PurposeThe paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research streams, scarce consideration is given to the comprehension of their mutual implications and meaning.Design/methodology/approachThe paper is based on a cross-case analysis. It compares 16 higher education programmes launched by Universities in Europe aimed to create competences and skills for Circular Economy in students with different profiles. The analysis provides a critical view of the emerging trends for the entrepreneurship education skills and competencies needed for the emerging circular entrepreneurship paradigm.FindingsThe paper discusses the main trends of Entrepreneurship Education focused on Circular Economy debate at the European level: rationale and learning objectives (why); contents (what), target students and stakeholders (who) and the learning processes (how). Four thematic areas are identified as common patterns: circular economy business model, green supply chain management, technology entrepreneurship and innovation and public policies and institutional frameworks.Research limitations/implicationsThe paper sheds new light on a still under-researched area, suggesting several implications and avenues for future research in Circular Economy and Entrepreneurship Education. Limitations regard the need to analyse education programmes from a larger geographical area, to take into consideration interesting experiences in the rest of the world and to also collect quantitative data.Practical implicationsPractical implications arise for the development of learning initiatives for the Circular Economy: learning objectives and new thematic areas focused on circular, sustainable and innovative rethinking of the process for creating value in the incumbent companies; exploring meaning and benefits of collaborative approaches and participation in the circular economy innovation ecosystem and developing advanced models for soft-skills development in terms of leadership, motivational and creative skills.Originality/valueThe debate on CE can also be rooted in the paradigm of entrepreneurship as a core process to advance knowledge on valuable and sustainable innovation.

中文翻译：

---

循环经济的可持续创业教育：欧洲的新兴观点

目的本文旨在从创业教育的角度为循环经济辩论做出贡献。尽管学者们对这两个研究方向越来越感兴趣，但很少考虑理解它们的相互影响和意义。设计/方法/方法本文基于跨案例分析。它比较了欧洲大学推出的 16 个高等教育课程，旨在培养不同背景的学生的循环经济能力和技能。该分析提供了对新兴循环创业范式所需的创业教育技能和能力的新兴趋势的批判性观点。研究结果本文讨论了创业教育的主要趋势，重点是欧洲层面的循环经济辩论：基本原理和学习目标（为什么）；内容（什么）、目标学生和利益相关者（谁）以及学习过程（如何）。四个主题领域被确定为常见模式：循环经济商业模式、绿色供应链管理、技术创业和创新以及公共政策和制度框架。研究局限性/影响本文对一个仍待研究的领域提出了新的看法，提出了一些影响和循环经济和创业教育未来研究的途径。局限性在于需要从更大的地理区域分析教育计划，以考虑世界其他地区的有趣经验以及收集定量数据。实际影响 循环经济学习计划的发展产生了实际影响：学习目标和新主题领域侧重于循环、可持续和创新地重新思考现有公司创造价值的过程；探索协作方法和参与循环经济创新生态系统的意义和好处，并在领导力、激励和创造性技能方面开发软技能发展的先进模型。原创性/价值关于 CE 的辩论也可以植根于创业范式，如推进有价值和可持续创新知识的核心过程。对现有公司创造价值的过程进行可持续和创新的重新思考；探索协作方法和参与循环经济创新生态系统的意义和好处，并在领导力、激励和创造性技能方面开发软技能发展的先进模型。原创性/价值关于 CE 的辩论也可以植根于创业范式，如推进有价值和可持续创新知识的核心过程。对现有公司创造价值的过程进行可持续和创新的重新思考；探索协作方法和参与循环经济创新生态系统的意义和好处，并在领导力、激励和创造性技能方面开发软技能发展的先进模型。原创性/价值关于 CE 的辩论也可以植根于创业范式，如推进有价值和可持续创新知识的核心过程。