This study qualitatively investigates solutions to lecturer-related problems caused by the relatively recent introduction of a teaching-research mission at Swiss universities of applied sciences (UASs). It thereby makes an empirical contribution to the debate on organizational actors in higher education. The investigation is informed by a theoretical framework primarily drawn from the literature on organizational actorhood and relies on data from semi-structured interviews. Representing all public UASs in Switzerland, the sample consists of 19 directors and 1 head of institutes of business schools and engineering schools. The analysis identified five problem themes and numerous solutions. The findings suggest that after almost 30 years of their inception, UASs have been utilizing their decision-making leeway to a great extent at the central and decentral levels, and in some cases are still in the process of solving the problems caused by integrating teaching and research activities at the individual and institutional levels. While various solutions in terms of structure, culture, and resources have been developed and implemented, isomorphic tendencies can also be observed. The data suggest that the common key to solving many problems lies in the human resources and a post-Humboldtian configuration of research and teaching.