Environmental Leadership Capacity Building in Higher Education : : Experience and Lessons from Asian Program for Incubation of Environmental Leaders.

Environmental Leadership Capacity Building in Higher Education : : Experience and Lessons from Asian Program for Incubation of Environmental Leaders.

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Bibliographic Details
:
Mino, Takashi.
TeilnehmendeR:
Hanaki, Keisuke.
Place / Publishing House:Tokyo : : Springer Japan,, 2013.
©2013.
Year of Publication:2013
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (151 pages)
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Table of Contents:
  • Intro
  • Preface
  • Acknowledgments
  • Contents
  • Chapter 1: Asian Program for Incubation of Environmental Leaders
  • 1.1 Introduction
  • 1.2 Core Concepts
  • 1.2.1 Characteristics of APIEL
  • 1.2.2 Environmental Leadership
  • 1.2.3 Resonance
  • 1.2.3.1 Interdisciplinary Resonance
  • 1.2.3.2 Interregional Resonance
  • 1.2.3.3 Alumni Resonance
  • 1.3 Curriculum Structure of APIEL
  • 1.3.1 Environmental Challenges and Leadership in Asia: Understanding Environmental Leadership
  • 1.3.2 Field Exercises: Developing Essential Skills for Environmental Field Sites
  • 1.3.3 Elective Courses: Enabling Interdisciplinary and Specialized Approaches
  • 1.3.3.1 Graduate Program in Sustainability Science (GPSS)
  • 1.3.3.2 Department of Urban Engineering (UE)
  • 1.4 Requirements for Completing the Program
  • Reference
  • Chapter 2: The Concept of Environmental Leader
  • 2.1 Discourse on Environmental Leadership1
  • 2.1.1 History of Environmental Education and the Need for Environmental Leaders
  • 2.1.2 Evolution of Environmental Leadership Over Time and Space
  • 2.1.3 Becoming an Environmental Leader
  • 2.2 Exercising Collective Leadership to Find Solutions for Global Environmental Issues2
  • 2.2.1 Introduction
  • 2.2.2 Experiences in the Heihe River Basin
  • 2.2.3 Collective Leadership for Finding Solutions for Environmental Problems: A Personal View
  • 2.3 Required and Expected Abilities and Skills for Environmental Leaders in Asia7
  • 2.3.1 Environmental Problems and the Need for Environmental Leaders in Asia
  • 2.3.2 Essential Elements of Environmental Leaders
  • 2.3.3 Education Experience During APIEL Thailand Unit 2012
  • 2.4 Strong Leadership in a Task Force After the Tsunami8
  • 2.4.1 Background
  • 2.4.2 Key to Success: Integration of Multi-Stakeholders
  • 2.4.3 Key to Success: Application of Scientific Knowledge
  • References.
  • Chapter 3: APIEL Compulsory Course: Environmental Challenges and Leadership in Asia
  • 3.1 Introduction
  • 3.2 Education Methods in ECLA
  • 3.2.1 Creating a Vision Through Group Discussion
  • 3.2.2 Interview Environmental Leaders
  • 3.2.3 Communication Practice Trough Debates
  • 3.2.3.1 Global Communication
  • 3.2.3.2 Communication Practice in Class
  • 3.3 Materials Used for Case Studies in ECLA
  • 3.3.1 Minamata Disease and Japan's Experience with Industrial Pollution
  • 3.3.1.1 Environmental Pollution Ultimately Harms People and Protecting the Environment Is Critical
  • 3.3.1.2 Economic Growth and Human Health/Rights: Chisso's Irresponsibility
  • 3.3.1.3 Economic Growth and Human Health/Rights: Citizens' Awareness
  • 3.3.1.4 Discrimination, the Social Divide, and Environmental Justice
  • 3.3.1.5 Science, Technology, and Society
  • 3.3.1.6 Environmental Science and Environmental Engineering
  • 3.3.1.7 Environmental Economics
  • 3.3.1.8 Post-Modern Issues: Health Risks and Low-Level Exposure
  • 3.3.2 China's Air Pollution Case Over Last Three Decades
  • 3.3.2.1 China's Economic Growth
  • 3.3.2.2 China′s Air Pollution
  • 3.3.3 Korea's Cheonggyecheon Restoration Case Through Community Participation
  • 3.3.3.1 History of Cheonggyecheon and Leader′s Attitude
  • 3.3.3.2 Paradigm Change for Urban Development
  • 3.3.3.3 Implementation of Cheonggyecheon and Public Participation
  • 3.3.3.4 Leadership
  • 3.3.3.5 After Cheonggyecheon Restoration
  • 3.4 Features of the Compulsory Course
  • 3.4.1 Diversity
  • 3.4.2 Interactive Dialogues Between Teachers and Students
  • 3.4.3 Case Studies
  • 3.5 Discussion and Conclusion
  • References
  • Chapter 4: Leadership Development for Sustainable Urban Environmental Management: Cases in Thailand
  • 4.1 Introduction
  • 4.2 Development of the Thailand Unit
  • 4.2.1 Themes of the Unit.
  • 4.2.2 Concepts and Group Work Task of the Unit
  • 4.2.3 Content Development of the Unit
  • 4.2.4 Educational Methods
  • 4.3 Implementation of the Thailand Unit
  • 4.3.1 Participants
  • 4.3.2 Program Schedule of the Unit
  • 4.3.2.1 Thailand Unit 2009
  • 4.3.2.2 Thailand Unit 2011
  • 4.4 Results and Reviews of the Thailand Unit
  • 4.4.1 Group Work Results
  • 4.4.1.1 Thailand Unit 2009
  • 4.4.1.2 Thailand Unit 2011
  • 4.4.2 Reviews of the Unit
  • 4.4.3 Environmental Leadership Development in Students
  • 4.5 Concluding Remarks
  • References
  • Chapter 5: Environmental Leadership Education for Tackling Water Environmental Issues in Arid Regions
  • 5.1 Introduction
  • 5.2 Integral Approach: A Simplified Introduction
  • 5.3 Applying Integral Approach to Environmental Leadership Education
  • 5.3.1 Oasis Unit in Northwestern Arid China
  • 5.3.2 Making the Field Exercise Unit Integral
  • 5.4 Experiences and Lessons Learned from the Oasis Unit
  • 5.5 Concluding Remarks
  • References
  • Chapter 6: Environmental Leadership Development Based on Activity Theory for Sustainable Urban Development in the Greater Pearl River Delta, China
  • 6.1 Introduction
  • 6.2 Activity Theory Framework for Building Leadership Capacity
  • 6.3 GPRD Implementation
  • 6.3.1 Program Outline
  • 6.3.2 Applying Activity Theory to GPRD Field Exercise
  • 6.3.3 The Selection of a Study Area
  • 6.3.4 Creating Vision: Challenges from Student's Feedback
  • 6.3.5 Challenges from Educators for Appraisal
  • 6.4 Conclusions
  • References
  • Chapter 7: Environmental Leadership Development: A Cambodian Case
  • 7.1 Introduction
  • 7.2 Basic Concept and Approach of the Cambodia Unit
  • 7.3 Contents of the Cambodia Unit
  • 7.3.1 Preliminary Lectures and Assignments
  • 7.3.2 Fieldwork in Cambodia
  • 7.3.2.1 Lectures
  • 7.3.2.2 Site Visits
  • 7.3.2.3 Group Work
  • 7.3.3 Final Presentations and Reports.
  • 7.4 Self-evaluation of the Cambodia Unit
  • 7.4.1 The Improvement on Lecture Preparation
  • 7.4.2 Reschedule of Site Visit and Lecture
  • 7.4.3 The Future Challenge of the Cambodia Unit
  • 7.4.4 Leadership Development in Students: Strive for Holistic View
  • References
  • Chapter 8: Resonance in the Asian Program for Incubation of Environmental Leaders
  • 8.1 Collaboration with APIEL in Thailand Unit: As We Look Ahead int. the Next Century1,2
  • 8.1.1 Introduction
  • 8.1.2 Partnering Institutions
  • 8.1.3 Thailand Unit Conducted Over the Years
  • 8.2 Collaboration with APIEL in Oasis Unit3,4
  • 8.3 Collaboration with APIEL in Cambodia Unit5,6
  • 8.3.1 Introduction
  • 8.3.2 Institutional Involvement in the Cambodia Unit
  • 8.3.3 Achievements of the Cambodia Unit
  • 8.3.3.1 Development of the Training Program
  • 8.3.3.2 Fieldwork
  • 8.3.3.3 Cooperation in the Future
  • 8.3.4 Conclusion
  • 8.4 Two Years Collaboration With APIEL 8
  • 8.4.1 Introduction
  • 8.4.2 Current Situation
  • 8.4.3 Major Elements of Education
  • 8.4.4 Thoughts on the APIEL
  • 8.4.4.1 Strengths
  • 8.4.4.2 Weaknesses
  • 8.4.4.3 Suggestions
  • 8.5 Comments from Alumni
  • 8.5.1 Impact of APIEL on Academic and Professional Development9
  • 8.5.2 APIEL Experience and Its Relevance to One Student's Subsequent Activities10
  • 8.5.2.1 The APIEL Experience
  • 8.5.2.2 APIEL and Future Career Opportunities
  • 8.5.2.3 Recommendation
  • 8.5.3 The Experience of APIEL and its Impact on His Development11
  • Erratum
  • Index.

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