A future workforce of food-system analysts

Ingram, John; Ajates, Raquel; Arnall, Alex; Blake, Lauren J; Borrelli, Rosina; Collier, Rosemary; Frece, Annabel de; Lang, Tim; Pope, Harley; Reed, Kelly; Sykes, Roger; Wells, Rebecca; White, Rebecca

doi:10.1038/s43016-019-0003-3

Cited by 44 publications

(37 citation statements)

References 11 publications

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“…The proposed LOs for SFS have resemblances to previously presented learning outcomes and objectives. For example, Ingram et al (2020) presented a set of nine learning objectives of the Interdisciplinary Food Systems Teaching and Learning (IFSTAL) program in the United Kingdom for the development of a future workforce of food systems analysts. Common aspects of the learning objectives of the IFSTAL program with the SFS LOs presented here include a focus on systems thinking and analysis, pluralism, inter-and transdisciplinarity, and effective communication targeted at varied audiences.…”

Section: Discussionmentioning

confidence: 99%

Co-design of Adaptable Learning Outcomes for Sustainable Food Systems Undergraduate Education

Ebel

Ahmed

Valley

et al. 2020

Front. Sustain. Food Syst.

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Section: Discussionmentioning

confidence: 99%

Co-design of Adaptable Learning Outcomes for Sustainable Food Systems Undergraduate Education

Ebel

Ahmed

Valley

et al. 2020

Front. Sustain. Food Syst.

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“…Recently, several projects have been developed that aim to contribute to competence building. For example, the IFSTAL project (Innovative Food Systems Training and Learning) has been training postgraduate students in ‘food systems thinking’ since 2015 in a cross-disciplinary multi-university program in the United Kingdom ( Ingram et al, 2020 ). Another example is the Horizon 2020 FIT4FOOD2030 project, that has established 14 City and Food Labs in European cities and regions.…”

Section: Connecting Food Research and Policymentioning

confidence: 99%

Research and innovation as a catalyst for food system transformation

Boer

Kok

Gill

et al. 2021

Trends in Food Science & Technology

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Background Food systems are associated with severe and persistent problems worldwide. Governance approaches aiming to foster sustainable transformation of food systems face several challenges due to the complex nature of food systems. Scope and approach In this commentary we argue that addressing these governance challenges requires the development and adoption of novel research and innovation (R&I) approaches that will provide evidence to inform food system transformation and will serve as catalysts for change. We first elaborate on the complexity of food systems (transformation) and stress the need to move beyond traditional linear R&I approaches to be able to respond to persistent problems that affect food systems. Though integrated transdisciplinary approaches are promising, current R&I systems do not sufficiently support such endeavors. As such, we argue, we need strategies that trigger a double transformation – of food systems and of their R&I systems. Key Findings and Conclusions : Seizing the opportunities to transform R&I systems has implications for how research is done – pointing to the need for competence development among researchers, policy makers and society in general – and requires specific governance interventions that stimulate a systemic approach. Such interventions should foster transdisciplinary and transformative research agendas that stimulate portfolios of projects that will reinforce one another, and stimulate innovative experiments to shape conditions for systemic change. In short, a thorough rethinking of the role of R&I as well as how it is funded is a crucial step towards the development of the integrative policies that are necessary to engender systemic change – in the food system and beyond.

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“…That health and nutrition professionals are part of the future food systems workforce is in the hands of those writing curriculum and competencies and in innovations for post-graduate training that are multi-disciplinary in nature and use systems thinking, as illustrated recently by Ingram and colleagues [ 14 ]. On the most rudimentary level, curricular inclusions in health and biomedical sciences should integrate concepts of sustainability [ 64 , 65 ] and align with the UN Sustainable Development Goals [ 66 ] and the Planetary Boundary Frameworks [ 67 ].…”

Section: Recommendationmentioning

confidence: 99%

“…Several practice and concept papers have also been published recently to raise awareness in nutrition practitioners and organizations for curricular and practice integration of sustainable food systems topics and experiences around the globe [ 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 ]. Recently, Ingram and colleagues published a framework for post-graduate education for food systems professionals, which should include dietitians, characterizing food systems knowledge, skills, and values as critical components for their inter-disciplinary program [ 14 ]. In the United States (US), the Academy of Nutrition and Dietetics (AND) published a framework to illustrate entry points for sustainable food systems integration in nutrition professionals addressing education and training from research to practice and policy [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…Globally, the International Confederation of Dietetics Professions has recently published a toolbox for sustainability integration into dietetics practice, which includes both self-paced, directed, or free flow learning and a comprehensive resource list [ 11 ]. There are currently no globally recognized competencies for nutrition professionals in sustainable food systems; however, the aforementioned examples [ 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 ] indicate there is some momentum for future inclusion.…”

Section: Introductionmentioning

confidence: 99%

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Food Next Door: From Food Literacy to Citizenship on a College Campus

Meyer

Kluge

Svette

et al. 2021

IJERPH

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Industrial agriculture and food corporations have produced an abundance of food that is highly processed, nutritionally poor, and environmentally burdensome. As part of a healthy campus initiative, generated to address these and other food production and consumption dilemmas, a student-run “local and sustainable” food establishment called Food Next Door (FND) was created. This intrinsic case study evaluated food literacy in health science students, faculty, and staff first as a pilot to build the case for FND and further explicated customers’, volunteers’, and leads’ experiences with FND, identifying potential pathways from food literacy to citizenship. Ten returning customers, eight recurring nutrition student volunteers, and three graduate student leads participated in interviews that were analyzed for themes and subthemes. The findings show a progression in themes. Customers’ experiences highlight FND’s fresh, flavorful food, smiling and supportive staff, and personal transformation. Volunteers’ themes identified greater awareness of new foods and plant-based eating, acquiring new knowledge and skills in commercial kitchens, and deepening their connection to food, each other, and to where food comes from. Leads’ themes show opportunities to gain managerial skills, a deeper understanding of food and skills from being immersed in value-based food systems, and confidence in peer teaching. Experiencing and becoming part of the food value chain through FND built food literacy, shifted values, and transformed students into food citizens.

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A future workforce of food-system analysts

Cited by 44 publications

References 11 publications

Co-design of Adaptable Learning Outcomes for Sustainable Food Systems Undergraduate Education

Co-design of Adaptable Learning Outcomes for Sustainable Food Systems Undergraduate Education

Research and innovation as a catalyst for food system transformation

Food Next Door: From Food Literacy to Citizenship on a College Campus

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