Between Humboldt and Bologna, “academic excellence” and  Total Quality Management, education and economization, “elite-science” and mass-knowledge (re)production machines European universities nowadays seem to be stuck. They are at risk to loose their potential as societies´ “think spaces” and deeply lack creative reflexivity, which is urgently needed in a globalizing world society at risk. Having left behind Humboldt - where are the alternatives to an economized and degenerated version of the university as vocational training school?  Although the discourse of future oriented learning already traces back to post world war II, to  reform-education approaches, Dewey´s pragmatism or even centuries of “utopian” thinking, future orientation and future education has not shown to be trickling down into the european system of reform of higher education. Universities having gone through the “Bologna Process” mostly not have been touched by the kiss of the muse, or by any vision of transformation. Based on empirical data, the paper identifies major tendencies of universities dealing with the reform process and addresses major problems of higher education today. The results and effects of the reforms so far achieved have to be questioned: Institutional non-creativity brings about non-entrepreneurial learners. The paper argues, that Higher Education now has the chance to refocus towards integrated perspectives of common Futures. Universities´ position anyway not being “outside” of society, the chance of university as a searcher and voicer, as critical witness and transformational  actor in discourse is crucial. Bringing the criteria of transdisciplinary knowledge, sustainability, global justice, social inclusion, diversity into academic learning, teaching and research, universities have the chance – and should take it  - to act as discourse-agents of / for “creative knowledge politics”.