The article discusses the ongoing debate around the reform of the German "Wissenschaftszeitvertragsgesetz" (WissZeitVG), which allows temporary contracts for postdoctoral researchers. The reform, initiated by the Federal Ministry of Education and Research, aims to address the issue of short-term contracts and their impact on academic stability. The meeting, held in a U-shaped arrangement with stakeholders from various scientific organizations, highlights the tension between academic freedom and institutional pressures. The WissZeitVG, introduced in 1999, has been criticized for promoting a competitive, neoliberal model of universities, driven by quantitative metrics and evaluations. This model, while aiming to improve quality, has led to a focus on measurable outcomes, often at the expense of long-term academic development. The article also traces the historical evolution of German universities, from the post-Bologna era, which introduced standardized education and evaluations, to the 1960s and 1970s, when new universities were established. These new institutions aimed to expand access and promote equality, but they also sparked debates about the balance between tradition and modernization. The transformation of universities into more bureaucratic and competitive entities has led to a shift in power dynamics, with stakeholders and institutions playing a central role in shaping academic policies. The article concludes that universities are neither purely bureaucratic nor entirely autonomous, and their future depends on a complex interplay of scientific, political, and economic factors.The article discusses the ongoing debate around the reform of the German "Wissenschaftszeitvertragsgesetz" (WissZeitVG), which allows temporary contracts for postdoctoral researchers. The reform, initiated by the Federal Ministry of Education and Research, aims to address the issue of short-term contracts and their impact on academic stability. The meeting, held in a U-shaped arrangement with stakeholders from various scientific organizations, highlights the tension between academic freedom and institutional pressures. The WissZeitVG, introduced in 1999, has been criticized for promoting a competitive, neoliberal model of universities, driven by quantitative metrics and evaluations. This model, while aiming to improve quality, has led to a focus on measurable outcomes, often at the expense of long-term academic development. The article also traces the historical evolution of German universities, from the post-Bologna era, which introduced standardized education and evaluations, to the 1960s and 1970s, when new universities were established. These new institutions aimed to expand access and promote equality, but they also sparked debates about the balance between tradition and modernization. The transformation of universities into more bureaucratic and competitive entities has led to a shift in power dynamics, with stakeholders and institutions playing a central role in shaping academic policies. The article concludes that universities are neither purely bureaucratic nor entirely autonomous, and their future depends on a complex interplay of scientific, political, and economic factors.