Online from: 1899
Subject Area: Industry and Public Sector Management
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|Title:||Whole school food programmes and the kitchen environment|
|Author(s):||Richard Kimberlee, (Department of Health and Applied Social Studies, University of the West of England, Bristol, UK), Mathew Jones, (Department of Health and Applied Social Studies, University of the West of England, Bristol, UK), Adrian Morley, (ESRC Centre for Business Relationships, Accountability, Sustainability and Society (BRASS), Cardiff University, Cardiff, UK), Judy Orme, (Faculty of Health and Life Sciences, University of the West of England, Bristol, UK), Debra Salmon, (Department of Nursing and Midwifery, University of the West of England, Bristol, UK)|
|Citation:||Richard Kimberlee, Mathew Jones, Adrian Morley, Judy Orme, Debra Salmon, (2013) "Whole school food programmes and the kitchen environment", British Food Journal, Vol. 115 Iss: 5, pp.756 - 768|
|Keywords:||Catering, Cooking, Employees development, Engagement, England, Food For Life, Partnership, Primary schools, Profession, School cooks, Secondary schools, Whole school approach|
|Article type:||Research paper|
|DOI:||10.1108/00070701311331535 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – The purpose of this paper is to describe the impact of the Food For Life Partnership (FFLP) whole school food programme on kitchen staff employment and professional development.
Design/methodology/approach – This exploratory research involved baseline and follow-up interviews with 74 kitchen staff (51 primary and 23 secondary English schools) enrolled onto the FFLP programme. Empirical data were collected using a semi-structured questionnaire between 2007-2010 with an average of 20 months between baseline and follow-up. Data were collected on the perceived programme impact on school cook professional experience and employment and their role in health promotion.
Findings – Numbers of kitchen staff and mean job satisfaction grew. Kitchen staff reported significant investment in their kitchen environment. They felt a greater degree of involvement and broader integration with the rest of the school's educational mission. However, towards the end of their involvement, kitchen staff became increasingly cognizant of the growing challenges posed by broader economic conditions emerging at the time of follow-up.
Practical implications – Kitchen staff can play an important role in the promotion of healthy eating and school cohesion. However, there are significant organisational and employment-based barriers to fulfilling this potential.
Originality/value – This paper outlines the role of kitchen staff in whole school food programmes and illustrates the key dimensions and barriers that need to be overcome to enhance their role through the delivery of improvements in school food uptake and the promotion of healthier and more sustainable food consumption.
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