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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.
Die nachhaltigkeitsorientierte Transformation von urbanen Räumen ist eine akute Herausforderung. In den letzten Jahren haben koproduktive, experimentelle, transdisziplinäre und häufig informelle Stadtwandelprojekte als Such- und Lösungsräume hohe Sichtbarkeit erlangt. Schlüsselakteure hierfür stellen - so die These - Verwaltungsvertreter:innen einer integrierten Stadtentwicklung und -planung, Wissenschaftler:innen einer transformativen Forschung sowie zivilgesellschaftliche Stadtmacher:innen dar. Die Autor:innen, verankert in diesen drei Gruppen, kritisieren die häufig nur situative Zusammenarbeit dieser drei Akteursgruppen. Ein Modell der Zusammenarbeit im Spannungsfeld zwischen Gemeinsamkeiten, jeweiligen Potentialen und herausfordernden Eigenlogiken der Akteurssysteme wird entwickelt. Darauf aufbauend wird vorgestellt, wie durch strategischen Trialog und reflexive Lernprozesse die Zusammenarbeit verbessert und die Wirksamkeit koproduktiven und experimentellen Stadtwandels erhöht werden kann.
Food production is responsible for approximately 17% of Germany's greenhouse gas (GHG) emissions. After retail, out-of-home catering is the second largest food sales channel in Germany. A variety of means on both the supply and demand side are necessary to stimulate, facilitate and encourage a more sustainable development and minimise GHG emissions in this sector. Nudges are one of these. This paper's focus lies on the demand side. Set in real-world laboratories, we use a standardised empirical approach to compare different nudging interventions belonging to the area of physical environment and consumers’ choice making process. We compare the effects of the same intervention across different settings and the effect of different, sequential nudging interventions in the same setting. Data was collected in eight workplace and school cafeterias in Germany over two project iterations (2016/2017; 2019/2020). A similar intervention design was applied. Comparability was assured by a harmonised menu. The first project iteration revealed that only one nudge (top menu position, +22.5%) led to significant increases in sustainable food choices, while results from the second iteration showed that all nudge interventions (best counter position, +11.6%; top menu position, +6,9%; label plus information, +15.9%) positively influenced consumer choice. Possible explanations such as the stricter compliance to the experimental design in the cafeterias but also societal developments such as the appearance of the Fridays for Future movement are discussed. As results vary between specific locations and settings, our findings suggest that nudges need to be adjusted to situational conditions for achieving highest efficacy.
This article enriches the existing literature on the importance and role of the social sciences and humanities (SSH) in renewable energy sources research by providing a novel approach to instigating the future research agenda in this field. Employing a series of in-depth interviews, deliberative focus group workshops and a systematic horizon scanning process, which utilised the expert knowledge of 85 researchers from the field with diverse disciplinary backgrounds and expertise, the paper develops a set of 100 priority questions for future research within SSH scholarship on renewable energy sources. These questions were aggregated into four main directions: (i) deep transformations and connections to the broader economic system (i.e. radical ways of (re)arranging socio-technical, political and economic relations), (ii) cultural and geographical diversity (i.e. contextual cultural, historical, political and socio-economic factors influencing citizen support for energy transitions), (iii) complexifying energy governance (i.e. understanding energy systems from a systems dynamics perspective) and (iv) shifting from instrumental acceptance to value-based objectives (i.e. public support for energy transitions as a normative notion linked to trust-building and citizen engagement). While this agenda is not intended to be—and cannot be—exhaustive or exclusive, we argue that it advances the understanding of SSH research on renewable energy sources and may have important value in the prioritisation of SSH themes needed to enrich dialogues between policymakers, funding institutions and researchers. SSH scholarship should not be treated as instrumental to other research on renewable energy but as intrinsic and of the same hierarchical importance.