104
and the pro-environmental sector. Another student also emphasized this challenge,
saying that “after the fi rst reconnaissance survey, we understood that the major challenge which we faced was to narrow down the study objectives, as we all found
issues were myriad .” After deciding on the focus, sketching out the framework and
choosing a methodology for the study were found to be easy and his group proceeded smoothly. Students addressed important fi ndings through activities, saying,
“From the beginning we tried to remain focused on the objectives that we were trying to tackle. At times, we did deviate from our main point of view, but with guidance from resource persons, we got back on track. Importance of multi-disciplinary
approach was such an essential tool; we wouldn’t have realized that before.”
Whenever his group understood the gaps that each one of them had, they then tried
to identify the potential among the team. Then all members tried to maximize the
quality of output through patient listening, discussing, debating, and taking notes.
To begin with, members differed on the shared vision. Students also mentioned that
each of the members in her group had a different focus of concern at the beginning
of the program, so they spent quite a long time on group discussion but could not
arrive at a common vision. However, more knowledge about Guangzhou during the
lectures and fi eldwork helped them make a breakthrough in vision creating. All
groups had members from different countries and academic backgrounds.
Communication and mutual understanding were found essential to work with
people from diverse backgrounds and to arrive at a common vision. Eventually, the
students came together on the object of the study and worked together, despite.
Sustainable urban development as a catalyst of leadership capacity building in this
program involves many factors, including the environment, economics, and society.
At the same time, many stakeholders’ viewpoints have to be considered.
6.3.5 Challenges from Educators for Appraisal
The success of this program was evaluated in two ways: the report and/or paper students produced based on the outcome of the program and a self-evaluation of leadership. As this program emphasizes not only an environmental problem solving but also
the process of handling and solving them, and in so doing develop leadership, it is
challenging to measure how much the students developed their leadership skills.
Faculty members have asked students at the end of program: How did you create a
shared vision with others? What was the problem(s) you and your group members
identifi ed? What was the strategy you built up to solve them? Did you create a vision
table, information needs diagram, group matrix, action agenda, and implementation
plan? Did those lead you to an integrated problem solution? Did you commit to being
a standard setter? Did you positively study and practice essential leadership attributes?
Did you fi nd the areas of your strength through participation in this program? Did you
fi nd the areas of your weakness through participation in this program? and How are
you going to apply your leadership skills when you are an environmental leader in the
future? Table 6.2 shows the self-evaluations of leadership after the unit from six UT
K.J. An
and the pro-environmental sector. Another student also emphasized this challenge,
saying that “after the fi rst reconnaissance survey, we understood that the major challenge which we faced was to narrow down the study objectives, as we all found
issues were myriad .” After deciding on the focus, sketching out the framework and
choosing a methodology for the study were found to be easy and his group proceeded smoothly. Students addressed important fi ndings through activities, saying,
“From the beginning we tried to remain focused on the objectives that we were trying to tackle. At times, we did deviate from our main point of view, but with guidance from resource persons, we got back on track. Importance of multi-disciplinary
approach was such an essential tool; we wouldn’t have realized that before.”
Whenever his group understood the gaps that each one of them had, they then tried
to identify the potential among the team. Then all members tried to maximize the
quality of output through patient listening, discussing, debating, and taking notes.
To begin with, members differed on the shared vision. Students also mentioned that
each of the members in her group had a different focus of concern at the beginning
of the program, so they spent quite a long time on group discussion but could not
arrive at a common vision. However, more knowledge about Guangzhou during the
lectures and fi eldwork helped them make a breakthrough in vision creating. All
groups had members from different countries and academic backgrounds.
Communication and mutual understanding were found essential to work with
people from diverse backgrounds and to arrive at a common vision. Eventually, the
students came together on the object of the study and worked together, despite.
Sustainable urban development as a catalyst of leadership capacity building in this
program involves many factors, including the environment, economics, and society.
At the same time, many stakeholders’ viewpoints have to be considered.
6.3.5 Challenges from Educators for Appraisal
The success of this program was evaluated in two ways: the report and/or paper students produced based on the outcome of the program and a self-evaluation of leadership. As this program emphasizes not only an environmental problem solving but also
the process of handling and solving them, and in so doing develop leadership, it is
challenging to measure how much the students developed their leadership skills.
Faculty members have asked students at the end of program: How did you create a
shared vision with others? What was the problem(s) you and your group members
identifi ed? What was the strategy you built up to solve them? Did you create a vision
table, information needs diagram, group matrix, action agenda, and implementation
plan? Did those lead you to an integrated problem solution? Did you commit to being
a standard setter? Did you positively study and practice essential leadership attributes?
Did you fi nd the areas of your strength through participation in this program? Did you
fi nd the areas of your weakness through participation in this program? and How are
you going to apply your leadership skills when you are an environmental leader in the
future? Table 6.2 shows the self-evaluations of leadership after the unit from six UT
K.J. An