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A degree programme or major is often seen as a structural entity dealing with admission targets, degree requirements and curricula. Structures provide a valuable framework, but focusing only on structures can lead to overlooking the human element. At Aalto, building community is a central goal. For many members of the Aalto community, the degree programme or major is a natural place to experience a sense of belonging. 

From the perspective of a flourishing programme, we have identified four key dimensions that are all connected through community. Community is built through good leadership, showing appreciation in both words and actions, doing things together, engaging in dialogue, being heard and experiencing belonging. Development work happens most effectively in natural environments, such as degree programmes, teams, departments and schools. It is important to understand that no one can build community alone; it is developed together and is, by nature, a long-term effort. 

In spring 2024, we explored the cornerstones of a flourishing degree programme by interviewing Programme Directors. Our aim was to identify and describe the key factors and support mechanisms for wellbeing at the programme level. The relevance of these cornerstones has later been reviewed and tested in three Coaching in Action groups for Programme Directors in 2025. 

Four cornerstones emerged: 

1. School and university leadership value and trust the programme 

   School and university leadership demonstrate, in both words and actions, that they trust the programme to have a clear future direction and a recognised place in the university’s programme portfolio. Degree programmes are not in competition with one another. High-quality teaching is seen as a core goal and teaching is valued. There is confidence that the programme will continue to be developed, now and in the future. 

2. The degree programme is sustainably resourced by the school and the department 

   Discussions with leadership explicitly address the long-term sustainability of the degree programme. Sufficient resources are allocated to programme leadership, teaching and guidance. Resourcing is long term and efficient. Criteria for quality are clear to everyone. Collaboration between teachers is active, and an annual clock is in use to guide activities. Programme-level actions are based on systematic development rather than reactive responses. Conflicts and difficult situations can be resolved, and support is available when needed. The programme also has a plan in place for potential exceptional situations. 

3. The degree programme is supported, protected and empowered within the Aalto community 

   There is a sense of belonging and mutual respect in the community. Roles and practices are clear to everyone and are discussed when needed. It is ensured that all parties – including Learning Services (LES) and students – can participate in developing the programme, and that their expertise is valued and utilised. New members from all groups are welcomed, and onboarding and orientation processes are clear. Information and good practices are shared in joint discussions. Interaction with other degree programmes also works well. 

4. The degree programme is sustainably designed and well focused 

   Shared goals can be identified within the programme, and teaching and learning are discussed regularly. The degree programme has sufficient autonomy in decision-making. A development process for the programme is ongoing; staff are involved in this work; and the importance of teaching is clear to everyone. Students can see how their feedback and experiences are taken into account in the programme development. Data is used to support development actions. There are also clear practices in place for onboarding. 

At the core of a flourishing degree programme are people. Community includes a sense of belonging, and nurturing this sense requires joint effort and long-term commitment. For students, staff and faculty, the natural place to build a sense of belonging is the degree programme or major. Fulfilling our basic need to belong has a significant impact on our wellbeing and quality of life. Feeling part of a community or group supports learning, growth and a sense of meaning. Providing an accepting environment in the higher education community is essential for individuals to feel valued and heard. 

In conclusion, combining a solid structural framework with human-centred approaches is crucial for developing flourishing degree programmes. Our inquiry highlights that a sense of belonging, trust, and participation are decisive factors in creating a flourishing learning environment. Programme leaders should ensure that teaching is valued, resources are sufficient, and community participation and inclusion are actively fostered. Long-term, collaborative practices help ensure that degree programmes can continue to flourish in the future and serve as a foundation for both personal growth and professional development at Aalto University. 

This inquiry was conducted within the Oasis project and as part of the Coaching in Action coaching groups for Programme Directors in 2024–2025. 
Authors: Tiina Pylkkönen and Merita Petäjä. 

Link to Aaltogether Hub: People are the core of a flourishing programme | Aalto University