scientific work were assessed. Among them were those rated above average, that is:
Cooperation with students (7.46 ± 1.73);
Work autonomy (6.86 ± 2.44);
Level of teaching (6.63 ± 1.87);
Prestige of the university or department (6.29 ± 2.08).
Other aspects were rated on the level below average (for the adopted scale), although they were not that different from the average. Among them, we can list:
Work organization (5.46 ± 2.49);
Work control (5.12 ± 2.40);
Work of secretariats, offices (4.94 ± 2.83);
Rules for conducting research (help from the university in conducting academic research) (4.69 ± 2.34).
Analysis of differences’ significance between average ratings in subgroups (in the context of academic degrees) for particular attributes of scientific work was made with the use of ANOVA variation analysis. Thanks to this, it was indicated that a half of the assessed attributes were rated differently by doctors, habilitated doctors, and professors (
p < 0.05). Statistically important differences were noticed in the case of general satisfaction with scientific work (
p < 0.001), as well as the assessment of cooperation with students (
p = 0.001), assessment of the university’s prestige (
p = 0.004), assessment of the work control (
p = 0.028), and assessment of autonomy in carrying out one’s own research (
p = 0.008). Despite the fact that the remuneration level for particular academic degree subgroups is significantly different (
p < 0.001), the assessment of its influence on the job satisfaction in particular subgroups was not significantly different (
p = 0.226) (
Table 6).
However, the analysis of all three groups does not show significant differences in pairs of particular subgroups, which may be an important information. Analysis of differences’ significance was also enriched with the analysis of ratings of particular attributes in public and private universities, as well as for different types of habilitation (
Table 6). The results of this analysis made it possible to observe significant differences between the average rating of general job satisfaction for all academic degrees and titles (
p < 0.01).
Using the descriptive analysis of the obtained ratings (
Table 7), one can state that the level of one’s own satisfaction with scientific work is differently assessed by doctors (6.51 ± 1.96), habilitated doctors (6.99 ± 1.73), and professors (7.88 ± 1.65).
When analyzing the satisfaction ratings from particular elements that have influence on the general satisfaction with scientific work in the studied subgroups, a significantly different rates were noted in the cases of assessments concerning the remuneration of doctors and professors (p = 0.004). Satisfaction with remuneration for doctors is 4.67 ± 2.36, and for professors, it is 5.61 ± 2.61. Habilitated doctors are intermediately satisfied with their remuneration (5.07 ± 2.34).
In turn, when it comes to the assessment of satisfaction with teaching, significant differences can be noted between habilitated doctors and professors (p = 0.012). Professors are much more satisfied with the possibility of teaching (7.24 ± 2.06) than habilitated doctors (6.46 ± 2.24).
The differences of assessments of satisfaction with research work in other subgroups are also interesting. Significant differences were present among doctors and habilitated doctors (p = 0.012) and between doctors and professors (p = 0.006). Those with doctoral degrees rated the possibility of research work lower (7.02 ± 2.24) than habilitated doctors (7.61 ± 1.91) and professors (7.87 ± 1.77). Among the results for the two last groups, there are no statistically significant differences (p = 0.455).
Interesting is the satisfaction coming from work with students. This satisfaction was rated the lowest by habilitated doctors (7.16 ± 1.63), whose average rate is significantly lower than the assessment of doctors (7.62 ± 1.76) (p < 0.001). In turn, when it comes to the satisfaction with the teaching level, significant differences can be noted between doctors and professors (p = 0.008). Professors rate the teaching level higher (7.07 ± 1.90) than doctors (6.48 ± 1.89).
In the case of the assessment of satisfaction of university prestige where the respondents work, significant differences were noted between professors and the two remaining subgroups, that is, doctors (p < 0.001) and habilitated doctors (p < 0.001). Professors rate the prestige of their universities higher, at the level of 7.16 ± 1.90, while doctors rate it at the level of 6.08 ± 2.06. Habilitated doctors are in the middle with the rating at the level of 6.24 ± 2.11. Similarly, in the case of satisfaction with work control, the assessment of professors is significantly higher (6.01 ± 2.52) than in other groups, as doctors rated satisfaction with this element at the level of 4.89 ± 2.41, while habilitated doctors rated it at the level of 5.12 ± 2.21. Similarly, the autonomy of scientific work was rated the lowest by doctors (6.53 ± 2.54), and significantly higher by professors (7.57 ± 2.21). Intermediate rates were given by habilitated doctors (7.16 ± 2.23). The level of differences between the average rates can be explained by statistically significant difference between the results of doctors and other subgroups of respondents (p < 0.02).
Satisfaction with work organization at the university received the highest notes from professors (6.23 ± 2.59)—it is a significantly higher rating (p < 0.05) than the one observed with the doctors (5.21 ± 2.44) and habilitated doctors (5.54 ± 2.47).
What can be noticed is the significantly lower satisfaction of doctors (p = 0.024) concerning the rules for carrying out research work at the university (4.46 ± 2.33) as compared with the satisfaction of habilitated doctors (4.99 ± 2.23), who rated this aspect the highest (slightly higher than professors, who gave a rate at the level of 4.97 ± 2.51).
When dividing respondents according to the manner of being awarded their habilitated doctor degree, it was noted that statistically significant differences concern people who were awarded this degree abroad. This applies to, for example, satisfaction with teaching, which was rated higher by habilitated doctors who were granted their degree abroad (8.57) than those who were awarded in Poland (6.34 ÷ 6.44). Differences were noted also in the case of assessment of satisfaction with rules for carrying out academic research (p = 0.035) and of cooperation with students (p = 0.027). In both cases, higher rates were given by academics who were habilitated abroad.
Thus, the level of satisfaction with scientific work can be assessed according to
Table 8. The average rating of general satisfaction with scientific work is 6.84 ± 1.91, while every second respondent gave a rating at the level of 7 or more, and every fourth at the level of 8 or more. In general, the satisfaction level was around 7, on a scale from 1 to 10. A quite low variability of this phenomenon in the studied group of academics (27.95%) was noticed. In the case of general assessment of satisfaction with the level of received remuneration, an average rate amounting to 4.92 ± 2.41 was obtained. It is, therefore, a rate below average (in the adopted scale of 5.5). In general, the respondents gave a rating of 5, even though every fourth respondent rated their remuneration at 3 or less. In this case, variability of this phenomenon was twice as high as in the case of assessment of general satisfaction (48.95%). Assessment of satisfaction with scientific work, teaching, and administrative work was varied, but between scientific work and teaching, the differences were small (±1 point). Usually, satisfaction with teaching and scientific work was given the rating of 8. Other conclusions must be drawn in the case of administrative work, which is characterized by a high differentiation among ratings. In this case, the dominant rate was the lowest possible one, meaning 1 point.
The work of secretariats of institutions, departments, and units was assessed at the level of 4.94 ± 2.83, meaning below the average of possible rating. Differentiation of ratings in this aspect of satisfaction was rated at the level of 57.40%. It is worth noting that multiple cases of rating gradation for particular aspects of scientific work in line with subsequent academic degrees suggest the presence of dependencies between a degree and the assessment of particular attributes of scientific practice. It can be the assessment of the level of teaching, as well as of the prestige of the university and of the autonomy of work that indicates (yet unconfirmed in terms of quantity) a positive dependency, as well as of the level of stress and diseases that is characterized by negative dependency.
Assessment of other aspects of scientific work is described in the
Table 9. The studied academics rated the satisfaction of cooperation with students quite high (7.46 ± 1.73). The dominant group gave a rating of 8. What was also noted was the lowest variability of assessments as compared with other analyzed features (23.18%). Slightly lower rates, as compared with cooperation with students, were given to the level of teaching at the departments or the universities. It was 6.63 ± 1.87. The ratings at the level of 8 dominated. A similar result was obtained when analyzing the average level of satisfaction with prestige of the department or of the university—it amounted to 6.29 ± 2.08. Here, we can observe the highest volatility of results. Assessment of satisfaction with scientific work control stayed at an average level of 5.12 ± 2.40. The dominant rating is also 5. What is surprising is the assessment of autonomy of research work, which amounts to 6.86 ± 2.44, which, of course, is an average result between the varied assessments of doctors, habilitated doctors, and professors. Satisfaction with organization of scientific work was assessed at an average level (5.46 ± 2.49), and the dominating rating was 5. Slightly lower rates were given to the rules for carrying out the research (4.69 ± 2.34), but, in this case, the variability of this factor is the highest (49.93%).
The respondents could also select other factors and fill in the list of partial factors. The notes left in the comments were varied, but from among the most often mentioned factors influencing the level of satisfaction of scientific work are:
Low remuneration with exceeded work load;
Necessity to devote one’s free time to scientific work;
Instability of employment at the university (lack of employment security, lack of employment safety, lack of creditworthiness, and lack of possibility of developing family life);
Lack of link between the achievements (in teaching, research, and organizational work) with the level of remuneration;
Nepotism, mobbing, relations of interdependence based on connections and not on achievements, promotion of employees not grounded in these employees’ achievements.
Possibility of personal accomplishments and scientific development.
The analysis also took into account the assessment of correlation of studied ratings. Dependencies noted between the features are varied. When analyzing the strength and direction of correlations and the level of significance of the correlation coefficient (p < 0.05), it was noted that there is a significant (p = 0.019) yet moderate linear correlation (r = 0.306) between the average remuneration and the level of satisfaction with scientific work. This correlation is positive, which means that along with the increase of remuneration, the satisfaction with scientific work also increases. This result is confirmed by correlation between the assessment of general satisfaction with scientific work together with the assessment of satisfaction with remuneration (r = 0.469; p < 0.001).
Even greater dependency is present between the assessment of general satisfaction with scientific work and the satisfaction with teaching (r = 0.729; p < 0.001), as well as satisfaction with scientific work (r = 0.480; p < 0.001), assessment of work organization (r = 0.599; p < 0.001), and rules concerning research (r = 0.571; p < 0.001). All identified correlations are positive, which means that the higher assessment of each variable is accompanied with a higher assessment of general scientific work. Significant dependencies were observed between general assessment of the satisfaction with scientific work, the assessment of secretariat (r = 0.514; p < 0.001), and the level of teaching (r = 0.496; p < 0.001), as well as autonomy of work (r = 0.427; p < 0.001). The high correlation of all partial factors (apart from one) with the assessment of the general satisfaction with scientific work is a proof of the significant role of the mentioned partial factors when explaining the manner of assessment of scientific work. One factor that was not significantly correlated was the assessment of work control (r = 0.178; p = 0.177).
Unfortunately, some of the partial factors were also correlated with each other, which means that they can explain the same area of variability of reference measurement that is the general assessment of satisfaction with scientific work.
Additionally, an assessment of the influence of particular intercorrelated features with the general assessment of satisfaction with scientific work was made. By calculating the determination coefficient for the obtained correlation coefficients and standardizing them for the purpose of a limited list of explaining variables, the level at which each of the variables explains the observed variability of general satisfaction was obtained. Thus, it can be indicated that the greatest influence on the perceived satisfaction with scientific work is from teaching and contact with students, which is a result partially convergent with the previously obtained feedback, as, so far, the scientific work was the highest rated among the respondents. However, factor analysis also proves that both factors—teaching and research—play an important role in the perception of satisfaction with scientific work.
It is worth noting that, in this approach, the most influential characteristics are the level of remuneration and then the possibility of research work. Moreover, a huge significance of the research work and the level of teaching assessment at the university employing the researcher as well as assessment of work organization and possibility of teaching can be noticed. These factors significantly influence the general assessment of the satisfaction with scientific work.
Effect size as a quantitative measure of the magnitude of a phenomenon has been included here in the form of correlation analysis measures and the significance of differences between the means. It is worth noting that the analyzed groups agree on many issues, although, in the case of overall job satisfaction, the calculations showed significant differences. This is particularly posed by the ANOVA analysis, which is designed to analyze the differences between more than two groups.
5.4. Salary of a Researcher
The respondents were asked again about their remuneration. This time, however, they were not asked about the level of satisfaction with the received remuneration nor about its role in the general satisfaction with scientific work. They were asked about the value of their basic monthly net income in PLN.
The descriptive analysis allowed us to state that the average basic remuneration of a researcher amounts to 4372.28 ± 1920.03 PLN (6181 PLN gross), meaning around 1048.51 ± 460.44 EUR or 1285.96 ± 564.72 USD (the values of remuneration were calculated using EUR and USD exchange rates as on the day of the research (1 EUR = 4.17 PLN, 1 USD = 3.40 PLN); the country’s average as of 2018 was 3530 PLN net and 4973 PLN gross). This is, therefore, 24% more than the country’s average. Unfortunately, the given information was too general to be used as a reference; that is why the analysis was enriched with the average remuneration values for particular subgroups.
The first division concerns academic degrees. In accordance with
Table 7, it was stated that:
Doctors employed at the universities receive average remuneration at the level of 3434.78 ± 1002.48 PLN (4832 PLN gross) (meaning 823.69 ± 240.40 EUR);
Habilitated doctors receive, on average, 5154.93 ± 1450.34 PLN (7303 PLN gross) (meaning 1236.19 ± 347.80 EUR);
Professors earn, on average, 7015.63 ± 2126.61 PLN (9972 PLN gross) (meaning 1682.40 ± 509.98 EUR).
The remuneration as compared with different age ranges was also analyzed. The rate of average remuneration increases with the age of the respondents. This phenomenon is almost linear, thanks to which we know that, with every five-year period, the average remuneration of a researcher increases by approximately 520.40 PLN. The average monthly net remuneration increases until the age of 40 approximately by 800 PLN every five years, and then, until the age of 65, the increase rate is slower and amounts 300 PLN every five years. After turning 65, the remuneration of the employed researchers increases, on average, by approximately 1000 PLN every five years. It results mostly from the retirement age and from the rights to pension, which is often accompanied by a position at the university.
The research indicated that the average net remuneration for particular positions is as follows:
Assistant (holding a PhD degree)— 3000.00 ± 800.00 PLN, meaning around 719 EUR;
Senior lecturer—3357.16 ± 951.19 PLN, meaning around 805 EUR,
Assistant professor—3788.08 ± 1220.58 PLN, meaning around 908 EUR,
Associate professor—5652.63 ± 1412.47 PLN, meaning around 1355 EUR,
Full professor—7020.83 ± 3145.34 PLN, meaning around 1684 EUR.
6. Discussions and Conclusions
When summing up the key issues associated with the satisfaction with scientific work, several interesting conclusions may be drawn up that helped to develop and perform the research on this issue. First, several selected literature references must be quoted that summarize the discussed issues [
61].
In Poland, research on satisfaction of employees of universities was carried out, among others, at Poznań University of Economics and Business, where it was indicated that university teachers and servicing staff are characterized by higher than the average level of satisfaction with work than people working, for example, in administration. The factor that positively influences the satisfaction of academic staff was the feeling that their work is appreciated, while a factor that has a negative influence (similarly to in the case of international research [
116]) was the excessive load of teaching and administrative tasks. Moreover, it was indicated that the level of satisfaction increases together with the job seniority [
91]. In this research, however, the aspect associated with the direct influence on the health of the researcher was omitted.
When analyzing the issue of general satisfaction with work (without the focus on scientific work) it was noted that the factors that influence the satisfaction with work are, for example, sex, level of remuneration, stress at work, and many years’ experience in teaching [
69]. Satisfaction with work is associated with one’s own psychological resources: The perception of one’s own effectiveness, hope, optimism, and resilience to stress [
73]. The research indicates that satisfaction with work based on using personality resources translates into the decrease of professional burnout at work, as well as of the general levels of stress and depression symptoms [
69]. The difference in remuneration may also be a reason for dissatisfaction with performed work; the productivity and satisfaction decrease together with the increase of disproportion among remunerations [
99]. On the other hand, one can also quote results of other research that indicated that the level of satisfaction of researchers results, first of all, from the prestige and respect associated with this profession, rather than from the remuneration and promotion possibility [
72].
Another factor that is of importance in the case of satisfaction is time. Research carried out in more than two thousand English institutions dealing with higher education indicates a negative dependency between the number of hours worked and the satisfaction with work. The same source also states that the time spent on research has a positive influence on the general satisfaction with work, as opposed to administrative work.
To discuss the issues analyzed in the research carried out by the authors among Polish researchers, one can propose several conclusions that verify the proposed working hypothesis. The statistical analysis of the performed research allowed us to state that:
The level of satisfaction of researchers concerning their own scientific work depends on employment conditions (that is, remuneration level, stability of employment), as well as the social significance of the research carried out (H1).
The level of satisfaction from work is closely correlated with the scientific opportunities of researchers (that is, the possibility of academic and didactic work, contact with students and co-workers) and negatively correlated with the necessity to carry out administrative work (H2).
The majority of Polish researchers are proud of their scientific achievements and treat their profession as a passion or vocation (H3).
Among the factors that influenced the level of satisfaction with scientific work, one can distinguish the following factors:
Negative (weak points or disadvantages of scientific work), meaning: The necessity to carry out administrative work and the lack of possibility to work at more than one full-time position.
Neutral (ambiguous), meaning the manner in which the work is appreciated by the supervisors and the amount of received remuneration.
Positive (advantages), meaning the possibility to carry out research and scientific work, understood as writing articles, books, and reviews and to carry out research, the possibility of teaching, the possibility of participating in conferences, symposiums, and seminars, the possibility of being employed for an indefinite period (stability of employment), the possibility of maintaining relations with supervisors, the possibility of strengthening the relations with co-workers, assigned classes, free time (between classes and during holidays), and the possibility of establishing relations with students.
Unfortunately, most often, the factors were indicated as opportunities that are not fully used by the employers; therefore, this is a mismatch of requirements in the set ranges. This refers particularly to free time, which is usually used for other types of paid employment due to the insufficient remuneration at the university, or for research works, which are supposed to increase the chances of another academic degree or a promotion. These are usually works carried out outside the university (at home, in the library, etc.).
Being awarded another academic degree is associated with evident financial improvement (as, on average, with each academic degree, the basic (net) remuneration increases by approximately 2 thousand PLN or 480 EUR), as with the increase of the level of perceived respect coming from the environment. Unfortunately, more than every second person also noticed deterioration of health, which they associate with negative factors of participation in the scientific procedure that will give them the next academic degree. This is the standing of more than every fourth respondent (27.8%), and nearly the same number (28.3%) only partially explain the deterioration of health by citing the difficulties of attaining the next academic degree.
As many as 95.5% of researchers claim that their scientific work is not only their work, but also their passion (their vocation). Almost 40% of respondents cannot imagine any other professional work, while the remaining percentage of 44.9% agree only partially, not excluding the possibility of changing their work under certain conditions. A total of 95.4% of respondents claimed that their research work is beneficial for the society, while a majority (52.6%) agreed only partially. The feeling of meaningfulness towards one’s own work is associated with pride and satisfaction with one’s own scientific achievements. A total of 37.6% of respondents are proud and satisfied of their achievements, and 55.8% of respondents are partially satisfied and proud.
The general assessment of the satisfaction with scientific work (rated on a scale from 1 to 10) was defined at the level 6.84 ± 1.91. One of the features that scored the lowest in terms of job satisfaction is the level of remuneration (4.92 ± 2.41). From among the three used forms of work at a university (that is, teaching, administration, and research and scientific works), the lowest satisfaction came from administrative work (2.9 ± 2.09). Then, the satisfaction coming from teaching was rated at the level of 6.81 ± 2.29. The highest rated was scientific and research work (7.31 ± 2.11).
To summarize the obtained results of literature and empirical research conducted among randomly chosen Polish researchers in a representative research sample, it can be stated that satisfaction with scientific work in Poland is quite high, paying attention to the lack of adjustment in the scope of remuneration and job stability. It seems that this results from the approach and values of researchers in Poland. This is evident thanks to the fact that the research work is something more than just work; it is defined as a mission (vocation), which is a source of pride and satisfaction that can be beneficial for the society. It does not seem probable that it will not serve the development of science in Poland, as the next generations may not be willing to carry out research work idealistically (as a vocation) to serve the society. The lack of proper recognition of scientific work, imposing further administrative duties, and increasing the work load without the increase of remuneration for the additional work can lead to the decrease of the research level in Poland. What is important is also the introduction of unconsidered changes by particular universities, which aim directly at the employees (for example, differentiation between universities in the amount of tax-deductible expenses). Such pathologies as office politics, corruption in the form of academic titles, nepotism, and unfair research practices (using administrative workers as ghostwriters) noticed at many Polish universities are other downsides that discourage the researchers from taking up diligent scientific work and teaching. Therefore, it seems that the activities taken up to increase both the prestige of researchers and recognition of teaching, research, and scientific work are necessary.