The Transition of Universities from Learning Spaces to Career Pipelines

15 years ago, a degree would equate to a job. Going to university was a non–negotiable for most, and the 9 to 5 way of life was standard. As the years have progressed, university has become more of a career pipeline rather than an intellectual space. Currently, students are seen applying to internships during class time and networking in their free time. Academics have been put second, and making yourself the most marketable has taken priority.

After analyzing the article “The commercialization of university-based research: Balancing risks and benefits” by Timothy Caulfield and Ubaka Ogbogu, published in BMC Medical Ethics, it is clear that universities are shifting more toward commercialization and career preparation instead of focusing on learning. It states in the article, “University researchers are facing increased political and institutional pressure to focus on commercializable research and to rapidly commercialize their research outcomes.” The authors explain that universities face growing pressure to produce work that has clear economic value. This also reflects a broader change in how universities define success.

The article also explains that commercialization is often treated as positive. The authors state, “The push or pressure to commercialize is ubiquitous, and is often presented as an unqualified social good that deserves unique governmental and institutional focus and support.” In other words, this shift is rarely questioned and is assumed to be beneficial. Due to this, students may start to see their degrees mainly as paths to employment instead of opportunities to explore ideas. For example, STEM and business degrees are advertised as fast paths to high-paying jobs, emphasizing internships and job placement rates. Short courses and certifications, like coding bootcamps or online MBAs, are also designed to attract students with promises of marketable skills. These strategies show how universities shape programs to appeal to economic outcomes instead of curiosity or personal growth.

This economic focus also affects decisions about programs and funding. The article states that universities must “‘preserve…high value programs and, correspondingly….identify and shed low-value programs that do not represent good return on investment.’” When universities emphasize programs that generate revenue and label others as lower return, students may start to see certain degrees as more valuable than others. Think about a student who loves history and wants to spend time researching topics they are passionate about. In a system where programs are valued mostly for their economic return, they might be encouraged to switch to something seen as more “practical” or career-focused. As a result, degrees connected to industry demand may be viewed as “better,” while programs centered on exploration or theory may be seen as less worthwhile, even if they offer important intellectual and social benefits.

Overall, the article argues that universities are being seen more as engines for economic growth than places for learning. This affects research, funding, advertising, and how students view their studies. It makes you wonder: are universities focusing too much on financial growth and not enough on curiosity and learning?

References:
Caulfield, T., & Ogbogu, U. (2015). The commercialization of university-based research: Balancing risks and benefits. BMC Medical Ethics, 16(1). https://doi.org/10.1186/s12910-015-0064-2

Isha Roy Chowdhury is a member of the 2025/26 Student Affairs team.