Mentoring models in research in Polish academia

ABSTRACT

In the highly competitive research sector, performance pressure is leading to the stratification of the academic profession, and to difficulties for early-career researchers. Support is therefore vital for talent retention, and to avoid ‘brain drain’. However, limited research has distinguished varying models of professional support in research careers. After differentiating mentoring from co-worker support, and early-career scholars from senior researchers, this study performed statistical analysis on data collected from a representative survey of 840 scientists in Poland. Its intention was to discover the prevailing models of professional support in research in Polish academia, and to identify their relationship with job satisfaction and scientific development, teamwork, and stability of employment. The findings revealed that mentees in traditional hierarchical relationships received comprehensive support, while those who received assistance from their co-workers reported less perceptible benefits. Moreover, gender was found to be an important aspect of professional support relationships, with most scientists being supported by mentors of the same gender as themselves. Finally, differences were observed between the work environment assessments of the recipients of different support models. This paper discusses the theoretical and practical implications for academics, academic developers, and institutions which face wide disparities in supporting academic development, and are affected by turnover of early-career staff.

KEYWORDS:

• Mentoring in research
• professional support
• academic development
• co-worker relationships
• academia

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed at https://doi.org/10.1080/1360144X.2021.1970558.

Notes

1. The hablilitation degree is conferred for a habilitation thesis, which was reviewed by and defended before an academic committee.

2. A t-test is used to determine whether there is a significant difference between the means of two groups. A z-test is used to compare fractions of a selected feature of two groups. A Kruskal-Wallis test determines if the sample originates from the same distribution.

3. Mean value of assessment by the analysed groups for each career aspect is provided in brackets. The scales of measurement for the analysed career aspects are presented in the Data, measurement, and research method section of this research paper.

4. See more: Code of Practice for Supervisors and Research Students, publication retrieved from: https://www.ed.ac.uk/files/atoms/files/copsupervisorsresearchstudents.pdf

Additional information

Funding

This work was supported by the National Information Processing Institute.

Notes on contributors

Marta Bojko

Marta Bojko is a researcher with interest in statistical modelling of the research and innovation sector. She is an author and co-author of several articles on science and innovation policy.

Barbara Kowalczyk

Barbara Kowalczyk, PhD has participated in several research projects on higher education sector and university-industry collaboration. She is an author and co-author of several books and articles on the system of financing science, innovation and higher education in Poland.