[University Transformation] ⑥ Companies: "Practical Skills Over Theory... Seeking Customized Curricula and Long-Term Internships"

Survey of Top 30 Companies:
“Company-Customized Curricula Needed” 46.7%
“Long-Term Field Internships Essential for Problem-Solving and Teamwork Experience”
“Urgent Need for University Education Systems Reflecting Industry Trends and Organiz

Major domestic companies have pointed out that, in order for universities to bridge the gap with industry, it is not enough to simply adjust teaching methods; universities must significantly strengthen their cooperation systems with businesses. There is a growing recognition that classroom-based theoretical education alone makes it difficult to produce talent equipped for real-world adaptation, and that only through long-term field experience and customized curricula can students acquire the competencies demanded by industry.

According to a survey conducted by Asia Economy from September 15 to 19, 2025, targeting human resources and recruitment managers at the top 30 companies, the most necessary programs for university cooperation were identified as company-tailored curricula (46.7%) and long-term field internships (33.3%). Joint research and development (16.7%) and overseas industry-academic cooperation (3.3%) received lower response rates. This indicates that companies are not looking for one-off industry-academic collaborations, but rather for systematic programs that allow students to carry out projects in real corporate environments and adapt over a set period of time.

In open-ended responses, there were repeated criticisms that universities are not adequately reflecting the needs of the field. A representative opinion was that "information about target employers and industry trends must be effectively communicated to students." There were also calls for "curricula that systematically foster collaboration and communication skills" and for "programs that address the character and leadership qualities needed for organizational life."

An HR manager at a major company stated, "It is not enough for students to only learn major-related knowledge," adding, "They need to gain experience solving real problems and working in teams through long-term internships linked to companies." Another company representative emphasized, "University education remains stuck in past theories and case studies, failing to foster creative problem-solving skills," and argued, "Curricula must change so that students can understand industry trends and prepare for organizational adaptation at the same time."

The common demand among responding companies was for education that systematically develops practical competencies, moving beyond simple knowledge transfer. They stressed the need to design programs so that not only basic skills immediately applicable in the field, but also problem-solving, critical thinking, and creativity, can be directly connected to job competencies.

The survey results show that the gap between university education and industrial demand stems not only from the limitations of teaching methods but also from a lack of cooperation. In the current system, where universities and companies operate separately, inefficiencies are inevitable: companies bear the burden of retraining, while students face a prolonged adaptation period before entering society.

Especially as global competition intensifies, company-tailored curricula and long-term field internships have become essential, not optional. Compared to leading universities in the United States and Europe, which design curricula jointly with companies and operate project-based learning to nurture talent, domestic universities are still seen as remaining classroom-centered.

The survey also confirmed the need for policy responses to institutionally support university-business cooperation. Voluntary industry-academic cooperation by individual universities or some companies alone is insufficient to meet field demands. Institutionalizing company-tailored curricula as accredited programs, or linking long-term field internships to academic credits so that students can gain real experience, were presented as representative alternatives.