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Team member differences can be found in various characteristics and be seen as both perks and perils. But what makes one group focus on certain dimensions and differences' positive implications, while another collective notices other aspects and sees trouble ahead? We address this question in the context of interorganizational teams' first stages, when impressions are limited and valuations must be made promptly. Our findings from in-depth interviews offer a sensemaking perspective on perceived otherness and explicate when and why differences are interpreted as helping or hindering collaborative practices. Moreover, we illuminate how coorientation and representation dynamics shape otherness perceptions and valuations. [ABSTRACT FROM AUTHOR]

With population ageing, many countries are setting up reablement—short‐term rehabilitative eldercare interventions—aimed at helping older adults to regain independence and thereby curb their need for long‐term care. Reablement is premised on a citizen‐centred and collaborative service ideal intended to challenge the fragmented thinking associated with professionalism and a dispersed service delivery field. Drawing on contextualist sensemaking theory and cross‐national qualitative case study data, we explore how historical and institutional conditions influence the way reablement is made sense of on the ground. In Danish settings, characterised by legal regulations and institutional arrangements rooted in previous New Public Management reforms, new service ideals were constrained by vertical levers of control. The Norwegian bureau–professional settings opened up for user involvement but also gave rise to tensions between reablement teams working to prevent ill health and agencies expected to respond to the urgent needs of the frailest elderly. [ABSTRACT FROM AUTHOR]

Due to recent conceptual shifts towards learner-centred feedback, there is a potential gap between research and practice. Indeed, few models or studies have sought to identify or evaluate which semantic messages, or feedback components, teachers should include in learner-centred feedback comments. Instead, teacher practices are likely to be primarily shaped by 'old paradigm' conceptualisations of feedback. In response, the current study develops a taxonomy of learner-centred feedback components based on a rapid systematic review of the literature. The face, content and construct validity of the taxonomy are then established through an empirical study with teachers and students at two Australian universities. The outcome of this study is a conceptual model featuring eight learner-centred feedback components. This model will help teachers design effective feedback processes and support learners to make sense of and use feedback information to improve their future work and learning strategies. [ABSTRACT FROM AUTHOR]

Prior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students' reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking—as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action—to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens, we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action. [ABSTRACT FROM AUTHOR]

This article presents findings of research focused on school improvement efforts in two secondary academy schools in England, examining how principals make sense of their role, their (inter)actions within their schools, and the complexities of their relationships with their rapidly changing environment. Sensemaking serves as a foundation for thinking about leadership and organisational change, providing a framework for understanding how disruptions of existing practice, uncertainty and ambiguity lead school principals to rethink and reorganise how they perceive their role within their organisational context. Based on semi-structured interviews and document analyses, this article identifies how problem-solving capacities, trusting relationships and professional collaboration with an array of stakeholders encourage adaptation of organisational activities and support openness to change. The study contributes to the growing body of knowledge on how school leaders think and act in their roles and on how the focus on relationships transform and interact with existing norms and values. [ABSTRACT FROM AUTHOR]

Purpose The presence of multiple and diverse stakeholders is a common feature of public sector governance. This study focused on the process of stakeholder participation, aiming to define stakeholders' expectations of a regional spatial plan and then uncover paradoxes in these expectations. Sensemaking and sensegiving were used as a theoretical lens to explore reasons for the paradoxical expectations. Design/methodology/approach A Swedish case was used to qualitatively explore the initial stage of a stakeholder participation process regarding strategic spatial planning. The main empirical material comprised observations and interviews. Findings Diverse stakeholders' expectations were captured through the identification of four paradoxes, relating to the level of guidance, prioritization of stakeholders, ambition, and time horizon. With sensemaking theory as a theoretical lens, the paradoxes could be understood through mental models, emotions, narratives, and social factors. The findings show the importance of creating a shared understanding among stakeholders, with sensegiving standing out as especially important. Originality The idea of stakeholder participation and consensus building is a debated topic. The current study contributes to this field by focusing on the process and on stakeholders' diverse expectations, using paradox theory to identify and define expectations and sensemaking theory to explore why these paradoxes exist. [ABSTRACT FROM AUTHOR]

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Jordan's 2017 Public Law No. 20, Rights of Persons with Disabilities Act has given rise to a renewed focus on inclusive education. Using a qualitative comparative case study design, the purpose of this study was to examine factors impacting how schools in Jordan are defining, interpreting and enacting inclusion. Four shadow teachers working in schools to promote inclusive education participated in interviews and weekly journaling prompts. Data were analyzed using cultural–historical activity theory (CHAT) and sensemaking. Results showed support for inclusion by the community when there are adequate resources and supportive administration. Additionally, the shadow teachers have taken on a progressive role as coaches to general education teachers, while promoting social inclusion. This study establishes the utility of CHAT and sensemaking in global research on inclusive practices. The results provide areas of strength in Jordanian schools that should be built on to increase inclusion of students with disabilities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic resulted in a total digital disruption of all activities at universities. New digital tools and arenas replaced the daily physical interactions between students and professors. How did this affect motivation and learning outcomes? This article uses the pandemic as a prism to understand how and why social relations and interaction are important in the educational system. Data were obtained from 26 informants in two case studies (study programs). A total of 12 in-depth interviews with employees and 4 group interviews with 14 students were performed at Oslo University during the pandemic (2020–2021). We explore an alternative understanding of social ties in relation to the educational process and the importance of social interaction in sensemaking and self-determination theory concepts. As digital disruption creates a social disconnect for most actors, it becomes prevalent that social activity, both formal and informal, seems to be an important source of motivation for both students and faculty members at the university. We introduce the concept of socially induced motivation as an important aspect of learning. The tendencies in the informants' accounts of the social interaction are perceived in this context as sensemaking the university as an organization and how it solves its missions and assignments. Socially induced motivation is an important concept, both in relation to work in general and specifically to work in higher education. Our study shows why universities should strive to facilitate socially induced motivation in the future. [ABSTRACT FROM AUTHOR]

In this inductive study we explore the relational microdynamics of organizational resilience in adventure racing. Drawing from an organizing lens, we frame resilience as an ongoing process by which organizational actors work together to absorb strain and maintain functioning within dynamically uncertain and adverse environments. Adventure racing exemplifies such a context: stress, technological breakdowns, and untoward environmental conditions are both frequent and unpredictable. By analyzing and triangulating interview data from 103 members of 53 adventure racing teams, we found that racers experienced ongoing adversity punctuated by discrete acute shocks. Moreover, resilience was accomplished and re‐accomplished through processes of interrelating, in which racers worked together to mutually adjust roles and engagement, coordinated through distributed sensemaking. These processes allowed racers to better align with reality from one moment to the next, not only responding to and absorbing adversity as it arose but also shaping their emergent context. The patterns of interrelating established in response to adversity fuelled cycles of resilience or vulnerability and the capability to manage strain over the longer term. Our findings suggest resilience in organizations is more impermanent, enacted and relational than conceptual models currently portray. [ABSTRACT FROM AUTHOR]

This paper examines the ways that Australian school leaders made sense of and responded to situations of crisis and uncertainty that resulted from the COVID-19 global pandemic. The paper draws on a qualitative study of the subjective experiences of eight school leaders and uses a sensemaking theoretical approach applied to crisis leadership to contribute to understanding leadership in unprecedented situations. Data were collected through individual semi-structured interviews undertaken in the middle of 2020. At that time participants were working through significant changes resulting from community lockdowns that required their schools to move to remote provision of education. The findings revealed these school leaders engaged in rapid processes of sensemaking and change implementation. They assessed and managed risks, relationships and resourcing in environments where usual processes of change leadership were not available to them. They reported that their attention was predominantly directed to the well-being of their communities. They noted an increase in the community leadership aspect of their role and the requirement of effective, timely and honest communication. They also demonstrated prospective sensemaking orientations in their capacity to reconfigure for a positive and productive future that could emerge from these disruptive experiences. [ABSTRACT FROM AUTHOR]

A key challenge for mitigating poaching within protected areas is to understand the geospatial data that are collected by practitioners in protected areas and to characterize the ability to synthesize those data with landscape-level data to form a holistic picture of the movement patterns of humans and animals. Literature reviewed from the past 15 years on geospatial data collected by practitioners to mitigate wildlife poaching reveals a gap in our knowledge on how protected area practitioners make sense of geospatial data that are collected within protected areas. Geospatial data collected within protected areas provide an understanding of movement patterns of humans and animals, which can provide insight on best practices for poaching mitigation, to include where to emplace new geospatial sensors. We classify these data as device-based and human-generated, and their potential to provide geospatially referenced information that forms patterns of poaching activity. This article examines two primary types of geospatial data collected in protected areas, highlights the challenges associated with this data, and discusses knowledge gaps regarding how protected areas make sense of spatial data. We conclude with recommendations for future research on characterizing how geospatial data is represented in protected areas, and filling knowledge gaps on how protected area personnel use those data. [ABSTRACT FROM AUTHOR]

Hybrid practices combine core elements of different institutional logics. As such, they elicit contrasting responses from individuals, including ignoring, rejecting and adopting them. Yet, extant research in institutional theory does not explain how individuals come to form these responses. To address this gap, we adopt a sensemaking perspective and conduct an inductive, comparative case study of 14 wealthy individuals based on life story interviews, examining their responses to impact investing, an emergent hybrid practice combining elements of the philanthropy and finance logics. Our study uncovers key contextual mechanisms by which institutions influence how individuals respond to hybrid practices, a neglected dimension in sensemaking studies. In particular, we show how individuals' degree of adherence to the logics involved shapes how they notice, interpret and finally respond to impact investing. Contrary to what previous research suggests, our study shows that individuals who are merely familiar with the logics at play are better positioned than both novices and individuals who identify with the logics to evaluate hybrid practices positively and adopt them. [ABSTRACT FROM AUTHOR]

This study examines how intimacy affects individuals' sensemaking of innovation in their organization. Although sensemaking facilitates understanding innovation and envisioning new worldviews, it involves a delicate process of self‐disclosure, reflection, personal contact and communication. Intimacy focuses on time‐bounded interactions that foster individuals' progressive self‐disclosure and perceptions of mutual understanding. Therefore, drawing on intimacy theories, we investigate from a microlevel perspective how temporally bounded intimate interactions foster the meaningfulness of innovation for individuals. As sensemaking processes differ in large‐scale radical and incremental innovations, we examine both contexts in a post hoc analysis. Through a field study, we show that different intimacy dynamics (emotional, cognitive and listening) influence meaningfulness perceptions. In particular, we find that the emotional intimacy dynamics positively influence meaningfulness perceptions in the context of radical innovation initiatives, while the cognitive and listening intimacy dynamics positively influence meaningfulness perceptions in the context of incremental innovation initiatives. This study contributes to the sensemaking innovation literature by introducing intimacy as an enabler of sensemaking. Our study also suggests that managers should encourage moments of intimate interaction when pursuing innovation to facilitate sensemaking of change. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic was a global health crisis that required US residents to understand the phenomenon, interpret the cues, and make sense within their environment. Therefore, how the communication of COVID‐19 was framed to stakeholders during the early stages of the pandemic became important to guide them through specific actions in their state and subsequently with the sensemaking process. The present study examines which frames were emphasized in the states' press releases on policies and other COVID information to influence stakeholders on what to focus on to help with sensemaking during the crisis. We conducted content analysis on 602 press releases from 50 US states using an unsupervised machine learning approach called Latent Dirichlet Allocation (LDA). The results show that health communication using press releases to help the public make sense of the crisis were framed to include health frames as well as economic frames. Health communication messages are typically framed with health and safety measures; however, this study shows that economic frames were emphasized more than public health frames in the government's health communication for COVID‐19, which forced both large and small businesses to engage in specific socially responsible activities that were previously voluntary to support public health safety. [ABSTRACT FROM AUTHOR]

The transition toward the circular economy requires stakeholders to collaborate along value chains. Yet, such collaborations are considerably challenging. Given the paradigmatic change, stakeholders face high levels of uncertainty and also need to align on a common way forward. We extend research on interorganizational sensemaking and the circular economy by exploring the process of interorganizational alignment in a European consortium of over 150 companies representing the value chain for flexible packaging with the objective to transform the value chain from linear to circular. We find that the interorganizational sensemaking process unfolds across three levels—organization, value chain, and ecosystem—which provide different reference frames for the process. We provide insights into how these frames, power dynamics, and identity considerations influence this process. Our findings highlight the importance of considering interdependencies between stakeholders and a collective reconceptualization of the established value chain to successfully transition toward a circular one. [ABSTRACT FROM AUTHOR]

Venture capitalists (VCs) closely evaluate the track record of entrepreneurs when screening new venture proposals for possible investment. There remains, however, ambiguity about how VCs perceive failure in the entrepreneurial journey. This study unveils how VCs evaluate past entrepreneurial failures. Through a conjoint experiment with 52 VCs, we find that past failures are viewed favorably. Entrepreneurs who failed are evaluated more positively than novices and entrepreneurs who only have a record of success. Education at a top-tier university moderates this relationship and leverages the positive perception of failure. Further, perceptions of entrepreneurs with a top-tiered education who failed are even better when VCs share a similar top-tier education. [ABSTRACT FROM AUTHOR]

Foreign acquisitions are perceived as threats to organizational identification. Consequently, they trigger members' sensemaking on their relationship with the organization. Analyzing these sensemaking processes is fundamental to understanding how members interpret identity-threatening events and which logics and motives underlie their identification. We conducted interviews with 28 members of a German company that had been acquired by a Chinese competitor. The study reveals three phases of sensemaking about identification, namely assessment of uncertainty, evaluation of organizational continuity, and reassessment of the organization's potential for self-enhancement. Initially, concerns for uncertainty reduction are prevalent. Needs for continuity, distinctiveness, and self-verification dominate continuity evaluation. In the last phase, members seek continuous self-enhancement. They hereby evaluate whether they still share the organization's ideology. Furthermore, they reassess the benefits they receive from the organization. The study constitutes a dynamic extension of identification theory. It uncovers salient identification motives and members' causal reasoning during different sensemaking phases. [ABSTRACT FROM AUTHOR]

Traumatic life experiences occur when individuals experience life-threatening or other similarly dis-stressful events in life. Much literature discussed the negative implications of traumatic life experiences. I argue, in contrast, that individuals can also demonstrate resilience toward traumatic life experiences by performing creatively at work in some situations. Drawing from positive organizational scholarship and a sensemaking perspective, I propose a conceptual model to examine the processes and conditions that help employees engage in work creativity activities while they are coping with traumatic incidents in another aspect of life. Importantly, I contend that this engagement can enable employees to bring creative insight to work, develop a resilient self-concept, and shape the future organizational discourse on trauma and resilience. The proposed model contributes to a better understanding of employees' work creativity as a constructive response to traumatic experiences and provides directions for positive organizational changes that support these responses. [ABSTRACT FROM AUTHOR]

Changes in the way customers shop, accompanied by an explosion of customer touchpoints and fast-changing competitive and technological dynamics, have led to an increased emphasis on agile marketing. The objective of this article is to conceptualize and investigate the emerging concept of marketing agility. The authors synthesize the literature from marketing and allied disciplines and insights from in-depth interviews with 22 senior managers. Marketing agility is defined as the extent to which an entity rapidly iterates between making sense of the market and executing marketing decisions to adapt to the market. It is conceptualized as occurring across different organizational levels and shown to be distinct from related concepts in marketing and allied fields. The authors highlight the firm challenges in executing marketing agility, including ensuring brand consistency, scaling agility across the marketing ecosystem, managing data privacy concerns, pursuing marketing agility as a fad, and hiring marketing leaders. The authors identify the antecedents of marketing agility at the organizational, team, marketing leadership, and employee levels and provide a roadmap for future research. The authors caution that marketing agility may not be well-suited for all firms and all marketing activities. [ABSTRACT FROM AUTHOR]

Companies often engage in prosocial initiatives—such as employee volunteering programs—as a way to balance their economic goals with a set of social goals. In an attempt to expand the impact of such programs, some companies have begun soliciting help from their customers as well. Given the significant investment these programs represent, it is important that companies understand whether they offer the anticipated social and economic returns. Using multimethod data from a local microbrewery, we develop and test theory about the reputational implications of customers' involvement in a corporate community engagement initiative. Our results suggest that customers' engagement in such initiatives is related to positive views of the organization (i.e., corporate reputation), as well as positive customer behaviors—brewery patronage and purchases—two years later. Moreover, it appears that customers spread this sentiment to others—creating the potential for an even broader audience to see the company as reputable and, in turn, provide support. [ABSTRACT FROM AUTHOR]

ABSTRACTThis article focuses on the co-operation between the Swedish National Agency for Education and school actors at the municipal level, examined from the latter’s perspective, within the context of a state-initiated school improvement programme, namely Co-operation for the Best School Possible (CBS). Co-operation between different levels of the school system is a neglected but essential aspect to analyse in a decentralised system such as Sweden’s, which is showing signs of re-centralisation. Empirically, the article is based on interviews with local actors in a small municipality participating in CBS. The interviews were part of a case study, and the analysis was guided by the theory of soft governance, Vedung’s concepts of sticks, carrots, and sermons as policy instruments, and Weick’s concept of sensemaking. Sensemaking, evident in the case study as a retrospective communicative notion, was employed to capture the local actors’ stories of how they perceived CBS. The connection with past experiences also played a part in their sensemaking since a clear history exists and was noted between the state and municipal levels. In conclusion, the analysis shows that CBS used sticks, carrots and sermons to steer municipal school actors towards the right path as regards school improvement.

Abstract This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick’s sensemaking framework to explore how the academics made sense of these sudden changes. The Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) wellbeing framework was also employed to explore the effect of these changes on the academics’ wellbeing. Findings from the reflective narratives show that after the initial experiences of stress, each university lecturer was able to adapt and navigate the online teaching environment during the pandemic. However, the time constraints in preparing and adapting to online teaching, and working from home, were experienced by some of the university lecturers as highly stressful and isolating which impacted their sense of wellbeing. Even so, working from home was recognized as a positive experience, providing time for research, hobbies, and time with family. This study addresses a gap in current knowledge by examining the impact of the sudden transition to online teaching and learning had on academic wellbeing as conceptualised through the PERMA framework. In addition, by applying Weick’s sensemaking framework, this study provides a unique perspective around how academics made sense of the sudden switch to online teaching and learning during COVID-19.

Abstract Teachers are a critical component to standards-based reform systems, which require that reforms conceived at the national level pass through several layers of the educational system before impacting learning in the classroom. The Next Generation Science Standards (NGSS) are an example of this type of reform and pose significant challenges for alignment between levels given their three-dimensional nature alongside inclusion of ambitious and novel reform ideas. To examine translation of NGSS reforms across levels, we provide a content analysis of alignment messages conveyed to teachers through practitioner literature. Analysis indicates some coherence with national messaging around alignment to performance expectations and science and engineering practices. Additionally, alignment to broader reform ideas like engaging in science practices, integration, engineering, and focus on phenomena were represented to teachers. However, qualitative analysis of these representations indicate that reforms are often superficially portrayed, variably defined, or missing altogether. Findings indicate that teachers receive numerous messages regarding what it means to align to the NGSS and few elaborations on how to operationalize reforms. Our work suggests a need for intentional consideration of how to design representations for practitioners that consider teacher sensemaking around novel reforms. Additionally, we see a need for further development of coherence among the research community regarding alignment to the NGSS and agreement on definition of key reform ideas. Future work should consider how teachers use and understand these representations as they enact the NGSS in their local contexts.

We examine why trust change occurs when potential users first encounter news about a specific technology. We propose personal perceptions and three cognitive outcomes—attention, sensemaking, and threshold—affect trust change in educated young adults surveyed regarding a technology product. We find the outcomes of attention, sensemaking, and threshold positively affect trust change, while most hypothesized personal perceptions of the technology (e.g., reputation) do not predict trust change. For research, this implies scholars should focus more on cognitive outcomes of mental news brief processing than on technology perceptions. Our results also imply that research should examine other key dependent variables the way we studied trust change (e.g., "intention-to-use change"—to produce a more dynamic picture of how people adopt a technology). For practice, our data imply that tech companies can counter initial bad news about a technology by quickly providing strong positive news items to repair trust in that technology. [ABSTRACT FROM AUTHOR]

Why don't we blink when our organizations are described as friendly or aggressive? Why do we expect our organizations to care about our well-being? We argue that anthropomorphism—an attribution of human qualities or behavior to nonhuman entities, objects, and events—is both pervasive and surprisingly important in organizational life. Anthropomorphism helps satisfy the motives for sensemaking and social connection, even if the veracity of the results is in the eye of the beholder. Although anthropomorphism has broad relevance to various domains, we primarily focus on organizational identity. We contend that anthropomorphism enables organizational members to conceive of their organization in terms of "who it is/who we are as an organization" (e.g., personality, attitudes, affect), rather than "what it is/what we are" (e.g., industry, structure, age). This shift facilitates a more visceral, memorable, and energizing organizational identity, with major implications. We discuss how anthropomorphism results from both top-down (i.e., "This is who we are") and bottom-up (i.e., "You appear human to me") dynamics. We also discuss how treating an organization as if it were a person primes "interpersonal" emotions, behaviors, and accountability and facilitates social, relational, and personal identification—as well as a psychological contract—with the organization. [ABSTRACT FROM AUTHOR]

This response to von Schnurbein and Ahmad's article delves deeper into the authors' recommendation that foundation boards focus on developing their sensemaking skills. This article discusses five practical suggestions for incorporating sensemaking activities into the work of the board. These recommendations include hiring a coach, including training in board meetings, evaluating the board's performance, bringing a beneficiary to speak at board meetings, and acting as a convenor in the community. [ABSTRACT FROM AUTHOR]

This article explores an analytical, reflexive, epistemological, and liberatory research approach I call senseMaking. This article draws upon data from a larger narrative study of participants who work(ed) and/or learn(ed) in self-contained special educational environments in New York City. I use creative writing and quilting as examples of senseMaking tools to complicate and question the deficit-laden narratives and research that currently inform decision making about special education and traditional methods of educational research.

While in the not-too-distant past, tattoos were often perceived as representing non-conformity or even deviance, tattoos now increasingly transcend class, gender, and age boundaries and are more acceptable than ever. Tattoos are created by artists and are an interpretation of a story that the client wants to tell, re-created in interpersonal communication situations—before, during, and after the actual tattooing. The project at hand conceptualizes and critically examines the ways in which tattoos alter people's sense of being not only in a semiotic way but also in a conversational way. Our guiding research question is how (much) tattooed images, ornaments, and symbols of nature (re)create the eco-cultural identity of the person wearing it and what role storytelling plays in restoring human–nature relationships. The insights were gained with a series of explorative interviews with (N =) 12 tattoo artists in Oceania (Australia and New Zealand) and Europe (Germany, Austria, and France), analyzed with an inductive categorization supported by QCAmap. The findings show that tattoos are both a device and signifier and a storytelling method. Bodies are described as landscapes where individual stories are carved out through a process of tattooing and ritual interactions and conversations tattooed bodies have with others. Tattoos have the potential to re-story the body and shape it in ways that create meaning for the tattooer, the wearer, and the society, and to create eco-cultural identities, thus regenerating or restoring human–nature relationships. This project opens a new field for communication research that helps to strengthen a conversational understanding of communication beyond the ritual perspective. The conceptualization of tattooing as a conversational process where meaning is created, common beliefs are (re)produced, new norms are cultivated, and meaningful human–nature relationships are forged stimulates further research studying other rituals and their potential to communicatively re-create a more sustainable society.

The current study provides an in-depth investigation of critical factors of successful inter- organisational collaboration involving upper secondary schools, vocational communities situated at department levels, and labour market partners in the school’s local environment. The research question that has guided the study is: What are the organisational characteristics of schools and subject departments which are well-performing in terms of a high degree of student completion in vocational education and training? The concept of ‘organisational characteristic’ refers to structures, roles and institutionalised patterns of collaboration involving school teachers, school leaders and labour market partners. The study is designed as a single case study encompassing two units of analysis, embracing school and department levels in their interactions with partners in the labour market. The findings of the study highlight the importance of collaborative learning through the creation and development of specific organisational routines directed towards the core practices of vocational didactics. Moreover, the findings underscore the process of local adaptation activated at the subject- department level and directed towards corresponding businesses and relevant parts of the public sector. Implications for further research and practice are discussed.

Drawing on two research projects in China, this article provides three contributions to the literature on elite interviews. First, we demonstrate how guanxi (informal, particularistic and personal connections) can help gain access and build trust with elite Chinese interviewees in a dynamic rather than a static manner. Second, we show the relational and ongoing process of elite interviewing, combining the sensemaking and sensegiving efforts of the interviewer and interviewee. We introduce the concept of sense-becoming to describe how researchers can develop a sense of strategy for future interviews. Third, we highlight the value of guanxi and co-positionality for the interviewer and interviewee to enhance interaction during interviews. We conclude by providing a heuristic for conceptualising the salience of guanxi and sensemaking for elite interviews in China. [ABSTRACT FROM AUTHOR]