Research in non-university higher education institutions. The case of the Swiss Universities of Applied Sciences

Abstract

This paper presents the development of research in the Swiss non-university higher education sector and frames it in the debate on the organization of higher education systems in Western Europe and on the dynamics between university and non-university sector. It shows that, in the Swiss case, the applied research mandate has been used to differentiate these institutions from universities and that this endeavor has been to a large extent successful in technology, while it has been a source of major tensions in the other domains. I conclude that the development of research in the non-higher education leads to complex dynamics of convergence and of differentiation and that this process is strongly influenced by the specificities and differences between different subject domains.

Teacher educators’ research practices: an explorative study of teacher educators’ perceptions on research

“…This pressure is increased by the fact that the staff of colleges of education was, and in most cases continue to be, recruited almost exclusively from primary and secondary schools (Ham and Kane 2004). Hence, a lot of teacher educators have a primary interest in teaching instead of research (Adler 1993) and often lack skills to conduct research (Lepori 2008). The latter endorses a need for so-called 'capacity building programmes' (Christie and Menter 2009;Murray et al 2009).…”

Degrees or Diplomas? Two Scenarios in an Environmental Management Programme in a Faculty of Applied Sciences

“…This resulted in a phenomenon often referred to as 'academic drift' (Sá & Litwin, 2011;Lepori, 2008;Jinabhai, 2003;Kyvik & Skodvin, 2003;Pratt, 1997). Other serious impacts resulting from 'academic drift' have been suggested in the second scenario elsewhere.…”

“…According to Kloppenborg and Young, academic drift has direct implications on financial, human and physical resources (Kloppenborg, 2010;. In terms of human resources, this would include the need to re-train teaching staff members pedagogically bearing in mind they are adept to didactic teaching at a diploma level to enable them to facilitate learning to a new 'brand' of students at degree level and research and improve their academic qualification in their respective disciplines (Lepori, 2008;Kell, 2006;Kyvik & Skodvin, 2003;Pratt, 1997).…”

Higher Education Institutions in the Knowledge Triangle

“…Competition for students, funding and reputation may have pushed HEIs to broaden their activities beyond their traditional remit. There is evidence in some countries that university and non-university distinctions are blurring, with the latter group starting to conduct more academic research [Lepori, 2008]. This process is sometimes known as "academic drift".…”