As universities face increasing calls for institutional redesign, this chapter explores a critical transition: from the attunementAttunement of relationships and rhythms to the ethosLogos, Ethos, Pathos, Telos and practice of doing. Attunement has made the university more responsive, humane, and contextually grounded. This chapter examines how such sensitivity can become sustainable through the guiding concept of Craftsmanship. It proposes Craftsmanship as a guiding principle, defined as a lived commitment to academic work marked by care, depth, integrity, pride, and intrinsic motivation. More than a technical skill set, Craftsmanship is presented as a moral and epistemic orientation: a mode of being, an inner disposition toward quality, responsibility, and learning for its own sake, sustaining institutional coherence and fostering meaningful learning. Drawing inspiration from the Buurtzorg ModelBuurtzorg Model, where professional autonomyAutonomy (Professional, Team) and deep care are balanced through self-managed teamsSelf-Managed Teams and subtle expertiseSubtle Expertise, we explore how such principles might be translated into the academic context. The chapter illustrates how Craftsmanship manifests across pedagogy, research, and collegial collaboration. It shows how faculty design courses, how students pursue inquiry, how teams collaborate, and how decisions are made. It further examines how relational trustRelational TrustTrust, , epistemic humilityEpistemic Humility, and distributed team structures can reinforce this ethosLogos, Ethos, Pathos, Telos, while also critiquing the limitations of directly transplanting the BuurtzorgBuurtzorg Model into academic settings. Drawing on the concept of Epistemic DharmaEpistemic DharmaDharma (Epistemic, Institutional, Relational) (See Chap. 5 ), the chapter argues that CraftsmanshipCraftsmanship not only safeguards the integrity of knowledge but also plays a formative role in student development and institutional culture. Positioned after the chapters on AttunementAttunement, and preceding the discussion on Intrapreneurial Team FreedomIntrapreneurial Team Freedom, this chapter serves as the ethical backbone of the book’s redesign arc. It invites universities to rethink their core activities, not through increased metrics, but through renewed attention to quality, responsibility, and scholarly formation as daily, lived practice.