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Previous research has concluded that there is consumer desire for nutrition information to be provided on restaurant menu items and restaurant customers presented with this information will make healthier menu choices (Mills & Thomas, 2008). Limited research has been performed in a restaurant setting measuring real rather than intended behavior. The purpose of this research experiment is to measure consumer response, in a full-service restaurant setting, to nutrition information on menu items and subsequently determine if consumers will use this information in their menu item choice. An experiment was conducted with 264 restaurant customers at a full-service a la carte restaurant. Customers chose from menu items labeled with or without a Healthy Choice® label. A logistic regression model was used to predict whether people would choose Healthy Choice menu items. Fifty-four percent of restaurant customers chose the healthy choice menu item. The logistic regression confirms that those people who desire nutrition information also use this information in their menu choice. The study concludes with recommendations for the industry on directing consumer menu choice toward healthier items.

In the last few decades, the obesity rate has increased along with the increasing of away-from-home food consumption at restaurants (Wei & Miao, 2013), especially the food consumption at quick-service restaurants (QSRs). Previous research stated that the main factors that influence the customers’ food selection are found. Price and quality of food are the most significant things that mostly concerned customers when they are in decision-making process. There is a controversial argument between several studies that identified calorie labelling on menu influences consumers on food choice, while others said vice versa. However, several studies argued that calorie information does not have as much impact on customers’ food purchasing as other factors such as food’s quality, ranges of food, price of food, restaurant’s atmosphere, and speed of food service (Carey & Genevive, 1995). The aim of this chapter is to examine the importance of representing calorie information on menu and its effects on customer decision-making especially at QSRs. Therefore, the following questions have been addressed in this chapter:

What are the factors that influence consumer choice at QSRs?

Does calorie labelling on menus impact customer purchasing at QSRs?

This chapter starts with the introduction of the topic and reviewing previous research on menu labelling and calorie information at QSRs. This chapter aims to provide a better understanding of customer decision-making when ordering a food with regard to calorie information on the menu and the customer preference.

Reducing food-related greenhouse gas emissions is one of the major tasks in the future, as food causes one-third of global emissions. Influencing customers' purchasing decisions towards low-carbon food is thus decisive. Nudging has been proven to be an adequate mechanism to influence people towards sustainable food choices. Another relatively new approach is boosting, which promotes people's education, inducing autonomous decision-making. In the context of sustainable food, research on nudging and boosting is still at the beginning. Therefore, this chapter conducts a systematic literature review to identify, classify and assess the potential of cognitively oriented nudges and boosts towards sustainable food choices. The sample consists of 217 English-speaking papers published between 2011 and 2021. After three filtering steps, 21 scientific journal publications remained in the data extraction form. All articles are field experiments, comprising descriptive labelling, evaluative labelling, and visibility enhancements. The analysis shows that menu restructurings (e.g. placing a vegetarian option on the top of the menu) in restaurants are the most effective intervention to reshape customers' demands. Evaluative labels (e.g. traffic-light labels on the menu or product packaging) are the second most effective measure. They help people understand eco-related information and thus make better decisions. The effect of descriptive labels seemed small, as they provide no meaningful frame assisting people in processing the data. In conclusion, the research recommends applying cognitively oriented nudges and boosts to promote sustainable food choices and deduces practical implications for appropriate implementation and marketing.

The current study investigates odd-even psychological pricing with the aid of a Price endings and Consumer Behavior (PCBM) Model for the hospitality industry. The PCBM proposes that a reciprocal relationship exists between hospitality marketers and consumers with reference to 00 and 99 price ending practices. Theoretical support for the posited model is provided by signaling theory, a persuasion knowledge model (PKM), and learning by analogy from marketing and psychology literatures. Results indicate that consumers use intuition and knowledge gained from interacting in the retail marketplace to respond to the intentions of hospitality marketers’ odd-even psychological pricing strategy. After repeated exposures to odd-even pricing, consumers learn to accept the 00 and 99 pricing endings as extrinsic cues for quality and value and as pricing norms of the hospitality industry.

This chapter seeks to engage with and extend the current debate in the literature of ethnic entrepreneurship. It critiques the concept of ethnic entrepreneurship and its theoretical underpinnings. It argues that research in ethnic entrepreneurship bears little reflection of the current changes and new realities in the composition of modern societies. Based on qualitative primary data from interviews combined with secondary sources of data, it suggests that the term ‘ethnic entrepreneurship’ is discriminatory and creates a narrative of Othering in the discourse of entrepreneurship, thus, portraying entrepreneurship as a western phenomenon. It argues that it is contradictory to think entrepreneurship is fundamentally contextual, socially and culturally embedded, and then define enterprise with ethnic bias. The concept of ethnic entrepreneurship propagates entrepreneurial Othering and a reductionist view of non-western forms of entrepreneurship. What constitutes ethnic enterprise should not be based on the identity of the owner. The ethnic enterprise is not confined to a geographical boundary; and the ethnic economy and the mainstream economy are not mutually exclusive. In this era of superdiversity and globalisation, researchers are encouraged to rethink the concept of ethnic entrepreneurship and embrace difference without Othering.

Project REEL (Resources for Early Educator Learning) was a quasi-experimental, delayed-treatment professional development (PD) design to provide training, coaching, and materials to 220 early childhood educators (ECEs) in 85 diverse, high-needs settings (family, group, and center-based) across Tennessee. Its two primary goals were to (1) increase the frequency of research-based classroom learning experiences that promote language/literacy, numeracy, and social/emotional development among diverse early learners through training and coaching to ECEs and (2) improve the language/literacy, numeracy, and social/emotional readiness of children in low-income areas through research-based training of ECEs and parents. Even with differences in ECEs’ educational backgrounds and diverse settings, teachers in both treatment groups improved and maintained their knowledge and skills in response to the intervention. Preschool children in two cohorts showed significant improvements in most language and literacy measures over the course of an academic year, and improvements were often beyond that due to maturation (using age-controlled measures). Given the amount of improvement seen across a wide array of measures, there is substantial convergent evidence that the Project REEL PD approach was successful in promoting long-lasting improvements in the practices of ECEs in diverse settings and from diverse backgrounds. This chapter follows the development, implementation, and results of two literacy-related modules (“Print Awareness” and “Book Strategies”) for directors and teachers of three- and four-year-olds. These modules are representative of our training design, with its intensive focus on coaching in the diverse settings, and will provide the most beneficial model for other ECE professional developers to follow.