University Reform: Faster, Higher, Further – and more of the same?

The upcoming university reform in DACH aims to strengthen universities internationally. But does it focus on cutting-edge research or does it prepare students for a new world of work? The FAZ is discussing the balance between research strength and relevant teaching until October 13, 2026.

University Reform: Faster, Higher, Further – and More of the Same?

The university landscape in Germany, Austria, and Switzerland is facing a profound wave of reform. This development, the contours of which are becoming clearer as of October 13, 2026, ostensibly aims to strengthen the competitiveness of higher education institutions in an international context. A central question arising here, which is already being intensively discussed in professional circles, is whether the sought-after acceleration and intensification primarily benefit cutting-edge research or whether they equally prepare student education for the demands of a rapidly changing global working world. The current trend, as also indicated by the Frankfurter Allgemeine Zeitung, seems to aim for a further concentration on excellence in research, which raises concerns regarding a possible neglect of broader educational goals.

The discussion about the orientation of universities is not new. For years, education politicians, university administrations, and student representatives have struggled to find a balance between research strength, relevant teaching, and future-oriented education. The current reform movement seems to intensify this discourse. While proponents hope for a strengthening of innovative power and international visibility, critics warn of a one-sidedness that could neglect the transfer of knowledge into practice and the development of key competencies in graduates. Especially in times when new technologies and societal challenges are fundamentally reshaping the labor market, a broad and adaptable qualification of the younger generation is of crucial importance.

For those interested in MBA and Master's programs, this development is of particular weight. MBA programs, by definition designed to equip executives for complex global challenges, thrive on a close interlocking of theory and practice. A university reform that focuses too heavily on theoretical cutting-edge research could undermine, or at least complicate, the claim of many business schools to impart practical and immediately applicable skills. There is a risk that traditional universities, in their pursuit of research excellence, may lose touch with the real needs of the economy and the necessity for agile, interdisciplinary competency development. For aspiring managers, it is essential that universities not only impart knowledge but also promote critical thinking, problem-solving skills, and adaptability.

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