From HR to Environmental Stewardship: Unveiling the Role of Green HRM on Sustainable Performance

From HR to Environmental Stewardship: Unveiling the Role of Green HRM on Sustainable Performance | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article From HR to Environmental Stewardship: Unveiling the Role of Green HRM on Sustainable Performance Rosintansafinas Munir, NUR`AIN ACHIM, Muhamad Khalil Omar This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8421833/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract During an era where sustainability has become a global agenda, it becomes indispensable to learn how Green Human Resource Management (Green HRM) practices contribute. This study investigates how Green HRM practices can affect sustainable performance in Malaysian public sector organizations, particularly aiming at administrative staff at Universiti Teknologi MARA (UiTM). With a correlational research design, the study employed stratified and purposive sampling techniques in obtaining data from 177 respondents across 35 campuses. The survey questionnaire, which was created from validated measures, operationalized Green HRM green recruitment, training, performance management, and compensation dimensions, as well as sustainable performance metrics. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), and the results revealed that there were substantial relationships between Green HRM practices and sustainable performance. These findings indicate the major role played by Green HRM in bringing institutional sustainability, with significant implications for policymakers and practitioners aiming to enhance environmental, economic and social performances in public sector organizations. Figures Figure 1 Introduction The accelerating rate of global climate change, loss of natural capital, and resource depletion has propelled environmental sustainability as the touchstone global issue. Across sectors, organizations are being asked to do more not just to be forces mitigating against ecological harm but leading the way toward lasting planetary health. Herein, HEIs have a twin mandate to fulfill as, as producers of knowledge and culture makers, they are positioned to instil environment values and practices into future generations. The Malaysian national agenda of sustainable development has gained significance, i.e., emphasizing green growth, low-carbon strategies, and environmental accountability. However, these high-level goals have to be local in orientation, i.e., integrated into institutional practice within HEIs, which is turning out to be challenging. It is challenging for most universities to incorporate sustainability into their operational practice in strategic as well as meaningful terms. As public awareness of environmental issues increases, HEIs are more and more under pressure to adopt practices not only showing ecological commitment but also encouraging environmental literacy and engagement from the students and workers (Ercantan & Eyüpoğlu, 2022 ; Kanan et al., 2023). Among the promising directions is Green Human Resource Management (Green HRM), which integrates environmental values into core HR activities such as recruitment, training, performance management, and reward systems. Green HRM ensures a formalized process of embedding sustainability into institutional culture through promoting green behaviour and aligning human capital strategies with environmental goals. Empirical evidence reveals that organizations that embrace Green HRM strategies are better positioned to create proactive workforces responding positively to sustainable initiatives with improved institutional performance and student satisfaction (Li et al., 2023 ; Hameed et al., 2022; Widiantari et al., 2024; Almemari et al., 2021 ). Such practices are further linked with environmental management innovation and the development of a climate of sustainability (Chaudhary & Chaudhary, 2023 ; Yong et al., 2022). Malaysian HEIs, as country sustainability drivers and future-makers, can gain from spearheading the shift towards green HRM practices. Goals can include greater operation efficiency, reduced environmental impact, and stronger CSR commitments (Palupiningtyas, 2024 ; Yong et al., 2022). Moreover, integrating HRM with sustainability needs can strengthen the institutional image and students' capacity to adopt green values (Kurniawati, 2023; Yan & Hu, 2021 ). Despite such promising prospects, the adoption of Green HRM in Malaysian HEIs is vastly uncharted. Existing literature has predominantly focused on corporate and industrial settings, and there is a broad literature gap on how such practices function within educational institutions (Yan & Hu, 2021 ; Jnaneswar, 2024 ). Moreover, most institutions are faced with challenges in adopting Green HRM, which prevents them from attaining sustainability objectives in an optimal manner (Tanveer et al., 2023 ; Parab, 2023 ). This study bridges this gap through its examination of Green HRM practice effects on sustainable performance in Malaysian higher education. With its emphasis on institutional environmental goals, it aims to contribute evidence-based knowledge informing strategic integration of Green HRM into HEI frameworks. Literature review Sustainable Performance Sustainable performance, being a three-dimensional result, is a measure of an organization's ability to sustain long-term performance through fulfilment of financial viability and socially responsible environmental conduct. While based primarily in the Triple Bottom Line (TBL) framework, the idea goes beyond theoretical appeal. Sustainable performance is the quantifiable results of strategies developed to create integrated value among stakeholders. In corporate life and in academia, sustainable performance is a measure of organizational health, satisfaction of stakeholders, and ethical progress. In various sectors, studies have established the ways in which some organizational approaches equate to concrete sustainable performance. Budihard et al. ( 2024 ), for example, demonstrate that transformational leadership in Indonesian MSMEs equates to improved stakeholder trust and resource efficiency through key performance indicators beyond profit metrics. Along with this, Iswanaji et al. ( 2023 ) also point out that organizations adopting community-based innovations not only increase a stronger social license to operate but also gain reputational capital, hence providing increased long-term viability. In the context of the hotel industry, Yudhistira et al. ( 2024 ) show that companies adopting accounting sustainability practices consistently show improved customer retention and reduced operating risk, which they both considered pivotal indicators of sustainable success. In the university environment, sustainable performance is reflected in the areas of institutional governance, engagement with stakeholders, scholarly output, and environmental stewardship. Malaysian public universities, such as Universiti Sains Malaysia (USM) and Universiti Putra Malaysia (UPM), have shown that integrating sustainability into curriculum development, campus design, and community outreach. The initiatives have alignment with the United Nations Sustainable Development Goals (SDGs) (Filho et al., 2021 ). Abdullah et al. ( 2023 ) highlight that HEIs have the responsibility for ensuring Education for Sustainable Development (ESD), to foster competences that balance the economic, environmental, and social dimensions of sustainability for students. Malaysian universities' commitment to sustainability is also concurring with concurrent movements seen all over the globe, as observed by Berchin et al. ( 2021 ), which emphasizes that HEIs can be pivotal in sustainable development through research, education, and community service. In addition, cultural congruence and internal governance also affect sustainable performance. Kamarudin et al. ( 2024 ) emphasize that shared ownership among students, staff, and faculty is an important catalyst for sustainable campus development. Along with that, processes like Green Human Resource Management (Green HRM) like green recruitment, green performance management, and green professional development are increasingly becoming mechanisms that instil sustainability values and effect measurable results (Mahesh et al., 2024 ). Further, Bauer et al. ( 2020 ) present that cultural flexibility is essential for sustainability governance, underscoring that localized solutions perform significantly better than transposed models. Accordingly, HEIs must navigate their own unique socio-cultural settings and ensure no one-size-fits-all approach in striving for sustainability interventions. Table 1 below summarizes commonly cited indicators of sustainable performance in HEIs, offering a practical framework for researchers and practitioners to benchmark progress. Table 1 Indicators of Sustainable Performance in Higher Education Institutions Dimension Key Indicators Economic Budget efficiency; sustainable financing; investment in green infrastructure Social Student-staff engagement; accessibility and inclusivity; community partnerships Environmental Emissions reduction; green procurement; ecological conservation efforts Governance and Strategy Transparent governance; sustainability goals in policy documents; stakeholder input Academic Integration of sustainability in curriculum and research; SDG-related outputs Note: Indicators are taken from Basheer et al. ( 2025 ) and Findler et al. ( 2019 ), who analyzed sustainability assessment tools and stakeholders' knowledge that apply to higher education settings. In short, sustainable performance is a dynamic, contextual result that requires long-term vision, cultural, and cross-stakeholder involvement. As demonstrated in corporate as well as academic contexts, institutions that institutionalize sustainability practices have the capacity to produce long-lasting, inclusive results. Green HRM The green Human Resource Management (Green HRM) literature has expanded noticeably over the last decade or so, and this expansion is mirrored in a growing concern with sustainability-driven HR approaches among both industry and academe. Green HRM applies green strategies to conventional HR functions such as recruitment, training, performance management, and reward, and with the intent of improving organizational sustainability alongside the development of environmental awareness among employees. This study investigates Green HRM from a broad conceptual basis to specific practices in various industries, and with particular focus on its application in Malaysia's public higher education institutions (HEIs). Broadly, Green HRM is increasingly gaining popularity as a performance strategy for sustainability. Ali et al. ( 2021 ) argue that aligning HR policies with the environment objectives is crucial in combining sustainability with the organizational culture. Such translation entails not only formal environmental policy but also efforts towards engaging employees as direct stakeholders of sustainability initiatives thereby fortifying commitment and enhancing overall effectiveness. In organizations across the world, Green HRM has been linked to higher employee participation and green-directed organizational citizenship behaviour (OCBE). For instance, Meng et al. ( 2022 ) found that there are significant correlations between Green HRM practices and OCBE that are crucial in the context of green workplace cultures. Khalid et al. ( 2021 ) discussed how perceived organizational support is enhancing green-directed discretionary behaviours in Malaysia's petroleum refining industry, highlighting the significance of context-specific HR interventions. In developing countries, for instance, Malaysia, the effective application of Green HRM requires localization based on institutional and cultural nuances. Faezah et al. ( 2024 ), with respect to Malaysian public HEIs, observe that Green HRM exerts a profound influence on employees' green behaviour and ensures green commitment. Malaysia's cultural background of being multicultural and multi-ethnic also determines the translation and execution of sustainability policies in learning environments. With regards to the Malaysian HEI context, specific opportunities and challenges exist. As embodiments of society, HEIs have the potential to incorporate sustainability into teaching, management, and community practices. In line with Parab ( 2023 ), drivers at the institutional level like facilitative policy settings, environmental education, and green recruitment channels influence the execution of Green HRM within universities. Referring to this, Abdullah et al. ( 2023 ) affirm that HEIs are major drivers to attain Education for Sustainable Development (ESD) goals. This study thus focuses on four cores Green HRM practices i.e., green recruitment and selection, green training and development, green performance management, and green compensation and rewards, and their combined effect on sustainable performance in Malaysian HEIs. Green Recruitment and Selection Green recruitment and selection aim to recruit and retain workers whose values are also supportive of an organization's sustainability objectives. The inclusion of green criteria into recruitment strategies enables organizations to build a staff that is eco-aware. Studies show that the use of formalized green hiring methods is related to more employee engagement in green activities, leading to increased organizational citizenship behaviours focused on the environment (OCBE) (Hameed et al., 2020 ; Halid et al., 2020 ). In particular, in Malaysia's HEIs, this recruitment can assist institutions in developing a workforce that places emphasis on sustainability, aligning educational outcomes with national priority areas for sustainability (Ibrahim et al., 2024 ; Halid et al., 2020 ). Green Training and Development Green training is also at the core of empowering employees with the necessary competencies and knowledge related to sustainable practices. Green training has also been shown to build environmental performance competencies as well as motivation, which acts as a catalyst for enhancing organizational efficiencies as well as employees' satisfaction (Yafi et al., 2021 ). For instance, green course training in Malaysian HEIs can drive not only students' but also institutions' ability to deliver sustainability-oriented curricula needed by students and employers in the field of green economies (Ibrahim et al., 2024 ; Ja'afar, 2023). Moreover, Anthony ( 2020 ) identifies that the incorporation of green training within curricula will best prepare students with skills for green employment careers that establishing a direct correlation between education delivery and green job career prospects. Green Performance Management Tailoring performance management systems in such a way that environmental objectives become the focal point ensures that sustainability as a benchmark for employee evaluation is still upheld. Studies reveal that embedding green performance measures encourages green behaviour and enforces adherence to sustainability objectives (Hameed et al., 2020 ; Khan et al., 2022 ). In Malaysian HEIs, such alignment would improve institutional reputation, enable national standards of sustainability, and improve staff and student culture of accountability (Ibrahim et al., 2024 ; Halid et al., 2020 ). Greater focus on performance management supports the institutional ability to achieve the targets outlined in the set policy of sustainability in national education. Green Compensation and Rewards It is crucial to implement compensation and reward schemes that recognize and reward green behaviours. Organisations that include green measures within their reward systems tend to have higher employee motivation and job retention, as researched (Khan et al., 2022 ; Halid et al., 2020 ). For Malaysian HEIs, these kinds of incentives will encourage both students and staff to become actively involved in sustainability practice, thereby further embedding such practices into the education institution and culture (Ja'afar, 2023). This alignment of incentives with sustainability objectives will promote the establishment of a robust green culture within the institution toward meeting national aspirations for green technology and education (Ibrahim et al., 2024 ). Implementation of GHRM practices, primarily recruitment, training, performance management, and reward systems, is key in driving sustainable performance in organizations, including HEIs in Malaysia. In light of the shift in education's landscape towards sustainability, these practices are going to become increasingly vital in producing future-proofed graduates who are appropriate for the green economy. Still, several challenges must be addressed for the effective implementation of Green HRM in higher education institutes. These are knowledge gaps, limited training schemes, and cultural resistance enumerated by Faezah et al. ( 2024 ) and Nugraha et al. ( 2023 ). Palupiningtyas ( 2024 ) learns that crossing those challenges through quality strategies can lead to more effective employee engagement, which affects positively on organizational performance. In conclusion, literature develops a strong connection between Green HRM and sustainable performance for industries, thus resulting in a focused study of how it operates in public higher education institutions in Malaysia. As the university continues to be at the center of fostering sustainability, developing strong Green HRM practices not only enhances institutional performance but also positively impacts the surrounding community. Underpinning Theory The TBL is the critical framework in analysis for examining the relationship between sustainability and performance in different organizational settings, like HEIs in Malaysia. This paper integrates important findings regarding the application of TBL in general as well as in particular contexts, with implications on sustainable performance and GHRM practices. Triple Bottom Line, conceived by John Elkington and developed in the 1990s, concentrates on three pillars that are interconnected and they are economic (profit), social (people), and environmental (planet). The model demands that organizations move away from traditional performance metrics concentrated exclusively on financial profitability and adopt an extended view of success. TBL integrates various aspects of sustainability within a holistic approach, providing an inclusive model to evaluate organizational performance in various areas, including education (Sari et al., 2023 ; Arviana & Wibisono, 2023 ). In the higher education field, the TBL model has been a leading framework as colleges and universities strive to enhance their sustainability initiatives. HEIs are charged with building a future workforce that is capable of dealing with the complexities of sustainability challenges, and aligning their operations into TBL dimensions is crucial (Menon & Suresh, 2020 ; Kappo-Abidemi & Kanayo, 2020 ). Indeed, most universities still cannot seamlessly integrate sustainability into their academic and operating systems. This probably calls for an even more integrated approach to chart education practice towards TBL principles (Menon & Suresb, 2020). This also resonates with the position of Ali et al., ( 2022 ) who hold that successful organizational outcomes involve harnessing a package of performance dimensions. The TBL model in Malaysia is very relevant in the context of calls for more corporate social responsibility (CSR) activities and sustainability practices in HEIs. Kurnia et al., ( 2023 ) detail how TBL serves as the conceptual framework for Malaysian organizations to meet sustainability, and this can also be applied to HEIs where learning objectives align with the principles of TBL. Interconnectedness of economic, social, and environmental performance calls on Malaysian universities to adopt strategic frameworks that improve long-term sustainability while meeting community needs (Arviana & Wibisono, 2023 ). Further, the implementation of the TBL model in HEIs is found in operational strategies and curriculum development for sustainability. Zhang et al., ( 2024 ) state that TBL can enhance resource efficiency, resulting in cost savings and competitiveness through green education initiatives. This is also supported by evidence that TBL facilitates sustainable leadership and innovation in HE in advancing the increasing calls for HEIs to serve as models of sustainable development (Zhang et al., 2024 ; Nupen et al., 2024 ). A specific use of TBL is within the domain of GHRM, wherein HR practices facilitate HEIs to become sustainable. The concept of TBL provides an essential methodology for the theoretical comprehension of the manner in which the HR departments of institutions connect their strategies with broader sustainability mandates. Kappo-Abidemi and Kanayo promote CSR-based approach that categorizes HEI stakeholders into three distinct areas of focus that include profit, people, and planet, in line with the principles of TBL (Kappo-Abidemi & Kanayo, 2020 ). In new research, participating in GHRM practice contributes to fueling the performance of HEIs by increasing employee involvement in sustainability practices, thus leading to the success of an organization (Lashari et al., 2022 ). In summary, the Triple Bottom Line model is not only theoretical in nature but rather a critical strategy for encouraging sustainable organizational performance among HEIs, particularly in Malaysia. Through embracing TBL, HEIs can effectively address economic, social, and environmental dimensions of business, driving change in academic work and outreach practice. The integrated involvement is vital in the development of sustainable practitioners and leaders who will navigate future challenges in an even more complex world. Methodology This study adopted a correlational research design to investigate the relationship between Green Human Resource Management (Green HRM) practices and sustainable performance in public sector organizations in Malaysia. The correlational research design was used in this study to identify statistical correlations between variables without manipulating the research environment, in accordance with the theory testing and model confirmation purpose of the study. The population of interest were 402 administrative personnel (Grade 27 and above) from 35 campuses of Universiti Teknologi MARA (UiTM) in Malaysia. They were selected due to their involvement in administrative tasks that influence institutional sustainability practices. There were 177 usable responses, which exceeded the minimum sample size required of 129, as computed using G*Power 3.1. The power analysis assumed a statistical power of 0.95, medium effect size (f² = 0.15), and margin of error of 5% in ascertaining the adequacy of the sample for structural equation modelling and hypothesis testing. Representative and purposive sampling was achieved in the study by using a composite stratified sampling and purposive sampling methods. Stratified sampling was utilized to secure proportionate representation from the campuses, with consideration of institutional diversity and minimizing sampling bias. Purposive sampling was particularly useful in the selection of employees who had relevant administrative roles and sustainability functions so that the researcher had access to a targeted subsample in line with the study's objectives. The sampling frame was constructed from name lists acquired from the Human Resource Department of each campus. Data were gathered via an online survey, a method employed to reduce health hazards during the post-pandemic period of COVID-19. The method assisted with safeguarding the participants' safety while maintaining accessibility and efficiency in reaching respondents from different campuses. Prior to data gathering, the research was accorded ethical approval by the Research Ethics Committee of Universiti Teknologi MARA (Ref: REC/06/2021 (MR/477)), and informed consent from all the participants was received. The questionnaire instrument included items adapted from proven scales developed by Jia et al. (2018) and Renwick et al. (2013), addressing Green HRM factors such as green recruitment and selection, green training and development, green performance management, and green compensation and rewards. Sustainable performance indicators were applied, which reflected environmental and social effects. All items were measured with a 5-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) to enable uniform response conducive to quantitative analysis. Following completion of data collection, responses were keyed into SPSS Version 23 for preliminary analysis. Frequency, percentage, mean, and standard deviation descriptive statistics were computed in order to describe respondent and item distributions. The analyses yielded a preliminary view of the data and readied it for further statistical testing. In order to test the hypothesized relationships between Green HRM and sustainable performance, the research employed Partial Least Squares Structural Equation Modelling (PLS-SEM) via SmartPLS 4.0. The approach was selected due to its practicability in dealing with complex models with latent variables in addition to its suitability for small to medium sample sizes. The analysis was conducted in a two-step fashion: first, measurement model reliability and validity were assessed using Cronbach's alpha, Composite Reliability (CR), Average Variance Extracted (AVE), and discriminant validity with the HTMT criterion. Then, path coefficients, R², effect sizes (f²), and predictive relevance (Q²) were used to test the structural model. A rough bootstrapping process with 5,000 resamples was utilized to examine direct effects between the constructs for significance. Findings Since data was collected using a single source, we first tested the issue of Common Method Bias by following the suggestions of Kock and Lynn (2012), and Kock (2015) by testing the full collinearity. In this method all the variables will be regressed against a common variable and if the VIF ≤ 5.0 then there is no bias from the single source data. Table 2 below shows all constructs value are less than 5.0 thus, single source bias is not a serious issue with the data (Hair et al., 2017). Table 2 Full Collinearity Testing Green Compensation and Rewards Green Performance Management Green Recruitment and Selection Green Training and Development 2.366 4.907 3.999 4.330 Measurement Model For the measurement model we assessed the loadings, average variance extracted (AVE) and the composite reliability (CR). The values of loadings should be ≥ 0.5, the AVE should be ≥ 0.5 and the CR should be ≥ 0.7. As shown in Table 3 , the AVEs are all higher than 0.5 and the CRs are all higher than 0.7. The loadings were also acceptable with only one or two loadings less than 0.708 (Hair et el., 2019). The five constructs which are 1. Green Compensation and Rewards, 2. Green Performance Management, 3. Green Recruitment and Selection, 4. Green Training and Development and 5. Sustainable Performance were assessed the validity and reliability as shown in Table 3 . This indicates the measurement model was valid and reliable. Table 3 Convergent Validity Construct Item Loading CR AVE Green Compensation and Rewards (GCR) GCR31 0.955 0.982 0.917 GCR32 0.953 GCR33 0.939 GCR34 0.966 GCR35 0.974 Green Performance Management (GPM) GPM26 0.944 0.969 0.911 GPM27 0.964 GPM28 0.957 Green Recruitment and Selection (GRS) GRS16 0.896 0.949 0.824 GRS18 0.895 GRS19 0.910 GRS20 0.929 Green Training and Development (GTD) GTD21 0.969 0.968 0.937 GTD22 0.967 Sustainable Performance (SP) ECP6 0.743 0.944 0.626 ECP7 0.807 ECP8 0.808 ECP9 0.816 ECP10 0.736 ENP1 0.754 ENP2 0.783 ENP3 0.832 ENP4 0.779 ENP5 0.846 Note: GRS17, GTD23, GTD24, GTD25, GPM29, GPM30 were deleted due low loadings. Then, the discriminant validity was assessed using the HTMT criterion suggested by Henseler et al. (2015) and updated by Franke and Sarstedt (2019). The HTMT values should be ≤ 0.85 the stricter criterion and the mode lenient criterion is it should be ≤ 0.90. As shown in Table 4 , the values of HTMT were all lower than the stricter criterion of ≤ 0.90 as such we can conclude that the respondents understood that the five constructs are distinct. Taken together both these validity test has shown that the measurement items are both valid and reliable. Figure 1 below summarizes the measurement model assessment. Table 4 Discriminant Validity (HTMT) Construct 1 2 3 4 5 1. Green Compensation and Rewards 2. Green Performance Management 0.751 3. Green Recruitment and Selection 0.724 0.897 4. Green Training and Development 0.764 0.899 0.876 5. Sustainable Performance 0.669 0.767 0.815 0.73 Structural Model As suggested by Hair et al. (2017) and Cain et al. (2017) we assessed the multivariate skewness and kurtosis. The results showed that the data we have collected was not multivariate normal, Mardia’s multivariate skewness (β = 5.115, p < 0.01) and Mardia’s multivariate kurtosis (β = 62.566, p < 0.01), thus following the suggestions of Hair et al. (2019) we reported the path coefficients, the standard errors, t-values and p-values for the structural model using a 5,000-sample re-sample bootstrapping procedure (Ramayah et al. 2018). Also based on the criticism of Hahn and Ang (2017) that p-values are not good criterion for testing the significance of hypothesis and suggested to use a combination of criterions such as p-values, confidence intervals and effect sizes. Table 5 shows the summary of the criterions we have used to test the hypotheses developed. The effect of the four predictors on Sustainable Performance indicated that the R 2 was 0.619. Green Compensation & Rewards (t = 2.219, p < 0.01), Green Performance Management (t = .155, p < 0.01), and Green Recruitment & Selection (t = 4.348, p < 0.01) were positively related to Sustainable Performance, thus H1, H2 and H3 were supported. Meanwhile, the H4, Green Training & Development (t = 0.132, p < 0.01) was not supported. Table 5 Hypothesis Testing Std Beta Std Error T Value P Value LL UP F 2 R 2 Decision H1 GCR◊ SP 0.162 0.156 2.219 0.013 0.042 0.286 0.029 0.619 Supported H2 GPM ◊ SP 0.204 0.206 2.155 0.016 0.051 0.366 0.022 Supported H3 GRS ◊SP 0.469 0.466 4.348 0.000 0.272 0.636 0.144 Supported H4 GTD ◊ SP 0.013 0.021 0.132 0.447 -0.165 0.162 0.000 Not Supported Further to that as suggested by Shmueli et al. (2019) proposed PLS-Predict, a holdout sample-based procedure that generates case-level predictions on an item or a construct level using the PLS-Predict with a 10-fold procedure to check for predictive relevance. Shmueli et al. (2019) suggested that if all the item differences (PLS-LM) were lower than there is strong predictive power, if all are higher than predictive relevance is not confirmed while if the majority is lower than there is moderate predictive power and if minority then there is low predictive power. Based on Table 6 , all the errors of the PLS model were lower than the LM model thus we can conclude that our model has a strong predictive power. Table 6 PLS Predict Sustainable Performance Q 2 _predict 0.585 Item PLS RMSE LM RMSE PLS-LM Q 2 _predict ECP6 0.672 0.704 -0.032 0.281 ECP7 0.663 0.659 0.004 0.339 ECP8 0.576 0.603 -0.027 0.327 ECP9 0.567 0.609 -0.042 0.358 ECP10 0.642 0.695 -0.053 0.270 ENP1 0.555 0.574 -0.019 0.467 ENP2 0.590 0.619 -0.029 0.399 ENP3 0.674 0.687 -0.013 0.367 ENP4 0.621 0.649 -0.028 0.303 ENP5 0.592 0.628 -0.036 0.439 Discussion This study provides strong proof that Green Human Resource Management (Green HRM) practices play a crucial role in triggering sustainable performance among Malaysian higher education institutions (HEIs). The structural model showed high explanatory power, with the four predictors accounting for 61.9% of the variance in sustainable performance (R² = 0.619). To supplement the model's practical usefulness, a Predict analysis with PLS was conducted to achieve a Q²_predict value of 0.585. According to Shmueli et al. (2019), this demonstrates strong predictive significance, as all item-level prediction errors with the PLS model were lower in comparison to the linear regression benchmark (LM model). These results confirm that the proposed framework is not only statistically robust but also able to effectively predict sustainability outcomes in real-world HEI contexts. Among the four green HRM dimensions examined, Green Recruitment & Selection emerged as the most robust predictor (t = 4.348, p < 0.01). The finding underscores the strategic importance of recruiting individuals who are already environmentally inclined. Environmentally targeted recruitment and selection appear to serve as a foundation for institutional culture building, enabling HEIs to create a human capital pool intrinsically motivated to support environmental initiatives. Green Compensation & Rewards (t = 2.219, p < 0.01) and Green Performance Management (t = 2.155, p < 0.01) also positively significantly correlated with sustainable performance. These results suggest that integrating sustainability into formal incentives and performance metrics can generate significant behaviour change. Incorporating environmental goals into appraisal systems and reward structures sends a signal of commitment to sustainability from institutions and creates accountability mechanisms that encourage staff participation. These findings align with earlier research on the role of HRM in operationalizing sustainability into tangible, measurable practices (Yong et al., 2022; Hameed et al., 2022). In contrast, Green Training & Development did not exhibit a significant effect on sustainable performance (t = 0.132, p < 0.01), and thus H4 was not supported. This result diverges from much of the existing literature, which often positions training as a key enabler of environmental awareness and skill-building (Jnaneswar, 2024 ; Almemari et al., 2021 ). A possible explanation is that training programs within Malaysian HEIs may lack strategic alignment, depth, or continuity. If green training is delivered in a fragmented or superficial manner, its impact on long-term performance may be limited. Alternatively, staff may perceive training as less influential compared to structural incentives or recruitment policies. Taken together, these findings highlight the importance of integrating sustainability into core HR functions particularly recruitment, performance management, and compensation, while also re-evaluating the design and delivery of green training initiatives. The strong predictive power of the model further reinforces its value for institutional decision-makers, offering a reliable framework for forecasting and enhancing sustainability outcomes in higher education. Conclusion and recommendations This study reaffirms the significant role of Green Human Resource Management (Green HRM) in promoting sustainable performance in Malaysian public higher education institutions (HEIs). As argued from the data gathered from administrative staff members of Universiti Teknologi MARA (UiTM) campuses, the study concludes that Green Recruitment and Selection, Green Performance Management, and Green Compensation and Rewards are of critical importance in providing environment, social, and governance-focused outcomes. These practices embed sustainability into organisational culture by aligning workforce values, measuring performance, and rewarding systems with long-term environmental goals. Green Recruitment and Selection emerged as the best predictor, highlighting the need for the procurement of talent that is internally motivated to contribute to sustainability. Green Compensation and Rewards, as well as Green Performance Management, drive behavioural change through the creation of structural incentives and accountability processes. But the lack of a significant effect of Green Training and Development highlights a need to examine critically the design, delivery, and integration of training. Without strategic coherence and coordination, the programs may not be capable of converting knowledge into measurable performance outcomes. Theoretically, the study supports applying the Triple Bottom Line (TBL) strategy in the HEI environment, showing how economic, social, and environmental issues can be made operational through HRM initiatives. Methodologically, using PLS-SEM and predictive modelling provides a robust and plausible framework for sustainability metric prediction for decision-makers in institutions. The study suggests various managerial implications for the management of higher education. Recruitment practices need to be redirected towards recruiting candidates whose values and competencies align with sustainability goals, ensuring cultural alignment and support for long-term institutional objectives. Appraisal systems need to incorporate environmental measures to promote accountability and ensure that day-to-day operations align with sustainability goals. Reward systems also need to be structured to reward and encourage contributions towards sustainable results, thereby inducing long-term commitment. While that is occurring, findings indicate that greening training programs also need to be re-designed to move beyond ad-hoc workshops to formally structured, continuous, and context-relevant learning streams integrated with institutional sustainability strategies. More policy and governance support is also needed, such that Green HRM principles are embedded in HR policies, strategic plans, and campus-wide models of sustainability. Ultimately, the empirically validated predictive model employed in this research provides a valuable decision-support tool for monitoring, evaluating, and maximizing the contribution of HRM initiatives to sustainability. Through strategic inclusion of Green HRM within the institutional setting, Malaysian HEIs can not only improve the sustainability of operations but also serve as good role models for other public sector institutions. This way, they will be better positioned to equip graduates who are ready for leadership in a green economy and can make meaningful contributions to national and global sustainability goals. Declarations Ethical Approval and Consent to Participate This study was conducted in accordance with recognized ethical standards for research involving human participants. Ethical approval was granted by the Research Ethics Committee of Universiti Teknologi MARA (Ref: REC/06/2021 (MR/477)) prior to data collection. All participants were fully informed about the purpose of the study, the procedures involved, and their rights. Consent for Publication All authors have given consent for publication. Funding This study was supported by the Faculty of Business and Management Internal Grant, Universiti Teknologi MARA, Malaysia (Grant No. 600-TNCPI 5/3/DDF (FPP) (012/2020)). Author Contribution R.M was responsible for conducting the statistical analyses and interpreting the findings, ensuring the results were accurately presented and meaningful in the context of the study. N.A prepared the introduction, literature review, and methodology sections and also took the lead in compiling the manuscript. M.K.O contributed by writing the discussion and conclusion, and further refined the manuscript to its final version. Together, the authors collaborated closely and reviewed the manuscript. Data Availability All data underpinning the findings of this study are included within the manuscript. References Abdullah, S., Kushnir, I., & Abdrahim, N. (2023). Narratives on education for sustainable development in malaysian universities. Sustainability, 15(17), 13110. https://doi.org/10.3390/su151713110 Ali, A., Maelah, R., Meerani, M., & Jantan, M. (2022). A conceptual framework of sustainability balanced scorecard to enhance the performance of shared service centre. 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Sustainability of higher education institutions and sustainable leadership of higher education teachers: a literature review-based exploration. Journal of Educational and Social Research, 14(3), 150. https://doi.org/10.36941/jesr-2024-0063 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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Across sectors, organizations are being asked to do more not just to be forces mitigating against ecological harm but leading the way toward lasting planetary health. Herein, HEIs have a twin mandate to fulfill as, as producers of knowledge and culture makers, they are positioned to instil environment values and practices into future generations.\u003c/p\u003e \u003cp\u003eThe Malaysian national agenda of sustainable development has gained significance, i.e., emphasizing green growth, low-carbon strategies, and environmental accountability. However, these high-level goals have to be local in orientation, i.e., integrated into institutional practice within HEIs, which is turning out to be challenging. It is challenging for most universities to incorporate sustainability into their operational practice in strategic as well as meaningful terms. As public awareness of environmental issues increases, HEIs are more and more under pressure to adopt practices not only showing ecological commitment but also encouraging environmental literacy and engagement from the students and workers (Ercantan \u0026amp; Ey\u0026uuml;poğlu, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kanan et al., 2023).\u003c/p\u003e \u003cp\u003eAmong the promising directions is Green Human Resource Management (Green HRM), which integrates environmental values into core HR activities such as recruitment, training, performance management, and reward systems. Green HRM ensures a formalized process of embedding sustainability into institutional culture through promoting green behaviour and aligning human capital strategies with environmental goals. Empirical evidence reveals that organizations that embrace Green HRM strategies are better positioned to create proactive workforces responding positively to sustainable initiatives with improved institutional performance and student satisfaction (Li et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Hameed et al., 2022; Widiantari et al., 2024; Almemari et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Such practices are further linked with environmental management innovation and the development of a climate of sustainability (Chaudhary \u0026amp; Chaudhary, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Yong et al., 2022).\u003c/p\u003e \u003cp\u003eMalaysian HEIs, as country sustainability drivers and future-makers, can gain from spearheading the shift towards green HRM practices. Goals can include greater operation efficiency, reduced environmental impact, and stronger CSR commitments (Palupiningtyas, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Yong et al., 2022). Moreover, integrating HRM with sustainability needs can strengthen the institutional image and students' capacity to adopt green values (Kurniawati, 2023; Yan \u0026amp; Hu, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite such promising prospects, the adoption of Green HRM in Malaysian HEIs is vastly uncharted. Existing literature has predominantly focused on corporate and industrial settings, and there is a broad literature gap on how such practices function within educational institutions (Yan \u0026amp; Hu, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Jnaneswar, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Moreover, most institutions are faced with challenges in adopting Green HRM, which prevents them from attaining sustainability objectives in an optimal manner (Tanveer et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Parab, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This study bridges this gap through its examination of Green HRM practice effects on sustainable performance in Malaysian higher education. With its emphasis on institutional environmental goals, it aims to contribute evidence-based knowledge informing strategic integration of Green HRM into HEI frameworks.\u003c/p\u003e"},{"header":"Literature review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eSustainable Performance\u003c/h2\u003e \u003cp\u003eSustainable performance, being a three-dimensional result, is a measure of an organization's ability to sustain long-term performance through fulfilment of financial viability and socially responsible environmental conduct. While based primarily in the Triple Bottom Line (TBL) framework, the idea goes beyond theoretical appeal. Sustainable performance is the quantifiable results of strategies developed to create integrated value among stakeholders. In corporate life and in academia, sustainable performance is a measure of organizational health, satisfaction of stakeholders, and ethical progress.\u003c/p\u003e \u003cp\u003eIn various sectors, studies have established the ways in which some organizational approaches equate to concrete sustainable performance. Budihard et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), for example, demonstrate that transformational leadership in Indonesian MSMEs equates to improved stakeholder trust and resource efficiency through key performance indicators beyond profit metrics. Along with this, Iswanaji et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) also point out that organizations adopting community-based innovations not only increase a stronger social license to operate but also gain reputational capital, hence providing increased long-term viability. In the context of the hotel industry, Yudhistira et al. (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) show that companies adopting accounting sustainability practices consistently show improved customer retention and reduced operating risk, which they both considered pivotal indicators of sustainable success.\u003c/p\u003e \u003cp\u003eIn the university environment, sustainable performance is reflected in the areas of institutional governance, engagement with stakeholders, scholarly output, and environmental stewardship. Malaysian public universities, such as Universiti Sains Malaysia (USM) and Universiti Putra Malaysia (UPM), have shown that integrating sustainability into curriculum development, campus design, and community outreach. The initiatives have alignment with the United Nations Sustainable Development Goals (SDGs) (Filho et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Abdullah et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) highlight that HEIs have the responsibility for ensuring Education for Sustainable Development (ESD), to foster competences that balance the economic, environmental, and social dimensions of sustainability for students. Malaysian universities' commitment to sustainability is also concurring with concurrent movements seen all over the globe, as observed by Berchin et al. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), which emphasizes that HEIs can be pivotal in sustainable development through research, education, and community service.\u003c/p\u003e \u003cp\u003eIn addition, cultural congruence and internal governance also affect sustainable performance. Kamarudin et al. (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) emphasize that shared ownership among students, staff, and faculty is an important catalyst for sustainable campus development. Along with that, processes like Green Human Resource Management (Green HRM) like green recruitment, green performance management, and green professional development are increasingly becoming mechanisms that instil sustainability values and effect measurable results (Mahesh et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Further, Bauer et al. (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) present that cultural flexibility is essential for sustainability governance, underscoring that localized solutions perform significantly better than transposed models. Accordingly, HEIs must navigate their own unique socio-cultural settings and ensure no one-size-fits-all approach in striving for sustainability interventions.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below summarizes commonly cited indicators of sustainable performance in HEIs, offering a practical framework for researchers and practitioners to benchmark progress.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIndicators of Sustainable Performance in Higher Education Institutions\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKey Indicators\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEconomic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBudget efficiency; sustainable financing; investment in green infrastructure\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudent-staff engagement; accessibility and inclusivity; community partnerships\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnvironmental\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEmissions reduction; green procurement; ecological conservation efforts\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGovernance and Strategy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTransparent governance; sustainability goals in policy documents; stakeholder input\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntegration of sustainability in curriculum and research; SDG-related outputs\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eNote: Indicators are taken from Basheer et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) and Findler et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), who analyzed sustainability assessment tools and stakeholders' knowledge that apply to higher education settings.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn short, sustainable performance is a dynamic, contextual result that requires long-term vision, cultural, and cross-stakeholder involvement. As demonstrated in corporate as well as academic contexts, institutions that institutionalize sustainability practices have the capacity to produce long-lasting, inclusive results.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eGreen HRM\u003c/h3\u003e\n\u003cp\u003eThe green Human Resource Management (Green HRM) literature has expanded noticeably over the last decade or so, and this expansion is mirrored in a growing concern with sustainability-driven HR approaches among both industry and academe. Green HRM applies green strategies to conventional HR functions such as recruitment, training, performance management, and reward, and with the intent of improving organizational sustainability alongside the development of environmental awareness among employees. This study investigates Green HRM from a broad conceptual basis to specific practices in various industries, and with particular focus on its application in Malaysia's public higher education institutions (HEIs).\u003c/p\u003e \u003cp\u003eBroadly, Green HRM is increasingly gaining popularity as a performance strategy for sustainability. Ali et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) argue that aligning HR policies with the environment objectives is crucial in combining sustainability with the organizational culture. Such translation entails not only formal environmental policy but also efforts towards engaging employees as direct stakeholders of sustainability initiatives thereby fortifying commitment and enhancing overall effectiveness.\u003c/p\u003e \u003cp\u003eIn organizations across the world, Green HRM has been linked to higher employee participation and green-directed organizational citizenship behaviour (OCBE). For instance, Meng et al. (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found that there are significant correlations between Green HRM practices and OCBE that are crucial in the context of green workplace cultures. Khalid et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) discussed how perceived organizational support is enhancing green-directed discretionary behaviours in Malaysia's petroleum refining industry, highlighting the significance of context-specific HR interventions. In developing countries, for instance, Malaysia, the effective application of Green HRM requires localization based on institutional and cultural nuances. Faezah et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), with respect to Malaysian public HEIs, observe that Green HRM exerts a profound influence on employees' green behaviour and ensures green commitment. Malaysia's cultural background of being multicultural and multi-ethnic also determines the translation and execution of sustainability policies in learning environments.\u003c/p\u003e \u003cp\u003eWith regards to the Malaysian HEI context, specific opportunities and challenges exist. As embodiments of society, HEIs have the potential to incorporate sustainability into teaching, management, and community practices. In line with Parab (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), drivers at the institutional level like facilitative policy settings, environmental education, and green recruitment channels influence the execution of Green HRM within universities. Referring to this, Abdullah et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) affirm that HEIs are major drivers to attain Education for Sustainable Development (ESD) goals. This study thus focuses on four cores Green HRM practices i.e., green recruitment and selection, green training and development, green performance management, and green compensation and rewards, and their combined effect on sustainable performance in Malaysian HEIs.\u003c/p\u003e\n\u003ch3\u003eGreen Recruitment and Selection\u003c/h3\u003e\n\u003cp\u003eGreen recruitment and selection aim to recruit and retain workers whose values are also supportive of an organization's sustainability objectives. The inclusion of green criteria into recruitment strategies enables organizations to build a staff that is eco-aware. Studies show that the use of formalized green hiring methods is related to more employee engagement in green activities, leading to increased organizational citizenship behaviours focused on the environment (OCBE) (Hameed et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Halid et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In particular, in Malaysia's HEIs, this recruitment can assist institutions in developing a workforce that places emphasis on sustainability, aligning educational outcomes with national priority areas for sustainability (Ibrahim et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Halid et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eGreen Training and Development\u003c/h3\u003e\n\u003cp\u003eGreen training is also at the core of empowering employees with the necessary competencies and knowledge related to sustainable practices. Green training has also been shown to build environmental performance competencies as well as motivation, which acts as a catalyst for enhancing organizational efficiencies as well as employees' satisfaction (Yafi et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). For instance, green course training in Malaysian HEIs can drive not only students' but also institutions' ability to deliver sustainability-oriented curricula needed by students and employers in the field of green economies (Ibrahim et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ja'afar, 2023). Moreover, Anthony (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) identifies that the incorporation of green training within curricula will best prepare students with skills for green employment careers that establishing a direct correlation between education delivery and green job career prospects.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eGreen Performance Management\u003c/h2\u003e \u003cp\u003eTailoring performance management systems in such a way that environmental objectives become the focal point ensures that sustainability as a benchmark for employee evaluation is still upheld. Studies reveal that embedding green performance measures encourages green behaviour and enforces adherence to sustainability objectives (Hameed et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Khan et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In Malaysian HEIs, such alignment would improve institutional reputation, enable national standards of sustainability, and improve staff and student culture of accountability (Ibrahim et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Halid et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Greater focus on performance management supports the institutional ability to achieve the targets outlined in the set policy of sustainability in national education.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eGreen Compensation and Rewards\u003c/h3\u003e\n\u003cp\u003eIt is crucial to implement compensation and reward schemes that recognize and reward green behaviours. Organisations that include green measures within their reward systems tend to have higher employee motivation and job retention, as researched (Khan et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Halid et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). For Malaysian HEIs, these kinds of incentives will encourage both students and staff to become actively involved in sustainability practice, thereby further embedding such practices into the education institution and culture (Ja'afar, 2023). This alignment of incentives with sustainability objectives will promote the establishment of a robust green culture within the institution toward meeting national aspirations for green technology and education (Ibrahim et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eImplementation of GHRM practices, primarily recruitment, training, performance management, and reward systems, is key in driving sustainable performance in organizations, including HEIs in Malaysia. In light of the shift in education's landscape towards sustainability, these practices are going to become increasingly vital in producing future-proofed graduates who are appropriate for the green economy. Still, several challenges must be addressed for the effective implementation of Green HRM in higher education institutes. These are knowledge gaps, limited training schemes, and cultural resistance enumerated by Faezah et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Nugraha et al. (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Palupiningtyas (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) learns that crossing those challenges through quality strategies can lead to more effective employee engagement, which affects positively on organizational performance.\u003c/p\u003e \u003cp\u003eIn conclusion, literature develops a strong connection between Green HRM and sustainable performance for industries, thus resulting in a focused study of how it operates in public higher education institutions in Malaysia. As the university continues to be at the center of fostering sustainability, developing strong Green HRM practices not only enhances institutional performance but also positively impacts the surrounding community.\u003c/p\u003e\n\u003ch3\u003eUnderpinning Theory\u003c/h3\u003e\n\u003cp\u003eThe TBL is the critical framework in analysis for examining the relationship between sustainability and performance in different organizational settings, like HEIs in Malaysia. This paper integrates important findings regarding the application of TBL in general as well as in particular contexts, with implications on sustainable performance and GHRM practices.\u003c/p\u003e \u003cp\u003eTriple Bottom Line, conceived by John Elkington and developed in the 1990s, concentrates on three pillars that are interconnected and they are economic (profit), social (people), and environmental (planet). The model demands that organizations move away from traditional performance metrics concentrated exclusively on financial profitability and adopt an extended view of success. TBL integrates various aspects of sustainability within a holistic approach, providing an inclusive model to evaluate organizational performance in various areas, including education (Sari et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Arviana \u0026amp; Wibisono, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the higher education field, the TBL model has been a leading framework as colleges and universities strive to enhance their sustainability initiatives. HEIs are charged with building a future workforce that is capable of dealing with the complexities of sustainability challenges, and aligning their operations into TBL dimensions is crucial (Menon \u0026amp; Suresh, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Kappo-Abidemi \u0026amp; Kanayo, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Indeed, most universities still cannot seamlessly integrate sustainability into their academic and operating systems. This probably calls for an even more integrated approach to chart education practice towards TBL principles (Menon \u0026amp; Suresb, 2020). This also resonates with the position of Ali et al., (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) who hold that successful organizational outcomes involve harnessing a package of performance dimensions.\u003c/p\u003e \u003cp\u003eThe TBL model in Malaysia is very relevant in the context of calls for more corporate social responsibility (CSR) activities and sustainability practices in HEIs. Kurnia et al., (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) detail how TBL serves as the conceptual framework for Malaysian organizations to meet sustainability, and this can also be applied to HEIs where learning objectives align with the principles of TBL. Interconnectedness of economic, social, and environmental performance calls on Malaysian universities to adopt strategic frameworks that improve long-term sustainability while meeting community needs (Arviana \u0026amp; Wibisono, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFurther, the implementation of the TBL model in HEIs is found in operational strategies and curriculum development for sustainability. Zhang et al., (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) state that TBL can enhance resource efficiency, resulting in cost savings and competitiveness through green education initiatives. This is also supported by evidence that TBL facilitates sustainable leadership and innovation in HE in advancing the increasing calls for HEIs to serve as models of sustainable development (Zhang et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Nupen et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA specific use of TBL is within the domain of GHRM, wherein HR practices facilitate HEIs to become sustainable. The concept of TBL provides an essential methodology for the theoretical comprehension of the manner in which the HR departments of institutions connect their strategies with broader sustainability mandates. Kappo-Abidemi and Kanayo promote CSR-based approach that categorizes HEI stakeholders into three distinct areas of focus that include profit, people, and planet, in line with the principles of TBL (Kappo-Abidemi \u0026amp; Kanayo, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In new research, participating in GHRM practice contributes to fueling the performance of HEIs by increasing employee involvement in sustainability practices, thus leading to the success of an organization (Lashari et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn summary, the Triple Bottom Line model is not only theoretical in nature but rather a critical strategy for encouraging sustainable organizational performance among HEIs, particularly in Malaysia. Through embracing TBL, HEIs can effectively address economic, social, and environmental dimensions of business, driving change in academic work and outreach practice. The integrated involvement is vital in the development of sustainable practitioners and leaders who will navigate future challenges in an even more complex world.\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e"},{"header":"Methodology","content":"\u003cp\u003eThis study adopted a correlational research design to investigate the relationship between Green Human Resource Management (Green HRM) practices and sustainable performance in public sector organizations in Malaysia. The correlational research design was used in this study to identify statistical correlations between variables without manipulating the research environment, in accordance with the theory testing and model confirmation purpose of the study.\u003c/p\u003e\u003cp\u003eThe population of interest were 402 administrative personnel (Grade 27 and above) from 35 campuses of Universiti Teknologi MARA (UiTM) in Malaysia. They were selected due to their involvement in administrative tasks that influence institutional sustainability practices. There were 177 usable responses, which exceeded the minimum sample size required of 129, as computed using G*Power 3.1. The power analysis assumed a statistical power of 0.95, medium effect size (f² = 0.15), and margin of error of 5% in ascertaining the adequacy of the sample for structural equation modelling and hypothesis testing. Representative and purposive sampling was achieved in the study by using a composite stratified sampling and purposive sampling methods. Stratified sampling was utilized to secure proportionate representation from the campuses, with consideration of institutional diversity and minimizing sampling bias. Purposive sampling was particularly useful in the selection of employees who had relevant administrative roles and sustainability functions so that the researcher had access to a targeted subsample in line with the study's objectives. The sampling frame was constructed from name lists acquired from the Human Resource Department of each campus.\u003c/p\u003e\u003cp\u003eData were gathered via an online survey, a method employed to reduce health hazards during the post-pandemic period of COVID-19. The method assisted with safeguarding the participants' safety while maintaining accessibility and efficiency in reaching respondents from different campuses. Prior to data gathering, the research was accorded ethical approval by the Research Ethics Committee of Universiti Teknologi MARA (Ref: REC/06/2021 (MR/477)), and informed consent from all the participants was received.\u003c/p\u003e\u003cp\u003eThe questionnaire instrument included items adapted from proven scales developed by Jia et al. (2018) and Renwick et al. (2013), addressing Green HRM factors such as green recruitment and selection, green training and development, green performance management, and green compensation and rewards. Sustainable performance indicators were applied, which reflected environmental and social effects. All items were measured with a 5-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) to enable uniform response conducive to quantitative analysis.\u003c/p\u003e\u003cp\u003eFollowing completion of data collection, responses were keyed into SPSS Version 23 for preliminary analysis. Frequency, percentage, mean, and standard deviation descriptive statistics were computed in order to describe respondent and item distributions. The analyses yielded a preliminary view of the data and readied it for further statistical testing. In order to test the hypothesized relationships between Green HRM and sustainable performance, the research employed Partial Least Squares Structural Equation Modelling (PLS-SEM) via SmartPLS 4.0. The approach was selected due to its practicability in dealing with complex models with latent variables in addition to its suitability for small to medium sample sizes. The analysis was conducted in a two-step fashion: first, measurement model reliability and validity were assessed using Cronbach's alpha, Composite Reliability (CR), Average Variance Extracted (AVE), and discriminant validity with the HTMT criterion. Then, path coefficients, R², effect sizes (f²), and predictive relevance (Q²) were used to test the structural model. A rough bootstrapping process with 5,000 resamples was utilized to examine direct effects between the constructs for significance.\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eSince data was collected using a single source, we first tested the issue of Common Method Bias by following the suggestions of Kock and Lynn (2012), and Kock (2015) by testing the full collinearity. In this method all the variables will be regressed against a common variable and if the VIF ≤ 5.0 then there is no bias from the single source data. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e below shows all constructs value are less than 5.0 thus, single source bias is not a serious issue with the data (Hair et al., 2017).\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFull Collinearity Testing\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen Compensation and Rewards\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGreen Performance Management\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eGreen Recruitment and Selection\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGreen Training and Development\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.366\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.907\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.999\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.330\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eMeasurement Model\u003c/h2\u003e\u003cp\u003eFor the measurement model we assessed the loadings, average variance extracted (AVE) and the composite reliability (CR). The values of loadings should be ≥ 0.5, the AVE should be ≥ 0.5 and the CR should be ≥ 0.7. As shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the AVEs are all higher than 0.5 and the CRs are all higher than 0.7. The loadings were also acceptable with only one or two loadings less than 0.708 (Hair et el., 2019). The five constructs which are 1. Green Compensation and Rewards, 2. Green Performance Management, 3. Green Recruitment and Selection, 4. Green Training and Development and 5. Sustainable Performance were assessed the validity and reliability as shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. This indicates the measurement model was valid and reliable.\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eConvergent Validity\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstruct\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLoading\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCR\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAVE\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen Compensation and Rewards (GCR)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGCR31\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.955\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.982\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.917\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGCR32\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.953\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGCR33\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.939\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGCR34\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.966\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGCR35\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.974\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen Performance Management (GPM)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGPM26\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.944\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.969\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.911\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGPM27\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.964\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGPM28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.957\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen Recruitment and Selection (GRS)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGRS16\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.896\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.949\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.824\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGRS18\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.895\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGRS19\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.910\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGRS20\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.929\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreen Training and Development (GTD)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGTD21\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.969\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.968\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.937\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGTD22\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.967\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSustainable Performance (SP)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eECP6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.743\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.944\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.626\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eECP7\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.807\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eECP8\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.808\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eECP9\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.816\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eECP10\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.736\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eENP1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.754\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eENP2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.783\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eENP3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.832\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eENP4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.779\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eENP5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.846\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"5\"\u003eNote: GRS17, GTD23, GTD24, GTD25, GPM29, GPM30 were deleted due low loadings.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThen, the discriminant validity was assessed using the HTMT criterion suggested by Henseler et al. (2015) and updated by Franke and Sarstedt (2019). The HTMT values should be ≤ 0.85 the stricter criterion and the mode lenient criterion is it should be ≤ 0.90. As shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the values of HTMT were all lower than the stricter criterion of ≤ 0.90 as such we can conclude that the respondents understood that the five constructs are distinct. Taken together both these validity test has shown that the measurement items are both valid and reliable. Figure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below summarizes the measurement model assessment.\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDiscriminant Validity (HTMT)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstruct\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Green Compensation and Rewards\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Green Performance Management\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.751\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Green Recruitment and Selection\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.724\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.897\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. Green Training and Development\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.764\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.899\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.876\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. Sustainable Performance\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.669\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.767\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.815\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.73\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003ch2\u003eStructural Model\u003c/h2\u003e\u003cp\u003eAs suggested by Hair et al. (2017) and Cain et al. (2017) we assessed the multivariate skewness and kurtosis. The results showed that the data we have collected was not multivariate normal, Mardia’s multivariate skewness (β = 5.115, p \u0026lt; 0.01) and Mardia’s multivariate kurtosis (β = 62.566, p \u0026lt; 0.01), thus following the suggestions of Hair et al. (2019) we reported the path coefficients, the standard errors, t-values and p-values for the structural model using a 5,000-sample re-sample bootstrapping procedure (Ramayah et al. 2018). Also based on the criticism of Hahn and Ang (2017) that p-values are not good criterion for testing the significance of hypothesis and suggested to use a combination of criterions such as p-values, confidence intervals and effect sizes. Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e shows the summary of the criterions we have used to test the hypotheses developed.\u003c/p\u003e\u003cp\u003eThe effect of the four predictors on Sustainable Performance indicated that the R\u003csup\u003e2\u003c/sup\u003e was 0.619. Green Compensation \u0026amp; Rewards (t = 2.219, p \u0026lt; 0.01), Green Performance Management (t = .155, p \u0026lt; 0.01), and Green Recruitment \u0026amp; Selection (t = 4.348, p \u0026lt; 0.01) were positively related to Sustainable Performance, thus H1, H2 and H3 were supported. Meanwhile, the H4, Green Training \u0026amp; Development (t = 0.132, p \u0026lt; 0.01) was not supported.\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eHypothesis Testing\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"11\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd Beta\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStd Error\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eT Value\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eP Value\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLL\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eUP\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eF\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eR\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eGCR◊ SP\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.162\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.156\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.219\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.042\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.286\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.029\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c10\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.619\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eGPM ◊ SP\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.204\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.206\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.155\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.016\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.366\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.022\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eGRS ◊SP\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.469\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.466\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.348\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.272\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.636\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.144\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eGTD ◊ SP\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.132\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.447\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.165\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.162\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003eNot Supported\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFurther to that as suggested by Shmueli et al. (2019) proposed PLS-Predict, a holdout sample-based procedure that generates case-level predictions on an item or a construct level using the PLS-Predict with a 10-fold procedure to check for predictive relevance. Shmueli et al. (2019) suggested that if all the item differences (PLS-LM) were lower than there is strong predictive power, if all are higher than predictive relevance is not confirmed while if the majority is lower than there is moderate predictive power and if minority then there is low predictive power. Based on Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, all the errors of the PLS model were lower than the LM model thus we can conclude that our model has a strong predictive power.\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003ePLS\u003c/em\u003e Predict\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSustainable Performance\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eQ\u003csup\u003e2\u003c/sup\u003e_predict\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e0.585\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c8\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003ePLS RMSE\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003eLM RMSE\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePLS-LM\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eQ\u003csup\u003e2\u003c/sup\u003e_predict\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eECP6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.672\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.704\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.032\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.281\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eECP7\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.663\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.659\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.339\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eECP8\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.576\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.603\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.027\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.327\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eECP9\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.567\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.609\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.042\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.358\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eECP10\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.642\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.695\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.053\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.270\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eENP1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.555\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.574\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.019\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.467\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eENP2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.590\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.619\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.029\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.399\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eENP3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.674\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.687\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.013\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.367\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eENP4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.621\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.649\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.028\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.303\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eENP5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.592\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e0.628\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.036\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.439\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study provides strong proof that Green Human Resource Management (Green HRM) practices play a crucial role in triggering sustainable performance among Malaysian higher education institutions (HEIs). The structural model showed high explanatory power, with the four predictors accounting for 61.9% of the variance in sustainable performance (R\u0026sup2; = 0.619). To supplement the model's practical usefulness, a Predict analysis with PLS was conducted to achieve a Q\u0026sup2;_predict value of 0.585. According to Shmueli et al. (2019), this demonstrates strong predictive significance, as all item-level prediction errors with the PLS model were lower in comparison to the linear regression benchmark (LM model). These results confirm that the proposed framework is not only statistically robust but also able to effectively predict sustainability outcomes in real-world HEI contexts.\u003c/p\u003e \u003cp\u003eAmong the four green HRM dimensions examined, Green Recruitment \u0026amp; Selection emerged as the most robust predictor (t\u0026thinsp;=\u0026thinsp;4.348, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). The finding underscores the strategic importance of recruiting individuals who are already environmentally inclined. Environmentally targeted recruitment and selection appear to serve as a foundation for institutional culture building, enabling HEIs to create a human capital pool intrinsically motivated to support environmental initiatives.\u003c/p\u003e \u003cp\u003eGreen Compensation \u0026amp; Rewards (t\u0026thinsp;=\u0026thinsp;2.219, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and Green Performance Management (t\u0026thinsp;=\u0026thinsp;2.155, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) also positively significantly correlated with sustainable performance. These results suggest that integrating sustainability into formal incentives and performance metrics can generate significant behaviour change. Incorporating environmental goals into appraisal systems and reward structures sends a signal of commitment to sustainability from institutions and creates accountability mechanisms that encourage staff participation. These findings align with earlier research on the role of HRM in operationalizing sustainability into tangible, measurable practices (Yong et al., 2022; Hameed et al., 2022).\u003c/p\u003e \u003cp\u003eIn contrast, Green Training \u0026amp; Development did not exhibit a significant effect on sustainable performance (t\u0026thinsp;=\u0026thinsp;0.132, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and thus H4 was not supported. This result diverges from much of the existing literature, which often positions training as a key enabler of environmental awareness and skill-building (Jnaneswar, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Almemari et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). A possible explanation is that training programs within Malaysian HEIs may lack strategic alignment, depth, or continuity. If green training is delivered in a fragmented or superficial manner, its impact on long-term performance may be limited. Alternatively, staff may perceive training as less influential compared to structural incentives or recruitment policies.\u003c/p\u003e \u003cp\u003eTaken together, these findings highlight the importance of integrating sustainability into core HR functions particularly recruitment, performance management, and compensation, while also re-evaluating the design and delivery of green training initiatives. The strong predictive power of the model further reinforces its value for institutional decision-makers, offering a reliable framework for forecasting and enhancing sustainability outcomes in higher education.\u003c/p\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eConclusion and recommendations\u003c/h2\u003e \u003cp\u003eThis study reaffirms the significant role of Green Human Resource Management (Green HRM) in promoting sustainable performance in Malaysian public higher education institutions (HEIs). As argued from the data gathered from administrative staff members of Universiti Teknologi MARA (UiTM) campuses, the study concludes that Green Recruitment and Selection, Green Performance Management, and Green Compensation and Rewards are of critical importance in providing environment, social, and governance-focused outcomes. These practices embed sustainability into organisational culture by aligning workforce values, measuring performance, and rewarding systems with long-term environmental goals. Green Recruitment and Selection emerged as the best predictor, highlighting the need for the procurement of talent that is internally motivated to contribute to sustainability. Green Compensation and Rewards, as well as Green Performance Management, drive behavioural change through the creation of structural incentives and accountability processes. But the lack of a significant effect of Green Training and Development highlights a need to examine critically the design, delivery, and integration of training. Without strategic coherence and coordination, the programs may not be capable of converting knowledge into measurable performance outcomes.\u003c/p\u003e \u003cp\u003eTheoretically, the study supports applying the Triple Bottom Line (TBL) strategy in the HEI environment, showing how economic, social, and environmental issues can be made operational through HRM initiatives. Methodologically, using PLS-SEM and predictive modelling provides a robust and plausible framework for sustainability metric prediction for decision-makers in institutions. The study suggests various managerial implications for the management of higher education. Recruitment practices need to be redirected towards recruiting candidates whose values and competencies align with sustainability goals, ensuring cultural alignment and support for long-term institutional objectives. Appraisal systems need to incorporate environmental measures to promote accountability and ensure that day-to-day operations align with sustainability goals. Reward systems also need to be structured to reward and encourage contributions towards sustainable results, thereby inducing long-term commitment.\u003c/p\u003e \u003cp\u003eWhile that is occurring, findings indicate that greening training programs also need to be re-designed to move beyond ad-hoc workshops to formally structured, continuous, and context-relevant learning streams integrated with institutional sustainability strategies. More policy and governance support is also needed, such that Green HRM principles are embedded in HR policies, strategic plans, and campus-wide models of sustainability. Ultimately, the empirically validated predictive model employed in this research provides a valuable decision-support tool for monitoring, evaluating, and maximizing the contribution of HRM initiatives to sustainability. Through strategic inclusion of Green HRM within the institutional setting, Malaysian HEIs can not only improve the sustainability of operations but also serve as good role models for other public sector institutions. This way, they will be better positioned to equip graduates who are ready for leadership in a green economy and can make meaningful contributions to national and global sustainability goals.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cstrong\u003eEthical Approval and Consent to Participate\u003c/strong\u003e \u003cp\u003e This study was conducted in accordance with recognized ethical standards for research involving human participants. Ethical approval was granted by the Research Ethics Committee of Universiti Teknologi MARA (Ref: REC/06/2021 (MR/477)) prior to data collection. All participants were fully informed about the purpose of the study, the procedures involved, and their rights.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent for Publication\u003c/strong\u003e \u003cp\u003e All authors have given consent for publication.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThis study was supported by the Faculty of Business and Management Internal Grant, Universiti Teknologi MARA, Malaysia (Grant No. 600-TNCPI 5/3/DDF (FPP) (012/2020)).\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eR.M was responsible for conducting the statistical analyses and interpreting the findings, ensuring the results were accurately presented and meaningful in the context of the study. N.A prepared the introduction, literature review, and methodology sections and also took the lead in compiling the manuscript. M.K.O contributed by writing the discussion and conclusion, and further refined the manuscript to its final version. Together, the authors collaborated closely and reviewed the manuscript.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eAll data underpinning the findings of this study are included within the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdullah, S., Kushnir, I., \u0026amp; Abdrahim, N. (2023). Narratives on education for sustainable development in malaysian universities. Sustainability, 15(17), 13110. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3390/su151713110\u003c/span\u003e\u003cspan address=\"10.3390/su151713110\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAli, A., Maelah, R., Meerani, M., \u0026amp; Jantan, M. (2022). 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Sustainability of higher education institutions and sustainable leadership of higher education teachers: a literature review-based exploration. Journal of Educational and Social Research, 14(3), 150. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.36941/jesr-2024-0063\u003c/span\u003e\u003cspan address=\"10.36941/jesr-2024-0063\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-8421833/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8421833/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eDuring an era where sustainability has become a global agenda, it becomes indispensable to learn how Green Human Resource Management (Green HRM) practices contribute. This study investigates how Green HRM practices can affect sustainable performance in Malaysian public sector organizations, particularly aiming at administrative staff at Universiti Teknologi MARA (UiTM). With a correlational research design, the study employed stratified and purposive sampling techniques in obtaining data from 177 respondents across 35 campuses. The survey questionnaire, which was created from validated measures, operationalized Green HRM green recruitment, training, performance management, and compensation dimensions, as well as sustainable performance metrics. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), and the results revealed that there were substantial relationships between Green HRM practices and sustainable performance. These findings indicate the major role played by Green HRM in bringing institutional sustainability, with significant implications for policymakers and practitioners aiming to enhance environmental, economic and social performances in public sector organizations.\u003c/p\u003e","manuscriptTitle":"From HR to Environmental Stewardship: Unveiling the Role of Green HRM on Sustainable Performance","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-08 18:48:31","doi":"10.21203/rs.3.rs-8421833/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"94f03251-80f1-48a3-95ee-94e214eb215b","owner":[],"postedDate":"January 8th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-05-11T12:56:53+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-08 18:48:31","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8421833","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8421833","identity":"rs-8421833","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}