This paper examines the promise of science and its role in shaping research policy. The promise of science is characterized by expectations of science, which are embedded in promissory discourses that envision futures made possible through advances in promising science. Through a single case study of the origins of Genome Canada, the research was guided by the question: How did expectations of genomics shape the creation of Genome Canada? A conceptualization of discursive power and expectations of genomics storylines provide the theoretical and analytical basis for an in-depth examination of the ideational effects and material impacts on research policy decisions over three years (1997–2000) that culminated in the creation of Genome Canada. Expectations of genomics storylines functioned in a complex interplay of discursive practices and dynamics among diverse policy actors within a genomics discourse-coalition to produce a range of ideational and material impacts. The expectations of genomics storylines produced powerful genomics subject-positions from which policy actors perceived their interests, identities and preferences and gained agency, which led to various material impacts, such as mobilizing support and funding, coordinating activities and transforming Canada’s research policy framework. With the increasing importance of research policy to a range of broader policy priorities underpinned by expectations that science will resolve societal challenges and contribute to socio-economic benefits, this paper sheds light on how complex research policy decisions are made; it further contributes to understanding the role of promissory discourses in shaping those decisions.
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Lemay David John Basnet Ram B. Doleck Tenzin 《Education and Information Technologies》2022,27(2):1379-1395
Education and Information Technologies - Open-source software movement presents a viable alternative to commercial operating systems. Linux-based operating systems are freely available and a... 相似文献
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Bigras Nathalie Lemay Lise Lehrer Joanne Charron Annie Duval Stéphanie Robert-Mazaye Christelle Laurin et Isabelle 《Early Childhood Education Journal》2021,49(5):775-787
Early Childhood Education Journal - This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed... 相似文献
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Ram B. Basnet Tenzin Doleck David John Lemay Paul Bazelais 《Education and Information Technologies》2018,23(3):1145-1158
Teaching programming concepts to enhance students’ problem solving and computational thinking skills is a challenging task, especially when students enter college with little to no preparation, or they lack the interest or capacity for programming. Online platforms that serve as automated practice and assessment systems have been offered as potential tools for supporting programming skills development, providing feedback, and motivating students. The present article discusses the use of an online automated practice and assessment system called Kattis for homework assignments and final project in three computer science courses. The goal of the present study was to ascertain students’ continuance intentions to use Kattis. We attempt to address this by using partial least squares on data from a survey of 50 students. The findings of the present study suggest that continuance intentions to use Kattis is driven by students’ level of satisfaction with the system, the degree of students’ confirmation of expectations, and the perceived usefulness of the system. 相似文献
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Teo Timothy Doleck Tenzin Bazelais Paul Lemay David John 《Educational technology research and development : ETR & D》2019,67(2):495-517
Educational technology research and development - The question of what drives learners to adopt and use certain technologies over others, generally referred to as technology acceptance in the... 相似文献
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Paul Bazelais Tenzin Doleck David John Lemay 《Education and Information Technologies》2018,23(1):93-111
The purpose of this research is to investigate pre-university science Collège d’enseignement général et professionnel (CEGEP) students’ behavioral intentions towards using online learning technologies. Heretofore, CEGEP students’ use of technology has received scant attention, yet online learning technologies are found to play an increasingly important role in CEGEP classrooms today. The present study seeks to address this by examining CEGEP students’ use of online learning technologies. Our main research question was: What factors affect CEGEP students’ intentions to use online learning technologies? A total of 213 CEGEP students were surveyed, the resulting data was analyzed using the technology acceptance model (TAM; Davis MIS Quarterly, 13(3), 319, 1989). The findings of this research provide guidance for future implementations of online learning technologies in the CEGEP education system. 相似文献
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