Posts Tagged ‘Design thinking’

LIVE from TEDx Sydney 2011

Saturday, May 28th, 2011

Business21C Weekly’s Kirsten Lees and Gabriella Lahti will be interviewing speakers LIVE from the conference with updates and audio clips posted directly to the blog.

Craig Reucassel speaks to Kirsten Lees

INTERVIEW WITH CRAIG REUCASSEL

Wrapping up TEDxSydney 2011. Kirsten Speaks to Craig Reucassel, writer and performer. Click above to listen.

Drew Berry speaks to Kirsten Lees

INTERVIEW WITH DREW BERRY

Kirsten speaks to Drew Berry, biomedical animator. Click above to listen.

Right now: Kirsten is interviewing Alexander Lotersztain, designer.

Alexander Lotersztain speaks to Kirsten Lees

INTERVIEW WITH ALEXANDER LOTERSZTAIN

Josh Wakely speaks to Kirsten Lees

INTERVIEW WITH JOSH WAKELY

Josh Wakely, director and screenwriter, Talks to Kirsten Lees. Click above to listen.

Right now at CarriageWorks:

Saul Griffiths speaks to Kirsten Lees

INTERVIEW WITH SAUL GRIFFITHS

Dr Saul Griffiths, inventor and renewable energy innovator, speaks to Kirsten Lees about his passions: energy production and efficiency. Click above to listen.

Veena Sahajwalla speaks to Kirsten Lees

INTERVIEW WITH VEENA SAHAJWALLA

Veena Sahajwalla, sustainability scientist, speaks to Kirsten Lees. Click above to listen.

The foyer at CarriageWorks.

Richard Gill spreaks to Kirsten Lees

INTERVIEW WITH RICHARD GILL

Richard Gill, conductor and educator, sings a little song and talks to Kirsten Lees. Click above to listen.

Richard Cotton speaks to Kirsten Lees

INTERVIEW WITH RICHARD COTTON

Richard Cotton, geneticist, speaks to Kirsten Lees. Click above to listen.

Inside CarriageWorks, Sydney.

Bottled scents of Sydney.

Right now: backstage at TEDxSydney.

David Chalmers speaks to Kirsten Lees

INTERVIEW WITH DAVID CHALMERS

Kirsten talks to David Chalmers. Click above to listen.

Genevieve Bell speaks to Kirsten Lees

INTERVIEW WITH GENEVIEVE BELL

Kirsten talks to Genevieve Bell. Click above to listen.

Photos:
Gabriella Lahti, Business21C

Main title graphic:
Yeah Design Group

Main title image:
Courtesy of Jean-Jacques Halans, CreativeCommons

Climbing the Gehry Tree House

Wednesday, December 22nd, 2010

Sydney’s Frank Gehry designed Dr Chau Chak Wing building will open a new page in business education in Australia.

UTS has been working with Gehry Partners to design a world-class business school based on the idea of a tree-house structure. As Frank Gehry has put it, “a trunk and core of activity and… branches for people to connect and do their private work.”

The building will have two distinct external facades, one composed of undulating brick, referencing the sandstone and the dignity of Sydney’s urban brick heritage, and the other of large, angled sheets of glass to fracture and mirror the image of surrounding buildings.

The project inspired the Australian-Chinese business leader Dr Chau Chak Wing to donate a total of $25 million to UTS; $20 million to support the new building and an additional $5 million to create an endowment fund for Australia-China student scholarships. It is the equal largest ever philanthropic gift by an individual for a university in Australia.

UTS Vice-Chancellor Professor Ross Milbourne said that while the building would undoubtedly become a Sydney landmark, the key element for the University was that it was conceived from the inside out with the needs of the UTS Business School and the University at heart.

To read more click here.

I like the problem

Thursday, November 11th, 2010

Sydney’s architectural community was given a privileged insight into life at Gehry Partners’ LA office when senior design partner, Craig Webb, spoke at the UTS School of Design, Architecture and Building recently.

It’s not often that someone is moved to tears by a building, especially a world-renowned architect at the end of a glittering career.

But the sight of Frank Gehry’s Guggenheim Museum in Bilbao had Philip Johnson openly sobbing at its opening in 1997. He declared it ‘the greatest building of our time’ and its designer ‘the greatest architect we have today.’

In August this year Vanity Fair magazine asked 52 experts, including 11 Pritzker Prize winners and eight deans of major architecture schools to name the most important buildings, monuments or bridges completed since 1980. Twenty eight voted for the Guggenheim in Bilbao, almost three times the number of votes for Renzo Piano’s second-placed building.

Besides its intangible power to effect an emotional response, Gehry’s flamboyant style has attracted acclaim thanks to the dramatic juxtaposition of fluid curves and sharp edges, the stark contrast yet harmoniousness with the surroundings, and the use of exotic materials.

However, his work has also been criticised for overwhelming its locations – for being vulgar, crude and ostentatious. Some perceive Gehry’s distinctive style as a virtual brand of architecture, labeling it ‘logotecture.’

But, perhaps the harshest criticism of Gehry’s work has come from the man himself. Despite such incredibly high praise from his peers, Gehry has admitted that he is self-conscious about his idiosyncratic structures.

Asked in a 2005 interview how he feels at the completion of a project he replied, ‘it feels precarious to me. Since it doesn’t really look like something else I’ve seen, I worry that it’s some kind of bizarre thing… I want to hide. I want to crawl under the blankets.’

So what is it like to work for a man acknowledged as a creative genius by peers and public alike, who is so incredibly hard on himself – a copybook perfectionist.

Sydney’s architectural community was given a privileged insight into life at Gehry Partners’ LA office when senior design partner, Craig Webb, spoke at the UTS School of Design, Architecture and Building recently.

The designer of 21 buildings with Gehry, Webb was in Sydney to inspect the site of the new UTS Faculty of Business building in Ultimo Street, ahead of the public launch of his firm’s design next month.

Webb describes the design process as ‘a mixture of great terror and absolute pleasure.’

The first stage of design is generally a very loose sketch done by Frank, which is then made into a physical model. The firm places greater emphasis on physical modelling than most, sometimes constructing up to 50 models for a single building. Webb says that over 30 models of the UTS Business School have been constructed.

The dimensions of the models are then fed into a computer to enable the design of 2D and 3D models. Webb says the extremely high degree of precision afforded by computer models has transformed their work. Prior to computer-aided design, the ubiquitous fluid curves in Gehry’s designs – ‘Frank is interested in how fabrics fold’ – were a nightmare for building contractors to accurately reproduce.

Computer models became so integral to the Gehry Partners’ design process that they embarked on a joint venture with French aeronautical company, Dassault Systemes, to develop advanced architectural software.

Still, computer models are rarely used to communicate ideas to clients and are considered just a tool. ‘Frank hates computer models,’ says Webb.

Not intentionally, Webb didn’t really relate any of the ‘nitty gritty’ of design to his Sydney audience. ‘One of the things about our office is that the discussions aren’t very cerebral,’ he says. ‘It’s like… we like that, or we don’t like that. Frank always says that if he knew where he was going he wouldn’t go there!’

As you would expect of one of the world’s leading architectural practices, Gehry Partners does not have to market. They have the luxury of selecting the clients that are the best fit for the firm.

‘There has to be chemistry between us and the client or we don’t go there,’ says Webb. ‘They have to get in and fight with us.’

This view was also very simply conveyed by Gehry in the 2005 Sidney Pollack documentary, The Sketches of Frank Gehry. ‘I accept the jobs based on whether I like the people,’ he said.

This statement might seem naturally applicable to all architect/client relationships, but for a firm that regularly courts controversy, it carries far greater significance. Winning the client’s absolute trust is essential.

Professor Roy Green, Dean of the Faculty of Business at UTS, has been liaising with Gehry Partners since day one of the business school project. ‘We had to buy into [Gehry’s] whole approach to architecture,’ he says. ‘‘We weren’t at all concerned about how about flamboyant the architecture was. We were very reassured by his emphasis on functionality of interior spaces. The exterior only emerges as a result of what’s going on inside the building.’

So what does the UTS building actually look like? Until the public launch of the design next month, no one outside of the actual design group actually knows. Gehry Partner’s policy is to keep designs under wraps to avoid media controversy and misunderstanding.

Professor Green did however reveal that the design was inspired by the concept of a treehouse, with a central trunk as the base of activity and tendrils extending from that, each with a specific form and function.

‘…the metaphor may be apt,’ said Gehry in a recent letter to the faculty. ‘A growing, learning organism with many branches of thought – some robust and some ephemeral and delicate…’

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.