Abstract
Problem statement. In order to combat the modern epidemics of childhood obesity and juvenile type 2 diabetes, public school district food service directors are working outside of their traditional roles and are being asked to create, implement, coordinate, and enforce newly mandated, large-scale campus wellness policies and school food mandates at unprecedented levels. Purpose. The purpose of this study was to examine the expanding roles of public school district food service directors (FSDs) as they work outside of their traditional public management roles in order to implement new state and federal student wellness mandates. This study also examines FSDs' utilization of formal and informal interorganizational networks in installing new public health policies. Theoretical framework. Serving as both descriptive and prescriptive tools, this study employs several public administration theories including network theory, systems thinking, workgroup theory, quality circles, team theory and collaborative public management. Methodology. This study is designed as an exploratory, nonexperimental approach that relies upon a questionnaire survey as the primary research instrument. A set of preinterviews served as a thematic basis for the survey. A secondary analysis of a previously published national study is included as a triangulated approach in presenting the findings. Findings. This study finds public school district FSDs working in expanded role capacities in order to successfully implement successful student wellness policies. Whether designing new menus or working on campus health policies, the findings suggest that many FSDs seek input from a variety of stakeholder groups including students, parents, and teachers. The study finds FSDs acting as enforcers of campus wellness policies and turning to professional networks for educational purposes, management skills training, and political advocacy FSDs seek input from regional, state, and national formal networks. At the community level, FSDs seek workgroup participation from student councils and parent-teacher organizations. Conclusions and recommendations. The research suggests that campus wellness policies experience greater acceptance when students, parents, and local community groups are treated as co-creators. FSDs would be well served in seeking managerial training in authoring, implementing, and enforcing new district board policy. Team-building skills that include outside community stakeholders are necessary competencies for 21st century public school district FSDs.