As large communities, the efficiency and effectiveness of waste management on university campuses are of concern. This study aims to verify the variable relationship, influence path, and regulating factors of college students’ attitudes and behavior toward waste separation. A questionnaire survey was conducted at Henan Institute of Science and Technology, China, with 1300 respondents, among which 1213 questionnaires were valid. The SPSS software v23.0 was used to carry out the statistical analysis of the collected data by applying multiple analyses. The results showed that (i) females outperform males across attitudes and internal and external contextual factors, (ii) freshmen showed more positive waste separation behaviors, while upper-year students’ behaviors were more susceptible to contextual factors, (iii) college students’ attitudes, especially the knowledge factor, have a significant positive influence on behaviors, and (iv) the external contextual factors, as moderating variables, have a significant difference in the impact amplitude at different levels when attitudes affect behaviors. Our findings supplement the limited information available on the potential implications of applying the ABC model in exploring the factors influencing waste separation behaviors among college students. The provided insights can support college students, university administrators, policymakers, and government departments in more effectively optimizing, designing, and managing waste systems on campuses.

As a new sustainable alternative to linear economics, the circular economy (CE) is bound to be accompanied by the requirements of the existing production model, science and technology, as well as the public perception of CE. To expose the potential impact of higher education on CE transition, this study systematically reviewed the relevant literature on the drivers and barriers to CE with a mixed analytical method. CiteSpace was used to perform bibliometric analysis and visual presentation of 367 literature accurately retrieved by search formula from two international influential databases, Web of Science and Scopus, and two significant Chinese databases, CNKI and CQVIP. In the results, we identified the number of publications and citations, the annual distribution of publications, annual citation trends, county distribution of publication contribution, the most-cited articles, and the co-citation networks. Moreover, we clarified the main drivers and barriers to CE in China by conducting qualitative content of the keywords related to driver and barrier factors in the literature. The results suggest that higher education has a positive influence on strengthening the main drivers and eliminating the main barriers, which implies that higher education has bright prospects in speeding up the CE transition. To maximize the effect of higher education for CE, we suggested university leaders and lecturers should adopt effective education and instruction measures in improving the performance of education activities for CE, so that the future leaders of various industries in universities could construct CE values and behavior patterns to achieve the replacement of traditional linear economy.

The successful implementation of circular economy (CE) model needs the understanding and support of the whole public on the CE concept and knowledge, and then turns it into CE practice in the daily life. Colleges and universities are one of the direct driving forces in the implementation of CE model. Universities circular economy education (UCEE) is a novel concept, which refers to a kind of lifelong education with exerting the all the educational assets and influence of colleges and universities to radiate education to the whole society by taking college student education as the core, aiming at realizing the two primary targets of cultivating high-level professional talents of CE and enhancing the CE awareness of the whole public. However, there are many barriers in developing UCEE in reality, for example, there is insufficient policy support for CE practice in colleges and universities, general education of CE needs to be strengthened, professional development related CE is relatively lagging behind, curriculum setting of relevant professional courses of CE needs to be improved, and educational radiation of CE for the whole society is not enough. This article is about clarifying the main barriers in promoting UCEE in China. Цюй Дунсюй, аспірант, Сумський національний аграрний університет (Суми, Україна) Хенанський університет науки і технологій (Хенань, Китай)Шевченко Т.І., к.е.н., доцент, Сумський національний аграрний університет (Суми, Україна) Університети як рушійна сила становлення моделі кругової економіки у Китаї Перехід до моделі економіки замкненого циклу або кругової економіки вимагає розуміння та прийняття нових принципів з боку суспільства. Університети та коледжі є однією з рушійних сил у наближенні до нової моделі. Університетська освіта для кругової економіки -це нова концепція, яка відноситься до різновиду освіти протягом усього життя з використанням усіх освітніх ресурсів, яка встановлює в якості ключових напрямів освіти, по-перше, випуск професіоналів для введення в дію кругових бізнес-моделей, по-друге, підвищення свідомості громадян. В той же час, в реальності існує безліч перешкод на шляху до розвитку університетської освіти у відповідності до потреб нової моделі. Ця стаття присвячена з'ясуванню основних бар'єрів розвитку університетської освіти для кругової економіки в Китаї.Ключові слова: кругова економіка, університети, освіта, освітні активи.Дата надходження до редакції: 18.11.2019 р.

Public awareness and relevant consumer behaviors are crucial in accelerating the transition to a circular economy (CE) model. This paper focused on exploring university activities for changing awareness and behaviors according to the principles of its new circular model to foster sustainable development. In this paper, a comprehensive literature review provides a holistic perspective on university CE-related activities in the implementation of the CE. The review revealed that the construction of a theoretical framework in universities with asset-based development is conducive to promoting the CE model through transformative learning. In light of recent academic insights into CE education, a theoretical framework for CE-related university activities was developed based on attributes of CE-related university assets, such as non-profit status, technology innovation, education, propagation, and efficient use of resources. We also introduce into scientific use the term CE-related university assets and provide a classification of these CE-related assets. The present findings contribute to a deeper understanding of universities’ CE-related resources and assets to improve public awareness and behaviors, as well as to train and inspire the leaders (including engineers, managers, designers, etc.) of tomorrow, required for further implementing the CE model.