Exploration de l’interface entre la recherche et l’action publique : expérience de stage de recherche dans l’action publique fédérale de Jeunesse au Canada
Bibliographic record
Abstract
Cet essai propose un retour réflexif sur une expérience de stage de recherche et de transfert de connaissances effectué dans le cadre de la maîtrise en Pratiques de recherche et action publique du Centre Urbanisation Culture Société de l’Institut national de la recherche scientifique (INRS-UCS). Le stage s’est déroulé en milieu gouvernemental à l’échelle fédérale, au sein de l’équipe de la Stratégie emploi et compétences jeunesse du ministère Emploi et Développement social Canada. Plus spécifiquement, le stage avait pour but de réaliser une recherche et un transfert de connaissances sur la mise en oeuvre de l’approche wraparound en employabilité pour les jeunes. Cet essai rend compte du processus de construction du stage, de sa réalisation et des produits de transfert qui en découlent. L’essai présente aussi un retour sur les enjeux de la collaboration en recherche partenariale et le rôle de l’agente d’interface dans ce type de projet d’un point de vue critique. \nL’essai propose une présentation des différents termes associés à la mobilisation et au transfert de connaissances afin de mieux les situer et d’en discuter l’usage. Il rend compte de différents produits de transfert et discute de leur pertinence dans le cadre du stage, ainsi que des facteurs qui ont rendu ces transferts possibles. En troisième lieu, l’essai propose quelques ajouts aux enjeux soulevés par la littérature quant aux dualités et rapprochements de la science et de la société. Enfin, l’essai permet de réfléchir à des ponts entre la co-construction des connaissances et la co-construction des politiques publiques en utilisant une approche récente de la sociologie interactionniste. <br /><br /> This essay conveys a reflexive piece on a research and knowledge transfer internship experience realized as part of a Master's degree from the Urbanization Culture Society Center of the National Institute for Scientific Research (INRS-UCS). The internship took place in 2019 at the federal government level, within the Youth Employment and Skills Strategy team of Employment and Social Development Canada. More specifically, the internship led to research and knowledge transfer on the implementation of the wraparound approach for youth employment. This essay examines the development process of the internship, its implementation and the creation of the resulting transfer products. The essay also presents collaboration challenges in contexts of partnership research and provides a critical lens on the role played by knowledge brokers in such co-construction projects. \nThis essay offers an overview of the keywords associated with mobilization and knowledge transfer, in order to better discuss their use in and out of the academic sphere. It also reports on the different transfer products that were produced, evaluates their relevance to the internship and identifies the implementation factors that made these transfers possible. Third, it offers some additional elements to the literature regarding the commonalities and differences between science and society. Finally, the essay compare the co-construction of knowledge and the co-construction of public policies to reflect on the knowledge transfer internship, using a recent approach from interactionist sociology.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.028 | 0.053 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.002 | 0.008 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".