Campus as a living laboratory ecosystem for sustainability: fostering entrepreneurial innovation in organic waste valorisation

Purpose This study aims to examine the structural relationships among entrepreneurial innovation, sustainability-oriented innovation and a zero-waste campus, while considering the mediating roles of organic waste valorisation and circular economy transition in the higher education context from a living laboratory perspective. Design/methodology/approach A quantitative approach was used, using PLS-SEM and MGA to analyse cross-sectional data from 391 respondents, guided by a transdisciplinary framework integrating entrepreneurship, environmental management and sustainability within circular economy transition. Findings The findings indicate that entrepreneurial innovation is positively associated with both organic waste valorisation and sustainability-oriented innovation, while organic waste valorisation plays a central mediating role in facilitating a circular economy transition. The gender-group analysis reveals no statistically significant differences between the female and male groups. Research limitations/implications The analysis is limited to several Indonesian universities; broader generalisation requires comparable studies across higher education institutions in Asia and Western regions. Practical implications The findings emphasise the importance of fostering inclusive waste-management entrepreneurship across academic communities, supported by strong collaborative networks to advance sustainable, waste-free campuses. Social implications Promoting entrepreneurial innovation in the valorisation of campus organic waste supports the development of a socially sustainable campus environment. Originality/value This study extends the existing sustainability and circular economy literature by integrating the relationships of entrepreneurial innovation, zero-waste campus model, organic waste valorisation, circular economy transition and sustainability-oriented innovation and demonstrates its generalizability across gender within a higher education living laboratory context.