THE ROLE OF THE AGREEMENTS WITH COMPANIES IN THE FORMATION OF THE ARCHITECT: EXPERIENCES IN THE SCHOOL OF ARCHITECTURE OF VALENCIA (SPAIN) Domingo Calabuig Débora, López Gallego Rafael, Sentieri Omarrementería Carla Departamento de Proyectos Arquitectónicos, Universidad Politécnica de Valencia (Spain) [email protected], [email protected], [email protected]

Abstract The University stage and the professional life are consecutive areas of development, whose passage from one to another is often at the mercy of the evolution of the student or newly graduated. However, and given the general objectives targeted by the successive revisions of University teaching, the graduate studies should provide a formative education and, therefore, should favor a meeting point for both seasons. This paper reflects on the experiences of approximation to the professional reality, carried out in the School of Architecture of Valencia (ETSAV), through some agreements with companies. In recent years, several companies from the construction’s sector of the manufacture of materials or industrial design have signed agreements with the ETSAV under the protection of the Law of Promotion and General Coordination of Scientific and Technical Research. The objectives respond to innovation and modernization of the productive system, as one of the aims pursued by the teaching and research, not without discarding the prestige that each University can offer in these collaborations. In the case of the company's prefabricated pressed concrete -VERNI·PRENS, s.a.- or the famous brand of porcelain objects -LLADRÓ COMERCIAL, s.a.-, the agreements are developed through various activities, coordinated by one or several teachers, seeking to introduce the student in the professional world. Training specialized sessions, contests for students, intensive workshops, visits or study tours are some of the actions allowing to simulate the working world at the time that bring innovations in the field of teaching. The company, on the other hand, is rewarded with a renewal of ideas, a wide dissemination of its products and the knowledge of the interests of a future market. The different activities run by the teachers responsible of the agreements allow concluding a highly positive assessment from the educational point of view in these more than 3 years of experience. The applied study causes an increase in technical know-how specific partners, not only for companies subject to the agreement, but also for the sector in general. Workshops and contests lead to creative processes of design and implementation of the materials with innovative results. Furthermore, the motivation of students participating in experiences that bring to the immediate professional world is significantly increased. Keywords: University-Industry Collaboration, Innovation, Higher Education, Architecture.

1.

INTRODUCTION

The relationship between the university and companies is a key factor in achieving a quality education in architecture, from many points of view [1]. One area in which there is a widespread and systematic collaboration between the university and companies are the Companies Chairs or partnership agreements. More than a decade ago, the School of Architecture (ETSAV) of the Polytechnic University of Valencia (UPV) launched its Companies Chairs programme, establishing agreements with various companies related to construction and industrial design, as well as with the manufacture of materials, and sustainable development. The objectives of these partnerships respond to innovation and modernization of the productive system as one of the purposes of teaching and research, but not without discarding the prestige that each university can offer in these partnerships. Among the active experiences of these agreements within the ETSAV, we will analyze the particular case of the company of pressed precast concrete Verni·prens, SA, and the well-known brand of porcelain objects Lladró Comercial, SA. In them, the agreements are developed through various activities coordinated by one or more teachers who try to introduce students to the professional world.

Specialized training sessions, contests for students, intensive workshops, visits and study tours are some of the actions which allow us to simulate the working world while providing innovations in teaching. The company, meanwhile, is rewarded with a renewal of ideas, a wide distribution of their products and knowledge of the interests of a future market.

1.1 The agreement with the company from the University. Historical Analysis The programme of Company Chairs of the UPV was created to maximize the relationship between the university community and the company environment. Companies, institutions and other entities with business links help, through collaboration for the creation of Company Chairs, to the generation and dissemination of knowledge, and to the training of future professionals in areas of common interest to the company and the university [2]. The first Company Chairs appeared in the UPV in 1999. In 2005 the Board of Directors agreed to activate the Company Chairs programme, giving a new impulse to the same, with the collaboration of the Centres. As a result, the Chairs grew from six Chairs in 2005 to thirty-nine active in 2010. The initiative of these agreements, unlike what we might think, came from the private sector. The company, through special relations with the faculty of the UPV, discussed the need for initiatives to encourage the incorporation into the university of integration activities of the university in the productive framework.

1.2 Opportunity and suitability for both parties The university stage and career development are areas in a row, whose passage from one to another is often at the mercy of the evolution of the student or new graduate. However, given the overall objectives targeted by the successive revisions of the pedagogical university, degree studies must provide training and education, therefore, it is their duty to promote a meeting between the two cycles. Thus, the Company Chairs promote contact between the professional experience of architecture and the intellectual formation of students. Architectural education can be decoupled from production unless there is an ongoing relationship between University, a formative stage, and companies, a production stage. In this way, the participation of companies in the design of specific parts of curricula, contribute to the formation of the graduates responding to current needs. The collaboration between companies and universities permits to carry out an innovative experience that allows university not only to have people with a recognized competence but also the student of ETSAV can access to the facilities and means which these companies have. The practical teaching of architecture requires human and material resources, which in some cases carry a high economic cost, especially in terms of efficiency. The various agreements allow students to visit the facilities and observe the manufacturing processes of materials. In accordance with the agreements, Company Chairs cover another important challenge of the teaching of architecture, which students can know and use, where possible, materials and current manufacturing processes, which university budgets can hardly finance. For the company, the Chair is a direct path to both the human resources that the university has and to certain infrastructure and, in many cases, a way to enhance the binding sites that have originated teams or specific researchers. One can, thus, contact the forefront of knowledge in a more effective way and make a joint proposal for innovation. On the other hand, it is a way of introducing qualified graduates in the labour market. In turn, the Company Chair is an enriching element for university by two factors: it makes strategic projects possible and it connects with multiple business sectors that have different degrees of structure and evolution, with access to highly specialized information. In turn, it allows having the right equipment and the right people at the university itself, which adds factors of motivation and personal and professional development. The ultimate goal of these relationships is to achieve excellence in learning and the generation of a specific university architectural culture that is able to stimulate research [3].

1.3 Legal Framework In 1999 came the first Chairs in the UPV, regulated by the Act of April 14, 1986 on the Promotion and General Coordination of Scientific and Technical Research, establishing collaborative arrangements with other entities or individuals [4]. Subsequently, the regulatory framework operates within the Article 86 of Organic Law 6 / 2001 on Universities, and soon the statutory framework was completed by Law 49/2002, of December 23 of the taxation of non-profit entities and tax incentives for patronage. In 2007 the first rules were agreed to create Company Chairs [5], so the case studies we are dealing with were agreed between the centre and the enterprise with regulated agreements. And in 2010 the Regulations for the Establishment and Operation of Company Chair were passed [6]. This regulation is replaced in 2011 by the one proposed in Article 64 of Law 2 / 2011, of March 4, Sustainable Economy [2], and it expands its content to the regulation of Company Classrooms, which, by their nature respond to agreements for the development of activities related to training and dissemination of knowledge.

2.

AGREEMENTS WITH COMPANIES IN ETSAV

2.1 Background 2.1.1. First experiences The first experience of such partnerships between business and institution was performed between the concrete company Cemex Spain, SA, based in Buñol and ETSAV in 1999, called White Chair, as rector of UPV Mr. Justo Nieto and again, under the supervision of the management team of Mr. Ignacio Bosch, supported and advised by other recognized members of the university community such as Mr. Jose Maria Lozano, Miss Amparo Tarin and Mr. Jose Maria Fran Britons, who made new partnerships possible with companies like Lladró, SA, Potters Association ASCER, Verni·prens, Gesfesa, Bancaja Habitat, SA, and UE Group based in Barcelona. Unlike the process of establishment of other later chairs, in the case of Cemex White Chair the beginning of the process of incorporation and start-up was at the request of the company, leaving the post of Director to Professor of Architectural Design, Mr. Vicente Mas and being attached to the network of the existing Cemex White Chairs in Spain, with agreements in other universities such as the Polytechnic of Madrid and the Autonomous University of Barcelona. Later, in the year 2005, Mr. Juan Juliá, who was the rector of the university, had the specific objective to promote Company Chairs in the UPV, implementing this option in all the centres in the academic institution. It was with this impetus that ETSAV managed to increase up to six chairs in 2008, reaching a record of creating chairs of all the UPV and therefore, the school with more revenue as a result.

2.1.1 Overview Some currently active Chairs associated to ETSAV and with their respective agreements renewed are the Cemex White Chair, the Pottery Ascer Chair, the Habitat Saludable Chair and Bancaja Habitat Chair, and other dormant, renewal pending, as the Chair Lladró Habitat Architecture, a collaborative agreement with the company Verni·prens, and the Gesfesa Chair of Sustainable Construction and Bio town planning.

2.2 Case study 1: Lladró Chair One such experience was made between the company Lladró Comercial, SA and ETSAV. On the one hand, the family business founded in 1953 by brothers Juan, José and Vicente Lladró in Almàssera (Valencia) with strong social roots in Valencia and currently with international recognition in the creation and production of unique figurative pieces in decorative porcelain; on the other hand, an accredited academic institution in the training of professionals, as was the ETSAV, decided to join forces in pursuit of achieving mutually beneficial results. Although a priori the field of work in which the Lladró company developed its product was more specific of other disciplines such as Fine Arts and Industrial Design, the ambition to rethink stylistic assumptions and to open its product to other fields of work, made it possible to start a partnership that time has proved more than helpful.

In this way, the initial approaches which the Lladró company aimed to achieve with this collaboration with the University, were quickly joined by others who made it possible to generate a two-way exchange of knowledge. Thus, without having specifically defined the final product to achieve, the partnership raised the reciprocity in the product project processes as a starting point to generate interchangeable experiences to specific areas of development of each partner. The participants involved in this experiment were, on the one hand, the creative sculptors, chemists and decorators who are developing designs and prototypes for the company in the Almassera headquarters; and on the other hand, the students as the main actors responsible for reinterpreting the data that those proposed, and for reworking theoretical postulates that activate new creative mechanisms that could fit in the aforementioned production chain. The outsourcing of ideas was the breeding ground which the company Lladró posed with the aim of collecting, a posteriori, these same ideas assumed for students who have been properly trained and guided by the teaching staff, in order to recover these notions amended and restated. The success of the company Lladró when choosing ETSAV, although ambitious as a first analysis might arise, was the highest as the first results were envisioned. And it was appropriate to wait, as the academic training of students from ETSAV allowed to reach quickly the root of aesthetic discourses proposed by Lladró creatives at the same time that it allowed a profound reflection on the concepts customer, product, buyer and user. The student of architecture schools is prepared to undertake a diversity of professional assignments that cover both technical and aesthetics fields, the capabilities of current curricula and their creative processes always start from deep analysis that can be historical, technical, social, commercial and even emotional. This ability to assume the conditions of the customer, both sensitive and technical, was the one who did these proto-researchers, the most effective thinking heads for that investigation. The second necessary factor so that this applied research experience could reach the desired results was the development of a sequence of activities that led to contact nodes between the two institutions. This need was appropriate to set up a Company Chair where all management actions were channelled in order to put both institutions to work together. In February 2006, under the leadership of the director of ETSAV and under the supervision of the rector of the UPV, was signed the Partnership Agreement between the company Lladró Comercial SA and the Polytechnic University of Valencia for the creation in the School of Architecture in Valencia, of the programme of activities named Lladró Architecture Chair for Habitat. Four modalities of cooperation were settled within the agreement who had in turn four objectives well defined and which we shall detail:

2.2.1. Formative Action 1: International Ideas Contest In order to cover the international dimension of the Lladró company, the annual performance of an international contest of ideas was raised. It was open to all students of architecture, designers and interior designers, and where originality and viability in the use of porcelain in the fields of architecture and habitat were rewarded. The theme of the competition was raised each year between the direction of the Chair, its team of teachers and advisers, belonging to the ETSAV, and the managers of the Lladró company, in order to coordinate the educational training activities of the team of professors with the concerns, problems and particular casuistry that year by year were emerging in the chains of creation, production and marketing of the firm. The impact of this training and dissemination action depended largely on its attractiveness for the predictable contestants as well as the capacity of the Chair in developing an effective management and dissemination of its call. In the academic year 2006-2007 the participants registered in the international competition of ideas reached the 50 participants, surpassing the 70 in later courses. The main difficulty posed by this training action, quite apart from the complexity of each raised contest's own statements, lay in the processes of communication of the basis of calls, because at an early stage it was too difficult to use the channels of communication of the University for the promotion of this activity, while the complexity of the brand Lladró made it unworkable, in these first steps, to use them leaving the ideas competition reduced to local scope. It was the analysis of strengths and weaknesses carried out at the end of the academic year 2006-2007 that, in view of the results obtained through this and other training actions that we will detail later, showed the need to create a web site for the Chair, which would establish the appropriate links to the sites of the University and the firm Lladró, and would comply with the requirements of communication established in the individual clauses of the agreement.

2.2.2. Formative Action 2: Lectures The development of some lectures on an annual basis arose as a need to receive the experiences from prestigious professionals; they would be open to the entire University community and Lladró staff. These conferences did not maintain the specified character in the use of porcelain in artistic creations that the rest of training actions described in this article did, but they were designed to see with other professionals’ eyes some creative actions that had been applied and executed and could be used as a stimulus for the development of other actions of the Chair. There were 6 invited speakers in the year 2006-07, 5 in 2007-08 and 7 speakers in 2008-09. On the other hand, the average attendance of the students to this formative action was more than appropriate, exceeding the average of other similar raised by the Bureau of culture of the ETSAV in almost all cases. The impact on the formation of the students is hardly measurable, while it is true that the cultural legacy that these formative cycles have made in the ETSAV is not negligible and all of them have become part of the documentary resources of the Centre for Architectural Information of the ETSAV in DVD format.

2.2.3. Formative Action 3: Workshop on research, design and development With the direction and supervision of staff assigned to the chair ETSAV, and the collaboration of outstanding professionals in architecture, applied arts, interior design, graphic design and communication, 40 students from different levels within the ETSAV and up to 10 % from other schools were selected annually to work together with the specific problems of a particular case, prepared and proposed jointly by the Office of the Chair and the creative managers of the firm Lladró. This experience, as an intensive workshop, was highly stimulating for the parties, including the students here. From the 52 students’ applications in the first year of these workshops, they went to went to 80 in 2007-2008 and exceeded 120 in the final year of operation of the chair (2008-2009), when the number of places available had to be increased from the initial 40 to the final 50 The operation of the workshops was based on the selection of an appropriate topic which satisfies both the needs of product of the company and the teaching needs of the university. After defining the topic and the selection of students to work on it, the team of invited teachers was selected, and as they were specialists on such products, they would be an external reinforcement to the teachers assigned to the Chair. Of particular importance was the need to provide these working groups of a physical place where they can experience their own proposals, thus unlinking them from the academic routine. This gave the workshop their own personality, and they also increased the working efficiency because for the days that such activities lasted, the timetables were marked by the participants, far exceeding the established academic ones and increasing productivity. The workshop lasted between 7 and 9 days, culminating in a public exhibition of the work done at the Lladró company directors and the university teachers who acted as a jury.

2.2.4. Formative Action 4: exhibitions The communication and dissemination of the results of the workshops and the selected proposals in the International Competition of Ideas were exposed at the headquarters of the signatories of the agreement, giving the proper publicity to such activities. The exhibitions were raised with an average duration of 2 weeks and served as communications framework for the delivery of awards to the winners of the International Competition of Ideas. This formative action also established a control point of the company regarding the action taken by the Chair at the University, thus complying with the provisions of the third clause of the framework agreement that outlines the conditions of "monitoring activities", and it also facilitated the understanding by Lladró workers of the work that their company was developing in the field of applied research for its product. During the years of operation of the Chair 3 exhibitions were performed with a roaming of 2 exhibition spaces each, and an average of 15 papers presented by exhibition, apart from the 3 that were added as selected by the contest of ideas. 2.2.5. Formative Action 5: publications The results of the actions taken by the Chair in its various training activities were collected as an annual publication, which was included in the set of publications of ETSAV. The book called "Designing from the inside” came to light in 2007 being available to the general public in specialized bookshops. Furthermore, with a less specific character, the Chair of Architecture Lladró for Habitat, published in December 2011, a book with the title "Interior Conversations", which collected all the master classes conducted by teachers who over the years were involved in various training activities.

2.3. Case Study 2: Verni·prens Agreement The following agreement under study takes place over five consecutive years between precast concrete company Verni·prens, SA and ETSAV. Verni·prens is a family business from Valencia with 30 years’ experience in the manufacture of concrete products for construction as well as ornamental and exterior decoration. The company is located in Lloc Nou de San Jeroni Lloc (Valencia), and the business environment is both national and international, with a strong presence in construction fairs in which it participates regularly. The main process of manufacture of such parts is done by pressing, and the possibilities of production can be seen in its wide commercial catalogue. In 2006, the company contacts the managing team of the ETSAV, headed by Professor of Architectural Projects Mr. Ignacio Bosch Reig, to suggest a formula of collaboration for two objectives: the possibility of launching a new line of products in its catalogue that would meet the needs of future architects, and the dissemination of existing products between them. In this way, Verni·prens is accepting several assumptions that make the experience a real success. First, assuming it is true that it is the architect, and no others involved in the process of constructing a building, who makes the final decision on the use of a particular piece. It is to the architects who you have to offer a compelling product, from a functional, aesthetic or quality point of view, as it is in them that lies the responsibility of the work. On the other hand, the products from Verni·prens’s catalogue must adapt to the new requirements of the younger generations, without losing the broad field that the company was already covering. Finally, although it is surprising for other professions, architects may not be especially trained in the field of industrial design, but their experience in the project as a creative act, in the broadest sense of the term, enables them to solve a problem whose solution arises from their own needs. Finally, collaboration is embodied in the creation of the awards Verni·prens, published annually, to be awarded to the winners of a design of a precast concrete piece. This piece will be capable of being incorporated into the company's commercial catalogue, and of being manufactured with the means and facilities that are located in the headquarters of the company. The Agreement between the Polytechnic University of Valencia and the company Verni·prens, SA for technical assistance in organizing the contest "design of precast concrete." was signed in February 2006, under the leadership of the managing team of ETSAV and under the supervision of the rector of the UPV. The renewal of this agreement occurs during 5 consecutive years. The contract includes the following formative actions, which are detailed here:

2.3.1. Formative Action 1: Ideas Contest The central object of the agreement signed between the company Verni·prens, SA and ETSAV meets both needs previously mentioned. So, an ideas competition is arisen, open to all students of architecture in Valencia, in order to resolve a precast concrete capable of being manufactured on the premises of the company. It must be able, at the same time, to be added to the company's commercial catalogue. Thus, the participant will learn the manufacturing processes and the concrete production of Verni·prens, SA. The students are immersed in a creative process that takes him/her closer to the workplace, as they must verify the actual manufacturing capabilities of the piece, and at the same time they are learning the choices offered by the precast concrete market. The formative action also includes a guided tour of the facilities of the company, where qualified staff of Verni·prens show students the entire process of production of pieces from the base material used (the different components and additives in concrete) to the storage of finished pieces, through the presses and molds used. The contest is an experience of growing success among students of the ETSAV, with a larger participation each year (over 100 are registered on average in calls). The resulting pieces of the competition are of interest to the company, which considers the results able to join its commercial catalogue, to the point of manufacturing a particular piece, included among its currently available products. Students, meanwhile, approach a manufacturing process that would not have been at their reach without the existence of this action, and they take pride in some results which are valued in the professional world.

2.3.2. Formative Action 2: Lectures Each edition of the ideas contest described above ends with a public act in which the Verni·prens Awards are awarded. The jury, composed of teachers from at least two different departments of the ETSAV and representatives of the company, is headed by renowned professionals in the field of architecture and industrial design. It is the jury, who is responsible for reading the minutes of the contest and making public the names of the winners, but after holding a lecture focused on the scope of the contest and offered by renowned professionals. In this way, there is a new formative action, which has a large attendance. The lecture is open to all students of architecture, as well as to all students of UPV. The sponsorship of this lecture is a contribution to student learning, allowing the university to bring certain people of undoubted value and interest.

2.3.3. Formative Action 3: Publication of the results Once the cycle time involved in the organization of the contest, its development and jury’s decision is finished, the results are collected in a publication. The content reflects the rules of the competition, the proposals of the best works (winners and finalists), and the jury’s minutes. In order to provide a more useful tool to the student, the final recipient of this formative action, it includes the transcript of the lecture given by the renowned professionals participating in the call, as well as some brief didactic texts from each professor who is member of the jury. The publication, distributed free to all students participating in the contest, is a collection and reflection of previous formative activities, becoming a new tool for learning because of its synthetic and compilation status. A good example of this is that students require these publications for educational objectives a priori unrelated to the agreement with Verni·prens, such as consults for compositional or graphical issues of some panels, or the reading of the texts by their suggestive and thoughtful qualities.

2.3.4. Formative Action 4: Exhibitions of the results Lastly, the agreement with the company Verni·prens has been completed, at times, with the exhibition of the results. This formative action is the only one that has not been held regularly every five years of the contract, since it depended on the possibilities of space availability of ETSAV. The exposure of the panels selected as finalists and winning proposals is matched with the launch of the publication, and provides greater visibility to the main formative action. The venue for this activity is usually the main hall of ETSAV, obtaining then a considerable number of visitors and thus causing the general reflection on the event among students of ETSAV. Finally, apart from the description of the purely formative actions, all activities have a visible impact outside the strictly academic. The impact on the media of UPV (broadcast of lectures on UPV’s television, news releases), adds up to the reflection of the awards in specialized magazines in construction. Verni·prens, meanwhile, also shows, through its website, or the presence of the winning pieces in construction fairs, the development and impact of the agreement in its own business career.

3.

CONCLUSIONS

3.1. Comparison of cases studies After analyzing the case studies described above we can establish a set of conclusions that are shared. The analyzed company-university partnerships allow targets in two directions. On the one hand, the company's products are known by the future consumers of the same, the architects. Knowledge is, in this case, depth, since it is not more information, but the entire process from the original idea to the specific application as a finished product. In the transmission of information about the creative processes of their products and projective systems of ideas that the company gives students, they can reinterpret and provide them with new approaches, giving the company the ability to consider new products and new processes, thus enriching its scope of development. In the particular case of the Chair of Architecture Lladró for habitat, this rethinking of creative processes is transmitted to the creative artists of Lladró, and although the students do not make a piece as the final product, they come into direct contact with the exclusivity that the firm

transmits by designing scenarios for housing some of its pieces. While in the work developed by Verni·prens the students can see their work finished with a final product that can go to the market .and maybe is in this way where the ultimate goal of these collaborations is better embodied. On the other hand, in relation to the benefits for the company, it acquires the intangible benefit of prestige that is conferred by engaging with the university, and the tangible ones that the current tax regime grants to it. In another vein, it is clear that the economic factor is present in all these events. The university receives an additional economic strength which allows it to mobilize new resources, directly affecting to bigger and better learning elements. However, it is remarkable the following information. While in the case of the Chair of Architecture Lladró for Habitat, the investment amounts to 90,000 euros in three academic years, in the case of Verni·prens it is 15,000 euros average annually. This economical difference does not appear to have impacted the training of students, or the expectations placed by companies in their final products resulting in both cases that the collaboration has been considered a success by the parties. However, there is a different degree of dissemination of results. To conclude we must analyze the actions that have resulted from these associations and have transcended the university field. Thus we see that while working with Verni·prens has produced results that, based on the work developed at the University, have come to join the commercial chain, in the case of Lladró these results have been derived in subsequent contractual partnerships between the company and the professionals who have worked in the department in at least two occasions, and among professionals in at least three subsequent contractual agreements with the regional administration.

3.2. Results and Conclusions in Formation The different formative activities led by teacher-coordinators of the agreement allow us to conclude a highly positive balance from the educational point of view. The applied study causes in the student an increase in the specific skills associated with it. This learning occurs in relation to the product of the company of the agreement, but can be extrapolated to the whole construction industry. On the other hand, the different training activities lead to creative processes of design and implementation of materials with innovative results. It's always interesting any project-based learning within the training of an architect; it is also more successful when its frame is realistic because it approaches the professional world. Moreover, there is a significant increase in the motivation in students participating in experiences that immediately come to the professional world. It’s no stranger the interest in learning with the way in which knowledge is acquired. The hope and expectation with which students face training activities ensure the outstanding quality of learning. It should be added, generically, an issue that is basic but essential. When connecting to the university community with the business world is satisfied with the basic objective for society.

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