127
more stakeholders from different countries. In this way, the unit’s vision will be widely
shared and make both a global and region contribution. Additionally cooperation in the
future should be not focused only on a short training program, but should also consider
long-term joint research and capacity building for continuing education.
8.3.4 Conclusion
The unit was based on a problem-solving approach, which was popular with the
students and the course designers, thus the students found it more attractive to be
involved. Based on this approach, the students learned many things, such as the
technical, social, and cultural aspects. The key achievements of the unit included:
1. The students who participated absorbed various information, particularly concept of sustainability related to social, environmental and economic factors.
These give them ideas on how to help their countries develop sustainably.
2. Networking for the future was started with the unit. RUPP’s APIEL alumni
association was also established by the students themselves. Additionally, the
initiatives of the Cambodia Unit will be a starting point for networking and
cooperation in the future.
8.4 Two Years Collaboration With APIEL
8
8.4.1 Introduction
For the past 2 years, the Asian Institute for Energy, Environment and Sustainability
(AIEES) at SNU has been given a great opportunity to participate in APIEL and
send students as well as professors to lead the students during the fi eld trips for
APIEL. One of the reasons why we have participated in this program is that AIEES
is also planning to build an Asian green leadership center at AIEES in the years to
come. In this regard, since UT started APIEL earlier, by participating together, we
wanted to learn how UT is operating their international education program.
Two years ago, SNU hosted the Asian University Conference for Green
Leadership. For this conference, we invited Professor Hanaki, where he introduced
the APIEL to us. And we have been participating ever since. Professor Hanaki also
took part in a seminar prior to the establishment of AIEES back in 2008. Therefore,
AIEES has had a deep connection with him, and based on this relationship of trust,
we have collaborated with APIEL.
8 This subchapter is written by one of the authors, Ki-Ho Kim, from Asian Institute for Energy,
Environment and Sustainability, Seoul National University, Republic of Korea.
8 Resonance in the Asian Program for Incubation of Environmental Leaders
more stakeholders from different countries. In this way, the unit’s vision will be widely
shared and make both a global and region contribution. Additionally cooperation in the
future should be not focused only on a short training program, but should also consider
long-term joint research and capacity building for continuing education.
8.3.4 Conclusion
The unit was based on a problem-solving approach, which was popular with the
students and the course designers, thus the students found it more attractive to be
involved. Based on this approach, the students learned many things, such as the
technical, social, and cultural aspects. The key achievements of the unit included:
1. The students who participated absorbed various information, particularly concept of sustainability related to social, environmental and economic factors.
These give them ideas on how to help their countries develop sustainably.
2. Networking for the future was started with the unit. RUPP’s APIEL alumni
association was also established by the students themselves. Additionally, the
initiatives of the Cambodia Unit will be a starting point for networking and
cooperation in the future.
8.4 Two Years Collaboration With APIEL
8
8.4.1 Introduction
For the past 2 years, the Asian Institute for Energy, Environment and Sustainability
(AIEES) at SNU has been given a great opportunity to participate in APIEL and
send students as well as professors to lead the students during the fi eld trips for
APIEL. One of the reasons why we have participated in this program is that AIEES
is also planning to build an Asian green leadership center at AIEES in the years to
come. In this regard, since UT started APIEL earlier, by participating together, we
wanted to learn how UT is operating their international education program.
Two years ago, SNU hosted the Asian University Conference for Green
Leadership. For this conference, we invited Professor Hanaki, where he introduced
the APIEL to us. And we have been participating ever since. Professor Hanaki also
took part in a seminar prior to the establishment of AIEES back in 2008. Therefore,
AIEES has had a deep connection with him, and based on this relationship of trust,
we have collaborated with APIEL.
8 This subchapter is written by one of the authors, Ki-Ho Kim, from Asian Institute for Energy,
Environment and Sustainability, Seoul National University, Republic of Korea.
8 Resonance in the Asian Program for Incubation of Environmental Leaders