Research for All is an open-access, peer-reviewed journal focusing on research that involves universities and communities, services or industries working together.
It highlights the potential in public engagement for robust academic study, development of involved communities and research that has impact. Theoretical and empirical analysis features alongside authoritative commentary to explore engagement with different groups and their cultures. The journal is co-sponsored by the UCL Institute of Education and the National Co-ordinating Centre for Public Engagement (NCCPE). Launched in 2017, the journal publishes two issues per year, in January and July. There are no article processing charges. The journal is free to write for and free to read.
Volume 2, Number 1, January 2018
Research for All presents the first in a series of occasional features focusing on engaged research in a specific sector. This time we investigate schools and researchers working together, with articles on young people contributing to research (Colthurst & Tuite; Parker), sharing research findings in the classroom (Tagg & Jafry), collaboration with school management for effective health research (Hewitt et al.), enabling better school-university knowledge exchange (Morris et al.) and transitions for students (Michels & Eijkelhof), and the implications of student volunteers supporting after-school clubs (Tansy & Gallo). The issue also presents contributions related to health (Baker & Courtney; Moberg et al.; Grant et al.; Mclean et al.), the green economy (Ward et al.) and English for speakers of other languages (Mclean et al.), and on subjects that are key to everyone involved in engaged research, notably project evaluation (Reed et al.), impact measurement (Grant et al.) and modes of sharing knowledge (editorial). A book review (Hemsley & Gordon-Smith) highlights the difficulty in using one resource to address different audiences.
Editorial: The challenges of sharing different ways of knowing – Sandy OLIVER & Sophie DUNCAN
Schools and researchers working together
- Authentic Biology: Student-led research and discovery in schools – David R. COLTHURST & Mick F. TUITE
- Improving young people’s health and well-being through a school health research network: Reflections on school–researcher engagement at the national level – Gillian HEWITT, Joan ROBERTS, Adam FLETCHER, Graham MOORE & Simon MURPHY
- Engaging young children with climate change and climate justice – Nathan TAGG & Tahseen JAFRY
- High-school students engaging with researchers within a pre-university programme: Motivations and experiences – Berenice I. MICHELS & Harrie M.C. EIJKELHOF
- School–university knowledge-exchange schemes – Andrew MORRIS, Anna Kristín SIGURĐARDÓTTIR, Per SKOGLUND & Tomislav TUDJMAN
- Who inspired my thinking? – Young people, and teachers who encourage their creative thinking – Becky PARKER
- From homework club to social justice: Critical reflections on student volunteering through the examination of a school–university partnership – Lorraine TANSEY & Maria GALLO
- Conceptualizing the wider societal outcomes of a community health programme and developing indicators for their measurement – Colin BAKER & Paul COURTNEY
- The plain language Glossary of Evaluation Terms for Informed Treatment choices (GET-IT) at www. getitglossary.org – Jenny MOBERG, Astrid AUSTVOLL-DAHLGREN, Shaun TREWEEK, Douglas BADENOCH, Robin LAYFIELD, Robin HARBOUR, Sarah ROSENBAUM, Andrew D. OXMAN, Patricia ATKINSON & Iain CHALMERS
- Can the research impact of broadcast programming be determined? – Melissa GRANT, Lucy VERNALL & Kirsty HILL
- A community-based public engagement with health experiment: Using English for speakers of other languages (ESOL) classes to empower immigrant communities with science – Indira MCLEAN, Marianne RUSHTON, Rosie GRIFFITHS, Maria Giovanna LIZIO, Emily DAWSON & Sheena CRUICKSHANK
- A common standard for the evaluation of public engagement with research – Mark S. REED, Sophie DUNCAN, Paul MANNERS, Diana POUND, Lucy ARMITAGE, Lynn FREWER, Charlotte THORLEY & Bryony FROST
- Developing university–society partnerships with a focus on climate change impact research using the ‘business assist’ model – Sarah WARD, David BUTLER, Rebecca ADAMS, Sophie O’CALLAGHAN, Neil WARREN, Mairi WICKETT, Hugh SWIRE, Stephen de MORA & Chloe UDEN
- Making Sense of Interventions for Children with Developmental Disorders: A guide for parents and professionals, by Caroline Bowen and Pamela Snow – Bronwyn HEMSLEY & Pat GORDON-SMITH
Aims and scope
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.
Research for All is an open-access, peer-reviewed journal 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. It is published by UCL IOE Press.
Contributions to the journal
We invite contributions about engaged research in any area of study at any time. For information about special issues with specific calls for papers, see the bottom of the page.
This is a new journal for anyone committed to seeing research make a difference in society. We are looking for articles that describe, explain and analyse engaged research – from the perspective of anyone who is or has been involved in it – and we welcome submissions that include images, and audio or video resources. We are especially keen to receive contributions co-authored by research partners from both within or outside of universities.
To be considered for publication in Research for All, please send expressions of interest, outlines, abstracts or draft contributions to the journal’s managing editor, Pat Gordon-Smith. See the ‘Notes for authors’ tab for details for guidance on style.
Submissions should fall into the following broad categories:
Articles that investigate the relationship between theory and practice. These might be conventional academic research articles that generate, build and test theory. Or they might be vivid accounts, case studies, new insights or critical reflections about practice (2,000–7,000 words).
In-depth feature 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 (5,000–10,000 words).
Commentaries offering views about thinking, practices and debates in engaged research (1,500–3,000 words).
‘Who inspired my thinking?’ Personal reflections drawing out key features of a book, paper or person and how they influenced the writer’s thought and practice (up to 1,500 words).
Reviews of publications, events and resources that are relevant to engaged research (800–1,500 words).
Notes for authors
Research for All welcomes contributions from anyone engaged with any aspect of research in either a professional or personal capacity. We are looking for articles that describe, explain and analyse engaged research, from contributors based both within and beyond universities. For details about the sort of material we are looking for, please see the ‘Call for papers’ tab. If you would like to talk to someone about a potential contribution to the journal, please contact the managing editor, Pat Gordon-Smith.
Research for All considers all manuscripts on condition that they have not been published already and are not under consideration for publication or in press elsewhere. Contributions to Research for All must report original work and will be reviewed by appropriate referees appointed by the editors. Manuscripts to be considered for publication should be sent to the journal’s managing editor, Pat Gordon-Smith.
Authors are encouraged to submit manuscripts electronically. Electronic submissions should be sent as email attachments using a standard word processing program. If email submission is not possible, please send an electronic version on disk.
- Manuscripts must be written in good, standard English, using British spelling (use the Oxford Concise Dictionary as an arbiter of preferred spellings). They should also be double-spaced throughout with ample margins, and bear the title of the contribution and name/s of the authors.
- The full postal and email address of the author who will check proofs and receive correspondence should be included as well. All pages should be numbered.
- Included with the article should be an abstract or article summary of no more than 100 words in length, three bullet points summarising key learning points from the article, a list of up to six keywords and a very brief (c. 60 words) note about the author/s. Footnotes to the text are strongly discouraged.
- For general style points and for references, please follow the Editorial style sheet. Write clearly and concisely, using arguments that are fully substantiated with well-reasoned analysis and, where appropriate, empirical evidence.
- All acronyms should be spelled out the first time they are mentioned. The journal has a wide target audience, from both within and outside universities, across different sectors and in different countries, so contributors are asked to explain in full the use of terms that might be meaningful only to a particular audience.
- For all manuscripts, non-discriminatory language is mandatory. Citations of other work should be limited to those strictly necessary for the argument. Any quotations should be brief, and always accompanied by precise references.
- If you have any questions about references or formatting your article, please contact the managing editor, Pat Gordon-Smith.
TABLES, ILLUSTRATIONS, FIGURES, COPYRIGHT
- Research For All welcomes the inclusion of graphs, artwork, photographs, videos and sound files in support of submitted articles. They must be good quality and with full permission to publish in an open access publication.
- Authors are responsible for determining the copyright status of illustrations or other material they wish to reproduce in their article and, if necessary, for obtaining permission to reproduce it. This applies both to direct reproduction and to ‘derivative reproduction’ (where authors create a new figure or table that 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, so they must make this requirement clear to those whose permission they are seeking. 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.
- Illustrations and figures should be submitted within the text of the document, and not separated from it. Figures will not usually be redrawn by the publisher, so they should be submitted in a form that is suitable for publication (not less than 300 dpi resolution).
- The place at which a table, figure or illustration is to be inserted in the text should be indicated clearly on the manuscript. Captions should include keys to symbols.
OPEN ACCESS AND SELF-ARCHIVING
- Research for All is an open-access journal in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to distribute, remix, tweak and build upon their work, even commercially, as long as credit is given for the original creation. Authors also warrant that any work by third parties reproduced within their own work may be shared or adapted in the same way.
- UCL IOE Press makes no charges of any kind for submission to, publication in, or access to Research For All. Once published, your article will be online on the ingentaconnect journals platform, where it will be available for anyone to read or download without charge.
- Authors may self-archive both preprint and accepted versions of their article at any time provided that, on publication, it is replaced by the final published version.
- The NCCPE will be hosting a discussion forum on their website to encourage readers to share responses to content in the journal. Authors are invited to participate in these discussions where possible.
Sophie Duncan, National Co-ordinating Centre for Public Engagement
Sandy Oliver, UCL Institute of Education
Pat Gordon-Smith, Managing Editor (Journals), UCL IOE Press
EXTERNAL ADVISORY BOARD
Cissi Askwall, Vetenskap & Allmänhet, Sweden
Jacqueline Broerse, VU University of Amsterdam, Netherlands
Mike Cuthill, University of Southern Queensland, Australia
Simon Denegri, Chair of INVOLVE and 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, Head of Collections, 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.
EXECUTIVE EDITORIAL BOARD
Michael Reiss (CHAIR), Professor of Science Education, UCL Institute of Education
Sophie Duncan, Editor Research for All, National Co-ordinating Centre for Public Engagement
Alison Fuller, Pro-Director Research and Development, UCL Institute of Education
Pat Gordon-Smith, Editor Research for All, IOE Press
Paul Manners, Director, National Co-ordinating Centre for Public Engagement
Sandy Oliver, Editor Research for All, UCL Institute of Education.
Hamish Chalmers, Oxford Brookes University, UK
Cath Chamberlain, Baker IDI Heart and Diabetes Institute, Australia
Mark Charlton, De Montfort University, UK
Trevor Collins, Open University, UK
Ceri Davies, University of Brighton, UK
Jamie Gallagher, University of Glasgow, UK
Tony Gallagher, Queens University Belfast, UK
Helen Featherstone, University of Bath, UK
Jude Fransman, Open University, UK
Sam Gray, Manchester Metropolitan University, UK
Jo Heaton Marriott, University of Lancaster, UK
Anne Marie Houghton, University of Lancaster, UK
Jenny Irvine, University of Lancaster, UK
Hilary Jackson, UCL
Janet Jull, Bruyère Research Institute and University of Ottawa, Canada
Sarah Lloyd, University of Hertfordshire, UK
Nick Mahony, Open University, 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
Anne Rathbone, BoingBoing, UK
Gene Rowe, Gene Rowe Associates, UK
Suzanne Spicer, University of Manchester
Norbert Steinhaus, Living Knowledge – The International Science Shop Network, Germany
Ruth Stewart, University of Johannesburg, South Africa
Allison Tong, University of Sydney, Australia
Crystal Tremblay, University of Victoria, Canada
Claire Wood, University of Leicester, UK