4. Examples from the professional / discipline 
It is not entirely consistent with the alpha-beta-range format, but there are striking differences between a number of professions / disciplines. Further research will be necessary to determine whether the significant differences in terms of alignment with the professional / discipline. An initial exploratory study makes it clear that while some groups of courses to be distinguished, which differ strikingly in their relationship with the professional. 
4.1. Care, welfare, teachers 
In the social sector, health care and the teacher's question of "in service" training and training "in school". Striking feature of this group is that the government affecting the profession. Training them to go there very diverse. Sometimes that particular sector, it is for example the PABO's a must to have a close cooperation with primary schools. A typical example of an agreement between a PABO and a collection of (Catholic) school boards, the covenant Pabo Thomas More. Here are binding agreements (among others): 
• The PABO leads to the covenant partners, investing in training for the staff of the school; 
• The PABO care, in consultation with the authorities, teacher training innovation for traditional schools such as Montessori, Jena Plan, Dalton and also for special education; 
• The boards take the obligation to place all students in the program. 
In summary, the PABO the care of the education and training of primary teachers of the member school boards and school boards have the duty (and right) to give all graduates a job. 
4.2. Technology 
Domes of companies, as in the metal, construction and offshore, have great influence. Good example is the FME / CWM, organization for the technology industry (FME), which does advocacy on behalf of more than one hundred associations. The FME has invested years in the relationship with education, such as technique classes to seek treatment in primary education, through educational programs to help develop teacher training colleges, but also with Windesheim College in Zwolle, a new college degree to set. Fills the interdependence in this branch with a "Best Practice" akin to the example of the PABO. The relationship between teacher training and is thus changed. 
4.3. Economics, management, ICT 
In these programs, the relationship between education and business is limited. The companies are located do not allow themselves to education and have their own way to address gaps in knowledge or knowledge of the industry to compensate. This permissiveness also found in the higher education colleges, which decide the extent to which they seek support from the professional. 
In a 2011 workshop at the NIOC, education conference for IT education, was asked about how the college courses to choose and watch enough content that innovations in the curricula. A wide range of responses was thereby given. The IT training gave stating the following: 
• College Inholland: We analyze the three major annual trend watchers and take all three topics describe as continued innovation. 
• Fontys colleges: we monitor that the program is based on the imperishable knowledge and do not take the hype. Every year we choose that with the basic knowledge which should be extended or removed it can be. 
• HU: we work with a professional committee consisting of executives at companies where our students internships or often end up after graduation.This committee provides professional annually to what has changed. 
• Zuyd: We analyze what our leaders in the field encounter. 
• University of Amsterdam, we take ad hoc measures in what is passing and no hype. 
5. Pasteur Research 
In order to grasp the concept of science is used in a summary Cash flows (Mercury Cherry 2009), where, for the funding of universities and colleges to make clear, also the layout of research explained. It uses the OECD Frascati Manual in the format (OECD, 2002, p.30). Research is thereby divided into basic research, applied research and experimental development. Donald Stokes in a matrix (Stokes 1997) presented a format that has found much resonance: 
1. Bohr: focusing on fundamental understanding, but do not apply. 
2. Pasteur directed at fundamental understanding and application. 
3. Edison: not focused on fundamental understanding, or by application. 
4. Peterson: not directed at fundamental understanding and not to apply. 
In addition, the classification of Habermas: Research is process, product and process. 
The research presented here is intended as Pasteur research studies so that both developing and sharpening basic understanding aimed, but also seeks to apply results. 
5.1. Dilemma 
There is a dilemma: any (higher) vocational training has a responsibility to adequately train and at the same time a responsibility towards the development of the profession, which is being trained. Recently, French Leijnse (2011) that emphasized: "It's what the relevant outside world considers important, in professional practice, the legitimacy of our priorities. We must therefore also of the professional practice know the latest developments at that level ..." (page number). If these characteristics change he mentions: 
- Intensification of knowledge and gain higher education (upgrading) 
- Professional practice is based on validated knowledge and insight 
- Modern professionals reflect on their practices 
- Continuous innovation 
The dilemma for the program management ability while the degree program allows the professional to determine what the training is included.What knowledge and skills are decisive? The extremes are already mentioned above: both the training and care, welfare and teachers, where the integration and interdependence is very high. Covenants or other forms of contracts to determine who does what when and what is important in the training. On the other courses in economics, management and ICT, where the trainers decide what is important, a permanent part of the program should make more. 
This dilemma is apparent in the various contracts. In general, the program management and administration of an institution's risk management steering. This involves the risk of not being accredited. Central quality departments recognize that their first task is to minimize the risk. Headlines about the play that seems to have an assessment process, are therefore recognizable. The common dilemma remains: how do I affect my education or I would be influenced by the profession which is trained? 
5.2. Actors 
This research will focus on the discrepancy between detheorie and practice as to how the hole HBO courses focus on and interact with the professional / discipline. Thereby, a number of different actors, each with their own needs, the way they give meaning to it and the results achieved.

· Education Management

· Directors of an institution

· Teachers

· Students 

· Companies in the region 

· Umbrella organizations

· HBO-raad 

· OC & W 

5.3. Research Approach 
Interviews, Delphi study? 
The initial approach to this is a sector (welfare-care teacher - engineering - management-economics-ict), a number of experts, both from education and from industry, this will be questioned. A substantial number of experts are asked to respect this dilemma to describe and to indicate when the caesura is important. The responses of the experts anonymously provide feedback in a number of rounds trying to reach consensus. 
I would like to take these steps with the help and support from CHEPS. 


  
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