ABSTRACT This article explores the degree of professional control over a profession’s knowledge base and the extent to which this control, and the knowledge base itself, are challenged by various stakeholders’ agendas when public authorities allow societal stakeholders to influence education programmes. The analysis is based on a politically-initiated education reform process in Norway, RETHOS. RETHOS was motivated by concerns that the education system was failing to properly meet either the competency needs of health and welfare services or the need of users for high-quality services. Societal stakeholders were involved in formulating the new national curricula for health and welfare educations and a subsequent public consultation process. The data material comprises the proposed and final national curricula for nursing and social work, and written submissions in the consultation process. Our analysis shows that while different stakeholders approached the issue from different perspectives, the competencies they want newly-educated professionals to possess overlap. While the reform could have allowed the imposition of organisational dominance, organisational perspectives and agendas were seldom present, in either versions of the national curricula or in the public consultation process. The article’s main finding is that rather than eroding professional control, the process preserved this control.

中文翻译：

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挑战性的专业控制？通过利益相关者的参与来改革高等教育

摘要本文探讨了专业对某个专业知识基础的控制程度，以及当公共机构允许社会利益相关者影响教育计划时，各种利益相关者的议程对这种控制以及知识库本身的挑战程度。该分析基于挪威的政治启动的教育改革过程，即RETHOS。RETHOS受到关注，因为担心教育系统无法正确满足卫生和福利服务的能力需求或用户对高质量服务的需求。社会利益相关者参与制定了有关健康和福利教育的新国家课程以及随后的公众咨询过程。数据材料包括拟议的和最终的护理和社会工作国家课程，以及咨询过程中的书面意见。我们的分析表明，尽管不同的利益相关者从不同的角度来探讨这个问题，但他们希望新受训的专业人员的能力重叠。尽管这项改革本来可以让组织发挥主导作用，但无论是在国家课程的版本中还是在公众咨询过程中，都很少出现组织的观点和议程。本文的主要发现是，该过程保留了这种控制，而不是侵蚀专业控制。尽管这项改革本来可以让组织发挥主导作用，但无论是在国家课程的版本中还是在公众咨询过程中，都很少出现组织的观点和议程。本文的主要发现是，该过程保留了这种控制，而不是侵蚀专业控制。尽管这项改革本来可以让组织发挥主导作用，但无论是在国家课程的版本中还是在公众咨询过程中，都很少出现组织的观点和议程。本文的主要发现是，该过程保留了这种控制，而不是侵蚀专业控制。