A Conversation with the President of the Board of the University and the President of UZH
Director of Education Silvia Steiner and UZH President Michael Schaepman share their thoughts on interdisciplinary diversity, the future of medical studies, the arrival of Kantonsschule Zürich Nord at the Irchel Campus, international relations and UZH’s role in society.
Silvia Steiner: An interdisciplinary approach is the only way forward nowadays. Tackling problems from the perspective of a single discipline falls far too short. Reality doesn’t respect the boundaries of academic fields. We want to enable our young people to understand complex questions and find multi-faceted answers to them. They must be able to place their knowledge within a broader context. That applies to all levels – from school to university.
Michael Schaepman: By integrating perspectives from different fields, we become more open, resilient, creative and eager to learn. These are essential skills at a time when acquired knowledge quickly becomes outdated.
Silvia Steiner (67) studied law at the University of Zurich (UZH) and earned her doctorate at the University of Lausanne. The Mitte-politician, has also worked as a public prosecutor and police officer. Since 2015, she has been a member of the cantonal government of Zurich and the head of the Department of Education. Until the end of 2024, she was the president of the Swiss Conference of Cantonal Ministers of Education (EDK). Since 2024, she has been the co-vice president of the Swiss University Conference (SHK). As the head of the Department of Education, she is also the president of the University Council of UZH.
Steiner: You need to actively foster this way of thinking. What good is my expert knowledge if I don’t know how to explain it coherently to people in other fields? Without this skill, knowledge remains isolated and it’s no good to society. Creating effective interdisciplinary research structures and educational opportunities is a responsibility of leadership. In recent years, UZH has got a lot off the ground, for example the School for Transdisciplinary Studies and study programs in cross-disciplinary fields such as biodiversity or digital skills.
Schaepman: The trend towards interdisciplinary approaches is driven by demand as well as supply. Many students recognize the added value offered by interdisciplinary perspectives for their education, and later in their careers. At the same time, UZH is expanding its offer of interdisciplinary as well as international formats. Some examples of this are the practice-oriented Future Skills courses, or the joint Bachelor’s program in European studies and sustainability developed as part of the Una Europa university alliance. There are also the newly created degree programs in biomedicine, business chemistry, earth system science and evolutionary linguistics.
Schaepman: This interplay can be illustrated by the T-shaped skills theory. The vertical axis of the T stands for the depth of expertise in a field, while the horizontal axis symbolizes the breadth of transferable skills. This combination is increasingly in demand in the world of work. Depending on their choice of study program or module, UZH students can emphasize different points on their own T.
Steiner: The digital revolution is a classic cross-sectional issue and a major impetus for interdisciplinary cooperation. Methodologically speaking, it facilitates exchange, as all disciplines have access to the same digital toolbox. The digitalization initiative of the Zurich Higher Education Institutions and UZH’s Digital Society Initiative (DSI) exemplify how digital transformation can be analyzed and actively shaped through interdisciplinary collaboration, including with other universities.
Schaepman: Digital technologies promote networking, both between people and between scientific disciplines. They expand the links between previously isolated scientific fields, thereby opening up new possible combinations – including when it comes to teaching. This is increasingly evident in the digital student platforms we are currently developing at UZH. These platforms will enable students not only to plan and organize their studies more flexibly and individually in the future, but also to give them a more interdisciplinary focus.
Schaepman: UZH withdrew from the Times Higher Education (THE) ranking in 2024 and is also considering withdrawing from a number of other university rankings. Many rankings assess academic performance in a one-sided way and value quantity over quality. This creates the wrong incentives in academia. We don’t have to simply accept this – universities can emphasize other incentives. Many are doing this already, by supporting an open academic culture with specific funding instruments. UZH is taking on a pioneering role in this international trend. Our early career and research funding programs empower young researchers to connect across disciplines. One example is the University Research Priority Programs (URPPs), which exclusively promote interdisciplinary projects. These programs are highly competitive, they have gained international recognition and attract particularly talented early-career researchers. The scholars who emerge from these programs often find themselves at home in multiple fields. They move effortlessly between disciplines, and their open-mindedness significantly contributes to the advancement of the academic culture at UZH and beyond.
Steiner: As far as the content of future priorities is concerned, I will refrain from expressing my wishes. Freedom in research and teaching is sacred to me. However, I am happy to say that I consider URPPs to be an excellent and leading-edge funding model – precisely because they promote interdisciplinarity.
Schaepman: The primary aim of basic research is to understand the world better – not develop a new product. And yet, basic research is at the start of every value chain. Its fundamental importance to innovation is often underestimated. Because it’s open-ended, there is rarely a straight, predictable line from academic knowledge to practical application. For example, in the past telephones had cables and televisions had antennae. Nowadays, the opposite is true. Behind this seemingly simple swap lies decades of fundamental research. It’s almost impossible to predict which interplay of ideas and findings will ultimately lead to successful inventions or companies being founded. But when intensive, interdisciplinary basic research is carried out, the chances of successful applications increase. This can also be seen at UZH: many of our successful start-ups emerged from basic research.
Steiner: When ideas from various branches of fundamental research converge and collide with entrepreneurial spirit, the conditions for innovation are ripe. For the canton of Zurich, it’s a very promising development that the aerospace consortium Starlab Space will establish a site at the Innovation Park in Dübendorf, where the University of Zurich’s Space Hub also conducts interdisciplinary space research.
Steiner: Switzerland needs to train more doctors – this is a recognized necessity. As part of the Med500+ project, the Board of the University has tasked UZH with exploring how to increase the number of medical study places available by 270, while maintaining the same high-quality level of education. Meanwhile, medical studies at UZH are being significantly restructured. The aim is to meet current demand by incorporating a stronger practical focus, reducing teaching in the traditional lecture format, and incorporating more interactive methods. The idea is to provide an education that not only imparts specialized knowledge, but also fosters a holistic view of people and health, introducing students to clinical thinking and approaches early on.
Schaepman: A reform of medical studies also addresses the rapid developments in modern medicine. One of the challenges is the emerging trend towards outpatient treatments. Inpatient treatments enable students to observe the effects of medical interventions on a specific case over an extended period. It is more difficult to gain this fundamental practical experience with outpatient treatments. To compensate for this, UZH makes use of simulations, digital training and artificial intelligence. While this approach doesn’t replace direct patient contact, it does complement the clinical aspect of medical studies.
Steiner: This requires enough internships at hospitals and doctors’ practices. Finding these spots is a challenge that can only be tackled in close cooperation with the university’s hospitals and other healthcare institutions. We’ve been laying important foundations for this in recent years, in legal terms with the updated Ordinance on University Research and Teaching in the Healthcare Sector, and at the structural level with the University Medicine Zurich (UMZH) network, which has become established as a strong link between the university and hospitals. These close ties are crucial to the success of the reform – and has an impact beyond Zurich.
Steiner: The start was very positive and impressive at the same time: hundreds of high school students from Kantonsschule Zürich Nord marched from their previous location to the Irchel Campus alongside the entire teaching staff as part of an authorized demonstration. There has never been anything like it. There was movement in all senses of the word. For the more than 2,000 high school students at Kantonsschule Zürich Nord, the project is a great opportunity to get a taste of university life. And it’s the best advertisement for UZH. So far, feedback has been very positive. UZH has proven to be a well-prepared and welcoming host, which makes me very happy. And there are great opportunities for networking between the different educational levels. Kantonsschule Zürich Nord is the first of five Zurich high schools that will move to the Irchel Campus in stages by 2033. The interim use of two Irchel buildings will allow all five cantonal schools to be renovated by 2033.
Schaepman: Kantonsschule Zürich Nord’s move to the Irchel Campus went very smoothly, which is no small feat given the scale of the project. The new Irchel community is growing together step by step, day by day. Promising joint projects are developing, such as an exchange of teaching ideas. Particularly exciting is the planned teaching/learning project on the cartography of the Milky Way. A radio telescope will be installed on the roof of an Irchel building, which can then be used by high school students, university students and researchers. Together, they will receive and analyze signals from space.
Steiner: This is an important step for researchers at UZH and in Switzerland in general. ERC grants are not only an important source of funding, but also a quality label that gives researchers international visibility. Anyone who receives an ERC grant has proven themselves in a highly competitive international environment. The Federal Council negotiated very well. What is particularly important, in my view, is that it did not compromise on admission to studies – the Swiss upper secondary school-leaving certificate is still a prerequisite. This preserves the high quality of our education system.
Schaepman: Both Switzerland and the EU have great interest in close cooperation when it comes to research. The excellent universities in Switzerland are an asset to the European Research Area, which in turn is of great importance to Swiss research. To illustrate this: in my area of expertise, environmental remote sensing, I would be competing with around 10 to 15 other researchers in Switzerland. Now that Switzerland has rejoined Horizon Europe, this number jumps to over 1,000. This European competition promotes quality research. Switzerland’s full association with the EU’s research programs remains a very important goal. These programs have an impact far beyond the EU, with non-European countries such as Canada also gaining access. Barriers are increasingly being erected in other parts of the world that restrict the exchange of knowledge, which worries me. Meanwhile, the European Research Area opens many doors.
Schaepman: Our academic system is based on free access to academia and education. We want to hold onto this, even if other states around the world are increasingly influencing collaboration and competition in research. Many international collaborations are restricted or subject to conditions. It’s therefore more challenging than ever for universities to maintain their scholarly independence while also remaining competitive at the international level. In order to fulfill our responsibility in international cooperation, we are developing guidelines that help us make differentiated decisions for sensitive fields. One example is dual-use research, where the boundaries between civilian and military applications are becoming increasingly blurred. In interdisciplinary working groups – with the participation of swissuniversities and the Swiss government – we are currently developing a framework for action that takes ethical, legal and political aspects into account. This will strengthen our ability to act autonomously and independently at an international level.
Steiner: We need to provide younger generations with tools that allow them to recognize their own social responsibility. We can best achieve this by not only teaching specialized knowledge at all levels of education – from primary school to university – but also by encouraging people to think critically. This serves as a defense against fake news and manipulation. Academia also plays a crucial role: it creates reliable and objective foundations for rational, factual and critical social debates. It’s also important for the university to make its knowledge accessible, keep its doors open to the public and offer platforms for public discourse. However, we can only perform these fundamental social duties if the university maintains its critical distance and independence. Independent research and teaching are a university’s greatest assets. Its credibility depends on them.
Schaepman: In one sense, UZH provides orientation and thus acts as a haven of peace in turbulent times. At the same time, it’s a place where lively exchange and controversial debate take place. While spirits can occasionally run high, there are clear boundaries. These boundaries are crossed when ethical principles or the rules of mutual respect are violated, or when individual groups try to impose their views at the expense of others. At that point we defend ourselves. Freedom of expression is inextricably linked to freedom of research and teaching. Topics should be examined and reflected on from as many different perspectives as possible. While not every single event at UZH can reflect all points of view, the overall range of all public events reflects a broad spectrum of positions and opinions.
Steiner: Managing risks means, above all, exploring the ins and outs of the proportionality of planned measures – an approach I am very familiar with as a lawyer. Like any large organization, UZH has a great deal of responsibility and must assess risks in many different areas, professionally and with foresight. In principle, far-reaching decisions at UZH have always been made on the basis of well-founded risk analysis, with the Board of the University as the supervisory body. What’s new is that UZH is making these assessments in a more structured way than ever before. This creates clarity and strengthens the basis for sound strategic decisions.
Schaepman: There are areas of activity at UZH where great caution is required and others where you have to dare to take a chance. Our pioneering risk management system is a tool that helps us make appropriate decisions when it comes to risk. In terms of information security, for example, the strictest measures are necessary to prevent data loss in the event of a power failure. Research funding, on the other hand, requires the courage to take some risks. If you burden interesting academic projects with too many restrictions, you might end up stifling creativity. In this case, risk analysis can help to give bold decisions the necessary backing, and therefore the freedom that they need to take shape. Risk management therefore not only helps us to classify dangers, but also to seize opportunities decisively.
Steiner: Personal experiences often create a close connection to UZH. Many donors look back on their own studies with gratitude and want to give something back to the university. Many want to do something good for society in the long term and therefore want to support research and teaching at UZH. Financial donations are a sign of the high level of trust placed in UZH: donors know their funds will be used responsibly.
Schaepman: Trust and integrity are decisive. UZH holds itself to high standards of integrity. Freedom in research and teaching is non-negotiable. We strictly oppose any influence on appointment decisions, for example. I am convinced that this clear stance on academic freedom makes UZH extremely attractive to donors. What’s more, UZH’s independence is safeguarded by the public funding of its basic services in teaching and research. Donations are a valuable means of bringing innovative and socially relevant projects that go beyond our basic mission to fruition. Another factor for success is UZH’s diversity. The broad range of subjects at Switzerland’s largest comprehensive university repeatedly allows for exciting interdisciplinary constellations that are very appealing to donors. For example, thanks to a generous donation, we were able to establish a research center for the study of violence against women in 2024, which integrates both theology and the natural sciences.
Steiner: That UZH continues its successful development – always with the aim of maintaining independence in research and teaching, and giving something back to society. Education is the most important resource we have in Switzerland. It’s the foundation for a thriving democracy.
Schaepman: Our foundation is diversity. By combining different perspectives and disciplines, we can create and impart new knowledge. In this way, UZH is committed to a sustainable world.
