Psychometric property of measurement items
| Items loading | AVE | CR | |||||||
|---|---|---|---|---|---|---|---|---|---|
| (Factors/items) | Australia | China | Mexico | Australia | China | Mexico | Australia | China | Mexico |
| Resources | 0.758 | 0.651 | 0.668 | 0.904 | 0.847 | 0.858 | |||
| Insufficient funding for environmental and sustainability projects – C1 | 0.922 | 0.823 | 0.840 | ||||||
| Lack of environmental and sustainability expertise to support the academy – C2 | 0.820 | 0.869 | 0.785 | ||||||
| Workload model not suited – C3 | (-) | 0.721 | 0.827 | ||||||
| Weak technical infrastructure – C4 | 0.867 | (-) | (-) | ||||||
| Process | 0.815 | 0.686 | 0.708 | 0.930 | 0.867 | 0.879 | |||
| Lack of focus on environmental and sustainability curriculum practices – C5 | 0.906 | (-) | 0.858 | ||||||
| Lack of governance for environmental and sustainability policies – C6 | (-) | 0.843 | 0.884 | ||||||
| Absence of environmental and sustainability programmes to motivate the academy – C7 | 0.902 | 0.792 | 0.778 | ||||||
| Shortage of environmental and sustainability academic collaboration – C8 | 0.900 | 0.848 | (-) | ||||||
| People | 0.848 | 0.588 | 0.745 | 0.918 | 0.810 | 0.898 | |||
| Lack of awareness towards environmental and sustainability curriculum – C9 | 0.894 | 0.701 | (-) | ||||||
| Lack of environmental and sustainability training to curriculum development – C10 | 0.947 | 0.827 | 0.898 | ||||||
| Poor composition of environmental and sustainability culture – C11 | (-) | 0.768 | 0.801 | ||||||
| Lack of participation in environmental and sustainability issues – C12 | (-) | (-) | 0.888 | ||||||
| New venture behaviour | 0.807 | 0.687 | 0.900 | 0.926 | 0.814 | 0.948 | |||
| Pursue new environmental and sustainability courses – I1 | 0.861 | 0.779 | (-) | ||||||
| Find new environmental and sustainability niches for courses in the market – I2 | 0.885 | (-) | 0.955 | ||||||
| Enter new environmental and sustainability courses by offering new courses – I3 | 0.947 | 0.876 | 0.942 | ||||||
| Innovativeness | 0.828 | 0.700 | 0.808 | 0.935 | 0.875 | 0.926 | |||
| Focus on developing only new environmental and sustainability courses – I4 | (-) | 0.776 | 0.883 | ||||||
| Emphasise modifying courses related to environmental and sustainability issue – I5 | 0.855 | (-) | (-) | ||||||
| Focus on innovation related to environmental and sustainability courses development – I6 | 0.951 | 0.847 | 0.934 | ||||||
| Emphasise creating proprietary environmental and sustainability courses – I7 | 0.921 | 0.883 | 0.878 | ||||||
| Self-renewal | 0.814 | 0.623 | 0.892 | 0.929 | 0.868 | 0.971 | |||
| Reorganise courses to increase environmental and sustainability focus – I8 | (-) | 0.822 | 0.930 | ||||||
| Coordinate activities among courses to enhance environmental and sustainability issue – I9 | 0.866 | 0.856 | 0.954 | ||||||
| Participate training related to environmental and sustainability course development – I10 | 0.931 | 0.696 | 0.973 | ||||||
| Use resources for experimental environmental and sustainability courses – I11 | 0.908 | 0.774 | 0.919 | ||||||
| Proactiveness | 0.876 | 0.827 | 0.919 | 0.934 | 0.905 | 0.958 | |||
| Seek to be first in introducing new environmental and sustainability courses – I12 | (-) | 0.904 | 0.953 | ||||||
| Undertake bold, wide-ranging acts related to environmental and sustainability courses – I13 | 0.963 | 0.914 | 0.964 | ||||||
| Undertake bold and aggressive decision-making related to environmental and sustainability courses – I14 | 0.908 | (-) | (-) | ||||||
| University performance | 0.809 | 0.593 | 0.644 | 0.944 | 0.849 | 0.877 | |||
| Increase in student satisfaction | 0.937 | 0.858 | 0.673 | ||||||
| Promotion of the university’s image | 0.875 | 0.611 | 0.856 | ||||||
| Provision of excellent teaching and learning | 0.916 | 0.838 | 0.905 | ||||||
| Increase in income | 0.868 | 0.820 | 0.754 | ||||||
| Items loading | AVE | CR | |||||||
|---|---|---|---|---|---|---|---|---|---|
| (Factors/items) | Australia | China | Mexico | Australia | China | Mexico | Australia | China | Mexico |
| 0.758 | 0.651 | 0.668 | 0.904 | 0.847 | 0.858 | ||||
| Insufficient funding for environmental and sustainability projects – C1 | 0.922 | 0.823 | 0.840 | ||||||
| Lack of environmental and sustainability expertise to support the academy – C2 | 0.820 | 0.869 | 0.785 | ||||||
| Workload model not suited – C3 | (-) | 0.721 | 0.827 | ||||||
| Weak technical infrastructure – C4 | 0.867 | (-) | (-) | ||||||
| 0.815 | 0.686 | 0.708 | 0.930 | 0.867 | 0.879 | ||||
| Lack of focus on environmental and sustainability curriculum practices – C5 | 0.906 | (-) | 0.858 | ||||||
| Lack of governance for environmental and sustainability policies – C6 | (-) | 0.843 | 0.884 | ||||||
| Absence of environmental and sustainability programmes to motivate the academy – C7 | 0.902 | 0.792 | 0.778 | ||||||
| Shortage of environmental and sustainability academic collaboration – C8 | 0.900 | 0.848 | (-) | ||||||
| 0.848 | 0.588 | 0.745 | 0.918 | 0.810 | 0.898 | ||||
| Lack of awareness towards environmental and sustainability curriculum – C9 | 0.894 | 0.701 | (-) | ||||||
| Lack of environmental and sustainability training to curriculum development – C10 | 0.947 | 0.827 | 0.898 | ||||||
| Poor composition of environmental and sustainability culture – C11 | (-) | 0.768 | 0.801 | ||||||
| Lack of participation in environmental and sustainability issues – C12 | (-) | (-) | 0.888 | ||||||
| 0.807 | 0.687 | 0.900 | 0.926 | 0.814 | 0.948 | ||||
| Pursue new environmental and sustainability courses – I1 | 0.861 | 0.779 | (-) | ||||||
| Find new environmental and sustainability niches for courses in the market – I2 | 0.885 | (-) | 0.955 | ||||||
| Enter new environmental and sustainability courses by offering new courses – I3 | 0.947 | 0.876 | 0.942 | ||||||
| 0.828 | 0.700 | 0.808 | 0.935 | 0.875 | 0.926 | ||||
| Focus on developing only new environmental and sustainability courses – I4 | (-) | 0.776 | 0.883 | ||||||
| Emphasise modifying courses related to environmental and sustainability issue – I5 | 0.855 | (-) | (-) | ||||||
| Focus on innovation related to environmental and sustainability courses development – I6 | 0.951 | 0.847 | 0.934 | ||||||
| Emphasise creating proprietary environmental and sustainability courses – I7 | 0.921 | 0.883 | 0.878 | ||||||
| 0.814 | 0.623 | 0.892 | 0.929 | 0.868 | 0.971 | ||||
| Reorganise courses to increase environmental and sustainability focus – I8 | (-) | 0.822 | 0.930 | ||||||
| Coordinate activities among courses to enhance environmental and sustainability issue – I9 | 0.866 | 0.856 | 0.954 | ||||||
| Participate training related to environmental and sustainability course development – I10 | 0.931 | 0.696 | 0.973 | ||||||
| Use resources for experimental environmental and sustainability courses – I11 | 0.908 | 0.774 | 0.919 | ||||||
| 0.876 | 0.827 | 0.919 | 0.934 | 0.905 | 0.958 | ||||
| Seek to be first in introducing new environmental and sustainability courses – I12 | (-) | 0.904 | 0.953 | ||||||
| Undertake bold, wide-ranging acts related to environmental and sustainability courses – I13 | 0.963 | 0.914 | 0.964 | ||||||
| Undertake bold and aggressive decision-making related to environmental and sustainability courses – I14 | 0.908 | (-) | (-) | ||||||
| 0.809 | 0.593 | 0.644 | 0.944 | 0.849 | 0.877 | ||||
| Increase in student satisfaction | 0.937 | 0.858 | 0.673 | ||||||
| Promotion of the university’s image | 0.875 | 0.611 | 0.856 | ||||||
| Provision of excellent teaching and learning | 0.916 | 0.838 | 0.905 | ||||||
| Increase in income | 0.868 | 0.820 | 0.754 | ||||||
Note(s):
CR = composite reliability; AVE = average variance extracted; (-) items were deleted during QFD process
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