Why researchers work in management schools: A comparative study of motivation and job satisfaction in France and Norway
-
DOIhttp://dx.doi.org/10.21511/ppm.22(3).2024.28
-
Article InfoVolume 22 2024, Issue #3, pp. 358-369
- 130 Views
-
20 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
If any country is interested in high scientific results, it should have highly motivated and satisfied researchers. The purpose of this study is to establish the national characteristics and differences in motivation and job satisfaction of researchers in two developed European countries – France and Norway. The management schools of French and Norwegian universities were chosen for this study. A five-stage research methodology, including surveys, in-depth interviews, and statistical testing, was used to test four hypotheses. According to the vast majority (16 out of 20) of motivators considered, the average scores in Norway are higher than in France. Only four motivators are exceptions, namely challenging work, interesting work, job security, and social benefits, for which the French are somewhat better motivated. In general, French researchers have lower job satisfaction than their Norwegian colleagues. The only exception is the dissatisfaction of Norwegian senior researchers with their professional learning conditions. The considered case study proves that each European country, having its own system of incentives and working conditions, provides different levels of satisfaction for different researchers working there. The results will allow one to improve national incentive systems by benchmarking and adopting best practices within the continent.
Acknowledgments
The authors acknowledge: the COST Action CA19117 – Researcher Mental Health (ReMO) for short-term scientific mission grant and supporting this study; academic staff of observed universities for participating in the survey; and the Hauge School of Management of the NLA University College (Kristiansand, Norway) for supporting this publication.
- Keywords
-
JEL Classification (Paper profile tab)M54, I23, J81
-
References32
-
Tables2
-
Figures4
-
- Figure 1. Motivators of researchers in French (FR) and Norwegian (NO) schools of management
- Figure 2. Job satisfaction of researchers in French (FR) and Norwegian (NO) schools of management
- Figure 3. Job satisfaction of researchers in French and Norwegian schools of management by gender
- Figure 4. Job satisfaction of researchers in French and Norwegian schools of management by career stage
-
- Table 1. Sample description
- Table A1. Questionnaire to study researchers’ motivation and job satisfaction
-
- Ahmed, I. (2011). Relationship between motivation and job satisfaction: A study of higher educational institutions. Journal of Economics and Behavioral Studies, 3(2), 94-100.
- Albert, C., Davia, M. A., & Legazpe, N. (2016). Job satisfaction amongst academics: The role of research productivity. Studies in Higher Education, 43(8), 1362-1377.
- Ali, B. J., & Anwar, G. (2021). An empirical study of employees’ motivation and its influence job satisfaction. International Journal of Engineering, Business and Management, 5(2), 21-30.
- Auriol, L., Misu, M., & Freeman, R. A. (2013). Careers of Doctorate Holders: Analysis of Labour Market and Mobility Indicators (No. 2013/4). Paris: OECD Publishing.
- Carton, G., Dameron, S., & Durand, T. (2018). Higher education in management: The case of France. In S. Dameron & T. Durand (Eds.), The Future of Management Education (vol. 2, pp. 261-296). Palgrave Macmillan.
- Chen, C. Y. (2023). Are professors satisfied with their jobs? The factors that influence professors’ job satisfaction. SAGE Open, 13(3).
- Chipunza, C., & Malo, B. (2017). Organizational culture and job satisfaction among academic professionals at a South African university of technology. Problems and Perspectives in Management, 15(2), 148-161.
- Civera, A., Lehmann, E. E., Meoli, M., & Paleari, S. P. (2023). The attractiveness of European higher education systems: A comparative analysis of faculty remuneration and career paths (UC Berkeley Research & Occasional Paper Series, CSHE.1.2023). University of California at Berkeley.
- Dakowska, D. (2023). Highlighting systemic inequalities: The impact of the COVID-19 pandemic on French higher education. In R. Pinheiro, E. Balbachevsky, P. Pillay, & A. Yonezawa (Eds.), The Impact of Covid-19 on the Institutional Fabric of Higher Education: Old Patterns, New Dynamics, and Changing Rules? (pp. 89-115). Cham: Palgrave Macmillan.
- Goncharuk, A. G., & Cirella, G. T. (2022). Effectiveness of academic institutional models in Europe: University instructor perception case research from Bosnia and Herzegovina and France. International Journal of Educational Management, 36(5), 836-853.
- Goncharuk, A. G., Lewandowski, R., & Cirella, G. T. (2020). Motivators for medical staff with a high gap in healthcare efficiency: Comparative research from Poland and Ukraine. The International Journal of Health Planning and Management, 35(6), 1314-1334.
- Goncharuk, A., & Vinot, D. (2023). Has the pandemic affected the motivation and job satisfaction of university researchers? A case study from France. International Journal of Educational Management, 37(6/7), 1360-1381.
- Halkos, G., & Bousinakis, D. (2010). The effect of stress and satisfaction on productivity. International Journal of Productivity and Performance Management, 59(5), 415-431.
- Halkos, G., & Gkampoura, E. C. (2021). Where do we stand on the 17 Sustainable Development Goals? An overview on progress. Economic Analysis and Policy, 70, 94-122.
- Jeremiah, A., Rust, A. (B.), & Martin, J. (2019). Prognosticating job satisfaction and morale determinants of public Technical Vocational Education and Training (TVET) educators. Problems and Perspectives in Management, 17(3), 350-361.
- Kızıltepe, Z. (2008). Motivation and demotivation of university teachers. Teachers and Teaching, 14(5-6), 515-530.
- Kruskal, W. H., & Wallis, W. A. (1952). Use of ranks in one-criterion variance analysis. Journal of the American Statistical Association, 47(260), 583-621.
- Kyvik, S. (2015). The academic career system in Norway. In Young faculty in the 21st century: International perspectives (pp. 173-200). Albany: State University of New York.
- Malik, A. (2023). An investigation on turnover intention antecedents amongst the academician in universities. Problems and Perspectives in Management, 21(1), 373-383.
- Manolopoulos, D. (2006). What motivates R&D professionals? Evidence from decentralized laboratories in Greece. The International Journal of Human Resource Management, 17(4), 616-647.
- McKight, P. E., & Najab, J. (2010). Kruskal-Wallis test. In The Corsini Encyclopedia of Psychology.
- Mgaiwa, S. J. (2023). Leadership styles of academic deans and department heads: University dons’ perspectives on how they affect their job satisfaction. International Journal of Educational Management, 37(5), 1088-1103.
- Minichiello, V., Aroni, R., & Hays, T. N. (2008). In-depth interviewing: Principles, techniques, analysis. Pearson Education Australia.
- Moloantoa, M. E., & Dorasamy, N. (2017). Job satisfaction among academic employees in institutions of higher learning. Problems and Perspectives in Management, 15(3), 193-200.
- Pace, F., D’Urso, G., Zappulla, C., & Pace, U. (2021). The relation between workload and personal well-being among university professors. Current Psychology, 40, 3417-3424.
- Pigeyre, F., & Sabatier, M. (2012). Recruter les professeurs d’université: Le cas du concours d’agrégation du supérieur en sciences de gestion [Recruiting university professors: The case of the competitive examination for higher education in management sciences]. Revue Française D’administration Publique, 2, 399-418. (In French).
- Singh, J. K., & Jain, M. (2013). A study of employees’ job satisfaction and its impact on their performance. Journal of Indian Research, 1(4), 105-111.
- Stankovska, G., Angelkoska, S., Osmani, F., & Grncarovska, S. P. (2017). Job motivation and job satisfaction among academic staff in higher education. Annual International Conference of the Bulgarian Comparative Education Society (BCES) (15th) and the International Partner Conference of the International Research Centre (IRC) “Scientific Cooperation” (5th). Borovets, Bulgaria.
- Tandilashvili, N. (2018). The effects of managerial innovation on the functioning of the French university in tradition and innovation. From opposition to complementarity. Paris: L’Harmattan.
- Veldman, I., Van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65.
- Wahyudi, W. (2018). The influence of job satisfaction and work experience on lecturer performance of Pamulang University. Scientific Journal of Reflection: Economic, Accounting, Management and Business, 1(2), 221-230.
- Wijaya, N. H. S., Prajogo, W., & Kusumawati, H. (2020). Collaborative school culture and educators’ job satisfaction relationship: Gender as a moderator. Problems and Perspectives in Management, 18(1), 428-437.