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The aim of this study is to examine the determinants of students’ perceptions of the Green University. The authors also examine whether students’ perceptions of the Green University are determined by the type of sustainability-related subjects that they have been taken to date. The authors divided sustainability-related subjects into those related to economics, social, and environment. The authors also compare students’ perceptions by different university types (public vs. private) as well as students from different majors (economics and business vs. engineering). The authors use questionnaires for data collection where respondents are undergraduate students in Jakarta, Indonesia. The result shows that on average our respondents have positive perceptions about Green University practices. However, the authors also find that students’ perceptions variate across university types. The authors also find that students’ perceptions about the importance of Green University are not positively affected by sustainability-related subjects. The authors find that public university students have higher and significant perceptions about the Green University, whereas students’ majors have no significant effects.

The earth needs to go green as it clarifies that humans should adopt a sustainable lifestyle that will be friendly to the environment and society. The emerging stream of academic literature on “go green” adds a new perspective to the deep-rooted conception of entrepreneurship. The objective of green entrepreneurship is to follow the traditional concepts of entrepreneurship but also brings the additional potential for society and the environment. The present paper is designed to study the impact of personality traits and university green entrepreneurial support on green entrepreneurial intentions along with the moderating role of environmental values.

The data are collected by using the survey method, and the five-point Likert scale is used for this purpose. The statistical techniques applied to the dataset were confirmatory factor analysis and partial least square structural equation modeling.

The results revealed that personality traits are positively and significantly associated with green entrepreneurial intention, but risk-averse students depict insignificant results towards green entrepreneurial intention. Also, university green entrepreneurial support results in positive green entrepreneurial intention. Environmental values also strengthen the association.

Previously, researchers emphasized the entrepreneurial intentions for the sake of improving the economy, decreasing unemployment and promoting small ventures, but none focused on the green aspects of entrepreneurship. To date, we still lack knowledge regarding students' green entrepreneurial intentions and how personality traits and green support affect the intention. The focus of the present study is to sustain nature and ecosystems through green entrepreneurship by providing directions and economic and noneconomic gains for investors, entrepreneurs, students, universities and societies.

This study aims to examine the cross-institutional variation in university greenness and analyze its underlying dynamics.

This study constructs a University Greenness Index (UGI) and conducts multivariate regression.

This study finds variation within two dimensions; in the vertical dimension, top-tier universities have significantly higher UGIs than tier-2 universities, and in the horizontal dimension, agricultural and forest, engineering and technology and generalist universities have significantly higher UGIs than other specialist universities. The dynamics underlying the greenness variation lies in different universities’ motivations and resources, which are associated with China’s higher education administrative system, especially the mechanism by which funding is allocated.

The Internet-search-based greenness index has some inherent limitations. First, there exists a gap between green information expression and real green achievement. Second, this research may be difficult to apply to other countries, because of the specific characteristics of China’s higher education system.

Based on the empirical results, two policy implications can be generated. First, for the problem of the vertical dimension variation, related institutional transformation should be launched to promote university greenness. Second, for the problem of the horizon dimension variation, specialist universities can take advantage of an interdisciplinary approach to promote greenness.

This research helps scholars and administrators to better understand the progress being made and the achievements realized with regard to green university initiatives in China.

This study aims to discuss the influences of green innovation processes on sustainable development and proposes a research model linking green absorptive capacity, green dynamic capabilities and green service innovation with the aim of clarifying how these interactions operate within universities.

Supported by a survey of sustainability researchers in Brazilian universities, a mediation‐moderation analysis and partial least squares structural equation modelling approach is used to examine the influence of green absorptive capacity and green dynamic capabilities on green service innovation.

This study reinforces that greening processes and products are relevant to an organization and provide information on the mechanisms for achieving greater sustainable performance.

Considering one of the dimensions of administrative science as being university management, this study provides information on the mechanisms to achieve better sustainable development in universities.

This study contributes to the debate by adding the perception of university managers and provides guidance on new forms of management, which allows them to face changes while minimizing the disruption to the formation of organizational knowledge.

Universities are becoming increasingly active in promoting societal changes toward sustainable development. It is intended that the results of this research contribute to future research and act as a reference for researchers, professionals and policymakers.

The concept of green absorption capacity in universities is relatively new and has not yet been investigated completely with respect to its association with university management and organizational structures.

This study aims to emphasize the youth community’s importance in sustaining green entrepreneurial efforts. The study used the stimulus organism response framework as the theoretical base using two separate studies.

Study 1 commences the development of the student green engagement construct through a focus group, panel discussion and exploratory factor analysis, which supported five items. Study 2 measures the relationship of student green engagement with green entrepreneurial intention by mediating university entrepreneurial support and entrepreneurial motivation. Data from 448 students were gathered from five Malaysian private institutions using a purposive sampling technique.

Findings indicate a robust association of student green engagement (stimuli) with green entrepreneurial intention (organism). Furthermore, mediation analysis shows strong mediating effects of university entrepreneurial support and entrepreneurial motivation on green entrepreneurship behavior (response).

The study’s findings can help the universities and concerned governmental departments instill a sense of sustainable entrepreneurship in university students.

Sustainability is understood as a complex and integrating area, involving the most diverse areas and fields of knowledge. Because of the innumerable socio-environmental challenges in the current scenario, a sustainable development that finds the necessary changes and advances for communities, industry and the various stakeholders involved is required. In this process of promoting sustainable development, universities stand out for being institutions capable of taking an analytical and questioning look at the directions of the society in which they are inserted and not just helping them to pursue them, serving as a model and living laboratory for the implementation of greener practices in cities. One of the actions that contributes to the consolidation process of a more sustainable university and the development of the green campus is the use of green marketing, understood as a set of all the practices that involve conventional marketing, focused on the search to reduce the negative impact or promote positive effects on the relationship between the institution and the environment. This paper aims, based on the balanced scorecard (BSC), to propose a strategic management tool as support for green marketing strategies, thus promoting, more quickly, the promotion of sustainable development in higher education institutions (HEIs).

Four universities were chosen, from the literature, in terms of best practices for sustainable development, where the main dimensions used by green marketing were mapped. Based on them, the BSC structure was adapted to enhance its strategies.

To achieve the objective of this work, this paper proposed an adaptation of the original BSC for better management of green marketing strategies for universities, based on four dimensions: community members, university members, product and strategy.

The main contribution of this paper is to propose a BSC as a strategic management system focused on the green marketing of universities to accelerate the promotion of sustainable development in HEIs.

The purpose of this paper is to examine green university initiatives in the context of China, using Tsinghua University, which is China’s green university pioneer, as a case study.

The research method used for this paper is a case study based on participant observation and document analysis. The approach to data collection includes the examination of archive records, yearbooks and statistical information regarding Tsinghua University.

This paper finds that Tsinghua’s green university initiative is a response to Tsinghua’s strategy of establishing a word-class university, with a goal of bearing more responsibility in promoting a sustainable society. Tsinghua employs one principle (green university) and three dimensions (green education, green research and green campus) to frame its green university initiative. Tsinghua’s green university initiative has earned many achievements, but it has also faced many challenges, such as ignoring social justice, fragmented coordination efforts and the lack of effective communication and assessment mechanisms.

As a leading university and the pioneering green university in the country, Tsinghua University is very influential with regard to the development of green universities in China. Many other universities have designed their own programs based on Tsinghua’s experiences in the green university initiative. As such, Tsinghua’s experiences provide reference values to other universities in China.

This paper comprehensively examines the evolution, framework, achievements and challenges of the green university initiative of Tsinghua University. It helps the audience to know how China’s universities understand and practice education for sustainable development.

This study aims to explore the current Green practices implemented in Malaysia higher education institutions toward sustainability attainment by developing a multi-disciplinary comprehensive policy framework to further extend the collaboration among sustainability practitioners in providing integrated data on Green indicators linked to economic, social and environmental dimensions of sustainability in higher education institutions.

Primary data which comprises of sustainability archival documents from sixteen universities in Malaysia was used to explore the extent of Green practice for sustainability. In addition, this study also used secondary data from existing literature on sustainable development in Malaysia higher education institutional context.

Findings from the examined 16 universities and prior sustainability studies in Malaysia universities suggest that higher education institutions in Malaysia are presently implementing Green practices in their university campuses toward attaining sustainability.

Qualitative data is only collected from higher education institutions in Malaysia. Hence, findings from this study cannot be generalized to universities in other countries.

This study provides insights toward infusing Green campus paradigms from a technological perspective to facilitate the exchange of information between sustainability practitioners to produce innovative solutions for addressing sustainability challenges.

This research developed a policy framework that provides trans-disciplinary approach to be adopted by higher education institutions in Malaysia and further beyond toward attaining sustainability. Socially, this study provides Green indicators that act as a reference manual and road map toward sustainable development in higher education institutions.

A novel multi-disciplinary comprehensive policy framework is developed grounded on identified Green indicators integrated to provide information on how sustainability practitioners can implement Green practices paradigms across universities. Furthermore, the Green indicators can be used as metrics to provide data for Green practice measurement and monitoring in higher education institutions.

An important facet of student’s sense of belonging is students’ relationships with, and time spent in, the university campus. The purpose of this paper is to explore the notion that access to campus “green space”, including parks, fields and gardens, may bolster students’ sense of belonging, improve well-being feelings and promote place attachment.

The authors surveyed students in different locations (including three green and one non-green campus spaces) across a large UK campus-based Northern institution. 146 students participated in the study in one of the four campus locations. The authors investigated how being in green spaces on campus may impact students’ sense of belonging, well-being and place attachment. The authors also qualitatively explored students’ perceptions of campus spaces through Ahn’s (2017) 10 Words Question measure.

Analyses demonstrate that students surveyed in green spaces reported significantly more positive sense of belonging, compared to students surveyed in non-green campus spaces. Campus location did not impact well-being, however. Students associated green spaces on campus with “calm”, “positive emotion” and “nature” words and non-green spaces with “busy”, “social” and “students”.

Taken together, the results of this paper suggest that access to green spaces can be important for campus sense of belonging. Thus, efforts should be made to ensure the sustainability of these important spaces across university campuses.

This study crucially examines how occupying green spaces on university campuses may impact students’ feelings of belongingness. To the best of the authors’ knowledge, this is the first study that uses field-based methods to understand students’ feelings whilst occupying green spaces.