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dc.contributor.authorBöckelmann, Christine-
dc.contributor.authorProbst Schilter, Carole-
dc.contributor.authorWassmer, Christian-
dc.contributor.authorBaumann, Sheron-
dc.description.abstractIn 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.de_CH
dc.publisherTaylor & Francisde_CH
dc.relation.ispartofEuropean Journal of Higher Educationde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.titleLecturers’ qualifications and activities as indicators of convergence and differentiation in the Swiss higher education systemde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
zhaw.departementRektorat und Ressortsde_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
Appears in collections:Publikationen Rektorat und Ressorts

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