QES Academic Press supports structured educational initiatives designed to strengthen responsible scholarly writing, ethical peer review, research reporting and publication literacy.
Join the Researcher Development Program
Apply for reviewer development, publication-ethics learning, scientific writing, evidence-synthesis and related professional-development pathways.
Program pathways
Early Career Reviewer Development
Structured learning in reviewer ethics, study appraisal, methodological reasoning and constructive review writing.
Peer Review Training
Practical guidance on confidentiality, conflicts, review structure, evidence-based critique and communication with editors.
Research Integrity & Publication Ethics
Training in responsible authorship, research ethics, conflicts, corrections, retractions and protection of the scholarly record.
Scientific Writing & Manuscript Development
Clear methods, reporting guidelines, evidence presentation, structured writing and responsible scholarly communication.
Research Methods & Evidence Synthesis
Learning opportunities around study design, systematic reviews, evidence appraisal and transparent reporting.
Editorial Development
Development for researchers interested in responsible editorial practice, peer-review coordination and scholarly publishing workflows.
Who may apply?
Applications may be considered from postgraduate students, early-career researchers, faculty members, clinicians, pharmacists, veterinarians and other researchers whose background is relevant to QES Academic Press or its journals. Individual pathways may have additional eligibility criteria.
How applications are assessed
Selection may consider academic background, subject expertise, current research activity, statement of interest, prior reviewing experience where applicable, availability and the fit between an applicant’s goals and the available program pathway. Submission of an application does not guarantee selection.
Recognition
Where a pathway includes formal completion criteria, QES Academic Press may provide a participation or completion record. Recognition should reflect documented participation and competence rather than a particular manuscript recommendation or publication outcome.