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 discuss the use of artificial intelligence, students’ career prospects, strategic professorial planning, supporting junior academics, internationality and social responsibility.
Silvia Steiner: In recent years, the public image of UZH has really taken shape. The university’s many contributions to society are now more clearly seen and recognized. It works closely with other educational institutions and assumes responsibility where education intersects with the labor market. It conducts excellent research in relevant subject areas, is a reliable partner in the healthcare sector and systematically contributes its knowledge to politics, culture, business and law. UZH enjoys a high level of trust, not only among the population, but also in the public sector, which is reflected in the Canton of Zurich’s high financial commitment. This goes hand in hand with the expectation that UZH will make its academic insights and findings even more useful for society.
Michael Schaepman: Technological and social change is driven by knowledge. And who creates this knowledge? Universities, mainly. UZH therefore has great social responsibility, and it demonstrates how committed it is to this by becoming increasingly involved in social discourse as a thought leader. Not only does UZH conduct research on basic principles, from which innovations or new products can later emerge, it also conveys values and ethical attitudes. This is the basis for shaping the future responsibly.
Silvia Steiner (68) studied law at UZH and went on to obtain her doctorate from the University of Lausanne. Steiner, a member of the Mitte political party, has worked as a prosecutor and police officer, and since 2015 has served as a councilor and head of the cantonal education department for the Canton of Zurich. Until the end of 2024, she was also president of the Swiss Conference of Cantonal Ministers of Education (EDK). Since 2024, she has been co-vice president of the Swiss University Conference (SHK). As director of education, she is also the president of the Board of UZH.
Schaepman: A responsible approach to digital technology, artificial intelligence and the possibilities of machine learning means we must think ahead and ask ourselves what kind of future we want. For example, how can technology be employed to help us offset productivity losses resulting from demographic change? Or how can we ensure the quality and credibility of knowledge in the age of AI? To find sound answers to such questions, we must take as many aspects into account as possible. UZH is particularly good at this, thanks to its disciplinary diversity. Diversity is the key to the future viability not only of UZH, but of society as a whole.
Steiner: Pupils and learners at all other levels of education started using artificial intelligence in their everyday learning very early on. After an initial phase of uncertainty, it quickly became clear that AI can be used pragmatically and conscientiously in the classroom. Artificial intelligence makes it easier to find and process knowledge. But we must not forget that AI is simply one of many tools and does not replace one’s own thinking. Quite the opposite, in fact: the easier it becomes to access knowledge, the more important it is to be able to pose critical questions, classify information, check sources and understand context. Competence-based teaching, which was introduced to schools in Zurich several years ago with the Lehrplan 21 – the common curriculum for German-speaking cantons – is also proving to be a useful basis for dealing with artificial intelligence in contemporary learning.
Steiner: I do not share the concern that AI is systematically eliminating entry-level jobs for graduates, even though the unemployment rate among university graduates has risen slightly to 2.2% – compared to 2.9% for all those starting their careers. However, job profiles and requirements are shifting. The good news is that graduates are much more widely employable than one is led to believe. A university degree does not lead you down a single path, but rather opens up a wide range of career opportunities.
Schaepman: Students at UZH learn to think independently, assess critically, identify connections, engage with the unfamiliar, work with new developments, and even contribute to innovations themselves. These are all fundamental skills in times of accelerated change. While chains of command used to shape workflows in the past, today these processes are much more complex and collaborative. But when hierarchies lose their significance, empathy becomes a key competence. Finding connections between different perspectives and thinking of alternatives is becoming increasingly important. In order to train such skills, UZH places particular emphasis on interdisciplinarity.
Schaepman: The generational changeover is a consequence of the strong growth experienced by UZH around 30 years ago. The fact that this shift in staff coincides with accelerated social and digital change is a happy coincidence. Professorships shape the university’s profile. We now have the opportunity to rethink the focus of many professorships, taking future developments and challenges into account and – where appropriate – to adapt them. We are seizing this opportunity.
Steiner: The generational change also provides a great opportunity from the point of view of educational policy: the age gap between teachers and learners is shrinking and their spheres of experience are converging. This facilitates dialogue, especially when it comes to topics such as digitalization and artificial intelligence, where learning is increasingly taking place in both directions.
Schaepman: We are increasingly taking the overall university context into account when filling professorships. To this end, we are deepening the dialogue between the faculties and the Executive Board. Based on cross-cutting topics such as artificial intelligence, we are jointly considering how we can develop UZH in all its diversity so that it will continue to live up to its social responsibility in the future. Professorships are long-term commitments, while scientific and social change is accelerating. It is therefore all the more important to appoint individuals who think and work in a networked way, and who further develop their discipline in exchange with students and staff.
Steiner: In the end, the decisive question is: what do the students need? We must always take their perspectives into account.
Steiner: The trend is encouraging. Since 2015, in other words, since I took office, the proportion of women holding professorships has risen from around 20% to over 30%. At the end of 2025, 243 out of 745 professorships were held by women – the highest figure in the history of UZH. This is no coincidence, but rather the result of consistent efforts over several years. Assistant professorships make a significant contribution: in 2025, 52% of assistant professors were women. This figure gives us reason to be optimistic. At the same time, achieving gender equality requires perseverance. It is important to make targeted use of the opportunities presented by the generational changeover, and to systematically ensure that qualified women are considered in academic appointment procedures. Women often underestimate themselves during the application process – so it’s helpful to explicitly encourage them.
Schaepman: UZH’s strength lies in its broad base of excellent researchers. Top-tier appointments provide targeted impetus. In certain areas, we bring in particularly outstanding individuals who serve as global role models, inspiring and motivating others.
Steiner: Outstanding researchers come to UZH not because of short-term incentives, but due to long-term conditions such as academic freedom, well-connected structures and state-of-the-art infrastructure. As one of the most innovative regions in Europe, the canton of Zurich is the ideal environment in which to conduct research.
Schaepman: Young academics are our future. They are central to UZH’s ability to evolve, which is why supporting early-career researchers is one of our key responsibilities. We value reliable frameworks with good support and clear qualification paths. At the same time, we communicate openly about everything an academic career entails. Academia is highly competitive, and not everyone will stay at the university long term. That’s why, in addition to academic excellence, we also develop skills that are valued in other fields.
Steiner: And it’s the university’s job to help early-career researchers determine when it’s the right time to take the next step. This can also mean preparing to transition to a position outside the university. An academic education opens up many career paths. Successfully transitioning to another professional field is not a failure, but rather a testament to the quality of your education.
Steiner: Providing effective supervision for doctoral and postdoctoral candidates is a leadership task that requires both professional expertise and interpersonal skills. In 2023, the Swiss University Conference set out these requirements in its principles for supporting early-career researchers. Being a good supervisor involves setting clear expectations, providing regular feedback and defining responsibilities transparently.
Schaepman: It is also a matter of ethical responsibility. It requires attentiveness, reliability and sensitivity when dealing with power dynamics. That’s why UZH invests significantly in developing leadership skills. Furthermore, it has introduced clear, binding rules to reduce dependencies and ensure fair working conditions. The authorship guidelines introduced in 2025 ensure that the intellectual contributions of early-career researchers are recognized. Another key tool is the Protected Time initiative, which has been in effect since 2024. Doctoral candidates – and, in the future, postdoctoral researchers – have clearly defined, protected time slots for their own research. As a result, the total number of academic positions at UZH has increased.
Steiner: It should be emphasized that this is not about expanding administrative bodies, but rather about making targeted investments in productive positions in research and teaching. This enhances the quality of education and research.
Schaepman: UZH is comprised of people – which means that occasionally conflicts arise and rules are violated. As an autonomous institution, we are willing and able to handle such cases ourselves in a professional manner. UZH has several contact points and advisory centers run by skilled members of staff, as well as clearly defined, publicly documented procedures for dealing with rule violations. This includes the supervision monitoring system introduced in 2023, which allows university and faculty leadership to identify problematic patterns and take action. The key figures from the RSB commission – the Regulations on Protection against Sexual Harassment – have been publicly available since 2024. We are committed to further increasing trust in our procedures and in the contact points and advisory centers at UZH. We don’t desert those who find themselves in a situation of conflict.
Steiner: The Canton of Zurich makes a substantial contribution to UZH’s funding; correspondingly, policymakers and the public have an interest in understanding how these funds are used. Experience shows that the more clearly the university explains what it does and the public benefits it provides, the greater the trust it receives. In turn, this trust is a fundamental prerequisite for the university’s autonomy. The framework conditions are set out in the 2025–2028 ownership strategy.
Schaepman: Of course, we also earn trust through our professionalism. For example, when we complete major projects on time and within budget – like the new UZI 5 building – our leeway for future initiatives increases. Solid governance, trustworthy financial management, modern risk management, and transparency towards policymakers and the public are the foundations of UZH’s autonomy.
Steiner: The issue of sustainability is deeply rooted at UZH. There is a high level of awareness and commitment. The United Nations’ Sustainable Development Goals serve as the guiding framework. UZH regularly reviews the implementation of its sustainability policy, thereby demonstrating its contribution to the cantonal climate strategy.
Schaepman: The foundation of a sustainable future is understanding and addressing issues as a whole. That’s why we take a comprehensive approach in our research, teaching and operations. Interdisciplinary collaboration allows us to develop innovative and practical solutions – for example, preserving biodiversity or achieving a climate-neutral energy balance. We plan to make our diverse contributions to sustainable development even more visible to policymakers and the public.
Schaepman: UZH’s involvement in the major university networks Universitas 21, LERU and Una Europa is a key priority. These multilateral networks allow us to use our resources in a targeted and sustainable way to cultivate excellent, equitable collaborations in research and teaching and to provide students with opportunities for international mobility and learning experiences. Moreover, these networks empower us to advocate for issues such as academic freedom, institutional autonomy and favorable conditions for basic research, with a strong voice on the international stage.
Schaepman: UZH is mandated to strengthen Switzerland’s collaborations with partners in the Asia-Pacific region, from Japan to Australia, in the areas of research, education and innovation. UZH is well-positioned for this task. The university has extensive expertise in the Asia-Pacific region, as well as strong connections thanks to more than 50 exchange agreements and mobility programs. We maintain particularly vibrant partnerships with Kyoto University and the University of Queensland. We are now deepening and expanding our established network with the aim of ensuring that these relationships benefit Switzerland as a whole. This is of great importance, as the Asia-Pacific region is not only developing dynamically in terms of economics, but also becoming increasingly prominent in global research and innovation.
Steiner: UZH has deep roots in the region, while also enjoying a strong international reputation. Researchers at UZH are currently involved in projects with over 2,000 different international institutions. Between 2020 and 2024, they published papers with co-authors from more than 8,000 institutions around the world. As a center of business, Zurich directly benefits from this international network, for example by bringing ideas from research to market.
Schaepman: For researchers, the job market is global. Therefore, the ability to attract and retain so many talented researchers from both Switzerland and abroad speaks to the competitiveness of UZH and Zurich as a center for innovation. The combination of world-class international research, policymakers and a public that embrace academia, as well as short pathways from basic research to practical application, makes Zurich a highly attractive location for innovation.
Steiner: The Med500+ project is currently under parliamentary review. So far, the feedback has been positive, and the need for an additional 270 places at university is undisputed. At the same time, we are using this expansion as a chance to fundamentally modernize the curriculum and make the training that future doctors undergo more practical and competence-based. Hospitals also play a central role here. The great willingness of all involved to explore new avenues is very encouraging.
Schaepman: Let me give you an example from teaching. In recent years, UZH has been able to develop new interdisciplinary study programs by leveraging its broad range of disciplines. This includes programs in areas such as biodiversity, biomedicine and business chemistry. More programs were added in 2025, including Evolutionary Language Science, Global Futures, Applied Mathematics and Machine Learning, as well as the international joint Bachelor’s degree in Sustainability. All these programs give students the chance to navigate and shape a complex, rapidly changing world.
Steiner: That’s right. And to give another example: I think it’s both right and important that UZH supports interdisciplinary research and continuously improves the conditions for it, because social challenges can only be addressed using an interdisciplinary approach. UZH is developing its structures to facilitate interconnected, cross-faculty research in all fields. One example of this is the cross-faculty One Health Institute: it brings together human and veterinary medicine, as well as the natural sciences, and allows us to obtain a comprehensive overview of the health of humans, animals and the environment. By doing so, UZH is setting its course for the future – and demonstrating its ability to evolve.
