Leaders of The Green Economy-White Paper

Learning about Circular Economy: Report from the
curriculum mapping and student survey
2023
Erasmus+ project
Leaders of the Green Economy
Publisher
University American College Skopje
Editor
Ana Tomovska Misoska, PhD
Reviewers of the Edition
Filip Ivanovski, PhD

Marija Nacova, PhD
Makedonka Dimitrova, PhDc
Authors
Ana Tomovska Misoska, PhD
Marija Stanojeska, PhD
Dusica Stevcevska Srbinoska, PhD
DOBA Business School Maribor
Marina Letonja, PhD
Faculty of Economics and Business, University of Rijeka
Marko Tomljanović, PhD,
Pavle Jakovac, PhD
Management and Social Activities Department, University of Ruse “Angel
Kanchev”
Diana Antonova, DSc
Irina Kostadinova, PhD
Ana Todorova, PhD student
2
Erasmus+ project
Collaborators
Snezana Hristova, PhD
Elena Bundaleska, PhD
DOBA Business School Maribor
Jona Vizjak, MSc
Mario Pečarić, PhD
Alen Host, PhD
Ema Murić, LLM
Management and Social Activities Department, University of Ruse “Angel
Kanchev”
Daniel Pavlov, PhD
Svilen Kunev, PhD
Technical Support
Marija Adjiev
First Edition (2023)
ISBN: 978-608-4607-60-1
Skopje,2023
3
Erasmus+ project
Table of Contents
The importance of learning about Circular Economy ............................................................................. 5
Methodology ........................................................................................................................................... 6
Curriculum mapping ........................................................................................................................... 7
Student survey..................................................................................................................................... 8
Curriculum mapping results for each institution..................................................................................... 9
School of Business Economics and Management, University American College Skopje .................. 9
Faculty of Economics and Business (EFRI), University of Rijeka ................................................... 13
Management and Social Activities Department, University of Ruse “Angel Kanchev” .................. 18
DOBA Business School .................................................................................................................... 21
Results from the student survey ............................................................................................................ 27
School of Business Economics and Management, University American College Skopje ................ 27
Experiences and opinions of students ........................................................................................... 28
Faculty of Economics and Business, University of Rijeka ............................................................... 32
Management and Social Activities Department, University “Angel Kanchev” Ruse ...................... 40
DOBA ............................................................................................................................................... 49
Conclusion and recommendations ........................................................................................................ 56
References:............................................................................................................................................ 58
4
Erasmus+ project
The Leaders of the Green Economy project is financially supported and funded by
Erasmus+, but all opinions stated in the document are written by the author’s research.
The importance of learning about Circular Economy
The Paris Agreement and the adoption of the Sustainable Development Goals by the
United Nations in 2015 (Take Action for the Sustainable Development Goals - United Nations
Sustainable Development, n.d.) is vital for stirring up sustainability performance dynamics of
companies. Furthermore, the European Commission in an effort to improve the well-being of
the citizens has proposed a Green Deal which leads to a transition to green economy coupled
with digitalization where development of the Circular Economy skills is one of the pillars of
the transformation (Bianchi, 2020). According to the European Commission Report (2023)
Europe’s strategy is a route for smart, sustainable and inclusive economic growth through
knowledge and innovation. The success of this strategy depends on the skills of Europe’s
workforce. Companies need people with appropriate skills to compete and provide high-quality
goods and services. The Rome Ministerial Communique (2020) also acknowledges that the
European Higher Education sector will play a key role in meeting the United Nations’
Sustainable Development Goals especially moving towards climate neutrality and should
therefore focus on preparing learners for new green jobs and activities. In part, the problem of
low activities towards sustainability in the companies is observed within the decision-making
process at managerial level. A recent study concluded that there is a need to raise awareness
among the managerial structures for the importance of sustainable development activities and
investments (Piila et.al., 2022).
As a result, the green skills are a future must for the new labour force. Moreover,
according to Cedefop’s definition, green skills are the knowledge, abilities, values and attitudes
needed to live in, develop and support a society that reduces the impact of human activity on
the environment. All jobs that require more complex conceptual skills such as design,
architecture, or business operations — will also need to adapt to new circular or green business
models and strategies. What is most important is that the development of the Circular Economy
competences during the formal education is paramount to the necessary change of the
economy. Universities are perfectly suited to teach and inspire future Circular Economy
professionals. However, such efforts are rarely happening currently at university level
(Wijdoogen, et.al., 2020). Additionally, an ongoing UNESCO Higher Education Development
5
Erasmus+ project
for a Green Economy & Sustainability (HEDGES) baseline survey (Otieno, 2021), showed that
the concept of Circular Economy has not been well understood and practiced. One can
conclude, the concept of Circular Economy is not familiar to the students. The current
curriculum is not adapted to enable the transition towards Circular Economy practices.
Therefore, the aim of the project “Leaders of the Green Economy” supported by the
Erasmus+ program of the European Union is to create a university environment that embraces
the development of Circular Economy concepts for business students through stimulating
academia-industry linkages, and enhancing the digitalization of the higher education sector.
The partnership is formed between the School of Business Economics and Management
(SBEM) at University American College Skopje (UACS), Faculty of Economics and Business
(EFRI), University of Rijeka, Management and Social Activities Department, University of
Ruse “Angel Kanchev” (URAK) and DOBA Business School Maribor. Through the project
activities we will enable the students to develop knowledge, skills and competences about the
Circular Economy. By doing so they will be better prepared for their future jobs and in helping
the companies implement the principles of a Circular Economy thus positively influencing the
future economic growth of the countries as well as the transformation towards a green
economy.
To achieve the aim, the consortium will undertake a range of activities and mapping of
the current situation is the basis for the future actions. Therefore, this paper presents the results
of the study consisting of two parts: curriculum mapping and survey of students’ experiences
and opinions in relation to the teaching and learning process in relation to the green economy.
Methodology
In order to prepare a report on the state-of-the-art in relation to the teaching and learning
process about Circular Economy the consortium undertook two related activities: curriculum
mapping and student survey.
6
Erasmus+ project
Curriculum mapping
This activity is focused on looking at the content of the courses at each institution and
respective teaching practice. The mapping is carried out in each institution of the consortium
with a major focus on the assessment of the current state of content and activities in curricula
related to the development of knowledge and skills for the Circular Economy through activities
and materials that will directly engage the students in the teaching and learning process.
Curriculum mapping means understanding the presence of topics, activities, and instigators of
Circular Economy in the curriculum of each institution. Moreover, the curriculum mapping
outlines the necessary changes that need to be made to enhance the teaching and learning about
Circular Economy in all project partner institutions.
The curriculum mapping was undertaken in November and December 2022. Each
partner selected a range of courses deemed to be relevant to the project. The selected courses
were analysed according to the following criteria:
• Number of topics in sustainability

• Learning hours for sustainability
• Number of topics in green economy
• Learning hours for green economy
• Number of topics in Circular Economy
• Learning hours for Circular Economy
Related to the determined number of topics and learning hours in terms of

sustainability, green economy, and Circular Economy, two more questions were used for more
detailed analysis of the courses, accordingly. One question refers to the inclusion of the topics
in the study material and the second question refers to the inclusion of the local examples in
the study material.
7
Erasmus+ project
Student survey
In order to understand the experiences and opinions of the students in relation to their
preparedness to become part of the Circular Economy as well as their experience in relation to
the teaching and learning process at university level the consortium undertook a survey. The
survey was done in December 2022 and January 2023 using Google forms. Each respective
institution sent a link to the undergraduate and graduate students. The partners used convenient
sampling.
The questionnaire collected data about the experiences and opinions of the students in
relation to the teaching and learning about the Circular Economy in their respective programs.
The results presented in the report are related to students’ views about three important topics
related to Circular Economy. The first topic is their appraisal of the skills and knowledge that
they have in relation to various aspects of the Circular Economy. This part contains 6 questions
which range from appraising the knowledge and ability to implement Circular Economy
concepts in various aspects of work, understanding the individual role as consumer in the
Circular Economy and appraisal of the need for further training and education. The second part
contains questions specifically related to the teaching and learning process at program level.
This part contains 7 questions about the content of the courses and activities offered at program
level related to Circular Economy, the teaching practices and examples used as well as the
appraisal of the role that program learning plays in enhancing the skills and knowledge of the
students in relation to Circular Economy. The third part contains 3 questions related to the
appraisal of the general climate at the University related to stimulating students’ engagement
in activities related to Circular Economy. All of the questions are answered using Likert type
5-point scale ranging from 1 completely disagree to 5 completely agree.
8
Erasmus+ project
Curriculum mapping results for each institution
This part of the report outlined the findings in relation to the curriculum mapping at each
institution. The results are displayed for each partner individually. Each partner mapped
relevant courses and outlined future courses of action in relation to their individual needs.
School of Business Economics and Management, University American College Skopje
For the purposes of curriculum selection, a number of courses have been handpicked by the
project team of SBEM at UACS (presented in Table 1). As given in Table 1, the nine selected
courses are Entrepreneurship, Organizational behaviour, corporate finance, Business planning
and strategy, Business ethics, Business law, Contract law, Introduction to marketing, and
Principles of project management and operations management.
Table 1. Selected courses for embedding the concept of the Circular Economy (UACS)
Are Are Are

Are Are Are
the the the
there there Num there
topic Num topic Lear topic
Numb Lear local Lear local ber local
s ber s ning s
er of ning exam ning exam of exam
cover of cover hours cover
topics hours ples hours ples topic ples
ed in topic ed in for ed in
Title of the course in for in the for in the s in in the
the s in the Circu the
sustai susta study green study Circu study
study green study lar study
nabilit nabili mater econ mater lar mater
mater econ mater Econ mater
y ty ials omy ials Econ ials
ials omy ials omy ials
(Yes/ (Yes/ omy (Yes/
(Yes/ (Yes/ (Yes/
No) No) No)
No) No) No)
1. Entrepreneurship 2 6 Yes No 1 1.5 No No 1 3 No No
2. Organizational
1 3 Yes No 0 0 No No 0 0 No No
behavior
3. Corporate finance 2 5 Yes No 0 0 No No 0 0 No No
4. Business planning
4 10 Yes No 3 0 Yes No 0 0 No No
and strategy
9
Erasmus+ project
5. Business ethics 3 9 Yes Yes 2 4 Yes Yes 3 7 Yes No

6. Business law 0 0 No No 0 0 No No 0 0 No No
7. Contract law 1 0,5 Yes Yes 0 0 No No 0 0 No No
8. Introduction to
4 2 Yes No 0 0 No No 0 0 No No
marketing
9. Principles of
project management
1 1 Yes Yes 1 1 No No 0 0 No No
and operations
management
The proposed course for embedding the concept of the Circular Economy,
Entrepreneurship prepares students for a future career as entrepreneurs, either as founders of
new businesses or within already established companies. It is designed to give participants
practical insights into those business aspects that are particularly important during a firm's early
development phases, and to make them more effective in managing and growing the start-up
firm. It also provides the cornerstones for successfully launching and implementing
entrepreneurial projects within already established organizations. By implementing circular
principles in the curriculum students will be inspired to explore how they can pursue ecological
value in the development of innovative business ideas and transfer them into a viable business.
The next course determined to include Circular Economy topics is the course
Organizational behaviour. Basically, this course remains a field of study that seeks to
understand, explain, and improve human behaviour in organizations. The course provides an
understanding of individuals and groups in an organizational environment. Besides the existing
learning outcomes, including topics in the Circular Economy domain will help to improve the
understanding of students' work attitudes and behaviours. In their further professional
development, stimulation of the creation of a green atmosphere in the organization can improve
sustainability and overall performance.
The next course planned to complement the curriculum within the respected project is
corporate finance. The course examines important issues in corporate finance from the
perspective of managers that are responsible for making significant investment and financing
decisions. The course covers topics that are important to decision-making in marketing,
operations management, and corporate strategy. Because a large portion of the course covers
capital budgeting, investments in sustainable economic activities, green economy, or Circular
Economy activities are worth to be incorporated into the learning material. Before and while
10
Erasmus+ project
doing that, the students will have an opportunity to acquire some very useful concepts, which
are essential to setting up a sustainable investment.
Business planning and strategy is one of the selected courses aimed to be involved in
the project. This course includes a study of strategic planning including mission statement
development, analysis of the external environment and internal organizational factors,
development of strategic alternatives, selection of appropriate alternatives, implementation of
strategies, and competitive strategies and dynamics. Including the green themes in the course,
will enhance students' preparedness to propose a strategic planning decision framework
oriented to circular business models.
Business Ethics is a system of moral principles applied to business in the broadest
possible sense. This course deals with values relating to human conduct in business about the
rightness or wrongness of certain actions. Every subject of economic life makes moral choices,
while business managers and owners of the business have a special responsibility concerning
ethics. Adopting ethical behaviours and seeking to ensure the implementation of
environmentally sustainable practices makes good business sense. Passing through the course
activities, students will be introduced to how to design and implement strategies for a more
sustainable and prosperous future.
The next subject determined by the conducted mapping is Business law. The course
provides basic explanations of the nature and functions of law, basic legal terms, legal norms,
legal system/s, and legal reasoning. Regarding the fact that most companies strive for both
sustainability and circularity, the insertion of those aspects in the course can enhance the
awareness of prospective managers in the spirit of a greening society.
Actually, the course Contract law includes topics such as sources of obligations, types
of obligations, performance, and termination of obligations, focusing primarily on contracts,
as one of the sources of obligations. Through embedding the environmental topics in this
course, students will be challenged to learn how to create a sustainable contract in terms of
combining economic, social, and environmental aspects, to support fundamental rights and
environmental protection.
Introduction to marketing is one of the subjects recognized to connect themes in the
field of the Circular Economy. Specifically, the objective of the course Introduction to
marketing is to develop the theoretical marketing knowledge, strategic framework, and
practical skills needed by managers, to introduce the basic concepts of marketing, their
interrelationships, and their role in the organizational context. As it is already known, a green
11
Erasmus+ project
marketing strategy is crucial to communicate the value of sustainable products and services
and it can make businesses aware of the importance of the Circular Economy concept. By
incorporating Circular Economy topics in the course, students can learn how to adapt green
ideas to make a positive impact on the world today.
Principles of project management and operations management is the last in the
group of mapped courses. The objective of the course is to give the strategic perspective of
operations and project management and its contribution to the company’s long-run success and
competitiveness. Enriching the course curricula with Circular Economy practices will improve
the understanding of the students in direction of adoption of Circular Economy challenges in
managing operations and also in the projects' development.
The main conclusion from the mapping activities is that the analysed courses offer
students basis for developing knowledge and skills related to sustainability. However, when it
comes to green economy and especially Circular Economy, the situation is rather different.
Namely, very few topics related to green and Circular Economy are embedded in the curricula.
Only Business Ethics and Entrepreneurship contain topics related to Circular Economy. Even
in those cases, students spent relatively few hours learning about them. What is even more
noticeable is that the students rarely have an opportunity to learn about Green economy and
Circular Economy from local examples.
12
Erasmus+ project
Faculty of Economics and Business (EFRI), University of Rijeka
At EFRI, 25 courses were identified at both undergraduate and graduate level in which topics
regarding sustainability, green and Circular Economy are present. For the purpose of the
curriculum mapping, only the courses held by the project team members were analysed. In this
situation, 10 courses were identified that are related to the concept of Circular Economy with
18 topics on sustainability, 15 topics on green economy and 13 topics on Circular Economy.
The selected courses that were analysed are listed in Table 2.
Table 2: Selected courses for embedding the concept of the Circular Economy (EFRI)
Are Are Are Are Are Are

the there the there the there
Num Num Learn
topics local Lear topics local topics local
Number ber ber of ing
Learnin cover exam ning cover exam cover exam
of of topic hours
Title of g hours ed in ples hours ed in ples ed in ples
topics topic s in for
the for the in the for the in the the in the
in s in Circu Circu
course sustana study study green study study study study
sustaina green lar lar
bility mater mater econ mater mater mater mater
bility econ Econ Econ
ials? ials? omy ials? ials? ials? ials?
omy omy omy
(Yes/ (Yes/ (Yes/ (Yes/ (Yes/ (Yes/
No) No) No) No) No) No)
Europea
n
Business
Environ
ment 2 2 yes yes 2 2 yes yes 2 2 yes yes
and EU
Commo
n
Policies
Doing
Business
on the 1 2 yes yes 1 2 yes yes 1 2 yes yes
EU
Market
Macrosy
stem of 2 2 yes yes 2 2 yes yes 2 2 yes yes
the EU
13
Erasmus+ project
Econom
2 2 yes yes 1 2 yes yes 1 2 yes yes
y EU
Europea
n funds
EU
Business
Policies
and the
Internal
Market
Cohesio
n, social
policy 2 2 yes yes 2 2 yes yes 2 2 yes yes
and EU
funds
Contem
porary
economi 2 2 yes yes 1 2 yes yes 1 2 yes yes
c
theories
History
of
economi 1 2 yes yes 0 0 no no 0 0 no no
c
thought
Internati
onal 2 2 yes yes 2 2 yes yes 0 0 no no
finance
The courses listed in Table 1 are held at undergraduate and graduate level both on the Croatian
and English study programs. Among selected courses, most of them are related to EU and
selected / specific micro and macro policies. This approach within EFRI study programs is
mostly motivated by the contemporary approach of the EU in which concepts of sustainable
development, green and Circular Economy and other aspects are integrated in all policies.
Within the selected courses, most important topics are integrated through lectures about EU
budget, EU development strategies with special focus on the European Green Deal as well all
aspects of the EU agriculture, industry and entrepreneurship. Also, among other selected
courses, project concepts are integrated in the topics related to international trade, economic
theories, international finances etc. At the institutional level, mostly motivated by the
14
Erasmus+ project
requirements of international accreditation processes, EFRI invests strong and great efforts in
introducing topics on sustainability, green and Circular Economy in its entire curriculum.
Upon completion of the course European Business Environment and EU Common
Policies the students will be able to: explain the development of economic integration in
Europe and the current economic and political trends that shape the business environment in
EU Member States; consider how fundamental freedoms of the Internal Market and EU
common policies affect the European business environment; assess how certain policies and
regulatory environment affect the competitive position of the European companies and what
are their (global) perspectives.
Upon completion of the course Doing Business on the EU Market the students will
be able to: analyse different aspects of the European economic integration that directly affect
businesses in the EU; identify the possibilities and limitations of the Internal Market and
specific EU legislation affecting European businesses, working conditions and financing of
entrepreneurial activities; use a meaningful set of specific methods, tools and indicators to
assess the European business environment and compare possible forms of entrepreneurial
business in a competitive and dynamic European (and global) environment.
Objectives of the course Macrosystem of the EU is to provide a basic knowledge of
European economic integration and policies, the macroeconomic system and macroeconomic
policies in the European Union, i.e., the Eurozone. In particular, the areas of fiscal and
monetary policy.
The basic objectives of the course Economy EU include providing students with a basic
knowledge of European economic integration and policy, EU trade policy, the macroeconomic
system and functioning of the Eurozone, and other important aspects of integration and
common action that directly affect the economy, businesses, and the well-being of European
citizens.
Among the main objectives of the course European funds is to familiarize students
with the determinants, principles and instruments of EU regional/structural/cohesion policies
in order to better understand the impact of available European Union financial instruments on
regional development and entrepreneurial aspects of the European economy (especially on
small and medium enterprises, training, innovation, etc.), including the practical application of
these EU funds and programs.
Upon completion of the course EU Business Policies and the Internal Market the
students will be able to: distinguish the main institutions and instruments for the
15
Erasmus+ project
implementation of the European (micro) economic policies, and consider the factors that affect
the business aspects of regional economic integration; explain the basic concepts related to the
European Internal Market and its fundamental "freedoms", as well as to present aspects of
specific common policies or issues of market integration in the EU; critically evaluate the
fundamental principles of the development of the European integration in the field of common
actions, such as agriculture, competition, taxation, industry and transport.
In addition to the theoretical and historical presentation of the social and regional
aspects and policies of the European Union, the basic objectives of the course Cohesion, social
policy and EU funds include the analysis of the economic, financial, regulatory and
institutional differences in the Union, as well as the conditions for the successful achievement
of the cohesion objectives of the European Union, in particular to achieve the goals of real
convergence and social cohesion within the Union. In this way, economic and social disparities
between European citizens, individual countries and regions are reduced, which improves the
functioning of the EU internal market and contributes to the creation of equal conditions for
life, work, prosperity and development.
The course Contemporary economic theories is a continuation of the course Povijest
ekonomske misli (which examines the development of the economic thought from the ancient
philosophers to the end of the 19th century). The focus of course Suvremene ekonomske teorije
is to present the genesis of the development of economic theory from the first half of the 20th
century to the present. All relevant economic paradigms will be analysed, evaluated, and
conclusions drawn. The goal of this course is for students to acquire the ability to understand
all contemporary economic theories and the resulting policies. Students will acquire detailed
knowledge of the major economic theories of the 20th century and compare and examine the
role of various neoliberal and alternative contemporary economic concepts in understanding
and resolving the current situation in the world economy.
The course History of economic thought is a basic, general education, and theoretical
course that includes an overview and analysis of the movements (emergence, rise, stagnation,
regression, and development) of the general history of economic thought at the world level
(i.e., the major schools of economic thought and their theories, including evaluation of the
scholarly contributions of major theorists from economics' past), beginning with the first
written traces of the culture in ancient times. The basic intent is to facilitate students'
understanding of the current state and trends of economic thought, especially those
developmental trends that utilise or continue some tradition or scholarly discipline from the
16
Erasmus+ project
recent or distant past of economics. The aim of the course is to familiarise students with the
history and development of economic thought, paradigms, theories and models, so that in this
way students acquire a basic knowledge of the sources of economic theories that will help them
understand and solve contemporary economic problems with the same or similar
characteristics, and at the same time provide them with a basis for an easier understanding of
other economic courses in the educational process.
Objectives of the course International finance: The new growth paradigm based on
the free movement of capital through the processes of capital flow liberalization and increasing
financialization as fundamental determinants of financial globalization raises numerous issues
in economic theory and policy and challenges neoliberal policies and neoclassical concepts in
mainstream analysis. For example, on the one hand, the free international movement of capital
is a factor in the growth of world income; on the other hand, it can challenge the economic
growth of individual economies. Under the conditions of globalized international financial
flows, a small open economy must reckon with new insights from both the economic growth
and international finance fields. Therefore, the main objective of the course is to enable
students to engage in critical analytical reflection on contemporary phenomena of global
finance. The course is designed as a combination of theory and empirical research - real-world
examples.
Measures for further improvement regarding the inclusion of sustainability, green and
Circular Economy concepts in study programs should include:
1. Raising of awareness among teaching staff and students about importance of these
concepts in modern business environment
2. Inclusion of these concepts (to some extent) in all teaching subjects
3. Introduction of contemporary and innovative teaching methods
4. Organization of thematic training sessions and implementation of key concepts
17
Erasmus+ project
Management and Social Activities Department, University of Ruse “Angel Kanchev”
For the project Leaders of the Green Economy and according to the possibilities of
upgrading the educational material, five academic disciplines (Table 3) have been selected:
Corporate Social Responsibility, Design Management, Planning and Forecasting, Basics
of Management and Social Entrepreneurship.
Table 3. Selected courses for embedding the concept of the Circular Economy (URAK)
Title Number Learnin Are Are Num Learn Are Are Num Learn Are Are
of the of topics g hours the there ber of ing the there ber of ing the
ther
course in for topics local topics hours topics local topics hours topics
sustaina sustaina cover exam in for cover exam in for cover e
bility bility ed in ples in green green ed in ples in Circu Circu ed in loca
the the econo econo the the lar lar the
l
study study my? my study study Econ Econ study
mater materi mater materi omy omy mater exa
ials? als? ials? als? ials? mpl
(Yes/ (Yes/ (Yes/ (Yes/ (Yes/
es in
No) No) No) No) No)
the
stud
y
mat
erial
s?
(Yes
/No)
Corporate 7 1 Yes Yes 1 1 Yes Yes 0 0 No No
social
responsibili
ty
Design 10 1 Yes Yes 1 1 Yes Yes 0 0 No No
manageme
nt
Planning 1 1 Yes Yes 1 1 Yes Yes 0 0 No No
and
forecasting
18
Erasmus+ project
Basics of 1 2 Yes Yes 0 0 No No 0 0 No No

Manageme
nt
Social 1 1 No No 0 0 No No 0 0 No No
entreprene
urship
The course “Corporate social responsibility” (CSR) covers the forms of corporate
strategic management, which sets the standard for leadership at a higher level of legal coercion,
and present CSR as a system for managing relationships between the company and
surroundings (stakeholders). The aim of the course is students to acquire knowledge and skills
to apply the methodology and tools for improving organizational approach, corporate planning
and eco-effective quality management in building socially responsible and socially oriented
businesses. Corporate social responsibility" includes the following sets of issues: society and
actions related to the improvement of the urban environment; quality and safety of products;
social policy; environment and pollution control; human capital and working conditions;
knowledge and education; Cause-related Marketing.
The next course is “Design Management” (DM) - a discipline that is intended for
bachelors - specialists in applied industrial design. The training course is introductory and aims
to acquaint students with the theoretical foundations of management and modern management
methods and techniques. The training is carried out in parallel with the training in the discipline
"Marketing" (in the same semester), which allows to integrate the economic and management
knowledge of both disciplines and to acquire practical skills in managing marketing and the
organization's resources, taking into account the professional direction and the industry
affiliation of future industrial design specialists. The main focus of the course is an introduction
to the principles of the Circular Economy and the place of industrial design of products and
industrial services in sustainable development. The aim of the course is to familiarize students
with modern design management, connecting this knowledge with their general skills to
professionally participate in the production process. Students who complete the course will
know the principles of modern design management in the communication business and will
define its role as a strategic weapon in communications and branding. Learners will acquire
skills to manage the design process in communications, as well as to create, participate and
manage the design process in modern communication and industrial structures.
The next course is “Planning and forecasting”. The aim of training in the discipline
is to build students the necessary knowledge, skills and competences related to the preparation
19
Erasmus+ project
of forecasts and plans for health care management. The discipline is fundamental, mandatory
for students from the "Administration and Management" professional field. Expected results:
As a result of training in the discipline, students will be able to prepare management forecasts
and plans for the activity of a specific healthcare organization. The students develop knowledge
of basic forecasting and planning methods. They also develop (1) General skills to apply the
forecasting and planning methods in the field of health care and (2) Specific skills to develop
individual forecasts and plans for specific health organizations. By implementing circular
principles in the curriculum we are aiming at developing Competencies in our students as
follows: Independence and responsibility in developing specific forecasts and plans;
Competences to constantly study the state of all sectors of economy; Communicative and social
competences by clearly and comprehensibly presenting ideas, problems and solutions to
stakeholders when planning activities in different organizations.
The course “Basics of management” aims to provide students with basic managerial
knowledge and skills for effective organization and management of processes and systems in
different types of economic activities and also non-profit and government sector. Students are
introduced to the concept of management as a science, concepts and theories, the basic
functions and achievements in the field of modern management. Practical classes are focused
primarily on the introduction and implementation of practical methods and habits for optimal
planning and management of the organization. The lectures provide the necessary theoretical
knowledge to practical classes, which solve specific cases and problems of management. The
practical classes include a brief overview of the material from lectures, analyses of specific
cases from management practice, role- games and business simulations.
The course “Social entrepreneurship” is designed for both bachelor and master
students. It aims to provide students with some general knowledge about social
entrepreneurship and to acquaint them with some specific methods and approaches of
managing organizational resources. During the development of the program it has been taken
into consideration that most of the students don’t have sufficient knowledge, experience and
skills. Following the deductive approach “from general to specific”, the lectures accent on
different problems of social entrepreneurship. By implementing circular principles in the
curriculum students will be motivated to analyse how they could add ecological values in the
development of social entrepreneurship.
20
Erasmus+ project
DOBA Business School
DOBA Faculty of Applied Business and Social Studies Maribor (DF) is an independent private
HE institution from Slovenia established in 2003. It is a modern business school dedicated to
the development of innovative individuals and eLearning. Student holistic support model was
recognized as one of DF’s main strengths. In 2018 and 2021 DF obtained the EOCCS (Online
Course Certification System) certification for its high-quality implementation of online
learning. The certification is awarded by EFMD (European Foundation for Management
Development).
We analysed inclusion of the topics of sustainability, green and Circular Economy in

the courses on the level of under-graduate and graduate programs (excluding doctoral
program). The analysis was based on the course syllabuses and findings peer-reviewed with
the teachers of these courses (Table 4).
Table 4. Selected courses for embedding the concept of the Circular Economy (DOBA)
Number Are the Are there Are the Are there Are the Are there
of topics local topics local Number topics local
topics Learning covered examples Number Learning covered examples of topics Learning covered examples
in hours for in the in the of topics hours for in the in the in hours for in the in the
Title of the sustaina sustana study study in green green study study Circular Circular study study
course bility bility materials materials economy economy materials materials Economy Economy materials materials
Programs
Business
Management -
bachelor,
Marketing,
social media and
PR, Business and
management in
tourism
Organisation and
management 3 16 yes Partly 0 0 no no 0 0 No no
Innovative and 20% of

innovation the
management 2 course yes Yes 1 1 no No 1 1 No no
Entrepreneurship
& 3 16 yes Yes 0 0 no No 0 0 no No
21
Erasmus+ project
entrepreneurial
culture
Digital
marketing 1 4 yes No 0 0 No No 0 0 no No
Trends in digital
communication 1 4 yes No 0 0 No No 0 0 no No
Strategic
marketing 1 1 no No 1 1 No No 1 1 no No
Management of
products, 25% of
services and the
brands 2 course yes Yes 0 0 No No 0 0 no No
Strategic
planning in
tourist
companies and
organisations
and their
management 1 1 no No 1 1 No No 1 1 no No
Introduction to
tourism and yes, web yes, web
hospitality 2 8 sources Yes 1 2 sources Yes 0 0 no No
Sustainable
tourism and local
environment 7 24 yes Yes 0 0 No No 0 0 no No
Trend
management in
tourism 1 8 yes Yes 1 4 No No 0 0 no No
Master
programs:
International
Business,
Marketing and
sales,
Management of
smart cities
Economic,
environmental,
social
sustainable
development and
glocalisation 1 8 yes Yes 1 8 Yes Yes 1 8 yes Yes
22
Erasmus+ project
Business
forecasting and
sustainable
development
strategy 1 16 yes Yes 0 0 No No 0 0 no No
Socially
responsible
entrepreneurship 100% of
and business the
ethics 5 course yes Yes 0 0 No No 0 0 no No
Economy of the
cities of the
future 0 0 no No 1 8 Yes Yes 1 8 yes yes
Integrated
sustainable 100% of
development and the
spatial planning 3 course yes Yes 0 0 No No 0 0 no No
Public policy and

project
management in
public sector 1 8 yes Yes 0 0 No No 0 0 no No
Development
and management
of rural and
urban
hinterlands 3 24 yes Yes 0 0 No No 1 8 yes Yes
Sustainable and 40% of 30% of

smart mobility the the
systems 3 course yes Yes 0 0 No No 2 course yes Yes
Main findings:
- We identified 19 courses (compulsory and elective) that include one or more of the
targeted topics (undergraduate: Organisation and management (sustainable
development, organisational environment); Innovative and innovation management
(open and sustainable innovation); Entrepreneurship & entrepreneurial culture (-
sustainable development and CSR of entrepreneur and business; sustainable innovative
business models; sustainable VPC); Digital marketing (digital sovereignty and
developing good communication approaches that are independent of current trends);
23
Erasmus+ project
Trends in digital communication (- The sustainability of communication is not

interpreted in connection with the environment, but in connection with CSR we are
dealing with the problem of ethical advertising and self-regulation when renting online
adds); Strategic marketing (use of change concept in organisational environment -
changes in factors of macro environment of organisations, technologies, ecology);
Management of products, services and brands (development of new products, life
cycles: the importance of new materials in product development (from the very idea of
development to packaging and market launch); Strategic planning in tourist companies
and organisations and their management (strategic connections and business connecting
of tourist organisations with their environment and other organisations - coordination
of business strategies with business environment in the field of tourism); Introduction
to tourism and hospitality (new types of tourism and importance of sustainable tourism,
green destination); Sustainable tourism and local environment; Trend management in
tourism (tourism in relation to the nature); graduate: Economic, environmental, social
sustainable development and glocalisation (sustainable development, green economy,
Circular Economy); Business forecasting and sustainable development strategy
(sustainable development, market transformation, doughnut economy, the earth
overshoot day); Socially responsible entrepreneurship and business ethics; Economy of
the cities of the future (eco-economy, Circular Economy); Integrated sustainable
development and spatial planning (introduction of sustainable solutions into local
environment, concept of ecotopy: Reuse of degraded areas, social integration and
participation, green architecture); Public policy and project management in public
sector (project management and principles of sustainability); Development and
management of rural and urban hinterlands (sustainable transport connections between
urban and rural areas, Circular Economy and smart specialization, sustainable urban
settlement and environmental challenges, indicators and measures of sustainable
coexistence of urban and rural area); Sustainable and smart mobility systems
(sustainable mobility, circular and low carbon economy, sharing economy);
- 17 courses (out of 19; 89.5%) include the topic of sustainability, 11 (57,9%) at the
under-graduate and 7 (36,8%) on the graduate level;
- At the undergraduate level the courses on average cover 2 topics on sustainability
(from 1 – 7); due to the 100% online study model and specific delivery of contents it is
very difficult to assess how much time is devoted to the topic of sustainability (the
24
Erasmus+ project
assessments go from 20-25% of the course, but on average 9 learning hours are spent
on the topic); in 9 courses (out of 11; 81,8%) the topic is covered as well with the study
materials and in 6 courses (out of 11, 54,5%) local examples are integrated in the study
materials;
- At the graduate level the courses on average cover 2,5 topics on sustainability (from 1
– 5); time devoted to the topic of sustainability is on average 14 hours for 4 courses and
for 3 courses even 40 to 100% of the course; in all courses the topic is covered in study
materials and local examples are integrated;
- 7 courses include the topic of green economy, 5 (out of 7; 71,4%) at the under-
graduate and 2 (out of 7; 28,6%) on the graduate level;
- At the undergraduate level the courses on average cover one topic on green economy;
due to the 100% online study model and specific delivery of contents it is very difficult
to assess how much time is devoted to the topic of green economy (the assessments go
from 1 to 4 hours per course, but on average 1,8 learning hours are spent on the topic);
only in one of these courses the topic is covered as well with the study materials (web
sources) and local examples are integrated in the study materials;
- At the graduate level the courses on average cover one topic on green economy; time
devoted to the topic of sustainability is on average 8 hours; in both courses the topic is
covered in study materials and local examples are integrated;
- 7 courses include the topic of Circular Economy, 3 (out of 7; 42,8%) at the under-
graduate and 4 (out of 7; 57,2%) on the graduate level;
- At the undergraduate level the courses on average cover one topic on Circular
Economy; due to the 100% online study model and specific delivery of contents it is
very difficult to assess how much time is devoted to the topic of Circular Economy, but
on average one learning hour is spent on the topic; in these courses the topic is not
covered with the study materials and local examples are not included;
- At the graduate level the courses on average cover 1,25 topic on Circular Economy (1
to 2 topics); time devoted to the topic of Circular Economy is on average 8 hours in
three of the courses and 30% of the course in one case; in all 4 courses the topic is
covered in study materials and local examples are integrated.
25
Erasmus+ project
Conclusions:
We are not surprised that in the curriculum of DF programs the topics of sustainability
(including CSR) are already strongly present. This is in accordance with DF's vision - that with
our uniqueness, openness and flexibility we are a change agent on the field of innovative
learning, development of modern knowledge and research for sustainable growth. In the fields
of green and Circular Economy there is still a gap, especially in the programs other than
Management of smart cities. We can conclude that the project LGE through its diverse
experiences of all partners is giving us opportunity to change the present status of inclusion of
the topics of green and Circular Economy into our curriculum.
26
Erasmus+ project
Results from the student survey
The following part contains the results of the student survey for each partner. The results are
presented for each institution along with conclusion drawn for that institution.
School of Business Economics and Management, University American College Skopje
The questionnaire distributed among Bachelor and Master students from the School of
Business Economics and Management at University American College Skopje was answered
by 99 respondents. Majority of the respondents were male (58.6%). Most of them were
Bachelor students (Graph 1) and close to a quarter of them were Master level students. When
it comes to the study program, they came from all the programs offered on undergraduate level
and mostly from the MBA program at the Master level.
Graph 1: Level of study
27
Erasmus+ project
Half of the sample (Chart 2) consists of students in their first year of study followed by those
in their second year and those in their third year of study. This is understandble given that most
of the respondents were undegraduate students.
Chart 2. Year of study
Experiences and opinions of students
When it comes to the appraisal of the students in relation to their skills and knowledge about
Circular Economy the data (Chart 3) shows that majority of the students are aware of their
responsibility as consumers for stimulating the Circular Economy model (52% tend to
agree or completely agree). Therefore, proper preparedness to become more actively involved
is of paramount importance. What is noticeable is that they are fairly critical of their own
knowledge and skills and majority of them agree that they need more training in the field of
Circular Economy (around 60% tend to agree or completely agree). When it comes to their
own knowledge, skills and readiness to apply the concepts of Circular Economy in their
own work they are most confident in their abilities to connect the principles of Circular
Economy with business models and entrepreneurship (around 40% tend to agree or completely
agree with the statement). They are fairly neutral when it comes to appraisal of their abilities
to study and implement the principles of Circular Economy in cases or real-life situations
(around 32% agree or completely agree and 41% are neutral). They are most unsatisfied with
their abilities to explain and discuss ideas related to Circular Economy (26% agree or
completely agree and 40% are neutral) and incorporating the principles of Circular
Economy in projects or business ideas (32% agree or completely agree and 38% are neutral).
28
Erasmus+ project
The answers imply the need for enhancing the preparedness of students to get more actively
involved in the Circular Economy through enhancing their knowledge and skills about it.
Chart 3. Student appraisal of their knowledge and skills related to Circular Economy
(percentages)
The second part (Chart 4) related to teaching and learning about Circular Economy shows
slightly more critical views of the students. Namely the views of the students are more evenly
divided between those that tend to agree and those that tend to disagree with the statements. In
general students are most positive about the role of the courses that they attend in enhancing
their abilities to identify opportunities for applying concepts related to Circular Economy in
their own work (37% tend to agree or completely agree and 25% are neutral). This is followed
by their appraisal that the courses and activities increased their knowledge about Circular
Economy (35% agree or completely agree and 30% are neutral) and that their understanding
of the Circular Economy is enhanced (38% agree or completely agree and 26% are neutral).
They are most critical in the role of the courses and activities in enhancing their skills
related to Circular Economy (35% agree or completely agree and 25% are neutral). This is
understandable taking into consideration their appraisal of the courses, study material and
teacher engagement with the Circular Economy concepts. The students are fairly evenly split
between those that agree that the study materials contain explanations and examples related
to Circular Economy (34% agree or completely agree) and those who disagree with the
29
Erasmus+ project
statement (41% disagree or completely disagree). However, the appraisal is mostly negative
about the Circular Economy concepts being part of the program (where 35% disagree or
completely disagree with the statement and 30% being neutral). The students are most critical
about the role of the teachers as majority of them disagree (48% disagree of completely
disagree) that teachers talk about Circular Economy during the lectures. The results indicate
that further actions are needed to enhance the visibility of the Circular Economy concepts in
the teaching and learning process.
Chart 4. Students’ appraisal of the teaching and learning process (percentages)
The final part appraised the general University climate related to stimulation of students’
engagement with the Circular Economy. The appraisals are generally positive (Chart 5).
Around half of the students (47% agree or completely agree) that there is favorable climate at
the University stimulating them to become engaged in Circular Economy. This is closely
followed by the appraisal of the inspiring atmosphere at the University related to
development of ideas related to Circular Economy (43% agree or completely agree). The
appraisal of the encouragement provided to students to become part of the Circular
Economy is least positive (41% agree of completely agree with the statement).
30
Erasmus+ project
Chart 5. Students’ appraisal of the University climate (percentages)
What we can conclude is that the students are aware of the importance of Circular Economy,
but they feel that the educational process could be improved when it comes to covering topics
related to Circular Economy and building knowledge and skill that they find useful for their
future career in relation to Circular Economy. They are more positive in appraising the general
climate of the University than the courses, material and activities related to Circular Economy
which means that there is an opportunity for improvement in the curriculum and teaching
materials.
31
Erasmus+ project
From December 15th, 2022 - January 30th, 2023, a survey was conducted using the
web-based application Google forms. As a result, 125 students from 2 professional fields
(Economics vs. Business Economics) participated both at bachelor and master’s programs. In
terms of the study programs (Economics vs. Business Economics), 21 respondents (16.8%)
were enrolled in study program in Economics while the vast majority of students who
participated in the survey (83.2%) were enrolled in study programs in Business Economics
(i.e., Finances, Marketing, International Business, Management, Entrepreneurship).
In addition, slightly more than half of the respondents (51.2%) were studying at the
master’s level / graduate study and the remaining 48.8% at the bachelor lever / undergraduate
study (see graphs 1 and 2).
Graph 1. Study level
More specifically, 36 respondents (28.8%) studied on the first year, 6 respondents

(4.8%) on the second year and 19 respondents (15.2%) on the third year – all undergraduate
degree programs. Furthermore, the survey results show that 29 respondents (23.2%) studied on
the fourth year (or first year of graduate study programs) and 35 respondents (28%) studied on
the fifth year (or the second year of graduate study programs).
32
Erasmus+ project
Graph 2. Enrollment year
Regarding the gender of the respondents (see graph 3), 86 of them (68.8%) were female,
37 respondents were male (or 29.6%) while the remaining two respondents declared as trans
(0.8%) or did not want to declare at all (0.8%).
Graph 3. Gender of the respondents
The questions in the survey form, which do not refer to the demographic characteristics
of the students, are divided into three main groups according to the purpose and the information
the project team seeks to extract. The response option is on a scale from 1 (completely/strongly
disagree) to 5 (completely/strongly agree).
The first research group of questions (Graph 4) refers to the student's self-assessment
regarding their knowledge and skills related to the Circular Economy. This section includes a
cluster of 6 questions (from Q2.1 to Q2.6), namely:
• Q2.1. I need more training and education on the principles of Circular Economy to
enhance my understanding: 4 (3,2%) people strongly disagree, 6 (4,8%) somewhat
disagree, 37 (29,6%) have no opinion, 43 (34,4%) somewhat agree, and 35 (28%)
33
Erasmus+ project
strongly agree that to improve their understanding of the Circular Economy concept
they need more knowledge and skills.
• Q2.2. I can explain and discuss the ideas and concepts of the Circular Economy: 5
(4%) people strongly indicated that they could not explain or participate in discussions
regarding the Circular Economy concept, 27 (21,6%) somewhat disagreed, 53 (42,4%)
had no opinion, and 31 (24,8%) agreed. Only 9 or 7,2% feel confident discussing the
green and Circular Economy topic.
• Q2.3. I can study, implement and apply principles of Circular Economy in real cases
or illustrate them in case studies: 6 (4,8%) people strongly indicate that they cannot
study, implement and apply the principles of the Circular Economy in real cases or
illustrate them in case studies, 29 (23,2%) somewhat disagree, 37 (29,6%) do not have
opinion, 41 (32,8%) somewhat agree, and 12 or 9,6% of respondents feel confident
about the question asked.
• Q2.4. I can easily incorporate Circular Economy principles in my projects or
business ideas: 9 (7,2%) people categorically state that they could not implement the
principles of the Circular Economy in their projects or business ideas, 21 (16,8%) rather
disagree, 49 (39,2%) have no opinion, 35 (28%) somewhat agree and 11 (8,8 %) feel
confident about the question asked.
• Q2.5. I can connect the principles of Circular Economy with business models and
entrepreneurship: 6 (4,8%) people strongly disagree with the statement, 20 (16%)
somewhat disagree, 53 (42,4%) have no opinion, 34 (27,2%) somewhat agree, and 12
or 9,6% of respondents feel fully confident that they could link their business models
and entrepreneurial endeavors to the principles of the Circular Economy.
• Q2.6. I understand my responsibility as a consumer for stimulating the Circular
Economy model: 5 (4%) people strongly disagree with the stated statement, 8 (6,4%)
somewhat disagree, 35 (28%) have no opinion, and 77 or 61,6% of the students who
took part in the survey to varying degrees agree that as consumers they also have
responsibility for the development of the Circular Economy model.
34
Erasmus+ project
Graph 4. Students’ knowledge and skills related to the Circular Economy (in %)
The answers to this cluster of questions, especially questions Q2.1, Q2.3 and Q2.6,
demonstrate students' interest in the green economy and its principles and models. The higher
percentage of respondents who do not have an opinion regarding questions Q2.2, Q2.4 and
Q2.5 shows that there is a need for more active communication of the ideas about a green and
sustainable future, and more specifically, those related to the Circular Economy.
The second cluster of questions (Graph 5) covers critical statements that aim to evaluate
the curriculum and teaching/learning opportunities at the Faculty of Economics and Business
in Rijeka (Croatia) and its programs in relation to the principles of the Circular Economy. This
section includes a group of 7 questions (from Q3.1 to Q3.7), namely:
• Q3.1. Circular Economy concepts are part of the courses and activities of the
program I attend: 16 (12,8%) people strongly disagree with the statement that the
concept of Circular Economy is part of the educational program they study, 20 (16%)
somewhat disagree, 41 (32,8%) have no opinion, 36 (28,8 %) somewhat agree and 12
(9,6%) students strongly agree.
• Q3.2. Teachers talk about the Circular Economy concepts in their lectures: 8 (6,4%)
people strongly disagree, 26 (20,8%) somewhat disagree, 44 (35,2%) have no opinion,
31 (24,8%) rather agree, and 16 (12,8%) respondents strongly agree that faculty
lecturers include the Circular Economy concept in their lecture materials.
35
Erasmus+ project
• Q3.3. The study materials used in the courses and activities contain explanations and
examples related to Circular Economy: 15 (12%) people strongly disagree, 25 (20%)
somewhat disagree, 40 (32%) have no opinion, 32 (25,6%) somewhat agree, and 13
(10,4%) of respondents strongly agree that the teaching materials for the various
disciplines contain theoretical justification and practical examples from the area of the
Circular Economy.
• Q3.4. The courses and activities I attended increased my knowledge of the concepts
related to the Circular Economy: 13 (10,4%) people strongly disagree that the courses
they attend increase their knowledge about the Circular Economy concept, 18 (14,4%)
rather disagree, 38 (30,4%) have no opinion, 39 (31,2%) somewhat agree, and 17
(13,6%) strongly agree.
• Q3.5. The courses and activities I attended increased my understanding of the
importance of the Circular Economy: 11 (8,8%) people strongly disagree with the
stated statement, 18 (14,4%) rather disagree, 33 (26,4%) have no view, 43 (34,4%)
somewhat agree, and 20 (16%) of students fully agree that the courses and activities
they attend, contribute to their understanding of the Circular Economy.
• Q3.6. The courses and activities I attended increased my skills related to the Circular
Economy: 14 (11,2%) people strongly disagree, 22 (17,6%) somewhat disagree, 41
(32,8%) have no opinion as to whether the courses and activities they attend increase
their Circular Economy skills and 48 (38,4%) expressed varying degrees of agreement
with the statement.
• Q3.7. The courses and activities I attended enhanced my ability to identify
opportunities for applying Circular Economy principles in my own work: 13 (10,4%)
people strongly disagree, 21 (16,8%) somewhat disagree, 37 (29,6%) have no opinion,
41 (32,8%) somewhat agree, and 13 (10,4%) students strongly agree with the statement.
36
Erasmus+ project
Graph 5. Curriculum and teaching / learning opportunities at Faculty of Economics and

Business in Rijeka (Croatia) in relation to the Circular Economy (in %)
The question cluster of section Q3 (Graph 5) identifies gaps in the curricula and
materials of the majors covered in the present study. Students appreciate the need to increase
their knowledge, skills and competencies about the Circular Economy. Still, the prevailing
opinion (to some extent is that the courses and activities at the Faculty of Economics and
Business help to improve the ability to identify the opportunities provided by implementing
the principles of the Circular Economy in their work.
The last survey group (Graph 6) attempts to give an assessment by the students about the
general climate at the Faculty of Economics and Business in Rijeka regarding the Circular
Economy. This section includes three questions (from Q4.1 to Q4.3) with the choice on the
same scale from 1 (totally disagree) to 5 (totally agree):
• Q4.1. The atmosphere at the University / Higher educational institution inspires me

to develop business ideas related to the Circular Economy: 3 (2,4%) people strongly
disagree, 12 (9,6%) somewhat disagree, 55 (44%) have no opinion, 37 (29,6%)
somewhat agree, and 18 (14,4%) respondents strongly agree that the atmosphere at the
Faculty of Economics and Business inspires them to develop business ideas linked to
the principles of the Circular Economy.
37
Erasmus+ project
• Q4.2. There is a favorable climate at the University / Higher educational institution

to become engaged in the Circular Economy: only 5 (4%) people strongly disagree
with the statement that the Faculty of Economics and Business has a favorable climate
for engagement in the Circular Economy, 13 (10,4%) somewhat disagree, 51 (40,8%)
have no opinion, 40 (32 %) rather agree and 16 (12,8%) students express strong
agreement.
• Q4.3. At my University / Higher educational institution students are encouraged to
engage in the Circular Economy: 5 (4%) people strongly disagree, 21 (16,8%)
somewhat disagree, 42 (33,6%) have no opinion whether at the Faculty of Economics
and Business students are encouraged to participate in the Circular Economy, 38
(30,4%) rather agree while 19 (15,2%) of the respondents totally agree with the
statement expressed in the questionnaire.
Graph 6. Institutional climate in relation to Circular Economy (in %)
The answers to the questions from the cluster group Q4 show that the students from the
Faculty of Economics and Business of the University of Rijeka evaluate the environment in
the educational institution as (to some extent) supportive and inspiring in relation to the
Circular Economy. Unfortunately, there is a great number of those students who are
indeterminate when it comes to assessing the climate at the faculty in relation to the Circular
Economy. Therefore, the Faculty has to intensify its activities towards stimulating students
from various fields and high school students to develop entrepreneurial thinking based on
creativity, innovation and following the concept of the Circular Economy.
38
Erasmus+ project
In most of the cases (question cluster group no. 2-4) were students had to express their
opinion (or belief) whether they totally agree or disagree with the statements they were given;
in total they were indeterminate. In other words, in average they don’t totally disagree nor they
totally agree with the level of their knowledge / skills or learning opportunities or the general
climate at their higher educational institution in relation to the Circular Economy. The survey
results confirm that the students of the Faculty of Economics and Business are aware of the
need for more active development of their knowledge, skills and competencies regarding the
concept of the Circular Economy. The predominant answer of the students, "I cannot judge" or
"I have no opinion", in the three groups of questions is not necessarily a negative result and
could be perceived as an opportunity for upgrading and improvement. This results, in turn,
show that the Faculty of Economics and Business need to minimize the identified gaps and
weaknesses in the faculty’s educational programs. In other words, there is a lot of work ahead
for educators in order to build a sustainable entrepreneurial mindset and accelerate the
transition to a green economy.
39
Erasmus+ project
Management and Social Activities Department, University “Angel Kanchev” Ruse
The reason for the participation of the University of Ruse Angel Kanchev in the Leaders
of the Green Economy project is to actively participate in the construction of a sustainable
university environment that will stimulate the development of the Circular Economy concept
among students of business-oriented specialities by strengthening the links between
entrepreneurial and academic settings and improving digitization in higher education.
Furthermore, the activities will enable students to develop knowledge, skills and competencies
about the Circular Economy, making them better prepared for future jobs and helping
them build more adaptive and sustainable business models.
Learning and implementing the principles of the Circular Economy at the earliest
possible stage in both educational and entrepreneurial environments will positively influence
the future economic growth of the country, as well as lead to significant progress in the
transformation to a green economy.
In this regard, from December 15, 2022 - January 30, 2023, a survey was conducted
using the web-based application Google forms. As a result, 105 students from 8 professional
fields participated, of which four bachelor's programs - Business Management, Industrial
Management, Social Activities, Technology and Transport Management and four master's
programs - Business Administration, Management of European Projects, and Occupational
Therapy in the community. It can be seen from Fig. 1 that the proportion of students majoring
in Business Management is the highest, as this is among the most preferred majors at the
university with a consistently high intake.
40
Erasmus+ project
According to the educational level (Fig. 2), the respondents are divided into 80 students
in bachelor's specialities and 25 - in the master's programs of the Faculty of "Business and
Management" at the University of Ruse Angel Kanchev.
According to the demographic criterion gender (Fig. 3), there is a significant

preponderance of respondents who indicated Female - 80 (76%) compared to 25 (24%) who
chose Male.
41
Erasmus+ project
Fig.4 shows that the most numerous are the respondents currently studying in their
majors' third year – 52% or slightly more than half of the respondents (55) indicated this
answer. Accordingly, 13 people (12%) - first, 19 respondents (18%) - second year, 11 (10%) -
fourth and 7 (7%) respondents are studying in their fifth year.
The questions in the survey form, which do not refer to the demographic characteristics
of the students, are divided into three main groups according to the purpose and the information
the project team seeks to extract. The response option is on a scale from 1 (completely/strongly
disagree) to 5 (completely/strongly agree).
The first research group of questions (Fig.5) refers to the student's self-assessment regarding
their knowledge and skills related to the Circular Economy. This section includes a cluster of
6 questions (from Q2.1 to Q2.6), namely:
Q2.1. I need more training and education on the principles of Circular Economy to
enhance my understanding: 3 (3%) people strongly disagree, 8 (8%) somewhat disagree, 20
(19%) have no opinion, 27 (26%) somewhat agree, and 47 (45%), or just under half of the
respondents, strongly agree that to improve their understanding of the Circular Economy
concept they need more knowledge and skills.
42
Erasmus+ project
Q2.2. I can explain and discuss the ideas and concepts of the Circular Economy: 6
(6%) people strongly indicated that they could not explain or participate in discussions
regarding the Circular Economy concept, 24 (23%) somewhat disagreed, 36 (34%) had no
opinion, and 28 (27%) agreed. Only 11 or 10% feel confident discussing the green and Circular
Economy topic.
Q2.3. I can study, implement and apply principles of Circular Economy in real cases
or illustrate them in case studies: 7 (7%) people strongly indicate that they cannot study,
implement and apply the principles of the Circular Economy in real cases or illustrate them in
case studies, 17 (16%) somewhat disagree, 41 (39%) do not have opinion, 25 (24%) somewhat
agree, and 15 or 14% of respondents feel confident about the question asked.
Q2.4. I can easily incorporate Circular Economy principles in my projects or
business ideas: 10 (10%) people categorically state that they could not implement the
principles of the Circular Economy in their projects or business ideas, 18 (17%) rather disagree,
34 (32%) have no opinion, and 43 (41 %) respondents agree to vary degrees with the statement.
Q2.5. I can connect the principles of Circular Economy with business models and
entrepreneurship: 3 (3%) people strongly disagree with the statement, 19 (18%) somewhat
disagree, 35 (33%) have no opinion, 36 (34%) somewhat agree, and 12 or 11% of respondents
feel fully confident that they could link their business models and entrepreneurial endeavours
to the principles of the Circular Economy.
Q2.6. I understand my responsibility as a consumer for stimulating the Circular
Economy model: 4 (4%) people strongly disagree with the stated statement, 9 (9%) somewhat
disagree, 19 (18%) have no opinion, and 73 or 70% of the students who took part in the survey
to varying degrees agree that as consumers they also have responsibility for the development
of the Circular Economy model.
43
Erasmus+ project
The answers to this question, on the one hand, identify specific gaps in the educational
program and, on the other hand, demonstrate students' interest in the green economy and its
principles and models. The higher percentage of respondents who do not have an opinion
regarding questions Q2.2 and Q2.3, 34% and 39%, respectively, shows that there is a need for
more active communication of the ideas about a green and sustainable future, and more
specifically, those related to the Circular Economy. The respondents also find it challenging to
freely discuss the topic of the green economy, and they do not feel confident that they could
successfully implement the principles of the Circular Economy in their business ventures.
Nevertheless, the opinion expressed by a total of 70% of the respondents is commendable that
the responsible consumer attitude is an incentive for the deployment of the full potential
of the Circular Economy concept.
The second cluster of questions covers critical statements that aim to evaluate the
curriculum and teaching/learning opportunities in the Faculty of Business and Management of
a program covering the principles of the Circular Economy. This section includes a group of 7
questions (from Q3.1 to Q3.7), namely:
Q3.1. Circular Economy concepts are part of the courses and activities of the
program I attend: 16 (15%) people strongly disagree with the statement that the concept of
44
Erasmus+ project
Circular Economy is part of the educational program of the specialities they study, 20 (19%)
somewhat disagree, 35 (33%) have no opinion, 19 (18 %) somewhat agree and 15 (14%)
students strongly agree.
Q3.2. Teachers talk about the Circular Economy concepts in their lectures: 8 (8%)
people strongly disagree, 26 (25%) somewhat disagree, 25 (24%) have no opinion, 26 (25%)
rather agree, and 20 (19%) respondents strongly agree that university lecturers include the
Circular Economy concept in their lecture materials.
Q3.3. The study materials used in the courses and activities contain explanations and
examples related to Circular Economy: 11 (10%) people strongly disagree, 20 (19%)
somewhat disagree, 28 (27%) have no opinion, 31 (30%) somewhat agree, and 15 (14%) of
respondents strongly agree that the teaching materials for the various disciplines contain
theoretical justification and practical examples from the area of the Circular Economy.
Q3.4. The courses and activities I attended increased my knowledge of the concepts
related to the Circular Economy: 15 (14%) people strongly disagree that the courses they
attend increase their knowledge about the Circular Economy concept, 18 (17%) rather disagree,
31 (30%) have no opinion, 25 (24%) somewhat agree, and 16 (15%) strongly agree.
Q3.5. The courses and activities I attended increased my understanding of the
importance of the Circular Economy: 13 (12%) people strongly disagree with the stated
statement, 20 (19%) rather disagree, 29 (28%) have no view, 27 (26%) somewhat agree, and
16 (15%) of students fully agree that the courses and activities they attend, contribute to their
understanding of the Circular Economy.
Q3.6. The courses and activities I attended increased my skills related to the Circular
Economy: 18 (17%) people strongly disagree, also the same number - 18 (17%) somewhat
disagree, 29 (28%) have no opinion as to whether the courses and activities they attend increase
their Circular Economy skills and 40 (38%) expressed varying degrees of agreement with the
statement.
Q3.7. The courses and activities I attended enhanced my ability to identify
opportunities for applying Circular Economy principles in my own work: 14 (13%) people
strongly disagree, 24 (23%) somewhat disagree, 25 (24%) have no opinion, 24 (23%)
somewhat agree, and 18 (17%) students strongly agree with the statement.
45
Erasmus+ project
The question cluster of section Q3 (Fig.6) identifies gaps in the curricula and materials
of the majors covered in the present study. Students appreciate the need to increase their
knowledge, skills and competencies about the Circular Economy. Still, the prevailing opinion
is that the courses and activities at the university help to improve the ability to identify the
opportunities provided by implementing the principles of the Circular Economy in their work.
The last survey group (Fig. 7) attempts to give an assessment by the students about the
general climate at the University of Ruse Angel Kanchev regarding the Circular Economy. This
section includes three questions (from Q4.1 to Q4.3) with the choice on the same scale from 1
(totally disagree) to 5 (totally agree):
Q4.1. The atmosphere at the University / Higher educational institution inspires me
to develop business ideas related to the Circular Economy: 7 (7%) people strongly disagree,
9 (9%) somewhat disagree, 25 (24%) have no opinion, 36 (34%) somewhat agree, and 28 (27%)
respondents strongly agree that the atmosphere at the University of Ruse Angel Kanchev
inspires them to develop business ideas linked to the principles of the Circular Economy.
Q4.2. There is a favorable climate at the University / Higher educational institution
to become engaged in the Circular Economy: only 4 (4%) people strongly disagree with the
statement that the University of Ruse Angel Kanchev has a favourable climate for engagement
46
Erasmus+ project
in the Circular Economy, 6 (6%) somewhat disagree, 34 (32%) have no opinion, 31 (30 %)
rather agree and 30 (29%) students express strong agreement.
Q4.3. At my University / Higher educational institution students are encouraged to
engage in the Circular Economy: 5 (5%) people strongly disagree, 17 (16%) somewhat
disagree, 33 (31%) cannot assess whether at the University of Ruse Angel Kanchev students
are encouraged to participate in the Circular Economy, while 50 (48%) of the respondents to
varying degrees agree with the statement expressed in the questionnaire.
The answers to the questions from the cluster group Q4 questions show that the students
from the Faculty of Business and Management of the University of Ruse Angel Kanchev
evaluate the environment in the educational institution as more supportive and inspiring
in the direction of the deployment of business ventures, corresponding to the concept of
the green and Circular Economy. The faculty has extensive experience in this direction,
boasting numerous innovation camps stimulating students from various specialities and high
school students to develop entrepreneurial thinking based on creativity, innovation and
following the concept of the Circular Economy.
The survey results confirm that the students of the University of Ruse Angel Kanchev
are aware of the need for more active development of their knowledge, skills and competencies
regarding the concept of the Circular Economy. The predominant answer of the students, "I
cannot judge" or "I have no opinion", in the three groups of questions is not necessarily a
47
Erasmus+ project
negative result and could be perceived as an opportunity for upgrading and improvement.
But, of course, it also means that there is a lot of work ahead for educators if we are to build a
sustainable entrepreneurial mindset in our students successfully and, in this way, accelerate the
transition to a green economy in our country.
The expectations of the team of the Faculty of Business and Management at the
University of Ruse Angel Kanchev are thanks to the initiatives of the Leaders of the Green
Economy project and the materials related to the upgrading of knowledge and skills of teachers
and students and the study of good practices in the field of the Circular Economy in Southeast
Europe, to minimize the identified gaps and weaknesses in the university's educational
programs. But above all, the aim will be to organize joint activities with students to develop
their consumer and entrepreneurial thinking and behaviour in the direction of green and
Circular Economy and sustainable business practices by the problem areas they
identified.
48
Erasmus+ project
DOBA
In January 2023 we addressed 1770 students of DF at the undergraduate and graduate

level (excl. doctoral students) to participate in the survey for the project LGE. Within a month
we have received 98 valid responses. The response rate was 5,5% (n=98).
Regarding the gender of the respondents (see graph 4), 68 of them (69,4%) were female, 30
respondents were male (or 30.6%).
What is your gender?
30, 31%
68, 69%
Female Male
Graph 1. Gender of the respondents
In terms of the study programs (5 at the undergraduate and 5 at the graduate level: business and
management, applied psychology) the structure of respondents is the following:
- 42% of respondents from the Business Management programs (both levels)

- 17% of respondents from the Marketing, social media and public relations programs
(both levels)
- 15.6% of respondents from the (Innovation) Management in social and education sector
programs (both levels)
- 12,5% of respondents from the Applied psychology program (undergraduate level)
- 9,4% of respondents from the Management of smart cities program (graduate level)
- 3,5 % of respondents from the Tourism operations and management program
(undergraduate level)
49
Erasmus+ project
73,5% (72) of the respondents are students at the undergraduate level programs, 26,5% (26)
of respondents are students in the graduate level programs (see graphs 5 and 6).
What is your level of study?
26, 27%
72, 73%
Master's degree Bachelor's degree
Graph 2. Study level
Looking at the results of the study year enrollment we see an error resulting from the mistake
students made when answering this question – majority of the master students marked
entollment in the first and the second year at the undergraduate and not graduate level.
In which year are you enrolled in?

45
40
40
35
35
30
25
20
20
15
10
5 1 2
0
1 2 3 4 5
Graph 3. Enrollment year
50
Erasmus+ project
The respondents/ students from DF had to appraise their knowledge and skills related to the
Circular Economy in the question 2, appraise the curriculum and teaching / learning
opportunities at their program of study in relation to the Circular Economy in the question 3
and appraise the general climate at their University / higher educational institution in relation
to the Circular Economy in the question 4.
Question 2:
The students had to circle / mark 1 if they totally disagreed with the 6 statements in the question
2 and circle / mark 5 if they totally agreed.
The statements were the following:
1. I need more training and education on the principles of Circular Economy to enhance
my understanding,
2. I can explain and discuss the ideas and concepts of the Circular Economy,
3. I can study, implement and apply principles of Circular Economy in real cases or
illustrate them in case studies,
4. I can easily incorporate Circular Economy principles in my projects or business ideas,
5. I can connect the principles of Circular Economy with business models and
entrepreneurship,
6. I understand my responsibility as a consumer for stimulating the Circular Economy
model.
Regarding students’ (dis)agreement with the first statement (first group of columns), most of
the respondents (see graph 1) expressed the need for more training and education on the
principles of Circular Economy to enhance their understanding (76 out of 98 respondents agree
to totally agree; 25 totally agree). Regarding the second statement (second group of columns),
it can be observed that most of the respondents (80 out of 98 agree to totally agree, only 13
totaly agree) can explain and discuss the ideas and concepts of the Circular Economy. The
majority of respondents (79 out of 98 agree to totally agree; 18 totally agree) feel that they can
study, implement and apply principles of Circular Economy in real cases or illustrate them in
case studies. The respondents believe that they can easily incorporate Circular Economy
principles in their projects or business ideas (77 out of 98 agree to totally agree; 16 totally
agree). The same is with the students’ attitude towards the statement that they connect the
51
Erasmus+ project
principles of Circular Economy with business models and entrepreneurship (76 out of 98 agree
to totally agree; 15 totally agree). 42 out of 98 of respondents strongly agree that they
understand their responsibility as a consumer for stimulating the Circular Economy model. If
we include all respondents who agree to totally agree with the last statement in Question 2 the
number is 94 out of 98.
Please appraise your knowledge and skills related to the

Circular Economy
Q2.1 2.04% 10.20% 21.43% 40.82% 25.51%
Q2.2 3.06% 15.31% 36.73% 31.63% 13.27%
Q2.3 6.12% 13.27% 37.76% 24.49% 18.37%
Q2.4 3.06% 18.37% 31.63% 30.61% 16.33%
Q2.5 6.12% 16.33% 30.61% 31.63% 15.31%
Q2.6 4.08% 15.31% 37.76% 42.86%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 (Totally disagree) 2 3 4 5 (Totally agree)
Graph 4. Students’ knowledge and skills related to Circular Economy
Question 3:

1. Circular Economy concepts are part of the courses and activities of the program I attend,
2. Teachers talk about the Circular Economy concepts in their lectures,
3. The study materials used in the courses and activities contain explanations and
examples related to Circular Economy,
4. The courses and activities I attended increased my knowledge of the concepts related
to the Circular Economy,
52
Erasmus+ project
5. The courses and activities I attended increased my understanding of the importance of

the Circular Economy,
6. The courses and activities I attended increased my skills related to the Circular
Economy,
7. The courses and activities I attended enhanced my ability to identify opportunities for
applying Circular Economy principles in my own work.
Regarding students’ (dis)agreement with the first statement (first group of columns), most of
the respondents (see graph 2) to some extent think that Circular Economy concepts are part of
the courses and activities of the program they attend (68 out of 98 respondents agree to totally
agree; 18 totally agree, as well 11 totally disagree). Regarding the second statement (second
group of columns), it can be observed that only 16 respondents totally agree that teachers talk
about the Circular Economy concepts in their lectures while 32 respondents disagree o reven
totaly disagree with the statement. Also, only 14 respondents totally agree that the study
materials used in the courses and activities contain explanations and examples related to
Circular Economy, while 38 disagree or totally disagree. The numbers are more or less the
same when it comes to the statement that courses and activities students attended increased
their knowledge of the concepts related to the Circular Economy (only 17 respondents totally
agree, 30 totally disagree or disagree). Also, only 17 respondents totally agree with the
statement that courses and activities they attended increased their understanding of the
importance of the Circular Economy, 30 totally disagree or disagree. In terms of the impact of
courses and activities that students attend had on their skills related to the Circular Economy,
only 16 respondents totally agree and 32 totally disagree or disagree. Lastly, only 16
respondents totally agree with the statement that courses and activities they attended enhanced
their ability to identify opportunities for applying Circular Economy principles in their own
work, while 30 totally diasgree or disagree.
53
Erasmus+ project
Please appraise the curriculum and teaching / learning

opportunities at your program of study in relation to the
Circular Economy
Q3.1 11.22% 19.39% 30.61% 20.41% 18.37%
Q3.2 12.24% 20.41% 32.65% 18.37% 16.33%
Q3.3 12.24% 26.53% 31.63% 15.31% 14.29%
Q3.4 12.24% 18.37% 30.61% 21.43% 17.35%
Q3.5 13.27% 17.35% 28.57% 23.47% 17.35%
Q3.6 13.27% 19.39% 32.65% 18.37% 16.33%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Graph 5. Curriculum and teaching / learning opportunities at students’ program of study in

relation to the Circular Economy
Question 4:

1. The atmosphere at the university / higher educational institution inspires me to
develop business ideas related to the Circular Economy,
2. There is a favorable climate at the university / higher educational institution to
become engaged in the Circular Economy,
3. At my university / higher educational institution students are encouraged to engage
in the Circular Economy.
Regarding students’ (dis)agreement with the first statement (first group of columns), only 24
respondents (see graph 3) think that the atmosphere at the university / higher educational
institution inspires them to develop business ideas related to the Circular Economy; if we
include responses of the students who agree to totally agree with the statement, than there is a
large majority, 84 out of 98. Only 14 students actually totally disagree or disagree with this
54
Erasmus+ project
statement. The level of (dis)agreement is the same when it comes to the statement that there is
a favorable climate at the university / higher educational institution to become engaged in the
Circular Economy (i.e., 22 respondents totally agree, 62 are indeterminate and 14 of them tend
to totally disagree and disagree). Lastly, 21 respondents tend to totally agree with the statement
that students are encouraged to engage in the Circular Economy, 62 respondents are
indeterminate while the remaining 15 respondents tend to totally disagree or disagree.
Please appraise the general climate at Your University/ Higher

education institution in relation to Circular Economy
Q4.1 6.12% 8.16% 30.61% 30.61% 24.49%
Q4.2 4.08% 10.20% 31.63% 31.63% 22.45%
Q4.3 2.04% 13.27% 29.59% 33.67% 21.43%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Graph 6. General climate at student’s university / higher educational institution in relation to

the Circular Economy
55
Erasmus+ project
Conclusion and recommendations
The overall findings of the curriculum mapping across the consortium point to the need for
improvement in teaching and learning about Circular Economy as part of the overall dedication
to build competences among students related to sustainable development. More specifically we
found the following:
• The curriculum mapping shows that the coverage of topics related to the Circular
Economy is lagging. In most case the curricula pay attention to topics related to
sustainability. However the number of topics specifically dedicated to Circular
Economy is quite small.
• The curricula also provide quite few learning hours specifically devoted to Circular
Economy
• There is a lack of local examples related to Circular Economy that can be used in the
teaching and learning process
The curricula can greatly be improved if more topics related to Circular Economy are
included and local examples are used to illustrate the concept. This will not only enhance the
teaching and learning about Circular Economy but can also serve as motivator to become
individually engaged in such practices in the future.
The surveys with students corroborate the findings from the curriculum mapping mostly in
terms of the lack of opportunities for learning about Circular Economy using the existing
curricula. The survey findings point to the following:
• Students are generally aware of the importance of the Circular Economy and they report
that they are conscious as consumer and in making individual contributions for
sustainability
• Students feel that concepts related to the Circular Economy can be applied in their own
coursework or later on in their own work
• Students are generally quite positive about the overall University atmosphere when it
comes to stimulating development of understanding of Circular Economy and their own
active engagement in those type of activities
• Students agree that there is lack of opportunities throughout the curricula to learn about
concepts related to the Circular Economy. The lack of topics related to Circular
56
Erasmus+ project
Economy and the lack of learning materials is visible in in the opinions expressed by
them.
As such the following recommendations can be made to enhance the teaching and learning
process and help the development of competences related to the Circular Economy.
• Develop materials related to various aspects of the Circular Economy. The materials
should be focused on local examples to accentuate the growth of such activities in the
region. The local material can also help in motivating the students to start their own
endeavour and develop their own ideas related to Circular Economy.
• Work with the teaching staff to motivate and empower them to include more topics
related to Circular Economy in their own teaching. Helping them understand the value
of using such examples especially if they are from the local eco-system of the regional
eco-system will help build momentum and sustainability in the teaching and learning
practices at universities.
• Opening possibilities for more lectures on the topic of Circular Economy will be or
paramount importance in helping the students get more opportunities to discuss about
Circular Economy and share their opinions and experiences.
Finally, it has to be stressed that Circular Economy means that everyone (consumers,
businesses, academia and institutions) have to go out of their “comfort zones”, current views
and regular teaching models. “Business as usual” is not an option anymore for the companies
and the same refers to schools for economy and business as well. Academia has to focus on
creating “green” mind-set and environmentally conscious citizens. Changing the behaviour is
crucial and universities have to be role models in leading the change towards more sustainable
future.
57
Erasmus+ project
References:
Bianci, G. (2020). Sustainability Competences: A systematic literature review. Luxembourg:

Publications Office of the European Union. doi:10.2760/200956, JRC123624.
EHEARome (2020). Rome Ministerial Communique. Available at:

http://www.ehea.info/Upload/Rome_Ministerial_Communique.pdf.
European Commission (2023). The EU in 2022 – General Report on the Activities of the
European Union. Available at: http://europa.eu/general-report/en.
Otieno, D.B. (2021). Higher Education for Green Economy and Sustainability baseline study.
Available at: https://www.iesalc.unesco.org/eng/wp-content/uploads/2021/03/Otieno-EN.pdf.
Piila, N., Sarja, M., Onkila, T. and Makela, M. (2022). Organisational Drivers and Challenges
in Circular Economy Implementation: An Issue Life Cycle Approach, Organization and
Environment, 35 (4), 523-550. Doi: 10.1177/10860266221099658.
Wijdoogen, C., van Galen, E., Alderliefste, R. and Geldorp, G. (2020). Circular Economy:
Different Approach Different Behavior – A distinctive circular competency profile for
professionals. Available at: https://sustainabilityuniversity.org/wp-
content/uploads/2021/01/SSU-whitepaper-Different-approach-different-behavior.pdf.
58

Leaders of The Green Economy-White Paper

Uploaded by

Copyright:

Available Formats

Leaders of The Green Economy-White Paper

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Leaders of The Green Economy-White Paper

Uploaded by

Copyright:

Available Formats

Learning about Circular Economy: Report from the

curriculum mapping and student survey

Filip Ivanovski, PhD

First Edition (2023)

The importance of learning about Circular Economy

• Number of topics in sustainability

Related to the determined number of topics and learning hours in terms of

Curriculum mapping results for each institution

School of Business Economics and Management, University American College Skopje

Are Are Are

5. Business ethics 3 9 Yes Yes 2 4 Yes Yes 3 7 Yes No

Faculty of Economics and Business (EFRI), University of Rijeka

Are Are Are Are Are Are

Management and Social Activities Department, University of Ruse “Angel Kanchev”

Basics of 1 2 Yes Yes 0 0 No No 0 0 No No

DOBA Business School

We analysed inclusion of the topics of sustainability, green and Circular Economy in

Innovative and 20% of

Public policy and

Sustainable and 40% of 30% of

Trends in digital communication (- The sustainability of communication is not

Results from the student survey

School of Business Economics and Management, University American College Skopje

Graph 1: Level of study

Chart 2. Year of study

Experiences and opinions of students

Chart 4. Students’ appraisal of the teaching and learning process (percentages)

Chart 5. Students’ appraisal of the University climate (percentages)

Faculty of Economics and Business, University of Rijeka

Graph 1. Study level

More specifically, 36 respondents (28.8%) studied on the first year, 6 respondents

Graph 2. Enrollment year

Graph 3. Gender of the respondents

Graph 5. Curriculum and teaching / learning opportunities at Faculty of Economics and

• Q4.1. The atmosphere at the University / Higher educational institution inspires me

• Q4.2. There is a favorable climate at the University / Higher educational institution

Graph 6. Institutional climate in relation to Circular Economy (in %)

Management and Social Activities Department, University “Angel Kanchev” Ruse

According to the demographic criterion gender (Fig. 3), there is a significant

Experiences and opinions of students

In January 2023 we addressed 1770 students of DF at the undergraduate and graduate

What is your gender?

Graph 1. Gender of the respondents

- 42% of respondents from the Business Management programs (both levels)

What is your level of study?

Master's degree Bachelor's degree

Graph 2. Study level

In which year are you enrolled in?

Graph 3. Enrollment year

Experiences and opinions of students

Please appraise your knowledge and skills related to the

Q2.2 3.06% 15.31% 36.73% 31.63% 13.27%

Q2.3 6.12% 13.27% 37.76% 24.49% 18.37%

Q2.4 3.06% 18.37% 31.63% 30.61% 16.33%

Q2.5 6.12% 16.33% 30.61% 31.63% 15.31%

Q2.6 4.08% 15.31% 37.76% 42.86%

1 (Totally disagree) 2 3 4 5 (Totally agree)

Graph 4. Students’ knowledge and skills related to Circular Economy

The statements were the following: