Correction: Sundermann, A.; Fischer, D. How Does Sustainability Become Professionally Relevant? Exploring the Role of Sustainability Conceptions in First Year Students. Sustainability 2019, 11, 5155

Anna Sundermann; Daniel Fischer

doi:10.3390/su16072602

The authors would like to make the following corrections about the published paper [1]. The changes are as follows:

(1): Replacing the “All 14 different major subjects offered at the university were represented (n = 1294)” in the Section 3.3 “Sample” on page 10.

with

All 11 major subjects from one B.A. study program and three teacher training study programs offered at the university were represented (n = 1294).

(2): Authors Replacing: Authors would like to change 18 parts of the table content, so we need to replace the original Table 3 in Section 3.3 “Sample” on page 10:

Table 3. Sample distributions.

	Pilot Study		Present Study
	N	%	N	%
Total Sample	1740	100.00	2730	100.00
Response (Rate)	913	52.00	1364	49.90
Sex
Female	558	61.11	477	34.97
Male	304	33.29	258	18.91
Not indicated	51	0.06	73	5.35
Age	-	-	1244	91.20
Study program
B.A. Teaching and Learning	111	12.16	242	17.74
B.A. Social Education	32	3.50	57	4.18
B.A. Business Education	27	2.96	48	3.52
Major subject
Business Administration	156	17.09	214	15.69
Business Information systems	23	2.52	58	4.25
Cultural Science	202	22.12	198	14.52
Digital Media	-	0.00	25	1.83
Economics	20	2.19	34	2.49
Environmental Science*	105	11.50	179	13.12
Studium Individuale	16	1.75	33	2.42
Industrial Engineering	42	4.60	43	3.15
Business Law	70	7.67	43	3.15
Political Science	18	1.97	32	2.35
(Organizational) Psychology	73	8.00	88	6.45
Total	895	98.30	1289	94.50

Note: Age was not included in the pilot study. The major subject Digital Media has been introduced in 2014. Environmental Science including the students from Global Environmental and Sustainability Science.

With

Table 3. Sample distributions.

	Pilot Study		Present Study
	N	%	N	%
Total Sample	1740	100.00	2730	100.00
Response (Rate)	913	52.47	1364	49.96
Sex
Female	558	61.11	851	62.39
Male	304	33.29	440	32.26
Not indicated	51	5.60	73	5.35
Age	-	-	1244	91.20
Teacher Training Study Programs
B.A. Teaching and Learning	111	12.16	242	17.74
B.A. Social Education	32	3.50	57	4.18
B.A. Business Education	27	2.96	48	3.52
B.A. General (Major Subjects)
Business Administration	156	17.09	214	15.69
Business Information systems	23	2.52	58	4.25
Cultural Science	202	22.12	198	14.52
Digital Media	-	0.00	25	1.83
Economics	20	2.19	34	2.49
Environmental Science *	105	11.50	179	13.12
Studium Individuale	16	1.75	33	2.42
Industrial Engineering	42	4.60	43	3.15
Business Law	70	7.67	43	3.15
Political Science	18	1.97	32	2.35
(Organizational) Psychology	73	8.00	88	6.45
Missing	18	1.97	70	5.14
Total	913	100.00	1364	100.00

Note: Age was not included in the pilot study. The major subject Digital Media has been introduced in 2014. * Environmental Science including the students from Global Environmental and Sustainability Science.

(3): Deleting two sentences in Section 4.1 “Descriptive Statistics for Independent Variables” on page 11.

The deleted parts read as follows:

Median values have been compared with Wilcoxon ranked sign test for paired samples because the scores for environmental (D (1.154) = 0.20, p < 0.001), sociocultural (D (1.154) = 0.11, p < 0.001) and economic dimensions of sustainability conceptions (D (1.154) = 0.10, p < 0.001) were deviating significantly from normal.
All median values were significantly different (p < 0.001) and effect sizes varied from r = 0.57 to r = 0.36.

(4): Adding a new paragraph in Section 4.1 “Descriptive Statistics for Independent Variables” on page 11 as the last paragraph of the section:

Median values have been compared with the Wilcoxon ranked sign test for paired samples because the scores for environmental, sociocultural and economic dimensions of sustainability conceptions were deviating significantly from normal, as indicated by the Shapiro-Wilk test (all p < 0.001). The Wilcoxon ranked sign test indicated that the medians were significantly different (Z_Econ/Env = −27.76, r = −0.82; Z_Env/Soccul = −24.09, r = −0.71; Z_Econ/Soccul = −17.31, r = −0.51; p < 0.001).

(5): Authors Replacing: Authors would like to change 4 parts of the table content, so we need to replace the original Table 4 in Section 4.1 “Descriptive Statistics for Independent Variables” on page 11:

Table 4. Frequencies for categorical IVs and DVs.

Variable	Name	Category	Frequencies	% (n = 1364)
IV	SEX	Female	477	34.97
IV	SEX	Male	258	18.91
		No answer	73	5.35
IV	FEE	ESD in School	633	46.40
IV	FEE	No ESD in School	254	18.60
DV	PPR_CURRENT	Yes	631	46.30
DV	PPR_CURRENT	No	170	12.50
DV	PPR_FUTURE	Yes	712	52.20
DV	PPR_FUTURE	No	122	8.90

Note: Entries calculated with SPSS 24.

With

Table 4. Frequencies for categorical IVs and DVs.

Variable	Name	Category	Frequencies	% (n = 1364)
IV	SEX	Female	851	62.39
IV	SEX	Male	440	32.26
		No answer	73	5.35
IV	FEE	ESD in School	633	46.40
IV	FEE	No ESD in School	254	18.60
DV	PPR_CURRENT	Yes	631	46.30
DV	PPR_CURRENT	No	170	12.50
DV	PPR_FUTURE	Yes	712	52.20
DV	PPR_FUTURE	No	122	8.90

Note: Entries calculated with SPSS 24.

The authors and the Editorial Office would like to apologize for any inconvenience caused to the readers, and state that the scientific conclusions are unaffected. The original article has been updated.

Reference

Sundermann, A.; Fischer, D. How Does Sustainability Become Professionally Relevant? Exploring the Role of Sustainability Conceptions in First Year Students. Sustainability 2019, 11, 5155. [Google Scholar] [CrossRef]

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© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

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