The rapid rise of artificial intelligence, automation, and digital technologies is redefining the skills required in the global workforce. As industries evolve faster than ever before, higher education institutions are under increasing pressure to ensure that graduates are equipped not only with academic knowledge but also with the adaptability, problem-solving abilities, and practical experience needed to thrive in a constantly changing environment.
These challenges were at the heart of the panel discussion titled “From Silos to Synergy: Reimagining Higher Education for Industry-Ready Talent” at the Campus to Career Summit 2026 held on 15–16 May in Bengaluru. Moderated by Dr T.N Nagabhushana, Vice Chancellor of Kishkinda University, Ballari, the session brought together academic leaders from India and Australia. It explored how universities can bridge the gap between classroom learning and industry expectations.
The discussion focused on curriculum transformation, faculty development, interdisciplinary education, experiential learning, and stronger partnerships between academia, industry, and government. Despite representing different institutions, the panellists shared a common belief that preparing students for future careers requires a collaborative ecosystem rather than isolated institutional efforts.
Prof. Godwin Tennyson, Director (i/c), Indian Institute of Management, Tiruchirappalli
Setting the context, Prof. Godwin Tennyson, reflected on how India’s education system successfully supported the country’s emergence as a global IT hub. He noted that the educational models which served previous generations are no longer adequate in an era driven by artificial intelligence and rapidly changing job roles. With many future careers yet to be defined, he emphasised “Universities are preparing students for jobs that are constantly evolving, making adaptability more valuable than fixed technical expertise.” This highlights a major shift in higher education. Instead of focusing only on technical knowledge that may become outdated, institutions need to help students develop transferable skills such as critical thinking, problem-solving, communication, and continuous learning. These competencies will enable graduates to adapt to new technologies and changing job roles throughout their careers.
He also mentioned the growing importance of interdisciplinary education, observing that traditional departmental boundaries often prevent students from developing the broader perspectives demanded by today’s employers. Referring to the vision of the National Education Policy (NEP) 2020, he stressed that curriculum design should encourage students to combine knowledge from multiple disciplines while developing transferable skills that remain relevant regardless of technological change.
This shift, he suggested, is essential because future graduates will need the ability to continuously learn, adapt, and solve complex problems rather than simply rely on specialised knowledge acquired during their university years.
Abhay. G. Chebbi, Pro-Chancellor of Alliance University, Bengaluru
Building on this perspective, Abhay G. Chebbi, argued that employers are increasingly evaluating graduates based on their capabilities rather than the degrees they hold. According to him, industries today require professionals who can think across disciplines, adapt to evolving technologies, and approach problems with creativity and innovation.
He explained that universities should expose students to subjects beyond their primary area of study. Engineering students, for example, benefit from understanding entrepreneurship, business, law, and design thinking, enabling them to address real-world challenges from multiple perspectives. He said, “Employability today is determined more by capabilities than by the degree printed on a certificate.” A degree may open the door to employment, but it is practical skills and professional competencies that help graduates succeed. Universities therefore need to provide opportunities for project-based learning, internships, innovation challenges, and teamwork so students graduate with confidence as well as knowledge.
Abhay also emphasised that curriculum reform alone cannot produce industry-ready graduates. Teaching methodologies must also evolve. Universities should encourage students to identify real-life problems, design practical solutions, and apply their knowledge through project-based learning and continuous interaction with industry. He further argued that higher education institutions should function as innovation ecosystems where students collaborate with researchers, faculty, and industry professionals to solve authentic business and societal challenges instead of working solely on theoretical assignments.
Prof. Ramesh B, Vice Chancellor of Dr Manmohan Singh Bengaluru City University, Bengaluru
Offering a critical assessment of existing academic practices, Prof. Ramesh B, observed that Outcome-Based Education (OBE) has yet to fully achieve its intended objectives. While universities have adopted OBE frameworks, meaningful collaboration between academia, industry, and government remains limited.
He pointed out that industry engagement often begins only during internships or campus recruitment, leaving students with limited exposure to workplace realities throughout their academic journey. Instead, he advocated involving industry representatives from the earliest stages of curriculum development while encouraging them to participate in classroom discussions, mentoring, live projects, and skill development initiatives. He said “Industry engagement should begin during curriculum design, not only when students are ready for placements.” This reflects the need for universities to stay aligned with changing workforce demands. When employers help shape academic programmes, students gain relevant skills throughout their education instead of trying to bridge the gap only during their final year.
Prof. Ramesh also highlighted the significance of experiential learning, suggesting that students should regularly engage with case studies, industry visits, and practical assignments that strengthen the application of classroom concepts. Such experiences, he noted, play a crucial role in bridging the persistent gap between academic knowledge and professional expectations.
Dr Shobha G, Director, Department of Collegiate Education, Government of Karnataka
Dr. Shobha G shifted the conversation towards the growing importance of human competencies in an AI-driven world. While acknowledging the transformative potential of emerging technologies, she argued that employers continue to value qualities that machines cannot replicate, including integrity, empathy, communication, ethical judgement, and critical thinking. She said “Technology may transform education, but qualities like integrity, empathy, ethics, and critical thinking will always define successful professionals.” meaning as automation takes over routine tasks, uniquely human abilities become even more valuable. Universities must therefore balance digital education with opportunities that develop leadership, ethical decision-making, communication, and emotional intelligence skills that technology cannot easily replicate.
She observed that while curriculum reforms remain necessary, they cannot alone transform higher education. Meaningful learning depends equally on innovative pedagogy, student engagement, and the ability of teachers to inspire curiosity and lifelong learning.
Dr. Shobha also emphasised that faculty development should become a national priority. Teachers themselves must continuously update their knowledge, strengthen their digital competencies, and remain informed about industry trends if they are to prepare students for rapidly changing careers. She described teaching as an ongoing process of learning, unlearning, and relearning, an approach that mirrors the expectations now placed on graduates entering the workforce.
Prof. Sarah Maddison, Deputy Vice-Chancellor, The University of New South Wales, Sydney
Providing an international perspective, Prof. Sarah Maddison, highlighted the importance of integrating research, industry, and education within a single collaborative ecosystem. She maintained that while students must continue developing deep disciplinary expertise, they should simultaneously be exposed to multidisciplinary approaches capable of addressing complex societal challenges. “Industry exposure should not be confined to the final semester; it should become part of a student’s learning journey from the very beginning.” Early industry exposure helps students connect classroom concepts with practical applications, develop professional confidence, and make informed career choices. It also enables employers to work more closely with universities in developing future talent.
Prof. Maddison advocated a structured model of experiential learning in which industry engagement begins during the first year of university rather than being limited to final-year internships. She outlined a progression that starts with case studies and guest lectures before moving towards challenge-based learning, industry projects, and workplace experiences that increase in complexity as students advance through their degrees.
She also described how research-intensive universities collaborate closely with industry and government to solve real-world problems, allowing students to participate in meaningful projects while developing professional competencies throughout their academic journey.
Also Read: Karnataka pushes skill-driven higher education reforms to boost employability
To Sum It Up
As the world of work continues to evolve, higher education must evolve with it. The discussion made it clear that preparing students for the future is no longer just about earning a degree, it’s about equipping them with the skills, mindset, and experiences needed to succeed in an ever-changing world. Stronger industry partnerships, interdisciplinary learning, empowered faculty, and meaningful use of AI will all play a vital role in shaping this transformation.
Above all, the panelists agreed that the journey from Campus to Career Summit should begin long before students graduate. By embedding real-world learning into every stage of higher education, universities can nurture graduates who are not only job-ready but also capable of adapting, innovating, and leading in the workplaces of tomorrow.
