80
results were shown, which verifi ed educational effects of the unit in terms of
academic contents. In 2009, project fi nding approach was taken and it contributed
to improvement of consensus building skills, while in 2011, approach fi nding strategy
was taken and it contributed to improvement of logical approaches for the proposal
development. Unit design and implementation performance were also evaluated
using feedback from the faculty members. According to this evaluation, signifi cant
improvement was observed in the second year including suffi cient time for group
discussion at the students’ initiative. Students’ feedback comments also showed
that the unit had a large impact in environmental leadership development. The purpose of the unit was certainly met, which aimed at achieving diverse, balanced and
integrated understanding on environmental issues in students as future leaders, by
the educational challenge of the unit and through the students’ own great efforts.
Acknowledgments The author would like to deeply thank Prof. Chettiyappan Visvanathan from
the Environmental Engineering and Management, School of Environment, Resources and
Development, AIT and Dr. Chart Chiemchaisri from the Department of Environmental Engineering,
Faculty of Engineering, KU for their cooperation and strong support for the Thailand Unit. Last
but not least, the unit was successfully conducted by the initiative and representation by Prof.
Hiroaki Furumai from the Graduate School of Engineering, The University of Tokyo.
Open Access This article is distributed under the terms of the Creative Commons
Attribution Noncommercial License which permits any noncommercial use, distribution,
and reproduction in any medium, provided the original author(s) and source are credited
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