Architectural Dissertation; Codependent Ecosystem of Students and Professionals

CODEPENDENT ECOSYSTEM OF STUDENTS AND PROFESSIONALS

CODEPENDENT ECOSYSTEM OF STUDENTS AND PROFESSIONALS

Submitted in partial fulfilment of the requirements of the degree of

Bachelor of Architecture by

Patil Chinmay Shyam 2016VCAAD16026

Guide:

Prof. Nilendu Bala

Vishwaniketan College of Architecture Arts & Design.

Khalapur University of Mumbai 2020-2021

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Thesis Approval for B.Arch.

This dissertation entitled Codependent Ecosystem of Students and Professionals

by Patil Chinmay Shyam is approved for the degree of Bachelor of Architecture.

Examiners

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2.---------------------------------------------

Date: Place:

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UNIVERSITY OF MUMBAI

VISHWANIKETAN COLLEGE OF ARCHITECTURE ARTS &DESIGN. Survey No. 54(2), 57(2) Kumbhivali, Near Khalapur Toll Naka, off. Mumbai-Pune Expressway, Khalapur, Raigad Dist, Pin- 410 202

Certificate This is to certify that the project entitled“Codependent Ecosystem of Students and Professionals”is the bona-fide work of “Patil Chinmay Shyam” 2016vcaad16026 of the Semester IX of Vishwaniketan College of Architecture Arts & Design and was carried out in the college under my guidance during academic year 2020-21.

Signature of Guide:

Signature of Principal

Name of Guide: Prof. Nilendu Bala Date: 12th Jan, 2021

Prof. Suchetha Mathew Principal

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Declaration I declare that this written submission represents my ideas in my own words and where others’ ideas or words have been included, I have adequately cited and referenced the original sources. I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea/data/fact/source in my submission. I have read and know the meaning of plagiarism and I understand that any violation of the above will be cause for disciplinary action by the Institute and can also evoke penal action from the sources which have thus not been properly cited or from whom proper permission has not been taken when needed.

---------------------------------------(Signature)

Patil Chinmay Shyam 2016VCAAD16026

Date: …………..

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Disclaimer

The content produced in the thesis report is an original piece of work and takes due acknowledgement of referred content, wherever applicable. The thoughts expressed herein remain the responsibility of the undersigned author and have no bearing on or does not represent those of Vishwaniketan college of Architecture, Arts & Design, Khalapur, Mumbai.

---------------------------------------(Signature) Patil Chinmay Shyam 2016VCAAD16026 Vishwaniketan college of Architecture, Arts & Design

Date: …………..

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Acknowledgement Before I begin, I would like to express my gratitude for all those who, knowingly and unknowingly, directly or indirectly helped me in this report. Any academic assignment or venture cannot be acomplished without the able guidancce of the teachers. I am extremely happy to mention my special thanks to Ar. Nilendu Bala and Ar. Satish Dhale, my guides, without whom this project would not be realized and other dissertation team for their meaningful guidance, encouragement and supervision.

My sincere gratefulness to all the participants in my research, the students and professionals who gave their meaningful opinions and insights to my numerous questions and curious observations, without their physical or moral support, this report would not have been a success story. I would like to thank my parents for being a strong moral support throughout the course of my research. I would like to thank my beloved professionals in the field of Architecture ie, Ar. Sushil Patil, Ar. Rahul Shrikhande and Ar. Rajeev Kulkarni who helped me in selecting and pursuing this topic of dissertation. I would also thank my fellow classmates Bhakti Naik, Anjali Chettiar, Yash Ayare, Snihal Dhanawade, Harshal Lorekar, Kushal Khandekar and my friends Ruddhi Bhalekar, Mrunmayi Kadam and Saheel Patil and countless others for the spirit and commitment with which they helped me on this report.

Concentration, dedication, hardwork and application are essential but not the only factors to achieve the desired goals. These must be supplemented by guidance and assistance of people to make it a success.

Many people have given their experience, ideas and invaluable time to enable me to complete this project report. The coaches who tolerated my ignorance and stubborness to look at things in a tunnel vision, the guides knowledge which sometimes I ignored and many other positive and negative things which i account into my memories of joy and delight.

I am really thankful to these persons for making my project so live and understandable to me and making me aware of many things which would help me in my future. I am highly inddebted to these persons and my sincere thnaks goes to them only.

I would also like to thank all the managers of the various departments that i visited for helping me gain the required knowledge and giving me time fro their busy schedules.

In the end, I would like to thank Vishwaniketan College of Architecture, Arts and Design, for providing me with the opportunity to work on this project.

VII

“ THE GREATEST EDUCATION IN THE

WORLD IS WATCHING THE MASTERS AT WORK. “ - MICHEAL JACKSON

FIG i: INTRODUCTION OF TOPIC SOURCE: DARKO VUJIC, 2020

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ABSTRACT IN TODAY’S INFORMATION AGE, THE COMMERCIAL SECTOR HAS MADE TREMENDOUS ADVANCEMENT AND HAS ACHIEVED NEW LIMITS. IT HAS CONTINUOUSLY MANAGED TO SET NEW HEIGHTS. MOST OF THE PROFESSIONAL SECTOR HAS MADE THEIR WAY WITH THE HELP OF NEW AGE INTERNET, TECHNOLOGY AND THE MOST IMPORTANT ‘ BETTER HUMAN RESOURCE.’ THE ONLY DOWNSIDE TO THIS PROGRESS IS THAT THE VALUE OF THE HUMAN RESOURCES HAVE BEEN DEPLETED. AS A PROFESSIONAL, YOU ARE EASILY REPLACEABLE

BY SOMEONE WHO IS EITHER MORE KNOWLEDGABLE OR SOMEONE WHO WORKS FOR LESS MONEY. THE PROFESSIONAL WORLD IS DEMANDING CONTINUOUSLY AND RIGOROUSLY BUT THE SOMEWHERE THE NEW GRADUATES AREN’T ABLE TO KEEP THEIR PACE. TODAY, INDUSTRY IS FILLED WITH PROFESSIONALS WHO LACK THE PROFESSIONAL SKILLSET WHICH THEY NEED FOR THEIR PROFESSION, WHICH RESULTS IN INFERIOR WORK QUALITY WHICH SOMEWHERE LEADS TO LOW PROFITS AND HENCE IT ULTIMATELY COMES DOWN TO UNEMPLOYMENT. THIS RESEARCH AIMS TO FIND THE SOURCE OF THE INCOMPETENT CYCLE AND TRIES TO FIX UP A SOLUTION STARTING FROM THE EDUCATION ITSELF. IT IS DIRE NEED OF THE HOUR FOR THE EDUCATION SECTOR TO REFORM THEIR INFRASTRUCTURE IN A WAY WHICH WILL BENEFIT THE FUTURE PROFESSIONAL IN THEIR STUDENTS. THIS WILL START WHEN THE STUDENTS HAVE EXPOSURE TO THE WORKS OF THE INDUSTRY. WHEN THEY INTERACT WILL THE PROFESSIONALS, WORK ON PROJECTS WITH THEM AND BUILD THEIR PROFESSIONAL SKILLSET. THE RESEARCH ENQUIRES ABOUT A COMMUNITY OR AN INFRASTRUCTURE WHERE STUDENTS AND PROFESSIONALS CAN INTERACT AND FORM A PROFESSIONAL BOND.

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TABLE OF CONTENTS A.) TITLE...............................................................................................................................II B.) APPROVAL.....................................................................................................................III C.) CERTIFICATE...................................................................................................................IV D.) DECLARATION................................................................................................................V E.) DISCLAIMER..................................................................................................................VI F.) ACKNOWLEDGEMENT..................................................................................................VII G.) ABSTRACT......................................................................................................................IX H.) LIST OF FIGURES AND TABLES........................................................................................X 1.1 BACKGROUND...............................................................................................................03 1.2 PROBLEM STATEMENT .................................................................................................04 1.3 RESEARCH AIM.............................................................................................................05 1.4 RESEARCH OBJECTIVES.................................................................................................05 1.5 RESEARCH QUESTIONS ................................................................................................05 1.6 SCOPE & LIMITATION OF STUDY.....................................................................................06 1.7 RESEARCH SIGNIFICANCE.............................................................................................06 1.8 RESEARCH METHODOLOGY…….....................................................................................07

2: LITERATURE REVIEW 2.1 2.2 2.3 2.4 2.5 2.6 2.7

INTRODUCTION............................................................................................................12 EVOLUTION OF EDUCATION AND WORKPLACE............................................................13 INSPIRATION.................................................................................................................15 ACADEMIC COWORKING..............................................................................................16 PERSPECTIVE OF COWORKING MODEL IN SCHOLARLY SETTING....................................18 CO WORKING, A TRANSDISCIPLINARY OVERVIEW........................................................20 SUMMARY.....................................................................................................................23

3: DATA COLLECTION 3.1 PART A..........................................................................................................................26 3.1.1 REVIEW OF ORGANIZATIONAL CHARTS........................................................................27 3.1.2 OVERVIEW OF EMPLOYABILITY REPORT.......................................................................31 3.1.3 SUMMARY.....................................................................................................................36 3.2 PART B..........................................................................................................................38 3.2.1 OVERVIEW OF N.E.P......................................................................................................39 3.2.2 REVIEW OF QUESTIONAAIRE........................................................................................41 3.3 DESIGN PRINCIPLES OF WORKPLACE............................................................................43

4: CASE STUDIES 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8

INTRODUCTION..............................................................................................................52 ENERGY GARAGE .........................................................................................................53 UNIVERSITY OF MELBOURNE .......................................................................................55 DTU SKYLABS ...............................................................................................................57 ISDI ACE .......................................................................................................................59 DOCK 72 .......................................................................................................................61 PACCAR HALL, FOSTER SCHOOL OF BUSINESS .............................................................65 COMPARITIVE ANALYSIS ..............................................................................................69

5: RESEARCH CONCLUSION AND RECOMMENDATIONS 6: SITE STUDY 6.1

INTRODUCTION..............................................................................................................75

6.2 SELECTION CRITERIA ....................................................................................................76 6.3 SHORTLISTED DISTRICTS AND SITE IDENTIFICATION ...................................................77 6.3.1 SITE 1: ELECTRONIC CITY...............................................................................................77 6.3.2 SITE 2: HSR LAYOUT ......................................................................................................79 6.3.3 SITE 3: BELANDURU .....................................................................................................81 6.4 COMPARATIVE ANALYSIS................................................................................................83 6.5 SELECTED SITE ANALYSIS ...…….....................................................................................85 6.5.1 SITE CONTEXT ....................…….....................................................................................86 6.5.2 LANDUSE AND PHYSICAL ATTRIBUTES ........................................................................87 6.5.3 PHOTOGRAPHS...................…….....................................................................................88 6.5.4 AREA CALCULATIONS..........…….....................................................................................89 6.5.5 PRIMARY CLIMATE DATA....…….....................................................................................90

7: DESIGN PROPOSAL 7.1 7.2

DESIGN PROPOSAL........................................................................................................93 TENTATIVE AREA STATEMENT ......................................................................................94

8: BIBLOGRAPHY

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LIST OF FIGURES

FIG i: INTRODUCTION OF TOPIC..............................................................................................VIII FIG 1.1 ILLUSTRATION OF COLLEGE............................................................................................01 FIG 2.1 PEOPLE FLATLINE ART...................................................................................................12 FIG 2.1 ACADEMIC COWORKING..............................................................................................16 FIG 2.2 ENERGY GARAGE..........................................................................................................17 FIG 2.3 COMPARISION OF OFFICES...........................................................................................21 FIG 2.4 OFFICE TIMELINES.........................................................................................................21 FIG 3.1 DATA COLLECTION ILLUSTRATION.................................................................................25 FIG 3.2 SECTORS WITH HIGH EMPLOYABILITY...........................................................................31 FIG 3.3 STATES WITH HIGHEST HIRING RATE.............................................................................32 FIG 3.4 MULTIDISCIPLINARY UNIVERSITIES...............................................................................40 FIG 4.1 INTERACTION OF SPACES................................................................................................52 FIG 4.2 FLOOR PLAN OF ENERGY GARAGE..................................................................................54 FIG 4.3 MELBOURNE UNIVERSITY.............................................................................................55 FIG 4.4 MELBOURNE UNIVERSITY.............................................................................................56 FIG 4.5 DTU SKYLABS................................................................................................................58 FIG 4.6 SCHEMATIC FLOOR PLANS OF SKYLABS..........................................................................58 FIG 4.7 SCHEMATIC SECTION OF SKYLABS................................................................................58 FIG 4.8 ISDI ACE LAYOUT ILLUSTRATION...................................................................................59 FIG 4.9 COWORKING SPACE......................................................................................................60 FIG 4.10 COWORKING SPACE......................................................................................................60 FIG 4.11 DOCK 72.....................................................................................................................62 FIG 4.12 INTERIOR OF DOCK 72................................................................................................62 FIG 4.13 DOCK 72.....................................................................................................................62 FIG 4.14 6TH FLOOR PLAN, DOCK 72........................................................................................63 FIG 4.15 7TH FLOOR PLAN, DOCK 72........................................................................................63 FIG 4.16 8TH FLOOR PLAN, DOCK 72........................................................................................63 FIG 4.17 7TH FLOOR ORTHOGRAPHIC VIEW, DOCK 72.............................................................64 FIG 4.17 8TH FLOOR ORTHOGRAPHIC VIEW, DOCK 72.............................................................64 FIG 4.19 MAIN STUDY FOYER, PACCAR HALL............................................................................66 FIG 4.20 FLOOR PLANS, PACCAR HALL......................................................................................66 FIG 4.21 EXTERIORS, PACCAR HALL...........................................................................................67 FIG 4.22 FLOOR PLANS, PACCAR HALL......................................................................................67 FIG 4.23 SECTIONAL ELEVATION, PACCAR HALL........................................................................68 FIG 4.24 SECTIONAL ELEVATION, PACCAR HALL........................................................................68 FIG 5.1 BUILDING TYPOLOGY OUTCOME..................................................................................72 FIG 6.1 BANGALORE ILLUSTRATION..........................................................................................75 FIG 6.2 BANGALORE DISTRICT MAP..........................................................................................77 FIG 6.3 SITE MAP.......................................................................................................................78 FIG 6.4 BANGALORE DISTRICT MAP..........................................................................................79 FIG 6.5 SITE MAP.......................................................................................................................80 FIG 6.6 BANGALORE DISTRICT MAP..........................................................................................81 FIG 6.7 SITE MAP.......................................................................................................................82 FIG 6.8 SITE MAP.......................................................................................................................85 FIG 6.9 SITE MAP.......................................................................................................................87 FIG 6.10 SITE PHOTOGRAPH......................................................................................................88

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LIST OF TABLES

TABLE 1.1 RESEARCH METHODOLOGY OVERVIEW....................................................................07 TABLE 2.1 DATA SOURCE...........................................................................................................16 TABLE 2.2 NUMBER OF COWORKING SPACES...........................................................................22 TABLE 3.1 LAW SCHOOL CHART.................................................................................................27 TABLE 3.2 LAW FIRM CHART.....................................................................................................27 TABLE 3.3 ARCHITECTURE SCHOOL CHART..................................................................................28 TABLE 3.4 ARCHITECTURE FIRM CHART..................................................................................28 TABLE 3.5 DESIGN SCHOOL CHART...........................................................................................29 TABLE 3.6 DESIGN FIRM CHART................................................................................................29 TABLE 3.7 BUSINESS SCHOOL CHART.......................................................................................30 TABLE 3.8 GENERIC BUSINESS CHART.......................................................................................30 TABLE 3.9 % OF EMPLOYABILTY................................................................................................31 TABLE 3.10 BRANCHES WITH EMPLOYABILITY...........................................................................32 TABLE 3.11 ANALYSIS OF REPORT.............................................................................................35 TABLE 4.1 EG DEVELOPEMENT PHASES....................................................................................54 TABLE 4.2 EG DEVELOPEMENT PHASES....................................................................................57 TABLE 4.3 AMENITIES OF DOCK 72...........................................................................................61 TABLE 5.1 HIGHER EDUCATION COST.......................................................................................73 TABLE 6.1 TEMPERATURE CHART.............................................................................................90 TABLE 6.2 RAINFALL CHART......................................................................................................90 TABLE 6.3 WIND ROSE..............................................................................................................90

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FIG 1.1 ILLUSTRATION OF COLLEGE SOURCE: ITS NICE THAT, 2020

01. INTRODUCTION THIS CHAPTER FOCUSES ON THE BACKGROUND OF EDUCATION AND COMMERCIAL OFFICES AND TRIES TO CURATE THE RESEARCH METHODOLOGY

CHAPTER 1: INTRODUCTION

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“

THE TROUBLE WITH CURRENT EDUCATION IS, FIRST THEY GIVE YOU ANSWERS, THEN THEY GIVE YOU EXAMS. LIFE’S OPPOSITE. “

- ROBERT KIYOSAKI

1.2 BACKGROUND As a professional, you are easily replaceable by someone who is either more knowledgable or someone who works for less money. The professional world is demaning continously and rigoursly but the somewhere the new graduates aren’t able to keep their pace. Today, industry is filled with professionals who lack the professional skillset which they need for their profession, which results in inferior work quality which somewhere leads to low profits and hence it ultimately comes down to unemployment.

The only downside to this progress is that the value of the human resources have been depleted.

As a professional, you are easily replaceable by someone who is either more knowledgable or someone who works for less money. The professional world is demanding continuously and rigorously but the somewhere the new graduates aren’t able to keep their pace. Today, industry is filled with professionals who lack the professional skillset which they need for their profession, which results in inferior work quality which somewhere leads to low profits and hence it ultimately comes down to unemployment.

This research aims to find the source of the incompetent cycle and tries to fix up a solution starting from the education itself. It is dire need of the hour for the education sector to reform their infrastructure in a way which will benefit the future professional in their students. This will start when the students have exposure to the works of the industry. When they interact will the professionals, work on projects with them and build their professional skillset. The research enquires about a community or an infrastructure where students and professionals can interact and form a professional bond.

CHAPTER 1: INTRODUCTION

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1.2 PROBLEM STATEMENT AS A PROFESSIONAL, YOU ARE EASILY REPLACEABLE BY SOMEONE WHO IS EITHER MORE KNOWLEDGABLE OR SOMEONE WHO WORKS FOR LESS MONEY. THE PROFESSIONAL WORLD IS DEMANING CONTINOUSLY AND RIGOURSLY BUT THE SOMEWHERE THE NEW GRADUATES AREN’T ABLE TO KEEP THEIR PACE. TODAY, INDUSTRY IS FILLED WITH PROFESSIONALS WHO LACK THE PROFESSIONAL SKILLSET WHICH THEY NEED FOR THEIR PROFESSION, WHICH RESULTS IN INFERIOR WORK QUALITY WHICH SOMEWHERE LEADS TO LOW PROFITS AND HENCE IT ULTIMATELY COMES DOWN TO UNEMPLOYMENT.

FIND WAYS TO MAKE NEW RECRUITS MORE VALUEABLE AND NOT A LIABILITY.

ACCESSIBILITY OF THE INSIGHTS AND EXPERIENCE OF THE PROFESSIONAL LIFE EVEN BEFORE ENTERING IT.

INTERVENTION OF ARCHITECTURE TO ACHIEVE AND IMPLEMENT SUCH ECOSYSTEM.

CHAPTER 1: INTRODUCTION

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1.3 AIMS • The research aims to introspect the sentiments of co-dependent qualities of undergraduate degree education and the profession that follows.

• It tries to identify the grey areas between both these aspects and it provides a gateway for the smooth transition of an individual from a student to a professional.

• While trying to overlap these common aspects, the research also tries to maintain the integrity and culture of both worlds.

1.4 RESEARCH OBJECTIVES

• To identify the stream of the profession which requires such infrastructural reformation.

• To bridge the gap between education and professional apply.

• To investigate the potency and inclusiveness of the workplace style.

• To understand the matter the problem and their system of education.

• To accumulate the design strategies and to design a successful space for interaction in co-working and co education space to allow community integration and social interaction and dialogues among the individuals

1.5 RESEARCH QUESTIONS

THESE ARE THE RESEARCH QUESTIONS THAT I WILL TRY TO ANSWER THROUGHOUT THE RESEARCH

01 What stream of profession, other than medical and healthcare needs such type of infrastructure reformation?

CHAPTER 1: INTRODUCTION

02 How can we reduce the gap of skill set and ethics between UG education and professional practice?

03 What kind of spaces can create serendipitous encounters between the students and professionals to facilitate the interaction among them?

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1.6 SCOPE AND LIMITATIONS SCOPE

• The scope of this research is to find ways to upgrade the current educational and professional system • To study and analyse the changes in the social behaviour once an individual is introduced to a space with better social interaction and professional work culture

LIMITATIONS

• In educational sector, the research is limited to study and findings related to undergraduate degree education.

• In professional sector, the research is limited to study and findings of small offices with upto 10 people, large offices with upto 25 people and co-working spaces.

1.7 RESEARCH SIGNIFICANCE • The finding of this study will not only be a paradigm shift in the educational and professional areas, but it will also establish new entrepreneurial behaviours among the young professionals.

CHAPTER 1: INTRODUCTION

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1.8 RESEARCH METHODOLOGY

TABLE 1.1: RESEARCH METHODOLOGY OVERVIEW SOURCE: AUTHOR

CHAPTER 1: INTRODUCTION

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CHAPTER 1: INTRODUCTION

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1.8 RESEARCH METHODOLOGY PRIMARY DATA • Primary data is collected by the means of organizational charts, online questionaaire responses, seminars and online video resources.

SECONDARY DATA • Secondary data is collected through exploring the existing literature and research papers which discusses the possibilities of including co-working spaces and commercial spaces into academical zones. The introduction of NEP 2020 is also an crucial part of this research. The case studies and its comparative analysis gives a way for architectural intervention in the research

CHAPTER 1: INTRODUCTION

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02. LITERATURE REVIEW

2.1 INTRODUCTION

This chapter explores the exisiting literature and ideas which has been in practice over years and how these practices have brought a pedagogical and work culture changes. It starts with mapping the evolution of educational and commercial sector and how they are leading in the future.

Followed by a research paper published by Riika Kyro and Karlos Aalto which opens a discussion for co-working spaces in academical areas. two other research papers talks about the causes and effects of academic co-working culture. Inculcation of this literature in my research has given a solid direction for further study and findings.

FIG 2.1: PEOPLE FLATLINE ART SOURCE: DAYOUNGDRAWS.COM

2.2 EVOLUTION OF EDUCATION AND WORKPLACE The system of education in India has seen a drastic change over the years. In the beginning, education was provided by a Guru (teacher) and the place of study was known as Gurukul, where the student had to go to a teacher’s place to learn and gain knowledge. The system of education during the ancient times was way different from how it is today. The kind of education one received was closely linked to nature and life and the students would stay at the guru’s house for as long as they wish. The students were taught everything from maths, science to Sanskrit and Holy Scriptures to literature, medicine, and history. This educational system is considered to be the oldest as well as the most effective system of education.

However, after the introduction of modern education in India, we saw a major change taking place on the ground of educational philosophy. Students were introduced to various new subjects, classroom environment changed to confined walls, the link with nature slowly drifted away. Today, the system of education is more about learning from textbooks and memorizing for exams. This system of modern education acts as a barrier in the bond between teachers and students. But now a third wave is upon us, disrupting the existing pedagogies. This evolution of education is heralded by MOOCs (Massive Open Online Courses). Education is now about empowering the learner not just through style but also through access.

Teachers can lead this charge, by embracing the new pedagogy.

Education 1.0 I’ll deliver content at my pace and in my way and you will learn if you can.

Education 2.0 I’ll adjust how and what I teach so that it gives you the best chance for success.

Education 3.0 I’ll provide you with the resources and content you need so you can learn what you need, in a way that works for you, whenever and wherever you are. I will then make myself available to help you apply that learning in a useful manner.

CHAPTER 2: LITERATURE REVIEW

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The workplace is a very different place to what it used to be 30 years ago or more.

From the introduction of new technology and tools, to the rising trend of remote working, the modern office has adapted in a number of ways to cater for changes in employees’ needs and working styles. So just how much has the workplace changed over the years and what could it possibly look like in another 30 years to come?

Jive have taken a look at the evolution of the workplace over time and how different working life is now, compared to 30 years ago.

1970s – 1990s:

Offices used to be made up of cubicles and c-suites. Employees were more often encouraged to work independently and stay on focus at all times, much different to the modern workplace where collaboration is encouraged.

Workplaces were a lot less tech orientated – most business communication took place over landlines and in person and documents were all hard copies.

Email, Word processor and the first personal computers were all invented in the 1970s, however mobiles were not around until 1988 and the internet was not created until 1990.

2000 – Today:

There is more focus on feeling comfortable in the workplace, with things such as standing desks, comfy seating and remote working having been introduced in recent years to keep staff happy and motivated.

The modern workplace is all about social collaboration and rising tech trends. New tools and technology has transformed the way that we work, from video software such as Skye being introduced in the early 00’s and social media rising in popularity a couple of years later.

The internet, smart phones, online file sharing, etc. has all made it possible for us to work anywhere and everywhere, which has lead to a rise in remote working and collaborate with people on the other side of the world with ease.

With technology comes distractions however, and 40% of someone’s productive time is taken up by shifting between tasks.

What will the future workplace be like?

With the increase in remote working, will physical offices still exist?

In the future Jive predict that there will be virtual reality software, new web browsing capabilities and super speedy file transfer software, which will all make working remotely easier.

CHAPTER 2: LITERATURE REVIEW

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2.3 INSPIRATION The topic of academic co-working and the intervention of professionals in an academic spaces has been addressed very less mainly because the people have refused to identify the cause of the problem.

Some attempts have been made gradually to adress the situation which comes in the form of faculty offices, working hours of students and the vocational education. The first two terms are non existent in Indian context but the vocational education and training has been operational in large scale.

FACULTY OFFICE

• A common term in the universities of USA and UK, faculty office is building inside the campus of a universities which is accessible to both student and professors as a work place.

WORKING HOURS

• In the undergraduate education in USA, the education syllabus has compulsary working hours, where a student has to work under the professor on projects apart from the academics.

FOR THIS PURPOSE A FACULTY OFFICCE IS DESIGNED INSIDE THE UNIVERSITY CAMPUS WHERE PROFESSORS AND STUDENTS FROM DIFFERENT DEPARTMENTS WORK ON THE PROJECTS WHICH ARE DIFFERENT FROM THEIR EDUCATIONAL SYLLABUS. THIS IS USUALLY A CO WORKING SPACE WITH CO WORKING SPATIAL ARRANGEMENTS AND COMMON FACILITIES LIKE DISCUSSION ROOMS ETC.

VOCATIONAL EDUCATION

• In India, the closest relation that we have with such type of infrastructure is vocational education courses.

• Vocational courses focuses more on practical work place skill sets rather than theoritical knowledge which prepares individual for industrial and commercial employment.

CHAPTER 2: LITERATURE REVIEW

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2.4 ACADEMIC CO-WORKING For academic facilities, it’s significantly vital that spaces support learning. Learning that derives from social interaction is referred to as cooperative or social learning. Therefore, an instructional similar to a co-working space ought to first and foremost be a social learning space - an area wherever students, researchers and faculty will interact and learn.Matthews studied learning and were stunned to search out what nice significance students put on design style, something Matthews’ team had not noted of the initial scope of their research. In terribly easy and concrete terms, the scholars were hoping for design to ‘talk, eat and socialize’. Co-working spaces are believed to facilitate networking, enable social learning, and foster innovation. Consequently, they are becoming more and more popular on university campuses.

DATA The study utilizes two sets of primary data, namely, archived material from a period of three years, and theme interviews. Additionally, observation is used as a secondary data source.

The primary data comprises four interviews with key persons, as well as archived material such as meeting requests, presentations, layouts, photographs, and emails exchanged between key persons. Observations were made of both the virtual and physical platforms, and utilized as secondary data. The different data sources are outlined in more detail in Table 1.

TABLE 2.1: DATA SOURCE SOURCE: ACADEMIC COWORKING (2015)

CHAPTER 2: LITERATURE REVIEW

FIG 2.1: ACADEMIC COWORKING SOURCE: WEWORK 2020

CONCEPTION The first blueprint of the platform was developed as a student course work during spring semester 2013. The project work was completed at Otaniemi Design Factory in a 5-person team, instructed by three of the informants of this study. The students were assigned to plan a learning, networking, and innovation platform.

The group held workshops with students, businesses and faculty. The initiative also received a new name: Energy Garage. The workshops provided a lot of essential information about the necessities and preferences of the potential users. Four user groups were identified: a student with energy topic, a student without an energy related topic, a faculty member, and an alumni (also thought to represent the businesses).

The leading idea was that, the platform would have a physical co-working space that would be open to all and enable spontaneous meetings.

The co-working space was suggested to be student-driven, and hoped to foster start-ups, and

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work as a link between the academic and business worlds The group already identified the current EG facility as a potential location, partly due to the presence of a café in the neighbouring space. In fact, participants of the workshops identified the availability of coffee as the most important feature of a co-working space.

FIRST STEPS During the first six weeks of operation in October-November 2014, the EG has been open according to a weekly schedule, usually from 10 am to 4 pm every weekday. The project manager is still a part-time employee assigned to the EG, and has a janitorial role. Other students help in the management, for instance, by opening and locking up when needed. The Facebook page is the main channel of communication, for instance all events and the weekly opening hours are posted there. Events during the first six weeks of operation include board meetings of the student guilds, and a few energy themed seminars. The online booking calendar shows a few bookings a week, mostly exercises for-

different energy related courses. Students are responsible for managing the booking calendar, and it is maintained that all events have to in some way relate to energy topics. However, ‘energy topic’ is understood widely, including anything from energy production to consumption and transportation. Professors from the ESCI have asked to hold lectures on energy related themes, and individual lectures have been allowed. However, full semester courses are considered too formal and organized for the informal and unpolished nature of the space. Some of the professors have argued that the courses would bring along students and fill the place with activities. However, to the students, it is seen crucial that the EG remains a student led co-working space, focused on social learning.

CONCLUSION EG is first and foremost a space for students, it is clear that more interaction from both faculty and businesses are needed to maintain the students’ interest, and reach the target of fostering innovation.

FIG 2.2: ENERGY GARAGE SOURCE: AALTO UNIVERSITY

CHAPTER 2: LITERATURE REVIEW

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2.5 THE PERSPECTIVE OF A COWORKING SPACE MODEL IN SCHOLARLY SETTINGS The purpose of this conceptual paper is to define coworking in juxtaposition to open, collaborative workspaces that have already long existed at companies and universities, and to establish that this model of coworking has taken off in the business world, but has not taken off at education institutions.

Coworking spaces have grown from just a handful of spaces in 2006 to about 14,411 spaces in the world by the end of 2017, after which reliable counts of the number of spaces were no longer possible as the term was co-opted by the pre-existing and much larger serviced office industry.

The industry of higher education has seen a parallel shift from location-restricted to location-independent, similarly engendered by the Internet and mobile technology. The latter has caused a changing how people learn, teach and do collaborative research, and challenging traditional campus-based models of scholarship.

Many universities are developing online degrees and distance learning programs and partnering with overseas institutions. Massive open online courses (MOOCs) are being embraced by some universities (e.g. Stanford University, University of Copenhagen, The Open University, etc.), while others are seeing them as a threat to traditional higher education (Brahimi & Sarirete, 2015).

One might expect that coworking would be a complement to these changes in higher education, as it has been in the business domain.

Scholarly coworking spaces could reduce institutional barriers to education and research, facilitating face-to-face inter-institutional collaboration by providing outsourced, off-campus, unaffiliated teaching, learning, and research spaces that brings students and scholars togethCHAPTER 2: LITERATURE REVIEW

expertise rather than primarily on university or department affiliation. They could also reduce geographic barriers to within-university and within department collaboration by providing a network of high-quality learning, teaching, and research spaces around the globe whereby students, teachers, and researchers could work together remotely without needing to be in the same country, much less the same campus or building. As with business coworking, they could be affordable even for individual “freelance� students, teachers, and scholars who are unaffiliated with a particular institution of higher education, because the cost for the spaces and resources are shared across multiple institutions and individuals.

Higher education has as much or more to gain from the prospect of coworking than do businesses. There are several reasons to suspect higher education has as much or more to gain as businesses do from coworking. Cagnol (2013) discusses how establishing a third place between home and classroom can enable both students and academics to conduct personal projects in a motivating environment, gain hands-on experience from a community of experts and teaching staff, and generally put theory into practice.

Sankari et al. (2018) report that universities are increasingly experimenting with activity-related and multipurpose workplace concepts in order to assist students and academic staff members, and enable them to benefit from enhanced and ad hoc collaboration possibilities. Moreover, other benefits of coworking such as networking and collaborating, increasing interactivity and receiving emotional support tackling alienation and isolation finding a work-life balance and increasing productivity and innovation have been linked with usage of coworking facilities.

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Another reason has to do with rapid changes in how people are learning and teaching that is upending traditional institutions of higher education, allowing people to effectively learn and teach without being affiliated with such institutions, and to do so remotely from the comfort of their own home or private office, as mentioned in the introduction to this paper. These are the same conditions faced by freelancers and remote workers in the business world that prompted the initial excitement about coworking. Many freelancers wanted to retain their independence from traditional office politics and hierarchy but also wanted to work alongside other people, face to face, rather than just remotely. They missed the community and support and ongoing education, mentorship, and motivation that comes from working alongside others in an office environment. They lacked the professional resources and infrastructure to compete with larger businesses with more resources. Sharing an office with other freelancers provided a means by which to overcome these shortcomings, as Brad Neuberg’s (2005) now well-known original blog post giving a name and justification to coworking makes evident.

One might expect scholarly coworking spaces to have shown similar uptake for “freelance� students and teachers, people taking or teaching massive open online courses and other students engaged in remote learning and teaching.

Why are scholarly coworking spaces not a thing (yet)?

The following section will consider five hypotheses regarding why scholarly coworking has not progressed on pace with business coworking.

We will conclude the presentation of each hypothesis with our own analysis of whether we endorse the hypotheses, or alternatively need more information to decide.

One plausible hypothesis may be that universities are already in the coworking business, just with a different name. One version of this argument points to the fact that universities already provide collaborate workspaces in the form of their departments and labs and classroom spaces and libraries (MacAdam, 1998; Soderdahl, 2011; Bilandzic and Foth, 2013; Lumley, 2014).

Businesses too could make that argument with their own office spaces custom-built to enhance social interaction, innovation, and effective collaboration. Another version of this argument points to the more recent development of innovation centres and startup incubators in business schools. While universities are certainly engaged in a variety of creative and promising endeavours that overlap with coworking, promoting shared, open collaboration, much of it interdisciplinary and cross-departmental, these examples are nonetheless not what we mean by coworking, as already discussed earlier in this paper.

Another reason fits more with the needs of remote workers and the companies that want to be able to attract top talent from around the world. Coworking spaces facilitate this by allowing companies to hire professionals and still provide them with high-quality infrastructure and a healthy collaborative social work environment while allowing those workers to stay in their home cities or countries and work remotely.

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2.6 CO-WORKING, A TRANSDISCIPLINARY OVERVIEW The purpose of this working paper is to introduce the concept of ‘coworking’ to an academic audience. It argues that coworking is a complex social phenomenon that can be differentiated from other spatial concepts that relate to work, learning and social interactions.

“Coworking spaces are thus said to “provide hip, comfortable, professional work spaces…along with a professional collaborative community of people who are living, breathing, and succeeding in this new economy” (Coonerty & Neuner, 2013). “Coworking is the burgeoning movement of people coming together to work in a shared workspace” (Sundsted et al 2014:21). “Coworking is like a halfway house for the corporate delinquent. It’s a place and a style of working that combines independence and co-dependence.

One that allows you to be a soloist, but still play with the orchestra. To be social when you need to and to hold you accountable for delivering the things you say are important.” (Dunstan 2015).”

THE STORY OF CO-WORKING The first takes place in San Francisco, where in 2005 a computer programer and open-source enthusiast Brad Neuberg “decided to create a new kind of space to support the community and structure that I hungered for and gave it a new name: coworking” (Neuberg 2014). He rented a ‘beautifully converted Victorian’ in the Mission District called Spiral Muse that was operating as a feminist collective at the time, and published an invitation on his blog that has become a celebrated founding moment for the coworking movement: “Traditionally, society forces us to choose between working at home for ourselves or working at an office for a company. If we work at a traditional 9 to 5 company job, we get community and structure, but lose freedom and the ability to control our own lives.’

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The second story originated in London, where in 2005 a small group of social entrepreneurs opened a space they called The Hub (now Impact Hub) on the top floor of an old warehouse in Islington, London.

Founded by young activists inspired by the anti (or alter) globalisation protest movements at the turn of the millennium, the early aims of Impact Hubs were to promote social entrepreneurial action, rather than political protest, through supporting (often market-based) micro-initiatives. In response to the popular Word Social Forum slogan, ‘another world is possible’, the first Impact Hubs proclaimed -‘another world is happening’, promoting themselves as places where ‘change goes to work’.

The third story comes from New York City, where in early 2006, Amit Gupta and Luke Crawford, two room mates and self-employed software programers realised that they missed having “other people to share ideas with” when working from home and decided to start inviting friends to informally work from their apartment (Grossman 2007; DeGuzman & Tang 2011).

Gupta and Crawford called the informal gatherings ‘jellies’ as they claim to have come up with the idea “while eating jelly beans” (Grossman 2007). Like the San Franciscan coworking pioneers, some Jelly participants used web tools (wikis and google groups) that acted as an explanation of the concept and open invitation on the internet for others to join them at the apartment or create and add their own groups. The founders actively encouraged the free adoption of the concept and ‘jellies’ have since spread to ‘over a 100 cities across the world’ for people with a ‘laptop and friendly disposition’ (http:// workatjelly.com/). Some groups that began as informal jellies have later become coworking spaces (for example Indy Hall in Philadelphia).

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FIG 2.3: COMPARISON OF OFFICES SOURCE: COWORKING, A TRANSDISCPLINARY

FIG 2.4: OFFICE TIMELINES SOURCE: COWORKING, A TRANSDISCPLINARY

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Number of Coworking Spaces by Country in 2013 Data on the geographical location of coworking spaces was aggregated in a study by Deskwanted 2013 (Deskwanted 2013). Unfortunately Deskwanted subsequently became insolvent, and data on the geographical distribution of coworking spaces has not been publicly presented in recent years. Moriset (2014) grouped this data in the following geographical categories:

TABLE 2.2: NUMBER OF COWORKING SPACES SOURCE: COWORKING, A TRANSDISCPLINARY

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2.7 SUMMARY

Coworking spaces for students has always been existed but not as the way we wanted it to be. They were disguised in the form of libraries, study halls, labs etc. But the idea of perceiving education this way is at least a century old. Today’s professional progress and ethics has reached the sky’s limit and it demands new and better educational infrastructure which can cater to the needs of the professional employers. Today, in India, the employability rate, gap between students mentality and the demands of the professional field proves that the evolution in the professional education is long overdue.

For that matter, many countries in North America and Europe has had a preliminary solution since a decade. They are called faculty office. These offices were the part of universities where student and faculty are engaged with off syllabus real life projects. The Autor Jeffery J Seligo ( Future of faculty office) discusses that the new student coworking space should be a third place which overlaps the classrooms and offices. It should have diversified layers of spaces which are tailored according to the work being done.

For academic facilities, it is particularly important that the spaces support learning. ( Matthews 2011). The evolution of academic coworking is clearly visible in the world which started from energy garage (300sq.m) to DTU Skylabs (1600sq.m.) and is this growing and exploring many other possibilities. On the contrary, India has barely scratched the surface of academic coworking. One such example is the ISDI ACE in Mumbai. It is a student centered coworking which has pivoted the pedagogy in the ISDI and turned it into a professional thinking practical workspace. It encourages the entrepreneurs to use the platform for their growth while also engaging students in their work.

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FIG 3.1: DATA COLLECTION ILLUSTRATION SOURCE: AUTHOR

03. DATA COLLECTION 3.1 PART: A

INTRODUCTION

The part A of the data collection majorly deals with the primary data which is used to determine the stream/streams of profession which are ready to be upgraded into a coworking and co-commercial space. This is done by cross checking the organizational structures of major streams of education and profession and identifying the grey areas between them.

3.3.1 REVIEW OF THE ORGANIZATIONAL CHARTS The following chapter puts somes organizational charts of an educational branch and the organizational chart of the related profession of that branch and compares them side by side. By comparing them, we can find out common areas between them.

A] Organizational chart of Law school and a Law firm

TABLE 3.1: LAW SCHOOL CHART SOURCE: AUTHOR

TABLE 3.2: LAW FIRM CHART SOURCE: TEMPLATE.NET

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B] Organizational chart of Architeture school and an Architecture firm

TABLE 3.3: ARCHITECTURE SCHOOL CHART SOURCE: AUTHOR

TABLE 3.4: ARCHITECTURE FIRM CHART SOURCE: TEMPLATE.NET

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C] Organizational chart of Design school and a Design firm

TABLE 3.5: DESIGN SCHOOL CHART SOURCE: AUTHOR

TABLE 3.6: DESIGN FIRM CHART SOURCE: TEMPLATE.NET

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D] Organizational chart of Business school and a generic Business

Business School Organizational Chart Dean

Assistant Dean for Administration

Associate Dean for Curriculum

Associate VP for Development & External Relations

Director of Information Technology

Director of MBA Program

Director of Communications

Financial Coordinator

Director of Global Business Programs

Director of Professional Development

Director of Global Business Initiatives

Director of Corporate Relations

Director of FSB Honors & Scholars Program Director of Student Organization & Diversity

TABLE 3.7: BUSINESS SCHOOL CHART SOURCE: TEMPLATE.NET Copyright @template.net

TABLE 3.8: GENERIC BUSINESS CHART SOURCE: TEMPLATE.NET

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3.1.2 EMPLOYABILITY REPORT

TABLE 3.9: % OF EMPLOYABILITY SOURCE: EMPLOYABILITY SKILLS REPORT,2020

FIG. 3.2: SECTORS WITH HIGH EMPLOYABILITY SOURCE: EMPLOYABILITY SKILLS REPORT,2020

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TABLE 3.10: BRANCHES WITH EMPLOYABILITY SOURCE: EMPLOYABILITY SKILLS REPORT,2020

FIG. 3.3: STATES WITH HIGHEST HIRING RATE SOURCE: EMPLOYABILITY SKILLS REPORT,2020

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TABLE 3.11: ANALYSIS OF REPORT SOURCE: EMPLOYABILITY SKILLS REPORT,2020

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SUMMARY The chapter started by comparing differnt organizational charts and identifying the grey areas which overlap in the educational sector and professional sector. The employability report highlighted various statistics of the current employability situation of the fresh graduates in various carrers. These two factors helped me in identifying the streams which are ideal to be upgraded into a new hybrid system.

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03. DATA COLLECTION 3.2 PART: B

INTRODUCTION

The part B of the data collection is an attempt to find out the description of the NEP 2020 proposed by the Indian Government. It also involves data related to an online survey done by me which supports the hypothesis of the research with reasons and logic.

3.2.1 OVERVIEW OF NATIONAL EDUCATION POLICY National Education Policy 2020 is the first education policy of the 21st century and aims to address the many growing developmental imperatives of our country. This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, including SDG4, while building upon India’s traditions and value systems.

Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions.

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ANALYSIS OF THE PROPOSED ‘ MULTIDISCIPLINARY’ EDUATION HUBS FROM NEP 2020 The new nep 2020 has proposed to bring out multidisciplinary universities to promoted overall skill development of students and have multiple carrer options.

Even though the draft is promising towards the new age of professional education in the indian society, it is practically impossible to culmminate random disciplines under one infrastructure.

Since it is a primary draft and multiple amendments will be done to it before the final policy is proposed, i attended a lecture where dr. A. Srivathsan (ex. Director, cept ahmedabad) and prof. Pushkar kanvinde (member of coa) discuss about the possible outcomes of the multidisciplinary universities that the draft proposes.

They talk about the hypothetical ideas such as a university comprising of technical education as well as medical education.

These concepts are impractical and absurd. According to them the real meaning of multidisciplinary education is to choose a certain major that the student is interested and the universities should add allied disciplines which is relatedd to the major.

To simplity, along with the formal professional syllabus, the university should also offer vocational trainings, study of liberal arts, improvisation of soft skills etc which are related to the professions that the students pursue. Supporting that thought, dr, a srivathsan also emphasized that the interference of professionals of the industry into the education sector is crucial to develop the professional skill set among students and make them industry ready.

FIG. 3.4: MULTIDISCIPLINARY UNIVERSITIES SOURCE: AUTHOR

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3.2.2 REVIEW OF QUESTIONAAIRE RESPONSE Due to Covid 19, the interaction with students and professionals was limited to the online means. Hence, a survey was created by the means of Google form. This survey was sent of professionals of multiple streams and they were asked questions related to the research and its possible outcomes. following are the culminated response analysis which will help in giving direction to the research.

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3.3 WORKPLACE DESIGN PRINCIPLES Be it a student or a professional, the design and planning of their workplace plays a huge role in their productivity, creativity and concentration. The introduction of a new kind of workplace that involves ‘activity-oriented work’, cross interaction and comfort is the need of the hour. to achieve these traits various parameters of the workplace designs are needed to be explored.

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“ARCHITECTURE CANT FORCE PEOPE TO CONNECT, IT CAN ONLY PLAN THE CROSSING POINTS, REMOVE BARRIERS AND MAKE THE MEETING PLACES USEFUL AND ATTRACTIVE - DENISE BROWN

“

04. CASE STUDIES 4.1 INTRODUCTION

Introduction and analysis of case studies is where the research allows the architectural intervention. Along with the social, economical and psychological reforms, the case studies brings in the architecture and planning of the space and how those spaces have helped in brings the changes to the institutes and the offices.

FIG. 4.1: INTERACTION OF SPACES SOURCE: AUTHOR

4.2 ENERGY GARAGE This case study aimed at understanding how a new co-working space is developed on campus, and what the different stakeholders’ roles are in the process. Special emphasis was placed on the role of students. As one informant described, everyone who was in touch with the project got enthusiastically involved. However, all stakeholders had varying levels of involvement in initiating, planning, renovating, and operating the facility. The role of the different stakeholders in each phase. What is exceptional about the case is how it started out as a topdown faculty led research initiative, but slowly shifted toward a student-led learning platform.

The shift seems to have been successful, even though from an administrative perspective the EG is still part of the university. The experiences from this project provide insight into the design and development of the popular co-working spaces on university campuses. In this particular case, it is remarkable how only one person in the design team had professional knowledge of designing a co-working and learning space. Still, almost intuitively, the space follows the suggestions and principles found to be of importance to social learning. The space is not too polished, yet renovated with light colors, and plenty of windows allow natural light to penetrate. There is a niche facility, the climbing wall, which is only related to energy symbolically, but distinguishes EG from other co-working spaces on campus.

More importantly there are facilities enabling eating, drinking coffee, and networking. The only restraint are the current limited opening hours: the students are expecting a facility that is open 24 hours a day, 7 days a week. These items could be used directly as a ‘check-list’ for future similar endeavors. However, the single most important take-home message from this project should be the importance of engaging students early on in the planning and design process. Limitations arise from the scope of the study.

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ENERGY GARAGE, AALTO UNIVERSITY, FINLAND Energy Garage, which boasts itself as a ‘innovation, learning and networking platform’ open to anyone (students, faculty, businesses) interested in energy related topics.

The EG comprises a virtual platform including a website and social media sites (Facebook, Twitter), as well as a physical co-working space. The 373.4 square-meter space is located centrally on Otaniemi Campus, in a former machine hall. Aalto University Properties Ltd owns the building, and other tenants in the building include a laboratory and a café run by students. The space comprises two floors and the following facilities: Forum - a stage equipped with basic presentation hardware that may be reserved for teaching, seminars etc.

Meeting Island – a meeting point that may be reserved for meetings, study groups, etc.

Bistro and Kitchen – kitchen appliances and places to sit down and enjoy your meal Project Planning – an open space with comfortable seating for ad hoc studying or meetings Workshop and Soldering Station – workshops with tools available to use Energy Wall– a drop-in, free indoor climbing / bouldering wall, with shoes available for loan.

The space is open to visit for everyone interested in energy topics on a drop-in basis, according to a schedule every weekday. Some of the facilities may also be reserved for use beforehand. The floor plan with the different facilities may be seen in the layout in Figure 4.2.

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TABLE 4.1: EG DEVELOPEMENT PHASES SOURCE: AALTO UNIVERSITY

FIG. 4.2: FLOOR PLAN OF ENERGY GARAGE SOURCE: AALTO UNIVERSITY

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4.3 UNIVERSITY OF MELBOURNE University of Melbourne’s School of Business Faculty.

“The spaces provide vibrant hubs for learning and nurturing social connections, bridging the gap between university and industry and preparing students for the workforce.

CLIENT The University of Melbourne ARCHITECT DESIGNinc LOCATION Parkville, Victoria YEAR 2017 SCALE 1,420 m² VALUE $4.5 million

Over six levels, durable new landscapes were created for each flow using tactile settings of timber joinery, hardwired with technology, and a range of light sources. Access to natural light and outlooks was calculated with a gradient of seating settings for a tapestry of view effects across the landscapes.

A new multifunctional space is designed for teaching, functions, events and executive education. Separate lounges for undergraduates and postgraduate students are all technology-enabled with a variety of study settings to support different work modes and collaboration, as are the postgraduate project rooms.

The flow from undergraduate to postgraduate spaces is signalled through materials and form progressively, reflecting contemporary business workplace experiences. Natural materials, particularly the extensive use of timber, have created a new benchmark in study spaces for the faculty. Accessible 24/7, the student spaces in The Spot – once under-utilised — are now hubs for group and simple study.

FIG. 4.3: MELBOURNE UNIVERSITY SOURCE: MELBOURNE UNIVERSITY

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FIG. 4.4: MELBOURNE UNIVERSITY SOURCE: MELBOURNE UNIVERSITY

University of Melbourne’s Engineering Workshop and Old Engineering Building “We were looking to celebrate both the heritage context of the University and the context of the School itself. Our vision was to not only deliver spaces that were flexible and dynamic, but to also put engineering on display.

CLIENT The University of Melbourne ARCHITECT DESIGNinc LOCATION Parkville, Victoria YEAR 2017 SCALE 2,100 m² CHAPTER 4: CASE STUDIES

The Engineering Workshop functions were enhanced and new technologies introduced, including a Computer Assisted Rehabilitation Environment (CAREN) and a 3D metal printer.

Its entire workings were opened up to display through the transparent glass linkway.

The Old Engineering Building’s north wing, amenities, landscaped courtyards and garage were also radically remade. Both buildings were converted from air-conditioning to an energy-efficient central ventilation system, improved thermal comfort year-round. The design helps students improve their industry-ready skills through more relevant and engaging workshop and project environments, tech-enabled to enhance research capabilities.

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4.4 DTU SKYLABS DTU SKYLAB, TECCHNICAL UNIVERSITY OF DENMARK, DENMARK Architect: Juul Frost Arkitekter Location: Technical University of Denmark, 2800 Kss. Lyngby, Denmark Area: 1600 m2 Project year: 2014 Consulting Team Leader: Alectia Design software: ArchiCAD DTU Skylab is a cross-learning and community center where ideas and entrepreneurship for students are exchanged, the main campus is located at DTU (Technical University of Denmark).

This is a test space of 1600 square meters including offices, classrooms, social spaces, laboratories and sample works. Architect Juul Frost Arkitekter with yellow and black main colors, the wall design has many windows that create natural light outside. Inside, divided into several small rooms is a private exchange space for groups. Creative Skylab with 1 single room in the air in the middle of the ceiling, creating a unique and unique space.

The first set of proposed activities were put forward by the potential users of the initiative (students) as well as drawing on best practice from other foreign initiatives (e.g. Aalto University) and on the identification of users’ needs (e.g.

Arduino workshops). These included various events; consulting methods; strategic external partnership approaches; integration within the university; and even opening hours. Activities that worked during the prototyping phase were improved and established within the Skylab initiative.

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TABLE 4.2: STARTUP GROWTH IN DTU SOURCE: SKYLABS,DTU

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FIG. 4.5: DTU SKYLABS SOURCE: SKYLABS, DTU

FIG. 4.6: SCHEMATIC FLOOR PLANS OF SKYLAB SOURCE: SKYLABS, DTU

FIG. 4.7: SCHEMATIC SECTION OF SKYLAB SOURCE: SKYLABS, DTU

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4.5 ISDI ACE .

ISDI ACE, ISDI, MUMBAI, INDIA Architect: NCUBE DESIGN Location: ONE INDIABULLS TOWER, MUMBAI Area: 2322 m2 Project year: 2017 ISDI Ace, an accelerator built for creative entrepreneurs and design founders, recently hired interior design firm NCUBE to design their new coworking space in Mumbai, India.

ISDI ACE’s vision of building an ecosystem, for entrepreneurial network to flourish, was achieved with our design interventions. Open and private incubator zones, co-working and collaboration spaces, maker labs and rapid prototyping arenas, cafeteria, conference rooms and meet up zones – all under one roof.’

FIG. 4.8: ISDI ACE LAYOUT ILLUSTRATION SOURCE: ISDI

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FIG. 4.9: COWORKING SPACE SOURCE: ISDI

FIG. 4.10: COWORKING SPACE SOURCE: ISDI

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4.6 DOCK 72 DOCK 72, YARD ROAD, BROOKLYN USA Architect: S9 ARCHITECTS Location: YARD ROAD, BRROKLYN, USA Area: 62709 m2 Project year: 2018 Dock 72 is the home of 21st century manufacturing in the digital age – a laboratory for the production of ideas and innovation. The 675,000 square foot building was designed to integrate state-of-the-art modern Class-A office infrastructure with the unique design aesthetic developed for a community of collaborators. The building features 14’ floor to floor heights with 8’ of vision glass, intensifying the light and air throughout and building and highlighting the unobstructed views of Manhattan and Brooklyn. The building’s dual cores and two entrances provide access from the land and water side of the site. 18,000 square feet of private terraces provide an indoor-outdoor working environment and complement the building’s active vegetated open space. Dock 72 is a place to plug in, to refuel and to be inspired. The architecture and detailing were inspired by the structure of ships, sail patterns, industrial elements and materials found in the Yard itself. A color palette and “story” was carefully curated and inspired by the vibrant color, texture and patina within the Navy Yard. Inspiration was drawn from the sun-faded colors of the ships passing through as well as the architectural materials employed in the historic Admirals Row. The rooms called for a story or narrative to connect the series of spaces. Fogarty Finger submerged themselves in historic and contextual research and ultimately landed on a narrative inspired by the Plimsoll line: an indicator on a ship’s hull that marks the journey through varying levels of water. Four different types of water that ships sail through are deep water, summer water, fresh water and tropic water. Fogarty Finger commissioned four Brooklyn-based artists to create custom murals that told the Plimsoll line story. The power in the Plimsoll line story itself aligned all of the project’s partners and owners. Each artist was assigned a type of water and a color palette with colors derived from the cranes, rusted ships, equipment, ropes, metals and other found items within the Navy Yard itself. With only those two parameters, the artists then had free reign to interpret the story and imbue the murals with their own personal style.

TABLE 4.3: AMENITIES OF DOCK 72 SOURCE: S9 ARCHITECTS

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FIG. 4.11: DOCK 72 SOURCE: S9 ARCHITECTS

FIG. 4.12: INTERIOR OF DOCK 72 SOURCE: WORK DESIGN MAGAZINE

FIG. 4.13: DOCK 72 SOURCE: S9 ARCHITECTS

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FIG. 4.14: 6TH FLOOR PLAN,DOCK 72 SOURCE: S9 ARCHITECTS

FIG. 4.15: 7TH FLOOR PLAN,DOCK 72 SOURCE: S9 ARCHITECTS

FIG. 4.16: 8TH FLOOR PLAN,DOCK 72 SOURCE: S9 ARCHITECTS

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FIG. 4.17: 7TH FLOOR ORTHOGRAPHIC VIEW,DOCK 72 SOURCE: S9 ARCHITECTS

FIG. 4.18: 8TH FLOOR ORTHOGRAPHIC VIEW,DOCK 72 SOURCE: S9 ARCHITECTS

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4.7 PACCAR HALL, FOSTER SCHOOL OF BUSINESS Foster school of business, university of Washington Architect: LMN Architects Location: University of Washington, Seattle Area: 12542 m2 Project year: 2010 Consulting Team Leader: LMN Design software: ArchiCAD

Site and Program The new Foster School of Business converts the school’s existing collection of outdated facilities—through new construction and renovation—into a cohesive education complex that embodies its educational focus of leadership development, strategic thinking, and collaboration. The project includes two new, interconnected buildings—PACCAR Hall, as well as a second phase, Dempsey Hall. Renovation of the subterranean library repositions the library’s primary entrance to link directly with the central activity zone of the new school.

Design The design responds to the program’s strong emphasis on social connectivity and its active central campus site with a high degree of porosity—in terms of both visual and functional relationships. A four-story, daylit atrium runs the entire length of PACCAR Hall. Multiple entrances are knitted into the pedestrian flow of the campus, with views, topography and landscape embraced as integrated elements in the architectural experience. The exterior expression is a direct response to the functional needs of modern business education and environmental influences, while responding to adjacent historic campus buildings with compatible materiality, scale and proportion.

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Integrated sustainable design provisions of this building include: extensive day-lighting throughout classrooms, office and common areas; displacement HVAC; indirect evaporative cooling; water conservation measures and a living roof.

The new building features variable classroom sizes and designs, including 14 U-shaped tiered classrooms, a 250-seat auditorium, and 28 student breakout rooms. It also includes two floors of faculty offices as well as a soaring atrium with a café, and a fireplace with surrounding seating.

Responding to context The two-story, glass-enclosed café has views of a specimen Hickory tree and the oldest building on campus, Denny Hall. The space’s curtain-wall system has a narrower profile than steel and, along with a fine-scaled porch and lightweight overhead sunscreens, enhances the sense of transparency between indoors and out. The exterior material palette continues inside with exposed steel, masonry walls, and fir ceilings overhead. The slatted wood ceilings and walls conceal sound-dampening acoustical material.

The roof of the café supports a generous outdoor deck protected by the dynamic projection of the atrium’s roof into the landscape. With treetop views, it is a popular spot even in the rain.

Near the café, a linear gas fireplace with a sleek glass screen is the focal point of another gathering place for students providing psychological, if not physical, warmth. To heat the school’s large volumes, a displacement ventilation system delivers warm air at a lower velocity and higher temperature through the floor near occupants.

It’s one of the building’s many sustainable features to achieve LEED® Gold, including evaporative cooling in the main public areas, operable windows in offices, and sunshades to reduce glare and heat gain.

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FIG. 4.19: MAIN STUDY FOYER, PACCAR HALL SOURCE: LMN

FIG. 4.20: FLOOR PLANS, PACCAR HALL SOURCE: LMN

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FIG. 4.21: EXTERIOR VIEW, PACCAR HALL SOURCE: LMN

FIG. 4.22: FLOOR PLANS, PACCAR HALL SOURCE: LMN

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FIG. 4.23: SECTIONAL ELEVATION, PACCAR HALL SOURCE: LMN

FIG. 4.24: SECTIONAL ELEVATION, PACCAR HALL SOURCE: LMN

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4.8 COMPARATIVE ANALYSIS COMPARITIVE ANALYSIS OF CASE STUDIES

A N A LYSIS

The first 4 case studies throws light on new ways where a codependent ecosystem of student and SCORE: 1 TO 5 (1=POOR, 5=EXCELLENT) professionals can be created. These case studies are compared below by the means of the design PARAMETERS: SCALE, ACCESSIBILITY, FUNCTIONALITY, LEGITAMACY, PRIVACY, PEDAGOGICAL CHANGES, BUSINE principals covered in data collection.

FUNCTIONALITY

ACCESSIBILITY

SCALE

UNIVERSITY OF MELBOURNE COWORKING SCORE

4

DESCRIPTION

Scale of project= 3400sq.m. Consists of student coworking, faculty offices

SCORE

2

DESCRIPTION

The space is divided vertically and therefore requires travelling vertically to access different areas

SCORE

5

DESCRIPTION

DTU SKY UNIVERSITY O

ENERGY GARAGE AALTO UNIVERSITY 1

3

Scale of project= 342sq.m. Consists of discussion area, work lab etc 5 The scale of the project is comparatively small every space is accessed easily 3

Scale of project= 16 of classroom, office areas.

3

It is an attached bu main university. Ha both ground and fi 4

Timber and steel construction and subtle furniture colours gives urban chic setting to the place. The private spaces are painted with dark colours to give them a separate identity.

Minimal work and play setting with high function area bifurcated from leisure areas. The imperial blue and insufficient natural light sets in a muted work mode.

meeting rooms. Separate lounges for undergraduate students and UNIVERSITY OF MELBOURNE post graduate students.

COWORKING

vertically and dedicated area for leisure. ENERGY GARAGE

A N A LYSIS

Linear private spac working areas whic connection to each It has highlighted a board room which observation area.

LEGITAMACY

COMPARITIVE ANALYSIS OF CASE STUDIES 3 2 SCORE 4 SCORE: 1 TO 5 (1=POOR, 5=EXCELLENT) Separate spaces fo Dedicated floors for conferences, PARAMETERS: SCALE, PROXIMITY, PRIVACY, FUNCTIONALITY, LEGITAMACY, PEDAGOGICAL CHANGES, BUSINESS High activity areas bifurcated DESCRIPTION

PRIVACY

SCORE

PEDAGOGICAL CHANGES BUSINESS MODEL

2

4

High understanding of work environments. Privacy is maintained strategically if not physically.

5

Meant for students and faculty of same discipline. Hence privacy is ignored 5

Privacy Is Maintain The Work Area By C Restriction 5

DESCRIPTION

Revolutionized teaching by creating collaborative classrooms and student and faculty workspace

One of the first project which addressed the need for academic coworking area and was a result of three years of collective thinking of students and faculty of the university

This project was ac university which st incubation centre f grew as collaborati is filled with studen tanks of the differe

SCORE

2

DESCRIPTION SCORE

SPECIAL FEATURES

5

AALTO UNIVERSITY

and conferences bu connected to the w DTU SKY Strategically placed UNIVERSITY O

DESCRIPTION

This space is an attempt to revolutionize classroom study and has no intention to turn it into means of income.

SCORE

2

DESCRIPTION

Pure student coworking which has no separate fees.

CHAPTER 4: CASE STUDIES

2

5

It acts as an off syllabus projects working area where both students and faculty take up the local problems.

3

Gives kickstart to st funding through cro angel investors and donations.

4

Considered as pilot project in the area of academic co working

69

It has the most succ model and has raise of around 4 million

A N A LYSIS

A N A LYSIS

COMPARITIVE ANALYSIS OF CASE STUDIES SCORE: 1 TO 5 (1=POOR, 5=EXCELLENT) TY, LEGITAMACY, PRIVACY, PEDAGOGICAL CHANGES, BUSINESS MODEL, SPECIAL FEATURE PARAMETERS: SCALE, ACCESSIBILITY, FUNCTIONALITY, LEGITAMACY, PRIVACY, PEDAGOGICAL CHANGE

y and

reas

n and urban private

ate

SCORE

SCALE

1

Scale of project= 342sq.m. Consists DESCRIPTION of discussion area, work lab etc ACCESSIBILITY

onsists offices

ENERGY GARAGE AALTO UNIVERSITY

5

SCORE

The scale of the project is DESCRIPTION comparatively small every space is accessed easily FUNCTIONALITY

NE

3

SCORE

Minimal work and play setting with DESCRIPTION high function area bifurcated from leisure areas. The imperial blue and insufficient natural light sets in a muted work mode.

A N A LYSIS

DTU SKY LABS UNIVERSITY OF MELBOURNE UNIVERSITY OF DENMARK COWORKING 3 4

ISDI ACE ENERGY GARAGE ISDI MUMBAI AALTO UNIVERSITY 4

UN

1

Scale of project= 1600sq.m. Consists Scale of project= 3400sq.m. Consists Scale of project= 2322q.m. Consists Scale of project= 342sq.m. Consists of classroom, offices, co working of offices, co working areas. of student coworking, faculty offices of discussion area, work lab etc areas.

3 2 5 3

Scale of of class areas.

It is an attached building of the The space is divided vertically and Situated on a separate floor in a The scale of the project is main university. Has access from therefore requires travelling comparatively small every space is tower. It is separated from the both ground and first floor. vertically to access different areas educational institute accessed easily

It is an main u both gr

4 5

3

3

Linear private spaces surrounds co Timber and steel construction and Linear private office spaces on two Minimal work and play setting with subtle furniture colours gives urban far opposite ends with coworking high function area bifurcated from working areas which has direct chic setting to the place. The private area in between. The co working leisure areas. The imperial blue and connection to each and every area. spaces are painted with dark insufficient natural light sets in a It has highlighted and suspended areas are spilled everywhere which colours to give them a separate muted work mode. board room which can be used as restricts direct and dedicated A N A LYSIS identity. observation area. circulation around the floor.

Linear p working connec It has h board r observa

and conferences but are directly meeting rooms. Separate lounges connected to the work space. for undergraduate students and DTU SKY LABS UNIVERSITY OF MELBOURNE Strategically placed board room. post graduate students.

UNIVERSITY OF DENMARK COWORKING

and con connect Strategi UN

y and o

h has

PRIVACY

SCORE

4 5

public spaces but are crammed side vertically and dedicated area for by side. leisure. ENERGY GARAGE ISDI ACE ISDI MUMBAI AALTO UNIVERSITY 3

2

Privacy Is Maintained Throughout Privacy is maintained physically by High understanding of work Meant for students and faculty of The Work Area By Circulation environments. Privacy is maintained giving partitions. same discipline. Hence privacy is Restriction strategically if not physically. ignored 5 5 5 5

Privacy The Wo Restricti

One of the first project which DESCRIPTION addressed the need for academic coworking area and was a result of three years of collective thinking of students and faculty of the university 2 SCORE

This project was actively funded by Revolutionized teaching by creating university which started out as a collaborative classrooms and incubation centre for DTU but soon student and faculty workspace grew as collaborative coworking and is filled with students and think tanks of the different profession.

This pro universi incubat grew as is filled tanks of

It acts as an off syllabus projects DESCRIPTION working area where both students and faculty take up the local problems.

This space is an attempt to Gives kickstart to start‐ups and gets revolutionize classroom study and funding through crowd funding, has no intention to turn it into angel investors and educational means of income. donations.

Meant for students and faculty of DESCRIPTION same discipline. Hence privacy is ignored 5 SCORE PEDAGOGICAL CHANGES

reating

ce

2

BUSINESS MODEL

ntained

vertically and dedicated area for leisure. ENERGY GARAGE AALTO UNIVERSITY

3 SCORE SPECIAL FEATURES

nges and RNE

LEGITAMACY

COMPARITIVE ANALYSIS OF CASE STUDIES 3 3 SCORE 42 3 SCORE: 1 TO 5 (1=POOR, 5=EXCELLENT) Separat Separate spaces for meeting rooms Physically separated private and Dedicated floors for conferences, IONALITY, LEGITAMACY, PEDAGOGICAL CHANGES, BUSINESS MODEL, SPECIAL FEATURE High activity areas bifurcated ces, PARAMETERS: SCALE, PROXIMITY, PRIVACY, FUNCTIONALITY, LEGITAMACY, PEDAGOGICAL CHANGES, B High activity areas bifurcated DESCRIPTION

Considered as pilot project in the DESCRIPTION area of academic co working

CHAPTER 4: CASE STUDIES

5 2

One of the first project which The only project in India which has addressed the need for academic tried to address the need of coworking area and was a result of academic and professional cross three years of collective thinking of coworking. It has brought out students and faculty of the mentor classes, live projects etc university

4

2

Gives ki funding angel in donatio

42

It acts as an off syllabus projects It is often rented to the young and working area where both students new entrepreneurs and the and faculty take up the local common areas are also rented problems. separately for business conferences, events, product launches etc.

3 3

It has the most successful business Pure student coworking which has model and has raised total funding no separate fees. of around 4 million dollars.

First project in India which throws Considered as pilot project in the the light on the issue of the area of academic co working incapable fresh graduates.

It has th model a of aroun

70

A

529

4.2k

05. CONCLUSION The research started with an aim to understand the gaps of professional skillsets and work ethics among the fresh graduates in the professional world.

After exploring all the statistics and multiple research papers and case studies, and interviews; I can conclude the following• Even though India is one of the largest entrepreneur’s hub, its young professionals struggles to find a platform where then can head start their ventures.

• Among the case studies, ISDI ACE is a sole Indian case study which has establish such kind of infrastructure which is an amalgamation of students and professionals work place.

• By taking some key points from the data collection, the research sees a need of upgradation in the undergraduate education systems of the country and tries to throw light onto some solutions.

• One possible solution is to create a holistic space which works on upgraded pedagogy which emphasises on boosting the practical skillset, entreprenurieal ideas and profitable business model.

This space will thrive only if all kinds of users, ie. Students and professionals both use it while benifitting the other.

• Such space can take a form of business incubation centre, co working spaces attached to the educational institute.

Edu-commercial and business hub

FIG 5.1: BUILDING TYPOLOGY OUTCOME SOURCE:AUTHOR

CHAPTER 5: CONCLUSION

72

To sustain a harmonously working model of the edu-commercial and business hub, it is crucial to look into the aspects of sucessful business model of the same.

POSSIBLE OUTCOMES OF BUSINESS MODELS India is a country where the profit matters more than the overall development. Therefore, before proposing such an infrastructure, it is important to achieve an overview of its economical sustainability. Todays students spend enormous amount of money on tuition fees apart from the college teaching fees which has very little if not zero impact on them. By creating a coworking interdependent infrastructure, the educational institute has much more to gain economically. They can rent out these coworking spaces to professional firms, freelancers, entrepreneurs etc. They can also conduct mentor class, conferences, seminars etc. and charge a nominal fees from the attendees. But sustainability is only achieved if all the parties involved are compensated economically. Therefore, the professional can teach as a part professor and can charge fees for it or a get a discounted rate on their rented space. On the other hand, student can earn incentives along with experience by working as interns under these professionals.

TABLE 5.1: HIGHER EDUCATION COST SOURCE:EMPLOYABILITY SKILLS REPORT, 2020

CHAPTER 5: CONCLUSION

73

06. SITE STUDY 6.1 INTRODUCTION

In this chapter, an extensive study will be done to select a site for the desig proposal based on findings and conclusion of the research. The process will start by selecting a city based on the professional responses and then a comparitive analysis of 3 shortlisted sites will be conducted to note the pros and cons of each site. The area of the finalised site will determine the tentative built up area of the design proposal.

FIG 6.1: BANGALORE ILLUSTRATION SOURCE:IMPRESSIVE INFO.

6.2 SELECTION CRITERIA

Bangalore, officially known as Bengaluru, is the Capital of the Indian State of Karnataka. It is said to be a silicon valley of India. Over 67000 registered IT companies are there in Bangalore IT corridor from which 12000 companies are full time working companies and remaining are shelf companies.

456 multinational IT companies have their centers in the city. About 75% of IT professionals from total in India work in different Techno Parks of the city. Major IT companies like Infosys, Wipro started back in the ’90s in Bangalore. Back in 1985, Texas Instruments became the first multinational company that formed its base in Bangalore. Well-known unicorns such as Ola Cabs, Myntra, Flipkart, BYju’s and Quickr are originated at Bangalore. 98% of software exports are from Bangalore . It is home to many educational and research institutions in India, such as Indian Institute of Science (IISc), Indian Institute of Management (Bangalore)(IIMB), National Institute of Fashion Technology, Bangalore, National Institute of Design, Bangalore (NID R&D Campus), National Law School of India University (NLSIU) and National Institute of Mental Health and Neurosciences (NIMHANS). Numerous state-owned aerospace and defense organizations, such as Bharat Electronics, Hindustan Aeronautics and National Aerospace Laboratories are located in the city. The city also houses the Kannada film industry.

As mentioned, Bengaluru is known to be the hub of new companies and new ideas. Hence, this city makes it the perfect place to design such a infrastructure. Moreover Bengaluru’s work culture is known to be the best in the country and it is a safe and calculated bet that a sustainable and profitable business model can come out of such place in Bengaluru.

Following are the criteria that were taken into account while selecting the site :• The site area should fall between 8 to 10 acres.

• The site should directly be connected to atleast 6 to 12 meter wide road.

• Preferably no existing structure on site.

• Easy accessibility on foot and by all available transport facilities.

• The site should have an influence of the education and work culture. Hence the site should be in the locality where the Huge IT giants, private offices, co working spaces, universities and other educational societies are in the vicinity.

• Vegetation and water body in he site vicinity is preferred which helps in creating a sustainable microclimate within the built form.

CHAPTER 6: SITE STUDY

76

6.3.1 SITE 1

FIG 6.2: BANGALORE DISTRICT MAP SOURCE:BBMP

STRENGTH • • • • •

Situated in one of the major it district of the city.

Has potential catchment area from nearby educational institutes and nearby commercial zones Has direct access from west and south side.

Has a natural water body in the vicinity which helps creating a positive microclmate.

Near flat land with no existing structures

OPPORTUNITIES

• The site location has potential to develop such educatonal and commercial project with higher chance of success.

• Similar traits in the neighbourhood will help in accomodation of the project very quickly.

CHAPTER 6: SITE STUDY

77

S O

FIG 6.3: SITE MAP SOURCE:GOOGLE EARTH

WEAKNESS

• Sewage treatment plant in the vicinity.

• Can result in traffic congestion during peak hours

W T

THREATS

• Expansion of the heli taxi service will increase noise pollution.

CHAPTER 6: SITE STUDY

78

6.3.2 SITE 2

FIG 6.4: BANGALORE DISTRICT MAP SOURCE:BBMP

STRENGTH • • • • •

Situated in one of the major it district of the city.

Has potential catchment area from nearby educational institutes and nearby commercial zones Has direct access from west side..

Fairly rectangular plot with leads to easy design experimentations.

Near flat land with no existing structures

OPPORTUNITIES

• The site location has potential to develop such educatonal and commercial project with higher chance of success.

• The residential campus of nift will boost the influx of new students and companies.

CHAPTER 6: SITE STUDY

79

S O

FIG 6.5: SITE MAP SOURCE:GOOGLE EARTH

WEAKNESS

• Site is isolated to the very corner of the hsr district.

• The adjoining road is only 6 m wide.

•

W T

THREATS

• The proposed landuse map of bangalore (2015-2035) shows no clear bifurcation of land use type of the site.

CHAPTER 6: SITE STUDY

80

6.3.3 SITE 3

FIG 6.6: BANGALORE DISTRICT MAP SOURCE:BBMP

STRENGTH • • • • •

Situated in the vicinity of hal airport Has potential catchment area from nearby educational institutes and nearby commercial zones Has direct access from west side..

Has huge golf course on south Near flat land with no existing structures

OPPORTUNITIES

• The site location has potential to develop such educatonal and commercial project with higher chance of success.

• The presence of the airport and tecch giants increases the valur of the site commercially.

CHAPTER 6: SITE STUDY

81

S O

FIG 6.7: SITE MAP SOURCE:GOOGLE EARTH

WEAKNESS

• The direct connectivity of the perimeter the site to a vehicular road only about 15% to 20%

W T

THREATS

• The presence of the airport adds ups to adhereing to extra planning and height regulaions.

CHAPTER 6: SITE STUDY

82

6.4 COMPARATIVE ANALYSIS ALL SITES

COMPARI TI VE

COMPARITIVE ANALYSIS OF SHORTLISTED SITES SCORE: 1 TO 5 (1=POOR, 5=EXCELLENT) PARAMETERS: LOCATION, AREA, LANDUSE, PHYSICAL FEATURES, INFLUENCE, PO SITE 1 ELECTRONIC CITY

POTENTIAL

INFLUENCE

PHYSICAL FEATURES

PROPOSED LANDUSE

ACCESSIBILITY

AREA

SCORE DESCRIPTION

3 42,079.52 SQ.M (10.39 ACRES)

SCORE

5

DESCRIPTION

DIRECTLY ACCESSIBLE FROM WEST AND SOUTH

SCORE DESCRIPTION

COMERCIAL. 5

DESCRIPTION

SCARCE VEGETATION THROUGHOUT THE SITE

SCORE

5

SCORE DESCRIPTION

CHAPTER 6: SITE STUDY

DIREC

5

SCORE

DESCRIPTION

6282

BARR

THE PROPOSED PROJECT CAN HAVE INFLUENCE FROM THE EDUCATION INSTITUTES, OFFICES, CO WORKING AND TECH PARKS IN THE VICINITY. 5

THE PR A MA AN

GR CREA

HAS TRMENDOUS GROWTH POTENTIAL DUE TO INFLUENCE OF THE VICINITY

83

E ANALYSI S

OTENTIAL

SITE 2 HSR LAYOUT 5

SITE 3 HAL 4

29.88 SQ.M (15.52 ACRES

44,998.93 SQ.M (11.11 ACRES)

4

3

CTLY ACCESSIBLE FROM WEST SIDE 3

DIRECTLY ACCESSIBLE FROM WEST SIDE 5

UNCLASSIFIED 5

COMMERCIAL. 4

REN LAND WITH NO MAJOR VEGETATION 4

BARREN LAND WITH TEMPORART=Y BUILDING STRUCTURES 5

ROPOSED PROJECT CAN HAVE AJOR INFLUENCE FROM NIFT ND OTHER OFFICE SPACES 3

GROWTH CAN BE DONE BY ATING SUCCESSFUL PROJECT

THE PROPOSED PROJECT CAN BE INFLUENCED

BY THE HAL AIRPORT, THE DESIGN AND BUSINESS SCHOOLS, THE TECH PARKS ETC. 4 HAS TRMENDOUS GROWTH POTENTIAL DUE TO INFLUENCE OF THE VICINITY

SUMMARY

After carrying out the SWOT analysis of each site and the comparative analysis of all the sites simultaneously, the site 1, which is situated in electronic city has recceived highest points and also has highest number of advantages. Hence this site is finalized for the design proposal of edu commercial and business hub.

CHAPTER 6: SITE STUDY

84

6.5 SITE ANALYSIS 6.5.1 SITE CONTEXT

FIG 6.8: SITE MAP SOURCE:GOOGLE EARTH

CHAPTER 6: SITE STUDY

85

CHAPTER 6: SITE STUDY

86

6.5.2 PHYSICAL ATTRIBUTES

SITE ATTRIBUTES

• Presently the site is vacant with no exisiting structures and few major vegetations in the middle of the site.

• The site is accessible through an entrance on the west and another one to the south. Other than that the whole boundary of the site is fenced.

FIG 6.9: SITE MAP SOURCE:GOOGLE EARTH

CHAPTER 6: SITE STUDY

87

6.5.3 SITE PHOTOGRAPHS

FIG 6.10: SITE PHOTOGRAPH SOURCE:GOOGLE EARTH

FIG 6.11: SITE PHOTOGRAPH SOURCE:GOOGLE EARTH

CHAPTER 6: SITE STUDY

88

6.5.4 BUA DETAILS

FIG 6.12: SITE MAP SOURCE:GOOGLE EARTH

AREA STATEMENT OF SITE FOR PROPOSED EDU-COMMERCIAL AND BUSINESS HUB SITE AREA : 42,079.52 SQ.M (10. 39 ACRES) FSI : 1.5 MAX B.U.A : 63,119.28 SQ.M PERMISSIBLE GROUND COVERAGE : 45% MAX GROUND COVERAGE AREA : 18935.78 SQ.M EXCLUSIONS FROM B.U.A : DUCTS, SERVICE SLABS, STAIRCASE WELL, LIFT SHAFT

CHAPTER 6: SITE STUDY

89

6.5.5 PRIMARY CLIMATE DATA

TABLE 6.1: TEMPERATURE CHART SOURCE:IMD

TABLE 6.2: RAINFALL CHART SOURCE:IMD

TABLE 6.3: WIND ROSE SOURCE:IMD

CHAPTER 6: SITE STUDY

90

Oksana Volovodenko

metric Design

phics Treat

Illustrations

Multiple Owners

Overtime / Employee of the Mo - marichoo -

onth

7. DESIGN PROPOSAL

BASED ON THE RESEARCH FINDING AND CONCLUSION AND THE EXTENSIVE SITE STUDY, A TENTATIVE DESIGN PROPOSAL IS CALCULATED IN THIS CHAPTER WHICH DESCRIBES THE NATURE AND TYPES OF SPACES INCLUDED IN THE PROPOSED EDU-COMMERICAL AND BUSINESS HUB. AREA STATEMENT OF THE SPACES ARE FINALISED AFTER CALCULATING THE AREAS IN THE CASE STUDIES.

10

19

203

86

7.1 DESIGN PROPOSAL

Today, Technical education, Medical education, business education and Design education are among the top most choices of students while pursuing their career. On the parallel note, developing country like India is always in need of individuals who major in these degrees. While medical science being a completely different ecosystem of its own, the other majors of technical, business and design can coexist with partial overlapping of infrastructure. Although India has produced world renowned universities which cater to these professions, the fresh graduates still lack the professional skillsets and work ethics when they step their foot in the industry.

Architecture and planning plays and important role in designing a infrastructure which can help in bridging this gap. My aim here is to design a co-dependent ecosystem for these students and the young professionals of the industry. A successful space for interaction in co working and co education space to allow community integration and social interaction and dialogues among the individuals.

There is no official nomenclature for such space. It can go by multiple names like edu-commercial hub, academic co working, education and business labs etc.

The physical aspects of such infrastructure will include two major distinctive yet overlapping typologies A] An educational institute and B] Office spaces and Coworking areas The education Institute will be a collaborative educational space which will consist of smart classrooms, academic Coworking areas, Faculty offices for non educational projects, auditorium, etc.

While the office spaces will have Large private office spaces, Small private office spaces, Multiple Coworking floor areas, Start-up hubs and business labs.

The third typologies of spaces are the common spaces which can be used by both type of users. It includes a library, digital data centre, Landscape spaces etc.

The challenge here is to plan the spaces articulately and bifurcate them into white areas, black areas and the grey areas.

CHAPTER 7: DESIGN PROPOSAL

93

7.2 TENTATIVE AREA STATEMENTS ARCHITECTURE DESIGN Studio-X Design Requirement for Educational and Commercial Hub at BANGALORE Technical Faculty No. of COUNT Area Total (sq.m) Equivalent Persons (sq.m) dB Administrative Area Principle/ Directors Cabin 1 1 30 30 35-40 Anti-Room/rest Room 15 15 40-45 1 Toilet 5 5 1 HOD Cabin Faculty room Department office Toilet Conference room with pantry Board room Meeting Room Examination Control room Placement room Reception Waiting Area Entrance Foyer Accounts Department Toilet Store area

6 30 6

6 5 6

60 150 120 30 50 30 30 30 30 30 50 100 50 30 30

10 5 20

1 1

2 1 1 1

2 1 1 1

30 15 30 30 30 50 100

5

1

50

33 Maintenance Department Central Store Maintenance Room Security House Keeping Toilet

1 2 3 5

Class rooms Collaborative space Toilet

30 10 10 25

12

TOTAL OCCUPENCY DENSITY AGAINST AREA IN SQ.M

Ciculation area 30% BUILT UP AREA IN SQ.M

CHAPTER 7: DESIGN PROPOSAL

55-70 55-70 55-70 55-70 95

14 4 3

80 150 80

1120 600 240 1960

40-45 40-45 40-45

40 40 40 5 40

4 3 1 5 2

150 100 100 20 75

40-45 40-45

40 40

2 2

150 150

600 300 100 100 150 10 300 300 100 1960

1 1 2 1 1 1

100 100 15 10 200

40 60

205 Amenities Boy's Common room Girls Common Room Stationary Store First Aid Room Sports Room Cafeteria Toilet

55-70

30 20 10 25 10

12 Workshops & Laboratories Large Labs Small labs General workshop Store room (5 nos.)

Computer Center Server Room AV Room Seminar hall Toilet

35-40 40-45 40-45 40-45 40-45 50-55 50-55 50-55 40-45

870 1 2 1 1

Academic Area

40-45 40-45 40-45

1 1 2 1 1 150

300

100 100 30 10 200 300 50

55-75 40-45 55-75 40-45 40-45

50-55 50-55 55-70 50-55 50-55 45-60

661

790

914 6.74

5675

1702.5 7377.5

94

Administrative Area Principle/ Directors Cabin Anti-Room/rest Room Toilet HOD Cabin Faculty room Department office Toilet Conference room with pantry Board room Meeting Room Examination Control room Placement room Reception Waiting Area Entrance Foyer Accounts Department Toilet Store area Maintenance Department Central Store Maintenance Room Security House Keeping Toilet Academic Area

Class rooms Collaborative space Toilet

Workshops & Laboratories Big studios small studios General workshop Store room (5 nos.)

Server Room Seminar hall Toilet

Design Faculty Area (sq.m)

No. of Persons 1

1

3 20 4

3 20 4

1 1

1 1

2 1 1 1

2 1 1 1

5

1

30 50 100 50

1

30

1 1

1

1

1

33

50

30 15 30 30

30 10 10 25 12

40 60

8 4 12

40 40

1 5 2

4 6

TOTAL OCCUPENCY DENSITY AGAINST AREA IN SQ.M

914 6.74

661

30 20 10 25 10

80 150 80

640 600 160

150 100 100 20

600 600 100 100 10 300 100

150

205 1 1 2 1 150

CHAPTER 7: DESIGN PROPOSAL

30 15 5 30 100 80 30 50 30 30 30 30 30 50 100 50 30 30

30 15 5 10 5 20

1 2 3 5

Amenities Boy's Common room Girls Common Room Stationary Store First Aid Room Cafeteria Toilet

Ciculation area 30% BUILT UP AREA IN SQ.M

Total (sq.m)

100 100 15 10

100 100 30 10 300 50

Equivalent dB 35-40 40-45 40-45 40-45 40-45 35-40 40-45 40-45 40-45 40-45 50-55 50-55 50-55 40-45 750

55-70 55-70 55-70 55-70 55-70

95

1400

40-45 40-45 40-45 40-45 40-45 55-75 55-75 40-45

1810 50-55 50-55 55-70 50-55 45-60

590

4645

1393.5 6038.5

95

Administrative Area Principle/ Directors Cabin Anti-Room/rest Room Toilet HOD Cabin Faculty room Department office Toilet Conference room with pantry Board room Meeting Room Examination Control room Placement room Reception Waiting Area Entrance Foyer Accounts Department Toilet Store area Maintenance Department Central Store Maintenance Room Security House Keeping Toilet Academic Area

Class rooms Collaborative space Toilet

Workshops & Laboratories

Labs Store room (5 nos.)

Server Room Seminar hall Toilet

Amenities Boy's Common room Girls Common Room Stationary Store First Aid Room Cafeteria Toilet TOTAL OCCUPENCY DENSITY AGAINST AREA IN SQ.M

Ciculation area 30% BUILT UP AREA IN SQ.M

CHAPTER 7: DESIGN PROPOSAL

No. of Persons

Business school Faculty Area Total (sq.m) (sq.m)

1

1

3 20 4

3 20 4

1 1

1 1

2 1 1 1

2 1 1 1

5

1

30 50 100 50

1

1

30

1 1

1

1

33

30 15 5 30 100 80 30 50 30 30 30 30 30 50 100 50 30 30

30 15 5 10 5 20 50

30 15 30 30

1 2 3 5

30 10 10 25 12

40 60

4 2 12

40

5 2

2 2

320 300 160

80 150 80 150

20

150

205 1 1 2 1 150

661

914 6.74

30 20 10 25 10

100 100 15 10

300 40 10 300 100 100 100 30 10 300 50

Equivalent dB 35-40 40-45 40-45 40-45 40-45 35-40 40-45 40-45 40-45 40-45 50-55 50-55 50-55 40-45 750

55-70 55-70 55-70 55-70 55-70

95

780

40-45 40-45 40-45 40-45 55-75 55-75 40-45

750 50-55 50-55 55-70 50-55 45-60

590

2965

889.5 3854.5

96

Administrative Area Large offices Small offices Co working large conference small conference break out area AV Cafeteria with kitchen and pantry Prototype workshops Business labs seminar hall server rooms Maintenance Department Central Store Maintenance Room Security House Keeping Toilet TOTAL OCCUPENCY DENSITY AGAINST AREA IN SQ.M

Ciculation area 30% BUILT UP AREA IN SQ.M

Administrative Area Central Library Auditorium Exhibition Halls TOTAL OCCUPENCY DENSITY AGAINST AREA IN SQ.M

Ciculation area 30% BUILT UP AREA IN SQ.M

TOTAL BUILT UP AREA IN SQ.M

CHAPTER 7: DESIGN PROPOSAL

Offices Area (sq.m)

No. of Persons 30 12 30 30 15 30 15 100 20 30 50 5

33

15 20 3 2 4 4 4 1 1 2 2 2

Total (sq.m) 4050 2160 810 100 100 200 120 150 180 300 400 690

270 108 270 50 25 50 30 150 180 150 200 345

1 2 3 5

30 10 10 25 12

914 6.74

400 33

914 6.74

35-40 40-45

9260

30 20 10 25 10

40-45 40-45 40-45 40-45 35-40 35-40 35-40 35-40 35-40 55-70 55-70 55-70 55-70

95

9355

Common amenities Area (sq.m)

No. of Persons

Equivalent dB

1 1 3

350 650 200

2800.0 12155.0

Total (sq.m) 350 650 600

Equivalent dB 35-40 40-45

1600

1600

480.0 2080.0 31505.5

97

8. BIBLOGRAPHY

• Matt Church (2020) The evolution of Eduation, Australia: Thought Leaders.

• • Riikka Kyrö and Karlos Artto (2015) Academic Coworking, Finland: ScienceDirect.

• • Marko Orel and Will Bennis (2020) The perspective of a coworking space model in scholarly settings, University of Economics, Prague, Czech Republic: ResearchGate.

• • Julian Waters-Lynch, Jason Potts, Tim Butcher, Jago Dodson, Joe Hurley. (2016) Coworking: A Transdisciplinary Overview, RMIT University: ResearchGate.

• • India Skills Report (2020) Employability Skills Report, India: Wheebox.

• • Linways (2020) National Education Policy, India: Linways.

• • Joanna Yin Lim (2019) Curating Coworking Space as A Third Place , NA: ISSUU. • • DESIGNinc (2019) University of Melbourne, Melbourne: DESIGNinc.

• • Technical University of Denmark (2014) DTU Skylabs, Denmark: DTU. • • Wework (2018) Dock 72, Brooklyn,USA: Wework.

• • LMN (2010) Paccar Hall, Foster School of Business, Seattle: LMN LINKS http://www.the-lsa.org/about/programme/#2 https://coworkinginsights.com/coworking-spaces-the-classrooms-of-the-future/spaceplus.com https://issuu.com/joanna.lim.yin/docs/curating_coworking_space_as_a_third https://worldarchitecture.org/article-li https://www.coursehero.com/file/74561402 https://in.linkedin.com/in/rolandmonteir https://andrewmcgettigan.files.wordpress https://drhazelhall.files.wordpress.com/ https://issuu.com/joanna.lim.yin/docs/cu

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