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首页> 外文期刊>Nutrition & dietetics: the journal of the Dietitians Association of Australia >University foodservices’ potential for providing environmental education to students
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University foodservices’ potential for providing environmental education to students

机译：大学FoodServices对学生提供环境教育的潜力

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Aims University foodservices are potentially well placed to foster environmental education in a non‐classroom setting and so could have the power to benefit communities through producing environmentally literate graduates. Buy‐in from foodservice staff is critical for realising this potential, so understanding what foodservice staff think about their foodservice engaging in the provision of environmental education is essential. The aim of this study was to identify the dominant perspectives held by university foodservice staff about the desirability and realities of fostering environmental education in their workplaces. Methods The study design integrated two phases: (i) 36 foodservice staff conducted a card‐sorting activity that revealed four dominant viewpoints; (ii) 60 foodservice staff completed a survey where they identified with one of these viewpoints. The study was conducted in Dunedin, New Zealand. Results The four main perspectives were The ‘Believer’, the ‘Relatively Positive Integrator’, the ‘Uncertain Contender’ and the ‘Sceptic’. All of the perspective groups, except for Sceptic, believed environmental education in their workplace was desirable. In the survey, 25% of the 60 participants self‐identified with the Believer narrative, 40% with the Relatively Positive Integrator, 25% with the Uncertain Contender and 10% with the Sceptic. There were no significant differences between factors for sociodemographic characteristics. Conclusions A paradigm shift in foodservice framework thinking could unlock the potential university foodservice has to assist universities whose strategic mission is to embed environmental education in both curricular and co‐/extracurricula activities.
机译：AIMS大学FoodServices可能很好地促进了在非课堂环境中促进环境教育，因此可以通过生产环保毕业生来利用社区的权力。来自FoodService工作人员的买入对于实现这一潜力至关重要，因此了解食品服务员工在提供环境教育方面的食品服务是必不可少的。本研究的目的是确定大学食品服务员工举办的主导观点，了解其工作场所在其工作场所促进环境教育的可取性和现实。方法研究设计综合两个阶段：（i）36 FoodService员工进行了一项透露了四个主导观点的卡片分类活动; （ii）60个FoodService员工完成了一项调查，他们通过其中一个观点来确定。该研究在新西兰达尼丁进行。结果四个主要观点是“信徒”，“相对积极的积极作者”，“不确定的竞争者”和“怀疑论者”。除怀疑论者外，所有的透视群体都认为，他们的工作场所中的环境教育是可取的。在调查中，60名参与者的25％以信徒叙述自我确定，40％与相对阳性的积极者，25％，竞争者的不确定竞争者和10％有10％。社会渗透特征之间没有显着差异。结论Foodservice框架思维的范式转变可以解锁潜在的大学FoodService，以协助战略使命是在课程和共/额外活动中嵌入环境教育的大学。

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