Environmental Engineering Reference
In-Depth Information
Specific examples of parts of the ELTP with direct relevance to the theoretical
aspects of environmental leadership include:
• Effects of the course on individual thinking are revealed in course projects. For
instance, Project 1 of the 'sustainability foundations' course requires students
to consider which aspects of sustainable development they believe to be most
important. Student priorities ranged over environmental, social and economic
aspects of sustainable development, and a strong ethical base was demonstrated
in some student comments:
− “
The earth has reached its carrying capacity to support a quality human
life”; “we have a responsibility for all other living things
”.
− “
Today's economic activities are not just about working and gaining
money, increasing the company's profit, pursuing a high GDP or National
economic growth, but it's actually beyond the 'classical' definition of econ-
omy itself. Today's economy is an emergence of new 'social value' that has
gradually dominated and shifted another social life values such as, tra-
dition and cultural values, moral-ethics values, social norm and religion
values, etc.
”.
− “
We are facing so many problems and we also know what we need to do, but
somehow it seems very hard to act. In my opinion, one of the most important
factors is the lack of “LEADERSHIP”. We need a person who really can
inspire, motivate, and encourage us to act together
”.
• Student responses to the second project focused on envisaging the future
have been published (Norton et al.
2014
) and suggest this project supported
the abilities for forward thinking which are essential for an environmental
leader.
• Preparing students to apply environmental leadership in businesses (where a ma-
jority are likely to find jobs after graduation
3
) was the role of the 'sustainable
business' course which enabled graduates to evaluate the strengths and weak-
nesses of an organization's performance regarding sustainability; envisage what
impact a more sustainable way of thinking would have on an individual's job
and the company's business; consider case studies of successful sustainable busi-
nesses and strategies; and see sustainable societies and businesses as innovation
targets for more sustainable goods and services. Through this course and as-
sociated project work, students are introduced to some of the basic approaches
they may need if they are to think 'environmental leadership' in their future
workplace. Students could also consider how to reconcile the tensions between
business goals and sustainability imperatives.
• Practical experience relevant to business was also provided through fieldwork,
which comprises group visits to environmental businesses, waste treatment
facilities, and the like. Internships also offer an opportunity to bring together
environmental issues with the specialism of the individual student (Chap. 1).
3
JST data across the ELTP programs show that of the Japanese students, 66 % entered companies
after graduation.
