Audit of Aalto University

Aalto has jointly prepared and openly communicated student selection criteria for all degree levels. The schedules, study options and intake numbers of the BSc and MSc student selection are decided well in advance. The university has processes prepared with clearly delineated responsibilities for handling appeals regarding student selection.

The degree programmes have been instructed to base their programme planning and the selection of teaching and evaluation methods on the intended learning outcomes. To achieve the degree programme’s targets, the learning outcomes are investigated from different points of view (student experience, digitalisation, etc.), and varied and experimental teaching methods are supported. Pedagogical and digi-pedagogical consultation and support is available at each school to help with tasks like choosing teaching methods. The goal of pedagogical support is to foster and strengthen the quality of teaching and learning.

Our goal is a future-led learning culture

Aalto University fosters and supports a learning-centred, interactive and inclusive educational culture. Our goal is to enhance dialogical course practices and ways of working between community members. An inclusive orientation programme at the start of studies brings students into Aalto’s academic community. Students are encouraged to actively discuss and plan their studies and to give feedback not only at the end of a course or their studies but also throughout. Peer practices and students’ collaborations also play an important role in inclusion activities. Some programmes invite students to additional development meetings to get a better understanding of their experience and to activate them more deeply.

Teachers inform students about practicalities and ways of working at the beginning of each course. This includes, for example, the learning outcomes, feedback and assessment practices and the assessment criteria. This practice encourages students to take responsibility for their own learning and to be involved, as well as to cooperate actively with their co-students and teacher(s). Academic advising and student counselling throughout the studies are also tools of inclusion.

Feedback on students’ learning is provided through a variety of assessment and feedback methods.  For example, Aalto teachers use peer-assessment, peer feedback, counter feedback and self-evaluation methods both during and after a course. Continuous assessment is becoming more common as a tool to replace or supplement final exams.

The methods of assessment and feedback vary depending on the course and the number of students. Personal feedback on a student’s learning is given more often in small teaching groups and is less common in larger courses. Teaching and learning in larger groups generally uses scalable and digital tools of assessment and feedback. Academic advice given to each student supports the learning processes and the student’s academic and professional growth.

Close stakeholder collaboration improves the possibility of students getting employment during their studies and after graduation. The close connection with working life is also evident in how education is implemented, such as in the use of real-life cases and visiting lecturers, and collaboration with industry and the public sector in courses, as well as excursions and thesis work with industry. Professors of practice also bring additional specific expertise and practical skills to teaching and research.

Course practices support individual study paths

Courses and minors at Aalto generally do not have application procedures or quotas for Aalto students. Where application procedures are required, they are made as easy as possible for students and are mainly to ensure that students have the requisite knowledge or that labs/studios have adequate seating.

Multidisciplinary studies and student mobility are promoted through the degree structures: programmes at BSc and MSc level generally have a large scope for electives, and all BSc programmes include a compulsory minor that is almost always chosen freely. Students are encouraged to follow their interests and enthusiasm when planning their studies. The degree structures enable students to try many paths before choosing their minor or deciding on an MSc programme. In addition, multidisciplinarity is enhanced at course planning and teacher collaboration.

Students may also choose to undertake exchange studies that are embedded in the timetables of the BSc programmes, which include at least one semester without compulsory studies during the three-year programme. In all the schools, exchange studies may comprise the minor in a degree.

In addition, Aalto has agreed on flexible study rights with other national Finnish universities, which allows students to take courses at other universities as electives or as a minor. Aalto is also part of various networks that offer courses to our students, such as the Hilma gender studies network, Helsinki Graduate School of Economics and FITech Network University, which includes all the technical universities in Finland.

Degree students may transfer credits from accredited universities as part of a degree at Aalto University. The guidelines for credit transfer require that the transferred credits be at a level corresponding to the degree they become part of and be aligned with the programme’s intended learning outcomes. If a student wants to use transferred credits to replace compulsory courses, then the content and intended learning outcomes must also match the ones being replaced. Students apply for credit transfer after completing the course and provide the transcript and course description or other extracts from the curriculum. Skills and capabilities gained outside of formal education may also be included in a degree. The responsible teachers determine how the student can validate their learning using various methods such as oral exams, learning diaries, and reports.

Significant attention is given to offering students support and counselling services throughout their studies. Every degree programme has a designated planning officer/coordinator who is at the disposal of the students for both practical questions and individual study planning. Planning officers/coordinators take care of orientation activities and introducing students to the programme, as well as offering individual advice and counselling services in face-to-face and online meetings, as well as via email or phone.  Academic advice is provided to all students either individually or in group sessions to support their study planning and integration into the academic community. In addition, University provides career services aiming at improving students’ possibilities to get employed during their studies (e.g. internships) and after graduation. The new Career Design Lab is intended to be beyond service delivery and become an integral part of teaching to increase the accessibility of the support.

Moreover, Aalto University has several study psychologists to provide counselling to students with study-related difficulties, such as with time management skills. Aalto University chaplains are also available to all students for counselling in times of stress and to help them with other personal concerns. Aalto has also launched a ‘Starting point of Wellbeing’ desk as a low-threshold service for students to seek help with any issue they might have. The service desk is available in person at the Otaniemi campus and online via Zoom. Students can seek support without make an appointment and receive either immediate help and advice or assistance in finding and reserving counselling or other services required by their situation.

The wellbeing of students has been a priority at Aalto for several years. The ‘AllWell?’ survey provides information about students’ study wellbeing, and the results are used widely to develop degree programmes, courses and services. A doctoral wellbeing survey has also resulted in a dedicated study psychologist resource for doctoral students.

The Aalto University Business Students association (KY) started a new wellbeing program, ‘BeWell’, in 2019 in response to challenges in student wellbeing. The program offers wellbeing tutors and anonymous help as peer-to-peer support to students. The School provides support for this activity and works together with KY to reach students in need of support.