Environmental Education In The Workplace: vehicle trips by commuters into the Perth CBD. Catherine M. Baudains BSc. Dip Ed. Hons.

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1 Environmental Education In The Workplace: Inducing voluntary transport behaviour change to decrease single occupant vehicle trips by commuters into the Perth CBD. Catherine M. Baudains BSc. Dip Ed. Hons. This thesis is presented for the degree of Doctor of Philosophy of Murdoch University. 27 th March

2 Declaration I declare that this thesis is my own account of my research and contains, as its main content, work that has not previously been submitted for a degree at any tertiary education institution. Catherine Mary Baudains 2

3 List of Publications Aspects of this thesis have been previously published in the following documents: Baudains, C. (2000) A Literature Review and Comparison of Travel Behaviour Change programs Around the World. Department of Environmental Protection. Perth, Western Australia. (Chapter 3) Baudains, C., Styles, I. and Dingle, P. (2001) TravelSmart Workplace: Walking & the Journey to Work. Australia. Walking the 21st Century. An International Walking Conference. Perth, Western Australia. (Chapters 2 and 8) Baudains, C., Styles, I. and Dingle, P. (2001b) TravelSmart Workplace: Walking and the journey to work. Road and Transport Research, 10(1) (Chapters 2 and 8) Baudains, C. (2002) Evaluation of Three TravelSmart Workplace Interventions. A report of research conducted by Murdoch University for the Department of Environmental Protection. Department of Environmental Protection. Perth, Western Australia. (Chapters 4, 5, 8, 9 and 10) Baudains, C., Dingle, D. P. and Styles, I. (2002) Greening commuter mode choice through workplace intervention: Comparative effectiveness of three behaviour change strategies and implications for reducing car dependency in Perth, Western Australia. European Transport Conference, 9-11 September 2002, Homerton College, Cambridge. Association for European Transport. (Chapters 4, 5, 8, 9, 10 and 11) 3

4 Abstract As populations increase and air quality continues to decline in many cities around the world, there is growing recognition that human dependency on car based transport is a serious pollution issue. The potential exists to change this aspect of human behaviour using environmental education to develop more sustainable transport practices. The application of education strategies to achieve behaviour change in transport mode choice may benefit from an interdisciplinary approach. This research examined the effectiveness of three different educational strategies in a workplace situation in achieving a shift in transport mode away from the single occupant vehicle. This research aimed to determine if workplace based education interventions that stimulate a deeper level of learning, and encourage self-regulated learning and reflective practice, are more likely to achieve positive behaviour change than interventions based on more superficial learning. A secondary aim was to determine if the characteristics or type of workplace influence the effectiveness of particular education strategies. The research focuses specifically on people s perceptions of transport behaviour and air pollution. The research examined the effectiveness of three workplace based interventions which aimed at reducing the use of single occupant vehicles (SOV) for commuting to work resulting in an increase in the use of green transport (alternatives to the SOV). The primary goal of the three educational interventions was to achieve an increased awareness, development of positive attitudes and increased empowerment regarding sustainable transport choices. Based on a combination of environmental education 4

5 and self-regulation of learning theory it was theorized that achieving the three afore mentioned educational outcomes would be highly likely to result in a change in behaviour. The three interventions differ in level of participant involvement, while the information and structure of each intervention was controlled as much as is possible in a naturalistic study. The intervention designs were based on educational theories including cognitivist information processing, Vygotskian/social constructivism, and self-regulation of learning. The first intervention provided information to participants impersonally with no additional support. The second intervention incorporated a volunteer to model pro-environmental behaviour, facilitate discussion of issues, and aid in planning commute trips using alternatives to the single occupant vehicle. The third intervention included the formation of a green transport planning group within the workplace which aimed to identify and address barriers to using alternative transport in the workplace through the development of a green transport plan. In the naturalistic workplace setting, mixed methodologies (qualitative and quantitative) were employed to examine the relative effectiveness of the three interventions in terms of participants knowledge about, attitudes towards and behaviour (action) in regard to transport, as well as changes at an organizational level. Multiple case studies and surveys were used to collect data about employee transport behaviour, attitudes, and knowledge in 13 workplaces situated in the central area of Perth, the capital city of Western Australia, before and after a period of intervention. To allow comparability between workplaces in terms of organisational structure and function six of the 13 workplaces were selected to examine in detail, 5

6 one government and one engineering organization in each of the three intervention groups. It was found that the level of knowledge about car use and air quality was increased in all three intervention groups, suggesting increased involvement does not improve the chance of increasing knowledge. In contrast, significantly more positive attitudes to car use and air quality issues were developed in only the two most involving interventions, suggesting information distribution alone is unlikely to influence attitude. There were no changes in the general environmental attitudes across the intervention groups. Single occupant vehicle trips were significantly reduced (p<0.05) in the second intervention group only. An overall significant increase was reported for self efficacy (as a measure of empowerment) but no significant change was reported for any particular intervention group. At an organizational level the third intervention resulted in the greatest organizational change, and it is likely that the measures implemented as a result of the green transport planning process will have an ongoing impact on employee transport behaviour in the participant workplaces. The effectiveness of each intervention type also varied between workplaces. Structural factors such as design of the work environment, internal mail and systems, and work hours influenced the delivery of the interventions in some workplaces and qualitative data indicates this may have influenced success. There was also an indication that management involvement and workplace culture were major factors influencing participant perceptions of effectiveness of particular education strategies. 6

7 Overall it is concluded that while the second intervention involving leadership (but without participant ownership) achieved the greatest reduction in use of the single occupant vehicle, the third intervention achieved the greatest long-term impact on participants and organizations. As a result the definition of effectiveness is complicated and is dependant on whether preferred outcomes have a short-term or a long-term focus. These findings have implications for the way in which achieving sustainable transport in metropolitan areas is approached, as well as other environmentally sustainable behaviours. 7

8 Table of Contents Declaration... 2 List of Publications... 3 Abstract... 4 Table of Contents... 8 Index of Figures Acknowledgements Chapter 1 Introduction Environmental education Self-Regulation of Learning Air Pollution and Transport Trends in Perth Background to the Research (History of TravelSmart Workplace) Research Questions Structure of Thesis Chapter 2 Transport and the Environment Air Quality and Motor Vehicle Emissions Car dependency a worldwide problem Alternatives to the car Commuter Behaviour Approaches to reducing air pollution from motor vehicles Chapter 3 Changing Transport Behaviour Characteristics of behaviour change programs Chapter 4 The Human Element: Psychological, theoretical basis of attitude and behaviour change Transport as an environmental behaviour Defining psychological constructs Relationships between psychological constructs The process of learning Environmental Education in the workplace Organisational Behaviour Theory

9 Chapter 5 Conceptual Framework & Methodology Introduction Conceptual Framework Methodological Approach Research Design Intervention design Participants Data collection & measurement methodologies Qualitative data collection and analysis Quantitative data and analysis methodology Measuring transport behaviour change : Before & After surveys Psychological variables: Rasch theory, modeling & measurement Analysis and Research Questions Chapter 6 Validation of Questionnaire Data collection Analysis of four scales combined Analysis of Knowledge Scale Analysis of Combined Attitude Scale Analysis of the Attitude 1 scale: Attitude to air quality and car use Analysis of the Attitude 2 scale: General environmental attitude (NEP) Analysis of Behaviour Scale Analysis of Efficacy Scale Chapter 7 Baseline data: Profile of sample population and workplaces Demographics of sample population Pre intervention transport behaviour Stages of change Person factors Results Chapters Chapter 8 Examination of Psychological factors Knowledge Location Attitude 1 Air quality and car use Attitude 2 General Environmental Attitudes Efficacy General Environmental Behaviour

10 8.6 SOV trips Types of Behaviour Change Perception of intervention success/effectiveness Evaluation of educational tools Summary of Chapter Chapter 9 Organisational Change Organisational Culture Characteristics and their impact on intervention Workplace Case Notes Summary of Organisational Change Outcomes Chapter 10 Motivations and Barriers to Transport Behaviour Change Motivations for mode choice External Barriers to alternative transport use Summary of Chapter Chapter 11 Discussion and Conclusions Conclusion References Appendix I Detailed Table of Travel Demand Management Programs Appendix II Ministerial letter of invitation Appendix III Workplace Registration letter Appendix IV Workplace registration form Appendix V Student Volunteer Application Appendiv VI Student Volunteer Training Program and advertising Appendix VII Workplace Focus Group Schedule Appendix VIII Student Volunteer Focus Group Schedule Appendix IX Intervention type A and B interview questions Appendix X Intervention C interview questions Appendix XI List of pre and post intervention questionnaire items Appendix XII Access Audit Appendix XIII TravelSmart Workplace Volunteer Journal Appendix XIV TravelSmart Workplace Intervention Schedule Appendix XV TravelSmart Workplace Sample Brochures and Newsletters

11 Index of Figures Figure Cyclic model of environmental education...23 Figure Model of self-regulation of learning...25 Figure Model of SRL as pertaining to environmental education...26 Figure Percentage contribution of various sources of the main constituents of photochemical smog in Perth Figure Creating automobile cities...39 Figure Car use and gross regional product...41 Figure Required trip redistribution from SOV to other modes...49 Figure Disciplinary contributions to organisational behaviour...97 Figure A competing values model of organisational effectiveness Figure Characteristics of organisations forming their culture Figure Conceptual framework Figure Interaction of variables involved in research Figure Item characteristic curve for Item K Figure Item characteristic curve for item K Figure Item K11 item characteristic curve Figure Item K9 item characteristic curve Figure Person item distribution for knowledge scale Figure Item characteristic curve for item A Figure Item characteristic curve for item A Figure Item characteristic curve A Figure Person item distribution for attitude scale Figure Item characteristic curve A Figure Item characteristic curve A Figure Person-item distribution for attitude 2 scale Figure Item characteristic curve for item B Figure Item characteristic curve for B Figure Person item location for general environmental behaviour scale Figure Item characteristic curve for E Figure Item characteristic curve for item E Figure Person-item distribution for efficacy scale Figure Organisation response rate to pre and post questionnaire Figure Sex distribution of workplaces Figure Age distribution across workplaces Figure Distribution of reported job type in six workplaces Figure Transperth zone guide Figure Distribution of employees across Perth transport zones Figure Transport mode share of pre-intervention sample Figure Mode split across transport zones Figure Main reason for choice of mode in 6 workplaces Figure Percentage of sample contemplating mode change Figure Percentage of sample that changed mode recently Figure Knowledge location (logits) time 1 and time Figure Knowledge location (logits) of intervention groups over time Figure Interaction of knowledge and workplace Figure Mean knowledge location of intervention and workplace type Figure Between subjects effect of sex on knowledge Figure Knowledge location (logits),workplace type and sex

12 Figure Knowledge location, intervention and sex Figure Attitude 1 location (logits) over time Figure Pre and post intervention attitude 1 location (logits) across interventions Figure Mean attitude 1 (logits) of workplaces over time Figure Interaction: Attitude 1 and workplace type Figure Between subjects effect: Attitude 1 and job type Figure Mean attitude 1 location (logits) for sex, time 1 and Figure Mean general environmental attitude location (logits) time 1 and Figure Attitude 2 locations for sex Figure Attitude 2 locations for job type groups Figure Efficacy location (logits) time 1 and 2 error bar Figure Mean efficacy location time 1 and time 2 for three intervention groups Figure Pre and post intervention efficacy location across workplaces Figure Mean efficacy locations for males and females over time Figure Mean efficacy locations for job type Figure Mean pre and post intervention efficacy locations for transport zones Figure General environmental behaviour location, time 1 and time Figure Environmental behaviour location and intervention type Figure Environmental behaviour locations of age groups Figure Environmental behaviour locations of transport zone groups Figure SOV trips time 1 and 2 error bar Figure SOV trips and intervention type Figure Between subjects effect: SOV trips and workplace type Figure Between subjects effect: SOV trips and workplace Figure Between subjects effect: SOV trips and sex Figure SOV trips, workplace type and sex Figure Mean SOV trips across sex and intervention type Figure Usefulness of TravelSmart display Figure Usefulness of TravelSmart information brochures Figure Usefulness of TravelSmart newsletters Figure Usefulness of TravelSmart workshops and seminars Figure Usefulness of TravelSmart volunteer Figure Usefulness of green transport plan (intervention C only) Figure Workplace location on member identity continuum Figure Workplace location on group emphasis continuum Figure Workplace location on people focus continuum Figure Workplace location on unit integration continuum Figure Workplace location on control continuum Figure Workplace location on risk tolerance continuum Figure Workplace location on the reward criteria continuum Figure Workplace location on conflict tolerance continuum Figure Workplace location on means-ends orientation continuum Figure Workplace location on the open systems focus continuum

13 Index of Tables Table Average journey time to work in Perth, Western Australia Table Advantages and disadvantages of carpooling...43 Table Advantages and disadvantages of public transport...44 Table Advantages and disadvantages of cycling for transport...46 Table Advantages and disadvantages of walking for transport...47 Table Advantages and disadvantages of teleworking...48 Table Common reasons for and against use of SOVs Table Common reasons for and against use of alternatives to the SOV Table Summary of travel demand management programs...57 Table Theoretical Perspectives on Learning Processes and Travel Demand Management Applications...78 Table Research design : intervention table Table Summary of participant workplaces and treatment type Table Details of questionnaire scales Table All items in adjusted probability order Table All items in location order Table Item-person interaction of four scales combined Table Knowledge items in residual order Table Knowledge items in location order Table Example of responses from individual in item location order Table Item-Person interaction for knowledge scale Table Combined attitude items in adjusted probability order Table Item-person interaction of four scales combined Table Attitude 1 items in order of adjusted probability Table Item-person interaction for attitude 1 scale Table Attitude scale 2 items in adjusted probability order Table Item-person interaction for general environmental attitude scale Table Behaviour items in order of adjusted probability Table Item-person interaction for behaviour scale Table Efficacy items in residual order Table Item-person interaction for efficacy scale Table Profile of the 13 volunteer workplaces Table Intervention sample Table Perth transport zone distances Table Main reason for choice of transport mode (%) in four SOV use groups Table Mean location (logits) of psychological constructs in six workplaces Table Summary of significant ANOVA findings for knowledge location (logits) against independent variables Table Mean knowledge location (logits) time 1 and time Table Mean knowledge location (logits) and t-test results Table Workplace type mean knowledge location (logits), time 1 and 2, and paired sample t-test results Table Mean knowledge locations and paired sample t-test results for sex Table Summary of significant ANOVA findings for attitude 1 location (logits) against independent variables Table Mean Attitude 1 locations (logits) and paired sample t-test

14 Table Mean attitude 1 location (logits), time 1 and time Table Mean attitude 1 locations and paired sample t-test results Table Male and female attitude 1 locations and paired sample t-test Table Summary of significant ANOVA findings for efficacy location against independent variables Table Mean efficacy location, time 1 and time Table Workplace efficacy locations and paired sample t-test results Table Efficacy locations and paired sample t-tests for workplace type Table Summary of significant ANOVA findings for general environmental behaviour location against independent variables Table Summary of significant ANOVA findings for SOV trips against independent variables Table Trip reduction across interventions Table Paired sample t-test results for SOV trips Table Mean SOV trips per week per person, time 1 and time Table SOV trips time 1 and time Table Breakdown of behaviour change Table Summary of effectiveness statements Table Positive opinion of effectiveness Table Partly effective statements Table Negative statements Table Don t know statements Table Participant comments on problems with TravelSmart display Table Effect of intervention type on participants (t-test summary) Table Summary of significantly changed person factors in workplaces and workplace type (t-test summary) Table Summary of observations in participating workplaces Table Motivations for mode choice in four SOV use frequency groups Table Barriers to behaviour change volunteered in interview and survey data Table Example statements regarding perception of government responsibility

15 Acknowledgements Many thanks to my supervisors, Peter and Irene, for all the encouragement and advice they have freely given over the last four years. It has been a great honour to work with you both, and I will always treasure the time we have spent working together on this and related projects. Many thanks also to my colleague Angus for your advice and encouragement throughout the PhD process, and your invaluable advice and commentary of the end product! Thanks also must go to the State government and the Air Quality Management Plan for the funding and opportunity to develop and implement the program which formed the basis of the data collected and presented in this thesis. Special thanks to Karen, Ann, and Emma in the research degrees office you have done a wonderful job! I have really appreciated your cheerful help over the last few years. It is a great comfort to know that there is always someone who can explain all the administrative stuff, and exactly which form needs completing Thanks to all my friends and colleagues in the school of environmental science and the school of education for your friendship and encouragement and technical support there were times that I believe your friendship (and technical support) kept me sane! Which according to some is quite an achievement!! Thanks to my husband, family, and friends (especially Debbie and Gabrielle) for supporting me throughout the PhD process and graciously putting up with the lack of time and attention from me, especially in this last year. 15

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