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The purpose of this paper is to explore parents as “stakeholders” in higher education in England and how they perceive teaching excellence.

The study adopted a qualitative research design using an interpretative approach through which the authors aimed to develop understandings of parents’ perspectives as higher education “stakeholders”. The empirical data were gathered via focus group interviews and an online survey with 24 participants in the UK.

This study found that the majority of parents wished to be treated as an important stakeholder group in higher education. Parent participants perceived that teaching excellence could be evidenced through indicators and measures, for example, the design and delivery of the courses, progress measures, contact hours, speed of return of marked work, graduate employability and so on. They also saw value and significance in the students’ exposure to ideas and perspectives not previously experienced, in zeal and passion in the teaching, and in an academically nurturing, understanding and supportive pedagogical relationship between academic and student.

This study uncovered some apparent tensions, contradictions and challenges for parents as stakeholders in higher education, for example, in reconciling the co-existence of their desire to be involved and engaged with scope for students to be formed as independent young adults. Parents’ desire to measure teaching excellence is also compounded by their concern that excellent teaching is thereby reduced to a box-ticking exercise. This study has implications for higher education institutions wishing to engage parents as a stakeholder group in a meaningful way.

Insufficient attention to the specific nature of healthy food experiences might limit the success of related innovations. The purpose of this article is to adopt a value‐in‐use perspective to conceptualize healthy food consumption as experiential and emotional, rather than the mere intake of nutrition, and to examine the development of healthy food communication with a service science approach.

With a service science approach, this study proposes a virtual healthy food platform for children. The key data come from internal project documents, workshops with children and other stakeholders (e.g. parents, teachers), and interviews with project team members.

The simultaneity of functional and hedonic benefits, implications for multiple stakeholders, social norms, and need for expertise characterize healthy food experiences. The proposed framework accounts for enablers, principles, outcomes, and challenges affecting the development of communication integral to healthy food experiences, using project data and tools as illustrations.

This study contributes to growing literature on service science by introducing key principles and contingency factors that influence the success of experience‐centric service innovations. Quantitative research should validate the established framework and investigate the elements' relative usefulness for developing healthy food communication.

The service science approach involves multiple stakeholders, empathic data collection, and visual tools to develop an entertaining platform to help children learn about healthy food.

This research conceptualizes and validates healthy food experiences as value‐in‐use offerings. The proposed service science approach accounts for the interactions among stakeholders, the holistic nature, and specificities of a real‐life decision context for improving healthy food experiences.

The purpose of this paper is to investigate the perception of public and private officers of stakeholder at the PyeongChang Winter Olympic Games 2018. This event was selected as the subject of this research as it is the most recent mega-scale international sporting event and, given that the organizing committee (OC) is currently operating, it afforded a unique opportunity to investigate the staff of the organization. To clarify the research questions, this research identified stakeholders of Olympic Games.

The research questions were examined by a stakeholder analysis that measured and compared perceptions conducted according to the stakeholder theory (Freeman, 2010) and previous research (Naraine et al., 2016).

This study identifies eight stakeholders of the 2018 Winter Olympic Games: the OC, the International Olympics Committee, National Olympic Committee, central government, local government, media, sponsors and non-government organizations. The authors pointed out that public officers are more sensitive to the opinions and movements of community members than private staff. Conversely, the authors found that the private staffs regard the media and influential stakeholders as more important compared with public officers.

Based on the findings from the Olympics committee, this study contributes to the academic literature related to sporting events and their stakeholders by providing the most up-to-date identification of stakeholders.

The purpose of this paper is to provide an insight into successful secondary school principals in Cyprus, focusing on identifying their actions and behaviours through the adoption of a systemic view of the quality of leadership in school organizations from multiple stakeholders (i.e. self, parents, students and teachers).

This article is the sequel to another paper on successful principalship which was written about successful primary school principals in Cyprus. A multi‐case study methodology was followed where data were gathered from a wide range of school stakeholders such as the principal, teachers, students and parents employing a common, semi‐structured interview protocol developed specifically for the International Successful School Principalship Project (ISSPP) which was translated into Greek and adopted to Cyprus’ educational context.

This paper argues that the principals exhibit behaviors and actions such as developing relationships, being committed, being visionary and promoting a collaborative learning environment which, in combination with their passion, devotion and commitment, lead to successful principalship.

The paper offers insights into the implications for principals’ training by informing policies for recruitment and retention leading to the designing of more effective leadership training programs.

The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering stakeholders as key players in serving the market and in improving HE instruction, a two-sided collaborative involvement should aim at satisfying the mutual interests and overcoming existing barriers. Quality assurance systems have always supported crossing these barriers to link with the external stakeholders. However, many of the external quality assurance agencies (EQA) in the Middle East and North Africa (MENA) region specify a group of external holders, limiting the various types of key stakeholders needed to enhance the academic programs. On the other hand, there are encountered risks in involving stakeholders if left with no objective guidance, especially that quality agencies are formidably urging the universities to consider the external stakeholders’ inputs to satisfy the quality assurance standards. The main objective of this chapter is to investigate the types of stakeholders’ and their levels of involvement within the local higher education institutions (HEIs). The chapter aims to provide an insight to invest in this involvement and utilize it to further improve the programs and their graduate attributes and suggests actions that would proficiently and truly enhance the involvement of external stakeholders. The outcomes of this chapter are expected to guide the EQAs and the HEIs to develop new practices in involving stakeholders, such as curriculum input, collegiate internships, aligning graduate attributes to market needs, financial support through endowments, professional development, and partnerships in service-level agreements.

This paper explores stakeholder perceptions on the nature and extent of sustainability reporting on the websites of technical universities (TUs) in Ghana.

The authors collected data from the websites of the 10 TUs in Ghana and interviewed the stakeholders of the TUs. In analyzing the data, the authors used thematic analysis for the interview responses. The authors also adopted the global reporting initiative (GRI) guidelines and campus sustainability assessment tools for the presentation and analysis of the sustainability disclosures on the websites of the TUs.

The authors found that due to weak institutional coercions, there were limited disclosures on the websites of the TUs, which aimed at gaining stakeholders' legitimacy; the disclosures were more focused on organizational profile, governance and educational aspects of sustainability. To a large extent, while some external stakeholders such as parents, regulators and alumni appear to be less interested in the disclosures on the TU's websites, internal stakeholders such as employees (teaching and non-teaching staff) and students who frequently visited the TU's websites perceived limited reporting and were not impressed with the extent of sustainability disclosures on these websites.

The findings of this study are intended to assist policy-makers in the educational sector to appreciate the importance of sustainability reporting on their websites. The results of this study will assist higher educational institutions (HEIs) in increasing the success rate of sustainability implementation by overcoming the lack of sustainability disclosures on their websites. Thus, the results of this study have implications for sustainability implementations, particularly those in emerging economies and policy-makers of universities worldwide.

This study could provide two significant values. First, to the best of the authors’ knowledge, no other study has explored stakeholder perceptions of sustainability reporting in implementing sustainability within the education sector. Second, the results were arrived at by combining stakeholder consultations with content analyses, which could be a good guideline for sustainability implementation in the educational sector of developing countries.

Using a subsidiary of a multinational mining company in Ghana as a case, the purpose of this study is to examine the formal and informal forms and channels of sustainability reporting in the emerging economy’s context.

Semi-structured interviews were conducted amongst managers and employees of the mining company and members of their host community. Based on the interview themes, archival data were extracted from the 2020 Integrated Annual Report of the case company to corroborate the results from the interviews.

The authors found that most of the stakeholders from the host community interviewed were not aware and, to an extent, not interested in formal sustainability reports. In place of that, the management of the mining subsidiary uses informal channels of communication, including meetings and durbars, to verbally engage the local community and their representatives on sustainability matters. Whilst the formal sustainability reports met the internal requirements set by the parent company, the informal engagements were critical for gaining external legitimacy from the host community and other interest groups. Hence, the authors argue that mining companies and their subsidiaries, particularly in developing economies, need to consider informal forms of sustainability reporting alongside the formal channels to engage local communities to address sustainability issues and avert disruptions to their operations.

Sustainability reporting studies have focussed mainly on annual reports published in print or corporate websites, ignoring informal forms of sustainability reporting. This study sheds light on the informal forms of sustainability reporting. This is important as formal forms of sustainability reporting may be less useful for engaging local mining communities in developing economy contexts.

The purpose of this paper is to explore the paradoxical resistance of parent and private school food vendors to the paternalistic nature of school food policies. It develops the hypothesis that resistance, on the basis of them being “paternalistic”, is associated with implementers experiencing ethical breaches that contribute to frustration and low acceptability. This may be leading to accusations of paternalism and non-cooperation.

It takes a deontological perspective and uses Upshur’s (2002) public health ethics framework to explore the potential that parents involved in school fundraising and private school food vendors are experiencing ethical breaches associated with implementation of school food and beverage sales policies in the Canadian context.

Upshur’s (2002) harm principle highlighted how some implementers feel a loss of freedom in how they choose to function, which is perceived to be resulting in lost profits. Parents involved in fundraising activities may experience feelings of coercion. Opting out of fundraising may result in their children’s schools having fewer resources. Smaller private vendors are coerced through economic incentives while being bound by what products are available in the marketplace and the associated costs of items that comply with nutrition standards. Discussion around the reciprocity principle revealed implementers feel they are not adequately supported to implement. Transparency has been questioned where stakeholders report their perspectives are often not equally considered in decision making.

This is the first paper to explore the often cited resistance to the paternalistic nature of school food and beverage environment policies as an implementation barrier. Using a deontological ethical perspective offers an original way to discuss school food policies. This work offers potential leverage points at which policy-makers and practitioners may intervene to improve acceptability and contribute to more effective, consistent implementation.

Social, Personal and Health Education (SPHE) is mandated in all Irish schools. This study aims to illuminate the perceived value and quality of SPHE and to document facilitators of successful implementation.

A case study approach was taken, where 713 pupils, 968 parents and 49 teachers and other staff across a stratified random sample of 12 schools completed questionnaires and participated in interviews and focus groups. Data were integrated at the school level and subsequently across schools.

Stakeholders generally agreed on the worth of SPHE. However, its perceived value relative to other areas of the curriculum varied by school context. Facilitators for successful implementation included training for teachers, inclusion of SPHE in school planning and evaluation processes, and organisational support for SPHE via timetabling and resource management within schools.

Case studies were useful for investigating implementation at school level, but replication with more schools, across contexts, is warranted. Parental knowledge was limited and response rates from parents were in general low.

During planning, implementation and evaluation it appears to be crucial to recognise and respond meaningfully to existing contexts within schools. Given the methodologies of SPHE, the delivery of innovation across the whole school curriculum could be led and supported by more fully embracing this compulsory development.

The paper illustrates the value of exploring implementation at school level through the involvement of a range of educational stakeholders. It documents crucial success factors for schools and health educators, particularly in the context of the introduction of compulsory health education.

The purpose is to investigate the impact of the value co-creation behaviour of parents on a set of education service outcomes, including perceived school reputation, parent satisfaction and teacher competence.

An online survey of 932 parents of primary and secondary school children was conducted. Canonical correlation analysis (general linear model) was used to test the impact of parental involvement in value co-creation behaviour on education service outcomes.

Value co-creation behaviour has a positive impact on education service outcomes, but the impact differs depending on the type of behaviour. Parent citizenship behaviour positively affects satisfaction, school reputation and perceived teacher competence. However, parent participation behaviour positively affects satisfaction with the school and perceived teacher competence.

The study used self-reported data from parents, which may be biased and subject to errors. Future research could use more objective measures such as administrative records or teacher reports. The study's results are limited to one country, highlighting the need for further research in multiple countries.

The study's findings have implications for education service providers in terms of the importance of supporting parental involvement in their child's school life via value co-creation behaviour.

The study contributes to the service dominant logic, value co-creation theory and educational marketing literature by providing the detailed empirical evidences of parents' value co-creation outcomes in the context of the primary and secondary schools.