Exploring the factors shaping business students’ environmental concern

Abstract

Purpose

Increasing the need for education for sustainable development in universities requires an understanding of the predictors of students’ environmental concern (EC). In this paper, the authors focus on the EC of business students because of their future responsibility for business operations regarding the exploitation of natural resources. The aim of the study is to examine the predictors of business students’ environmental concern.

Design/methodology/approach

Based on the Norm Activation Model as the theoretical framework, this study hypothesizes the model of EC with two main predictors: ascription of responsibility for the environment (AOR), driven by locus of control and self-efficacy (LC/SE), and awareness of positive consequences of consumption reduction on the environment (AOC), driven by perceived environmental knowledge. Structural equation modelling was applied to confirm the conceptual model based on the responses of business students from six countries (Czech Republic, Croatia, Hungary, Poland, Slovakia and Spain) collected through an online survey.

Findings

The environmental concern of business students is predicted both by the ascription of responsibility and by awareness of consequences; however, the ascription of responsibility is a stronger predictor of EC. A strong impact was found for internal locus of control and self-efficacy on AOR, as well as a weaker influence of perceived environmental knowledge on AOC.

Originality/value

Sustainability education dedicated to business students should provide environmental knowledge and strengthen their internal locus of control and self-efficacy in an environmental context.

Citation

Borusiak, B., Pieranski, B., Gaweł, A., López Lluch, D.B., Kis, K., Nagy, S., Gal, J., Mravcová, A., Gálová, J., Knezevic, B., Kotyza, P., Smutka, L. and Malec, K. (2024), "Exploring the factors shaping business students’ environmental concern", International Journal of Sustainability in Higher Education, Vol. 25 No. 8, pp. 1895-1911. https://doi.org/10.1108/IJSHE-01-2023-0030