Samenvatting

Since 2001, Dutch Universities of Applied Sciences are expanding their core business teaching with research. Lecturers have to engage in novel researcher roles while maintaining their performance in teacher roles. First, we present a framework that acknowledges the intricacies of this double role transition. We draw on theories on role transition and on work-related learning. We raise the question whether using Bourdieu’s theory of practice (1977) as a unifying framework, offers a practical way to strengthen an interdisciplinary and multilayered approach in studies on role transition. Second, the framework is applied in an explorative study on the role transitions of lecturers in a Dutch U.A.S. Using two vignettes, we show how role transitions are regulated both by lecturers’ personal identities and proactive agency, and measures taken in the institutional context. Despite measures taken, planned/implemented/in-progress, the findings suggests that the situation in the U.A.S. is still too weak to reach ambitions.