Impact of Perception toward Institutional Culture and Curricular on Understanding of Sustainability among Undergraduate Business Students: the Moderating Role of Transformational Leadership and Resource Availability

Wong, Zi Cong (2024) Impact of Perception toward Institutional Culture and Curricular on Understanding of Sustainability among Undergraduate Business Students: the Moderating Role of Transformational Leadership and Resource Availability. Masters thesis, Tunku Abdul Rahman University of Management and Technology.

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Abstract

In a world facing escalating environmental challenges due to rapid population growth and resource depletion, the imperative for sustainability education has become increasingly apparent. Despite global initiatives like the Sustainable Development Goals (SDGs), there remains a critical gap in understanding sustainability among undergraduate students, particularly in emerging economies like Malaysia. This research seeks to address this gap by examining the impact of institutional culture and curricular on the understanding of sustainability among undergraduate business students. Additionally, it investigates the moderating roles of transformational leadership and resource availability in shaping the understanding of sustainability among undergraduates. By delving into these dynamics, this study aims to contribute to the broader discourse on sustainability education and provide actionable insights for fostering a more sustainable future. To achieve the research objectives, a quantitative methodology utilising a cross-sectional approach was employed. A total number of 280 undergraduate business students were selected as the respondents and the collected data were subsequently analysed using the Statistical Package for the Social Sciences Version 29.0 (SPSS). The research findings discover that institutional culture and curricular serve as the predictors that effect the understanding of sustainability among undergraduates. However, transformational leadership does not moderate the relationship between institutional culture and understanding of sustainability whilst resource availability does moderate the relationship between curricular and understanding of sustainability. Theoretical implications reveal the importance of consistent implementation of transformational leadership principles, the influence of institutional culture on sustainability consciousness, and the significance of interdisciplinary curricula. Practical implications emphasise the necessity for comprehensive curricular integration, resource allocation, and leadership development to enhance sustainability education. Despite limitations in generalisability due to institutional diversity, recommendations for future research advocate for broader contextual exploration and collaboration with policymakers to align educational initiatives with sustainability goals