This article is part of a series exploring how work is evolving — and what this means for organizations, people and the environments that support them. Through conversations with contributors from different fields, the series offers a range of perspectives on the challenges shaping the future of work.

 
Dr. Thorsten Bagschik, Managing Director of SRH University of Applied Sciences, shares a leadership perspective on how universities must evolve to remain relevant in a rapidly changing world of work.

Work Better: What are the biggest strategic challenges higher education institutions are facing today?

Higher education is operating in a much more complex and competitive environment than it did even a decade ago. In countries like Germany, demographic change means the number of domestic students is shrinking, while universities are increasingly competing for international talent. That brings enormous opportunity, but also real challenges, particularly around internationalization, cultural integration and student experience.

At the same time, expectations have shifted. Students, employers and society at large expect universities to prepare people not just with academic knowledge, but with the skills they need to thrive in a fast changing labor market. Institutions can no longer afford to stand still. Leadership today is about constantly reassessing what you offer, how you teach and how you support learning, while remaining willing to adapt quickly when conditions change.

Universities also need to respond to AI as a game changer. At SRH, we actively integrate AI into our teaching and see it as an opportunity to enhance learning. At the same time, learning spaces and the on-campus experience remain essential, complementing the new possibilities created by digital technologies.

WB: How are universities rethinking their educational models to stay aligned with the realities of the labor market?

One of the biggest shifts we’ve seen is a move away from teaching as the transfer of knowledge, toward learning as the development of competencies. That means starting with a simple but demanding question: what do graduates actually need to be employable — not just today, but several years from now?

From there, educational programmes have to be designed around those outcomes. Competencies such as collaboration, communication, creativity, digital skills, critical thinking and the ability to cope with change need to be embedded into curricula, assessment methods and learning formats. Traditional written exams alone are no longer sufficient. Role‑playing, real‑world projects, presentations and simulations all play an important role in assessing whether students can apply what they’ve learned.

This shift also changes the role of educators. Professors increasingly act as coaches, supporting students as they work through challenges together, rather than simply delivering content from the front of a classroom.

WB: What does this shift mean for learning environments and physical space?

Learning models and physical space are closely connected. If collaboration, communication and creativity are core skills, then learning environments must actively support them. That calls for settings that can evolve with different activities and teaching formats.

Highly flexible seminar rooms, movable furniture, adjustable work surfaces and informal creative areas allow students and teachers to reconfigure spaces depending on the task at hand. The goal is not to prescribe a single “right” setup, but to give people the freedom to shape their environment.

Equally important is encouraging interaction across disciplines. When students from different fields share spaces, unexpected connections emerge. These encounters often lead to interdisciplinary projects and a stronger sense of community, both of which are essential for real world collaboration.

WB: Beyond functionality, how do physical learning spaces shape culture and experience?

Physical environments send strong signals about how learning is meant to happen. When spaces are open, flexible and inviting, they encourage participation, experimentation and exchange. Students are more likely to take ownership of their learning when they feel empowered to adapt their surroundings.

We see learning spaces as living laboratories. Once a space is in use, the real work begins: observing how people use it, understanding what works and what doesn’t, and adjusting accordingly. Sometimes it’s a question of relocating furniture, changing layouts or rethinking settings altogether. This iterative approach helps ensure that spaces evolve alongside teaching methods and user needs.

WB: Looking ahead, what do universities need to take more seriously to remain relevant over the next decade?

Agility is essential. Universities must continuously monitor developments in the labor market, technology and society, and be prepared to adapt their programs, formats and environments accordingly. The success of students ultimately defines the success of institutions.

This also means embracing lifelong learning. Education no longer ends with a bachelor’s or master’s degree. Shorter programmes, certificates and flexible learning pathways will become increasingly important as people navigate multiple career transitions over their lives.

Above all, universities need to remain curious and open, ready to respond to disruption rather than resist it. That mindset, combined with a strong focus on people, skills and learning experience, will be critical in shaping the future of higher education.

About Dr. Thorsten Bagschik

Thorsten Bagschik is Managing Director of SRH University of Applied Sciences in Germany. He focuses on future‑oriented learning models, employability and the role of physical environments in supporting modern education. SRH’s Berlin campus has been recognized this year with both a German Design Award and a Red Dot Award for its innovative learning spaces.