Master thesis, 30 hp
Dept. of Food, Nutrition, and Culinary Science
Spring term 2021
SCHOOL FOOD SERVICE
QUALITY
A quantitative study about Food
Service Professionals’ and
parents’ expectations
KVALITET INOM
MÅLTIDSSERVICE I
SKOLAN
En kvantitativ studie om
måltidspersonals och föräldrars
förväntningar
Abstract
Background School meals have been seen to promote healthy dietary habits and social
equality, in children, if parents are involved. The positive effects in the design of a sustainable school food service system come from a two-way communication between Food Service Professionals (FSP), and parents.
Objective The purpose of the study was to compare what aspects of the school meal FSP, and
parents find important, and to see if there are differences, or similarities, that could have implications for how service quality is perceived (by the parents).
Method Web-based questionnaire completed by 227 FSP, and 153 parents for children 6-16
years old. Individuals’ expectations were explored using a Food Service Quality Index. Groups were compared with Mann‐Whitney U‐test, and Chi2-test with a set significance level of p-value <0.05.
Results High expectations were reported on the Servicescape (physical meal setting), and the Service meeting, by both the FSP, and the parents. The school canteen atmosphere, and a
welcoming attitude was rated as extremely important, by both the FSP, and the parents. Expectations on school food service quality were high among parents with high education. Comments from the respondents were primary related to normative values about food quality, and culinary aspects.
Conclusion The expectations were related to hospitality and service, in the Servicescape, with
Sammanfattning
Bakgrund Skolmåltider har visat sig främja hälsosamma kostvanor, och social jämlikhet hos
barn, om de utformas i samverkan med föräldrar. Positiva effekter kan ses vid en tvåvägskommunikation mellan personal och föräldrar.
Syfte Syftet med studien var att jämföra vilka aspekter av skolmåltiden som föräldrar, och
måltidspersonal anser som viktiga, och att se om det finns skillnader, eller likheter som kan påverka hur servicekvaliteten uppfattas (av föräldrarna).
Metod Webbaserat frågeformulär ifyllt av 227 måltidspersonal, och 153 föräldrar till barn,
6 – 16 år, inom måltidsservice. Deltagarnas förväntningar undersöktes med hjälp av ett Food Service Quality Index (FSQI). Grupper jämfördes med Mann-Whitney U-test, och Chi2-test med en signifikansnivå p <0.05.
Resultat Höga förväntningar rapporterades gällande den fysiska måltidsmiljön (the Servicescape), och servicemötet (The Service meeting), både av måltidspersonalen och
föräldrarna. Skolmatsalens atmosfär och en välkomnande attityd beskrevs som extremt viktigt, både för måltidspersonalen och föräldrarna. Förväntningarna på skolmåltidskvaliteten var hög bland föräldrar med hög utbildning. Kommentarerna från respondenterna var primärt relaterade till normativa värden om livsmedelskvalitet, och kulinariska aspekter.
Slutsats Förväntningarna var relaterade till gästfrihet och service, i servicelandskapet
Table of Contents
1. Background ... 5
2. Objective ... 6
3. Method ... 6
3.1 Study design ... 6
3.2 Selection and recruitment ... 6
3.3 Data collection ... 8
3.4 Data processing and analyses ... 9
3.5 Ethical principles ... 11
3.6 Pre-comprehension ... 11
4. Result ... 12
4.1 Characteristics of participants ... 12
4.2 Overall quality perceptions of food service quality ... 13
4.3 Aggregated food service sub-themes ... 13
5. Discussion ... 17 5.1 Result discussion ... 17 5.2 Relevance ... 19 5.3 Method discussion ... 20 6. Conclusion ... 21 6.1 Thanks ... 21 7. References ... 23
Appendix 1: Food service professionals’ questionnaire Appendix 2: Parents’ questionnaire
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1. Background
School meals have been shown to be a key to promote healthy dietary habits and social equality, if both nutritious and of good quality (Olsson & Waling, 2016; Eustachio-Colombo et al., 2020; National Food Agency [NFA], 2021; Magnusson-Sporre et al., 2016). The
organisation of school meal services varies in the Nordic countries (Eustachio-Columbo et al., 2020; Olsson & Waling, 2016). Moreover, in Finland and Sweden, the school meal is funded and delivered by the government, based on cooked hot food, a salad buffet, (Kainulainen, 2012; Olsson & Waling, 2016; School Food Sweden, 2021). Expectations of meal quality are likely to be influenced by variables such as communication, and the perceptions of value (Brandsen et al., 2017; Pestoff, 2006; Soares da-Silva et al., 2018; Trymell, 2021). National guidelines, and local food policies regulate the quality, and performance of the school food service (National Food Agency [NFA], 2019). This dimension of quality is one of many important factors that influence the enjoyment, and the choice to eat from the school lunch (School Food Sweden, 2021; Magnusson-Sporre et al., 2016).
Expectations on hospitality, and service are important parts of the schools’ systematic quality work (National Food Agency [NFA], 2021; Olsson & Waling, 2016; School Food Sweden, 2021). For many children, good quality means that food is appropriate, and in line with expectations (Magnusson-Sporre et al., 2016). This means that they most often choose food either according to taste, personal preferences, or well-known foods (Kainulainen et al., 2012; NFA, 2021). Expectations could also be related to prior experiences, which include aspects of health, and safety, as well as ethical, and cultural aspects (Magnusson-Sporre et al., 2016; Trymell, 2021a).
To date, there is a lack of scientific publications concerning parents’ expectations on school foodservice (Nordic Councils of Ministers, 2014). To measure the overall satisfaction, it is necessary to monitor both the expectations of the service, and the perceptions. When predicting expectations of service quality one important factor could be the level of satisfaction regarding desire and needs of the consumer (Parusaraman et al., 1988;
Magnusson-Sporre et al., 2016; Schäfer-Elinder et al., 2018; Trymell, 2021a). In a survey by Persson-Osowski et al., (2010) most of the results showed that the school meal did not live up to the expectations, in the form of a homecooked meal, full of taste, with many vegetables, and salads. The Swedish national guidelines for school meals emphasise the importance of integrating children and parents in the quality work with school meals (School Food Sweden, 2021; European Commission [EU], 2015). However, measuring and comparing revenues, and costs of material things seemed to be more common, than to determine subjective feelings of service. Parental cooperation with the school food services, and positive parent-child
interactions could act as bridges to healthy eating habits (Palfreyman et al., 2015; Schäfer-Elinder et al., 2018).
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While the expectations on food, and meal quality have been measured, the interaction between service users, and service providers is left behind (School Food Sweden, 2021; Magnusson-Sporre et al., 2016). The purpose of this study was, therefore, to explore food service professionals, and parents’expectations in Sweden, with a Food Service Quality Index.
2. Objective
The purpose of the study is to compare what aspects of the school meal Food Service Professionals and parents find important, and to see if there are differences, or similarities, that could have implications for how service quality is perceived (by the parents).
3. Method
3.1 Study design
This study was Phase 2 of a two-phase exploratory sequential mixed method study (Creswell, 2015), where Phase 1 (Trymell, 2021a) provided information for the design of the web survey, used in phase 2 (Figure 1).
Figure 1. Research design of the exploratory sequential mixed method study, two phases, master thesis, in 2020-2021 (Trymell, 2021a; Creswell, 2015).
The web survey included questions based on results from Phase 1 (Trymell, 2021a), and sociocultural theories that could be associated with meal experiences and meal expectations (Gustafsson et al., 2006; Meiselman, 2008; Dahlgren, 2010).
3.2 Selection and recruitment
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million families with an average of 1.8 children, aged 0-17 years, in each family, in Sweden (Statistics Sweden, 2021). Data on expectations on service quality was collected from Food service professionals (FSP), working in Swedish compulsory schools, and from parents with at least one child 6-16 years old (Figure 2).
Figure 2. Flowchart of data selection and recruitment of Food service professionals, working with children 6≤16 years (FSP) (n=214), and parents, for a child 6≤16 years (n=146). A quantitative study on expectations on Food service quality. Sweden, 2021.
Participants were recruited from a cluster randomized selection, and through two convenience samples (Bryman, 2002). The cluster randomized selection was used for the purpose of collecting data from at least 150 individuals (FSP), in the age of least 18 years (Figure 2). The selection was stratified from three variables (Regional division, municipality, working with school meal management). Thereafter, three individuals from each of the municipalities was selected, out of previously formulated selection rules. These individuals were contacted through e-mail with information about the study. Further, they got a request of forwarding the information to the FSP, according to previously formulated selection rules.
Convenience sample 1, was conducted through one Facebook group: The family Dahl Alling Facebook group, and Convenience sample 2, through one Facebook-post, in Junior
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The motive for the convenience sample was the limitation of time, and the Public Health Agency’s recommendations of physical distancing, during Covid-19 pandemic.
In total, 360 individuals replied to the questionnaires. Individuals were excluded if they did not meet the criteria or had not provided background data. Thus, 360 number of responses were analysed.
3.3 Data Collection
The findings from the qualitative phase (Trymell, 2021a) contributed to the scale items for the questionnaires. They were written in Swedish.
The two online questionnaires included 48 questions for FSP (Appendix 1), and 49 for parents (Appendix 2). Further, years in the profession, and age of the children that FSP works with, corresponding questions for parents were two background questions about number of
children, and children’s grade, one question about visiting the school canteen for parents, no corresponding question for FSP. The following 34 questions was based on results from Phase 1 (Trymell, 2021a), and covered a range of expectations on both food service and FSPs, including being functional, caring and offering service artefacts to communicate about the food content (Appendix 3). The FSP, and parents were asked to specify their level of
expectations on a seven-point ranking scale (1 = Low expectations, to 7 = High expectations). The 34 questions were phrased in the same way e.g., ‘For me, it is important…’, and ‘It is important to me…’ (Appendix 1, 2). In this study, questions were only asked about levels of service expectations, not about level of service experience. The questionnaires ended with seven questions about demographic data about age, gender, geographical distribution, marital status, and education. The questionnaires also included an open question for comments.
A pilot study was made, involving FSP (n = 10), and parents (n = 10) on both questionnaires, to collect feedback to revise the content. All the participants reached the inclusion criteria for the main survey. No difficulties in interpretation were identified.
The questionnaires were converted into web format, with the web-application Google form. For convenience sample one, the web-based link was distributed through the Facebook group (The Dahl Alling Family) Familjen Dahl Alling (Figure 2). For convenience sample two, information, and the same web-based link as in convenience sample one, was sent to Junior Achievement Sweden, in 24 regions, from the north to the south of Sweden. For the cluster randomized selection, the questionnaire was distributed to e-mail addresses for the meal managers, in Sweden. The e-mail addresses were provided, by SALAR (n = 1543). They were asked to forward the information to the FSP, in Swedish compulsory schools. Seven of these e-mails bounced back and were undeliverable. The meal managers received information about the study, and a link for the questionnaire, through the e-mail.
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3.4 Data processing and analyses
Quantitative data analyses were performed by using SPSS Statistical software (IBM SPSS Statistics for Windows, Version 27.0. Armonk, NY: IBM Corp.). Data types collected in survey were primary on a nominal, and ordinal level. Therefore, non-parametric statistical tests were used. Age was presented as mean ± standard deviations, the remaining data was presented as number (percent), median [25, 75 percentiles], and inter quartile range [IQR]. Descriptive analysis was performed to describe the overall quality, and expectations of the service. Gender, age, education, and degree of Urbanisation was analysed to describe the characteristics of the study population. An additional variable was constructed for age, and categorized into five groups: 18-30, 31-40, 41-50, 51-60, and >60 years of age.
The retrieval system for regional divisions (REGINA) was used to categorize participants in geographical counties, and municipalities (SCB, 2020). Since 1998, counties function as units of the central government's regional administration. The division of those 21 counties was used for this study (Table 3). Geographical counties were divided into 290 municipalities. These municipalities comprised both the political-administrative unit, as well as the
corresponding geographic level. Degree of Urbanisation were categorized as Urban village (more than 200 citizens), Rural area (less than 200 citizens), Town (less than 100 000 citizens), Urban centre (at least 100 000 citizens).
Chi-square tests were made to analyse the difference in gender, age-groups, education, and degree of Urbanisation between FSP and parents. Moreover, Mann–Whitney U tests were used for ordinal data to identify differences in attitudes about the food service quality between FSPs, and parents, as well as between education level within these two groups. In all tests,
p<0.05 was considered statistically significant. Effect of education level, on expectations of
food service quality, was tested with Mann-Whitney U test; first with the total group and then separately with FSP and parents. Education was dichotomised into less than or more than primary school.
For this study, individuals’ expectations were explored by creating a Food Service Quality Index (FSQI). The index was created based on 30 questions, within three major themes, and six sub-themes from Phase 1 (Trymell, 2021a): Functional service, Caring service, and The
importance of service artifacts: Sustainability, Service meeting, Servicescape, Signs, Creating
satisfaction, and Creating relations (Table 1). Data were aggregated to provide a measure of the overall service quality from these themes.
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Table 1. Food Service Quality based on three themes, six sub themes, 30 ranking questions (Trymell, 2021a).
Themes Sub themes Explanation Ranking questions (Q)
Functional service
Servicescape The physical meal setting, spatial layout, functionality, and aesthetics.
Q1- Q32- Q34- Q33 Service
meeting
Factors that may affect different values, considered as good service, and associated with satisfaction, trust, and
responsiveness.
Q31-Q17- Q30 – Q29
Caring service
Sustainability How schools plan and integrate school lunches into the school day. Food based on nutritional policies, and the Nordic
nutritional recommendations, according to climate impact, and legal requirements.
Q8- Q19- Q15- Q16- Q18- Q3- Q7
Creating satisfaction
Perceptions of service, defined as an act of caring: facial expressions, voice, as well as body language, that may affect
individual’s sense of satisfaction.
Q11- Q9 – Q24- Q10 The importance of service artifacts Creating relations
Citizen participation, and advisory boards, in the provision of public meals, based on preferences and health.
Q14- Q12- Q27- Q13- Q28- Q26 Signs Artefacts like the menu, or labels in the
school food buffet, primarily used to inform about the food content, or to communicate rules of behaviour (for example take maximum two pieces of beef).
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For the complete 30-item scale, Cronbach's alpha was 0.788, suggesting good internal reliability. Five out of six attributes had acceptable reliability with Cronbach’s Alpha (Table 2): Creating relations, Servicescape, Service meeting, Sustainability, Signs. Validity was predicted as 0.7-0.95 for acceptable level of internal reliability (Bryman, 2002).
Table 2. Constructed reliability statistics of overall perceptions of food service quality, 30 items, from survey, reported with Cronbach alpha value, 0.7-0.97 = acceptable validity.
Sub themes No of items Cronbach’s Alpha1
Servicescape 4 0.741 Service meeting 4 0.724 Sustainability 7 0.705 Creating Satisfaction 4 0.409 Creating relations 6 0.712 Signs 5 0.736
1 Cronbach’s alpha test for measurement of internal reliability, if the questions for quality of food, quality of service
environment, and quality of service, were randomly divided into two groups, which are compared with each other, (0.7-0.97 = acceptable validity).
Additionally, comments from the open-ended question were applied to bring depth to the lowest, and the highest ranked food service dimensions.
3.5 Ethical principles
All data were handled in accordance with the new General Data Protection Regulation (GDPR 2016:679). Participation in the study was provided with a digital form, for consent obtaining. This included information about how their data was processed.
The participants were clearly informed (in a cover letter) of the information-, consent-, and confidentiality requirement as following: A) the overall plan for the research, B) the purpose of the research, C) the methods that was used D) who the researcher was, E) that
participation in research was voluntary, with the right to end his / her participation at any
time, F) that the material was handled confidentially, and no participant could be identified in the written report.
In the web-based survey, the participant must, in addition to informed consent, also enter an individual code (8 characters), so that it would be possible to exclude people who regretted their participation. The original file from the data collection was sent to the tutor via the messaging function in Canvas. When the thesis was examined, data material was deleted unless otherwise agreed with the supervisor.
3.6 Pre-Comprehension
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food. Also, over 15 years of experience, from school quality management, both from municipality and from private marketing & business. This experience has given me an
understanding of the complexity, and challenges of procuring, and purchasing food for school kitchens. A one-year master’s degree in food- and meal science, have given a broader
knowledge, and deeper understanding about the importance of objectivity, in the research area. The pre-comprehension was of importance, to be able to see the research problem from different perspectives, and in the design, and wording of the questionnaires.
4. Result
4.1 Characteristics of participants
In total, 214 FSP, and 147 parents completed the questionnaires (Table 3). Of the FSP, the majority (87%), were women, of the parents the majority (83%) were woman. The mean age was 47 ± 10 years for the FSP, and 41 ± 5 years for the parents. The FSP were significantly older than the parents (p < 0.001). FSP had lower education level than the
parents (p<0.001) (Table 3).
Table 3. Demographic and context specific data for study sample (n= 361), participant characteristics of Food Service Professionals (n= 214), and parents (n= 147),participating in an on-line survey about school food service quality, during spring 2021.
Total FSP2 Parents Chi-2-test
N= 361 % N= 214 % N= 147 % p Gender Male 49 14 25 12 24 16 0.377 Female 308 85 186 87 122 83 Other1 4 1 3 1 1 1 Age 18-30 23 6 12 6 2 1 <0.001 31-40 132 37 57 27 75 51 41-50 122 34 59 26 63 43 51-60 76 21 69 32 7 5 >60 17 5 17 8 0 0 Education Compulsory school 11 3 10 5 1 1 <0.001 Secondary school 149 41 115 54 34 23
Post-secondary school (not college/university) 95 26 69 32 26 18 Internal training of employers 6 10 5 2 1 1 College/University 100 28 15 7 85 58 Degree of Urbanisation
Rural area (less than 200 citizens)
41 11 24 11 17 12
0.097 Urban village (more than
200 citizens)
121 30 70 33 51 35
Urban centre (at least 100 000 citizens
40 11 31 15 9 6
Town
(less than 100 000 citizens)
159 44 89 42 70 48
1 Indicating identification neither as a woman nor man; excluded from test of significance between gender. 2 FSP= Food Service Professional, the service provider that provides the meals, and services.
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education than Secondary School, only a few (2%), reported that they were internal trained of their employer. Two fifth (42%) of the FSP reported living in towns with less than 100 000 citizens. A large proportion (79%) reported working with children in Primary School, while a few (9%) worked with children in High School.
Of the 147 parents, almost four fifth (73%) stated that they had one or two children, and more than half (53%) had eaten in the school restaurant (Table 3). Two fifth (41%) of the parents reported having finished Secondary school, and the majority (91%) were employed. Almost half (48%) was living in towns with less than 100 000 citizens.
4.2 Overall quality perceptions of food service quality
Of the three themes, all of the FSP (100%), and most of the parents (96%) reported “High expectations”, on Functional service. Very few parents (1%) reported a “Low expectation” below four. Expectations was highest for Functional service, while it was lowest for Caring service (Figure 4).
Figure 4. Expectation on School food service quality, 1= Low expectations, to 7= High expectations, according to Food Service Professionals (n=214), and parents (n=147), participating in an on-line survey about school food service quality, during spring 2021.
1 Functional service = The individual experience and expectations of how the school food service fulfilled its functions,
given to the needs of the consumer (child).
2 The importance of service artefacts = The impact of physical surroundings, labelling, and signs, in relations to
behavioural responses of the children, and their overall meal experience.
3 Caring service = Care giving and receiving as a value-creating meeting.
4.3 Aggregated food service sub-themes
The box plots present the distribution of data from the six sub-themes (Figure 5). In the whole group, higher education was linked to higher expectations, in 3 out of 6 sub-themes,
Servicescape (p < 0.001), Service meeting (p = 0.013), Creating satisfaction (p < 0.001), and close to Sustainability (p = 0.06), but analysed on FSP and parents separately, there were only significant differences, in 3 out of 6 sub-themes, Servicescape (p < 0.001), Service meeting (p = 0.013), Creating satisfaction (p < 0.001), and close to Sustainability (p = 0.06), within the parent group.
Servicescape, and Service meeting was graded as factors with “High expectations”, of both
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(p < 0.001), Creating satisfaction (p < 0.001), Creating relations (p = 0.013), and Signs (p = 0.009).
Signs was stated as the least important factor by both FSPs and parents, however, this
sub-theme also showed significant high variability in the distribution (Figure 5). Almost three fifth of the FSP (38%), and parents (38%) graded expectations, on Signs, as two to four, on a seven-point scale.
Figure 5. Expectation on School food service quality, median, and quartiles, 1= Low expectations, to 7= High expectations, analysed using Mann-Whitney U test, with a set significance level of p<0.05, according to Food Service Professionals (FSP) (214), and parents (147), participating in an on-line survey about school food service quality, during spring 2021.
* Note that Cronbach’s alpha value is below acceptable validity.
¹
Servicescape = The physical meal setting, spatial layout, functionality, and aesthetics.2 Service meeting = Factors that affect different values that were considered as good service, that could be
associated with satisfaction, trust, and responsiveness.
3 Creating satisfaction = Factors that may affect the sense of satisfaction: facial expressions, voice, body
language, ability to listen, and to respond.
4
Creating relations = Factors that may affect expectations on food, according to preferences, and health. 5 MW-U-test = Mann-Whitney U test. Parents attitudes about the food service quality, in relation to the FSP’s
opinion.
4.3.1 Servicescape and Service meeting
The Servicescape, with an “inviting school canteen”, and “to feel welcome”, in the school canteen, was “Extremely important” for both FSP (96%), and the parents (95%) (Figure 5- Figure 6). Both groups had “High expectations” on “to answer children’s questions”. The question about FSP “to be present”, showed a high variability, and was stated with 5 (IQR 3), by the FSP, and 4 (IQR 3), by the parents.
15 FSP Parents Servicescape Service meeting Sustainability Creating satisfaction Creating relations Signs
Figure 6. Comparison of expectations within six sub-themes between Food Service Professionals (FSP) and Parents, box plots of score quality components, median, and quartiles, reported on a scale from 1= Extremely unimportant (Low expectations), to 7= Extremely important (High expectations), according to of FSPs (n= 214), and parents (n= 147), participating in an on-line survey about school food service quality, during spring 2021.
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4.3.2 Sustainability
More than two thirds (67%) of the FSP, and one fifth (23%) of the parents reported “High expectations” on Sustainability; the food consumption’s effects on the environment (Figure 6). A vegetarian option was ranked as a seven of both the FSP, and the parents. All the FSP (100%), and 93% of the parents found it “Important” to have a salad buffet. However, this question showed variety in distribution, FSP (5-7), and parents (2-6).
Comments were given from some of the FSP that new recipes, and better cooking skills for vegetarian foods were needed.
“The vegetarian food would need new recipes from those who can cook that food.”
Some notions were also made about measuring the food waste on days when only a vegetarian option was served.
4.3.3 Creating satisfaction and Creating relations
Most of the FSP, four fifths (81%), and more than two thirds (69%) of the parents reported “High expectations” on Meals prepared from national guidelines (Figure 6), to
Create satisfaction. Also, personal contacts with parents were ranked as a 4 (3-6) of the FSP,
and 4 (2-5) of the parents.
Comments were given from FSP, suggested that communication with parents, principally, must be considered when it came to special diets, and allergies.
“When it comes to cooperation with parents / children, regarding the menu, it is in those cases where there are special needs… or a diagnosis that children have, allergies, and so on.”
Moreover, one of the parents expressed frustration that everyone should be involved in all areas, when the hours of the day were limited.
“The Food service professionals, who are trained and therefore employed to plan, prepare, and serve school meals are the ones who know this best. Just like the educators, and teachers in the classrooms. Neither the staff in the kitchen nor in the classrooms should have to spend time involving parents in everything they do. If I as a parent, have an idea about the food, or serving, it is important that there are routines in the schools.”
The FSP and parents reported “High expectations” 7 (7-7) and 7 (7-7), respectively on food councils to Create relations (Figure 6). Children’s participations in a food council were stated as “Extremely important”, of both the FSP 7 (6-7), and the parents 6 (5-7).
“Parents in food council” was rated with a two, for the FSP (1-3), and was the same for the
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4.3.4 Signs
Signs were used to communicate about the food content, or to communicate rules of behaviour (Trymell, 2021a). Part of the communication and reported as “Extremely
unimportant” was the Signs, and the menu on the school's “App”, with “Lunch of the day” (Figure 6). Presentation of the food through digital communication through an application (App), was stated as important by both the FSP (63%) and the parents (61%). A physical plate model in the school canteen was reported as 7 (7-7), by the FSP, and 7 (6-7), by the parents. Signs about the origin of the food, was reported as five of the FSP (4-5), and five of the parents (3-6). Also, expectations on signs varies considerably in distribution in both groups (Figure 6).
“Signs about climate impact” was a question with a variety in distribution, by both the FSP,
and the parents (Figure 6). A few of the FSP (12%) reported a one, or a two, and one fifth (24%), of the FSP reported a six, or a seven, respectively, almost one fifth (19%) of the parents stated a one, or a three, and almost one third (30%) stated a six, or a seven.
Comments from the FSP was that the level of organic food was based on limitations of the budget.
“We buy as much Eco as our budget allows, here and now we are at 32%.”
Parents comments were related to that food was cooked from scratch, and locally produced foods.
“For me, it is important that the food consists of Swedish-produced food, preferably locally produced, and preferably cooked according to the season.”
5. Discussion
5.1 Result discussion
The primary purpose of this exploratory design is to generalize qualitative findings of the participants (Creswell, 2015); in my case, the children and FSP in the first phase, and the parents and the FSP, in the second phase.
In this study, expectations on the sub-theme Servicescape in relation to the theme Functional
service (Figure 4-6), was rated with the highest score, by both the FSP and the parents. This
included subjective values such as quality of the service environment and hospitality, “to feel
welcome” (Q32), and “to being present” (Q33), and “to answer children´s question” (Q34).
Even though this study shows overall high expectations from both FSP and parents,
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All of the FSP (100%), and most of the parents (90%), thought that it was “Extremely important” to have a positive approach about the school food (Figure 6). This included a question about “parents talk positive about the food” (Q29), which also showed high variability, by the parents. One factor that seems to influence parents’, and meal staffs’ perceptions of the quality of school meals is presence of a cooking kitchen (O’Neill et al., 2020). Also, the more healthful the parent perceive the school meals, the more likely it is that the child wants to eat the school meals (Meier et al., 2020). It has been suggested that
encouraging children to eat healthier school meals require cooperation between the FSPs, and the parents (NFA, 2021). Moreover, that means that there is great potential for improvement regarding how schools plan and integrate school lunches into the school day, in service, and pedagogical meal activities.
In the present study, the question regarding “salad buffe every day”, was ranked as “Important” by the FSP but showed high variability among the parents (Figure 6). Parents with higher grades of education reported higher level of expectations than those with lower education. Previous studies have shown that parental socioeconomic factors influence children’s fruit and vegetable consumption, and their overall health (Béghin et al., 2014; Schultz & Thorlton, 2019; Sørensen et al., 2015). For example, in a study by Eustachio-Columbo (2020) children to parents with less than twelve years of education had significantly lower mean daily intakes of energy, iron, folate, dietary fibre, and vegetables. Reduced variety in children's meals, with low intake of fruits, and vegetables increase the risk to perform poorly in school (Schultz & Thorlton, 2019). Unhealthy dietary habits have been found in families with low education level, moreover, children in those families participated less often in organized sports and had a higher level of inactivity (Moraeus et al., 2012; Schäfer-Elinder et al., 2018; Davison & Birch, 2001; Béghin et al., 2013). That increases the demands for future research regarding how expectations and consumptions of school meals and food services depend on the physical, social, and cultural meal context (Magnusson-Sporre et al., 2016).
High expectations were stated by both the FSP and parents (Figure 6), regarding collaboration between the children and FSPs in food councils (Q9, Q14, Q27). This may reflect an
increased demand for individualised services (Brandsen et al., 2017). Furthermore, this could include, for example, the involvement of children in school’s systematic quality improving work to achieve tasty, integrated, pleasant, nutritious, sustainable, and secure school meals (School Food Sweden, 2021; EU, 2015). Nutritional meals also relate to “meals prepared on
National guidelines”, in this study reported as extremely important by FSPs and parents. One
explanation for this could be the extensive policies, and interventions that have been put into practise, in the Nordic countries, to enhance healthy eating habits with lots of vegetables, fruits, and legumes (NFA, 2021, Fismen et al., 2016). In practise, those public health plans, and meal policy programs give children equal opportunities for acquiring sustainable eating habits.
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come from wealthy communities, and that better educated parents with higher socio-economic status are more willing to engage (Brandsen et al., 2017, p. 140). Therefore, the use of social media for systematic parent involvement, in high-risk population groups, could be taken in consideration to spread information about nutrition, in the design of the school meals, and through the establishment of network groups, to reduce social inequalities.
5.2 Relevance
The importance of the school meal environment for children's nutritional intake, and health has received attention over the past ten years. (EU, 2015; Institute for Environment and Sustainability [Joint Research Centre] et al., 2014; Public health agency of Sweden, 2021). In this study the FSPs were mostly women. Public meal settings have often been seen as a low status work, represented of women, while male cooks are most often found at prestigious restaurants. (Osowsky, 2010).
Since the beginning of the 20th century, a significant proportion of children´s meal intake is consumed in the public-school canteens (Magnusson-Sporre et al., 2016). Children who choose not to eat school meals are at risk not to meet the daily needs for energy and nutrients, which are covered by almost half and two-thirds, respectively, by the school lunch, (Eustachio Colombo, 2020; NFA, 2021). In this study, most of the parents were women. The mother is the family member most likely to promote healthy dietary habits (Béghin et al., 2014), which may also explain why most study participants were represented by women. Previous studies from Sweden have also shown that parents play an important role in their children’s nutrition-related behaviours (Pearson et al., 2009), which in turn may influence a child’s participation in school meals. In this study, higher education was linked to higher expectations on meal quality, especially within the parents group. Children in families with low educated parents is seen as a risk group (Béghin et al., 2013) since a potential low intake of school meals may influence short term performance, and has also been associated with attention problems, and lower school grades (Sørensen et al., 2014).
Nutritious food in school reduces some of the socioeconomic disparities in diet and health (Sørensen et al., 2015), which also promotes good eating habits in adulthood. One important reason could be the provision of fresh fruits, and vegetables (Schultz, 2019), that contain nutrients, and vitamins (NFA, 2021). In this study “salad buffe every day”, was ranked as “Important” by the FSP but showed higher variability among the parents. Other studies have shown that parents considered certain lunch components more important than others,
specifically fruits, vegetables, and proteins (Meier et al., 2020). An explanation for this could be since vegetables, fruits, and salads are considered “healthy” and “good” food in Western culture (Osowsky ,2010).
Expectations in this study, were also related to organic, locally produced foods, and greens. This addresses the challenges of a sustainable food system, since the fresh fruits, and locally produced vegetables are associated with large costs, logistic problems, and concern for food waste (Schultz & Thorlton, 2019). One way to overcome these obstacles, is an increased cooperation between parents, and service providers, which also minimize the risk of children throwing away food, further minimizing the risk of obesity as well as costs.
20
increased risk of dissatisfied parents, if meal managers, and FSP, are not prepared, or able to follow up on the input (Brandsen et al., 2017). One way is to encourage children’s, and parents’ participation in schools' planning of the meals, for example in meal councils (NFA, 2021, Galli et al., 2014). Monitoring expectations of School food service quality are also ways for sustainable food value chains (Parusaraman, et al., 1988), to create better conditions for healthy consumption, and equal health (PHAS, 2021).
In this study parent’s expectations were related to that food should be cooked from scratch, which might be explained of that home cooked food has a symbolic meaning of love and care (Osowsky, 2010). One other study also shows that the more healthful the parent perceived the school meals, the more likely their child was to eat school meals (Meier et al., 2020). In this master thesis, I also found that expectations on the meal environment primarily were related to high expectations on hospitality and service, in the school canteen. That leads to increased pressure on the school meal system, in delivering healthy, tasty, and sustainable meals, which the children choose to eat (School Food Sweden, 2021).
5.3 Method Discussion
This second phase of an Exploratory Design was based on the concept of School food service quality (Creswell, 2015). Expectations about food service quality was quantified, through identified indicators that can stand for the concept (Trymell, 2021a). When quantifying these indicators, they were coded, and converted into quantitative data. In the study, a quality index was developed to measure the concept of School food service quality. Previous research in the area has mostly been studied through qualitative research designs (Trymell, 2021a). The quantitative part of the research makes the study more accessible to generalize.
The study consisted of a quantitative, web-based survey, and the respondents were, thus, not influenced by any external factor, that could influence their opinions, which in turn
strengthens the reliability (Bryman, 2002). In addition, the risk of bias in the respondents' responses was minimized since there was no interviewer. Also, as the response dimensions was delimited by predetermined alternatives, the risk of free interpretations, and the risk of bias was minimized. Moreover, the effect of the influence of factors such as the interviewer's gender, ethnicity, and social background was therefore eliminated.
Also, the use of a survey questionnaire entails a large portion of freedom, for the participants, in terms of time. The web-survey also made it possible for equivalent information to be given to all participants before the start of the study. The web-based surveys were a fast, and secure way to store, and administer the large amount of data collected. One problem with web
21
However, a strength of the study was the large number of questions, which meant that several aspects of the concepts were captured.
In the study, each question was aggregated to form a total score, which caused a risk that the indicators were not related to the same measure. To exclude this potential risk for bias, internal validity was measured, through Cronbach’s alpha coefficient. The internal reliability of the study was measured by Cronbach’s alpha and was at an acceptable level, between 0.7-0.95 (Bryman, 2002).
Participants were recruited through convenience sampling technique (Bryman, 2002). The respondents were spread all over the country, but most of the respondents were mainly located to the southern parts of Sweden, which may not be optimal conditions for reflecting the entire population. The selection with a cluster randomized selection was time-efficient, but there is still a risk of sampling errors, since there is a possibility for the selection group to not participate in the survey. One limitation of the study was the small sample size, which limits the ability to draw general conclusions. Other limitations were the homogeneity, since 85% of the sample were women. According to professor Hörnell, A. (personal communication, May 27, 2021) the skewed gender distribution is, however, a common problem when it comes to studies on children, and studies on food.
6. Conclusion
The present study aimed to determine the most important dimensions of expectations of food service quality. In this study with FSP, and parents, high expectations were reported on
Functional service; how the school food service fulfilled its functions. The expectations were
related to hospitality and service, in the Servicescape, with an “inviting school canteen”, “to
feel welcome”, and “to answer children’s questions” in the school canteen, for the majority
of the FSP and the parents. Even if both groups stated, “High expectations”, there were significant differences between the FSPs’, and parents’ expectations with FSPs having higher expectations. High education was linked to significant higher expectations on the
Servicescape (school canteen) among parents with high education.
To ensure safe, nutritious, and sustainable school meals for children, through sustainable food services, there is a need to build relationships between FSP, and parents. The findings of this study suggest future research in how cooperation between parents, could be implemented through parental representations in school food councils, and digital platforms. Public health plans, and meal policy programs could also be one way to go, to give children equal
opportunities for sustainable eating habits.
6.1 Thanks
22
7. References
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Brandsen, T., Steen, T., & Verschuere, B. (2017). Co-Production and Co-Creation: Engaging
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Fismen, Al., Smith, O. R. F., Torsheim, T., Rasmussen, M., Trine, P. P., Augustine, L., Ojala, K., & Samdal, O. (2016). Trends in Food Habits and Their Relation to Socioeconomic Status among Nordic Adolescents 2001/2002-2009/2010. PLoS One, 11(2).
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Galli, F., Brunori, G., Di-Iacovo, F., & Innocenti, S. (2014). Co-Producing
Sustainability: Involving Parents and Civil Society in the Governance of School Meal Services. A Case Study from Pisa, Italy. Sustainability 6(4), 1643-1666, 1643-1666. http://dx.doi.org.ezproxy.hkr.se/10.3390/su6041643
General Data Protection Regulation (2016/679). The European Parliament. REGULATION (EU) 2016/ 679 OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL - of 27 April 2016 - on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/ 46/ EC (General Data Protection Regulation) (europa.eu)
Institute for Environment and Sustainability [Joint Research Centre], PHN Research, World Health Organization [WHO]. (2014). Policies, interventions and their impact: a workshop
report. https://op.europa.eu/en/publication-detail/-/publication/24be575d-394a-4803-85fd-de65a5fe13ca
Kainulainen, K., Benn, J., & Fjellström, C., (2012). Nordic adolescents’ school lunch patterns and their suggestions for making healthy choices at school easier. Appetite, 59(1), 53–62. https://doi.org/10.1016/j.appet.2012.03.012
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Meier, C. L., Brady, P., Askelson, N., Ryan, G., Delger, P., & Scheidel, C. (2020). What Do Parents Think About School Meals? An Exploratory Study of Rural Middle School Parents’ Perceptions. The Journal of School Nursing. https://doi.org/10.1177/1059840520924718 Moraeus, L., Lissner, L., Yngve, A., Poortvliet, E., Al-Ansari, U., & Sjöberg. (2012).
International Journal of Obesity 36, 969–976. Multi-level influences on childhood obesity in
Sweden: societal factors, parental determinants and child’s lifestyle.
National Food Agency [NFA]. (2021). National guidelines for meals at school: Preschool school, Primary school, High school and After-school Center.
https://www.livsmedelsverket.se/globalassets/publikationsdatabas/broschyrer-foldrar/riktlinjer-for-maltider-i-skolan.pdf
Nordic councils of ministers (2014). Nordic Nutrition Recommendations 2012: Integrating nutrition and physical activity. Nutritional Science, 4(20). doi:10.1017/jns.2015.3
Olsson, C., & Waling, M. (2016). School meals do not have a given place in Swedish school’s quality management. Health education journal, 75(8), 961-971.
https://doi-org.ezproxy.hkr.se/10.1177%2F0017896916644000
O'Neill, M., Mujahid, M., Hutson, M., Fukutome, A., Robichaud, R., & Lopez, J. (2020). Investing in Public School Kitchens and Equipment as a Pathway to Healthy Eating and Equitable Access to Healthy Food. Journal of School Health, 90(6), 492-503. https://doi-org.ezproxy.hkr.se/10.1111/josh.12894
Oostindjer, M., Aschemann-Witzel, J., Wang, Q., Skuland, S.E., Egelandsdal, B,
Amdam, G., Schjøll, A., Pachucki, M., Rozin, P., Stein, J., Lengard-Almli, V., & VanKleef, E. (2017). Are school meals a viable and sustainable tool to improve the
healthiness and sustainability of children ́s diet and food consumption? A cross-national comparative perspective. Critical Reviews in Food Science and Nutrition, 57(18), 3942- 3958, https://doi.org/10.1080/10408398.2016.1197180
Palfreyman, Z., Haycraft, E., & Meyer, C. (2015). Parental modelling of eating behaviours: Observational validation of the Parental Modelling of Eating Behaviours scale (PARM),
Appetite, 86, 31-37. https://doi.org/10.1016/j.appet.2014.08.008
Parasuraman, A., Zeithaml, V-A., Berry, L-L. (1988). SERVQUAL: a multiple‐item scale for measuring consumer perceptions of service quality. Journal of Retailing, 64(1), 12-40. https://www.researchgate.net/publication/200827786_SERVQUAL_A_Multiple-item_Scale_for_Measuring_Consumer_Perceptions_of_Service_Quality
Persson-Osowski, C., Göranzon, H., & Fjellström, C. (2010). Perceptions and memories of the free school meal in Sweden. Food, Culture & Society, 13(4), 555-572.
Persson-Osowsky, C., & Fjellström, C. (2018). Understanding the ideology of the Swedish tax-paid school meal. Health Education journal, 78(4), 388-398.
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School Food Sweden. (14 April 2021). What is Skolmat Sverige?. SkolmatSverige.se. http://www.skolmatsverige.se/in-english
Schultz, C., & Thorlton, J. (2019). Access to Fresh Fruits and Vegetables in School Lunches: A Policy Analysis. The Journal of School Nursing. 35(4), 248-255.
https://doi.org/10.1177%2F1059840518762517
Schäfer-Elinder, L., Patterson, E., Nyberg, G., & Norman, Å. (2018). A Healthy School Start Plus for prevention of childhood overweight and obesity in disadvantaged areas through parental support in the school setting - study protocol for a parallel group cluster randomised trial. BMC Public Health, 18, 459. http://dx.doi.org.ezproxy.hkr.se/10.1186/s12889-018-5354-4
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Sørensen, L-B., Dyssegaard, C-B., Damsgaard, C-T., Petersen, R-A., Dalskov, S., Hjorth, M-F., Andersen, R., Tetens, I., Ritz, C., Astrup, A., Lauritzen, L., Michaelsen, K. M-F., & Egelund, N. (2015). The effects of Nordic school meals on concentration and school performance in 8- to 11-year-old children in the OPUS School Meal Study: a cluster-randomised, controlled, cross-over trial. The British Journal of Nutrition, 113(8), 1280-1291.
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Trymell, M. (2021a). What is school food service quality? exploring perceptions of service quality among children and food service professionals in Sweden [Master thesis, Kristianstad University]. DiVA.
http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1523641&dswid=-9198
Appendix 1:
Appendix 1: Food service professionals’ questionnaire
What is the service quality of the school meal?
School meals look different in different parts of the country, and menus are planned by the municipalities. Good food that ends up in the stomach, gives children energy to play and learn. Parents and other adults around children contribute to children's attitudes towards food. It is therefore important to follow up parents' opinions about school meals.
Study information
This study examines the quality of school meals. The study is carried out within the framework of a master's thesis, my name is Maria Trymell and I am a student at the Department of Nutrition and Meal Sciences, Umeå University.
Your answers are important
It is voluntary to participate in the survey, but I hope you want to participate because your answers are very important.
How is personal data processed?
The personal data is processed with the support of consent, from those who participate in the study, in the following way: The personal data is processed according to your informed consent. Participation in the study is completely voluntary. You can revoke your consent at any time without giving a reason, which, however, does not affect the data processing that took place before the revocation. All information that comes to us is processed in such a way that no unauthorized persons can access it. The survey is preserved in the web-based survey tool Google Forms, which is a cloud service outside Umeå University.
Umeå University is responsible for personal data. According to the Personal Data Act (the Data Protection Ordinance from 25 May 2018), you have the right to access all information about you that is handled free of charge and, if necessary, have any errors corrected. You also have the right to request deletion, restriction or to object to the processing of personal data, and it is possible to lodge a complaint with the Data Inspectorate. Contact information for the data protection officer at Umeå University is pulo@umu.se
How are the answers used?
It will not appear what exactly you have answered when the results of the survey are reported. The collected information will be destroyed when the thesis work has been approved, and the grade has been registered, in Umeå University's study register.
Many thanks in advance for your participation!
Sincerely
Are you wondering about something?
If you have any questions, or regret your participation, you can contact me at the following e-mail address: matr0083@student.umu.se, Maria Trymell, Master's student in Food, Nutrition & Culinary Science.
Consent to participate in the study
I am aware that my participation is completely voluntary, and that I can cancel my participation in the study without giving any reason.
According to the Personal Data Act (the Data Protection Ordinance from 25 May 2018), you have the right to access all information about you that is handled free of charge, and if
necessary, have any errors corrected. You also have the right to request deletion, restriction or to object to the processing of personal data.
To enable possible deletion, you must enter a personal code below.
By clicking in this checkbox, I choose to participate in the study and agree that
Umeå University processes my personal data in accordance with current data protection legislation and information provided.
I have been informed in writing about the study and agree to participate
☐
Enter a code (You choose 8 characters)☐☐☐☐☐☐☐☐
It will take about 10-15 minutes to complete the study.
Some questions about you
Do you work as a Food Service Professionals for children who go to preschool class, or another grade up to grade 9?
YES…☐ NO… ☐
Which students eat meals in the school where you work?
Preschool class ☐
primary school grades 1-3 ☐ intermediate stage grades 4-6 ☐ high school grades 7–9 ☐
For how long have you worked in the school restaurant? (enter in years and / or months)
☐☐/☐☐
For how long have you been working on school meals in total? (enter in years and / or months)
☐☐/☐☐
What is important to you at school meals?
The School Meal
For me, it is important that…
Q1. … the school restaurant is an inviting place.
Q2. … the school has an app where today's menu is presented.
Q3. … that there is a salad buffet every day.
Q4. … that the salad buffet contains different types of fruit, every day.
Q5. … that the salad buffet contains different types of vegetables, and root vegetables, every
The plate model shows how you can concretely place food on a plate, to get enough vitamins and minerals, a good energy balance, and a healthy whole (NFA, 2021).
Q6. … that there is a picture of the plate model posted, in the school restaurant.
Alternative dishes
For me it is important that…
Q7… the school restaurant offers alternative dishes every day.
Q8. … a vegetarian alternative is served every day.
Q10. ... the meals are prepared based on Food Service Professionals wishes.
Q11. … the meals are prepared based on the National Food Administration's guidelines.
Food Council
In the food council, students and school Food Service Professionals can discuss views, and wishes together, regarding the food being served, and how the environment, in the canteen is. The food council can have representatives from the school management, students from different classes, teachers, school nurses, Food Service Professionals and parents. Q12. … that there is a food council at the school.
Q13. … that parents are represented in a food council, at the school.
Health
It is important to me that I, as a Food Service Professionals…
Q15. … has knowledge of the National Food Administration's guidelines for school food.
Q16. … is aware of the impact of food on health.
Q17. … can answer questions about the content of school food.
No food does any good until it ends up in the stomach.
How much of the lunch is eaten is an important piece of the puzzle when you want to evaluate the quality of the meal. Together with information about what is offered, and what the diners think, you really get an overall picture (School Food Sweden, 2021).
Environment
For me, it is important that…
Q18. … teach children about food waste.
Q20. … there are signs at the buffet, that tell you what food is served.
Q21. … there are signs at the buffet, that inform about the origin of the food.
Q22. … there are signs at the buffet, that inform about the food's climate impact.
Communication
For me it is important that…
Q24. … have a personal contact with the parents.
Q25. … have a personal contact with the children.
Q26. … menu planning takes place in collaboration with parents.
Q27. … menu planning takes place in collaboration with children.
Recommendation
For me it is important that…
Q29. … other parents talk positively about school food.
Q30. … the children talk positively about school food.
Q31. … I stay positive about school food towards the children.
Security
For me it is important that…
Q32. … the children feel welcome in the school restaurant.
Q33. … be present during the school meal.
Some Concluding Questions
What gender do you have?(Gender means gender identity, the gender that you yourself feel like).
Woman
☐
Man
☐
Other gender identity
☐
Does not want to answer
☐
How old are you?
☐ ☐
Which county do you live in?
____________________________
What type of area do you live in?Large city (town with at least 100,000 inhabitants)
☐
Smaller town (town with less than 100,000 inhabitants)☐
Urban area (localities with more than 200 inhabitants)☐
Outside the city / town (place less than 200 inhabitants)☐
What is your marital status?
Single
☐
Partner
☐
Separate housing
☐
Married / registered partnership
☐
Other
☐
What is your highest completed education?
Primary school, or equivalent
☐
High school
☐
Post-secondary education, Vocational school, (not college / University)
☐
Internal training of employers, College/ University☐
What is your main occupation?
I am employed
☐
I am self-employed
☐
I am looking for a job
☐
I'm a student
☐
Other
☐
Appendix 2:
Appendix 2: Parents’ questionnaire
What is the service quality of the school meal?
School meals look different in different parts of the country, and menus are planned by the municipalities. Good food that ends up in the stomach, gives children energy to play and learn. Parents and other adults around children contribute to children's attitudes towards food. It is therefore important to follow up parents' opinions about school meals.
Study information
This study examines the quality of school meals. The study is carried out within the framework of a master's thesis, my name is Maria Trymell, and I am a student at the Department of Nutrition and Meal Sciences, Umeå University.
Your answers are important.
It is voluntary to participate in the survey, but I hope you want to participate because your answers are very important.
How is personal data processed?
The personal data is processed with the support of consent, from those who participate in the study, in the following way: The personal data is processed according to your informed consent. Participation in the study is completely voluntary. You can revoke your consent at any time without giving a reason, which, however, does not affect the data processing that took place before the revocation. All information that comes to us is processed in such a way that no unauthorized persons can access it. The survey is preserved in the web-based survey tool Google Forms, which is a cloud service outside Umeå University.
Umeå University is responsible for personal data. According to the Personal Data Act (the Data Protection Ordinance from 25 May 2018), you have the right to access all information about you that is handled free of charge and, if necessary, have any errors corrected. You also have the right to request deletion, restriction or to object to the processing of personal data, and it is possible to lodge a complaint with the Data Inspectorate. Contact information for the data protection officer at Umeå University is pulo@umu.se
How are the answers used?
It will not appear what exactly you have answered when the results of the survey are reported. The collected information will be destroyed when the thesis work has been approved, and the grade has been registered, in Umeå University's study register.
Many thanks in advance for your participation!
Sincerely
Are you wondering about something?
If you have any questions, or regret your participation, you can contact me at the following e-mail address: matr0083@student.umu.se, Maria Trymell, Master's student in Food, Nutrition & Culinary Science.
Consent to Participate in the Study
I am aware that my participation is completely voluntary, and that I can cancel my participation in the study without giving any reason.
According to the Personal Data Act (the Data Protection Ordinance from 25 May 2018), you have the right to access all information about you that is handled free of charge, and if
necessary, have any errors corrected. You also have the right to request deletion, restriction or to object to the processing of personal data. To enable possible deletion, you must enter a personal code below.
By clicking in this checkbox, I choose to participate in the study and agree that
Umeå University processes my personal data in accordance with current data protection legislation and information provided.
I have been informed in writing about the study and agree to participate
☐
Enter a code (You choose 8 characters)☐☐☐☐☐☐☐☐
It will take about 10-15 minutes to complete the study.
Some Questions About You.
Do you have children who go to preschool class, or another grade up to grade 9?
YES…☐ NO…☐
How many children do you have in preschool class, or another grade up to grade 9?
☐☐
What year are they in?
Preschool class ☐
primary school grades 1-3 ☐ intermediate stage grades 4-6 ☐ high school grades 7–9 ☐
What is Important to you at School Meals?
How important is the statement to you as a parent? 1 = Extremely unimportant and 7 = Extremely important
The School Meal
For me, it is important that…
Q1. … the school restaurant is an inviting place.
Q2. … the school has an app where today's menu is presented.
Q3. … that there is a salad buffet every day.
Q4. … that the salad buffet contains different types of fruit, every day.
The plate model shows how you can concretely place food on a plate, to get enough vitamins and minerals, a good energy balance, and a healthy whole (NFA, 2021).
Q6. … that there is a picture of the plate model posted, in the school restaurant.
Alternative Dishes
For me it is important that…
Q7… the school restaurant offers alternative dishes every day.
Q8. … a vegetarian alternative is served every day.
Q10. ... the meals are prepared based on Food Service Professionals wishes.
Q11. … the meals are prepared based on the National Food Administration's guidelines.
Food Council
In the food council, students, and Food Service Professionals can discuss views, and wishes together, regarding the food being served, and how the environment, in the canteen is. The food council can have representatives from the school management, students from different classes, teachers, school nurses, Food Service Professionals, and parents.
Q12. … that there is a food council at the school.
Q14. … that children are represented, in a food council, at the school.
Health
It is important to me that…
Q15. … the Food Service Professionals has knowledge of the National Food Administration's guidelines for school food.
Q16. … the Food Service Professionals is aware of the impact of food on health.
Q17. … the Food Service Professionals can answer questions about the content of school food.
No food does any good until it ends up in the stomach.
Environment
For me, it is important that…
Q18. … the Food Service Professionals teach my child about food waste.
Q19. … the meal Food Service Professionals, monitors, how much of the food served is eaten.
Q20. … there are signs at the buffet, that tell you what food is served.
Q21. … there are signs at the buffet, that talk about the origin of the food.
Q23. …there are signs at the buffet that tell if the food has been cooked on organic food.
Communication
For me it is important that…
Q24. … Food Service Professionals have a personal contact with the parents.
Q25. … Food Service Professionals have a personal contact with the children.
Q26. … menu planning takes place in collaboration with parents.
Q27. … menu planning takes place in collaboration with children.
