Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system

Böckelmann, Christine; Probst Schilter, Carole; Wassmer, Christian; Baumann, Sheron

doi:10.1080/21568235.2021.1923547

Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-22466

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system
Authors:	Böckelmann, Christine Probst Schilter, Carole Wassmer, Christian Baumann, Sheron
et. al:	No
DOI:	10.1080/21568235.2021.1923547 10.21256/zhaw-22466
Published in:	European Journal of Higher Education
Volume(Issue):	12
Issue:	3
Page(s):	229
Pages to:	254
Issue Date:	7-May-2021
Publisher / Ed. Institution:	Taylor & Francis
ISSN:	2156-8235 2156-8243
Language:	English
Subject (DDC):	378: Higher education
Abstract:	In Switzerland, universities of applied sciences were created with a strong applied research mandate in the mid-1990s. Together with traditional universities they form a functionally differentiated higher education system consisting of equivalent but different types of institutions. The state of the differentiation is discussed controversially and there is speculation about a decreasing practical orientation of lecturers at universities of applied sciences. Through a comparative analysis of data on lecturer profiles from two different surveys, this contribution explores whether differentiation or convergence between the two types of higher education institutions can be observed. The comparison of the lecturers’ qualifications and their activities in research and teaching shows that overall, the differentiation required by educational policy is mostly met. While traditional university lecturers have a stronger academic background and are oriented more towards research, their colleagues at universities of applied sciences accumulate considerably more practical experience and are less involved in research. However, there are indications that research at traditional universities is to a certain extent applied in its character. Also, disciplinary differences may play a stronger role in differentiation than the type of institution.
URI:	https://digitalcollection.zhaw.ch/handle/11475/22466
Fulltext version:	Published version
License (according to publishing contract):	CC BY-NC-ND 4.0: Attribution - Non commercial - No derivatives 4.0 International
Departement:	President's Office
Organisational Unit:	Higher Education Development
Appears in collections:	Publikationen Rektorat und Ressorts

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Böckelmann, C., Probst Schilter, C., Wassmer, C., & Baumann, S. (2021). Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system. European Journal of Higher Education, 12(3), 229–254. https://doi.org/10.1080/21568235.2021.1923547

Böckelmann, C. et al. (2021) ‘Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system’, European Journal of Higher Education, 12(3), pp. 229–254. Available at: https://doi.org/10.1080/21568235.2021.1923547.

C. Böckelmann, C. Probst Schilter, C. Wassmer, and S. Baumann, “Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system,” European Journal of Higher Education, vol. 12, no. 3, pp. 229–254, May 2021, doi: 10.1080/21568235.2021.1923547.

BÖCKELMANN, Christine, Carole PROBST SCHILTER, Christian WASSMER und Sheron BAUMANN, 2021. Lecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education system. European Journal of Higher Education. 7 Mai 2021. Bd. 12, Nr. 3, S. 229–254. DOI 10.1080/21568235.2021.1923547

Böckelmann, Christine, Carole Probst Schilter, Christian Wassmer, and Sheron Baumann. 2021. “Lecturers’ Qualifications and Activities as Indicators of Convergence and Differentiation in the Swiss Higher Education System.” European Journal of Higher Education 12 (3): 229–54. https://doi.org/10.1080/21568235.2021.1923547.

Böckelmann, Christine, et al. “Lecturers’ Qualifications and Activities as Indicators of Convergence and Differentiation in the Swiss Higher Education System.” European Journal of Higher Education, vol. 12, no. 3, May 2021, pp. 229–54, https://doi.org/10.1080/21568235.2021.1923547.