Higher education is increasingly being judged not only by the degrees it awards, but by the opportunities it creates for students after graduation. At the Campus to Career Summit 2026 held on 15-16 May in Bengaluru, organised by the Higher Education Department, Government of Karnataka, in collaboration with KDEM and Elets Technomedia, policymakers, vice-chancellors and industry representatives examined how universities can prepare students for a rapidly changing world of work.
The panel discussion, titled “The Government of Karnataka’s Vision for Outcome-Based Higher Education,” highlighted the state’s efforts to improve graduate employability, integrate industry-driven learning and develop a future-ready higher education ecosystem. The session was moderated by Dr. Ravi Gupta, Founder, CEO & Editor-in-Chief, Elets Technomedia.
Speakers agreed that academic knowledge alone is no longer enough. Students also need practical exposure, digital capabilities, adaptability, communication skills and the confidence to apply what they learn in real-world situations.
Higher Education Must Deliver Meaningful Returns
Opening the discussion, Khushboo Goel Chowdhary, Secretary, Higher Education Department, Government of Karnataka, explained the vision behind the Campus to Career Summit and the state’s growing focus on employability and skilling. “The student nowadays, when he or she goes for higher education, expects a return on investment.”
Her observation reflected a reality that institutions across India are increasingly recognising. For students and families, higher education represents a significant investment of time, effort and financial resources. They naturally expect this investment to result in meaningful career opportunities.
She stressed that employability, experiential learning and industry exposure can no longer be treated as optional additions to academic programmes.
She highlighted several initiatives being pursued under the State Education Policy 2025, including curriculum redesign with industry participation, the development of Centres of Excellence, faculty development programmes and skill pathways that allow students to acquire job-relevant competencies during their academic journey.
According to her, stronger cooperation between academia, government and industry will be essential to ensure that graduates are prepared for emerging workforce requirements.
From Theory Classrooms to Skill Laboratories
Dr. S. Vidyashankar, Vice-Chancellor of Visvesvaraya Technological University, emphasised the need to embed skills directly within engineering education rather than treating them as extracurricular or supplementary activities. “It is not the 66-square-metre theory classroom. It is a 660-square-metre skill lab that is the need of the hour.”
The statement captured the shift required in modern technical education. As employers increasingly seek graduates who can apply their knowledge, institutions must create more opportunities for students to practise, experiment and solve real problems.
Dr. Vidyashankar outlined several initiatives undertaken by VTU, including mandatory internships, project-based learning, field-based education, the introduction of artificial intelligence from the first year and the establishment of industry-supported Centres of Excellence.
He also discussed the use of AI-based tools to assess students’ skill levels and provide personalised feedback. Such interventions can help institutions identify individual learning gaps and guide students towards suitable skill-development pathways.
His message was clear: future-ready graduates will be shaped through continuous practice, hands-on learning and meaningful interaction with industry.
Universities Must Develop Adaptable and Ethical Learners
Prof. B K Ravi, Vice-Chancellor of Bengaluru North University, focused on the broader transformation expected from higher education institutions. “The future-ready university is not one that only grants degrees, but one that develops adaptable, ethical, digitally competent and globally aware learners.”
His remarks reflected the changing expectations of both employers and society. Organisations are not simply looking for academic qualifications. They need graduates who can think critically, communicate effectively, adapt to disruption and work across disciplines.
Prof. Ravi called for deeper collaboration among universities, industries, startups, government agencies and international academic institutions.
He also advocated for integrating artificial intelligence, digital literacy, entrepreneurship, research participation and experiential learning into undergraduate education.
Universities, he said, must evolve into innovation-led ecosystems that prepare students not only to secure employment but also to create new enterprises, solutions and opportunities for others.
Moving Beyond Rote Learning and Conventional Assessments
Prof. B. S. Satyanarayana, Vice-Chancellor of Dayananda Sagar University, spoke about the need to move away from conventional teaching and examination models.
In an economy increasingly shaped by innovation and technology, memorising information is no longer sufficient. Students must be able to apply concepts, solve complex problems and demonstrate competencies beyond examination scores.
Prof. Satyanarayana explained how project-based learning, multidisciplinary education, skill certifications and competency-driven assessments can enable students to build practical portfolios throughout their university journey.
Such portfolios can offer employers a more meaningful picture of a graduate’s abilities than marksheets alone.
He also highlighted the growing influence of artificial intelligence and sustainability on higher education. Universities, he argued, must create environments where students can innovate, experiment and even develop startup ideas while pursuing their degrees.
Outcome-Based Education Must Focus on Delivery
Offering a reflective perspective, Prof. Kuldeep Kumar Raina, Vice-Chancellor of M.S. Ramaiah University of Applied Sciences, encouraged institutions to examine whether education systems are genuinely delivering the outcomes promised in their policies. “Why are we introspecting after so many years on the same thing? That means probably we have failed in delivery.”
His observation shifted the conversation from policy design to implementation. While outcome-based education has been discussed for years, concerns around graduate employability, skill gaps and workplace readiness continue to persist.
Prof. Raina argued that institutions must reassess how they measure student learning and preparedness. Academic performance alone cannot serve as the only indicator of success.
He also stressed that outcome-based education should not begin only at the university level. Meaningful reform must extend across the education system, beginning in schools and continuing through higher education.
He called for greater collaboration among institutions and stronger investment in educator development so that teachers are equipped to prepare learners for future challenges.
Micro-Credentials and Lifelong Learning Gain Importance
Representing Coursera, Prashasti Rastogi, Senior Director, Campus and Government, Coursera brought an industry and digital-learning perspective to the discussion.
She said, “The future is changing every week.” The statement resonated because it captured the speed at which technologies, job roles and workplace expectations are evolving. Skills that are valuable today may need to be updated or replaced within a few years.
She highlighted the growing acceptance of micro-credentials among students, educators and employers. Short, specialised learning programmes can help learners acquire new capabilities without waiting for a complete degree programme to be redesigned.
She also discussed the expanding role of artificial intelligence in education. While AI can personalise learning and improve access, institutions must continue to strengthen uniquely human capabilities such as communication, critical thinking, collaboration, creativity and judgment.
For universities, this means becoming more agile and creating opportunities for students to continue learning throughout their lives.
Also Read: The expiry date on a Degree: Why Online Education must evolve faster than the skills it teaches
Building a Future-Ready Higher Education Ecosystem
The discussion demonstrated that outcome-based higher education requires more than curriculum reform. It demands a fundamental shift in how institutions teach, assess and engage with students.
Internships, skill laboratories, industry-supported Centres of Excellence, multidisciplinary projects, AI-enabled learning, micro-credentials and entrepreneurship must become integral components of the university experience.
Karnataka’s vision places employability and student outcomes at the centre of higher education transformation. However, the success of this vision will depend on sustained cooperation among government departments, universities, faculty members, employers and technology providers.
The future of higher education will not be defined by how much information students can reproduce in an examination. It will be determined by their ability to apply knowledge, adapt to change and contribute meaningfully to the economy and society.
The Campus to Career Summit 2026 reinforced one central message: a degree may open the door, but skills, competencies and confidence will shape what students achieve after they step through it.
