The following education tip provides inspiration to write Chapter 'Embedding the External Perspective' of the Faculty Monitor. If applicable, separate suggestions are given for the PLAN and the DO.

Plan

• indicate in general terms: 
  • the faculty’s vision on embedding the external perspective at study programme level (why and to what extent is this relevant within the specific context of the faculty?);
  • the way in which the faculty supports study programmes to embed the external perspective in their quality assurance processes;
  • the way in which the faculty monitors resulting remedial actions; 
• are there, for instance, faculty guidelines concerning:
  • which (groups of) external stakeholders are involved and why; 
  • which subjects require external feedback and why;
  • the frequency with which external feedback is collected and discussed during the study programme committees (OCs); 
  • the way in which study programmes and/or the faculty monitor(s) resulting remedial actions; 

Do

• specify the initiatives that are set up at faculty level. For instance:
  • assistance with benchmark exercises (in which study programmes conduct comparative desk studies with similar (inter)national programmes);
  • assistance in conducting and monitoring (specific) surveys of external parties (incl. alumni);
  • faculty guidelines with regard to external representatives in programme or curriculum committees, with regard to the functioning of professional field committees, the role and functioning of advisory boards;
  • faculty guidelines concerning the role of external parties in assessment committees and/or in the evaluation of master’s dissertations;
  • faculty support to study programmes who would like to complete (external) visitation/accreditation procedures;
• specify the monitoring processes that are run by the faculty concerning the initiatives described above.