Keywords: Pro-environmental behaviours, Environmental transformational leadership, Green training, Green human resource management, Responsible leadership, Felt responsibility for the en
INTRODUCTION
Background
The rapid rise of unsustainable production and consumption practices has made environmental issues one of the greatest threats to our world, with significant concerns including deforestation, loss of biodiversity, soil erosion, air pollution, water scarcity, depletion of natural resources, and global warming These challenges jeopardize sustainability and heighten human vulnerability to disasters (Lange and Dewitte, 2019) In Vietnam, the impacts of climate change and environmental degradation are increasingly apparent, as the country ranks among the five most climate-vulnerable nations globally (USAID, 2023) Preliminary estimates suggest that climate change reduced Vietnam's GDP by $10 billion, or 3.2 percent, in 2020, with projections indicating annual losses of 12 to 14.5 percent of GDP by 2050, potentially pushing up to one million people into extreme poverty.
2030 if appropriate adaptation and mitigation measures arc not taken (World Bank, 2022).
In response to pressing environmental challenges, the Vietnamese government is actively implementing policies and initiatives focused on sustainable development The National Strategy for Environmental Protection, set to guide efforts through 2030 with a vision extending to 2050, targets critical issues such as air and water pollution, waste management, biodiversity conservation, and climate change adaptation Significant cities, including Hanoi and Ho Chi Minh City, are required to adhere to the National Action Plan on Air Quality Management, which aims to mitigate air pollution from vehicles, industries, and construction activities Additionally, the promotion of environmental education is encouraged to be integrated into school curricula, fostering a more environmentally conscious future.
University students play a crucial role as stakeholders in environmental issues, possessing the potential to develop the knowledge and skills necessary for promoting sustainable practices (Vicente-Molina et al., 2018; Yazdanpanah & Forouzani, 2015) In Vietnam, higher education institutions are increasingly adopting sustainability initiatives, with leading universities such as Hanoi University of Science and Technology (HUST) and Ho Chi Minh City University of Technology (HCMUT) incorporating sustainability concepts into their curricula to raise awareness among future professionals Additionally, Vietnam National University (VNU) offers specialized bachelor's and master's programs in fields like environmental science and renewable energy, fostering expertise in these critical areas Furthermore, universities are implementing green campus initiatives; for instance, HCMUT has established a comprehensive waste management system that includes composting and recycling, while HUST has installed solar panels and upgraded buildings to enhance energy efficiency.
The Ho Chi Minh University of Economics (UEH) stands out as Vietnam's first university to embrace a multidisciplinary and sustainable strategy, earning recognition as a leading institution for sustainable action In 2023, UEH achieved significant milestones by participating in the OS World Ranking Sustainability 2024, ranking in the Top 860 globally, Top 234 in Asia, and Top 3 in Vietnam The university is committed to enhancing environmental awareness and fostering a sustainable future through initiatives like the UEH Green Campus, Vietnam's first Green University project This initiative aims to cultivate environmentally conscious behaviors among students by providing training on eco-friendly practices, encouraging sustainable habits, collaborating with recycling units, updating waste management systems, and launching awareness campaigns and applications, all of which have garnered enthusiastic student participation.
Research highlights a strong link between higher education and pro-environmental behaviors, with studies indicating that sustainability education fosters environmentally conscious professionals (Janmaimool & Khajohnmanee, 2019; Schmitz et al., 2018) Students who gain environmental intelligence through education demonstrate improved environmental behaviors, enhancing their understanding of ecological issues and climate sensitivity (Istiana et al., 2020) Additionally, students' attitudes towards sustainability significantly influence their environmental actions (Chomaini et al., 2021; Suhirman & Yusuf, 2019) However, some studies suggest that knowledge alone has a limited impact on behavior, as social perceptions of acceptable actions also play a crucial role in shaping pro-environmental behaviors (Geiger et al., 2019; Cialdini & Jacobson, 2021).
This study explores the impact of environmental management systems at UEH University on students' pro-environmental behaviors, addressing the gap in research within Vietnam By evaluating various dimensions of these management systems, the paper aims to shed light on how higher education institutions can foster environmentally responsible citizenship among students.
Research questions and objectives
Evaluating the effect of different dimensions of the environmental management system on the pro-environmental behaviours of students at UEH University.
The following specific goals for the study are derived from the overall objective:
The first objective is to analyse the impact of environmental transformational leadership on the Pro-environmental behaviours of students at UEH University.
The second objective is to analyse the impact of green training on the Pro-environmental behaviours of students at UEH University.
The third objective is to analyse the impact of the “felt responsibility for the environment” on Pro-environmental behaviours of students at UEH University.
The fourth objective is to analyse the impact of green human resource management on Pro-environmental behaviours of students at UEH University.
The final objective is to analyse how responsible leadership mediates the impact of GHRM on the Pro-environmental behaviours of students at UEH University.
How does environmental transformational leadership impact Pro-environmental behaviours of students at UEH University?
How does green training impact the Pro-environmental behaviours of students at UEH University?
How does the “felt responsibility for the environment” impact the Pro-environmental behaviours of students at UEFI University?
How docs green human resource management impact the Pro-environmental behaviours of students at UEH University?
How does responsible leadership mediate the relationship between GHRM and the Pro-environmental behaviours of students at UEH University?
What suggestions are made to improve and promote students' Pro-environmental behaviours in the current period?
Research subjects
This research investigates factors influencing the Pro-environmental behaviours of university students.
Research scope
Time: From 9th January 2024 to 24th January 2024.
Subjects of the survey: Students currently pursuing education at the University of Economics Ho Chi Minh City (UEH).
Research method Il 1.6 Structure of this study
This study employs quantitative research techniques to address a identified research gap through a review of existing literature A new theoretical research model is proposed for investigation, utilizing a convenient sampling method for data collection The data is gathered through both offline and online channels, specifically leveraging the Facebook network.
The research was conducted through two significant steps:
Initial research involves reviewing relevant domestic and international studies to develop a measurement scale and create a preliminary survey questionnaire Following this, discussions with experts are conducted to refine the scale's content, ensuring it aligns with the survey's context.
The official survey employed quantitative research methods, utilizing questionnaires for data collection The study incorporated closed questions structured on a 5-point Likert scale, ranging from 1 (completely disagree) to 5 (completely agree) for each response option.
Then, the research group analysed data with SPSS 26 software to test the scale and model.
This study includes five chapters, detailed below:
Chapter 1: Overview of the research This chapter explains why the research team selected the topic, as well as the research objectives, research questions, research subjects, and research scope.
Chapter 2: Literature review This chapter provides a general description of Pro-environmental behaviours and the theories used in the research Propose the hypothesis of this research model from there.
Chapter 3: Methodology of research The authors detail the study's design and the scale used by the research team in this chapter.
Chapter 4: The result of the research, information about the survey sample, model testing and measurement of research concepts, analysis and evaluation of the results obtained.
Chapter 5: Research conclusions, limitations, and recommendations for future studies.
LITERATURE REVIEW
Introduction
Chapter 2 establishes the theoretical framework for the research paper, outlining the constructed research model and hypotheses regarding the relationships between key concepts It is divided into three main sections: an overview of environmental management and pro-environmental behaviors, the connection between pro-environmental behaviors and Organizational Citizenship Behavior for the Environment, a literature review, and the formulation of research hypotheses alongside the proposed research model.
Overview
In recent decades, the lexicon of environmental terminology has evolved to include concepts like "clean technology" and "environmentally friendly products," reflecting a broader understanding of "environmental management." According to Goudie and Al (1994), environmental management involves utilizing resources from the planet's bioenvironmental systems while striving to preserve vital ecosystems that support life This approach aims to create a harmonious balance among various industries for mutual benefit.
Environmental management involves the regulation and protection of the natural world by industries, businesses, and individuals Typically, organizations focus on promoting practices that enhance the use and conservation of environmental resources rather than directly managing the environment itself.
Organizations prioritize environmental management for various reasons, with a strong focus on protecting the natural world, complying with local conservation laws, and reducing costs Environmental managers, who come from diverse backgrounds such as academia, policymaking, and public service, must employ a range of strategies to effectively oversee activities that may impact the environment, given the numerous ways these activities can lead to negative outcomes.
Environmental management prioritizes practical implementation and problem-solving over theoretical planning, highlighting the importance of monitoring, auditing, and addressing real-world challenges Effective environmental planning should be closely integrated with these practical aspects to ensure successful outcomes.
2.2.2 Overview of Pro-environmental Behaviours
Pro-environmental behavior encompasses actions taken to protect and preserve the environment, as defined by Stcg and Vick (2009) These actions can occur in both public settings, such as participating in environmental movements, and private contexts, like recycling, as noted by Hadler and Haller (2011).
Pro-environmental behaviors encompass a range of actions aimed at minimizing environmental harm and promoting sustainability While some practices, such as using reusable bags, directly reduce waste, others, like advocacy efforts, may contribute to significant systemic change indirectly This spectrum emphasizes the necessity of not only engaging in environmentally friendly actions but also prioritizing those that yield the greatest positive impact.
To enhance the understanding of pro-environmental behavior and guide future research, scholars have analyzed this topic from various angles Key areas of focus include a comprehensive summary of the factors influencing pro-environmental behavior, which constitutes a significant portion of existing reviews Additionally, the interplay between pro-environmental behavior and related subjects, such as social norms, has been explored Lastly, researchers have developed theoretical models, including conceptual frameworks for understanding voluntary pro-environmental behavior among employees.
2.2.3 The relationship between Pro-environmental Behaviours and Organisational Citizenship Behaviour for the Environment
Research on Pro-Environmental Behavior (PEB) is categorized into two main types: voluntary and prescribed tasks The first category investigates mandated behaviors, including formal organizational practices and policies, as well as individual initiatives tied to corporate discussions In contrast, the second category, rooted in industrial and organizational psychology, focuses on voluntary and discretionary behaviors A key area of interest within this research is Organizational Citizenship Behavior for the Environment, which examines individual actions that promote environmental sustainability, such as energy conservation, waste reduction, recycling, and environmental activism (Khan et al., 2021).
Our research initially focused on the influence of various factors on organizational citizenship behavior towards the environment among employees However, we found that OCBE predominantly emphasizes workplace contexts, making it inappropriate for our survey participants.
Our research indicates a strong connection between OCBE (Organizational Citizenship Behavior for the Environment) and pro-environmental behavior (PEB), with OCBE being a subset of PEB We chose to concentrate on PEB due to its broader scope, which includes workplace behaviors and various aspects of individuals' lives, fostering a more inclusive view of pro-environmental actions This general approach enhances our understanding of the diverse factors influencing sustainable behaviors by examining a wider array of environmentally friendly actions beyond the organizational context Ultimately, this perspective contributes to a more holistic understanding of both individual and collective efforts that promote environmental sustainability.
OCBE, as defined by Boiral and Paillc (2011), encompasses voluntary pro-environmental actions taken by individuals within an organization, distinguishing it from everyday sustainability behaviors (Lamm et al., 2013) Unlike mandatory actions dictated by organizational policies, OCBE reflects personal choices to engage in sustainable practices in the absence of such requirements These voluntary behaviors foster a culture of environmental responsibility among employees (Fatima & Azhar, 2020) Similarly, in college settings, students are encouraged to actively participate in initiatives that promote environmental sustainability, leading to collaborative efforts among individuals and groups on campus.
Foundational Theories
Training is a vital human resource management strategy for enhancing organizational performance According to Jabbour, Santos, and Nagano (2010), environmental training, also known as green training, involves implementing environmental policies that equip individuals with essential knowledge, practices, and attitudes related to sustainability.
Social exchange theory provides insight into the impact of green workplace initiatives on employees' pro-environmental behaviors According to this theory, individuals participate in reciprocal exchanges, responding to perceived benefits with positive actions (Blau, 1964) When organizations invest in green training programs and create opportunities for employees to engage in sustainability practices, they showcase their commitment to environmental stewardship, fostering a culture of eco-friendly behaviors among staff.
Employees often feel compelled to engage in pro-environmental behaviors at work, such as conserving resources, minimizing waste, and advocating for eco-friendly practices, as a way to reciprocate positive organizational initiatives Research by Daily and Huang supports this connection.
Environmental training is effective in raising awareness and promoting proactive eco-friendly behavior among employees, as highlighted by 2001 Additionally, research by Pinzone et al (2016) indicates that green training programs empower employees with the necessary knowledge and skills to enhance their environmental actions Viewed through the framework of social exchange theory, these green workplace initiatives can profoundly impact and cultivate a culture of pro-environmental behavior within organizations.
2.3.2 Ability-Motivation-Opportunity Theory (AMO)
The ability-motivation-opportunity theory posits that employees excel when equipped with the right skills, motivation, and organizational support In this context, "Green" training enhances employees' awareness and expertise in environmental issues, forming a foundation for strategies aimed at reducing environmental impact Research indicates that promoting environmental values through such training fosters voluntary engagement in eco-friendly behaviors This approach effectively communicates green knowledge and skills, enabling employees to recognize and address environmental challenges while participating in sustainability initiatives Furthermore, it cultivates proactive attitudes towards environmental standards, ultimately leading to employees exceeding expectations in their environmental contributions.
Bandura's social learning theory (1971) emphasizes that individuals learn by observing and imitating others, highlighting the significance of attention, retention, reproduction, and motivation in adopting new behaviors This theory underscores the critical role of social interactions in employee development, suggesting that a supportive work environment can significantly influence career advancement Consequently, fostering connections through conversations, learning communities, and mentoring is essential (Bond and Blevins, 2019) However, establishing and maintaining these relationships can be particularly challenging in virtual or remote work settings.
Individuals' attitudes towards pro-environmental behavior are largely influenced by their knowledge, with social learning and other factors also contributing (Burgess, Harrison, & Filius, 1998) Environmental awareness programs play a crucial role in shaping these attitudes by providing information that enhances individuals' willingness to engage in eco-friendly practices By exposing participants to the behaviors of featured environmentalists, these programs increase awareness and motivate individuals to adopt more sustainable behaviors (Ha et al., 2023).
Stakeholder theory emphasizes the ethical dimensions of organizational management, indicating that all strategic management theories carry a moral component, even if it isn't always apparent While not all theories are strictly moral or immoral, they inherently engage with moral issues (Freeman, 1994).
Organizations have a moral duty to consider the needs of their stakeholders, as this fosters a sense of responsibility among employees When employees recognize their role in corporate social responsibility, they are more inclined to engage in sustainable practices that enhance the organization's long-term sustainability and overall performance (Pfarrcr, 2010).
Stakeholder theory, as highlighted by Phillips, Freeman, and Wicks (2003), is distinguished by its emphasis on ethics and values in organizational management This theory rigorously analyzes the objectives and methods employed in collaborative endeavors, a feature that sets it apart from other strategic management frameworks.
Social identity is a crucial aspect of an individual's self-concept, derived from their membership in social groups and the emotions tied to that affiliation (Tajfel, 1974) Social Identity Theory (SIT) explores how individuals adopt behaviors based on their social identities rather than personal traits According to Hornsey (2008), people tend to favor their own group to enhance their self-esteem and maintain a positive self-image This quest for a favorable self-concept drives individuals to perceive their group as superior and to engage in comparisons with others To uphold a positive social identity, individuals often seek to differentiate their group from others, which can lead to behaviors that undermine or devalue outgroups.
The Handbook of Theories of Social Psychology: Volume 2 (2012) highlights three key areas of focus: the psychological processes that differentiate social and personal identities, the various strategies individuals employ to cultivate a positive social identity, and the essential characteristics of social structures that influence the choice of strategies in particular contexts.
Self-determination theory (SDT) posits that individuals are inherently motivated to engage with and overcome challenges, highlighting the importance of integrating new experiences to foster a cohesive identity As noted by researchers Alphons Kruglanski and Edward Tory Higgins (2012), these intrinsic qualities are innate but evolve over time, shaped by social environments.
This theory highlights that certain organizational processes are inherently human but require the fulfillment of specific psychological needs to operate effectively These needs include a sense of competence, autonomy, and social connection When satisfied in a supportive environment, individuals flourish, engage actively, and experience well-being In contrast, unmet needs can lead to defensiveness, rigidity, and various mental health issues (Ryan et al., 2019).
Self-Determination Theory (SDT) is a framework that acknowledges the natural growth tendencies of organisms and the environmental factors that facilitate this growth It utilizes empirical research methods to identify these tendencies and supports across different levels of analysis SDT includes six mini-theories that elucidate specific motivational phenomena, based on findings from both laboratory and real-world research (Ryan and Deci, 2022).
Summary of previous findings
The table highlights scholarly articles published between 2018 and 2023, categorized as Ọ1 and Ọ2 based on the Scimago Journal Rank, with each category containing ten journals These articles focus on the factors affecting employees' pro-environmental behaviors across various countries, including Vietnam, China, Pakistan, Thailand, Kazakhstan, and several European nations like France, Germany, Italy, and the United Kingdom Additionally, the subsequent table summarizes the frequency of these factors and analyzes the inconsistent findings from the research team, as detailed in Table 2.1.
The analysis of 20 articles revealed 27 independent variables and 21 mediators impacting pro-environmental behaviors and organizational citizenship behavior for the environment Notably, green human resource management emerged as the most frequently cited variable, appearing six times across studies by Liu, Mei, Guo (2020), Tuan (2022), Lu et al (2021), Iftikar et al (2022), Farrukh et al (2022), and Cahyadi et al (2022) Additionally, environmental transformational leadership and responsible leadership were each identified five times, with the former highlighted in research by Kim et al (2019), Gurmani et al (2021), Li et al (2020), Deng et al (2022), and Omarova and Jo (2022), while responsible leadership was noted in studies by Man, Wang, and Yan (2019), Zhao and Zhou (2019), Tuan (2022), and Shah et al.
In recent research, green training has been highlighted in four studies, including those by Pham et al (2018), Pinzone et al (2019), Pham, Tuckova, and Chiappetta Jabbour (2019), and Zhang and Sun (2021) Additionally, the variable of environmental responsibility was explored in two studies conducted by Punzo et al (2019) and Tuan (2023).
(2022) Lastly, a few other variables were identified but had a minimal occurrence in the articles, appearing only once.
A study by Kim et al (2019) examined the motivations behind hospitality employees' participation in organizational citizenship behaviors (OCB) related to sustainability The research highlighted that Environmental Transformational Leadership (ETL) has a significant positive effect on OCB related to the environment (OCBE), emphasizing the crucial role of hospitality workers in engaging in eco-friendly practices The findings indicated that higher levels of ETL foster more proactive environmental behaviors and enhance employee performance in sustainable initiatives Focusing on intrinsic motivation through self-determination theory, the study encourages future research to also consider extrinsic motivational strategies to better understand the factors driving environmentally friendly actions among hoteliers.
Gurmani et al (2021) found a positive correlation between Environmental Transformational Leadership (ETL) and Organizational Citizenship Behavior for the Environment (OCBE) through a survey based on the social information processing approach Their research theoretically and empirically explores how ETL influences OCBE, revealing that specific behaviors associated with ETL encourage employee participation in OCBE However, the study is limited by its reliance on data from a single source, as only hotel employees completed the questionnaire, highlighting the need for further research involving hotel managers.
A study by Li ct al (2020) explored the influence of environmentally specific transformational leadership on employees' pro-environmental behaviors (PEB) through the lens of affective events and self-determination theories The findings indicate a significant positive impact of this leadership style on promoting environmentally friendly behaviors among employees, emphasizing the role of leaders in modeling ecological values Despite these insights, the study acknowledges limitations, noting that while enhancing PEB is crucial, the broader objective of corporate environmental management should also encompass improvements in environmental and financial performance Future research should therefore incorporate factors such as corporate environmental performance, green innovation, and financial outcomes to create a more comprehensive understanding of PEB.
A study by Deng et al (2022) investigated the relationship between hospital corporate social responsibility initiatives and pro-environmental behaviors, highlighting the mediating role of environmental-specific transformational leadership (ESTL) The findings revealed that ESTL significantly influences employees' pro-environmental actions by fostering social learning and encouraging them to view their leaders as role models, which enhances their commitment to environmental issues However, the research has limitations due to its data being sourced exclusively from Lahore, Pakistan, potentially limiting the broader applicability of the results The authors recommend that future research should encompass other cities, such as Karachi and Faisalabad, to enhance the generalizability of their conclusions.
Omarova and Jo (2022) identified a significant link between environmental transformational leadership and pro-environmental behavior, emphasizing the importance of leaders prioritizing environmental issues to foster green practices among employees Their research revealed that external factors, particularly leadership attitudes, can shape individual beliefs and attitudes However, contrary to expectations, the study found a negative correlation between environmental transformational leadership and employees' pro-environmental behaviors, prompting a reevaluation of leadership's influence on subordinates' attitudes.
Numerous studies have explored the influence of green training on pro-environmental behaviors across various cultures and industries Zhang and Sun (2021) found that, when applied in Chinese organizations, green training can significantly boost pro-environmental behavior by enhancing employees' intrinsic motivation and competence in environmental conservation This training is recognized as an effective business practice that educates employees on the importance of pro-environmental actions in the workplace and fosters their motivation for sustainability However, it is crucial to acknowledge the limitations of this study, especially regarding its applicability to different cultural contexts.
Pham et al (2018) identified research gaps in the study of green training within the hotel industry, noting that while numerous studies exist across various cultural contexts, the specific impact of green training on employees' Organizational Citizenship Behavior for the Environment (OCBE) remains unclear This paper addresses these gaps by emphasizing that green training is a vital practice that significantly boosts employees' voluntary green behavior in hotels The authors recommend that hotels implement green training programs and create opportunities for employees to apply their environmental training effectively Furthermore, they advocate for the assessment of employees' green performance post-training to foster their voluntary participation in environmental initiatives at work.
A study by Pinzone et al (2019) highlights the critical role of green training in effectively implementing environmental management in hospitals This training significantly impacts employee well-being, which is vital in a healthcare setting where professionals directly affect care quality, patient satisfaction, and health outcomes Given the high-pressure environment and limited resources healthcare workers face, green training emerges as a valuable strategy for enhancing the environmental sustainability of hospitals The study underscores the necessity of securing the support of healthcare professionals in this challenging sector.
Environmental training plays a vital role in enhancing employees' voluntary green behavior within the hotel industry, as highlighted by Pham, Tuckova, and Chiappetta Jabbour (2019) Integrating human resources with environmental management is essential for promoting eco-friendly practices in tourism The authors emphasize that many 4-5-star hotels in Vietnam have successfully adopted environmental training programs Notably, the more comprehensive the training and educational opportunities provided to employees, the higher the likelihood of fostering their active participation in the hotels' environmental initiatives.
Punzo et al (2019) analyze the connection between perceived values, environmental responsibility, and pro-environmental behaviors (PEB) using Eurobarometer data from 2017 across France, Germany, Italy, and the United Kingdom Their research highlights significant differences in how these constructs relate in each country, revealing that a strong sense of environmental responsibility is the primary predictor of PEB, with individuals acting more sustainably when they feel accountable for the environment While perceived values show mixed results across the countries, felt responsibility consistently emerges as a crucial factor driving PEB The study suggests that policymakers can enhance pro-environmental behaviors by fostering a sense of responsibility among citizens Additionally, the authors recommend further research to explore the factors influencing variations in attitudes and behaviors between individuals in industrialized and developing nations, incorporating diverse beliefs and concerns.
Tuan's (2022) research aimed to explore how employees' sense of environmental responsibility influences their organizational citizenship behavior for the environment (OCBE) The findings revealed that responsible leadership mediates the relationship between felt responsibility for the environment and OCBE, thereby affecting individual green behavior This study underscores the importance of employees recognizing the environmental impact of their actions and the organization's commitment to sustainability, which fosters a greater sense of personal responsibility to engage in eco-friendly practices.
A study by Iftikar et al (2022) investigated the influence of Green Human Resource Management (GHRM) on employees' pro-environmental behavior within Pakistan's hospitality sector, revealing a strong positive relationship The research highlighted that green training and development equip employees with essential skills to align with environmental objectives, while green performance management encourages eco-friendly practices through progress evaluation Furthermore, green empowerment allows employees to propose enhancements for the organization's environmental initiatives, and green rewards motivate ongoing commitment to sustainability Nonetheless, the study faced limitations due to its reliance on a single-dimensional scale, prompting recommendations for future research to explore additional variables to deepen the understanding of the GHRM and pro-environmental behavior connection.
Hypothesis development
2.5.1 Environmental Transformational Leadership and Pro-environmental Behaviours
Leadership style significantly impacts employee well-being, interpersonal relationships, emotions, performance, and behavior in the workplace Research indicates that transformational leadership fosters a strong connection between leaders and their subordinates, enhancing job satisfaction and motivation (Lowe, Kroeck, and Sivasubramaniam, 1996) In educational settings, lecturers who adopt transformational leadership create improved learning environments and provide rewards, which in turn increases students' academic satisfaction.
Environmental transformational leadership is characterized by managers who motivate their staff to incorporate environmental concepts into their operational duties (Graves, Sarkis, and Zhu, 2013) According to Chen and Chang (2012), this leadership style involves behaviors that inspire followers to exceed expected environmental performance and achieve sustainability goals Therefore, educators who encourage students to integrate environmental ideas into their learning and motivate them to meet environmental objectives embody the essence of environmental transformational leadership.
The ETL framework encompasses four key components: idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration Idealised influence involves leaders serving as role models for students, demonstrating behaviors that promote environmental stewardship Inspirational motivation empowers students to align their interests and skills with environmental problem-solving, encouraging them to exceed academic expectations for the greater good Intellectual stimulation fosters creativity, allowing students to challenge existing systems and apply innovative green practices Lastly, individualised consideration emphasizes personal communication from leaders, which builds trust and demonstrates genuine care for students' well-being, ultimately motivating them to engage seriously with environmental issues.
Research by Chen, Chang, and Lin (2014) indicates that environmental transformational teachers excel at swiftly conveying the school's vision and the necessary steps for its realization Additionally, Haddock-Millar, Sanyal, and Muller-Camen (2015) found that students supported by these teachers are more likely to cultivate strong environmental beliefs, enhancing their creative thinking and commitment to sustainable practices Consequently, this study proposes the following hypothesis:
Hypothesis 1 Environmental transformational leadership is positively associated with pro-environmental behaviours.
2.5.2 Green Training and Pro-environmental Behaviours
Training plays a crucial role in enhancing university performance, with green training identified as a key educational component and an essential strategy for green human resources.
Green training is a key initiative in human resource management, frequently employed by businesses to enhance environmental awareness According to Jabbour, Santos, and Nagano (2010), green training encompasses environmental policies designed to equip individuals with essential knowledge, behaviors, and attitudes related to sustainability.
Green training is a skill-enhancing practice (Renwick, Redman and Maguire,
Research indicates that 'green' training significantly enhances students' environmental awareness, knowledge, and skills, ultimately promoting pro-environmental behavior (Pinzone et al., 2016; Siyambalapitiya, Zhang, and Liu, 2018) While this training is essential for fostering environmentally responsible actions, previous studies have also highlighted its potential dual impact on students' well-being, suggesting both positive and negative outcomes (Oppenauer and Van De Voorde, 2018; Topcic, Baum, and Kabst, 2015) Additionally, recent literature has explored the potential 'win-win' or 'trade-off' effects that may arise between environmental and social dimensions as a result of such training (Carollo and Guerci).
2018) Therefore, examining if “green" training may improve students' pro-environmental behaviours or academic satisfaction is essential.
Research by Pinzone et al (2016) indicates that effective training and teaching methods significantly enhance green competence, inspiring students to engage more actively in co-activities and adopt voluntary pro-environmental behaviors at university Consequently, implementing a green training program is anticipated to notably boost pro-environmental behaviors among students.
Hypothesis 2 Green training is positively associated with pro-environmental behaviours.
2.5.3 Felt Responsibility for the environment and Pro-environmental Behaviours
Felt responsibility for the environment is a psychological state that drives individuals to take meaningful action to protect the environment This concept has been the focus of extensive research by scholars such as Fuller, Marler, and Hester, highlighting its significance in promoting environmental stewardship and sustainable behaviors.
Research indicates that a strong sense of responsibility towards the environment is closely linked to individual values (Nordlund and Garvill, 2002) When students prioritize environmental concerns in their value orientation, they are more likely to engage in actions that support and protect the environment This awareness of the significance of personal actions plays a crucial role in transforming values into meaningful behaviors that positively impact environmental well-being.
The significance of personal responsibility in driving positive change is profound, as individuals who feel a sense of duty are more likely to take action to enhance valued situations Research by Bateman and O'Connor (2016) and Gifford, Konnos, and McIntyre (2011) supports the idea that personal responsibility directly influences pro-environmental behavior Studies indicate that when individuals feel accountable for the environment, they are more inclined to adopt green practices, highlighting the crucial role of personal accountability in fostering sustainable actions.
Students with a strong sense of environmental responsibility are more inclined to engage in pro-environmental behavior (PEB) This sense of responsibility encourages them to take actions that positively influence the environment, highlighting the importance of individual impact on ecological well-being.
Students who take responsibility for their actions are better equipped to gather and analyze information effectively, enhancing their focus on information processing (Fuller, Marler, & Hester, 2006; Tetlock, 1983) Additionally, those with a heightened sense of environmental responsibility are more likely to associate positive feelings with taking initiative (Graham, 1986; Lee et al., 2019) This sense of duty towards the environment fosters a commitment to driving change (Morrison & Phelps, 1999) and encourages individuals to invest additional effort in making improvements (Lebel, 2017) As a result, students who feel responsible for the environment are motivated to engage in pro-environmental behavior (PEB) to tackle environmental challenges Therefore, this study proposes the following hypothesis.
Hypothesis 3 Felt responsibility for the environment is positively associated with pro-environmental behaviours.
2.5.4 Green Human Resource Management and Pro-environmental Behaviours
In recent years, educational institutions have increasingly prioritized ecological sustainability in their operations and management strategies A key approach to achieving environmental sustainability is to engage students in pro-environmental behavior (PEB), encouraging their ongoing commitment to environmental preservation (Cheema, Afsar, and Javed, 2019; Saeed et al., 2019).
The term ‘green human resource management’ was created by Renwick et al
Green Human Resource Management (GHRM), established in 2008, integrates human resource management with environmental management principles (Renwick, Redman, and Maguire, 2013) Key GHRM practices involve defining green responsibilities, setting environmental targets and goals, planning corporate sustainability initiatives, and motivating employees to adopt eco-friendly behaviors.
RESEARCH METHODOLOGY
Research process
Quantitative research method
This study primarily utilized quantitative analysis to assess the reliability and evaluate the convergent and discriminant validity of the scales within the research model Subsequently, both the measurement and structural models were examined using the collected data to test the research hypotheses.
The author conducted a preliminary study to adapt a scale for assessing environmental awareness specifically for the Vietnamese context By referencing an original scale from previous research, the author translated and developed a set of interview questions targeting various students at UEH University, encompassing different majors, academic years, and training systems, all possessing scientific knowledge of environmental issues To ensure clarity and relevance, the survey was translated into Vietnamese while maintaining the original meaning for the local respondents.
Following feedback on the scale-related statements in the research paper, the author refined the content and proceeded with a formal study utilizing a questionnaire The study's sample consisted of UEH university students who are interested in environmental issues, selected through convenience sampling To gather data, the author developed a questionnaire incorporating scale items from prior research, featuring closed-ended questions rated on a 5-point Likert scale, where 1 indicated "Strongly disagree" and 5 signified "Strongly agree."
Data collection
The study involved Vietnamese participants, prompting the author to translate the survey into Vietnamese to ensure face validity and contextual relevance Data collection occurred through an online survey targeting students at the University of Economics Ho Chi Minh City (UEH), utilizing Google Forms and distributed via social media platforms like Facebook and Messenger The advantages of online surveys, including cost-effectiveness, quick response times, and broad reach, made this method particularly suitable for gathering data from a large university student sample.
Online surveys are an effective method for this study as they enable researchers to quickly reach a large and diverse group of university students, which is essential for assessing their environmental awareness Given that students are typically active on social media, online surveys provide a convenient and accessible platform for participation Furthermore, these surveys can be customized to target specific populations, ensuring that the collected data accurately reflects the views of the intended demographic.
Samples
The research utilized a convenience sampling method, a non-probability approach that focuses on easily accessible respondents The sample consisted of UEH University students who have a recognized awareness of environmental issues.
The sample size in a research study is determined to ensure the accuracy and generalizability of the results of the PLS-SEM data analysis According to Hair et al
(2021), to achieve a significance level of 5% and a minimum expected path coefficient p value between 0.11 and 0.20, the minimum sample size must satisfy the condition n
In this study, the author anticipated a minimum p-value of 0.2 and set the significance level at 5% To ensure robust findings, a minimum sample size of 270 was required Ultimately, the author collected 390 surveys, excluding 100 unsuitable responses, leading to a valid final sample size of 290.
Measurement scales
This construct is measured by a five-item scale modified by authors (Kim, et al 2019}.
ETL1: The chancellor and management at my university review critical assumptions to see if they are appropriate for environmental issues.
ETL2: I feel proud of the chancellor and management at my university - leaders who care about environmental protection.
ETL3: The chancellor and management at my university talk about their most important beliefs and values about environmental protection.
ETL4: The chancellor and management at my university talk optimistically about the future of environmental protection.
ETL5: Spends time teaching and coaching on environmental issues.
This study adopted a three-item scale by (Pinzone Ct al., 2019) to measure green training.
GTR1: My University provides me with sufficient opportunities for training and development in environmental management.
GTR2: I receive the environmental training I need to reduce the environmental impact of my job.
GTR3: Environmental training is given a high priority in this organisation.
Felt Responsibility for the environment
The author modified a four-item scale from Tuan, (2022) to measure this variable.
FR1: I feel personally responsible for bringing about environmentally friendly activities at my university.
FR2: I have a responsibility to improve environmental issues at my university.
FR3: I feel obligated to introduce environmentally friendly processes to friends and acquaintances when appropriate.
FR4: Addressing environmental issues at my university is not my responsibility.
Green Human Resource Management is measured by a five-item scale modified by Tuan, (2022).
GHRM1: My university provides students with various environmental education and training programs to promote green values.
GHRM2: My university provides students with diverse environmental education and training programs to develop the knowledge and skills necessary for green management.
GFIRM3: My university considers students' environmental behaviour on campus to assess performance.
GHRM4: My university awards prizes for students' environmental actions on campus.
GHRM5: My university considers students' environmental actions on campus to earn points or scholarships for individuals who do well.
Responsible Leadership refers to the three-item scale introduced by Tuan, (2022).
RL1: Lecturers at my university recognise the importance of environmental protection for students.
RL2: Lecturers at my university consider all decisions that affect environmental protection for students.
RL3: Students at my university are involved in contributing their opinions on environmental protection in lecturers' decision-making process.
Pro-environmental Behaviours are modified by (Hossain, Nekmahmud and Fekete-Farkas, 2022) to measure.
PEB1: I try to buy things that are reusable water bottles, lunch boxes, etc., and do not harm the environment.
PEB2: I purchased a laptop to take notes in class because it is more environmentally friendly than paper notebooks.
PEB3: I replaced the plastic food containers at my university with glass or stainless steel containers to be more environmentally friendly.
PEB4: I bought more expensive LED light bulbs to study at home, but they are more energy-efficient.
PEB5:1 plan to use environmentally friendly products as much as possible.
PEB6:1 tend to use environmentally friendly products consistently in my life.
PEB7:1 encourage others to use environmentally friendly products.
Felt Responsibility for the environment
All measurement scales used 5-point Likert scales with 1 - Strongly disagree, 2 - Disagree, 3 - Neutral, 4 - Agree, and 5 - Strongly agree.
Data analysis method
Before analyzing research data, it is crucial to remove any invalid surveys and errors to ensure the sample accurately represents UEH University students This process enhances the quality of insights and the overall accuracy of the research findings Out of 390 collected surveys, 384 were carefully selected for data analysis.
According to Hcnselcr and Chin (2010), the research model undergoes two stages of analysis and evaluation, which involve assessing the measurement and structural models.
Using the SPSS 26 software, the author analyses demographic variables, including gender, batch, and major.
Through indicators: Cronbach’s Alpha, composite reliability CR, extracted variance AVE, Outer Loading factor, and discriminant value.
Reliability scale test: The Cronbach’s Alpha coefficient ranges from 0 to 1 According to Peterson (1994), the scale is considered acceptable if Cronbach’s Alpha index is greater than or equal to 0.7.
Composite Reliability (CR) is a crucial metric used to evaluate the reliability of a set of observed variables within a conceptual measurement framework It is derived from analyzing the internal consistency of responses, with a CR coefficient of 0.7 or higher indicating meaningful reliability, as noted by Hair et al (2021).
The Average Variance Extracted (AVE) is a key metric for assessing convergence, calculated by dividing the sum of all squared normalized factor loadings by the number of questions According to Hair et al (2021), an AVE value greater than 0.5 indicates complete convergence, while a value below 0.5 suggests an average level of convergence, indicating the presence of some errors in the observed variables.
The outer loading coefficient should ideally range from 0.3 to 0.4 to indicate meaningful variation, while a loading coefficient exceeding 0.7 is considered optimal for assessing the quality of observed variables, according to Hair et al (2021).
Discriminant value indicates the level of differentiation between factors in a model, as defined by Henseler, Ringle, and Sarstedt (2015) It measures how distinctly one latent variable is separated from another According to Forell-Lancker's findings, the discriminant value of a scale is significant when the latent correlation coefficient is lower than the square root of the average extracted variance, as noted by Chin (2015).
Hcnscỉcr, Ringlc and Sarstedt (2015) pointed out that the HTMT coefficient must also ensure less than 0.9 to achieve a discriminant value.
3.Ó.2.3 Linear Structural Model Analysis SEM
The R Square value is a key metric for assessing a model's fit to data, with thresholds defined by Henseler, Ringle, and Sarstedt (2015) indicating robust (0.75), medium (0.5), and weak (0.25) relationships A value closer to 1 signifies a stronger impact, while a value of 0 indicates no impact Additionally, the f Square value measures the influence of independent variables on a dependent variable, as outlined by Cohen (1988) An f Square value below 0.02 suggests minimal or no impact, while values between 0.02 and 0.15 indicate a medium impact, and values exceeding 0.35 reflect a strong influence of the independent variable on the dependent variable.
Predictive Relevance (Q-value) assesses the ability of independent variables to accurately forecast the dependent variable, as outlined by Hair et al (2021) A Q-value greater than 0 indicates effective predictive capability, with thresholds of 0.02 deemed small, 0.15 medium, and 0.35 significant in terms of relevance.
The Path Coefficient is a crucial metric in the PLS-SEM structural model, used to assess the impact levels of various concepts According to Chin (2015), these impact levels are categorized as weak, moderate, and strong, corresponding to coefficients of 0.02, 0.15, and 0.35, respectively A positive Path Coefficient signifies a direct relationship, while a negative value indicates an inverse relationship between the concepts.
The Bootstrap Estimation Test employs a resampling method with replacement to assess the reliability of estimates in research evaluation models In the context of a Structural Equation Modeling (SEM) analysis using 5,000 repeated samples, a slight bias is suggested by an absolute Critical Ratio (CR) value of less than 2 Estimates are deemed statistically significant when the confidence level exceeds 95%.
