Walking the Eco-Talk Movement

Collins, Denis; Gannon, Amy

doi:10.1177/1086026614521629

Cited by 19 publications

(8 citation statements)

References 8 publications

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“…Similar to profit-oriented businesses, interest in the adoption of sustainability practices in HEIs has also increased over the years. As HEIs strive to become sustainable institutions themselves, they can become sustainability incubators (Collins and Gannon, 2014;Cortese, 2003) and play vital roles in shaping the next generation of leaders who will prioritize sustainable practices in their decision-making. Perhaps, another important reason for the adoption of sustainability philosophy by universities is the assumption that their students, often young adults, are intrinsically motivated and have higher levels of concern for environmental issues.…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Gen Z consumers’ sustainable consumption behaviors: influencers and moderators

Kara

Min

2023

IJSHE

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Purpose The purpose of this study is to explore Generation Z (Gen Z) consumers’ sustainable consumption behaviors at a university campus by examining various antecedent and moderating influencers of their sustainable consumption behaviors. Design/methodology/approach A quantitative research methodology is used in this study. A structured questionnaire was administered (n = 279) to young college students (Gen Z consumers in the context of this study) enrolled at a large state university in the USA. The structural equation model was used to test the hypothesized relationships in the conceptualized model. Findings Study findings show that social responsibility (feelings, engagement and expectations) and external incentives (material and social) positively influence Gen Z consumers’ sustainability interests, which in turn influences their sustainable consumption behaviors (actions). Collectivist cultural values did not appear to have any statistically significant effect on Gen Z consumers’ sustainable consumption interests. Moreover, learned helplessness, perceived barriers and the awareness of the consequences of sustainability consumption actions did not have any significant moderating effect on Gen Z consumers’ sustainable consumption behavior. Research limitations/implications The questionnaire was only sent to students majoring in business degrees, which may limit the generalizability of this study to broader Gen Z consumer populations. Expanding this study to include non-business students may be valuable as a next step. Replicating this study in different cultural environments of international countries could enhance the relationships identified in this study. Practical implications Consumer social responsibility education along with material and social incentives will encourage Gen Z consumers’ participation in sustainable behaviors at college campuses. Originality/value This research provides valuable insights into understanding the importance of consumer social responsibility and external incentives in influencing Gen Z consumers’ sustainable consumption intentions and behaviors. Accordingly, consumer social responsibility education and incentive programs need to be developed to encourage the participation of Gen Z consumers in sustainable consumption.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Gen Z consumers’ sustainable consumption behaviors: influencers and moderators

Kara

Min

2023

IJSHE

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“…For example, Collins and Gannon (2014) and Rusinko (2010) address the issue of how business schools can embrace sustainability by becoming sustainability incubators, which calls for the focus on environmental, social, economic and governance dimensions (Collins and Gannon, 2014; Rusinko, 2010). Vallaeys (2006) asserts that educational institutions need to enact it at teaching, research, organizational and societal level; such critiques centred around sustainability are transversal or sporadic in silos.…”

Section: Sustainability Issues In Management Educationmentioning

confidence: 99%

Implementing sustainability via organizational learning: case study of a French business school

Mukhi

2022

IJSHE

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Purpose This study aims to clarify how higher educational institutions (HEI now onwards) can engage in organizational learning process to implementing sustainability initiatives. Through the case study of business school in France, it shows how sustainability integration is a longitudinal process, influenced by contextual factors which facilitate and impede the learning process. It aims to contribute to the literature of sustainability in higher education by bringing in insights from organizational learning theory. Design/methodology/approach This research uses the case study method to analyze the sustainability integration over the specific period. To do so, data was compiled by analyzing internal documents, publicly available sustainability reports. Further data was also complimented by the interviews, which gave intra-organizational level insights. Findings The case highlights that organizational learning for sustainability is stimulated by deans, faculty and institute of sustainability. It provides insights about how designing and implementing sustainability initiatives within an HEI is not a fixed goal; on the contrary, it is an ongoing learning process. However, this learning is also prone to barriers due to the ambiguous nature of sustainability. Research limitations/implications This research was conducted within a specific time, geographical and cultural context; hence, its result may lack generalization. Further comparative research is encouraged to explore similarity and differences within different HEI settings. Practical implications This research also gives potential insights for developing contextual awareness to prioritize, design and implement sustainability initiatives. Thus, it may be useful for the HEI administrators such as deans, sustainability managers and faculty members. Social implications This case emphasizes that HEI like business schools need to expand their relevance via social responsibility. This could be done so by encouraging leadership to engage with the United Nations Sustainable Development Goals. Originality/value This research uses organizational learning theory to understand determinants of sustainability design and implementation at French HEI. In doing so, this research contributes macro-level process of sustainability integration of an HEI.

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“…Because of their operation and reach, especially in relation to education and research, HEIs have a unique position and role not only to address their own direct SD impacts, but also to act as change catalysts to further SD action and engender sustainability thinking. Notwithstanding their potential to act as change agents, HEIs themselves face many challenges when trying to embed sustainability such as their multifaceted and complex structures (Arbo & Benneworth, 2007;Denman, 2009), as well as the need to 'walk the talk' and not just preach with regard to sustainability (Collins & Gannon, 2014;Müller-Christ et al, 2014). Casarejos et al (2017) and Lozano et al (2015) unpick the value/role of declarations, charters and initiatives (DCIs) in terms of their interest and importance to HEIs.…”

Section: Sd Action and Heis: A Broad Base For Action And Integrationmentioning

confidence: 99%

Integrating education for sustainable development into a higher education institution: beginning the journey

Howarth

Ndlovu

et al. 2019

Emerald Open Res

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Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU's existing ESD activity and systems, was an important turning point. Activities undertaken to review and assess 'where are we now?', primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

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Walking the Eco-Talk Movement

Cited by 19 publications

References 8 publications

Gen Z consumers’ sustainable consumption behaviors: influencers and moderators

Gen Z consumers’ sustainable consumption behaviors: influencers and moderators

Implementing sustainability via organizational learning: case study of a French business school

Integrating education for sustainable development into a higher education institution: beginning the journey

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