Retention and Academic Success 2016-2017 Competition


Summary

Competition year :

2016-2017

 

Deadline (notice or letter of intent) :

January 20th, 2016, 4 PM

 

Deadline (application) :

May 4th, 2016, 4 PM

 

Amount :

See document for amounts

 

Duration :

Variable, depending on the component

 

Announcement of results :

July 2016

 

Call of proposals (Thematic Research Program)

proposed by :

Le ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche (MEESR)
and the
le Fonds de recherche du Québec - Société et culture (FRQSC
)

 

Note: In the event of a discrepancy between the English and French versions of this program, the French version prevails.

 

 


1.

Objectives

The Fonds de recherche du Québec – Société et culture (FRQSC) and the Ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche (MEESR) invite researchers and students to respond to this call for proposals. The projects submitted should make it possible to:  

  • Promote the development of knowledge that contributes to academic success by providing appropriate support for students in their progression through school
  • Promote the creation of a partnership involving the research community, the education system and public and community organizations
  • Facilitate the dissemination, understanding and application of research findings among school staff and other stakeholders

The projects must correspond to the priorities identified in this call for proposals.


2.

Context

The retention and academic success of Québec students is at the heart of the mission of the Ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche. With a view to developing research on this theme and providing better support and tools to decision-makers and other stakeholders in the education community, the Ministère and the Fonds de recherche du Québec – Société et culture have created the Research Program on Student Retention and Academic Success (RPSRAS).

The objectives of the RPSRAS are:

  • To develop knowledge that will serve to foster the academic success of students in their progression through every level of education, and to keep students from abandoning their studies prior to obtaining their diploma
  • To create partnerships between researchers and practitioners
  • To foster the appropriation and concrete application of research findings across the school system


Since the creation of the RPSRAS in 2002, seven calls for proposals have been open to the scientific community—with the most recent call for proposals dating back to March 2013—and more than 140 research projects have been funded in priority areas in the field of education.  

For this call for proposals, the partners have updated some of the research priorities that had been retained for the previous calls for proposals. New research needs have also been identified in light of the current situation in education and the research findings that have emerged from previously funded projects under the program.  
Specifically, the Ministère continues to draw special attention to certain segments of the population, including students from disadvantaged backgrounds as well as students with specific needs (e.g. students with handicaps, social maladjustments or learning disabilities, students having accumulated an academic delay before entry into secondary school, Aboriginal students). Several research priorities have been retained to gain a better understanding of how to foster the retention and academic success of these students.
 
In keeping with the third objective of the RPSRAS, other priorities seek to shed further light on the factors and mechanisms that foster the understanding of research findings by the different education system stakeholders and support practice renewal and innovation.

In the chapter on boosting labour market performance, one of the objectives of the 2015 Québec Economic Plan  is "improving training-job alignment, to increase the percentage of the working population able to adequately meet the sectoral and regional labour force needs of businesses [and] increasing the number of available workers through improved labour market integration of immigrants" (section B, point 99). As such, this call for proposals includes priorities to address both representations of the labour market and the academic and professional integration of immigrant students.

In fact, the effects of the sustained growth of immigration levels in Québec have echoed significantly across Québec society, where the diversity of origins is becoming increasingly evident.

This situation, with all its advantages and disadvantages, also plays out in schools and school boards. In elementary and secondary schools across Québec, children who are born abroad and the children of immigrant parents now represent 26.6% of the student body.  In response, the Québec government held a public consultation in early 2015 to adopt a new immigration, diversity and inclusion policy based on interculturalism. The objectives of the latter are in keeping with those outlined in the Ministère's Policy Statement on Educational Integration and Intercultural Education, whose two main orientations are to deploy intercultural education in Québec schools and support the academic success of immigrant students. To that end, some of the priorities set forth in this call for proposals target the integration of refugee students as well as the quality of intercultural relations in schools.

Furthermore, the uses made of ICTs by society and in the context of training and education, as well as distance education, have also clearly emerged as growing trends. What's more, they have transformed how we teach and learn, as well as everyday classroom routines. The very governance of the education networks must adapt to this new reality. It is therefore important to investigate these phenomena across all three sectors, that is, in general education in the youth, in general education in the adult sector, and in vocational training.

Finally, the priorities outlined in this call for proposals also address themes of collaboration with community partners, representations of the labour market, adult training and assessment practices with a view to guiding the Ministère and the education system in its reflections in order to help determine the actions that would best support the retention and academic success of all Québec students.

-------------

1. As part of the Concerted Actions program, the Ministère also funds the Programme de recherche sur l'écriture et la lecture, which is designed to develop knowledge to support emergent writing and the improvement of French reading and writing competencies.
2. Consult Appendix 5 (List of Funded Projects). The project summaries of all ongoing projects are available at http://www.frqsc.gouv.qc.ca/en/partenariat/projets-de-recherche?field=0&researcher_name=&year=0&partner=0&proposition=11&submit=Rechercher. Researchers are also invited to consult the project summaries of the projects funded as part of the two calls for proposals, "Approaches and Practices Promoting Student Retention and Academic Success," available at: http://www.frqsc.gouv.qc.ca/en/partenariat/projets-de-recherche?field=0&researcher_name=&year=0&partner=0&proposition=1&submit=Rechercher.
3. http://www.budget.finances.gouv.qc.ca/budget/2015-2016/en/documents/BudgetPlan.pdf.
4. MEESR, Service des indicateurs et des statistiques, Système Charlemagne, data generated on April 9, 2015.


3.

Research priorities for 2016-2017

All the research priorities stem directly from the research program's ultimate goal, namely, to improve student retention and academic success. As such, researchers and students must clearly demonstrate in their proposals how their research would contribute to this objective. They must also clearly indicate, using the designated form, the principal focus of their research and demonstrate the added value their project will bring to the current body of knowledge. They must also make sure that no grants were awarded to another project exploring the same research topic during the program's previous editions of the competition.  

The research priorities for this competition are grouped under six focuses:

  • Focus 1: The education system and partnerships with the family and other members of the community
  • Focus 2: Teaching practices, management practices, institutional policies and educational services
  • Focus 3: The retention and academic success of students with specific needs
  • Focus 4: The retention and academic success of Aboriginal students  
  • Focus 5: Schools and institutions of higher learning in a digital society and distance education
  • Focus 6: Priorities reserved for the "critical summary" component

Proposals selecting priorities grouped under Focus 6 must apply under the "critical summary" component. However, note that all proposals may take the form of a critical summary, regardless of the choice of priority outlined in this call for proposals, as defined in the section "Components of the Competition."

FOCUS 1: The education system and partnerships with the family and other members of the community

Priorities

                                             Research Needs

1.1

Several collaborative practices involving families and other community partners are in place to support student retention and academic success. Some stem from ad hoc initiatives, whereas others are designed to achieve lasting impact. What are the effects of such long-term collaborative practices on student retention and academic success?

1.2

How and in what capacity do the realities and representations of the labour market, including gendered representations of certain vocations and careers, influence career choice, educational and academic paths and student retention?

 

FOCUS 2: Teaching practices, management practices, institutional policies and educational services

Priorities                                              Research Needs

2.1

What initiatives could schools and school boards take to promote, among teaching staff, innovation and changes in instructional practices and approaches according to research-based knowledge on student retention and academic success? What are teachers' attitudes toward the use of this knowledge?

2.2

Several research projects have addressed factors leading to teachers leaving the profession, particularly in disadvantaged areas, as well as the consequences of their departure on student retention and academic success. These studies have suggested possible solution avenues with respect to models for initial teacher training and ongoing professional development, as well as classroom management and work organization practices that are likely to bolster the stability of teaching teams.   

Based on these research findings, what methods and strategies could facilitate the implementation of models and practices that would help meet this objective?  

2.3

In an organizational model that favours the inclusion of students with handicaps, social maladjustments or learning disabilities in regular classrooms, what are the respective and complementary roles of school and school board actors (e.g. school board personnel, school principals, school staff) to promote the retention and academic success of these students?

2.4

In elementary and secondary school, what assessment practices foster competency development in students and contribute to retention and academic success?

2.5

Research has shown that mixed classrooms—particularly in terms of socioeconomic background, educational path, academic success and fields of interest—have positive repercussions on the overall success of all students. What conditions promote student retention and academic success in heterogeneous classrooms?

2.6

Among the men and women pursuing doctoral studies as traditional or non-traditional students (e.g. concurrent employment, parental responsibilities, part-time studies, return to school), how do the variety of motivational factors fluctuate and interact with one another throughout the different steps of the process leading to obtaining a doctoral degree?

2.7

Several research studies in recent years have focused on the needs of adults pursuing training. Based on their findings, what structures, management practices, types of organization and communication with target clienteles—as adopted by adult education centres and their school network and community—promote or hinder the efforts of adults to return to school and complete their training?  

 

FOCUS 3: Retention and academic success of students with specific needs

Priorities

                                                 Research Needs

3.1

What interventions led by teaching staff, with the support of community partners, are considered the most effective at ensuring the orientation and integration of government-assisted refugee students (and their families) in the communities designated for this purpose by the Ministère de l'Immigration, de la Diversité et de l'Inclusion, outside of the metropolitan area?

3.2

How can stakeholders intervene effectively among immigrant students, arriving late in the school system and having accumulated significant academic delays, to help them close the gap for all subject areas while simultaneously learning French?  

3.3

Research has demonstrated a connection between the school atmosphere on the one hand and student retention and academic success on the other. What is the interplay between the school atmosphere and intercultural relations and, in this context, what means should be implemented to foster student retention and academic success? 

3.4

Vocational training centres play a key role, in that they prepare and facilitate the integration of students enrolled in vocational and technical training or in adult general education into the workplace. What practices are currently employed in these training centres to better prepare and support the most vulnerable students (students with handicaps, social maladjustments or learning disabilities, students from disadvantaged or immigrant backgrounds, students with academic delays upon entering secondary school)? What means could be put in place to foster the integration of these students into the workplace, notably through internships?

3.5

Research has shown that a cultural gap can exist between the school and the students' family and social environments (e.g. Aboriginal students, students from disadvantaged or immigrant backgrounds). How can schools and school boards draw on the characteristics (family and sociocultural environment) and the knowledge of all students to improve retention and academic success? How can the teacher-student relationship contribute to this objective?   

3.6

What are the needs of adults with mental health issues who attend an adult education centre with respect to retention and academic success? How and to what extent do the services offered and interventions provided promote the retention and academic success of these adults?

 

FOCUS 4: Retention and academic success of Aboriginal students

Priorities

                                       Research Needs

4.1

What kind of strategies and pedagogical approaches should educational institutions favour in order to meet the needs of First Nations students and to promote a greater access to schooling and improved retention and academic success of this population segment?   

4.2

Which of the strategies and pedagogical approaches currently employed by educational institutions are best adapted to the situation of Aboriginal youth so as to encourage them to stay in school when transitioning from a band school to another institution in the Québec education system or from one level of education to another?

 

FOCUS 5: Schools and institutions of higher learning in a digital society and distance education

Priorities

                                        Research Needs

5.1

Given the growing use of ICTs in the classroom, how should ICTs be integrated into pedagogical models and practices in such a way as to support learning and, in so doing, foster student retention and academic success?

5.2

Distance education has experienced steady growth in recent years. To better meet the needs of students pursuing their education by this means, which models of instructional organization and supervision in distance education are most likely to foster student retention and academic success?

 


FOCUS 6: Priorities reserved for the "critical summary" component
Only proposals submitted under the "critical summary" component will be accepted to address the following priorities:

Priorities

                                        Research Needs

6.1

The proposal must offer a systematic review of research, conducted in Québec and elsewhere, on practices in the recognition of acquired competencies in general education in the adult sector, vocational training or higher education. The critical summary may also include a practice review. In light of this comparative analysis, what avenues for actions would be best adapted to the Québec context?

6.2

The proposal must offer a systematic review of research, conducted in Québec and elsewhere, on government policies, institutional practices and initiatives of community partners (e.g. companies, community organizations, professional orders) that influence the retention and academic success of traditional or non-traditional university students. In light of this analysis, what avenues for actions would be best adapted to the Québec context?

 

Only professors-researchers from universities and colleges, institutional researchers and research fellows may apply for funding through this competition. Schools and school boards that have an idea for a project connected to one of the research priorities but are not associated with any qualified researcher may consult the website of an institution of interest to find out about the research areas of their affiliated researchers or directly address the faculty, department or researcher with whom they wish collaborate.

 

TO ENHANCE THE RELEVANCE OF THEIR PROPOSALS, APPLICANTS:

 

  1. Are encouraged to adopt a multidisciplinary approach in dealing with the chosen research priority
  2. Must take into account the following aspects (in order to maximize the impact of the research findings on the development or updating of education policies and programs):  

 

1-differentiated gender-based analysis

2-the characteristics of the various regions of Québec

3-differentiated language-based analysis (language of instruction)

 

Otherwise, applicants will be asked to explain their reasons for choosing not to explore these aspects.

 

 

4.

Conditions fgoverning the competition, grants and fellowships

The description and rules of the Concerted Action program as well as the Common General Rules are available in the toolbox on the following page.  

  • This Concerted Action program provides funding for grants and fellowships in various categories: doctoral research fellowships, postdoctoral research fellowships, research projects, action-research projects and critical summaries.
  • The funding period for grants and fellowships is set to begin on August 1, 2016. The end date will depend on the component. The final research report must be submitted no later than three months after the end of the funding period.
  • The maximum amounts provided for the different program components are shown in the table in the Components of the Competition section (see next section).
  • The grant must be used to finance current expenses directly related to carrying out the research.
  • Applications may be submitted in English or in French. However, the project title and summary must be in French.
  • This Concerted Action is intended for researchers based in universities and colleges as well as institutional researchers and research fellows who may act as principal investigators. It is also intended for students who want to apply for a fellowship.
  • In the framework of the action-research projects, collaborating practitioners who belong to the regular research team (with COP status) may be released from their teaching duties; in such cases, a certain amount from the available budget must be allotted for each project under this component.
  • Within the framework of this competition, a researcher may be entered as principal investigator for only one application. This applies to all components.   
  • Within the framework of this competition, researchers may act as regular members (principal investigator or co-investigator) for up to two applications. This applies to all components.  
  • This program meets FRQSC criteria, as presented in the Common General Rules and in its Concerted Action program regarding the eligibility of applications, eligible expenses intellectual property sums allocated, allocation periods, eligibility rules for researchers and definitions of different statuses.  
  • All necessary information on preparing and submitting letters of intent and funding applications is presented in the Concerted Action program document. This call for proposals contains only information on the criteria used to determine a project's relevance and on the scientific evaluation process.  
  • Since this call for proposals is part of the Concerted Action program, researchers or students who receive financial assistance are expected to participate in monitoring activities. Financed researchers and students, program partners and one or more members of the FRQSC will participate in these activities, which are organized by the FRQSC so that research progress may be monitored and preliminary findings may be shared with program partners. Refusal to participate in these activities may lead to a suspension of grant or fellowship payments. The travel costs inherent in this activity must be provided for in the grant or fellowship budget.
  • Holders of grants or fellowships must endeavour to ensure that their research findings are presented in clear, accessible language to maximize their potential impacts on groups most likely to benefit from the research. This does not only apply to action-research projects; all principal investigators must demonstrate concern for the impact of their findings. To that end, the FRQSC has developed a guide to writing scientific reports for decision-makers, managers and stakeholders (available in French only)to help holders of grants or fellowships write their final research report. All additional information may also be included in the report in the form of appendixes.
  • After researchers have submitted their final research report, the FRQSC will organize an activity to share findings with a wider audience of potential users. Funded researchers are expected to participate. The travel costs inherent in this activity must be provided for in the grant or fellowship budget.
  • As in all research projects, holders of grants or fellowships must indicate in all reports, articles and other communications, including all presentations reporting on research progress as well as in the final research report, that their research was subsidized under the Concerted Action program by the Ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche (MEESR) in conjunction with the Fonds de recherche du Québec – Société et culture (FRQSC). A reminder to this effect will be issued by the FRQSC to grant and fellowship holders to ensure compliance.

College researchers who are entered as regular team members on the application may receive the statutory grant of $7 000/year and may apply for leave from their teaching duties in accordance with the Program to release college researchers from their teaching duties (conditional to availability of credits).


5.

Components of the competition


Type of funding

Component

Duration

Maximum amount

Additional grant

Support for new researchers

Doctoral research fellowship

3 years (9 sessions)

$25 000/year

 

Postdoctoral research fellowship

2 years

$35 000/year

Max $5 000/year
for networking*

Operating expenses

Research project

2-3 years

$150 000

 

Action-research project

2-3 years

$175 000**

 

Critical summary

1 year

$50 000

 

 

This supplement, worth up to $5 000/year, is offered to funded postdoctoral fellowships to cover costs associated with their participation in partnership and mobilization activities as well as activities involving the dissemination and transfer of research findings. It is awarded upon presentation of supporting documentation to the FRQSC, provided that these costs are not subject to reimbursement from other organizations.
**    A portion of this amount allows collaborating practitioners (with COP status) who serve as regular team members to be released from their regular teaching duties (see Appendix 1).

Definition of Components
Doctoral research fellowship

The objective of this component is to contribute to the training of new researchers and generate interest in the area of student retention and academic success. Note that the rules governing the eligibility, management and use of doctoral research fellowships set out in the Concerted Action program are the same as those in the regular doctoral research scholarship programs  of the FRQSC, which applicants are invited to consult.

Postdoctoral research fellowship
The objective of the "postdoctoral research fellowship" is to provide support to new researchers interested in helping advance knowledge related to student retention and academic success. Note that the rules governing the management and use of postdoctoral fellowships set out in the Concerted Action program are the same as those in the regular doctoral fellowship programs  of the FRQSC, which applicants are invited to consult.

Research project
The objective of this component is to provide support for individual or team research projects that are likely to meet the needs and priorities set out in this call for proposals. All projects funded through this component must demonstrate potential for breakthroughs in knowledge, for instance by exploring new approaches, outlooks or hypotheses. All proposals must also strive for innovation and the transfer of knowledge to shed light on the issues for decision-makers and stakeholders.

Action-research project
An action-research project is predicated on the need to understand, explain and transform practices in a given field. Action-research is aimed at helping the education community concerned identify and critically scrutinize its challenges, establish a critical summary of its problems and develop, implement or improve tools for solving these problems.

Transformation is at the heart of action-research projects; the process leading to this transformation as well as the transformation itself must generate new knowledge. The projects submitted as part of this component must therefore contribute to the advancement of knowledge and the development, testing and transformation of practices.

Action-research projects require the participation of all the stakeholders involved, be they from a university or a practice setting. They require a commitment on the part of researchers and the participating representations from the practice setting in the planning and operationalizing of the research, or the resulting steps or methods of intervention.

To reflect the characteristics of this type of research, the regular team members must enlist at least one representative from the practice setting whose status is that of collaborating practitioner (COP).  This is an essential requirement for obtaining a grant under this component.

At the same time, representatives from the practice setting who make occasional or targeted contributions to one or more aspects of the action-research project may be entered in Section B under the heading "Composition de l'équipe" on the application form. Lastly, the principal investigators may underscore the contribution of the representatives from the practice setting who are involved in a specific task for the project (e.g. administering questionnaires) directly in the "Description du projet" file included with the application.

For more information about the different statuses of the representatives from the practice setting involved in the project as well as the characteristics and requirements related to each one, see Appendix 3.

Critical summary
The objective of the critical summary, as defined in this competition, is to make an inventory of existing scientific knowledge and to offer a critical analysis of one of the priority research needs identified in this call for proposals. When data on practice settings is available, the funded critical summary may also include a practice review accompanied by comparative analyses. The critical summary, as defined in this competition, therefore serves to take stock of available knowledge, but also creates a critical analysis framework in order to identify avenues for further study and action that is pertinent for researchers, decision-makers and stakeholders alike.


6.

Letter of intent : content and evaluation criteria

Those interested in one of the funding opportunities offered through this competition must complete the electronic form for the letter of intent on the FRQSC website, which is found under the heading "Dossier du chercheur (formulaires et dossiers électroniques)." At this stage, only the principal investigator's curriculum vitae (CV) is required (grant components only). The CV should also be completed on the form provided for this purpose (Canadian Common CV), which is also available on the FRQSC website.

This is a qualifying criterion. Applicants will be disqualified if they do not obtain the minimum pass mark of 70% for their letter of intent. For more information on preparing the letter of intent and on the evaluation of relevance, applicants are invited to consult the rules of the Concerted Action program. The evaluation criteria for the letters of intent are as follows:


Doctoral research fellowship / Postdoctoral research fellowship

Criteria

Indicators

Weighting

Relevance of the project to the objectives and needs identified in the call for proposals

  • Relevance of the project to the objectives of the call for proposals 
  • Project's ability to meet the needs identified in the call for proposals
  • Effort to target the needs identified in the call for proposals  

60 points

Criterion with a pass mark of 70%

Anticipated impact

  • Applicability of anticipated findings
  • Potential impact of the findings on the orientation and application of public policies and programs

30 points

Transfer of knowledge and
links with partners

  • Scope and quality of knowledge transfer strategy with respect to the different potential users of the findings, including Concerted Action partners
  • Quality of links with partners from the practice setting

10 points

 

 

Research project

Criteria

Indicators

Weighting

Relevance of the project to the objectives and needs identified in the call for proposals

  • Relevance of the project to the objectives of the call for proposals
  • Project's ability to meet the needs identified in the call for proposals
  • Effort to address the needs identified in the call for proposals 

60 points

Criterion with a pass mark of 70%

Anticipated impact

  • Applicability of anticipated findings
  • Potential impact of the findings on the orientation and application of public policies and programs

30 points

Transfer of knowledge and
links with partners

  • Scope and quality of knowledge transfer strategy with respect to the different potential users of the findings, including Concerted Action partners
  • Involvement and degree of collaboration of partners from the practice setting and different potential users of the research project's findings, including Concerted Action partners

10 points

 

 


Action-research project

Criteria

Indicators

Weighting

Relevance of the project to the objectives and needs identified in the call for proposals

  • Relevance of the project to the objectives of the call for proposals 
  • Project's ability to meet the research needs identified in the call for proposals
  • Effort to address the needs identified in the call for proposals 

45 points

Criterion with a pass mark of 70%

Anticipated impact

  • Impact of the project on the development or improvement of practical applications 
  • Potential impact of the findings on the orientation and application of public policies and programs

30 points

Transfer of knowledge and
links with partners

  • Scope and quality of knowledge transfer strategy with respect to the different potential users of the findings, including Concerted Action partners
  • Involvement and degree of collaboration of partners from the practice setting and different potential users of the research project's findings, including Concerted Action partners

25 points

 

 

Critical summary

Criteria

Indicators

Weighting

Relevance of the project to the objectives and needs identified in the call for proposals

  • Relevance of the project to the objectives of the call for proposals 
  • Project's ability to meet the research needs identified in the call for proposals
  • Effort to address the needs identified in the call for proposals 

60 points

Criterion with a pass mark of 70%

Anticipated impact

  • Applicability of anticipated findings
  • Potential impact of the findings on the orientation of and application to public policies and programs

25 points

Transfer of knowledge

  • Scope and quality of knowledge transfer strategy with respect to the different potential users of the findings, including Concerted Action partners

15 points


The recommendations of the relevance committee will be transmitted to the scientific evaluation committee. Applicants must take into account the comments and suggestions made during this stage or justify their decision not to do so.


7.

Application for funding : content and evaluation criteria

The candidates retained upon the recommendation of the relevance committee will be asked to submit a full application using the mandatory electronic form found under "Dossier du chercheur (formulaires et dossiers électroniques)" on the FRQSC website. Applicants will be disqualified if they do not obtain the minimum pass mark of 70% for their application. The evaluation criteria for the applications are as follows:

Doctoral research fellowship

Criteria

Indicators

Weighting

University record

  • Excellence of university record (20 pts)
  • Progress of studies (5 pts)
  • Scholarships and honours received (5 pts)

 

30 points

Research qualifications and, if applicable, relevant research experience

  • Quality of the applicant's general presentation and applicant's aptitudes as set out in the letters of recommendation (10 pts)
  • Applicant's experience and accomplishments (10 pts)

20 points

Scientific quality and interest of the research project

  • Originality of the project and contribution to the advancement of knowledge in the field (10 pts)
  • Clarity and precision of the objectives (10 pts)
  • Appropriateness of the methodology and realistic timetable (10 pts)

30 points

Anticipated impact

  • Consideration of the comments of the relevance committee (5 pts)
  • Anticipated impact on the orientation and application of programs and policies in the field targeted by the call for proposals (10 pts)
  • Quality of the knowledge dissemination and transfer strategy with respect to the different potential users of the findings (including Concerted Action partners) and links with partners from the field (5 pts)

20 points

 

Postdoctoral research fellowship

Criteria

Indicators

Weighting

Scientific quality of the project

  • Originality of the project, extent to which it adds to the applicant's doctoral work and its contribution to the advancement of knowledge in the field (15 pts)
  • Clarity and precision of the theoretical approach and objectives (10 pts)
  • Appropriateness of the methodology or approach (10 pts)
  • Realistic timetable (5 pts)

40 points

Criterion with a pass mark of 70%

 

Quality of the research environment

  • Relevance of the research setting to the proposed project and extent to which it adds to the applicant's doctoral training (10 pts)
  • Candidate's integration into the research setting (5 pts)

15 points

Scientific qualifications of the applicant

  • Applicant's competency with regard to the proposed project (academic record, training, scholarships received, respondents' letters of evaluation) (10 pts)
  • Scientific achievements (scientific publications, scholarships, scientific papers, etc.) (10 pts)
  • Relevant experience (research assistant, teaching assistant, lecturer, etc.) (5 pts)

25 points

Anticipated impact

  • Consideration of the comments of the relevance committee (5 pts)
  • Anticipated impact on the orientation and application of programs and policies in the field targeted by the call for proposals (10 pts)
  • Quality of the knowledge dissemination and transfer strategy with respect to the different potential users of the findings (including Concerted Action partners) and links with partners from the research setting (5 pts)

20 points

 

Research project

Criteria

Indicators

Weighting

Scientific quality of the project

  • Demonstration of the limits of current knowledge with respect to the focus of the study through a critical review of the literature and relevance of the project for the advancement of knowledge in this field (20 pts)
  • Suitability of the theoretical perspective and methodology with respect to the research questions (15 pts)
  • Systematic nature of the methodology used in collecting, processing and analyzing the data, and realistic timetable (15 pts)

50 points

Criterion with a pass mark of 70%

Scientific qualifications of the researchers

  • Scientific productivity (publications, communications and grants) commensurate with experience (10 pts)
  • Necessary scientific expertise to carry out the project (10 pts)

20 points

Anticipated impact

  • Consideration of the comments of the relevance committee (5 pts)
  • Anticipated impact on the orientation of and application to programs and policies in the field targeted by the call for proposals (10 pts)
  • Quality of the knowledge dissemination and transfer strategy with respect to the different potential users of the findings (including Concerted Action partners) and links with partners from the practice setting (5 pts)

20 points

Contribution to the training of researchers

  • Quality of the supervision and activities planned to enhance the students' training (5 pts)
  • Inclusion of students in the project (as well as postdoctoral research fellows, if applicable) and the nature of the tasks assigned to them (5 pts)

10 points

 

Action-research project

Criteria

Indicators

Weighting

Scientific quality of the action-research project

  • Relevance of the action-research project for developing, testing and improving practices (10 pts)
  • Contribution of the action-research project to the advancement of knowledge in the field and demonstration of the limits of current knowledge with respect to the focus of the study (10 pts)
  • Appropriateness of the theoretical perspective and its relationship with the objectives, research questions and methodological choices, use of systematic methodology in collecting, processing and analyzing the data and realistic timetable (20 pts)

40 points

Criterion with a pass mark of 70%

Qualifications of the team members

  • Scientific productivity (publications, communications, grants and tools) commensurate with experience (10 pts)
  • Specific expertise in the proposed field of action-research and experience in working with practice settings and in developing intervention tools (10 pts)

20 points

Partnership quality

  • Mutual benefits expected from the action-research by the researchers and partners from practice settings from a scientific and practical point of view (10 pts)
  • Quality of the partnership between the action-research team and the practice setting (10 pts)

20 points

Anticipated impact

 

  • Consideration of the comments of the relevance committee (5 pts)
  • Quality of the knowledge dissemination and transfer strategy with respect to the different potential users of the findings (including Concerted Action partners) (5 pts)

10 points

Contribution to the training of researchers

  • Quality of the supervision and activities planned to enhance the students' training (5 pts)
  • Inclusion of students in the project (as well as postdoctoral research fellows, if applicable) and the nature of the tasks assigned to them (5 pts)

10 points

 

 

Critical summary

Criteria

Indicators

Weighting

Scientific quality of the project

  • Relevance of the perspective retained to explore the question and the systematic nature of the literature review (20 pts)
  • Appropriateness of the approach to highlight the strengths and limitations of the scientific works on the theme under study, to identify new avenues of research or action and to contribute to the advancement of knowledge (25 pts)

45 points

Criterion with a pass mark of 70%

Scientific qualifications of the researchers

  • Scientific productivity (publications, communications and grants) commensurate with experience (10 pts)
  • Necessary scientific expertise to carry out the project (10 pts)

20 points

Anticipated impact

  • Consideration of the comments of the relevance committee (5 pts)
  • Anticipated impact on the orientation of and application to programs and policies in the field targeted by the call for proposals (10 pts)
  • Quality of the knowledge dissemination and transfer strategy with respect to the different potential users of the findings, including Concerted Action partners (10 pts)

25 points

Contribution to the training of researchers

  • Quality of the supervision and activities planned to enhance the students' training (5 pts)
  • Inclusion of students in the project (as well as postdoctoral research fellows, if applicable) and the nature of the tasks assigned to them (5 pts)

10 points

 


8.

Important dates

The letter of intent form, to be completed online on the FRQSC website, must be submitted no later than 4:00 P.M. ON WEDNESDAY, January 20, 2016, together with all required supporting documentation, if applicable. Additional supporting documents (e.g. letters of support from partners) must be scanned and uploaded to the Detailed Contribution Attached Files section of the Canadian common CV of the principal investigator. Applicants for the doctoral research fellowships must send all additional documents by email to the following address: actions-concertees.sc@frq.gouv.qc.ca. No reminders will be sent and no documents may be added to the file after the submission deadline.

The competition results should be announced by email in the week of March 11, 2016.

The application for funding form, to be completed online on the FRQSC website, must be submitted no later than 4:00 P.M. ON WEDNESDAY, MAY 4, 2016, together with all the required supporting documentation, if applicable. Additional supporting documents (e.g. letters of support from partners) must be scanned and uploaded to the Detailed Contribution Attached Files section of the Canadian common CV of the principal investigator. Applicants for the postdoctoral research fellowships must attach all additional documents using the electronic form. No reminders will be sent and no documents may be added to the file after the submission deadline.

Incomplete files submitted within the deadline but missing some of the required documentation will be declared ineligible by the Fonds.

As stated in point 3.3 of the General Common Rules of the Fonds de recherche du Québec: "Applicants bear full responsibility for their application package and must ensure that it is complete and meets all requirements of the desired program." In addition, documents transmitted after the deadline and documents that are not required by the programs rules but are nonetheless included in the application file will not be submitted to the evaluation committee.

An official announcement concerning the competition results will be made in the week of July 18, 2016.  

The grant period is slated to begin on August 1, 2016.


11.

Appendix 2 - Information for funded researchers and partners on the conditions governing intellectual property

Recognition of intellectual property rights
In accordance with the action plan for the management of intellectual property in universities and institutions of the health and social services network where research activities are conducted and current practices in research, the partners recognize that the original raw data, interim research and findings of research funded under this program are the intellectual property of the funded researchers.

Rights of the parties with regard to original raw data and interim research
The partners may—for purposes of reproduction, translation, public communication (by any means whatsoever), public demonstration, further research studies, etc.—use the original raw data collected by the researchers or under their supervision, provided they first obtain the researchers' permission. The partners may also use the interim research (communicated through monitoring activities or in interim reports), provided they first obtain the researchers' permission.

Rights of the parties with regard to the final report and research findings
The partners may—for the purposes of reproduction, translation, public communication (by any means whatsoever), public demonstration, further research studies, etc.—use the final report. They may also use any research findings that have been publicly disseminated by the researchers (in the context of a scientific publication, a presentation, a conference, a convention or an online publication). The principal investigator agrees to disclose the research findings, as soon as possible, through follow-up activities, the final report, transfer activities, publications, and other means.

Citations
Partners and researchers agree to observe the customary citation rules for university papers, notably in the case of further studies conducted on the basis of the research findings.

Acceptance of the grant
By accepting the grant, the principal investigator cedes a non-exclusive, non-transferable copyright licence on the Final Report, without territorial limits (worldwide) and for an unlimited period of time, for which the grant constitutes consideration. This licence is granted to the partners. The principal investigator assures the partners that he/she holds all the rights that entitle him/her to consent to the assignment of copyright in accordance with this agreement. In addition, in accepting the grant, the principal investigator agrees to comply with the conditions governing responsible conduct in research, as outlined in the Politique des Fonds de recherche du Québec.


12.

Appendix 3 – Clarifications regarding the participation of research partners in projects submitted under the action-research component

Types of expenses allowed for different categories of members
Representatives from the practice setting in which the action-research project is carried out are involved in the process to varying degrees. The nature of their involvement will determine whether they can be part of the regular team or whether their name will appear in Section B under the heading "Composition de l'équipe," where the other members must be indicated. Each category of member is governed by different rules regarding eligible expenses and requirements regarding the presentation of members in the grant application.

Members indicated as part of the regular team
To be entered as a member of the regular team, the representative from the practice setting must make a significant contribution to the different steps in the project, both in terms of identifying the knowledge needs and in conceptualizing and carrying out the project. His/her contribution is justified by his/her knowledge of the field.
The representative from the practice setting who satisfies this definition has the status of COP  and must submit an abridged CV. The abridged CV must be no longer than 2 pages and must summarize, in connection with the team's project and in this order: 1) his/her education, 2) his/her experience and, if applicable, 3) his/her publications or other scientific achievements. This abridged CV must be included in the application and will be taken into consideration during the evaluation of the criteria bearing on team composition. Note that regular team members with the following statuses must also submit an abridged CV, as above: government researchers (CHG), research practitioners (PC) or affiliated researchers (CHA).
The principal investigator can allocate a portion of his/her budget to release the collaborating practitioner from some of his/her regular duties in order to devote time to research. The amounts requested must be indicated under the budget item "Release for partners" ("Dégagement de la tâche pour les partenaires") in the budget estimate table. In no way can this compensation constitute a salary. It can, however, be used to pay for expenses related to this person's participation in the project and, if applicable, to compensate the employer for the replacement of this person during the term of the project.
A detailed justification of the amounts requested as well as a description of the duties of the collaborating practitioner must be outlined in the section of the funding application dealing with budget estimates ("Justification du budget demandé").

Members indicated in Section B under the heading "Composition de l'équipe"
The representative from the practice setting indicated in Section B under the heading "Composition de l'équipe," makes an occasional or specific contribution to one or more aspects of the action-research project owing to his/her knowledge of the field. This representative participates in the research and can make it easier to establish contacts with the practice setting.


13.

Appendix 4 - Scores and ratings grid for relevance aned scientifi evaluation committees

 

 

SCORE     

 

RATING

Exceptional

Demonstrates outstanding scientific rigour

 

90% to 100%

 

 

A+

Remarkable

Exceeds standards in terms of scientific rigour

 

85% to 89.9%

 

 

A

Excellent

Meets standards of scientific rigour

 

80% to 84.9%

 

 

A-

Very good

Minor weaknesses

 

75% to 79.9%

 

 

B+

Good

Weaknesses (a series of minor weaknesses or a more significant weakness)

 

 

70% to 74.9%

 

BA

B

Significant weaknesses

60% to 69.9%

 

 

C

Insufficient

59.9% and below

 

 

D

The rating assigned to an application or a letter of intent that did not earn the 70% required pass mark on one or several qualifying criteria, as indicated in the call for proposals

 

 

Z

 
To be recommended by an evaluation committee, an application or letter of intent must have a minimum total score of 70% (B) and a minimum score of 70% on each qualifying criterion