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PurposeThis project engaged faculty, students, alumni and staff in re-visioning their university's learning, teaching and research framework. An extensive consultation process allowed participants to explore, discuss and critically reflect on effective practice.Design/methodology/approachThis action research project provided a process for university community members to engage in practice conversations. In phase 1, focus groups and campus community discussions elicited the diverse perspectives of the community. The design-thinking process of discovery, ideation and prototyping aligned with the action research cycles to help a working group create a learning and teaching framework prototype based on the findings. In the second phase, surveys were used to elicit community members' responses to the prototype, which was then refined.FindingsThe prototype was organized into three overarching categories, each containing several attributes. The attributes of the “Applied and Authentic” category were: interdisciplinary and transdisciplinary; experiential and participatory; flexible and individualized; outcomes based; and openly practiced. The attributes of the “Caring and Community-Based” category were: inclusive and diverse; community-based; supportive; team-based; co-creative; and place and virtual space-based. The attributes of the “Transformational” category were socially innovative; respectful of Indigenous peoples and traditions; impactful; and reflective.Originality/valueThis article should interest higher education institutions seeking to engage faculty, staff, students and others in practice conversations to develop a learning, teaching and research strategy. This research demonstrated that fostering practice conversations among diverse community members can be a powerful process for creating a common and integrated vision of excellent learning, teaching and research practice.

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PurposeThe COVID-19 pandemic changed how many of us work, where we work and what we need and expect from the workplace. In this paper, the researchers sought to describe how employers and employees experienced their changing workplace environments in the early days of the pandemic, with a focus on adaptation and recovery in Whistler in British Columbia, Canada. In addition, the authors aimed to develop a new model to inform other organizations undergoing the consequences of major catastrophes.Design/methodology/approachApplying a qualitative approach, the authors gathered data in a total of seven focus groups. Employer focus groups were held in June 2020, and employee focus groups were held in November 2020. A thematic analysis was completed by three researchers.FindingsAfter completing an analysis of the employer focus group transcripts, the authors identified the themes of staffing and coordination, adaptability and connection, uncertainty, communication and community and strategies. The employees' concerns and experiences related to the themes of challenges, changes and community, communication, involvement in decisions, future employment and support and connection.Originality/valueThis study captured descriptions of workplace adaptation and recovery for employers and employees during the pandemic, generalizability is limited by the number of participants. These accounts depicted a period of significant change in working conditions, communications, and employment practices. This paper offers a new conceptual model, C4AR, exploring the role of communicate, coordinate, connect and community in supporting workplace adaptation and recovery.