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This paper investigates if and how entrepreneurs' social capital influences their individual entrepreneurial orientation attributes (innovativeness, proactiveness, and risk-taking).

The research method adopted is an exploratory multiple case study. The case chosen is that of an emerging and under-examined entrepreneur, the religious entrepreneur. The study investigates 20 pastors responsible for small enterprise-churches in Brazil.

Social capital influences individual entrepreneurial orientation, being characterized by a relative paradox. The networks must be dense enough to stimulate entrepreneurs' individual entrepreneurial orientation but not be so dense as to harm innovativeness, proactivity and risk-taking. Further, data show that individual entrepreneurial orientation influences social capital.

One limitation relates to the semi-structured interviews' restricted use. A second limitation is associated with the recognition of churches only as productive enterprises.

This article suggests the significance of incorporating both themes in entrepreneurial education and training programs. It also stresses the appropriateness of religious entrepreneurship as an empirical research field for business scholars.

The contributions are fivefold. First, the authors build exploratory theoretical propositions on the influence of social capital on individual entrepreneurial orientation. Second, they highlight the significance of dense networks for individual entrepreneurial orientation, expanding the literature that supports the relevance of cohesive networks solely to the construct's organizational dimension. Third, the authors suggest that a relative paradox may characterize individual entrepreneurial orientation. Fourth, the authors suggest the existence of recursion between both constructs. Finally, this study is one of the first to examine social capital and individual entrepreneurial orientation, considering innovativeness, proactivity, and risk-taking, which represents a neglected field in benchmarking studies.

Secondary school food education provides students with opportunities to build lifelong healthy dietary practices. A number of stakeholder groups are important for the success of this form of education. Accordingly, the purpose of this paper is to examine young adults’ and parents’ opinions of secondary school food education.

An online survey was administered to 1,086 respondents drawn from a commercial research panel.

In total, 50-60 per cent of all respondents agreed that food education should be compulsory for years seven to ten and 31-32 per cent of respondents agreed that it should be compulsory for years 11 and 12. Almost 69 per cent suggested one to three hours per week for food education. More than 75 per cent of respondents agreed that there should be a non-compulsory food and nutrition subject for year 11 and 12 students and believed that this subject would help students to develop their food-related knowledge and skills.

There is a gap between parents’ and young adults’ views of school food education and what is actually practiced in Australian secondary schools. Obtaining their opinions in future food-related education and policy reforms could help design and deliver food education to better meet the expectations of its recipients: students and their families.

The examination of large number of young adults’ and parents’ opinions of school food education makes this study unique.

This study examined the relationship between adult respondents' COVID-19 risk perception and its impact on changes in eating habits, physical activity, alcohol consumption, and smoking.

A cross-sectional online questionnaire was used to collect data during the first wave of the pandemic, in the European spring and summer of 2020. Kruskal–Wallis and Pearson chi-squared tests were used to determine the associations between the consumers' COVID-19 risk perception and the respondents' country of origin. The respondents were primarily university employees and students from four European countries (the Czech Republic, France, the United Kingdom, and Italy).

The study showed significant changes in lifestyle behaviours of the respondents during the COVID-19 pandemic compared with the pre-outbreak period. Approximately half of all respondents reported a decrease in alcohol consumption, smoking, and physical activity, while eating habits among European consumers showed trends towards both healthier and less healthy dietary patterns. The most significant changes were recorded in reducing alcohol consumption, smoking, and physical activity among almost half of the respondents. Positive COVID-19 test experience, age, and country of the respondents had a negative influence, whereas healthy food consumption and alcohol consumption had a positive influence on the COVID-19 related risk perception.

The fear of the COVID-19 outbreak together with the restrictions imposed by national governments in response to the pandemic fundamentally affected the respondents' lifestyles. Understanding these changes can help establish interventions to alleviate the adoption of negative lifestyles and attitudes in subsequent waves of the COVID-19 pandemic or other similar situations.

The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts.

Methods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus’ work in five schools, including a range of school sizes and urban/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff.

The Cooking Bus forged connections with schools through aligning intervention and schools’ goals, focussing on pupils’ cooking skills, training teachers and contributing to schools’ existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers’ use of intervention cooking kits.

The paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts.

This paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.

This study aims to explore potential enablers for school-based nutrition education (SBNE) through adolescent students’ perceptions in Jakarta, Indonesia.

The study conducted 15 focus group discussions (FGDs) with 6–8 students per group to gather the main data, supported by six in-depth interviews with junior high school officials and content analysis of selected schoolbooks among five schools. The FGDs were conducted to explore students’ interest in nutrition information and their exposure to nutrition education and learning experiences. To analyze the FGD responses, three steps were used: coding, categorizing and determining themes.

Students’ interest in nutrition and potential learning venues for interactive nutrition education were potential enablers for SBNE. The students’ interest in nutrition information comprised eight topics, with some different patterns by gender. Nutrition information not represented in the school books included: food fads, women’s nutrition, halal-certified food establishments and cooking. To complement the nutrition information that was not provided in school books, student club activities and school special programs were suitable settings as potential learning venues for SBNE.

This study is the first study exploring SBNE facilitators from students’ perspectives among adolescents in Jakarta.

Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia.

A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique.

The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum.

These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation.

These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

Primary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.

In total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.

Most parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.

These results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.

Australian parents' views of FNE in primary schools have been under examined.

The provision of nutritious food to children in full day care pre‐schools is essential to ensure adequate child growth and development. The purpose of this paper is to outline the development of a nutrition assessment tool (scored evaluation form (SEF)) for this setting, and describe the nutrition practice findings measured by this tool in full day child care in Ireland.

This study involved two phases: first, a comprehensive literature review carried out on each criterion in the SEF to ensure best practice; and second, use of the SEF in full day care pre‐schools to assess their nutrition practice.

Use of the SEF demonstrated that portion sizes provided to infants and toddlers were inadequate. Poor provision of iron containing, vegetable and dairy foods was noted, as were poor meal time practices. The phrasing of certain criteria needs modification to avoid misinterpretation of portion size.

With small modifications to clarify the portion size provided, the SEF can be used in the pre‐school setting to ascertain nutrition practice.

The SEF requires testing to determine its utility as an intervention tool whereby its use may lead to positive changes in nutrition practice in the pre‐school setting.

This paper outlines the development of a nutrition practice assessment tool for the full day child care setting in Ireland and describes previously unknown data gathered using this tool.