The EUR procedure for stakeholder collaboration

Step 1 Filling in the form

Before the first meeting with a teacher who is seeking partners for their course, the knowledge brokers first send a form to the teachers. In this form, they ask for practical matters such as the subject of the course, the number of partners needed, the specific challenges, start date, and duration of the course. This helps the knowledge brokers get a better understanding of the teachers' needs and the content of the course. Based on this information, it is determined internally who will be the contact person for the respective teacher and whether the knowledge brokers can assist this teacher. For instance, it is not desirable to start searching one or two months before the start date of the course, as the knowledge brokers aim to foster sustainable relationships. The target is to begin this process approximately four months before the start of the course.

Step 2 Meeting with the teacher & knowledge brokers

During the meeting, a deeper dive is taken into the type of stakeholders and the nature of the issues and cases. The knowledge broker discusses all points to gain a clear understanding of the course, so they can translate these needs to external partners. Many practical questions are asked about the course, as these are also the questions external parties have. External partners appreciate knowing specifically what is expected of them and whether or not they should agree. If it remains too long too vague or unclear, there is a chance that the external parties will withdraw.

It is noticeable that many teachers face the same challenges: How do we deal with partners? How do we ensure that the expectations of teachers, students, and external partners are clear? How do we ensure that students who independently contact stakeholders do so in a polite and professional manner? The knowledge brokers advise on this and also offer a number of tools that have already been developed with the respective teachers, such as a collaboration document and an e-module for students on how to deal with stakeholders.

In some courses, a collaboration agreement is established with our partners. In this context, a conscious choice has been made for a document instead of a contract or an agreement. The emphasis is not on the obligations of the external stakeholders, but rather on fostering collaboration among the three involved parties (students, teachers, and external partners). This agreement mainly focuses on how each party contributes and what others can expect from them. What can the students contribute? What can the stakeholder expect from the students (and vice versa)? And what is the role of the teacher in this? And above all, what can these parties expect from each other? This approach emphasizes collaboration and trust rather than distrust. It also fosters a sense of responsibility and makes the collaboration more transparent and equitable.

After the initial introduction, the knowledge broker will create a Teams channel. This channel serves as a central hub for important documents and communication via chat. Updates about the search, identification, and coordination with stakeholders will be regularly posted in the chat by both the knowledge broker and the teacher. Additionally, crucial documents such as the form, a working document containing an overview of stakeholders (with status updates like finalized or awaiting a response from the teacher), and a selection of student end products (such as advisory reports, etc.) will be gathered and uploaded by the teacher. This allows the knowledge broker to understand what students can do with stakeholders. All essential documents will be maintained within this channel, including for the long term, including next year when the teacher seeks assistance with partners again.

For certain courses, students from the student initiative Erasmus Verbindt are also added because the knowledge brokers collaborate closely with them on specific themes. This also helps to relieve teachers so they don't have to communicate with two different parties. In addition to chatting, there will also be regular check-ins via Online Teams between the knowledge broker, the teacher, and potentially the EV contact person.

Step 3 Preparing the search

After the introductory meeting, a webpage is created with a specific call for issues by the EUR. This is disseminated through social media (LinkedIn) by the teacher, knowledge broker, and/or Impact at the Core. Additionally, the calls are shared through the semi-annual newsletter or newsletters of partner organizations such as the local health platform Gezond010 or the largest Dutch employers network VNO-NCW. Furthermore, the calls are distributed through personal networks and forwarded. Regular updates are provided via chat, and check-ins via Teams meetings with the teacher take place to monitor the process and ensure that an adequate number of stakeholders are onboarded for this course.

Step 4 Introducing and matching external stakeholders with teacher  

In this active phase, possible matches are sought for the teacher. The knowledge brokers receive leads, talk to people, distribute the call, and receive responses via the newsletter or social media. The knowledge brokers do not sit still. They call and email within their networks and actively seek collaborations they deem suitable. They also receive responses to the calls. Then it is up to the knowledge brokers to contact these initial contacts, to investigate their needs, and to see if they align with what the teacher is looking for. Speed ​​is important here: the teacher provides feedback within 24 hours via the chat or whether the potential partner has potential by checking, among other things, the website or request for assistance. If the teacher finds it interesting, the knowledge broker sends a connecting email and contact is made. The teacher assesses whether it is a good match or not. This process continues until the deadline approaches.

Step 5 Completion of the course and collaboration

During the course, there is, if necessary, contact between the teacher and the knowledge broker. This may be the case, for example, if the contact with the external partner is somewhat difficult, or when the expectations are not completely aligned. In that case, it can help if the knowledge broker contacts the external partner to discuss their needs and see if they might be better suited for other courses in the future.

For the final student presentations, coordination between the teacher and the knowledge broker determines who sends the invitation to the external parties, including practical information about the location and times of the presentations. A directions guide for both car and public transportation, as well as a map of the EUR campus, are essential.

In addition, there is prior coordination regarding a budget for gifts of appreciation. This is appreciated, as stakeholders have voluntarily invested their time in the project. A small token of appreciation for their efforts is therefore appropriate.

During the final presentation, the knowledge broker is usually present. This provides an opportunity to meet with external parties again, catch up, and of course, gauge whether there is still interest in the same course, or perhaps in another subject or further collaboration.

After the final presentations, the knowledge broker (in consultation with the teacher) also sends out the presentations and a corresponding satisfaction survey regarding how the collaboration has gone and what can be improved (e.g., in terms of communication and clarity about the course).

Finally, evaluations will be scheduled with the teacher and the knowledge broker. In most courses, it is also advisable to conduct evaluations between the teacher and the stakeholders.