RSS 1.0Welcome to ChesterRep - the University of Chester's Online Research Repository
ChesterRep is the University of Chester's institutional repository and an online platform designed to collate, store, and aid discoverability of the University’s research.
All University of Chester staff are expected to use the Current Research Information System, Symplectic Elements, to submit material to ChesterRep. Guidance on how to deposit and manage publications using Elements can be found here. You can also discover more about our editorial and open access policies here. Please note that you must be a member of the University to view these pages.
If you are a student at the University of Chester and want to submit work to ChesterRep, please contact researchsupport.lis@chester.ac.uk.
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The evolution and implementation of Norway’s ultimate penalty: An exceptional approach to life imprisonment?Though formal life sentences have been abolished in Norway, forvaring (post-conviction indefinite preventive detention) – a type of informal life sentence – can be imposed on individuals convicted of certain offenses who are considered to be at high risk of future offending. While great attention has been paid to Norway as an “exceptional” penal outlier globally, there is a notable lack of comprehensive knowledge about its indefinite penal sanction. Drawing on extensive historical research and legal and policy documentary analysis as well as leveraging a unique national dataset on the total forvaring population, this article provides the first international in-depth assessment of the evolution and implementation of Norway’s ultimate penalty. In so doing, it highlights significant disparities between policy ambitions and current practice and questions the extent to which the sanction of forvaring can be considered an “exceptional” approach to life imprisonment. It is argued that the development and growth of this type of informal life sentence can be seen as the epicenter of the impact of a more punitive ideology in Norway, emphasizing the need to move away from the concept of penal exceptionalism to better understand the full spectrum and practice of Norwegian and Nordic penality.
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The impact of 16–18 performance measures in a Sixth-form college: a teacher’s perspective on interpersonal relationships and teacher professional identityThis research explores the impact of 16–18 Performance Measures on interpersonal relationships and teacher professional identity (TPI) within a sixth-form college. TPI is a dynamic construct shaped by individual experiences and social interactions. Interpersonal relationships, such as those with colleagues and management, play a crucial role in shaping TPI and influencing teacher retention. However, the increasing pressure of performance measures can negatively impact these relationships and, subsequently, TPI. This qualitative case study looks to explore the experiences of teachers working in a Sixth-Form college. Thematic analysis of semi-structured interview transcripts was used to identify key themes related to interpersonal relationships, performance measures, and TPI. The findings suggest that 16–18 Performance Measures can exacerbate tensions within the workplace, leading to strained relationships with management and a decline in teacher morale. These pressures can also erode TPI by limiting autonomy, creativity, and a sense of professional purpose. The study concludes by discussing the implications of these findings for educational policy and practice, highlighting the need for a more supportive and less target-driven approach to education.
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Are leaders born or made? Can technological approaches assist the development and training of future leaders?The debate over whether leaders are born or made remains a persistent theme within academic literature. In an era shaped by rapid digitalisation and the rise of artificial intelligence (AI), new opportunities have emerged to advance both leadership theory and practice. This study explores the composition and development of leaders in society, with a particular focus on how technology, specifically AI, can enhance leadership learning and development. As digital technologies become increasingly integrated into all facets of life, this research addresses existing knowledge gaps by re-examining the longstanding debate on the origins of leadership. It uses this debate as a foundational analysis to assess the potential of AI in training and developing future leaders. The primary objective of this study is to investigate whether leaders are inherently born or developed through experience and learning, while simultaneously examining the role of AI as a tool for leadership training. By reviewing existing literature and assessing how technological tools can support leadership development, the study aims to contribute both to theoretical understanding and practical application. A Grounded Ethnography methodology was employed, gathering participant reflections from trials using the ChatGPT AI application to support leadership learning. This approach generated primary data on user experience and evaluated the feasibility of AI as a development tool. Additionally, Grounded Theory techniques were applied to analyse Likert scale responses measuring participants perceived growth in leadership knowledge through chatbot interactions. A total of 12 participants engaged in a series of questionnaires and a live AI chatbot session, providing insights into user experience, knowledge acquisition, and the practical application of AI in leadership development. Findings from this doctoral study suggest that AI chatbots can be effective, supportive tools for enhancing leadership knowledge. While the study does not definitively resolve whether leaders are born or made, it proposes that this debate may become increasingly irrelevant in the face of advancing technology. The capacity of AI to supplement or even reshape traditional leadership development models signals a shift in focus toward leveraging innovation for training. This research underscores the transformative impact of AI on leadership development. It demonstrates that AI can deliver scalable, cost-effective, and personalised training, tailored to individual strengths and learning needs. The study contributes to Theory by integrating AI with leadership and learning frameworks, notably enriching Cognitive Load Theory and operational leadership strategies. Practically, it introduces AI-driven, adaptive learning pathways that facilitate real-time feedback and reflection. As digitalisation and AI continue to evolve, this research offers future leaders access to global best practices and interdisciplinary knowledge, fostering more dynamic and responsive leadership development.
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Mouth rinsing and ingesting unpleasant salty or bitter solutions after heavy-intensity cycling does not influence sprint performance or knee-extensor force in trained cyclistsPURPOSE: The present study investigated the effect of unpleasant salty or bitter tastes on cycling sprint performance and knee-extensor force characteristics in different fatigue states. METHODS: Following a familiarization session, 11 trained male cyclists completed 3 experimental trials (salty, bitter, and water) in a randomized crossover order. In each trial, participants cycled at 85% of the respiratory compensation point for 45 minutes and then, after a 5-minute rest, completed a 1-minute sprint. Muscle-force characteristics were assessed using 2 knee-extensor maximal voluntary contractions immediately before, between, and after the cycling efforts. Participants mouth-rinsed and ingested 25 mL of test solution (salty, bitter, and water) immediately before each maximal voluntary contractions and the 1-minute sprint. RESULTS: There were no significant differences in mean and peak power output during the 1-minute sprint between conditions (mean power: 528 [71] W, 524 [70] W, and 521 [80] W in the water, salt, and bitter conditions, respectively). Muscle-force production was impaired in all conditions after the heavy-intensity cycling, evidenced by a decline in maximum force production (P = .01, effect size = 0.32) and 100- to 200-millisecond impulse (P = .04, effect size = 0.27). However, there were no significant differences between conditions in maximal force or impulse measures at rest or after exercise. CONCLUSION: These data question whether unpleasant tastes can influence muscle-force production and do not support that they may be used as an ergogenic aid for a cycling sprint performed under fatigued conditions.
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Evidence-based nursing in action: A focused ethnographic case study of knowledge use in acute careIntroduction: Evidence-based practice (EBP) plays a crucial role in improving care outcomes in critical care settings. However, its integration into nursing practice remains challenging due to organisational hierarchies, workload pressures, and uneven access to formal knowledge. This study explores how critical care nurses access, use, and integrate knowledge, with a focus on how organisational culture, leadership, and team dynamics influence EBP implementation across two acute care sites in England. Methods: The study adopted a focused ethnographic design, guided by Spradley’s Developmental Research Sequence. Data were collected over eight months through 210 hours of non-participant observation, 36 semi-structured interviews, and document analysis. Analysis was supported using NVivo 12, applying iterative thematic coding. Reflexivity and member checking were used to ensure analytical rigour and trustworthiness. Results: Five central themes were identified: access to formal guidelines, the role of peer learning, organisational culture and hierarchy, the value of experiential knowledge, and barriers to EBP. While both sites demonstrated reliance on blended sources of knowledge, they differed in how organisational factors shaped access and engagement. Site A showed stronger support through mentorship, simulation-based learning, and active leadership. In contrast, Site B was marked by rigid structures and informal, inconsistent communication of evidence. Conclusion: Critical care nurses draw on both formal evidence and informal knowledge, but the conditions of their work environment influence how and when this knowledge is used. Investment in leadership, protected learning time, and inclusive communication practices is essential to support sustainable engagement with EBP in high-pressure settings.
