99
GPRD. This approach also aided the process of fostering change agents and
incubating environmental leadership skills in students. A chronological metrics
methodology was developed and is shown in Fig. 6.2 . An explicit environmental
issue prevalent in Asian cities is used in this leadership education approach. Then,
the resource people work with graduate students from multiple disciplines to
make explicit the theory and assumptions implicit in the issues they are
undertaking. An area is chosen for case studies where the issue is most pressing.
After faculty members and students arrive at a consensus about the potential
problems and issues, a fi eld unit to the site takes place. A realistic approach is
combined with a problem in pre-fi eld unit sessions. Put another way, using the
activity theory of change approach, the faculty members seeks evidence that the
assumed (or theorized) links between program activities or processes and the
desired results can be borne out by the fi eld trips and experience. Faculty members
then compare the program theory about how an intervention will unfold with the
observations that they make about how it actually did unfold [ 13 ].
In February 2012, the APIEL GPRD fi eld exercise undertook fi eld-oriented work
on the challenges of QOL in the rapidly urbanizing GPRD region of China.
Environmental leadership using an activity theory approach was used for studying
the sustainable future of the region. In particular, Guangzhou, where rapid
urbanization is taking place, was chosen as the “object” intended to expose students
to the scope of problem solving in a city facing severe environmental issues
associated with social and economic dimensions. Activity theory and “resonance”
were integrated to arrive at fi nal outcomes, as shown in Fig. 6.3 .
Students from multiple disciplines and researchers from four premier institutions
in Asia—UT, HKUST, SYSU and SNU—playing the role of “subject,” came
together at Guangzhou to study a sustainable future for the region. Environmental
leadership based on ethics, information, and knowledge was extended with tools,
such as surveys, geographic information systems (GIS), and divisions of labor
Fig. 6.2 Chronological metrics methodology for leadership development
6 Environmental Leadership Development Based on Activity Theory…
GPRD. This approach also aided the process of fostering change agents and
incubating environmental leadership skills in students. A chronological metrics
methodology was developed and is shown in Fig. 6.2 . An explicit environmental
issue prevalent in Asian cities is used in this leadership education approach. Then,
the resource people work with graduate students from multiple disciplines to
make explicit the theory and assumptions implicit in the issues they are
undertaking. An area is chosen for case studies where the issue is most pressing.
After faculty members and students arrive at a consensus about the potential
problems and issues, a fi eld unit to the site takes place. A realistic approach is
combined with a problem in pre-fi eld unit sessions. Put another way, using the
activity theory of change approach, the faculty members seeks evidence that the
assumed (or theorized) links between program activities or processes and the
desired results can be borne out by the fi eld trips and experience. Faculty members
then compare the program theory about how an intervention will unfold with the
observations that they make about how it actually did unfold [ 13 ].
In February 2012, the APIEL GPRD fi eld exercise undertook fi eld-oriented work
on the challenges of QOL in the rapidly urbanizing GPRD region of China.
Environmental leadership using an activity theory approach was used for studying
the sustainable future of the region. In particular, Guangzhou, where rapid
urbanization is taking place, was chosen as the “object” intended to expose students
to the scope of problem solving in a city facing severe environmental issues
associated with social and economic dimensions. Activity theory and “resonance”
were integrated to arrive at fi nal outcomes, as shown in Fig. 6.3 .
Students from multiple disciplines and researchers from four premier institutions
in Asia—UT, HKUST, SYSU and SNU—playing the role of “subject,” came
together at Guangzhou to study a sustainable future for the region. Environmental
leadership based on ethics, information, and knowledge was extended with tools,
such as surveys, geographic information systems (GIS), and divisions of labor
Fig. 6.2 Chronological metrics methodology for leadership development
6 Environmental Leadership Development Based on Activity Theory…