Recent reforms in Swiss higher education transformed vocational training institutions with a teaching mission into universities of applied sciences and universities of teacher education that should balance research and teaching activities of individual lecturers following the Humboldtian model. Drawing on the concept of ambidexterity, we aim to examine the current outcome of the reforms in terms of the structural conditions for research and the research competence of lecturers at the two new types of universities. By means of a document analysis, we first assess how the shift manifests itself in institutional mission statements. We then analyze recent survey data (N=2454) regarding the lecturers’ perceptions of the structural conditions for research and their research competence. While our findings suggest that the new higher education sector has formally adopted the Humboldtian model, notable differences between the two types of universities can be observed in the extent to which the new policy imperatives have influenced the mission statements. Furthermore, we find a certain degree of mismatch between the organizational ambidexterity required by the Humboldtian model, the structural conditions for research encountered by lecturers, and the individual research competence. A number of conceptual and policy implications are drawn.

瑞士高等教育最近的改革将具有教学使命的职业培训机构转变为应用科学大学和师范教育大学，这应该在遵循洪堡模型的基础上平衡个别讲师的研究和教学活动。借鉴矛盾的概念，我们旨在从研究的结构条件和两种新型大学的讲师的研究能力方面研究改革的当前成果。通过文件分析，我们首先评估这种转变如何在机构任务陈述中体现出来。然后，我们分析有关讲师对研究结构条件及其研究能力的看法的近期调查数据（N = 2454）。尽管我们的发现表明，新的高等教育部门已正式采用洪堡模型，但在新政策势力影响使命陈述的程度方面，可以观察到两种类型大学之间的显着差异。此外，我们发现洪堡模型所需的组织灵活性，讲师遇到的研究结构条件和个人研究能力之间存在一定程度的不匹配。提出了许多概念和政策含义。我们发现洪堡模型所需的组织灵活性，讲师遇到的研究结构条件和个人研究能力之间存在一定程度的不匹配。提出了许多概念和政策含义。我们发现洪堡模型所需的组织灵活性，讲师遇到的研究结构条件和个人研究能力之间存在一定程度的不匹配。提出了许多概念和政策含义。