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Little is known about health‐related advertising on university environments. Given the power of advertising and its potential effect on health behaviors, the purpose of this paper is to assess the health‐related advertisement environment and policies on university campuses.

In total, ten geographically and ethnically diverse US university campuses that were trained in using the health‐related advertisement survey tool participated in the study. Inter‐rater reliability with data collectors at each university was established before data commencement began in Spring 2011. The survey tool assessed the types, locations, and prevalence of health‐related advertisements and messages (e.g. nutrition, alcohol, tobacco) on campus, and included both advertisements and messages related to any aspect of health by any sponsor. Current campus health‐related policies from each institution were collected as well.

The largest proportion of advertisements on all campuses were for diet/nutrition, exercise/fitness, and alcohol. The majority of advertisements promoted positive health behaviors recommended by health professionals. Unbranded advertisements were more likely to promote positive health behaviors than branded advertisements. Diet/nutrition, tobacco, and drug advertisements were more likely to be positive, whereas alcohol‐related advertisements tended to be negative.

The paper's findings indicate significant gaps in campus health‐related policies with regard to healthy eating and physical activity and lack of policies covering health‐related advertisement content. Benchmark data like those reported here can help campus stakeholders set priorities and work with campus decision makers to advocate for the development and implementation of healthy campus policies that support healthy environments.

E‐learning offers many exciting opportunities for supporting a wide range of students to learn more effectively, but it has also created significant challenges for academic staff who feel increasingly strained to rethink teaching methodologies. This article seeks to explore the main barriers faced by academics in incorporating technology into their teaching and goes on to offer guidance and practical tips for a more successful and learner‐centred approach informed by the authors’ own e‐learning research, relevant publications and reflective analysis of their own practice. Awareness is also raised regarding survey findings and discussions with academics that confirm that successful implementation of an e‐learning strategy across an institution depends primarily on senior management’s recognition of the wide range of pedagogical, managerial and technological support needs of teaching staff and the workload implications if new student needs are to be met effectively. It is argued, furthermore, that institutions will only be in the position to draw on established benefits of teaching technologies if staff development programmes are redesigned to incorporate emerging technologies and electronic resources and show how these may be mapped on to pedagogical approaches. The paper aims to demonstrate how the lessons learnt have been applied to date and describes the ongoing activities in making the e‐learning vision a reality at Napier University. As such, the work has a predominately UK focus, rather than attempting to cover a wide range of international practice.

The authors used role-playing with subsequent focus group interviews in order to explore how adolescents negotiate conflicting food messages they encounter in their everyday lives. The purpose of this paper is to describe adolescents’ perceptions about different messages and their sources and to explore the trust they place in such sources.

In total, 31 adolescents aged 15-16 years participated in role-playing with subsequent focus group interviews. A qualitative content analysis was used to analyse the data.

The adolescents depicted an everyday life with multiple and different messages about food and eating. In addition, they stated that these messages were conveyed by a wide range of sources at different levels, for example, by parents, teachers, sports coaches and media. The messages from different sources were conflicting and covered many different perspectives on food and eating. When negotiating food choices in the role-playing and in the focus group discussing how to handle different and conflicting messages, trust became visible. The trustworthiness of messages and trust in their sources were associated with several important aspects in regard to whether or not the messages were based on knowledge about food and nutrition, care for the person receiving the messages, and/or commercial interest. In addition, the results indicate that the situation and the social relationship to the person providing the message were of importance for trustworthiness.

This study is novel as it uses role-playing as a research method and describes the trust adolescents place on food messages and their sources. To understand the factors that enhance such trust is important for the development and provision of education, information, and other health-promotion activities related to food in order to support and strengthen adolescents’ critical reflections on food messages from different sources.

Very little fast fashion literature focuses on pleasure‐seeking activities or luxury‐fast‐fashion and the purpose of this paper is to start addressing these gaps from the perspective of the customer.

Over eight months, a naturalistic inquiry obtained publicly available online information from customers who during their normal daily lives freely shared their opinions and reflections about fast fashion purchases.

A clearly apparent and unexpected finding is that pleasure‐seeking consumers enjoy creativity associated with ephemeral fashions and uniqueness, as these add value to the customer in different ways, depending on whether the customer is a fast fashion or a replica customer.

This study is limited to the fast fashion context and lays the foundation for future researchers to consider other contexts of fashion or luxury brands to qualify or quantify the extent of pleasure seeking and its contribution to the fashion experience in the context of the designer, the fashion brand and the customer.

Developing fashion games or fashion applications that enable the user to create and design fashion items, or mix and match fashion items will reinforce enjoyment in the design experience and linking these to the brand should reinforce positive affirmations toward the fast fashion brand.

This paper takes a fresh approach to uncover and describe hedonic customer responses to replica and fast fashion, the results of which update fast fashion and the luxury brand literatures and demonstrate the importance of creativity in the experience.