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The purpose of this paper is to explore how to transform one's perception of workplace stressors, moving beyond the idea of merely surviving or coping with stress to “thriving” within what is becoming a non‐negotiable level of stress in the workplace.

The researchers generated a working definition of work stress thriving based on current literature, then conducted a content analysis of qualitative interviews to develop an empirically‐grounded understanding of factors differentiating a stress transformation response from a coping response to workplace stressors.

The study revealed key characteristics of a stress transformation response to stress challenges in the work place: systemic cognitive appraisal, inclusive communication strategies, collaborative and sustainable problem solving, individual learning and growth, and organizational positive impacts.

As a pilot study, limitations to the research include a relatively small sample size and only one type of work environment. More empirical work is needed to test the model, develop and validate measures of stress transformation.

Findings provide the foundation for further empirical research into stress transformation, and will potentially lead to the development of measures, training interventions, organizational structures, and work processes to enhance stress thriving within organizations.

The findings provide preliminary insights into tools for both organizational leaders and employees to respond more sustainably to increasingly stressful, fast paced, and complex work environments.

The study provides an original conceptual perspective on the concept of stress management, calling for a paradigm shift that views stress as desirable and conducive to optimal performance.

This 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.

This 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.

The 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.

This 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.