Higher education Preparation for changing workforce needs

As hiring practices and technology evolve, higher education institutions may need to place greater emphasis on practical learning, faculty development and industry engagement alongside academic knowledge. For many years, Indian higher education had a stable and well-established system of providing a standard curriculum and assessment methods to gauge students’ development. This model was broadly aligned with the corporate environment, where obtaining a degree from an established university in engineering or business could provide a pathway into the workplace. Industry partners were also brought on board with a long-term view of supporting students through internal training programmes.

The dynamic has evolved

Due to macroeconomic and technological changes, companies are increasingly looking for candidates who can demonstrate relevant skills alongside academic qualifications. The way companies hire has evolved, and a high CGPA is no longer the only factor considered when assessing newer employees. A candidate’s portfolio of practical work or ability to work with real-world tools can supplement academic credentials by providing evidence of their capabilities. For higher education to continue playing a role in socioeconomic development, institutions can consider how their programmes respond to these changing expectations and how academic learning can be connected with workplace requirements.

The reality of the emerging talent economy

Technological change has become a continuing feature of the workplace. Generative AI, cloud infrastructure, specialised data analytics and cybersecurity are increasingly relevant in several sectors and are becoming important areas of learning for students interested in technology-focused careers. Employers in specialised fields are increasingly looking for candidates with focused and job-relevant skills. At the same time, students continue to require strong theoretical foundations. The employability gap can partly reflect the difference between academic learning and the practical skills expected in some workplaces.

Empowering faculty for today’s learning needs

Rapid technological changes have made it increasingly important for educators to stay familiar with developments in their respective fields. Students can benefit when faculty members act as mentors and facilitators, helping them think critically about their interests, skills and potential career paths. Faculty development and greater interaction with industry can also help educators understand changing workplace practices and incorporate relevant examples and practical applications into classroom learning.

Shifting from “learning” to “doing”

Looking outside the textbook: As technology, automation and global collaboration continue to influence workplaces, students can benefit from developing creativity, teamwork and adaptability alongside academic knowledge. Exposure to activities beyond conventional classroom learning can provide opportunities to apply these skills.

Hands-on labs: Theory can be reinforced through practical application. A student studying cloud architecture, for example, can benefit from opportunities to work with cloud platforms and understand how such environments are configured and managed.

Industry internships: Structured and meaningful industry placements can give students opportunities to apply classroom learning and understand workplace practices. Longer engagements, where feasible, can provide greater exposure to professional environments and project-based work. Stronger industry-academia collaboration can support this process.

Aligning with modern workforce demands

Graduate capabilities need to increasingly reflect the skills required across changing workplaces. When companies assess candidates carefully, practical experience and job-relevant capabilities can complement academic qualifications and provide a broader picture of a candidate’s potential.

Higher education can therefore view career readiness as an important part of student development rather than only an administrative responsibility. Curriculum, teaching methods, faculty engagement, practical learning and industry interaction can work together to help students prepare for changing professional environments.

The objective is not to replace academic learning with short-term job training, but to create an education system that combines strong academic foundations with opportunities for students to apply knowledge, develop relevant skills and adapt to evolving workplace requirements.

(The author is CEO, East Point Group of Institutions, Bengaluru)

ABOUT THE AUTHOR

Rajiv Gowda

Rajiv Gowda