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Hauptsachtitel:
Sustainable attitudes and behaviours amongst a sample of non-academic staff: A case study from an Information Services Department, Griffith University, Brisbane.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
10
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
136-151
Kurzinfo:
Purpose
– The purpose of this paper is seek to characterise sustainable attitudes and behaviours (including recycling and waste minimisation, energy efficiency, water conservation and ″green″ purchasing) amongst non-academic staff within Griffith University, Queensland.

Design/methodology/approach
– For this study, the attitudes and behaviour of 100 individuals from a cross-sectional sample from a single Department, along with the determinants of pro-environmental behaviours were investigated. The survey tool administered used the theory of planned behaviour (TPB) and was delivered via an online survey, which was e-mailed directly to all participating staff across Griffith's five campuses.

Findings
– The research sought to pilot the use of the TPB to determine sustainable behaviours amongst staff. The survey successfully showed that the TPB was effective at determining staff attitudes and behaviours and determined that staff were overall satisfied with the current efforts by Griffith University to become more sustainable. However, a number of barriers were identified that should be addressed in order to more comprehensively incorporate sustainability into the work environment. Significant differences in opinions were more prevalent amongst various demographic groups rather than between other characteristics such as department/function.

Originality/value
– The TPB has been widely adopted to determine both waste minimisation and recycling behaviours amongst householders. This is a new focus for the tool, to determine if it can accurately determine a suite of additional attitudes and behaviours associated with sustainability and why these differences occur.
Original-Quelle (URL):
DOI:
10.1108/14676370910945945
Datum des Zugriffs:
17.12.2015