No abstract

Several models of green consumer behaviour have sought to explain the relationship between green attitudes and the behaviours of individuals related to green consumption, based on traditional theories. Nevertheless, it has been difficult to develop an optimum or even a consensual model to predict green consumer behaviour. This paper seeks to examine the links between a set of constructs, in order to propose a model for green consumer behaviour based on a different set of antecedents of buying behaviour: prosocial attitude, the value placed on green and green communication. A survey, taking the form of a self-administered questionnaire, was developed to gather data; Structural Equation Modelling (SEM) was used for the analysis. The results show that general prosocial attitudes have a direct influence on green consumption values, and that green values positively influence green buying behaviour and receptivity to green advertising. However, green advertising presents only a weak influence on green buying behaviour. The relationship between these concepts is important to consider when developing green marketing campaigns and communication to influence further green behaviour.

Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Capacity building entails approaches and processes that contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is written that illustrates or describes the various forms of such activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the UK, Germany, Portugal and Brazil. The paper examines the extent to which capacity building on sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda.

Purpose -There is a widely held belief that Sustainable Development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper examines the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa, United Kingdom (UK) and United States of America (USA) to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach -The study involved 35 universities in these seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings -Although only 60% of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40% are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Originality/value -Our findings provide some valuable insights about the connections between SD policies on the one hand, and the practice of SD in higher education institutions on the other.

Research on the background of green behaviour has indicated that the relationship between its antecedents and behavioural consequences is complex and constitutes a challenge for both academics and marketers. Thus, this study aims to explore the link between environmental values, attitudes and behaviours, as well as to develop and test a model that could be valid and applicable to a set of consumers living in different countries. The research examines the perceptions of a sample of 1175 consumers from England, Germany, Portugal and Spain. A model was developed to test the relationships between concepts such as man–nature orientation, generativity, environmental concern, conserving behaviour and environmentally friendly buying behaviour. Structural equation modelling was performed to assess the significance of those linkages. The results obtained confirm the relationship between attitudes and behaviours as the construct conserving behaviour appears to influence buying behaviour, and suggests some measures which may be implemented in simultaneously testing education concepts across audiences in different countries.

Higher education institutions across the world are increasingly placing an emphasis on students' acquisition of a broader range of skills or attributes within the taught curriculum, which should lead to a widening of their chances of academic success, in particular in the employment market. Among other issues, matters related to sustainable development are playing a key role, but many universities do not yet cater for integrative approaches, which may help them to approach sustainability issues in a transformative way. It is therefore necessary to develop new approaches and methods, which may address this gap. Based on the importance of meeting this perceived research need, this paper defines the role of project-oriented learning, also designated as Project Based Learning, as a tool to support integrative approaches to sustainability in a higher education context. The scientific value of the paper lies in the provision of some examples of successful approaches to Project Based Learning and the identification of some of the trends that characterise it. The paper makes clear why project-oriented learning should be more widely used in support of integrative approaches to sustainability, and why it needs to become part of the routine of higher education institutions. The outline of some of the initiatives recently and currently being undertaken may inspire others and assist in the implementation of Project Based Learning.

Conserving the planet for the next generation has come to be an essential component of sustainable development, with "future generations" being the term most frequently included when citing definitions of sustainable development. However, beyond words, does a concern for a future beyond the current generation have any bearing on actions taken in the present? This paper examines the concept of generativity (concern for the future) as a component of sustainable development and specifically, in relation to green consumption. A subset of data gathered through a survey which sought to explore constructs for a model for green consumer behaviour has been used to reflect particularly, on the relationship between generativity and green behaviour. Further, the data has been deployed to explore comparisons on the basis of gender and age but also differences between respondents in the UK and Portugal. The results show a positive correlation between generativity and green consumption values, as well as between generativity and buying behaviour, and generativity and prosocial attitude. The data does not support gender difference in terms of levels of concern, or differences between the two countries but age, is shown to be an influencing factor. The paper concludes that the concept of generativity merits further exploration.

Kalterina (2019) The role of planning in implementing sustainable development in a higher education context. Journal of Cleaner Production.