136
study area. Students gained an understanding and much insight into the environmental issues, and were then capable of constructing their own strategy to identify
and solve problems. The group work was done before and during the fi eldwork in
China. They had a chance to work with a diverse range of students from different
backgrounds and countries. They also learned how to exchange their knowledge and
ideas with other people from different academic backgrounds. They broadened their
perspectives through discussion. During the fi eldwork, they had a fi eld survey, visited with the government offi cers, and talked with local stakeholders. This was a
valuable opportunity to get hands-on experience dealing with environmental problems. After the fi eldwork, APIEL provided a platform for the students to present
their proposals to the government offi cers, who have the authority to make policy
changes, and to get comments from them. From these comments, the students could
better understand the weak points or impractical parts of their proposal. This was
really interesting and challenging for them as students. This experience helped them
develop as environmentalists for the future.
Moreover, the students had a chance to participate in another unit: the Coca-Cola
Young Environmental Leaders Summit. This unit was held for current participants
and alumni. Participants from more than ten countries with different educational
backgrounds came together to discuss the creative corporate social responsibility
approaches. The Coca-Cola Unit challenged students to develop innovative solutions for a topic that they were not familiar with. This summit was especially benefi -
cial for them to develop communication and negotiation skills. In addition, they
were able to build up their own worldwide network with young environmentalists
from different countries. This network will be valuable and benefi cial for students
in the future.
The experience from APIEL had a great infl uence on students attending the program, including the author for his career. He would like to be involved with environmental issues in Asia, especially in the Southeast Asia region, where his home
country is located. After he got his doctoral degree in 2011, he started working as a
project researcher under the APIEL in the university. His work is concerned with
facilitating environmental educational programs. He needed to construct programs
in Asian countries with professors to help educate and incubate students to become
environmental leaders. His work focuses on such programs as sustainable water
management in Thailand and sustainable development in Cambodia. The fruitful
experiences from participating in APIEL really helped him to achieve in his job as
a facilitator. For instance, having a wide environmental perspective and understanding the students’ points of view, as well as communicating and negotiating were all
essential for him to fulfi ll his task as an environmental facilitator and educator. In
his career, he hopes to contribute to work on a global scale in the sectors of renewable energy, environmental health, and water pollution, etc.
In conclusion, the APIEL provides the participating students with a valuable multidisciplinary curriculum, practical experience, and a broad network related to environmental issues. Through the program, they are challenged to develop integrated
solutions to environmental problems. It helps reveal their weak points, such as the
knowledge and communication skills required for discussions and negotiations with
N. Baromey et al.
study area. Students gained an understanding and much insight into the environmental issues, and were then capable of constructing their own strategy to identify
and solve problems. The group work was done before and during the fi eldwork in
China. They had a chance to work with a diverse range of students from different
backgrounds and countries. They also learned how to exchange their knowledge and
ideas with other people from different academic backgrounds. They broadened their
perspectives through discussion. During the fi eldwork, they had a fi eld survey, visited with the government offi cers, and talked with local stakeholders. This was a
valuable opportunity to get hands-on experience dealing with environmental problems. After the fi eldwork, APIEL provided a platform for the students to present
their proposals to the government offi cers, who have the authority to make policy
changes, and to get comments from them. From these comments, the students could
better understand the weak points or impractical parts of their proposal. This was
really interesting and challenging for them as students. This experience helped them
develop as environmentalists for the future.
Moreover, the students had a chance to participate in another unit: the Coca-Cola
Young Environmental Leaders Summit. This unit was held for current participants
and alumni. Participants from more than ten countries with different educational
backgrounds came together to discuss the creative corporate social responsibility
approaches. The Coca-Cola Unit challenged students to develop innovative solutions for a topic that they were not familiar with. This summit was especially benefi -
cial for them to develop communication and negotiation skills. In addition, they
were able to build up their own worldwide network with young environmentalists
from different countries. This network will be valuable and benefi cial for students
in the future.
The experience from APIEL had a great infl uence on students attending the program, including the author for his career. He would like to be involved with environmental issues in Asia, especially in the Southeast Asia region, where his home
country is located. After he got his doctoral degree in 2011, he started working as a
project researcher under the APIEL in the university. His work is concerned with
facilitating environmental educational programs. He needed to construct programs
in Asian countries with professors to help educate and incubate students to become
environmental leaders. His work focuses on such programs as sustainable water
management in Thailand and sustainable development in Cambodia. The fruitful
experiences from participating in APIEL really helped him to achieve in his job as
a facilitator. For instance, having a wide environmental perspective and understanding the students’ points of view, as well as communicating and negotiating were all
essential for him to fulfi ll his task as an environmental facilitator and educator. In
his career, he hopes to contribute to work on a global scale in the sectors of renewable energy, environmental health, and water pollution, etc.
In conclusion, the APIEL provides the participating students with a valuable multidisciplinary curriculum, practical experience, and a broad network related to environmental issues. Through the program, they are challenged to develop integrated
solutions to environmental problems. It helps reveal their weak points, such as the
knowledge and communication skills required for discussions and negotiations with
N. Baromey et al.