Purpose New technological advancements and global societal changes continuously reshapes manufacturing industry creating increasing competence needs for professionals, as new skill needs, both up-skilling and re-skilling are evolving simultaneously (European Commission, 2021). Thus, industry is struggling with skill shortages at the same time as higher educational institutions (HEIs) traditionally are not structurally organised to design for and meet the new educational demands that are progressively surfacing. Those challenges are addressed here by depicting a case where a Swedish university in collaboration with around 50 external partners, mainly from the manufacturing industry, have co-produced an educational model with short courses, at master level, targeting competence development of professionals (Hattinger and Eriksson, 2020). Such models have evolved over the past decade (Kashyap and Agrawal, 2019) with the content of the courses consecutively adapted to the shifts in industry competence needs (Eriksson et al., 2021). Those initiatives have seen many phases, e.g., calibration of co-production activities between industry and academia (Brunel et al., 2010; Holland, 2019; Sannö et al., 2019) and finding suitable course formats for professionals (Hattinger and Eriksson, 2015). However, the aspects of corresponding and necessary organisational changes to traditional academic structures to successfully encompass such new educational models into the regular education prospects is still challenging and thus needs further understanding. The new educational models mean changes to many functions within HEIs, emphasising that knowledge between functions needs to be transferred, shared, and exchanged. Hence, the aim is to study the changes in the organisation's knowledge from the perspective of organisational learning (Argote, 2013). Following this, the research question asked is: How can academic structural changes, for creating an agile and sustainable university educational model meeting industrial competence needs in a changing society, be understood from the perspective of organisational learning? Case description and outline of the study The case focuses on an educational model developed in co-production between academia and industry, spanning the years 2013-2020. The model is designed with short courses in hybrid format of 2.5 European Credits (ECTS) given over five weeks in the field of production technology. Competence needs and co-production between university and industry has been studied over the years (Hattinger and Eriksson, 2020). However, it is realised that it is essential with joint refection among different functions at HEIs for facilitating organisational changes of traditional academic structures . . .