There are many staff and postgraduate students who are actively researching into a wide range of projects, and our numbers are growing. We encourage and support new research through our expanding doctoral programmes, the Doctorate in Education (EdD) and our MPhil/PhD programmes.

Recent Submissions

  • Conflict and trust during Covid-19

    Lambert, Steve; University of Chester
    There is no doubt that the lives lost to Covid-19 are tragic. However, it has forced many institutions to re-evaluate quickly how their staff work. In higher education, senior leaders promptly cancelled face-to-face lectures and encouraged staff to transition to online teaching. However, this has caused an element of uncertainty in terms of how leaders within higher education manage their teams in the new virtual world. With individuals required to work from home, leaders need to be clear around expectations they place on staff in an education system that has had trust eroded already at a government level (Bormann & John, 2014). This raises the question: Has Covid-19 given rise to trust issues between leaders and their staff? In order to address this question, this paper explores a conceptual model of trust and uses it as a lens to examine the impact of working from home that has been forced upon us as a consequence of Covid-19.
  • Why do we need a new journal about writing for wellbeing?

    Poole, Simon E.; Bangerh, Kiz; Bertrand, Jennifer; Etherington, Kim; Lee, Deborah; Lengelle, Reinekke; Southwell, Deborah; Thompson, Kate; Williamson, Claire; Wafula, Esther; et al.
    A discussion among practitioners and researchers, forming an editorial article for the first issue of LIRIC
  • National arts and wellbeing policies and implications for wellbeing in organisational life

    Poole, Simon E.; Scott, C.; Storyhouse and University of Chester
    There is general agreement nowadays of the value of the arts to our health and wellbeing, for instance, personal experience of music to lift depression, words to express our lived emotions, the aesthetic quality of a work of visual art that can take us to deeper understanding. The arts include a “broad and diverse landscape of interrelated creative practices and professions, including performance arts (including music, dance, drama, and theatre), literary arts (including literature, story, and poetry), and the visual arts (including painting, design, film) (see UNESCO 2006)” (Wall T, 2019; p. 1). For many, their relevance to mental and physical health is a given, to sustain, to prevent deterioration, or to improve the healing process. An appreciation of their value to health and wellbeing is often due to specific personal experience. Indeed, as Victoria Hume, Director of Arts Council England’s Culture Health and Wellbeing Alliance stated in an interview, (July 2020), “People get it when they’ve done it”, observing that it is a “slow, iterative process of building champions” who are conveying the necessary messages that shift attitudes. The event of the pandemic and lockdown in 2020 has caused many to consider again their priorities and how they can better sustain their own situations, as Dr Clive Parkinson, international arts and health advocate, Director of Arts for Health at Manchester Metropolitan University UK, and Visiting Fellow at the University of New South Wales Australia, observed (July 2020) “The importance of culture and the arts in all their forms, to impact of health, wellbeing and social change, has never felt so relevant”.
  • How Music Accessibility can be used in Art Based Research experiences

    Solé, Lluis; Poole, Simon E.; Storyhouse and University of Chester
    Arts-based Research (ABR) ‘can be defined as the systematic use of the artistic process, the actual making of artistic expressions in all of the different forms of the arts, as a primary way of understanding and examining experience by both researchers and the people that they involve in their studies’ (Knowles & Cole, 2008, p. 29). However, music is an art form that in Western culture, the practice of which is usually restricted to a few individuals with specific skills. Commonly, musical activities are left out of ABR works because of the inherent difficulties of the musical process. In this article, we review and provide multiple ways of how, through accessibility processes, music can be made by a wide range of participants regardless of their musical knowledge. The argument is made that the ways of accessibility presented open up the possibilities of using a wide-ranging use of participatory musical activities in research inquiries, assessment and evaluation. This chapter thus focuses on the ways in which music making can be made accessible and so increase the possibilities of its use partially or entirely as a provocation for inquiry, in collecting and analysing data, as a means of dissemination in research, assessment and evaluation processes.
  • Sustainable leadership and its implications for the further education sector,

    Lambert, Steve; University of Hull
    The purpose of this article is to review the models of sustainable leadership which are currently available in the compulsory sector to establish whether the models are appropriate for post-compulsory education, and in particular for general further education colleges. Due to the complexities of the environment in which further education colleges operate, models of sustainable leadership have not been applied to this sector. In order to achieve this, leadership challenges for further education will be explored and the sector’s responses to these will be considered. Many of these challenges are based on government pressure for efficiency and effectiveness savings, and so will be contextualised in a new managerial framework. The article then goes on to examine current models of sustainable leadership, looking at whether they are applicable for general further education colleges. Should they not be appropriate, then a suggested model will be put forward which draws on the transferable components for existing models with additions which are appropriate to the post-compulsory sector.
  • Leading for the future

    Lambert, Steve; University of Chester
    Developing the next generation of leaders is critical to the success of further education colleges. However, this has to be more than talent development or succession planning if colleges are going to succeed in the highly complex and political environment in which they currently operate. This book looks at developing future leaders through a different lens. The book advocates for leadership development to be located within a sustainable leadership framework which encompasses a range of existing leadership theories. This enables leadership to be developed holistically from deep within an organisation and provides a framework for developing individuals who have the skills necessary to lead further education colleges.
  • Defining a tri-dimensional approach to the development of leaders of further education colleges.

    Lambert, Steve; University of Hull
    This article presents a review of current leadership practices of principals in further education colleges and suggests that principalship is more than a two-dimensional functional model comprising internal or externally focused activities. During the past 20 years further education leadership has become more demanding, with greater accountability imposed by a state-controlled system and, as Hargreaves and Fink (2005) suggest, this has impacted on the number of individuals entering senior leadership posts. In light of these changes it is appropriate to review the role of the principal and what is known about the way the role has changed. As a result of the way in which principalship has evolved, this article introduces a tri-dimensional model of principalship first by reflecting on leadership practices of college principals and identifying the key elements of their role, and second by suggesting that college principalship compasses three theoretical aspects: a public, an internal–public and an internal–private.
  • The implementation of sustainable leadership in general further education colleges

    Lambert, Steve; University of Bedfordshire
    Sustainable leadership as a concept is both in its infancy and also under researched, with much of the previous work in the area concentrating solely on the compulsory sector. Lambert (2011) argues that existing models are not entirely appropriate for further education due to the landscape in which colleges operate. This paper presents the findings of empirical work which sought the views of principals of general further education colleges (equivalent to United States Community Colleges) in the south east of England and London, UK, as to whether they are in agreement with the component aspects of the framework of sustainable leadership for further education colleges suggested by Lambert (2011).
  • A multi-dimensional approach to principalship

    Lambert, Steve; University of Bedfordshire
    In the last two decades, principalship within further education has moved from being the chief academic officer to one which has bought about the combination of the chief executive element with the academic role, imposing greater demands and levels of accountability on the postholder. In light of these changes, it is appropriate to ask what is known about the nature of the role and how individuals can be encouraged to aspire to principalship. This paper considers what principals themselves perceive the role to involve and looks at existing literature on the way in which the principalship can be categorised. Relatively little has been written on the role of principals within further education colleges, yet at a time when Frearson (2005), Hargreave and Fink (2006) and Davies and Davies (2011) are debating the 'timebomb' within educational leadership more needs to be understood about the nature of the role if individuals are to develop into the next generation of college leaders.
  • Developing the next generation of leaders

    Lambert, Steve; University of Chester
    This chapter discusses the importance of developing future leaders from deep within an organization. The collective benefit is that those seeking promotion into leadership roles will be better prepared for the challenges they face. For those recruiting into leadership vacancies, they potentially have a greater pool of talented individuals to select from, reducing the risk of simply appointing the best person on the day rather than the best person for the job. The chapter suggests that sustainable leadership as a conceptual framework might support organizations in developing leaders and why given the neoliberal policy context that western education systems operate within, this is becoming increasing important. While having a framework is important, there are practical steps that organizations can take which will support individuals. However, it is important to recognize that these activities, such as work-shadowing and mentoring cannot be done in a vacuum. Staff need time and space to be able to put into practice their new skills. In addition, they need to understand the theoretical elements that underpin their newly acquired skills if they are to be used effectively. The chapter draws together a number of issues associated with the current policy context for needing to develop future leaders alongside the aforementioned conceptual framework that might support leaders to realize the potential they have within their staff.
  • Mind the gap: Identifying barriers to students engaging in creative practices in Higher Education

    Solé i Salas, Lluís; Sole-Coromina, Laia; Poole, Simon E.; University of Chester and Storyhouse
    Creativity is nowadays seen as a desirable goal in higher education. In artistic disciplines, creative processes are frequently employed to assess or evaluate different students' skills. The purpose of this study is to identify potential pitfalls for students involved in artistic practices in which being creative is essential. Three focus groups involving Education Faculty members from different artistic disciplines allowed for the identification of several constraints when creativity was invoked. This initial study used a quantitative approach and took place in the ‘Universitat de Vic’ (Catalonia, Spain). Findings suggest a correlation with existing literature and simultaneously point at some nuances that require consideration: emerging aspects embedded in creative processes that may help decrease some limiting effects that being creative can generate. The main limitations of this research derive from the very nature of the methodological approach. Focus group has been the single used source. Other means of collecting data, such as the analysis of programs, could be used in the future. This case study, while culturally specific, offers a useful insight into the potential of further work in non-artistic disciplines but crucially across disciplines. It has tremendous value for the development of intercultural understanding in the HE sector, specifically in terms of assessment.
  • The walk to Kitty's Stone

    Poole, Simon E.
    A 17-minute, 144 voice choral piece.
  • Understandings of creative practice and pedagogy by teacher education communities in West Bank, Palestine, and North West England

    Adams, Jeff; Al-Yamani, Hala; Arya-Manesh, Emma; Mizel, Omar; Owens, Allan; Qurie, Dua’a; Unveristy of Chester; University of Bethlehem; University of Chester; University of Bethlehem; Unveristy of Chester; University of Bethlehem.
    This paper discusses a collaborative research project that aimed to explore approaches to creative practices and pedagogies by teacher education communities in the West Bank, Palestine, and North West England (Bethlehem and Chester). The project explored the values, attitudes and perceptions of teacher educators and student teachers in relation to creative pedagogies and the conditions under which they flourished in each community. We found that creativity was understood to take many forms, according to the cultural values and conditions present in each community, and that creative pedagogical forms emerged from the specificities of their cultural and political contexts. Creativity in education is a contentious issue in both cultures, but an area that both education communities wished to explore further. Despite the differences, there were surprising commonalities between the two communities about the value of creative practices and the relation of creativity to democratic and critical practices in the classroom.
  • The Biopolitics of Art Education

    Penketh, Claire; Adams, Jeff; Edge Hill University; University of Chester
    Editorial introduction to special issue of the Journal Of Literary & Cultural Disability Studies, by guest editors Penketh and Adams, for this issue on the topic of 'The Biopolitics of Art Education'. This issue of JLCDS offers a timely opportunity for an extended discussion of current practices at the intersection of art education and disability studies, a discussion that has the potential to further practice and theory in both domains.
  • Emotional awareness amongst middle leadership

    Lambert, Steve; University of Chester (Emerald, 2020-05-26)
    The purpose of this viewpoint paper is to explore middle leaders’ ability to recognise emotions in the context of workplace research, and to propose measures that might support them in their role. This paper combines a contemporary literature review with reflections from practice to develop more nuanced understandings of middle leadership. The paper applied the Geneva Emotional Recognition Test (GERT) to explore the level of emotional recognition of 86 individuals (teachers, to headteachers (equivalent to school principals)). The preliminary findings suggest that teachers and headteachers have higher levels of emotional recognition than middle and senior leaders. This paper subsequently argues that the task-orientated nature middle leadership compounds an individual’s ability to engage effectively in relationship-orientated tasks. This explains why middle leaders scored lower on the GERT assessment. This is further inhibited by the anti-correlation in the brain’s ability to deal with the TDM and DMN processing functions where individuals operate in one neural mode for long periods. The viewpoint paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to engaged in activities that support the DMN function of the brain and subsequently the relationship-orientated aspects of leadership. For example, coaching other staff. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made. This paper offers a contemporary review of the role of middle leaders underpinned by a preliminary study into individuals’ ability to recognise emotions.
  • The complex tapestry of relationships which surround adoptive families: A case study.

    Hamilton, Paula; Forgacs-Pritchard, Kevin; University of Chester
    This small-scale study examines the experiences encountered by a group ofparentsintheirendeavourstosupporttheirchildrentosettleandthrive, both infamily lifeand school.The study identifies how a ‘complextapestry of relationships’ exists both within and beyond adoptive families, which influences children’s developmental and educational outcomes. Conflicting relationships emerged between: foster carers and adoptive parents, paired siblings, and adoptive parents and teachers. Enhanced understanding of the complexities and tensions which may exist will help school practitioners to identify approaches and strategies that can be used with children and families to promote adopted children’s self- identity, well-being and their capacity to function and learn inside classrooms.
  • Arts in the Military: A theatrical Performance Exercise

    Tavares, Susana V.; Anne, Passila; Allan, Owens; Filipa, Pereira; European University, Lison; Lappenranta University of Technology; University of Chester, Military Academy, Lisbon. (2016-06-30)
    The 11th edition of the International Forum on Knowledge Asset Dynamics (IFKAD – 2016) addressed three key topics leading towards a new architecture of knowledge: big data, culture and creativity. In view of radically changing demands on knowledge work as an eminent factor for personal, organizational, and societal success its patterns have to be rethought. New ways of creating, processing, and sharing knowledge must be discovered beyond the classic paths of established disciplines. This paper presented research n progress investigating the value of a theatrical exercise in the military training of an elite unit in Portugal.
  • Ekphrastic Poetry Writing

    Poole, Simon E.; Storyhouse and University of Chester
    An chapter in the Erasmus Plus EU: Beyond Text Partnership eBook entitled: Ekphrastic Poetry Writing. In the book edited by Benmergui, R., Owens, A. & Passila, A.
  • A wordbook of rare mithers: Womclemd

    Poole, Simon E.; Storyhouse and University of Chester
    A quarterly periodical exploring the county of Cheshire, the city of Chester and its dialect
  • A wordbook of rare mithers: Fendfallatic

    Poole, Simon E.
    A quarterly periodical that looks at Cheshire and its dialect

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