Concept

In May 2014, the Federal Council published a comprehensive report with analyses, data and measures on the situation of senior intermediate staff at Swiss universities and the Federal Institute of Technology (ETH). The report came about as the result of changing national and international framework conditions and an intensified discussion around a reform of academic career paths following doctoral studies.

In the center of the discussion was the question of how academic careers following doctoral studies can be structured so that they can be planned in a better way by all parties. Many noteworthy studies highlight a specific weakness of the academic system in Switzerland and surrounding German-speaking countries. This is that there are a high number of postdoctoral researchers at these universities who face uncertain academic futures as the result of short-term contracts. Only a relatively small proportion of researchers are appointed to a permanent academic position (usually a professorship) at the relatively late age of 40+. The time before this is characterized by a great deal of uncertainty and requires a high degree of flexibility, for instance with research visits. Such framework conditions particularly create barriers for female researchers due to the ever-dominating gender structure (which is only changing at a very slow rate). There is also the risk of the unattractiveness compared to careers outside of academia. In Switzerland, this means that graduates from Swiss higher education institutions are, in part, significantly underrepresented in many fields of work. The increase of doctoral students in the last ten years is primarily the result of international researchers in Switzerland. In its report, the Federal Council called upon various institutions in the Swiss higher education system – namely the universities, the ETHs and the SNF – to implement the necessary reforms in their areas of expertise.

The doctorate is completed in 3 to 4 years meaning that doctoral students have a sufficient amount of personal research time regardless of their source of funding.

• At the University of Bern, there are three models for achieving a doctorate (Graduate School, doctoral program, traditional individual doctorate), in which good supervision is fundamental to each doctorate relationship.
• The four-eyes principle (double supervision) is used for each doctorate relationship.
• Doctoral students are entitled to Protected Research Time in line with the legal foundations in effect at the University of Bern.
• A doctoral agreement governs the procedure, length, and aims of the doctorate as well as expectations, progress, and entitlements.
• Career meetings support doctoral students in choosing their future career path and ensure academic progress.

• Doctoral students are obligated to register at the University of Bern.

Early postdoctoral study is particularly aimed at providing work on a given project, supporting the acquisition of personal funds and promoting research mobility. Advanced postdoctoral study works towards a permanent academic position with a view to qualifying for a professorship.

• In the period following the doctorate, research mobility (preferably immediately after the doctorate) and the acquisition of personal funding are paramount to a successful academic career.
• It is vital to decide as quickly as possible whether to strive for an academic career (with the aim of obtaining a professorship or a lectureship) or rather to focus primarily on work supporting research, including research outside of academia.
• The new job categories for postdoctoral researchers pave the way for a successful academic career. An important requirement is having enough protected research time so that postdoctoral researchers with noteworthy publications, their own research areas, and their own independently developed and led research group can quickly make their mark.

• A postdoctoral agreement governs the procedure, length, and aims of postdoctoral study as well as expectations, progress, and entitlements.

The lectureship is an attractive, alternative career goal toward a professorship. The new assistant lectureship (similar to the Tenure-track assistant professorship) offers a career pathway with a probationary period with a view to working toward a permanent position. It should therefore provide up-and-coming academics with the opportunity to work towards a permanent lectureship in a targeted manner.

• Tenure-track assistant lectureships have full academic independence, which is a requirement for obtaining independent external funding. Sufficient postdoctoral experience is therefore important.
• Tenure-track assistant lecturers are appointed through transparent application procedures.

• The activities of Tenure-track assistant lecturers are reviewed regularly by an evaluation board appointed by the faculty.

Tenure-track assistant professorships (TTAP) are aimed at academic qualification with a view to taking up an existing or newly created professorship, or, in exceptional cases, a full professorship.

• Tenure-track assistant professorships offer the opportunity for long-term career planning and provide the University with a means of bringing excellent researchers in a period of high creativity and productivity into the University. The advantages lie in recruiting highly qualified young academics at an early stage in their careers and providing more planning security in the sense that a permanent position can be obtained following successful evaluation.

• The TTAP model is currently being strongly promoted amongst higher education institutions in Switzerland. The SNF specifically supported this until 2020 with its new “Eccellenza Grants” funding scheme. There are (or there were) thus other opportunities to apply for competitive additional funding.