Interview: Chris Bradshaw, Chief Sustainability and Education Officer, Bentley Systems

How can stronger collaboration between industry and universities improve job readiness among engineering graduates beyond top institutes like the IITs?
This is a genuine challenge and not unique to India. Traditionally, universities have focused on theoretical knowledge -engineering fundamentals and concepts -while practical training and job readiness were largely left to industry. However, this approach is gradually changing as institutions recognise that graduates need stronger practical skills to succeed in the job market.  The National Education Policy 2020 has helped by giving universities greater flexibility to design curricula and collaborate with industry partners to align programmes with real-world needs. At the same time, industry must play a more active role by offering internships, hands-on training, and project exposure. When students experience real workplace environments during their studies, they gain a clearer understanding of industry expectations. Stronger collaboration between academia and industry is therefore key to making graduates more job-ready.

How would you describe Bentley Systems’ long-term strategy of embedding digital infrastructure platforms in Indian universities rather than focusing only on enterprise adoption?
India has long been a key part of Bentley Systems’s global strategy. The company has over 800 employees in the country, with major software development centres in Pune and Kolkata supporting both the Indian and global markets. India is also one of the world’s largest producers of engineering graduates, and more students here use Bentley’s academic software than in any other country. Currently, over 500 colleges and universities in India teach our software. Our close collaboration with universities is therefore a deliberate strategy. As infrastructure increasingly adopts technologies such as cloud computing, artificial intelligence and digital twins, it is important that students graduate with hands on experience in these tools. By embedding our platforms in universities, we help bridge the gap between academic learning and industry requirements while preparing the next generation of engineers for the future of digital infrastructure.

How is Bentley supporting the transition to digitally skilled infrastructure professionals, and what role do its university partnerships play in this effort?
Over the past year, Bentley Systems has signed 13 Memorandums of Understanding (MoUs) with universities in India to strengthen the adoption of digital infrastructure tools in engineering education. These collaborations provide students and faculty with access to Bentley’s professional software platforms. Importantly, the software is available free of cost for academic use, and students work with the same industry-grade tools used by professionals rather than simplified student versions. Beyond software access, Bentley also invests in developing learning materials, training resources, and academic support to help institutions integrate these tools effectively into their curricula. Through these partnerships, the emphasis is on project-based and real world learning, encouraging students to apply digital technologies in practical infrastructure scenarios. In many cases, universities are also encouraged to collaborate with local engineering firms and infrastructure companies so that students can gain exposure to real project environments. This approach helps bridge the gap between academic learning and industry requirements, enabling graduates to develop the digital skills needed for modern infrastructure design, engineering, and lifecycle management.

How would you describe Bentley’s Centres of Excellence, and what role do they play in strengthening industry and academia collaboration and digital infrastructure learning?
Bentley’s Centres of Excellence are dedicated labs equipped with high-performance computers and cloud connectivity, where students can access the same digital infrastructure software used by industry. More importantly, these centres create a collaborative environment where students learn from one another while working on real world engineering problems. They also act as a bridge between academia and industry. Faculty, students, and practising engineers can come together to discuss real projects and understand how digital tools are applied in infrastructure development. For instance, during our recent visit to centres in Pune at MIT World Peace University and COEP, we interacted with students working on water management projects. Their feedback was clear – they want more time and deeper engagement with real-world challenges. Ultimately, these centres serve as catalysts that connect students, universities, and industry, helping prepare the next generation of digitally skilled infrastructure professionals.

How can this approach to digital infrastructure and industry–academia collaboration improve India’s project execution, efficiency, productivity, and overall return on infrastructure investment over the next decade?
India has a significant opportunity to emerge as a global leader in this space. The shift towards digital infrastructure – such as digital twins and connected data environments – is still at an early stage worldwide. No country has a clear lead yet, and most of the progress is happening in isolated pockets of innovation. What makes India unique is the combination of several powerful factors. The country produces one of the largest numbers of engineers in the world, while at the same time it has a massive domestic demand for infrastructure development. If these capabilities are aligned effectively, India could apply its engineering talent to solve its own infrastructure challenges at scale. Continued government commitment to infrastructure investment will also play a crucial role in driving this transformation. As digital technologies become more integrated into project design, construction, and lifecycle management, Indian firms will have the opportunity to deliver projects faster, more efficiently, and with greater precision. If this ecosystem evolves successfully, India could develop infrastructure delivery models that set new global benchmarks. Given that many Indian engineering firms already contribute to international projects, these capabilities could also influence how infrastructure is planned and executed worldwide.

As Chief Sustainability Officer, how do you see digital twin technology accelerating sustainable infrastructure delivery in India, particularly in sectors such as transport, water, energy, and urban development?
Digital twin technology enables engineers and policymakers to understand the potential impact of infrastructure projects even before construction begins. Through advanced simulation and modelling, stakeholders can evaluate multiple design options and clearly visualise trade-offs related to cost, time, carbon emissions, environmental impact, and long-term performance. This improves transparency in decision making and allows governments, engineers, and communities to better understand how different choices affect sustainability outcomes. It also helps ensure that infrastructure development is planned in a way that balances economic growth with environmental and social considerations. Another important aspect is resilience. With climate conditions changing, infrastructure systems must be designed to withstand future environmental stresses. Digital twins allow planners to test different scenarios and develop more resilient infrastructure solutions. In addition, technologies such as sensors, drones, and real-time monitoring systems are transforming how infrastructure is managed after construction. Embedding sensors in assets like bridges, dams, or transport networks enables continuous monitoring, improves safety, and reduces maintenance costs by identifying potential issues early. Overall, digital twins support smarter planning, more efficient resource use, and more resilient infrastructure systems – making them a powerful tool for advancing sustainable infrastructure development in India.

As an educator, what digital skills and mindset shifts should engineering curricula adopt, and what technology stack should students learn to prepare for the future of digital infrastructure?
I would group this into three key areas. First, the fundamentals of engineering remain essential. Engineers still need strong grounding in mathematics, physics, and core technical principles. For example, structural engineers must understand loads and materials – these fundamentals have not changed. Second, engineers need to adopt a lifecycle perspective. Traditionally, infrastructure projects are handled in silos – design, construction, and operations are treated separately. Digital twin technology encourages engineers to think about the entire lifecycle of an asset from the beginning, which requires a more integrated and connected approach. Third, engineers must be comfortable with digital tools and collaborative technologies. Skills in areas such as geospatial technologies, digital modelling, and data-driven platforms are becoming increasingly important, as they help engineers work more effectively with multiple stakeholders across a project. Finally, sustainability awareness is becoming critical. Engineers must understand how infrastructure decisions affect carbon emissions, environmental performance, and communities. Today’s students are already very conscious of these issues, and engineering education should equip them with the tools and knowledge to design infrastructure that is both efficient and responsible.

What opportunities exist for students in universities without innovation centres or strong industry collaborations, and are there plans to support broader training initiatives for them?
To address this gap, we have created an Education Hub, an online platform where students can access our software and a wide range of learning resources. The hub includes not only materials developed by us but also content contributed by universities and other partners who are willing to share their curriculum. When we collaborate with universities to develop coursework, we encourage them to make those resources available through the hub so that students everywhere can benefit. The platform hosts two types of content – one designed for students, and another for teachers, which includes curriculum frameworks and teaching resources. Our goal is to ensure that any student – or even a young learner outside the formal university system – can access the tools and knowledge needed to learn independently. Students can download the software for free and learn at their own pace. While some highly motivated learners may even teach themselves entirely, for most students the hub serves as a valuable supplementary platform where they can deepen their knowledge and explore digital engineering tools beyond their regular coursework.

Based on your global experience, which international best practices could India adopt to strengthen digital infrastructure capabilities and better prepare engineering students for industry?
One of the key challenges globally is the gap between academia and industry. Industry expects universities to produce job-ready graduates familiar with specific tools and standards, while universities find it difficult to train students for every industry requirement. This debate has existed for decades and does not have a simple solution. A practical best practice is focused collaboration between universities, industry, and government around specific workflows or domains. For example, a university may specialise in areas such as digital surveying using drones and LiDAR, developing curriculum aligned with local industry needs. In the United States, for instance, some state Departments of Transportation work closely with a particular university to design curriculum aligned with their technical standards. Graduates from these programmes are therefore better prepared to work on local infrastructure projects. While such models may need adaptation for different regions, the key principle is strong collaboration between academia, industry, and government. It is also important to involve students in these discussions, as their perspectives and enthusiasm can help shape more relevant and future-ready education systems.