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Leftovers lovers vs. haters : a latent class analysis on dinner leftover management behaviours
(2023)
Leftovers are particularly at risk of being discarded, and therefore a main component of household food waste. This study provides insights into sources of heterogeneity in leftover management behaviours, with a particular focus on the use of meal kits providing matched portion and ingredient sizes, and identifies consumer segments via a latent class analysis. We investigate whether belonging to a segment with positive attitudes toward leftovers, and engagement in conscious leftover management behaviours decreases the amounts of dinner leftovers and food waste. Besides, we demonstrate that several food waste antecedents, emotions, personal norms, intention and dinner procurement routines elicit leftover management segment membership. In addition to examining such individual differences, we also investigate the role of meal-level determinants, in particular, whether meal kits heterogeneously affect dinner leftovers depending on the consumer's leftover management segment.
Data was collected from 868 households from six countries, using an online survey and diaries. Results of the latent class analysis point towards five consumer segments. We found differences in dinner leftovers amount across classes and detected heterogeneous effects of meal kits. That is, meal kits were able to diminish leftovers in two segments, but not in the other segments. These results provide novel insights into consumer heterogeneity regarding the occurrence, antecedents, and potential solutions of leftovers and resulting household food waste. Implications for both theory and policy are discussed.
A growing number of transformative research practices that redefine the role of science in engaging with local - mostly urban - transformation processes have emerged in recent decades. However, while education is considered a key driver for sustainability transformations, higher education has been slow to develop and implement dedicated, appropriate and effective transformative education programmes and learning modules. In this paper, we present a framework of design principles for transformative learning modules in higher education. These principles are derived from two growing discourses: higher education sustainability learning, and transdisciplinary and transformative research - both of which are centrally anchored in the field of sustainable development and sustainability science. The principles presented provide guidance for course leaders in higher education to create learning modules aimed at enabling students to become engaged in transdisciplinary and transformative research that fosters sustainability transitions in local and urban contexts. We use the Transformative Innovation Lab (TIL) - a learning course developed and tested at two German universities - as an example of how the design principles can be applied. The module, which runs over two semesters, supports Masters students in their process of developing real-world laboratories and exploring urban sustainability transitions through collaborative experimentation with local practice partners. We discuss the factors that enable and limit the implementation of transformative learning modules and outline aspects of the novel roles adopted by lecturers in transformative teaching environments. Moreover, we highlight the need for both institutional change and transformative teaching formats that go beyond transformative research as key for driving universities to take responsibility for collaboratively fostering sustainability transitions in their local contexts.