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School principals make sense of multiple messages, policies, and contexts within their school environments. The purpose of this paper is to examine specifically how school leaders make sense of hiring and subjective evaluation of on‐the‐job teacher performance.

This qualitative study drew from 42 interviews with 21 principals from a mid‐sized Florida school district. Two rounds of semi‐structured interviews (one to two hours each) were conducted with the informants over two summers (2005‐2006). The multi‐year study allows the authors to assess the consistency across principal participants.

Principals' personal beliefs, background, and experiences were found to shape their conceptions and preferences for teacher characteristics. School type (e.g. elementary, secondary, levels of poverty) also influenced principals' perceptions of and preferences for specific applicant and teacher characteristics. Principals in the sample, however, showed surprising consistency towards certain characteristics (caring, subject matter knowledge, strong teaching skills) and job fit (person‐job). Sampled principals reported that each vacancy is different and is highly dependent on the position, team, and individuals. Regardless of the position or school setting, federal, state, and district mandates strongly influenced how principals made sense of the hiring process and on‐the‐job performance.

The findings underscore the complexity of the human resource functions in education and raise important questions of how school leaders reconcile personal preferences and building‐level needs with demands from the district, state, and federal levels.

The authors' findings offer important insight into the complex conceptualizations that principals hold and the balances that must be struck in the face of policy and hiring constraints. How principals make sense of teacher quality, however, has not been examined. This study contributes to the extant research and makes a theoretical contribution to studies using a cognitive frame to understand school leadership.

According to national statistics, small numbers of black American women earn science, technology, engineering, and math (STEM) degrees. Instead of focusing on this disturbing, well-documented trend, this chapter explores STEM career success among black female graduate students who enroll in and complete PhD programs. In other words, we are engaged in an effort to address how black women in STEM fields succeed in graduate school. This chapter presents a qualitative look at successful PhD pathways. It will provide data on the pipeline of black women at the high school, undergraduate, and graduate levels; describe programs that the state of Maryland has employed among its public research universities to recruit and retain black women in doctoral programs; present testimonials from black women who have participated in these programs; and offer an extensive case study of 15 black women alumni of these programs who now have PhDs and are establishing their STEM careers. Programs that will be documented as successful for recruiting, mentoring, and retaining black women in STEM include the National Science Foundation's (NSF) University System of Maryland Louis Stokes Alliance for Minority Participation Bridge to the Doctorate program; the NSF's PROMISE: Maryland's Alliance for Graduate Education and the Professoriate (AGEP) program for UMBC, the University of Maryland, Baltimore (UMB), and the University of Maryland, College Park (UMCP); the National Institutes of Health's (NIH) Meyerhoff Graduate Fellows Program in the Biomedical Sciences (Minority Biomedical Research Support – Initiative for Maximizing Student Development (MBRS-IMSD)) at UMBC and UMB; and subprograms such as the Dissertation House (DH), the Community Building Retreat, and the PROF-it: Professors-in-Training program. The case study will include the following questions: What were some of the obstacles that occurred during graduate school, and what helped you to overcome them? Were there any issues that occurred that made you want to quit? If you stopped for a while, or thought about stopping, what were your motivations for returning? Where did you receive mentoring during your graduate school process? What advice would you give to young women who are just starting? The chapter focuses on a variety of methods and practices that successfully shepherd black women from undergraduate ranks to PhD-level careers in STEM fields.

In this commentary, I highlight a few of the assertions made by McDaniel et al. (2013) about the importance of complexity science guided management practices, and extend these ideas specifically to how we might think about reducing seemingly intractable problems in health care such as patient safety, patient falls, hospital acquired infection, and the rise of chronic illness and obesity. I suggest that such changes will require managers and providers to view health care organizations and patients as complex adaptive systems and include patients as full participants in co-producing their health care.

The purpose of this paper is to investigate the ways in which charter school leaders influence the understanding and conception of accountability policy and how that understanding translates into practice. In particular, this paper draws from sense-making theory and research on charter school leaders to identify their pre-existing understandings, their shared interactions, and their interpretations of accountability policy as they relate to professional development and instructional practices.

This paper uses the qualitative case study approach to document the organizational processes of charter schools. Data for the study were collected in two elementary charter schools over the course of 18 months. The constant comparative method was used to analyze the data because this method is compatible with the inductive, concept-building orientation of all qualitative research. Semi-structured interviews were conducted with two charter school leaders and twelve charter school teachers. In-depth interviews with the leaders were also conducted to gain a deeper understanding of sense-making. In addition pertinent staff meetings, professional development sessions, and informal interactions between charter leaders and teachers were observed.

While the charter school leaders in this study were inclined to adopt approaches that reinforced their pre-existing understandings, they did so using interpretative frameworks that sought to enact policies they deemed most crucial at the school level. These frameworks included metaphors and modeling, both of which reflected the policy signals received from the institutional environment. The leaders’ use of metaphors and modeling incorporated accountability policy into messages that encouraged constructive instructional practices, including data-driven analysis, project-based learning, and technology use.

This paper broadens discussions about charter school leaders and accountability in three ways. First, it explores how school leaders interpret and adapt policy signals. Second, it delineates the frameworks used by charter school leaders to identify and make sense of accountability policy. Finally, this paper highlights the ways in which charter school leaders influence the teachers in their school buildings through shared sense-making.

The purpose of this paper is to study patients' attitudes to nurses and investigate what hampering factors occur in the actual nursing situation and what patient features might affect cooperative climates.

In‐depth interviews were conducted with 11 male inpatients suffering prostate cancer. The interviews were personal narrations based on open‐ended questions. The theoretical basis is founded in sense‐making, trust and competence.

Existential issues related to nursing care were interpreted by nurses as a need for (technical) information. However, respondents indicated a need for professional support regarding their whole life. The social climate seems not to be optimal for existential talk owing to hospital routines. Patients' personal traits also affect the propensity to cooperation, and three types were distinguished: cooperating patients; passive patients; and denying patients. Nurses' competence may be regarded as hierarchical levels from optimising single items, over system optimisation and to optimisation from the patient perspective. The study indicates that not even first‐level requirements are met.

Only patients' views were studied. Nurses' perceptions would add additional insights. Lack of personal relations and cooperation between patient and nurse may decrease service quality. Patient attitudes seem to be a major obstacle. For some patients, passively receiving technical information may be an excuse for not wanting to participate in mutual sense‐making. The supposed need for technical information may also be an excuse for nurses to avoid more sensitive issues.

Better quality of care involves changing patient perceptions and attitudes to what constitutes nursing competence.

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.