4.7 Article

A partial least squares structural equation modeling (PLS-SEM) of barriers to sustainable construction in Malaysia

Journal

JOURNAL OF CLEANER PRODUCTION
Volume 204, Issue -, Pages 564-572

Publisher

ELSEVIER SCI LTD
DOI: 10.1016/j.jclepro.2018.08.304

Keywords

Sustainability; Construction industry; Malaysia; Barriers; PLS-SEM

Funding

  1. Department of Engineering and Architectural Studies, Ara Institute of Canterbury

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This paper analyses the barriers to the adoption of the triple-bottom line of sustainability of the construction sector within the developing country of Malaysia. Barriers pertaining to sustainable construction (SC) were identified through a thorough review of the literature on the process of SC, which were then contextually customized via a pilot study and presented in the form of a hypothesized model. Primary data was collected via administration of questionnaire surveys to 122 construction stakeholders in Malaysia. Partial least squares structural equation modeling (PLS-SEM) was utilized to statistically validate the final model of the barriers to SC. This paper fills the gap in the knowledge by focusing on the quantified contribution of the most significant barriers to the adoption of SC principles throughout the process of SC in the context of Malaysia. Findings of this paper uncover the most significant factors constraining the SC in Malaysia related to government, cost, knowledge and information, workforce, and client and market. The findings revealed that clear and effective legislative process is crucial for the enforcement of the integration of SC materials and practices as well as economics incentives which will ultimately lead to effective implementation of SC initiatives; hence, sustainable economic growth and efficient resource (energy, water and material) utilization. It is hoped that the findings provide guidelines for the government authorities so that they invest their efforts and allocate resources in more efficient way. (C) 2018 Elsevier Ltd. All rights reserved.

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