The disciplinary identity and self-image of communication science have recently been objects of intense discussion and reflection in scholarly journals and conference panels. These debates focus on the questions of the objects, theories, methods, and thus also on the social role of communication science in times of digitalization. From a Swiss perspective, it is also necessary to ask about the role of different language and cultural areas as well as the strongly positioned universities of applied sciences on the subject’s repertoire of theories and methods and thus the existence of a communication science “Helvetian Manner.” So far, these discussions have been led through the lens of researchers’ own professional experience and their preferred theoretical and conceptual approaches. However, they lack empirical data. Based on a diachronic and synchronic quantitative analysis of the theories, methods and objects used at Swiss communication science institutes, this article derives propositions regarding the current debate and submits them for further discussion. The analysis draws on an original sample of graduate theses of different qualification levels. This study thus enriches current discussions with empirical findings on the discipline’s “lived” research and teaching practice.