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Our employees in research, services, teaching and administration perform key tasks in all areas of mandated activity. They can shape a career with various job profiles and development opportunities.
The varied careers and professional histories of employees working in the four areas of mandated activity are an invaluable resource for universities of applied sciences. The diagram below shows potential career development paths for the HSLU’s employees, with trajectories leading both into the organisation and away from it. The personnel categories (boxes) not only differ in terms of tasks, requirements and professional experience, but also specifically in terms of responsibility, requirement to work independently and subject-specific expertise.
When it comes to professional careers, “up” is not the only way: changing to a different category and/or leadership position is not necessarily a vertical move. The personnel development strategy facilitates individual development processes and the development of new skills and qualifications. Personnel development measures are informed by the employees’ perspectives, but also depend on the institution’s means, strategic orientation and thematic focus.
Job profiles on the HSLU website
Professors at the HSLU work at least 0.5 FTE in teaching, research and development (R&D), with at least 0.2 FTE each dedicated to teaching and R&D. They actively engage with the scientific and professional communities. They represent their specialist field externally. People in this position have a high level of specialist skills and knowledge and typically at least three years of work experience in a non-university setting. They have a doctorate or equivalent qualification, good standing within the science community, management skills, as well as teaching and research experience and a university teaching certificate.
Artistic professors teach in education as well as continuing education programmes. Involvement in research activities is desirable (i.e. an asset), engagement with the artistic-creative community a must. They have a high level of specialist skills, typically at least three years of work experience in a non-university setting, an extensive track record as an artist or designer, as well as teaching experience and the relevant university teaching certificate. They are typically employed at 0.5 FTE or more.
Senior lecturers work in teaching (education and/or continuing and executive education programmes) and continually develop their taught subject, which they also represent externally. They have at least three years of professional experience in a non-university setting or three years at a university plus one year or more in a non-university setting, as well as advanced skills in research and development in their specialist field or field of activity, and good standing within their specialist community. Teaching experience is desirable (i.e. an asset). They are typically employed at 0.5 FTE or more.
Lecturers have a workload of at least 0.5 FTE in teaching, both in education and continuing and education programmes. They devise exams, supervise and coach students and are responsible for teaching quality. Their role might extend to other areas of activity. Lecturers have at least three years of professional experience in a non-university setting or three years at a university plus one year or more in a non-university setting (exemptions are possible in theory and/or foundational subjects). Teaching experience is desirable (i.e. an asset). Lecturers are typically employed at 0.2 FTE or more.
Researchers dedicate more than half of their workload to research and development and/or services for third parties (including heading projects, acquisition, publications, conference papers, etc.). Their role might extend to other areas of activity. A proven track record in research and at least three years of research experience are required. A university teaching certificate is desirable (i.e. an asset) for researchers carrying out independent teaching activities. Researchers are typically employed at 0.5 FTE or more.
Assistants, research associates and artistic staff play a key role in the university's fulfilling of its mandate. Focusing on a range of areas, they carry out tasks in all areas of mandated activity and in the university’s general operations. Read on for a description of their profiles.
Senior research associates carry out tasks in research and development and/or services for third parties (including heading projects, involvement in acquisition, submissions for journals, etc.). They may also teach if the goal is to gain experience in this arena. Senior artistic staff are primarily teaching. In addition to a master's degree, they have at least two years of research experience or previously worked as a research associate/as artistic staff. Professional experience in a non-university setting is desirable (i.e. an asset). A university teaching certificate is required for senior research associates carrying out independent teaching activities. Senior research associates are typically employed at 0.5 FTE or more.
Research associates have a master's degree (or, in exceptional cases, a bachelor’s degree) and ideally some professional experience. They carry out administrative, operative, and conceptual (project-related) tasks in research and development and/or services for third parties. In the area of teaching, their primary role is to provide support and/or perform organisational tasks. They may also supervise student projects and engage in limited teaching activities.
Artistic staff are mainly involved in artistic projects and in practical teaching. Having graduated with a master's degree, they have gained some experience as working artists. Working as artistic staff is primarily a means of qualifying for a career in practical teaching or for artistic projects. They are typically employed at 0.5 FTE or more and have fixed-term employment contracts. The category of artistic staff was created to foster talent in academia.
Assistants have a bachelor’s degree. They work in the organisation and administration of the university’s teaching and research activities and provide support in the classroom and for research projects. There are two categories: artistic and research assistants. Both develop advanced skills and knowledge for a future career in science or the arts. They are typically employed at 0.5 FTE or more and have fixed-term employment contracts. The category of assistant was created to foster talent in academia.
It is possible to employ students at up to 0.5 FTE until they finish their studies at the HSLU, the key requirement being that they are enrolled in a master's degree programme. They mainly carry out administrative, operative and/or conceptual tasks and/or contribute to projects in research and development and/or to services for third parties. Some professional experience is desirable (i.e. an asset). Graduate assistants may also carry out supporting and organisational tasks in teaching.
Students (including those without prior professional experience) may be employed as temporary assistants in teaching and/or research and development during their studies. They work irregular hours and have hourly wages.
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Specialist infrastructure staff also work within the four areas of mandated activity (not represented in the personnel development strategy diagram). The following categories exist:
Production support staff carry out support tasks in research and development and/or services for third parties. Their main field of activity is teaching, providing instruction on how to use the university’s technical infrastructure (technical introductory courses, exercises), and tutorials and similar formats for lower semesters. They provide qualified technical support where classes require specialist infrastructure. Production support staff have a bachelor’s or master’s degree plus several years of professional experience in their chosen field.
Heads of workshop provide support where classes require specialist infrastructure and/or for research and development projects and/or for service projects for third parties. They have a certificate of apprenticeship and/or a bachelor’s degree with additional specialist training, as well as at least three years of professional experience in a non-university setting.
Staff (workshop, lab, etc.) provide support where classes require specialist infrastructure and/or for research and development projects and/or for service projects for third parties. They have a certificate of apprenticeship and additional specialist training, as well as professional experience and the required specialist skills.
Employees in these categories carry out varied administrative and technical tasks. Their areas of activity include finances, IT, business applications, HR, facility management, university development and services, marketing and communication, secretariats and reception. The diversity of the functions in question is mirrored by the variety of the associated job requirements, profiles and careers.
The organisation of management at the HSLU is based on a leadership perspective. The principles of this organisational model are formed by the hierarchical level and the span of employees to be managed. They generally head, and are responsible for, their management area. In addition to the specialist skills and professional experience required, they have leadership experience and/or commensurate management skills.
