A co-produced, peer-reviewed journal focusing on engaged research in all areas of study.
Engagement with research goes further than participation in it. Engaged individuals and communities initiate research, advise, challenge or collaborate with researchers. Their involvement is always active and they have a crucial influence on the conduct of the research – on its design or methods, products, dissemination or use.
Research for All focuses on research that involves universities and communities, services or industries working together. Contributors and readers are from both inside and outside of higher education. They include researchers, policymakers, managers, practitioners, community-based organizations, schools, businesses and the intermediaries who bring these people together. The journal highlights the potential in active public engagement for robust academic study, for the development of involved communities, and for the impact of research. It features theoretical and empirical analysis alongside authoritative commentary to explore a range of themes that are key to engaged research including the development of reciprocal relationships, sector-specific communication and participatory action research. It explores engagement with different groups and their cultures, and each issue contains a balance of topics from across academic disciplines, professional sectors and types of engagement.
Sophie Duncan, National Co-ordinating Centre for Public Engagement, UK
Sandy Oliver, UCL Institute of Education, UK
Michael Reiss (Chair), Professor of Science Education, UCL Institute of Education, UK
Alison Fuller, Pro-Director Research and Development, UCL Institute of Education, UK
Paul Manners, Director, National Co-ordinating Centre for Public Engagement, UK
Hamish Chalmers, Oxford Brookes University, UK
Cath Chamberlain, Baker IDI Heart and Diabetes Institute, Australia
Mark Charlton, De Montfort University, UK
Ceri Davies, University of Brighton, UK
Helen Featherstone, University of Bath, UK
Jude Fransman, Open University, UK
Jamie Gallagher, University of Glasgow, UK
Tony Gallagher, Queens University Belfast, UK
Sam Gray, Manchester Metropolitan University, UK
Lou Harvey, University of Leeds, UK
Jo Heaton Marriott, University of Lancaster, UK
Anne Marie Houghton, University of Lancaster, UK
Jenny Irvine, University of Lancaster, UK
Hilary Jackson, University College London (UCL), UK
Janet Jull, Bruyère Research Institute and University of Ottawa, Canada
Natalia Kucirkova, UCL Institute of Education, UK
Sarah Lloyd, University of Hertfordshire, UK
Paul Manners, National Co-ordinating Centre for Public Engagement, UK
Lorraine McIlrath, NUI Galway, Ireland
Emma McKenna, Queens University Belfast, UK
Henk Mulder, Groningen University, The Netherlands
Kate Pahl, Manchester Metropolitan University, UK
Anne Rathbone, BoingBoing, UK
Gene Rowe, Gene Rowe Associates, UK
Tom Sperlinger, University of Bristol, UK
Suzanne Spicer, University of Manchester, UK
Norbert Steinhaus, Living Knowledge – The International Science Shop Network, Germany
Ruth Stewart, University of Johannesburg, South Africa
Gillian Stokes, UCL Institute of Education, UK
Allison Tong, University of Sydney, Australia
Crystal Tremblay, University of Victoria, Canada
Clare Wilkinson, University of the West of England, UK
Claire Wood, University of Leicester, UK
Cissi Askwall, Vetenskap & Allmänhet, Sweden
Jacqueline Broerse, VU University of Amsterdam, Netherlands
Mike Cuthill, University of Southern Queensland, Australia
Simon Denegri, National Director for Public Participation and Engagement in Research, UK
Keri Facer, University of Bristol, UK
Ian Grosvenor, University of Birmingham, UK
Budd Hall, University of Victoria, Canada
Rick Holliman, Open University, UK
Xerxes Mazda, National Museum of Scotland, UK
Patrick Middleton, Biotechnology and Biological Sciences Research Council, UK
Ann-Gel Palermo, Harlem Community and Academic Partnership, USA
Ken Skeldon, University of Aberdeen, UK
Rajesh Tandon, PRIA, India
Dave Wolff, University of Brighton, UK
University College London (UCL)
Research for All is published twice a year, in February and September. It is an open-access, peer-reviewed journal co-sponsored by the UCL Institute of Education and the National Co-ordinating Centre for Public Engagement. This joint venture models the principles of public engagement in research through its editorial advisory board and associate editors who are drawn from within and beyond higher education.
All articles published in Research for All are licensed under the Creative Commons Attribution License (CC-BY) 4.0 international license agreement and published open access, making them immediately and freely available to read and download. The CC BY license agreement allows authors to retain copyright while allowing others to copy, distribute, and make some uses of the work. Further information regarding this can be found at https://creativecommons.org/licenses/by/4.0/ and licensing terms and conditions can be found in our Journals Editorial Policy.
UCL Press works with subject specific indexers to deposit published articles in relevant repositories and search databases. Articles published in Research for All are indexed in:
Articles submitted to Research for All are subject to double-blind peer review, where both the reviewers and authors are anonymised during review. Authors should submit an anonymous version of the manuscript, stripped of all identifying references to the author(s) for peer review. Further information regarding peer review can be found in our Peer Review Policy.
UCL Press journals do not levy an article-processing charge (APC) for submission or publication in this journal. Contributors to Research for All will not be required to make an APC payment for submission or publication of their article.
We welcome contributions from anyone who works in engaged research, and particularly encourage people to co-create contributions with their collaborators. To be considered for publication in Research for All, please send an outline or abstract of 300-400 words, along with a completed contributor questionnaire, to Laura Morley at email@example.com. You can also submit draft articles.
We welcome contributions from anyone who works in engaged research, and particularly encourage people to co-create contributions with their collaborators. To be considered for publication in Research for All, please send an outline or abstract of 300-400 words, along with a completed contributor questionnaire, to Laura Morley at firstname.lastname@example.org. You can also submit draft articles. These must also be submitted with a completed questionnaire. Abstracts and articles submitted without a questionnaire will not be accepted.
Before submitting to the journal, all authors must read and agree to the UCL Press Journals Editorial Policy and the Journal Author Contributor Agreement.
Please read the following notes in full. Manuscripts that are not formatted appropriately for the journal will be returned for reformatting before peer review. This checklist will help you keep track of everything you need to do.
We publish the following types of contribution, although we are open to ideas. Please visit the examples cited for an idea of the style, format and length that is suitable for this sort of contribution.
Articles that analyse the thinking around an aspect of engaged research. These pieces draw on the wealth of writing, experience and thought from across different disciplines and practices involved in engaged research. They capture the breadth of the landscape while providing new insights around a specific theme or topic.
Practice case studies
Stories of the practices of engaged research, told by those who have been involved. These are vivid accounts of practice, with reflection that leads to learning about the processes of engagement. They consider whether and how this learning affected those involved, the research, and wider society. They may or may not situate the practice in theory.
Papers that explore the relationship between theory and practice. These might be conventional academic research articles that develop or test theory. They might be sets of short case studies to explore how theory informs practice and how practice informs theory.
Shorter pieces (1,500-3,000 words) offering views about thinking, practices and debates in engaged research. These contributions offers the opportunity to share personal reflections, raise new perspectives and respond to someone else’s piece.
‘Who inspired my thinking?’
Personal reflections (up to 1,500 words) drawing out key features of a book, paper or person and how they influenced the writer’s thought and practice.
Reviews of publications and resources
Is the piece in scope?
The journal has a particular focus on the processes of engaged research, and the difference that engagement makes. Typical themes include:
Articles that are not in scope of this journal include:
Is the piece accessible to a variety of readers of the journal?
Our readers include researchers, practitioners, professionals, patients, community leaders, public, policy makers, collaborators, artists, and members of cultural organisations, community groups and charities. Their expertise and interests span a variety of disciplines, practices and experiences. They are keen to learn from others and keen to share their expertise.
Where specific language has been used has it been explained clearly?
We invite you to use accessible language. When using technical terms please explain what they mean and how you are using them in your article.
Does the piece represent new learning? Are the authors able to reflect on the key learning from the article, and summarise it effectively?
We recognise that it is not always clear whether learning is just new to you, or new to others as well. We are keen to ensure we support contributions that bring new learning to light wherever it has been inspired. A key point to consider before starting to write is whether you have some key learning points you want to share. Share this with us in your original expression of interest and, where needed, we can provide support to explore what your angle is. It may be that what is new is the people who have contributed to the learning, rather than the learning itself e.g. a collaborative piece that draws in the voices of all involved.
Is my paper the right length?
We have chosen not to set word counts for most types of article – but would encourage you to be as succinct as possible. We will not accept papers longer than 10,000 words, and expect most contributions to be between 3,000 and 7,000 words in length.
Research for All is supporting the 16th International conference for Public Communication of Science and Technology being held in Aberdeen, Scotland, UK, May 2021. Authors of contributions presented at the conference are invited subsequently to submit papers to Research for All for a special feature on Public Communication of Science and Technology. Sandy Oliver (email@example.com), co-editor of Research for All, will be at PCST 2020+ to discuss ideas for contributions.
All authors submitting to Research for All must read and accept the UCL Press Journals Editorial Policy, and consent to the journal author contributor agreement.The notes here offer additional guidance.
Research for All is committed to upholding the integrity of the work published. Papers may be reporting empirical research, or practice papers reporting practice-based evidence. Authors submitting research papers are required to follow best ethical practice for research as outlined in the British Educational Research Association or similar professional body (please indicate this clearly in your submission). Authors are required to show in their papers that they have received ethical approval for their research from all relevant institutional review boards and that they have followed General Data Protection Regulations (GDPR) in the handling of personal data. Where such committees do not operate, authors are responsible for providing evidence of their adherence to relevant ethical guidelines (please indicate this clearly in your submission).
All publications are in English (UK). In order to facilitate rigorous and high-quality peer review, all manuscripts should be written in good and coherent English. Should you require help when writing your manuscript, a native English-speaking colleague may be well suited to help edit the level of English language in the manuscript. You may also want to consider using a professional English language editing service to improve the level of English language. Please note that using professional English language editing services does not guarantee manuscript acceptance in the journal, and you may be charged for these services.
Authors are welcome to submit a covering letter with the manuscript, for the Editors’ reference. Should you wish to provide one, please briefly summarise your manuscript, its findings, major themes, relevant discussion points and any disclosures including conflicts of interest the Editors should be aware of.
ORCiD helps researchers record and report their work by providing researchers with a personal unique identifier that can be kept throughout their career. UCL Press journals now implement ORCiD in publications and authors are encouraged to register with ORCiD and enter their ORCiD details on submission. To register, follow the instructions on the ORCiD web pages at https://orcid.org/, or for UCL authors please visit the UCL Open Access pages http://www.ucl.ac.uk/library/open-access/ORCID.
Research for All encourages authors to either deposit any datasets on which conclusions in their manuscript rely in publicly available repositories or to present them in the main paper or additional supporting files, in machine-readable format (such as spread sheets rather than PDFs) whenever possible. UCL Press journal authors are encouraged to follow the FAIR data principles - to make data Findable, Accessible, Interoperable, and Re-usable. Further information and guidance on these principles are outlined at https://www.force11.org/group/fairgroup/fairprinciples
All manuscript text should be Times New Roman 12-point font and be double spaced.
The journal operates double-blind peer review, in which authors and reviewers are anonymised to keep their identity hidden from each other. Authors should submit the manuscript as:
Please prepare your manuscript under the following headings, and in the order given.
Your title should succinctly reflect the article’s content, using key words that are most likely to draw interested readers to the content through a search engine. There are no hard rules, but titles that accurately communicate article content in a few careful words are more effective than catchy phrases that require a subtitle for explanation. Snappy quotations are best avoided. If the title takes up two full lines or more in the manuscript, it is too long.
Include the full title, the full names of contributing authors including their institutions/affiliation and address, their institutional email address, and their ORCiD IDs. The corresponding author should be identified.
Declarations and conflict of interests
Clearly state the following, having referred on each point to the UCL Press Journals Editorial Policy for guidance:
Originality of article statement
All submitted articles must not be under consideration for publication anywhere else, nor have been published in any form prior to submission to any UCL Press journal. By submitting, authors are agreeing that the submission is original except for material in the public domain and such excerpts of other works have written permission of the copyright owner. Where there is potential for duplication authors must correctly reference and cite the work. Co-publication of an article, as agreed with the publisher and journal, may be considered in accordance with the ICMJE guidelines on overlapping publication, at the discretion of the Editor.
Present an abstract of 150 to 200 words. This should reflect the entire content of the submission. It should cover the key steps in your article, probably including the genesis of your project/research/theorising, research questions/hypotheses, the research design and methods, findings and outcomes, a discussion of these including limitations, and any indications offered for future action or research. Your abstract will ultimately be used by search engines, and it will form part of the meta-data that will be seen first by people searching your article.
List up to 10 keyword terms that accurately reflect the article.
Three bullet points that describe the key areas of learning that readers will gain from the article.
Please refer to the ‘General notes for submission’ at the top of this page and to the article type descriptions above when preparing the main body of text.
If any abbreviations have been used, please define and list them accordingly under this heading.
Any sources of funding for the research reported should be declared, including any project codes.
Mention everyone whose contribution to the work you wish to recognise in this section. Those that contributed to the paper but are not listed as authors can be acknowledged here.
Notes on the contributor(s)
Please include an academic/professional biography of c.70 words for each of the listed authors.
A full reference list should contain all the sources cited in the text. Any source not cited in text should not be included. Please refer to this guide.
Note on appendices
Articles in Research for All do not feature end-article appendices. All illustrative matter should be included in the body of the text or as a table/figure.
Authors are responsible for determining the copyright status of illustrations or other material they wish to reproduce in their article and, if necessary, obtaining permission to reproduce it. This applies both to direct reproduction and to ‘derivative reproduction’ (where authors create a new figure or table which derives substantially from a copyrighted source). By including such material in their submission, authors warrant that it may be reproduced or adapted under the terms of the CC BY licence in the same way as their own work. Please note that short extracts of copyright text (excluding poetry and song lyrics) for the purposes of criticism, discussion, or review may be reproduced without formal permission assuming that the quotation is reproduced accurately and full attribution is given.
Please also ensure that you have permission to publish online from any identifiable private individual featured in a photograph, unless the image was taken on a public street. In line with UCL ethical guidelines, we may refuse to publish images featuring identifiable individuals judged to be vulnerable, regardless of permission granted.
All tables and figures should be numbered sequentially (Table 1, Table 2, etc) and have a short, clear title or caption. Each one should be tagged in the correct place in the manuscript, e.g. <Insert Table 1 near here>, even if the table or illustration has been placed in the mansucript in its final position.
Tables and author-generated line diagrams
These should be incorporated into the text at their final position. Please supply tables formatted in Word.
Please submit these as separate, editable documents accompanied by the original Excel spreadsheet from which they were generated.
Please submit images as separate image files (jpg, tiff, eps).
Should your manuscript need revision to meet the journal’s requirements, or following peer review, please attend to the following points when revising your manuscript.
Provide your timely revisions along with a response letter to any reviewer reports, within the specified revision period to the handling editor.
The journal uses an author, date style of referencing. Please refer to this guide.
|ScienceOpen disciplines:||Assessment, Evaluation & Research methods, Education & Public policy, Educational research & Statistics|
|Keywords:||engaged research, engagement, co-construction, research partners, research involvement, cross-disciplinary, interdisciplinary, schools, community-based organisations|