Exploring additional determinants of energy-saving behaviour: The influence of individuals' participation in cultural activities

A knowledge management approach to promote an energy culture in higher education

“…To establish the information collection instrument, a wide literature review was carried out (D. Cotton et al, 2016;Gao, Wang, Li, & Li, 2017;Irma & Guaderrama, 2016;Leygue, Ferguson, & Spence, 2017;North & Kumta, 2014;Ntona et al, 2015;Quaglione et al, 2017;Thøgersen, 2017) and, after consulting academic peers with expertise in SEUE, KM and Higher Education, the decision was made to select questions from two different questionnaires, one referring to the KM situation (North & Kumta, 2014, p. 176) and another referred to attitudes about SEUE (Ntona et al, 2015, p. 10). We considered that both sections should have the same design and the same scale to be able to make an integral assessment of the aforementioned aspects.…”

“…Problems such as environmental pollution, economic expense and survival risk of future generations due to inadequate consumption habits and excessive growth of population require projects that promote education in society for the benefit of its own preservation (McGrath & Powell, 2016;Quaglione, Cassetta, Crociata, & Sarra, 2017). This work arises as a followup to the same line of research that inspired actions in SEUE already implemented in Mexicali, to continue promoting a strong energy culture, not only in a general sense to the entire population, but specifically in the higher education sector (Aini, Chan, & Syuhaily, 2013;Belaïd & Garcia, 2016;Faham, Rezvanfar, Movahed Mohammadi, & Rajabi Nohooji, 2017;Integral Programme for Systematic Saving, 2016;Ouyang & Hokao, 2009;Suástegui Macías et al, 2013;Urban & Ščasný, 2012).…”

“…With regard to KM models that promote energy saving, a search of related works has been carried out. The models available in the literature are those that focus on measuring electricity consumption in universities and then applying specific energy saving measures (Chung & Rhee, 2014;Sipan, 2016;Zhou, Yan, Zhu, & Cai, 2013) or models that focus on changing the population's energy saving behaviour (Cotton, Miller, Winter, Bailey, & Sterling, 2015;Quaglione et al, 2017). A specific KM model to promote SEUE where knowledge processes are fundamental parts in the execution of it (Zaim, Muhammed, & Tarim, 2018) has not been found in the literature.…”

“…The formal and informal interactions with the government, policies with well-defined benchmarks and evaluation frameworks, programmes, political or scientific conferences, speeches, official documents and standards, material resources, digital services, as well as the mapping of relationship, roles and responsibilities are sources of information that should simultaneously allow the necessary transformations that lead to new understandings in the context where cultures emerge, change and persist. It is the object of these transformations to seek out more elements, processes and approaches, to establish best practices that promote learning and collaborative relationships by facilitating the means to visualise aspects that have remained invisible, fragmented or ambiguous, and give continuity to all of them (Altan, 2010;Glück, 2018;Quaglione et al, 2017;Trivella & Dimitrios, 2015).…”

“…This has been a cross-sectional study that has given us information of which there was no history, but it is also recommended to do longitudinal studies. If this last type of study is carried out, it should be taken into account that the association of two phenomena may be conditioned by the temporal pattern of cultural consumption in a given context (Quaglione et al, 2017). Expanding the sample size to other academic profiles could give more representative results of the higher education sector.…”