Posts Tagged ‘Business education’

Negotiate your way in a changing business landscape

Sunday, November 28th, 2010

Effective negotiation is about discipline, confidence and creativity. It is a skill that can be learned and should be practised, says Keith Stacey, negotiations expert with Scotwork.

Negotiating is what we do when we need something from someone else to help us achieve our goals. It may be a simple request from a colleague, ‘Have you got five minutes?’ or the complex process by which we negotiate to buy the home that we’ll spend the next thirty years paying for.

It can involve governments and business interests agreeing on a comprehensive new tax for the mining industry or sovereign states agreeing to establish a new refugee processing centre in East Timor.

Negotiation is a refined communication process designed to resolve conflict over interests. It can be simple transactional exchanges or multi-party, multi-jurisdiction, multi-cultural and multi-interest negotiations, or the myriad of micro negotiations that fill our working lives. We negotiate in our business lives and our personal lives. We are often involved in negotiations with out even being aware that we are.

No matter the context, being able to negotiate effectively is a key personal and professional skill.

Negotiation has always mattered, now it matters more

Its not news that the environment in which we do business – and in which we negotiate our business goals – is changing.

Organisations are increasingly complex. Outsourcing is common, supplier and customer relationships are blurring as they evolve. The competitive landscape that we work in is shifting too; industry boundaries changing – a search engine business one day, is a mobile phone company the next, and inventing the driverless car the day after. Even the work day is up for grabs as flexibility and self management have become watchwords of employment contracts. Trade is as global; information is abundant and ubiquitous.

The opportunities and threats implicit in a world where competition and cooperation are global require high levels of integration and coordination between firms and between individuals to secure the benefits of trade.  Managers need to manage the blurred boundaries between their firm and others in the market place.

Yet many managers are demonstrably poor negotiators. Why? I believe most people under perform in negotiations because of a combination of the following.

  • the failure to develop skills;
  • a lack of personal discipline;
  • mind set of win/lose;
  • irrational behaviour under pressure;
  • an inability to distinguish between relationship and the commercial issues;
  • a failure to prepare and use of short-term tactics rather than robust strategies.

Effective negotiation can be learned

Effective negotiation is a skill. And it is a skill that can be learned, and honed. It is about discipline, confidence and creativity.

A negotiator needs discipline:

  • discipline to prepare thoroughly and research the issues before going into a negotiation.
  • discipline to develop a robust strategy and stick to it, combined with the insight to be flexible around strategy when plan A doesn’t work.
  • discipline to prepare options and the find solutions if conflict arises.

To achieve mutually successful outcomes a negotiator needs confidence:

  • confidence to understand that information sharing is crucial to any gain sharing in a negotiation. Sharing of information builds trust and helps towards a collaborative outcome. Research suggests that people who share personal information before going into a negotiation are less likely to reach a deadlock. We like to know who we are dealing with. The increased use of social media both provides excellent research material into the background of a counterparty, but it is also important to establish relationship with the prior to negotiating.
  • confidence to know that if the negotiation creates value then you have the skills to negotiate a fair share of that value.

The skilled negotiator needs creativity:

  • negotiators need to be strong in asserting their rights and in pursuing their objectives, they also need to be creative in trying to achieve the other party’s legitimate objectives.
  • a starting point for the creative process is to put yourself in the other party’s shoes for part of the preparation. This will provide both understanding of and empathy for the other party’s issues.
  • single issue negotiations inevitably lead to either deadlock or compromise and negotiators need to be creative in bringing a range of issues to the negotiating table. Rather than negotiate an annual salary increment in isolation, open up the negotiation to career issues which include training, opportunity to work in different teams, overseas experience and temporary project assignments. Rather than negotiate the purchase price of an asset, look at its whole economic life which would include maintenance, upgrades, training and replacements.

A skilled negotiator will combine assertive behaviour in pursuit of their own legitimate objectives with a collaborative approach to achieving the counter party’s objectives.

Does corporate social reputation matter?

Saturday, November 20th, 2010

Would you work for a landmine manufacturer? How about Big Tobacco? Or a business with a poor human rights record? We all like to believe that ethical considerations affect our choice of employer, but Professors Timothy Devinney and Grahame Dowling suggest corporate ethics is not as high on the list of priorities as most people think.

No one wants a bad reputation, and the same goes for companies. Tom Albanese is probably not proud of Rio Tinto’s behavior in the Stern Hu affair, and Steve Jobs certainly wasn’t happy about the revelations about worker suicides at Chinese Apple supplier Foxconn.

No one likes to think their company is doing bad things, but the question is: How much does it actually matter when it comes to attracting the best talent?

Researchers at UTS and Melbourne Business School, funded by an Australian Research Council Discovery Grant, wanted to find out to what extent business graduates take into account the reputation of a company when considering prospective employers.

To do this, we worked with the placement services of two major global MBA programs examining how graduates choose companies with which to interview and the components of the job contracts they preferred — taking into account the reputational aspects of job, the more mundane components of the job offer (such as salary and workload), and the characteristics of the company making the offer.

Our study had three parts.  First, the MBA students outlined what they looked for in a job and a job contract using a series of standard survey questions.  Next, they described what their dream job and dream employer looked like. Finally, using a structured experimental approach, we presented them with potential contracts from companies, from which they were to choose.

The contracts varied in a number of aspects: job location, salary and working conditions (for example travel time and workload demands), promotion opportunities,  further training and so on.  n addition to these relatively standard variables, we varied three types of reputation as measured in global ratings — social reputation of the potential employer (issues such as environmental sustainability, human rights, and so on), its workplace reputation (picking up on ‘best places to work’ types of issues and overall corporate reputation (issues such as product quality, financial health, and general reputation).  The reputations varied from ‘one of the top 25 in the world as rated by X’ to ‘an adequate reputation locally with some negative issues that periodically get into the press periodically’.

Speaking generally we found that MBAs tend to discount reputation significantly when making their career choices. We also found that when they do account for it they do so at the extremes.

In other words, what matters, when it matters, is either a top global reputation or a very negative reputation. Having a good local reputation may sound good to the locals but does not resonate with MBAs. According to our findings, MBAs will overall choose to avoid firms with negative corporate and workplace reputations and have a slight preferences for firms with globally recognised corporate reputations. When it came to a firm’s social reputation, we found no effect either for good or bad. Despite the strong anecdotal belief that companies can ‘do well by doing good’ and that employees will seek out companies with a strong corporate social responsibility strategy, our results reveal that MBAs do not put much stock in a company’s social positioning.

These findings are consistent with our work on ‘ethical consumers’ . In that research we show that what matters to consumer choice is usually a complex mixture of attributes about the product they’re buying. In the case of MBA job and contract choice the same is true. Potential employees take into account complex mixture of attributions and associations in relation to the jobs they are considering. We believe that over emphasising reputation is a mistake, particularly with respect to aspects of reputation, such as a company’s social positioning, that do not relate to what people are seeking from an employer.

What is perhaps most interesting about both our research on MBAs and consumers is that when you question them in a survey or an interview they invariably indicate that a company’s or product’s social positioning does matter. For example: ‘I want to work for [or buy from] a company that’s good to children, to women, to the environment, that’s good to this, that’s good to that.’  However, when you compare these statement or the survey results to the choices made, there is almost no relationship at all.

The problem is that surveys or interviews do not require people to make a trade-off or pay a price for their opinions. The reality is that we all make trade-offs that may or may not be related to a company’s social activities. Our work research indicates that these trade-offs are the key to understanding the impact of social aspects of companies. Ultimately, the question is whether when you see a company that has a good social reputation, a good corporate reputation and a good workplace reputation and you could take the social reputation component off the table, would it affect the decisions people make with regard to that company – whether they’d buy from it, or choose to work for it? We believe that it would not materially do so.

Certainly, companies don’t want to have bad reputations. But do they need to have stellar social reputations? Not if they are seeking out MBA graduates or consumers, it seems.

This creates a real conundrum for companies and managers. Many justify their corporate social responsibility activities based on a direct link to value, a long the lines of: ‘social reputation pays because consumers will pay more for our products or we will get the best graduates.’ This is a ‘have your cake and eat it too’ fallacy. Companies should make decisions about their social positioning based on what trade-offs managers view as fundamentally appropriate. Ultimately, whether the relevant stakeholders believe their decisions are correct or reasonable gets worked out over time through the rough and tumble of the marketplace, political system and court of public opinion.

Is your organisation what it says it is?

Saturday, October 23rd, 2010

Is your organisation what it says it is? How do you know? How do you let your customers know? Darrall Thompson, Senior Lecturer and Director, Teaching and Learning at the UTS School of Design, has explored the question from the educational perspective. Does it have applications for business?

Businesses trade on what they deliver to their customers, and on what they stand for, their values. And focus on values has become more intense. Perhaps it’s fall out from well publicised cases like the James Hardie asbestos scandal, the BP oil spill in the Gulf of Mexico and the levels of fraud and unethical dealings that contributed to the global financial crisis which continue to continue to emerge. Perhaps is it’s the ease with which customers can now communicate dissatisfaction via social media platforms magnifying the impact of small brand hiccup, and globalising and personalising larger scale disasters.

So, how does any organisation turn all the talk about values into something tangible and measurable by its various stakeholders?

It’s a question the education sector has been grappling with and Darrall Thompson, Senior Lecturer and Director of Teaching and Learning at the School of Design has had particular focus on the issue for the past eight years.

‘In the design school, challenging creative boundaries is a ‘risky’ thing to do, so we explored how the high level of risk taking, valued in graduates by the university can be constructively incorporated into the assessment criteria for student assignments, rather than marked down.’

The outcome, is a web-based software application, Re:view.

Originally designed to promote deeper learning, by engaging students with course assessment criteria, it’s finding resonance in the wider academic community and is being commercialised by UniQuest and digital marketing company, acidgreen, as an online assessment interface for educational organisations.

‘It’s proven to save marking time for teachers, increase ten-fold student engagement in work feedback and it has market potential beyond universities, for a myriad of selection and measurement applications, from staff recruitment and performance review, to business development.’

Thompson says as well as providing developmental feedback for students Re:view ‘helps academics focus on key assessment criteria in their subjects, to ensure students are being assessed according to development in the key course areas, grooming them to meet the needs of their future employers, or indeed, become great entrepreneurs.’

‘Ultimately, students will graduate with an official, longitudinal record of their performance in key attribute areas, over the duration of their course.’

In an employment environment that looks favourably on graduates with proven track records in a range of unmeasurables like creativity, innovation, versatility, adaptability, empathy with other cultures, communication skills, the potential for this measurement tool in the wider business world is still to be revealed.

Managing director acidgreen, Mike Larcher is investing in the commercial development of Re:view:

‘The benefits of Re:view are not limited to student learning and development, as the system also provides employers a means of measuring a graduate’s capabilities based on meaningful assessment. This creates enormous business world potential.’

CEO, Association of Financial Advisors, Richard Klipin, agrees.

‘When investors look at investing anything, they need to be sure they’re investing in real companies, with real people, that have realproducts, and it’s not just some esoteric idea that’s a bit out there,’ he says.

Klipin says, senior executives have this issue on their radar:

‘Their brand has to stand for something and their brand has to be consistent and authentic.

‘If you’re going to value a graduate attribute, it needs to be made explicit in the assessment process.’

Klipin says if Re:view can live up to its promises, it has real business potential.

‘We have report cards for kids at school and tertiary education, so having a system that allows a student and obviously academics and perhaps prospective employers to be able to assess and track and review, with the aim obviously of tracking performance and hopefully improving performance, has to be a sensible thing and a useful tool.’

Peer-to-peer

Tuesday, September 14th, 2010

Roger Martin transformed the Rotman School of Management from a flagging business school into a thriving institution based on the principles of design thinking. Interview by Roy Green.

Roy Green: Roger, you began as a strategy consultant and now you find yourself running a business school. How did you make that transition?

Roger Martin: It was mainly an accident, in truth. I was minding my own business, consulting, and I met Rob Prichard, then the wonderful president of the University of Toronto. He decided I needed to be the next dean of his business school, and since he’s one of the most persuasive men I’ve ever met, he managed to talk me into it. I guess I’ve always believed business people should turn to public service at some point in their lives, and I always believed that I would. I just ended up doing it when I was 41 instead of in my fifties because of Rob. But I look back on it with great amusement, because I knew so little about how academic institutions worked, it scares me now to think about it.

It must have been a shock making that transition…

It was. The faculty was good to me; it’s just that I knew very little. What I did know was that business education was broken. I knew because I ran recruiting at Monitor Company (a leading US management consultancy) for about a decade, from the time we were 30 consultants to the time we were about 600. We couldn’t get what we needed out of business schools, full stop.

In 1991, I did a massively unpopular thing: I put the undergraduate consultants in exactly the same orientation training program as Harvard MBAs and Stanford MBAs, which drove the latter crazy, but it’s because they’d been taught nothing that was particularly useful to us. They were older, more mature and had good resumes, so once we trained them how to think the way we needed them to think, they were great employees.

I knew the business schools weren’t teaching the thing most important to business, which I termed at the time ‘integrative thinking’. Monitor Company was ‘young punks consulting’. We were all in our twenties when we started that company, and I had to keep asking myself, why on Earth would anybody want to hire us? We’re kids; they could hire one of the more established consulting firms. It turns out they only hired us to … work on problems where it was hard to even frame what the problem was.

When you arrived at Rotman in 1998, how would you characterise the business school?

What was interesting about it was that it was in Toronto’s greatest business city by far and in Canada’s best university. They had Canada’s number-one graduate schools across virtually every discipline, and probably the number-six business school. So I saw it as a place that could be improved. It stood below where it should stand and was utterly traditional.

But it’s an enormous leap from there to saying that using integrative thinking we can make ourselves the best. What brought that on?

Basically, I’m delusional. Ninety percent of new businesses fail within 18 months, and if anybody actually took that statistic to heart, nobody would ever start a good business. But everybody is delusional enough to think they’re going to be the one success. I was delusional enough to think I could transform a [traditional] business school into one that taught a more holistic, integrated way of looking at business.

At UTS Business school, we’re at that formative stage. We’re quite hopeful, given that we have an iconic building on the way, which will exemplify our interest in this integrative thinking and a more innovative approach to programs. In Australia, we have very standardised business education, driven by the funding model, and it’s hard to break free from that. There’s always a danger that if you break too far away, you’ve sacrificed the revenue stream.

The critical formative point was a review I was asked to do by the Federal Minister for Innovation in the Rudd Labor government – the textiles, clothing and footwear review. One aspect of the review was to look at what happened to graduates in fashion and design. What happened is that they emerged from faculties and schools with very limited business skills. Often, companies with all that entrepreneurial zeal fail after a year. All that talent wasted. I thought business schools could contribute to the success of these wonderful graduates. It offers an opportunity at UTS to do something very distinctive without entirely breaking free from the funding model: to use what freedom we have to make some changes.

The seminal thing [for me] was a 1992-to-1995 assignment with Herman Miller, the office-furniture company that created the Aeron chair. They launched it while I was there and I was hired by the senior vice-president for design. He said, ‘Well, Roger, we think of strategy as a design process.’ It got me thinking, and I watched Herman Miller with care as they thought about the design of the now-iconic mesh-backed chair.

That chair was launched at about US$800 (A$900): then, the price point for a good-quality ergonomic chair was US$400. It didn’t look like any chair before but it became the best-selling, most profitable chair in the history of the planet.

When they tested the chair, some people got angry. They said, ‘Why are you bringing me in to sit on an unfinished chair?’ It didn’t look like a [traditional] chair but what was fascinating was that management said, ‘No, we’re going to do this. We’ve hired two of the best designers in the world, Stumpf and Chadwick. They’ve worked long and hard to figure out what people really don’t like about their chairs. They’ve incorporated that into a wonderful design, and some people don’t think it looks chair-like enough and it makes them nervous, but we’re going to launch it anyway.’

Virtually any other company I’ve worked for would have said, ‘Hmm, we’d better go back and make it look more like a chair.’ I was fascinated. Here’s a billion-dollar company saying judgement and intuition have to be integrated with analysis, right up to the CEO.

From that point, I was more and more interested in how we think. I always thought you could analyse your way to answers. You can’t: analysis is just an aid to judgement. Integrative thinkers, when they face two models that are conflicting, rather than choose one over the other, say, ‘I must create a new model that doesn’t yet exist.’

How would you depict the distinctive features of design thinking? Sometimes we associate it with design, but it isn’t necessarily associated with design at all. There’s something well beyond design that you call ‘design thinking’.

That’s right. Many [designers] are not very conscious of their own thinking. They just do. They’re skilled with their hands; they have a skilled eye for graphic design, but they can’t tell you why and how they’re doing what they’re doing. A few features of design education I believe need to be incorporated under business thinking generally aren’t. One has to do with a deeper, holistic understanding of consumers. The world of consumer research has become more technical and technocratic: it’s all about statistics and having a big enough sample size and questions that [yield] reliable answers – which is all well and good. But to have statistical significance and a view that it’s a reliable instrument we really understand means ignoring everything that’s hard to quantify.

We have to appreciate the qualities, not just the quantities, when we’re thinking about consumers. We’ve got to follow [consumers] around for two weeks, not send them a survey they can do in 15 minutes. So that’s one element: user understanding.

The second element of design we need to incorporate is ‘abductive reasoning’. If you look through most design-school curricula, they’re given one task after another that says ‘create something that doesn’t now exist’. It hardly happens in business education. So [designers] come to believe that’s their job. The different perspectives on the customer and the production process are things out of the world of design that morphed into business education.

That might be true if you’re in a company trying to create new markets but how does that relate to business education? Is this something that can be taught? Because what we tend to do in business education is offer deep specialisation. Some generic skills flow across, but we take the view as educators that we must ground people in the disciplines, then when they go out into the world they can find out about abductive thinking and cross-disciplinary thinking. How do you translate integrative thinking into a business-school curriculum?

One thing I ask anybody who questions whether they can do design thinking and creative thinking in business education is, ‘Whoever made the rule that because something is untaught, it’s unteachable?’ That’s an assumption lots of people make but you’ve just got to think about how to do it. One percent of the population has perfect pitch: they can sing a C without hearing it. It turns out that if you get people early and train them, you can get that number up to 75 percent, yet most people would say you’re either born with it or not. If you’re in a society that believes you’re born with perfect pitch, it will be one percent, and if you study and develop it, you can get 75 percent. That’s what I believe about teaching people abductive logic. We teach them abductive, inductive and deductive logic.

Is it too late by the time they reach university?

That’s one of the challenges. One experiment I’m doing with my colleagues is how early you can teach integrative thinking: last year, we did an unbelievably successful pilot with grade-10 girls, teaching them integrative thinking. They were spectacular. I came away saying, ‘There is absolutely no problem with grade-10-aged kids’ – now we’re heading towards grades seven and eight. It is harder work to overcome the reductivist, silo-ised, analytically-driven, ‘there is a right answer’ orientation that students get for 12, 13, 14 years from kindergarten to year 12, and through another four years of undergraduate education. By that time, they’ve got a bunch of wiring that has to be seriously rewired. So the answer might be teaching integrative thinking to kindergarteners.

If this is so compelling, why are so few business schools doing it?

I guess it’s an absolutely bog-standard diffusion of ideas. Some innovators now are attempting to prove something that hasn’t been done before, but there are a bunch of people who will be early adopters, who will say, ‘I know things are kind of broken now and if they can succeed even a little, we’ll adopt it.’ Then there’s a bunch of people in the middle saying, ‘I’m going to wait until either this passes as a fad or shows me it’s here to stay.’

I’m not at all perplexed by this. This is the way it always happens. What I set out to do at the school, I knew would be a relatively lonely journey. Now it gives me great encouragement when a UTS or Stanford starts doing that stuff in their own way. Nobody is cloning what we’re doing but they’re taking some aspects of it. That’s encouraging, but I study the diffusion of ideas, and it generally takes around 30 years for an idea that’s proven beyond a shadow of a doubt to become widely diffused.

Frank Gehry’s UTS Business building

Tuesday, September 14th, 2010

Frank Gehry was inspired by the idea of a cross-disciplinary business school, writes Roy Green, Dean of UTS Business. He wants it to be special.

A Frank Gehry-designed building is a tremendously exciting prospect. But this project’s journey is as thrilling as its destination. Let’s be clear: this building didn’t start with an architectural concept – it started with our vision to become a world-class business school in a world-leading university of technology. To derive this vision, we spent several months in 2009 in a strategic conversation, canvassing everything from how the post-crisis world would re-shape business to what kind of structures and programs would help us build a more ‘integrative’ approach to business education.

In-principle university approval had already been given for a new business school building, providing us with a once-in-a-generation opportunity to reposition ourselves with a distinctive offering in an increasingly competitive and globalised world. A design competition was being prepared as part of the ambitious UTS City Campus Masterplan for the Dairy Farmers warehouse site in Ultimo. This was exciting in itself, but a further thought occurred in our strategic conversation with consultants 2nd Road: how inspirational it would be to attract an architect of Frank Gehry’s calibre to manifest our vision of the future in a uniquely creative building.

We were able to make contact with Gehry himself through his long-time friend and associate Maureen Thurston, a partner at 2nd Road, who said she would ‘give him a call over the weekend’. Gehry was interested. He requested a one-page statement from the faculty setting out its future strategy and expectations for the building. Having received this, he responded with a simple text message: ‘I’m up for it.’ Vice-chancellor Ross Milbourne lost no time in cancelling the design competition and inviting Gehry to Sydney for a private visit to view the site. It was on this visit that, when asked by the vice-chancellor whether he liked the Dairy Farmers site, Gehry replied: ‘I like the problem.’

Frank Gehry famously bases his designs on inspired sketches. Here’s the story behind ours.

On Gehry’s second visit to Sydney in December 2009, he contracted food poisoning. It curtailed his activities somewhat, and his meeting with the faculty had to be cut short. The following day, despite his illness, Kerry O’Brien interviewed him for The 7.30 Report, and we had a few other light meetings. We had a final discussion before he got on the plane in the coffee shop at the Park Hyatt.

Gehry was getting better, and beginning to be his old self again: sketching, talking and thinking about the essence of the building, its metaphor and exactly what it was all about. ‘I’ve got it,’ he said. ‘I’ve been thinking about our discussions.’ We had been talking about trees. ‘This is going to be a tree house, with a trunk and a core of activity, and houses in the branches for people to connect and do their private work.’ That was the moment genius struck. The result was this sketch of the unifying idea Gehry would employ for his design: a tree house, a ‘growing, learning organism with many branches of thought – some robust and some ephemeral and delicate’.

Craig Webb, Gehry Partners’ Chief Designer, looked at the sketch and said: ‘We can work with that’. And it has been the guiding principle of the work being undertaken on the building ever since.

Design philosophy

So far, Frank Gehry has visited Australia three times – four if we count his public lecture almost 30 years ago, which took place by extraordinary coincidence in another iconic Sydney building – the UTS Tower. Gehry himself likes to say that he was ‘waiting by the phone’ for us to call and that he busied himself ‘with a couple of other things’ in the meantime. We have visited some of the buildings with which he busied himself – such as the Disney Concert Hall, Massachusetts Institute of Technology’s Stata building, Princeton Library and Weatherhead School of Management – and in the process, we learned more about the Gehry philosophy of design, some of which is particularly relevant to our project.

‘Design from the inside out’

This means starting with the ethos, needs and aspirations of the client, in this case the school and university. Currently, we operate at three locations including our main city campus – a reconstructed heritage site in Haymarket, where the separation of discipline areas is reinforced by a disconnected architecture and where, as a consequence, opportunities for interaction and collaboration are highly constrained.

By contrast, our faculty strategic conversation has placed emphasis on more integrative thinking, on producing students with boundary-crossing skills as well as specialised domain knowledge, and on a more creative element to business education, especially the extent to which we can connect our discipline areas with other faculties and discipline areas, such as design, engineering and IT, communication and the humanities. This emphasis also aligns with the direction of the UTS Strategic Plan, and discussions with the vice-chancellor, the University Council and our external partners in industry and the community.

‘The work is liquid until it is not’

Everything in the design discussions to date has focused on the internal functionality of the building, and this work continues in liquid form until it is crystallised as the final design, prior to the construction phase. Form truly follows function in the Gehry design philosophy, as for the early Bauhaus architects, but in a more organic style that questions and supersedes their idea of a ‘machine for living in’.

The Gehry team is committed to measuring the costs of the project so that it does not run over budget, and the constant three-way dialogue between the aspirations of the client, the interpretation of the architect and the reality of finite resources means that liquid cannot become crystal until the right moment: too early and attachments may be formed where ‘hearts get broken’; too late and the building doesn’t get built. Choosing this moment is part of Gehry’s genius, as is made clear in the Sidney Pollack film Sketches of Frank Gehry. Until this point, to avoid media controversy and misunderstanding, Gehry Partners’ policy is to keep the designs confidential to the client.

‘Making the building porous’

Our aim is also to make this a porous building, both internally and externally. Internally, there will be public and collaborative spaces where interactions can happen between colleagues, students and business-school partners. Academics will have their private ‘think spaces’ but we hope to make the collaborative spaces so inviting that they will choose to use them.

Equally important is the building’s relationship to the outside environment and how it connects with the city, its urban landscape and its communities.

An inspiration for Gehry is the High Line in Manhattan, and its parallels with the Ultimo Pedestrian Network (UPN) between Central Station and Darling Harbour. Like the High Line, the UPN will consist of a string of raised pedestrian walkways converted from old railway tracks. One of Gehry’s first questions about the building was: ‘Where is the entrance?’ Will it be at the UPN level or at street level? ‘The good news is that you can have your cake and eat it too,’ he said. The new building will have the potential to combine a street-level entrance connecting us with the city and an elevated entrance that integrates us with the university and UPN.

Unifying idea

The University Council engaged Gehry to undertake a concept design for the new building soon after his first visit to Sydney. It was on his second visit last December, following an interview on The 7.30 Report with Kerry O’Brien, that he sketched the unifying idea – the metaphor – he would employ for the design. It would be a tree house, with a trunk, a core of activity and tree houses in which people can meet, connect and undertake their academic work.

‘Thinking of it as a tree house came tripping out of my head on the spur of the moment in your presence and was not contrived,’ he wrote later. ‘But on reflection, the metaphor may be apt. A growing, learning organism with many branches of thought – some robust and some ephemeral and delicate. Anyway, it’s a start.’

Indeed it was a start, and elements of the tree house can be seen in the design as it progresses towards crystallisation, which will happen towards the end of this year. In the interim, the vice-chancellor has led a number of trips to Gehry Partners’ studio in Los Angeles, the purpose of which was to understand the Gehry process of design. We examined many of his models, developing an understanding of the relationship between the blocks that represent the building’s physical construction and the technology that goes into making those buildings a reality.

We also saw the architect’s current and recently completed projects in model form, including the Abu Dhabi Guggenheim, the Louis Vuitton Foundation for Creation building in Paris, and the Novartis headquarters in Basel, Switzerland. Much of what we saw helped guide us in our conception of how the design will evolve and, in the end, manifest itself in the final construction. The ideas behind the striking Novartis building in particular have influenced the vice-chancellor’s vision of open office spaces, glass and natural light.

One thing that is clear on examining all of Gehry’s buildings is that no two are alike. While there is a Gehry style common to all, a very different set of structures and finishes emerges from each to create the final result.

Schematic design

We have now moved from the concept design phase to schematic design. This phase will involve at least four visits in the latter half of the year from Gehry Partners and a likely visit by Gehry himself in December to formally crystallise the project, which has been given a completion date of late 2013.

We were doubly fortunate in being able to make the further announcement of a $25 million gift to UTS from Chinese business leader Dr Chau Chak Wing, with $20 million for the building itself and $5 million for scholarships. This is the largest single donation for a university building in Australia’s history and provides further affirmation of our vision and partnership with Gehry.

Significantly, while Gehry is deeply involved in all his projects, he has said about the UTS project: ‘I want to make this special.’ He intends to combine his experience of earlier partnerships with educational institutions, in which he was often the initiator of the conversation around business and design, artistry and creativity, with the ideas already emerging from our faculty.

Gehry sees business itself as a form of artistry and creativity but bemoans the fact that businesspeople are never taught that way. As he told the faculty: ‘I’ve always thought that businesspeople are artists – they work intuitively, like artists. That’s how we work… If you are going to come into the business world that I know now, it’s all messed up, right? Business is searching for how it can contribute to the world, and it’s great to have a businessperson – for me, anyway – who will free-associate. You need an environment to nurture that. That comes from you, too, not only from me. For me, it’s wide open. That’s why I came here.’

There is still a great deal of work to be done. Getting the building right is an almost inconceivably huge and complex challenge. And we are fortunate to have leading the process a vice-chancellor who is committed to its success. More than that, we have to deserve the building that we create, to fill it with faculty who are prepared to give of their talents, intuition, artistry and ideas, students who are searching for answers in a fast-changing world, and partners from the business community who are actively engaging with the academy.

Ph3: Three minute thesis at UTS Business

Friday, August 27th, 2010

Ph3 prize winners, from right, Richard Norman (winner), Chelsea Wise (winner, people's choice), Professor Tracy Taylor, Nicole Sutton (runner-up), Professor Stephen Taylor

Picture the scene: you’re at a party, you get chatting, things are warming up and you’re keen to impress. Then it happens. Talk turns to work. And for you work is academia. Not just any academia but you’re two years through research into a field so specialist and so obscure, that even your supervisor’s eyes glaze over when you mention it.

Yes, you may have a passion for, say, ‘the-limitation-and-distortions-of-corporate-governance-issues-in-culturally-biased-wholly-owned-subsidiaries-of-community-sport-organisations-on-societal-systems and stakeholders’, and indeed what you discover may one day change the world. But the subtle intricacies of what you love don’t always communicate over a luke-warm chardonnay at a noisy party. Let’s face it, it hasn’t been your most successful pick up line to date, has it?

To the rescue of Phd and and MPhil students around Australia comes the inaugural Three Minute Thesis competition, or Ph3 as it has been dubbed at UTS Business School, where the first-round heats were held on August the 19th.

Nine post graduate students at various stages of their research studies, representing five management, disciplines took the challenge to present a compelling and coherent summary of their theses in under three minutes. They also took on the bigger challenge of doing it with only one Powerpoint slide, and no fancy animations.

Humour aside, the event is part of an important national initiative with competitors from 32 of Australia’s universities competing for a prize of $5000 at the national final in September, at the University of Queensland. The goal of the competition is to assist research students to develop academic research and communications skills. The finals will be judged by ABC Science Broadcaster, Bernie Hobbs.

But, as the event on the 19 August demonstrated, the benefits are broad. The opportunity to listen to concisely explained summaries of some of the work that is going on around UTS Business, alone, gave participants and members of the audience a unique insight into the research depth that UTS offers.

The strength in presentation skills were as rewarding as the range of topics was varied. We heard how Bruce Wayne of Batman is the archetypal non-profit organisation, wishing to save the world, but needing a range of tools (Bat-toys), consultancy (family retainer in Bat cave) and funding (dead millionaire parents) to smooth his journey. We learned about the impact of Muslim women surf life savers on community sport and cultural exchanged, and gained an insight into how wholly owned foreign subsidiary companies structure their management control tools. And that was just for starters.

Richard Norman, a researcher from the Centre for Health Care Economics was presented with a cheque for $500 as the winner of this first-round heat. Richard’s thesis is ‘Limitations and distortions in outcome measurement in economic evaluation of healthcare’. Richard will now compete with other Phd students from around the UTS campus for the chance to represent the University at the National finals next month.

Nicole Sutton from the School of Accounting, was awarded runner up, with her thesis on ‘Management Control of research activities in Universities’. Nicole was presented with a cheque for $250. Chelsea Wise from the School of Marketing won the People’s Choice Award of $250 for her entertaining and enlightening discussion, ‘Novel specification: How do consumers cope?’

The final of the UTS leg of the competition is being held on Tuesday 31st August, at the Great Hall Level 5, UTS Tower. 5.30 for a 6 pm start.

The winner will go on to compete in the National finals the University of Queensland on 21st September, where prizes of $5000, $2000 and $1000 are up for grabs.

Participants in UTS Business Ph3 heat, on 19 August, 2010

UTS Business' Ph3 participants with Professor Stephen Taylor

Tirukumar Thiagarajah, Accounting, Exploring management control systems in the third sector

Hazel Maxwell, Leisure, Sport & Tourism, An exploration of the role of sports organisations in community development: The case of Australian Muslim women

James Wakefield, Accounting, Control and performance of wholly owned foreign subsidiaries

Richard Norman, Centre for Healthcare Economics, Limitations and distortions in outcome measurement in economic evaluation of healthcare

Chelsea Wise, Marketing, Novel specification: How do consumers cope?

Nicole Sutton, Accounting, Management control of research in universities

Christoph Hechelmann, Leisure, Sport & Tourism, Effects of social media engagement on the emotional attachment to sport sponsoring brands

Peter Sinclair, Marketing, The comparative effects of societal syndromes on knowledge discovery in new product development

Alastair Rylatt, Management, Stakeholder commitment over time