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This article examines coloniality of research and discusses the theoretical foundations, ethical imperatives, and practical ways for conducting decolonial research for justice. It emphasises the need to shift away from research paradigms and approaches that perpetuate coloniality to a commitment to embracing the complexities and challenges of conducting decolonial research. The article contributes to the broader discourse on decolonising knowledge production. Drawing on the works of scholars addressing disobedient and defiant research, the article advocates for transformative decolonial praxis, suggesting the need to reimagine research and displace the hegemony and dominance of Western knowledge systems, which marginalise and delegitimise other epistemological traditions. Beyond critiquing coloniality embedded within research, the article proposes practical ways to inform anti-colonial, anti-racist and anti-oppressive research practice. It argues that decolonial research requires defiance and resistance against non-relational, hierarchical, and extractive practices, involving critical examination of assumptions and values, centring non-Western voices and perspectives, dismantling coloniality and working towards social and epistemic justice in solidarity with Indigenous and other historically marginalised and oppressed groups. It calls researchers to integrate decolonial principles and frameworks into their research practices. [ABSTRACT FROM AUTHOR]

Abstract Background Inclusion in public health research of young people from low-income households and those from minority ethnic groups remains low. It is recognised that there is a need to change the way in which research is conducted so that it becomes more inclusive. The aim of this work was to identify novel and innovative ways to maximise recruitment and inclusion of diverse participants when doing co-production within very short time frames for emergency responses. Method We conducted interviews with young people from low-income and minority ethnic backgrounds, and members or leaders of groups or organisations supporting or representing young people from underserved communities. Results A total of 42 participants took part in an interview. This included 30 young people from low income or minority ethnic backgrounds and 12 community leaders/service providers. Of the 30 young people, 26 participants identified as female and 12 participants identified as being from a minority ethnic background. Participants discussed a number of interrelated barriers to research involvement and identified ways in which barriers may be reduced. Prejudice and discrimination experienced by young people from underserved communities has led to substantial mistrust of educational and governmental establishments. Rigid and unfamiliar research practices further limit the involvement of young people. Four themes were identified as ways of supporting involvement, including: making opportunities available for young people, adaptations to research governance, understanding and acknowledging challenges faced by young people, and ensuring reciprocal benefits. Conclusion This research explored barriers to engagement in rapid public health co-production. Working with communities to co-produce rapid recruitment and research procedures to suit the needs and the context in which young people live is necessary.

Background: Inclusion in public health research of young people from low-income households and those from minority ethnic groups remains low. It is recognised that there is a need to change the way in which research is conducted so that it becomes more inclusive. The aim of this work was to identify novel and innovative ways to maximise recruitment and inclusion of diverse participants when doing co-production within very short time frames for emergency responses. Method: We conducted interviews with young people from low-income and minority ethnic backgrounds, and members or leaders of groups or organisations supporting or representing young people from underserved communities. Results: A total of 42 participants took part in an interview. This included 30 young people from low income or minority ethnic backgrounds and 12 community leaders/service providers. Of the 30 young people, 26 participants identified as female and 12 participants identified as being from a minority ethnic background. Participants discussed a number of interrelated barriers to research involvement and identified ways in which barriers may be reduced. Prejudice and discrimination experienced by young people from underserved communities has led to substantial mistrust of educational and governmental establishments. Rigid and unfamiliar research practices further limit the involvement of young people. Four themes were identified as ways of supporting involvement, including: making opportunities available for young people, adaptations to research governance, understanding and acknowledging challenges faced by young people, and ensuring reciprocal benefits. Conclusion: This research explored barriers to engagement in rapid public health co-production. Working with communities to co-produce rapid recruitment and research procedures to suit the needs and the context in which young people live is necessary. [ABSTRACT FROM AUTHOR]

This article highlights the significance of pilot studies in research and offers guidance on how to design, conduct, and report them. Pilot studies serve as preliminary investigations that help identify potential issues in future trials. However, it is important to note that many studies labeled as pilot studies are actually different types of studies. Pilot studies can evaluate various aspects of a future study, such as recruitment rates, data optimization, and treatment safety. They also provide an opportunity to refine study methods before conducting larger trials. Nonetheless, it is important to acknowledge the limitations of pilot studies and interpret their findings cautiously. The article also provides reporting guidelines specifically for non-randomized pilot studies. These guidelines cover different aspects of pilot studies, including randomization methods, analytical methods, participant flow, recruitment, baseline data, outcomes, and interpretation. The document also emphasizes the importance of assessing the quality of pilot studies and planning for the conversion of a pilot study into a full hypothesis-testing trial. The authors stress the need for rigorous methodology and clear progression criteria in pilot studies to ensure informative and publishable results. [Extracted from the article]

This paper outlines the findings of a series of interviews with international PhD students in the social sciences at Newcastle University. It aims to: 1) understand how the university, as a bordering institution, has shaped the experience of international postgraduates; and 2) interrogate how these students are experiencing the process of articulating and undertaking their research under layers of restriction vis-à-vis Covid-19 as well as growing regimes of digital/biometric surveillance, costs, restrictions, and bureaucracy. Epistemic injustice is used as a frame to understand the operation of interlocking forms of oppression wherein the university is seen as a site of harm through direct and indirect discrimination.

While there has been a surge of studies on English as a foreign language (EFL) teachers' emotions and identities in research engagement, limited attention has been paid to how they integrate teacher and researcher identities and negotiate different emotions in research practice over time. Drawing on data from a variety of sources over a decade, this longitudinal selfnarrative study investigated how an EFL academic (the author) negotiated and navigated conflicting identities and emotions in the process of becoming a teacher-researcher in a changing context. The findings unfolded the changes in her emotions and professional identity development over the course of her 10-year research journey, beginning as a discontented and perplexed performer with weak emotional resilience, progressing to a pressured and strenuous follower with moderate emotional resilience, and finally becoming a relentless and resolute integrator with strong emotional resilience. Her final integration of teacher and researcher identities represented her redemption on this bumpy journey. Implications for EFL teachers, school leaders, and education policymakers on how to help EFL academics integrate professional identities were also discussed. [ABSTRACT FROM AUTHOR]

As the number of digital archives increases – both traditional archives that have been digitized and 'born digital' collections – so, too, grows the number of tools and methodologies through which they can be better understood. This article explores how archives can be 'mapped' digitally, using network analysis to examine epistolary networks built on the State Papers archives of England. It will outline some of the core contributors to the archives, while also pointing to smaller actors and collections, whose place in the epistolary network and the archives are best revealed when viewed at scale within this 'mapping' process. This article demonstrates that – as with any other historical dataset – understanding the archives and the ways in which they are constructed is vital to further quantitative analysis, and how this is turn may bolster digital historical narratives. As such, this article not only demonstrates the outcomes of adopting digital methodologies, and how they may shape ongoing historical research and narratives, but also illustrates the ways in which the adoption of these quantitative measures allows for a critical reconsideration of historical sources, their origins and the ways in which they can be used. [ABSTRACT FROM AUTHOR]

Higher education's focus is shifting to include societal impact alongside academic excellence. While community-engaged scholarship has a long history, many initiatives focus on individual researchers or institutional practices, without accounting for disciplinary and geopolitical contexts. The Community Engagement for Impact (CEFI) Framework and the Contextual Model of Community Engagement (CMCE) are based on findings of an in-depth, qualitative study of researchers' strategies for community engagement. Results point to complex relationships between researchers, universities, and disciplines, shaped by government policy, research trends, community imperatives, and other factors. While participants fostered community relationships supporting social change, they did not receive appropriate training, support, or recognition. CEFI guides individuals and institutions to identify barriers and facilitators for engagement, across disciplines, for work involving industry organisations, community groups, governments, and other partners. When used alongside CMCE's approach to local, national, and global factors, researchers, universities, and disciplines can better support pathways to societal impact. [ABSTRACT FROM AUTHOR]

In this paper we investigate the ways in which a university, taking on the scale of a city of its own, affords meetings for researchers and teachers between disciplines. How does the continuous transformation and expansion of the university's physical environment affect the everyday lives and serendipitous encounters of the researchers active within it? The aim of the paper is to develop a conceptualization to facilitate discussions and analyses of urban transformations and its relation to serendipitous and informal meetings in urban areas. The paper takes Lund University as a case and uses different methods, such as time-geographical notations and Perec-inspired observations studies, to develop five different aspects that allow us to take measure of urban configurations and their potential for serendipitous meetings and encounters.

The responsible conduct of research is foundational to the production of valid and trustworthy research. Despite this, our grasp of what dimensions responsible conduct of research (RCR) might contain—and how it differs across disciplines (i.e. how it is conceptualized and operationalized)—is tenuous. Moreover, many initiatives related to developing and maintaining RCR are developed within disciplinary and institutional silos which naturally limits the benefits that RCR practice can have. To this end, we are working to develop a better understanding of how RCR is conceived and realized, both across disciplines and across institutions in Europe. The first step in doing this is to scope existing knowledge on the topic, of which this scoping review is a part. We searched several electronic databases for relevant published and grey literature. An initial sample of 715 articles was identified, with 75 articles included in the final sample for qualitative analysis. We find several dimensions of RCR that are underemphasized or are excluded from the well-established World Conferences on Research Integrity (WCRI) Singapore Statement on Research Integrity and explore facets of these dimensions that find special relevance in a range of research disciplines.

The increasing demands on faculty members and students to conduct research might result in domination in supervisor-student relations across cultural contexts. This study aimed to explore how students’ research relationships with their supervisors are manifested within TEFL (Teaching English as a Foreign Language) postgraduate curriculum in Iran’s higher education. In so doing, 17 MA and PhD students, drawing upon phenomenological research, were recruited to participate in the study. The findings, analyzed through thematic analysis, suggest that university professors, by building low-quality, hierarchical relationships in terms of professional and interpersonal relations concerning research engagement, sustain their power relations which might be construed as accepted norms within Iran’s higher education setting. The study brings ethical behavior into focus to humanize research practice and improve supervision processes/outcomes. [ABSTRACT FROM AUTHOR]

The recent global pandemic had shocking impacts on societies and economies worldwide by bringing complexity, ambiguity, and uncertainty for extended periods. UX researchers, faced with numerous challenges, were compelled to adapt to emergent conditions through remote research methods. Investigating how some members of the UX research community adapted to the emergency offers valuable insights into how they responded to uncertainty and showed resilience. Therefore, we studied the early practices of UX managers and researchers in Turkey during the first 6 months of the global pandemic under lockdown conditions. Our goal was to understand how UX research and design teams responded to uncertainty by customizing their methods. We focused on seven firms as different cases to conduct semi-structured interviews with seven managers and 13 UX researchers. The results demonstrate that the adaptable nature of UX research allowed them to quickly respond to these emerging conditions. In the early period of the pandemic, our study participants— UX managers, designers, and researchers—experienced the advantages and challenges of remote UX research necessitated by the lockdown. These included issues related to participant recruitment, work performance, readiness, and methodological concerns. Based on our findings, we make recommendations for UX researchers to conduct moderated and unmoderated remote research while maintaining inclusiveness and rigor. [ABSTRACT FROM AUTHOR]

Researching comparatively urban policymaking processes has become an ordinary praxis within urban policy mobilities studies. While it has been broadly accepted that thinking through relational dualisms, such as that of policy presence/absence, is useful to examine urban policymaking processes across multiple spatialities and temporalities, less attention has been paid to how we comparatively study such arenas. This article stands as an invitation to reflect on the methodological issues and implications of studying through sites and situations of policy presence and absence within urban policy mobilities. Building on a reflexive learning ontology that emerged out of an academic project that examines the relational and territorial (un)making of Business Improvement Districts across four English town centers, the article discusses how access to, navigation through and thickness of the evidence obtained from the research field is sensitive to the sites and situations of policy presence and absence where the research takes place. It is argued that studying such dissimilar policy arenas should encapsulate flexible research strategies to better attune to the situated processes and politics that engendered such policy outcomes. To address this concern, the article reflects on how positionality, institutional memory and chronopolitics should inform methodological praxis when researching sites and situations of policy presence and absence. [ABSTRACT FROM AUTHOR]

Early childhood/educational environmental imaginations transmit national, global and planetary views of the world through texts, visual representations and material objects. These representations produce politics, including nationalism and globalism, and play a part in policy making as well as in how children learn to view and relate to the world. Education, however, needs a new political attractor during anthropogenic climate change that differently orients political engagement with the world for education. In this article, we think with the four political attractors Latour describes: the national, global, planetary and Earth, and Cobb's notion of the child's primary relatedness to the world. We explore children's environmental imagination in their drawings and associated stories to highlight the kinds of politics present in their views promoted by current imaginations. Then, we spin these stories further with speculative experiences our own relation with the world with Latour's ideas and point to a new political object the Earth and Earthly politics for education. [ABSTRACT FROM AUTHOR]

Editorial to the April issue of 2023.

The paper advances epistemic reflexivity as a methodological process for dealing with knowledge biases in International Business research. By drawing upon Bourdieu's (1989) reflexive sociology, the paper develops an epistemic form of reflexivity that moves beyond the limiting focus on the researcher's social background and interpersonal relations with the researched, towards the conditions of knowledge production contained in the researcher's subjective role as well as intellectual bias and positioning. Such an approach enhances trustworthiness and credibility in all research processes (qualitative, quantitative, mixed and multimethod), through a systematic exploration of social scientific claims. This can be achieved by the IB researcher scrutinising their own Self, cultural practices, biases and 'unthought categories of thought', which, if not problematised, may limit our understanding of other peoples' 'social reality' and the IB phenomena that we investigate. The paper contributes to IB research methods literature by developing an epistemic theoretical foundation for reflexivity in addition to devising a methodological process for researchers to intellectually engage with, comprising of six reflexive, self-interrogating 'thinking tasks'. [ABSTRACT FROM AUTHOR]

Mathematics Education Researchers' work in interdisciplinary research groups can be enriching and challenging in terms of communication, work processes, institutional support, and the translation of findings into viable results for existing disciplines. We contend that there is a need to explore practices (i.e., ways of being, operating, and interacting with others) in these groups. We searched Scopus and ERIC databases to find published works of interdisciplinary groups involving at least one Mathematics Education Researcher, which led us to five articles in peer-reviewed mathematics education journals. Thematic analysis of these articles helped us identify three practices: (1) working toward research interests, (2) cultivating trust and open-mindedness, and (3) understanding institutional support. We argue that consideration of these practices can facilitate Mathematics Education Researchers' interdisciplinary collaborations. Further research documenting Mathematics Education Researchers' interactions within interdisciplinary research groups is needed. [ABSTRACT FROM AUTHOR]

The article highlights a set of specific solutions for international journals - "The Margin Lever". The proposed solutions relate to changes in publishing policies and methods of reviewing texts that may contribute to overcoming the hegemony of scientists coming from the richest, top-rated, perfectly adapted universities. These universities are usually located in the richest and most developed countries - we call them the core, or the center of the scholarly world. The margin lever is designed, not to make competition with them equitable, but rather to contribute to the development of democratic networks, and support global and local efforts within committed social research. [ABSTRACT FROM AUTHOR]

This editorial introduction launches an ongoing section in the journal's Exchanges section, concerned with methods, methodology and the construction of explanations in economic geography, broadly defined. [ABSTRACT FROM AUTHOR]

This qualitative case study methodically explores ethical tensions that arose in the Research-based Theatre (RbT) project, Alone in the Ring (AitR), as a case. We borrowed Elliot Eisner's set of tensions in Arts-Based Research (ABR), exploring the extent to which they manifested as ethical tensions in AitR. Following analysis of in-depth interviews with key project members, we identified five areas of ethical tension in AitR, adapting Eisner's framework to account for the ethical dimensions of the tensions, their generative quality, and their temporal and social dimensions, as they manifested in AitR. Complicating Eisner's general tensions for ABR, this article advances an adapted, RbT-specific framework with meta-language to reflect on the ethical terrain of RbT using the richness and specificity afforded by a case study. The framework is particularly useful for RbT practitioners seeking to maximize the benefits of RbT for knowledge translation, arts-based inquiry, and community engagement. [ABSTRACT FROM AUTHOR]

This article offers autoethnographic reflections on the experience of qualitative research that account for the embodied subjectivity of interviewing as a research practice and the embodied practice of research outside of a traditional 'field'. The article reflects on the ways in which the author was underprepared for the shifting power relations and shared vulnerabilities within research interactions to be experienced in an embodied way. This article then reflects on the process of experiencing research in the body during the writing-up process. The article draws on data collection experiences and fieldwork notes from a research project on trans and intersex activist relationships undertaken by a trans researcher with a history of LGBTI+ and trans activism. Furthermore, this research project was undertaken by a disabled scholar who had to negotiate a complex web of access needs and decisions over in/visibilising disabilities in order to complete the research. This early career scholar experienced a lack of research methods teaching and training on the complexities of in-community/insider research for those who may be members of communities made vulnerable by society and a lack of training on the expectations of embodied fieldwork practice. This article does not offer teaching or support suggestions to fill this gap although those are illustrated in detail by Pearce's (2020) 'methodology for the marginalised'. Instead, the article invites early career scholars, and those teaching research methods, to imagine research and imagine fieldwork with embodied researchers in mind. The article uses poetry to take readers on a journey of the embodied research of one trans and disabled scholar in the hopes it may speak to other scholars with a range of diverse identities and experiences who may be made vulnerable by society and those who have the privilege of teaching them. The article uses poetry as a means to express these embodied reflections drawing on Richardson's (1999, 2002) creative analytic practice of ethnographic poetry and Anderson's (2001) embodied writing. The poetic reflections are offered as an interruption to the body of the text with an embodied poetry to touch the reader in a different way. Although these poems deliberately interrupt the body of the text, they can be read in their locations as reflections on their closest sections or a collection of poetic reflections after reading the article. [ABSTRACT FROM AUTHOR]

This paper draws on the experience of two Romani and three non‐Romani scholars in knowledge production on the health and social inequalities experienced by European Roma populations. Together, we explore how we might better account for, and work against, the complex web of dynamic oppressions embedded within processes of academic knowledge production. Our aim is to encourage careful scrutiny through which sociologists of health and illness might better recognise our own complicity with oppression and identify concrete actions towards transforming our research practices. Drawing on a well‐known domains of racism typology (Annual Review of Public Health, 40, 2019, 105), we use examples from our own work to illustrate three interconnected domains of oppression in which we have found ourselves entangled (structural, cultural and interpersonal). A new conceptual framework is proposed as an aid to understanding the spectrum of different "types" of complicity (voluntary–involuntary, conscious–unconscious) that one might reproduce across all three domains. We conclude by exploring how sociologists of health and illness might promote a more actively anti‐racist research agenda, identifying and challenging subtle, hidden and embedded negative ideologies and practices as well as more obviously oppressive ones. We hope these reflections will help revitalise important conversations. [ABSTRACT FROM AUTHOR]

In this paper, we consider, from critical perspectives, the ways in which research assessment governs the production of academic knowledge and can contribute to epistemic injustices. This issue is examined through a fieldwork study in 2018 of the implications of the Danish Bibliometric Indicator for research in a humanities department of a research-intensive Danish university. We draw on Connell's Southern Theory in conjunction with Bourdieu's work on language and power to show how humanities research in the Danish language is pushed onto the periphery of global disciplinary fields. The paper highlights that regimes of governance such as bibliometric research assessment affect not only what is published and where but also what is recognised as scientific or academic language. Such regimes can contribute significantly to the generation and reproduction of epistemic injustices through limitations on how, and by whom, legitimate knowledge is defined, produced and promulgated. We argue that it is time to recognise this as the colonisation of research. [ABSTRACT FROM AUTHOR]

• Minority of radiology journals follow gender equity guidelines. • Higher impact factor in gender-inclusive journals. • Elsevier leads in adopting gender equity in research. • Gender equity linked to better journal metrics. • Study promotes gender inclusivity in medical research. Our study aimed to determine the current percentage of gender and sex equity promoting (GSEP) radiology journals, defined as satisfying at least one criterion of the Sex and Gender Equity in Research (SAGER) checklist, published by the European Association of Science Editors (EASE). A secondary objective was to compare characteristics of GSEP and non-GSEP journals. A cross-sectional analysis between June 24 and July 3, 2023, was conducted. The author submission guidelines of radiology journals with a 2021 Journal Impact Factor (JIF) were assessed according to the SAGER checklist. GSEP journals were defined as satisfying one or more SAGER checklist criteria in their research instructions. Bibliometric data and journal information were collected from the Journal Citation Reports and National Library of Medicine catalogue. Only 39.7 % (52) of 132 journals satisfied at least one SAGER checklist criterion. Median 2021 JIFs were higher in GSEP journals (4.62, IQR: 3.73 – 5.21) than non-GSEP journals (2.70, IQR: 2.32) (p = 0.00). Median 2021 Journal Citation Index (JCI) scores were higher in GSEP (0.64, 0.56 – 0.73) than non-GSEP journals (0.97, 0.83 – 1.10) (p = 0.00). Cited half-life was shorter for GSEP (5.40, 4.80 – 6.50) than non-GSEP journals (6.70, 5.70 – 7.40) (p = 0.05). Elsevier published 33 of 52 of GSEP journals. 60.3% of radiology journals with a 2021 JIF do not meet a single SAGER checklist criterion in their author submission guidelines. GSEP journals had higher impact and source metrics and a shorter cited half-life. Publishers may play a significant role in promoting endorsement of the SAGER checklist in the author submission guidelines of radiology journals. [ABSTRACT FROM AUTHOR]

Abstract Background Few studies have focused on research practice in Japanese university general medicine (GM) departments. Methods This is a questionnaire‐based cross‐sectional study to clarify the research achievement and associated factors of Japanese university GM department. Univariate analysis was performed to compare the number of English‐language research publications and explanatory variables. Results Forty‐seven universities responded. Over a 3 years period, the median number of English‐language research publications was 6. Perceived degree of research necessity, staff numbers, collaborative research, conference presentations, and obtaining research grants were significantly associated with a higher number of English‐language research publications. Conclusions While GM research output was found to be limited, numerous associated factors can potentially change Japanese GM departments' research environments.

Partaking in studies about suicide can be a positive experience. There is also evidence of some negative impacts in the days immediately following participation. No research has examined both the short and longer term effects of repeated assessment of an individual's suicidal thoughts/behaviours. Clinical trials can involve multiple suicide assessments over several months. The current study investigated whether participants experienced any brief or lasting effects from this kind of intense suicide focused research. Participants had recent suicidal experiences, and were participating in a randomised controlled trial evaluating a psychological therapy targeting suicidal experiences for people with non-affective psychosis. Multiple measures of suicidal thoughts/acts were completed at baseline, 6 and 12-month follow-up time-periods. For the current study, participants (N ​= ​100 ​at baseline and n ​= ​32 ​at follow-up) undertook a semi-structured qualitative interview about their experiences of taking part in suicide research, and completed a checklist of adjectives to describe how it felt to talk about suicide during the assessments. They rated their current mood before and after completing the trial assessments using a visual analogue scale. A convergent mixed methods approach indicated that participation was positive in both the short and longer term. Mood improved or did not change over the course of assessments. More positive than negative adjectives were selected, regardless of the severity of suicidal thoughts experienced by participants. Thematic analysis of the qualitative data revealed many benefits of participating, including catharsis, being able to help others and being part of a wider endeavour to understand suicidal experiences. Both short and longer term feelings of distress arising from participation were offset by the expectation and acceptance of this occurring, together with the application of participant-initiated coping strategies. These findings lend reassurance that inviting people with severe mental health problems to participate in suicide research is not detrimental in either the short or long-term.

The incorporation of nature’s design and development in the higher science education system and research practice is emphasized to foster improved awareness of foundational skills in molecular biology among learners. Multiple perspectives through the prism of global interest in molecular biology will have a huge ripple effect throughout the world of science while protecting the environment and preserving the ecosystem. Steps in the right and exciting directions could enhance the ability to carry out solution-focused and productive research activities on various topics in this interdisciplinary area and eventually result in new costeffective technologies, technology commercialization, and practical applications. It is clear that in the long run, the benefits of research practice will have a significant positive impact on society. [ABSTRACT FROM AUTHOR]

Keywords: Social science education, Sweden, curriculum, teacher practice, research practice Highlights: • Social science education is the core subject assigned responsibility for citizenship education and holds a strong position in Swedish schools (policy and teaching). • Two reforms of curricula and syllabi through years 1–9 and 10–12 are upcoming. • There is a growing community of researchers investigating the purpose, design and conditions of social science education. • Research is mainly small-scale and qualitative and there is a lack of large-scale and/or quantitative studies. Purpose: This report provides an overview of social science education in primary and secondary education in Sweden with the purpose of introducing the international research community to policy-related issues concerning citizenship education, educational institutions and the scholarly state of the art. The principal topics are: a context of Sweden and its educational setting, the current policy documents and upcoming reforms, the state of teaching and teacher education, and the state of the art of Swedish social science education theory and research. Findings: Social science education holds a strong position as the main agent of citizenship education in Swedish schools and is a mandatory subject in every school year. The current and upcoming syllabi both emphasise disciplinary knowledge as well as citizenship education. Sweden has a growing community of researchers, but this community is somewhat fragmented because researchers originate from different disciplines.

This paper makes connections between the EPSRC AREA Framework for Responsible Research Innovation (RRI) and sociological, feminist and post-positivist methodological contributions to consider how the interpretive frames central to these traditions can bring valuable insights to practices of RRI. We argue that taking this interdisciplinary approach enables understanding the research process as a form of proficient craftwork or techne. Techne allows the richness of research methods debates to inform ways in which epistemic protocols can be strategically adjusted and reconfigured to more fully embed RRI principles in every stage of the research process. This enhances researchers’ capacity to minimise some of the undesirable and potentially harmful side effects of research practice and strive towards social good. We draw on fieldwork notes produced as part of our research on industrial cleaning robotics to illustrate how our craftwork approach to RRI is conducted in practice.

While there has been an increasing interest in English as a foreign language (EFL) teachers' research engagement and researcher identity construction, scant attention has been paid to tensions caused by the issue of power relations in their research practice. This study draws on data from semi-structured interviews complemented with data from narrative frames and document analysis to examine the influence of power relations on the research practice of six EFL academics and their coping strategies at a Chinese university. The data analysis reveals that for the participants in the study, even though they were driven to be engaged in research practice by a combination of intrinsic and extrinsic motivations, they found that their research endeavors were undermined by the marginalized status of EFL researchers from non-elite universities, as imposed by the Chinese academic circle. Nevertheless, in the face of potential bias against their peripheral academic status, they exerted their agency with micropolitical literacy and tried to seek a way out of the unfavorable academic culture. As EFL teachers at regular universities are increasingly expected to be more research-active and research-productive, more attention and support are needed to facilitate their professional development and researcher identity construction. [ABSTRACT FROM AUTHOR]

Purpose: This report provides an overview of social science education in primary and secondary education in Sweden with the purpose of introducing the international research community to policy-related issues concerning citizenship education, educational institutions and the scholarly state of the art. The principal topics are: a context of Sweden and its educational setting, the current policy documents and upcoming reforms, the state of teaching and teacher education, and the state of the art of Swedish social science education theory and research. Findings: Social science education holds a strong position as the main agent of citizenship education in Swedish schools and is a mandatory subject in every school year. The current and upcoming syllabi both emphasise disciplinary knowledge as well as citizenship education. Sweden has a growing community of researchers, but this community is somewhat fragmented because researchers originate from different disciplines. [ABSTRACT FROM AUTHOR]

While there has been an increasing interest in English as a foreign language (EFL) teachers’ research engagement and researcher identity construction, scant attention has been paid to tensions caused by the issue of power relations in their research practice. This study draws on data from semi-structured interviews complemented with data from narrative frames and document analysis to examine the influence of power relations on the research practice of six EFL academics and their coping strategies at a Chinese university. The data analysis reveals that for the participants in the study, even though they were driven to be engaged in research practice by a combination of intrinsic and extrinsic motivations, they found that their research endeavors were undermined by the marginalized status of EFL researchers from non-elite universities, as imposed by the Chinese academic circle. Nevertheless, in the face of potential bias against their peripheral academic status, they exerted their agency with micropolitical literacy and tried to seek a way out of the unfavorable academic culture. As EFL teachers at regular universities are increasingly expected to be more research-active and research-productive, more attention and support are needed to facilitate their professional development and researcher identity construction.

• We provide a methodological and theoretical review and synthesis of dreaming and memory consolidation research. • When testing for a relationship between memory consolidation and dreaming, there are many methodological choices which could have an effect on the outcomes. • Targeted Memory Reactivation (TMR) may have the potential to show a relationship between dreaming and memory consolidation by reactivating memories in dream content. • We propose guidelines for conducting Targeted Dream Reactivation (TDR) research. Empirical investigations that search for a link between dreaming and sleep-dependent memory consolidation have focused on testing for an association between dreaming of what was learned, and improved memory performance for learned material. Empirical support for this is mixed, perhaps owing to the inherent challenges presented by the nature of dreams, and methodological inconsistencies. The purpose of this paper is to address critically prevalent assumptions and practices, with the aim of clarifying and enhancing research on this topic, chiefly by providing a theoretical synthesis of existing models and evidence. Also, it recommends the method of Targeted Memory Reactivation (TMR) as a means for investigating if dream content can be linked to specific cued activations. Other recommendations to enhance research practice and enquiry on this subject are also provided, focusing on the HOW and WHY we search for memory sources in dreams, and what purpose (if any) they might serve. [ABSTRACT FROM AUTHOR]

In this article, we examine how scholars innovate research methods. Based on a review of published qualitative strategy and management research, we identify highly innovative academic papers, that is, papers that demonstrate substantial novelty in every part of the research process. We work through these papers in detail to demonstrate their novelty, highlighting concrete ways in which scholars have innovated three interconnected parts of the research process: data generation, data analysis, and presentation of findings. Based on our analysis, we develop a two-layered "iceberg" model of method innovation, which shows that important principles guide the innovative use of organizational research tools. These principles are engaging in holistic innovation, being excruciatingly clear in the presentation of methods, developing theory and method together, and being reflexive in innovating methods. Our model demystifies the largely implicit process of innovating research methods. We hope it serves to orient and encourage a more creative use of methods in future studies. [ABSTRACT FROM AUTHOR]

Researching ethically is an institutional requirement and cornerstone of good everyday practice in conducting research, adopting a mindful consideration for participants and resisting the temptation to use methodological approaches which may exploit participants or their trust in the research process or researcher. In the context of outdoor studies and framed by Kantian ethical and moral principles, this paper describes the procedural ethics of Institutional Review Boards (IRBs) and how our own moral and ethical positioning influences the planning for the opportunities, dilemmas and challenges of fieldwork, shaping the ethics in practice during research and in post-study reporting. From a sail training study, I describe the ethical and methodological dilemmas and the decisions made in respect of audio recording and the use of photo-elicitation; and the sense of uncertainty and unease stimulated by reflective and reflexive practice. [ABSTRACT FROM AUTHOR]

This collaborative autoethnographic story of #DataCreativities articulates data traces found within the rapid move online in education and creative sectors in Melbourne, Australia. As a result of the lockdowns imposed to combat the initial spread of COVID-19, this collaboratory began within the anxieties of 2020. #DataCreativities takes a data-related approach to understanding the fast-paced shift to making, learning, teaching, and living in a crisis through research and art. Twelve months on, we figure (out) our own data and practice. We ask: What does CO-llaborative VI-rtual D-esign look like, how can it be established, and how can it be sustained? [ABSTRACT FROM AUTHOR]

A reflective practitioner is an active individual who explores the possibilities of solving problems in practice and who is characterised by being reflectively open to reexamining their own opinion. The authors of this paper start from the premise that the process of education, however consistent and well-founded it may be, is exposed to constant inspection and improvement. The aim of this research is to identify the teachers’ skills needed for conducting action researches. This goal is accomplished by examining the possibility of connecting action researches with teachers’ reflective practice. The methods used are the descriptive method, scaling technique and the Likert-type scale (AIRP). This scale examines the teachers’ skills for conducting action researches and is based on five factors extracted by the factor analysis: diagnostic skills, attitudes towards action researches, data collecting skills, practical skills and skills needed for conducting action researches. This study involved 305 respondents from the territory of the Republic of Serbia. The obtained results show statistically significant differences between the teachers with long teaching experience and those with a few years of teaching experience, p

Designers and researchers who work with animals need to employ an array of ethical competencies to guarantee the welfare of animals taking part in animal-centered research. The emerging field of Animal-Computer Interaction (ACI), which deals with the design of animal-centered interactive systems, considers ethics a fundamental concern when working with animals, and ACI researchers have proposed ethics frameworks in response to these concerns. Ethical approaches proposed within the field tend to be normative but, on their own, norms may not be sufficient to support designers who will inevitably face unexpected and ethically charged situations as the research progresses. During a research project, focused on the design of dog-friendly controls for Mobility Assistance Dogs (MADs), these limitations came to the fore. Drawing from situated ethics approaches, developed to support researchers' ethical engagement with vulnerable populations such as children and differently abled adults, this paper presents an ethics toolkit that aims to support animal-centered research and design by enabling researchers to make ethically sound situated decisions as their work progresses. The toolkit comprises three templates, each of which asks a series of questions aiming to articulate the ethical baselines of individual team members and of their research project, and to inform the development of a series of ethical guiding statements to better prepare designers to make ethical situated decisions. The application of the toolkit during the research with MADs helped the field researcher to clearly and systematically articulate the project's ethos and understand the ethical stance that guided the research team's interactions with the dogs, their trainers, and their human partners throughout the project. It also fostered a practice of active reflection within the team, which helped them to maintain their commitment to the project's ethos in the face of unexpected ethical challenges. We propose that, beyond supporting ACI research, the toolkit could support the ethical engagement of researchers and practitioners who work for and with animals in many other settings.

Background: Few studies have focused on research practice in Japanese university general medicine (GM) departments. Methods: This is a questionnaire‐based cross‐sectional study to clarify the research achievement and associated factors of Japanese university GM department. Univariate analysis was performed to compare the number of English‐language research publications and explanatory variables. Results: Forty‐seven universities responded. Over a 3 years period, the median number of English‐language research publications was 6. Perceived degree of research necessity, staff numbers, collaborative research, conference presentations, and obtaining research grants were significantly associated with a higher number of English‐language research publications. Conclusions: While GM research output was found to be limited, numerous associated factors can potentially change Japanese GM departments' research environments. [ABSTRACT FROM AUTHOR]

This work-in-progress paper paves future research regarding the practice of auto-censura (self-censorship). Starting from auto-biographical experience, the text shifts into a more theoretical reflection about this part of the scholarly work, which is hidden and unstudied. The working definition of the analyzed phenomenon aims to open an academic discussion about this practice. The paper ends with the call for testimonies and participation in the study. [ABSTRACT FROM AUTHOR]

Interpretation groups, which meet on a regular basis for jointly analysing qualitative data, are well-established in sociology and related disciplines. There are currently at least 71 interpretation groups in German-speaking countries, and there are more if one includes project teams, which meet on a regular basis for data sessions. Yet, there is relatively little knowledge based on empirical research about these groups and their practices. Inspired by studies on social sciences and humanities (SSH), this article examines how "good" interpretations are jointly created in these groups. Prior studies underlined that social scientific methods are productive, i.e., performative. Following this lead, my study turns data analysis in qualitative research into an object of inquiry by investigating how interpretation groups work on textual data. More specifically, this article discusses how these groups negotiate different interpretative options and at the same time evaluate the quality of their results as well as the interpretation process as a whole. In this regard, the approach presented in this article also contributes to the growing literature on valuation and evaluation in science by focusing on communicative devices for valuing and evaluating interpretations. [ABSTRACT FROM AUTHOR]

Principles for ethical behavior in the context of research are codified into rules that may change over time to meet peoples' needs in specific institutions, including universities and professional associations. This paper aims to spark discussion about a set of ethical choices beyond those addressed by an IRB or recent association policy statements. Our specific focus is topic selection and the role of researchers' interests and incentives in determining the kinds of research that we do. Using the principle of induced innovation, we show how changing incentives can influence the direction of research effort and thereby affect the kinds of policies or technologies that are supported by available evidence. With this paper, we hope to generate discussion among applied economists about selection bias in research and how we can use insights from economics itself to guide topic selection. JEL CLASSIFICATION: A11; A14; B41; Q00 Related Content: What Do you Mean by "Informed Consent"? Ethics in Economic Development Research Related Content: The Evolving Ethics of Analysis, Publication, and Transparency in Applied Economics Related Content: Ulysses' pact or Ulysses' raft: Using pre‐analysis plans in experimental and nonexperimental research [ABSTRACT FROM AUTHOR]

Human influences on Earth's natural systems are accelerating, with anthropogenic climate and global change posing existential risks for mankind. To overcome the policy implementation gap in practice both collective and transformative actions for sustainability involving science, policy and society are urgently needed. In the realms of science, this relates to taking inter-and transdisciplinary research approaches to foster exchange and co-designing policy options between researcher, decision-makers and other societal stakeholders; however, such collaboration is often limited by time, funding and complexity constrains. This paper recognises that particularly early career climate change and sustainability researchers are exposed to both the claim for and practical challenges of inter- and transdisciplinarity. For a first qualitative investigation of Austrian early career researchers’ preparedness for conducting participatory research with societal stakeholders, this study examines perspectives of twelve early career researchers participating in a young scientists' workshop. Using a pre-post survey and analysing data by content, our findings indicate that workshop participants have to manage stakeholder processes directly after graduation and, due to a lack of methodological training, only use a small fraction of existing social science methods and participatory settings for stakeholder collaboration. To support other early career researchers and future students in Austria in developing strong inter-and transdisciplinary research skills, we highlight the added-value of integrating hands-on workshops with societal stakeholders, regular exchange of lessons learned and transdisciplinary lectures into university education. Offering more practice-oriented transdisciplinary learning activities during undergraduate education, like excursions and mini-projects in which students can develop and train participatory methods together with stakeholders under guidance, is believed to be a fruitful strategy in this context.

What could be the specificities of mediatic research-creation practiced in the field of communications? In an attempt to provide a preliminary answer to this question, our small narrative takes as a context the development of graduate programs in research-creation at Université du Québec à Montréal’s (UQAM) Faculty of Communication since the 1980s. We will first pose research-creation as a diverse set of practices aimed at producing various types of knowledge by linking these two components, then we will present a series of distinctions between the aims of artistic and creative media practices. This reflective journey allows us to identify several proposals to guide this set of practices in the context of communication studies, as well as to highlight some of UQAM’s contributions in fostering research-creation.

Two decades of evidence-based exploratory pursuits in heme-flavin enzymology led to the formulation of a new biological electron/moiety transfer paradigm, called murburn concept. Murburn is a novel literary abstraction from “mured burning” or “mild unrestricted burning”. This concept was invoked to explain the longstanding conundrum of maverick physiological dose responses and also applied to remodel the prevailing understanding of drug metabolism and cellular respiration. A conglomeration of simple ideas grounded in the known principles of thermodynamics and reaction chemistry, murburn concept invokes catalytic/functional roles for diffusible reactive species or radicals. Hitherto, diffusible reactive species were primarily seen as toxic agents of chaos, non-conducible to the maintenance of life-order. Since the murburn paradigm offers a distinctly different perspective for several biological phenomena, researchers holding conventional views of cellular metabolism pose a direct conflict of interests to the advancement of murburn concept. Murburn schemes are poised to integrate numerous metabolic motifs with holistic physiological outcomes; redefining pursuits in biology and medicine. To advance this agenda, I present a brief account of murburn concept and point out how redundant ideas are still advocated in some prestigious journals.

Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers' well-being. While many previous studies have taken teachers' emotions in teaching as their research focuses, this study investigated university English as a foreign language (EFL) teacher-researchers' emotions and emotion regulation strategies in research in the context of a new research policy. One-on-one semi-structured interviews were conducted with seven EFL teacher-researchers at a Chinese university which implemented China's new research policy of breaking the "five-only," supplemented by the analysis of narrative frames and the institutional research documents. The data revealed that university EFL teacher-researchers experienced wide-ranging and diverse emotions at the micro-level, meso-level, and macro-level of research, with different attitudes toward the new research policy. They also employed multiple strategies of antecedent-focused and response-focused approaches to regulate emotions in research. This study helps unpack the complexity of emotions experienced by university teachers in research, and also calls for the attention of stakeholders to pay to the emotions and well-being of university EFL teachers. [ABSTRACT FROM AUTHOR]

This paper contributes an autoethnographic account of how Paulo Freire's work shapes understandings of education, social change and the possibilities and practices of social research. Drawing on connections between anthropology and education (Schultz, 2014) that underpin Pedagogy of the Oppressed (McKenna, 2013), I explore spaces and practices through which Freire's seminal text provided me with the critical consciousness to interrogate the human experience of education and learning, and to question my practice as I transitioned from teacher to researcher, paying particular attention to learning through discomfort (Boler, 1999). The paper therefore contributes an applied contemporary reading of Pedagogy of the Oppressed to demonstrate its continued significance for theory and practice in formal and nonformal education, and its relevance for reimagining research practice. As a form of critically engaged reflective scholarship, the autoethnographic enquiry asks educators and researchers to question their own conceptualisations and practices of knowledge and research to consider a significant and urgent proposition: how we do the work to understand education and our imaginations of what and how it might become. [ABSTRACT FROM AUTHOR]