Research for All is a co-produced, peer-reviewed open access journal focusing on engaged research in all areas of study. Engagement with research goes further than just participation in it.
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 contains a balance of topics from across academic disciplines, professional sectors and types of engagement.
We welcome new submissions. Research for All is a fully open-access, peer-reviewed journal, with an esteemed and carefully appointed editorial board. It is free to read and free to write for; there are no article processing charges. Learn more about how to submit and sign up to our Publishing Alerts to keep abreast of our calls for papers and new article releases.
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Most Popular Articles
Budd L. Hall, Rajesh Tandon
Decolonization of knowledge, epistemicide, participatory research and higher education
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The mentoring relation as an interpersonal process in EDUCATE: A qualitative case study of mentor–mentee perspectives