Oasis blog: The Core of Flourishing Programmes are the People

Written by Tiina Pylkkönen

A degree programme (or major) is usually seen as a structure dealing with curricula, study options, degree requirements etc. However, course descriptions, admission requirements, teaching, assignments, and learning activities are all products or activities created by us, people. Focusing solely on the framework may lead to neglecting the human element. A flourishing teacher, a staff member, or a student can create activities and products that promote wellbeing for all. 

Basic human needs for a community and a sense of belonging significantly impact our wellbeing and quality of life. Feeling that you belong to a community or a group fosters a sense of security and contributes to the experience of meaningfulness. The provision of a safe and accepting environment within an educational community is crucial for us to feel valued and heard. This, in turn, facilitates the development of our self-awareness and self-esteem. Often, the natural community for university students, personnel and faculty to relate to is one they find in a programme or a major. 

In spring 2024, we conducted an investigation to identify cornerstones of a flourishing program. The goal was to recognize and describe key factors and support mechanisms for wellbeing - on the programme level. An important takeaway was twelve interviews with individuals who worked within various programmes. They provided insight for the development of a flourishing programme model. 

We concluded that a programme is influenced by both its internal actions and the external conditions it exposed to. The internal actions include the members' experiences of the institution’s leadership's actions: 

• Do they feel that teaching is valued?
• Do they feel that the programme is well resourced?
• Is the community fostered through the collaboration period? 
• What are the students' perceptions of the impact of their actions?
• Are the students involved in development work. How are new individuals welcomed? 
• Is expertise acknowledged allowing everyone to contribute the best of the programme?
• Is everybody welcome to participate in development actions?
• Are the programmes and the departments goals clear and mutually agreed upon: how does the programme fit into the larger context of the university and how is it developed collectively towards its goals? 

Developing and improving the community is our common responsibility. How can we support the sense of belonging and flourishment within our programme?