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1 – 2 of 2Lauranna Teunissen, Kathleen Van Royen, Iris Goemans, Joke Verhaegen, Sara Pabian, Charlotte De Backer, Heidi Vandebosch and Christophe Matthys
Explore what popular food influencers among Flemish emerging adults portray in their Instagram recipe posts in terms of (1) references to food literacy, (2) nutritional value, (3…
Abstract
Purpose
Explore what popular food influencers among Flemish emerging adults portray in their Instagram recipe posts in terms of (1) references to food literacy, (2) nutritional value, (3) rational and emotional appeals and (4) the relation between the nutritional value and rational/emotional appeals.
Design/methodology/approach
A content and nutritional analysis of Instagram recipe posts from seven food influencers (N = 166).
Findings
Findings reveal that food influencers rarely embed references to food literacy in their recipe posts, especially regarding meal planning, food selection, meal consumption and evaluating food-related information. Only in 28.9% of the posts information was given on how to prepare a recipe. Second, 220 recipes were included in the 166 recipe posts, of which the majority (65%) were main course meals that met at least six of the 11 nutrient criteria for a healthy main meal (67.2%). Finally, food influencers promote their recipe posts as positive narratives, focusing on the tastiness (66%) and convenience (40.9%) of meals.
Originality/value
This is the first study to evaluate what food influencers post nutritionally in their Instagram recipes, as well as how they promote these recipes. Health promotors should note the influential role of food influencers and seek ways to collaborate to provide information on how food literacy cues can be embedded in influencers' communications and provide insights into how influencers' recipes can be optimised.
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Keywords
Yung-Fu Huang and Manh-Hoang Do
This paper aims to systematically review the university social responsibility (USR) implementation from the empirical studies, which published during the period from 2004 to 2020.
Abstract
Purpose
This paper aims to systematically review the university social responsibility (USR) implementation from the empirical studies, which published during the period from 2004 to 2020.
Design/methodology/approach
The bibliometric method has been employed to review prior empirical research on higher education social responsibility topics.
Findings
These synthesis results confirmed that USR initiatives as an excellent tool to attain sustainability and enhance university performance worldwide. Universities in developed nations underline paying more attention to the core values in the long-term; meanwhile, their counterparts in transitional countries to pay more attention to short-term activities by focusing on stakeholders.
Research limitations/implications
The notable limitation is that in terms of the number of empirical papers employed as the data to analyze in this manuscript.
Practical implications
This paper's findings have described the USR implementations and how well to define USR adoption from the empirical studies globally. Thus, it has theoretical implications in enriching the USR knowledge and providing useful guidance for universities, then recommend new research directions in the future for other scholars.
Originality/value
This research is an initial attempt to systematize studies on USR implementation in universities between developed countries and developing nations.
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