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Major European academic traditions proved to be functional and viable for centuries, which legitimates a first question: are there reasons for radical changes in higher education or adjustment strategies might be sufficient? Also, the question "Quo vadis, Academica?" rises increasingly frequently. In this respect, our study aims to draw some enlightening answers to these problems, answers that can not ignore the two key paradigms which encompass the higher education: A. Paradigm of production and validation of knowledge B. Paradigm of competitive information. By analyzing and developing each paradigm, the paper catches the continuity and discontinuity aspects and press for the values that found the contemporary academic assets. We focused on the relationship academic training -- labor context, insisting on the divergences between the dynamics of higher education market and labor market. Last but not least, the paper outlines a university model built on a set of values (competencies and flexible finalities), by operationalizing the following concepts: social capital, educational ideal, academic training, curriculum modules, cultural selection and hierarchy, curriculum cultural function, labor context and so on. [ABSTRACT FROM AUTHOR]