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Development of a Campus for DIT at Grangegorman
Draft January 25TH 2008
Development of a Campus for DIT at Grangegorman
Institute Strategic Brief
(Subject to on-going update)
Academic Provision
Volume III
Introduction
Please note that Volume III of the DIT Strategic Brief for masterplanning of the new campus at Grangegorman contains submissions from each of the Institutes six faculties. These submissions provide guidance as to the vision and requirements identified by each Faculty for the new campus. These submissions provide detailed information with respect to the academic needs of each Faculty.
In Volume I of the Strategic Brief the overall space requirements (Page 23) for the New Campus have been identified. These figures represent the overall envelope and context for the development. Volume III requirements should be read within the context of Volume I.
Volume III is subject to ongoing revision and refinement and will have other iterations in the future.
Development of a Campus for DIT at Grangegorman
Institute Strategic Brief
Table of Contents
VOLUME III
ACADEMIC PROVISION WITHIN THE INSTITUTE
Information relating to each faculty of the Institute
Faculty of Applied Arts
Faculty of the Built Environment
Faculty of Business
Faculty of Engineering
Faculty of Science
Faculty of Tourism and Food
DRAFT v1.3
DIT Faculty of Applied Arts:
Grangegorman Strategic Brief
Prepared on behalf of Prof Ellen Hazelkorn and Dr Brid Grant
November 2007
DRAFT v1.3
Contents
page
1.0 Introduction
2
2.0 Methodology
6
3.0
Faculty requirements
7
4.0 Site
requirements
10
5.0 Design
requirements
12
6.0 Space
requirements
22
Appendix 1
Stakeholders consulted
26
Appendix 2
Projected student numbers
27
Appendix 3
Space budgets
28
464 FoAA Strategic Brief, October 2007
page 1 of 37
DRAFT v1.3
1.0 Introduction
1.1
Grangegorman background
The Dublin Institute of Technology (DIT) has been part of Dublins educational
and cultural landscape for 120 years; the institute is spread across 26 different
sites located throughout the city. DIT is negotiating the development of the
Grangegorman site, where it intends to amalgamate all its academic activities
and facilities. DIT prepared an Outline Strategic Brief for the development of the
campus1 and after an international architectural competition, which attracted 28
consortia, DIT has recently appointed the masterplanners for the site. Key dates
for the Grangegorman project are:
Autumn 07 Spring 08
Masterplanning phase
Spring 08 Autumn 08
Building design phase
Autumn 08
Consultation and adoption of design
Winter 08
Site works commence
2011
Phased completion
2012
Students on campus
The move to Grangegorman presents enormous opportunities for DIT and its six
faculties. To maximise the opportunities, the Faculty of Applied Arts (FoAA)
submitted a document2 to the Campus Planning team early in the development
process. The document outlined FoAAs aspirations and expectations for the new
campus. To inform the masterplanning phase of the project, the Faculty decided
to prepare a more detailed brief which builds upon its previous submission,
describes new developments within the Faculty, captures its current thinking and
vision, and identifies its outline space requirements.
1.2
The Faculty of Applied Arts
The FoAA currently has 5,034 students, of which 2,862 (57%) are part-time or
apprentices, and 406 staff, of which 196 (45%) are part-time. The Facultys
offering in educational and research programmes is hugely diverse and quite
unique. The Faculty consists of five individual Schools:
Conservatory of Music and Drama
Department of Keyboard Studies
Department of Orchestral Studies
Department of Vocal Opera and Drama
Department of Academic Studies
1 Dublin Institute of Technology. Development of a Campus for DIT at Grangegorman,
Volume 1 Strategic Brief. January 2007.
2 Faculty of Applied Arts. Submission. July 2005.
464 FoAA Strategic Brief, October 2007
page 2 of 37
DRAFT v1.3
School of Art, Design and Printing
Department of Fine Art
Department of Design
School of Languages
School of Media
Department of Journalism
Department of Creative Media
School of Social Science and Law
Department of Social Science
Department of Law
The Faculty also hosts a group of seven Research Centres (Knowledge
Clusters) which capitalise on common themes and synergies between Schools:
Centre for Social and Educational Research
Digital Media Centre
Centre for Transcultural Research and Media Practice
Media and Arts Production Unit
Music Technology Centre
Photography and Digital Imaging Studio
Drawing Lab
The Schools (and Centres) are currently located in different buildings widely
spread throughout the city (see Figure 1).
Faculty of Applied Arts
6
7
5
4
3
2
1. Rathmines Road
2. Kevin Street
3. Aungier Street
4. Chatham Row
5. Temple Bar
1
6. Mountjoy Square
7. Portland Row
Figure 1 Locations of the Schools within the Faculty of Applied Arts
464 FoAA Strategic Brief, October 2007
page 3 of 37
DRAFT v1.3
The segregation and travel distances make interaction, collaborative
programmes/research, and even basic administration difficult to achieve within
the Faculty. There are clear advantages to co-locating the Schools onto one site.
Consolidation of DIT onto one site will also improve the opportunity for
collaboration between FoAAs Schools and those in other faculties, for example
Architecture, Computing and Management.
1.3
Content and next steps
The FoAA invited AMA Alexi Marmot Associates to help to define its needs and
prepare an outline Strategic Brief for the Grangegorman masterplanning team,
and later for the design team. This document builds upon the previous briefing
conducted by the FoAA, but nevertheless it can be developed to include more
detailed information as the masterplan for the campus progresses and a specific
location for FoAA is identified. The brief should also be developed alongside
similar documents from other faculties, to ensure that the development of the
masterplan is compatible with the current and future needs of DIT and other
activities located on the site.
This outline Strategic Brief considers:
the Faculty of Applied Arts vision in the context of the overall vision for DIT,
integration of space and the broad nature of the building(s) required,
uses and attributes of key spaces,
space requirements in relation to the space available,
future work required as the brief is developed.
The consultation conducted to produce this brief is only the start of the design
process. It is important to be aware that the material presented here must be built
on over time by continuing a more detailed examination and understanding of
how spaces are used now and what changes can be expected and fostered in
future. All concerned must be aware of the ideas that are behind this brief, and
have appropriate input into the detail as it is developed. This will enable collective
buy-in to the ideas expressed and the inevitable compromises required and
achieved, so that the new building can offer the FoAA the space it needs to
prosper and evolve.
464 FoAA Strategic Brief, October 2007
page 4 of 37
DRAFT v1.3
Some clearly identified next steps are:
appoint a group to oversee the further development of the Brief and work with
the masterplanners and eventually with the building designers,
undertake utilisation studies to collect information on the current space use in
order to more accurately understand future space needs,
circulate questionnaires to staff and students to identify any needs or issues
hitherto unidentified and to ensure buy-in to the ongoing project development,
evaluate the masterplan as it develops to ensure compatibility with the
Facultys goals,
review the selection criteria for the design team to ensure that high quality
design is prominent on the agenda, and that the team is selected with whom a
good dialogue can be maintained as the Brief is developed.
464 FoAA Strategic Brief, October 2007
page 5 of 37
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2.0 Methodology
To complete this briefing document, AMA has drawn on its extensive experience
and knowledge of educational spaces, in particular performance and arts
faculties. AMAs Workware toolkit was adapted to the specific needs of the FOAA
and the following methods were employed:
Expert walkthrough Tour of the spaces currently occupied by the FoAA in
eight buildings; the site visits included photographic the spaces, identifying
them on space planes and noting their current use;
Space audit The Institutes space schedule and space plans were used to
determine the amount of space and facilities currently available, and were
analysed against published benchmarks;
Interviews Meetings with the Faculty Head, Heads of School, Department
and Centre to discuss: their vision for the new campus, current and future
teaching styles, student numbers, room types, key issues and concerns, IT
and AV, location needs, required facilities including specialist areas, good
examples/precedents, and further ideas;
Space requirements schedule A pro-forma worksheet sent to the Heads of
School used to determine the type and amount of space required, and identify
common areas; the size of rooms was estimated using published metrics, best
practice reference sites, or based on that currently provided;
Workshops With the Heads of School and Centres covering: the vision,
examples of other applied arts faculties, a review of the briefing process, the
building shape, key issues, allocated space, required space and space
busters; a second workshop was held to confirm the space requirements.
Feedback session With the Department Heads to discuss the main
outcome of the workshop and gain initial feedback on the recommendations;
The staff consulted through interviews and workshops are listed in Appendix 1.
In addition to the above methods, a review and commentary was made of the
previous outline briefs, including the amount of space allocated to the FoAA. An
intranet based literature review was also conducted to explore innovative
methods that have been used in other universities to save space, with a focus on
performance spaces.
464 FoAA Strategic Brief, October 2007
page 6 of 37
DRAFT v1.3
3.0 Faculty
requirements
3.1
Vision and objectives
The following components of a vision have been distilled from the FoAAs 2005
document and interviews with key staff. The faculty wishes to:
Create a stimulating learning environment,
Encourage development of interdisciplinary and modular pedagogy,
Promote inter-departmental collaboration, education and research,
Foster a dynamic relationship between teaching, creative and professional
practice, research and knowledge transfer,
Be flexible to meet future learning needs,
Play a role as a cultural/educational institution interfacing with community,
Be recognised as leading educational institution,
Attract undergraduate students (and researchers),
Offer a world-class facility,
Produce highest quality students,
Support adjacencies and consolidate facilities.
The FoAAs aims, identified above, are in line with those identified in the
overarching DIT Strategic Brief, stated below:
Innovative delivery of learning and research,
Educationally alive learning environment,
Visible learning and research activities,
Environmentally sustainable campus,
Integration between campus and surrounding city,
Good mix of quality educational, social and recreational facilities,
Density that facilitates collaboration between faculties,
Faculty/discipline identity within overall DIT identity,
Focus on building strong alliance with industry,
Flexible building design to promote intellectual interaction,
Use of balance space (corridors, stairways) as social learning spaces,
Technology as a driver in learning, research and administration,
Research facilities that reflect generation and application of knowledge,
Flexible layout that will accommodate future expansion.
464 FoAA Strategic Brief, October 2007
page 7 of 37
DRAFT v1.3
The visions put forward by the DIT and the FoAA share many features and seek
similar overall goals. However, there are some aspects that will need special
consideration, as outlined below:
Provide a plan and buildings that promotes inter-departmental collaboration
(FoAA) at a density that facilitates collaboration between faculties (DIT) but
takes account of:
the special characteristics of the Conservatory of Music and Drama which
may generate sound disturbance and need sound isolation,
the very different natural and established links for different parts of FoAA
with other parts of DIT and with the community;
Delivering a faculty/discipline identity within overall DIT identity (DIT)
requires particular care in FoAA which is composed of five schools with quite
different characteristics and established identities which they wish to retain;
As the masterplan diagram is developed, the location of the Research Centres
and the way their relationship with academic space may develop over time
must be established. The FoAA believe that it is essential that the seven
Research Centres and specialist units currently within the faculty are located
close to the teaching and administrative spaces to which they relate.
As a starting point the new building should be designed to inspire and support the
users, be accessible, sustainable, easy to manage and maintain, exploiting
orientation, views and natural light to the full and contributing to a creative
learning, teaching and research environment. It is important to test planning and
design concepts against the overall DIT and the FoAA objectives on a regular
basis during the design process and ensure that any shifts in these objectives,
that may take place over time, are agreed by those concerned.
464 FoAA Strategic Brief, October 2007
page 8 of 37
DRAFT v1.3
3.2
Student and staff numbers
The FoAA currently has 406 total staff but predicts that, by filling vacancies, it will
have 440 total staff by the time of the move to Grangegorman. Some 196 of the
staff are part-time, and if part-time staff are counted as one-third (0.33) this
equates to 309 FTE (Full Time Equivalent) staff. At this point, it is not anticipated
that the staff numbers will significantly change beyond those predicted in Table1.
Not all of the staff will require an office, particularly the part-time staff who will hot-
desk in touchdown areas. Most of the staff who are allocated an office will share it
with another colleague, and the space budget is based on rolling out 2-person 18
m2 offices for the majority of staff.
Head of
Head of
Senior
Pro-Rata Part-time
Demon-
Admin
Technical
Other
Total
Total
School
School
Dept
Lecturer
Lecturer
Staff
staff
strators
Staff
Staff
Support
Staff
FTE
95
Art, Design & Printing
1
3
3
51
9
21
0
2
4
1
75
Music & Drama
1
4
4
54
35
26
1
3
2
1
131
90
Languages
1
2
2
23
10
33
0
2
1
0
74
45
M
e
d
i
a
12685 21
2
1
2 41
51
62
79
Social Sciences & Law
1
2
2
26
10
35
0
2
1
0
49
Total
5
13
17
182
69
127
2
11
11
3
440
309
Table 1 Projected FoAA staff numbers
Table 2 shows a summary of the projected student numbers within the FoAA for
all academic years up until the 2010/11. The student numbers are anticipated to
be in the region of 5,400, approximately 7% higher then the current figures.
Student
Actual
Approx
Projected
Projected
Projected
School
Type
2006/07
2007/08
2008/09
2009/10
2010/11
Student numbers
539
553
592
593
600
Art, Design and Printing
Student FTE
506
520
562
563
570
Student numbers
970
885
928
919
921
Social Sciences and Law
Student FTE
727
650
673
664
666
Student numbers
536
541
678
714
711
Media
Student FTE
501
524
654
690
687
Student numbers
2,004
2,005
2,037
2,041
2,050
Music and Drama
Student FTE
561
565
597
601
610
Student numbers
985
1,043
1,113
1,157
1,119
Languages
Student FTE
567
620
690
734
696
Student numbers
5,034
5,027
5,348
5,424
5,401
Faculty of Applied Arts
Student FTE
2,862
2,879
3,176
3,252
3,229
Table 2 FoAA student numbers
A high proportion of the student numbers are part-time, particularly in the
Conservatory of Music and Drama and School of Social Sciences and Law. Re-
calculating the student numbers, counting the majority of part-time students as
0.4 and those in Music and Drama as 0.2 (based on HEFCE and PCFC
guidance3)4, equates to approximately 3,200 FTE students. On this basis, the
range of FTE student numbers across the five schools (570 to 696) is closer than
the range of enrolled student numbers (600 to 2,050). Student numbers are
provided in more detail in Appendix 2.
3 HEFCE. Funding Higher Education in England: How HEFCE Allocates Its Funds. 2003.
4 PCFC. Guidance on Estate Management. May 1990.
464 FoAA Strategic Brief, October 2007
page 9 of 37
DRAFT v1.3
4.0 Site
requirements
4.1 Adjacencies
and
location
The DIT Strategic Brief1 for the masterplan of the new Gragegorman campus
includes a schematic diagram (Figure 2) which highlights the required
adjacencies between the faculties and facilities. The brief highlights that
buildings with significant public access, such as performance venues, should be
conveniently located close to main entry points and public transportation stops.
Furthermore, the diagram indicates that the performance and exhibition space,
required by FoAA, would be located on one edge of the campus. This potentially
good physical connection to the community will provide important opportunities
for musical performances and art and media shows open to the public.
Figure 2 Schematic of required adjacencies at Grangegorman
The Strategic brief also notes that language facilities will be brought together in a
dedicated Language Centre, acknowledging that the School of Languages is
actively involved with the learning needs of students across the whole institute.
The Language Centre may form part of the central Library but it will also need to
be conveniently located for the FoAA.
There are other important adjacencies for the School of Social Science and Law.
The Department of Law has links with legal practices in the city and many of the
practitioners studying law at DIT take their courses after work. The Department of
Social Sciences requires an Early Learning Centre on the site, which will support
training in nursery care and early years education.
Clearly adjacencies exist between the departments within the faculty. There are
also many potential adjacencies between departments in different faculties. For
example, the Department of Design runs courses which require model making
facilities, and these could be shared with the School of Architecture. The
Department of Creative Media is already investigating new techniques for building
simulations and there may be other links with the School of Architecture. There
are also potential technical links between Media and Computer Science, and with
other departments interested in using new media for dissemination and
promotion.
464 FoAA Strategic Brief, October 2007
page 10 of 37
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4.2 Building
arrangement
The space provided for the Faculty of Applied Arts must acknowledge the
interdependence of all the schools and their departments yet ensure that
separate identities are not submerged. The facility must provide spaces that allow
each school to link smoothly to its faculty, institute and community contacts, and
to benefit from association with the research and knowledge centres. Figure 3
indicates the broad functional adjacencies for the Faculty of Applied Arts.
Public Access
Outdoor
Outdoor
Performance
Performance
or Opera
or Opera
Performance
Performance
Early
Early
Space
Space
Learning
Learning
Exhibition
Exhibition
Centre
Centre
Space
Space
Language
Language
Centre
Centre
Work-
Work-
shops
shops
Faculty
Faculty
Hub/Entrance
Hub/Entrance
Library
Library
Student Access
Figure 3 Adjacencies for the key facilities within the FoAA
The FoAA require its faculty facilities to have a form that allows identifiable routes
to the front door of its five schools but also exploits a shared gathering hub and
shared access to spaces that are needed and can be used by the whole faculty.
It is not envisaged that separate buildings will be required for the facultys five
schools. Most buildings on the new campus will be several stories high so
separate floors in a single structure may be broadly designated to identify the
different schools. However, it must be appreciated that space requirements for
school-specific areas are unlikely to remain the same over time and thus stay on
the same floor or even match floor sizes at the outset.
There will be some distinct space for the schools that needs specialised
accommodation, such as studios, workshops and display spaces for the design
and media subjects, and practice and performance spaces for the music and
drama functions. Some of these spaces may need to be at or near ground level
and with good pedestrian and vehicle access, for heavy or large items to be
delivered and accommodated and if large crowds will be present for
performances or exhibitions. Some of the facilities will also require two-story
spaces, e.g. the performance areas. The more noisy and messy spaces will need
a degree of separation from the quiet and clean ones.
It may not be practical for the specialist spaces to form part of a single faculty
building. For example, the art workshops could be industrial grade space located
near to the school. The Early Learning Centre needs its own discrete entrance,
for dropping off children, but this could be accommodated within a faculty building
at ground level. The performance spaces have specific acoustical requirements.
464 FoAA Strategic Brief, October 2007
page 11 of 37
Music & Drama
Music & Drama
DRAFT v1.3
5.0 Design
requirements
5.1
Flexible and multi-functional spaces
As in all modern learning environments, the classroom layout, furniture and
technology need to be designed to allow the space to be adapted to support a
range of teaching styles. The current design trend is to use flat rooms with
moveable and stackable furniture and some universities are introducing flexible
partitioning to allow the size and level of enclosure of the spaces to be altered
(Figure 4). Such a design means that the classroom can simultaneously facilitate
more than one activity. Flexibility is also dependent on the level of embedded
technology. A selection of larger raked teaching rooms will also be required, but it
is understood that such facilities will be provided as a shared DIT wide facility.
Figure 4 Example of a flexible classroom
As far as possible studios and workshops should be sized, serviced and located
to be able to accommodate various different types of activity sequentially if not
simultaneously. The number of students that can be based in these will depend
upon the extent to which individual spaces and pieces of equipment within each
area are shared. The practice, for example, of giving an art or design student a
small space of their own in a studio for a term or semester is current but may
evolve into a new pattern over time. For example, the Department of Design is
now converting its studios to spaces which contain a variety of areas supporting
different functions, such as a crit area, layout space, informal meeting area and
desks. Such studios are shared by a number of students, where they have
swapped their allocated desk for a range of spaces. Such changes in use will
have implications for the studio design, particularly for access and storage.
The extent to which workshops will be able to serve a range of activities is, in
part, a management and staffing issue. It will have implications for the location of
technicians work areas and stores, and the type of servicing and equipment
proposed for the different functions. The use of mobile equipment will allow more
flexibility but may require a different level of servicing and possibly lead to the
need for more secure storage.
464 FoAA Strategic Brief, October 2007
page 12 of 37
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Practice, rehearsal and performance spaces need to be designed with technical
requirements in mind and located to serve an audience as well as provide a
learning function for students. The audience for some events may be internal, but
possibly faculty or institute wide as well as within the school, but other events
may draw on an external audience, such as the local community or Dublin as a
whole.
The users, owners and managers of spaces will vary depending on the space
type. The attached space budgets (Appendix 3) indicate the range of spaces
currently requested by the FoAA, indicating function, capacity and who will be the
users. Some spaces will be shared between the entire FoAA such as meeting
spaces and classrooms, whereas others will be assigned to a particular school
but could, even in the short term, be used by a different school or become
shared. Other spaces, such as heavily equipped workshops, or music practice
rooms, will be department specific and not easily changed or shared, especially in
the short term. The key is to build in the flexibility and adaptability of spaces to
cover arrange of basic uses over time.
To maximise the utilisation of space, the space budget identifies rooms which
could be used for multiple functions or readily adapted for alternative uses. It may
not always be appropriate to simply provide flat rooms with flexible furniture.
However, advances in technology, could be adopted to increase the multi-
functionality of the larger performance spaces. Such technologies include:
concertinaed raked seating, adjustable staging (heights and size) and digital
technology which changes the acoustic properties of spaces.
Some spaces will be provided by the Institute and bookable by members of
FoAA, especially the large teaching spaces and lecture halls. In contrast,
performance and exhibition spaces, provided for the FoAA departments will
attract outside audiences and may be used by outside performers or artists from
the institute or wider community.
5.3
Lessons learned universities and performance spaces
An intranet based literature review was conducted to update AMAs knowledge of
innovative methods used at other universities to provide flexible and
multifunctional spaces, and to pay particular attention to performance areas.
Multifunctional spaces The review revealed a number of concert halls
which are used for a mixture of uses. For example, lecture theatre, cinema
and chamber music (e.g. Emmanuel College Cambridge) or space for
concerts, dance, drama and other events (e.g. Snape Maltings, Perth Concert
Hall, and The Platform) and concert halls used for rehearsals, lectures,
dinners and conferences (e.g. Royal College of Music);
Moveable seating Telescopic raked seating has been in use in universities
for some time (Figure 5), other performance settings are using hovercraft
seating to easily clear the floor area or create a range of different seating
arrangements (e.g. The Bryncheiniog Theatre), or alternatively floor lifts and
movable seating wagons that provide both raked seating and a large-scale flat
floor (Perth Concert Hall);
464 FoAA Strategic Brief, October 2007
page 13 of 37
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Figure
5 Examples of moveable seating
Moveable partitions Some concert halls can change their partition walls to
accommodate a variety of seating and performance layouts and sizes (e.g.
The Platform);
Moveable flooring The Riverfront, for example, uses a mmultifunctional
auditorium for concerts and musical shows with a proscenium stage and fly
tower with adaptable orchestra pit/forestage lift;
Central recording suite Some universities are locating all their recording
technology centrally and linking is to all auditoria, rehearsal and practice
spaces (e.g. The Royal College of Music);
Digital sound modification A recent advancement is the use of technology
to monitor and digitally alter the quality of sound and reverberation time within
an auditorium so that it can be used for music, speech and song (e.g.
Zellerbach Hall, Berkley University and Perth Concert Hall); such systems
include those developed: Meyer Sound Constellation, Electroacoustic
Architecture, and Yamaha Active Field Control System;
Outdoor/indoor performance space There are many examples of
dedicated outdoor performance spaces (e.g. Regents Park and The Minack),
there are also examples of open spaces being used to create amphitheatre
style public seating areas (e.g. The Scoop at GLA, Paddington Central and
Scottish Parliament), but of more interest is the design of internal spaces that
open up to the outside to accommodate larger audiences (e.g. University of
California and Claire Trevor School of the Arts), see Figure 6.
Figure 6 Outdoor/indoor performance spaces
464 FoAA Strategic Brief, October 2007
page 14 of 37
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5.3
Technical features and room data sheets
The IT provision should be designed to meet foreseeable future teaching learning
patterns. As in all modern learning environments, the classrooms and lecture
theatres need to be fully kitted out for seamless connectivity (to internet and
intranet) and electronic display. All classrooms will be equipped with AV facilities
including ceiling mounted projectors, and some will have plasma screens that can
be linked to lectures being given in neighbouring classrooms, to provide overflow
space when very large groups are anticipated. Such technology will support the
flexible use of spaces. There should also be links between classrooms and
screens in the foyer/hub area.
It is also assumed that wireless connectivity will be made available to the majority
of spaces at the new DIT campus. The network will cover formal teaching spaces
and social spaces to support continuous and social learning.
In addition, many of the specialist spaces within the FoAA will need a higher level
of servicing and of information technology capability. For example, the facultys
various departments look forward to fully-integrated and digitised spaces for the
free flow of music, art, media, sound and images to be produced in one location
and recorded, exhibited or performed in another area as desired. The capacity of
such systems and the resulting transmission speeds will need to be researched.
If, as seems likely, these facilities can only be available for some of the spaces
then prioritisation will need to be agreed between different user groups.
It is assumed that the standard teaching spaces will have the following basic
features:
accessible but secure,
well lit, preferably with daylight,
well ventilated and thermally comfortable,
minimal noise intrusion and transference,
robust finishes that can be easily maintained,
standard finished floor to ceiling height of 2.7 to 3.0 m,
hardwired data and power to all rooms.
The key spaces are briefly described in the next section but detailed room data
sheets for all spaces, which address the technical requirements, will need to be
developed for all spaces as part of the design brief. The data sheets will need to
cover, location, space, services and design, and at minimum state the following
requirements:
function,
size and number of users (e.g. seat count),
furniture and equipment,
location in relation to faculty and university facilities,
location in relation to public access,
464 FoAA Strategic Brief, October 2007
page 15 of 37
DRAFT v1.3
location with respect to delivery and waste,
size and number of users for the space,
structural load,
ceiling height,
natural and artificial lighting, and blackout requirements,
sound insulation and control,
aesthetic and ambience,
power and data,
water, drainage, gases, extraction and air handling,
other non-standard requirements.
5.4
Description of key spaces
A preliminary assessment of the important characteristics of the general spaces,
required across the faculty, is outlined below.
Offices The Head of Faculty, Heads of School and Heads of Department
require single offices. In general, the full-time academic staff will share a two-
person office, whereas part-time academics will hot-desk in offices with
personal lockable storage. Support staff will share offices with 3 to 5 other
staff. Some of the technicians may need their office space to form part of a
laboratory or equipment store room for which they have responsibility.
Classrooms The FoAA will have access to the central large (flat and raked)
lecture theatres provided by DIT. However, the faculty will also require, in its
own area, large classrooms sized for 50-60 students and smaller
classroom/seminar rooms for 25-30 students. The classrooms should have
integrated AV facilities (preferably multi-screen), LAN and wireless server
connectivity, blackout facilities and flexible furniture. In line with DIT policy,
these classrooms will be bookable through the central timetabling system but
the FoAA will be given priority use. The Conservatory of Music and Drama will
need sound-proof classrooms with sufficient space for a piano; it is therefore
not anticipated that these music classrooms will be shared outside the
conservatory.
Computer laboratories Several of the departments e.g. Media, Design,
Languages, have computer or digital laboratories for 25-30 students. At
present the rooms consist of rows of desks with networked PCs or Macintosh
computers. Technology is changing at a challenging rate. In the future there
may be a move to thin client, wireless laptops (DIT or student owned) or
mobile learning labs, as recently developed by Apple (Figure 7). The mobile
lab allows for classrooms to be temporarily used as computer laboratories,
with the equipment securely stored when not in use. The language
laboratories have design requirements comparable to computer labs.
464 FoAA Strategic Brief, October 2007
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Figure
7 Mobile computer lab
Meeting rooms A number of meeting rooms of varying size will be provided
e.g. 4-6 and 8-10 people. The faculty also requires a large meeting room cum
board room, sized to accommodate up to 30 people. The larger meeting
rooms require projection equipment and table top power and data
connectivity. The use of white flat walls is a cost effective way of creating a
projection screen and magnetic paint allows the walls to be easily used for
displaying posters and flipcharts. The boardroom will require a nearby
kitchenette and credenza for preparing and delivering catering.
Research spaces A wide range of technically equipped spaces are required
for specific research needs, and open plan office areas are needed for desk-
based research.
Hub The FoAA needs a central hub for the students from the various
departments and schools within the faculty to interact. This area will be of
great importance for the image and brand of both of the FoAA as a whole and
for the separate identities of the five schools. The hub should provide access
to a caf/refreshment area and form the main entrance to the faculty. It would
also be the central routing space to reach other parts of the faculty and DIT;
therefore signage and way-finding is a key element of the design. The
entrance foyer could be used for small exhibitions and promotion of the FoAA.
Caf/bar An area for student refreshments which is wireless enabled so that
people can meet and work independently or in groups to engage in social
learning; it may also be used for staff interaction with individuals or small
groups. The caf should be associated with the main access to the
department and the main student information services. For evening
performances or exhibitions, the caf could double up as a public bar, with the
appropriate security and licence.
Common rooms As the institute is providing ample amenities for students
and the FoAA is providing a hub and caf area, then the faculty does not
require any common rooms for students. However, the faculty does require a
private space for staff and postgraduate researchers to retreat to. The staff will
also require access to nearby coffee/tea points, e.g. one kitchenette per
school/floor.
464 FoAA Strategic Brief, October 2007
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Corridors These need to be generous to accommodate student movement
between study periods. Within the FoAA, wider corridors are required to allow
the easy movement of grand pianos and other instruments, props and
equipment. The wider corridors will also allow them to be used for the display
of artwork or other projects, e.g. the work being carried out in the Early
Education Centre, or simply information on the faculty. Corridors should be
seen as places needing a good ambiance as well as excellent way-finding,
rather than as mere connecting conduits with no personality. Wider areas
perhaps with seating, vending or listening stations, at key nodes along the
corridors would enhance social learning and serendipitous meetings.
Store rooms Most of the schools require a range of secure store rooms,
e.g. for equipment, musical instruments, props and supplies. Some of the
equipment rooms also require space for a technician.
In addition to the above spaces, the FoAA has a wide variety of speciality spaces
related to the particular programmes offered by the faculty, see below.
Studios The art and design studios will provide space typically for up to 60
students. Generally they require good daylight, with possibilities for blackout,
and blank wall space. Although natural light is not essential for studios
devoted solely to IT and media work, the students using these studios will
require space where they can spend their working time in a naturally lit
environment. Some studios will require access for large items (installations).
The fine art studios should have demountable, easily stackable, partitions so
that they can be transformed to display student work to peers and visitors. The
use of roof lighting will maximise the provision of wall space. Studios need to
be located close to: common areas, associated workshops, the areas used by
the technical support staff, storage, and associated specialist areas. Music
practice studios, dance studios and sound studios etc are referred to in the
specialist rooms below.
Figure
8 Flexible fine art studios with roof lighting and moveable partitions
464 FoAA Strategic Brief, October 2007
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Workshops The workshops within the FoAA are quite varied, see the space
budgets for a complete list. Workshops will provide work areas for up to 30
students, depending on the activity. They will require access for large items,
higher floor to ceiling than classrooms, good daylight where possible, and
increased ventilation. The workshops could be accommodated within light
industrial type space rather than the main faculty building.
Music teaching studios The majority of music studios will be large enough
for small ensembles and groups and used for extended periods of teaching,
e.g. when specialist staff come in for a day and use a practice room as their
work/teaching base. However, a range of different sized teaching studios are
required (small, medium, large) with an average size of 32 m2. The rooms
should be sufficiently sound-proof to minimise the disruption to other spaces
and offer the appropriate acoustics for teaching music and group practice.
Practice rooms In addition to the music studios, small practice rooms are
required which will merely accommodate an instrumentalist for solo or
accompanied practice. These rooms will also be sound-proofed with good
acoustics for solo practice.
Rehearsal (and recital) spaces The Conservatory of Music and Drama
require a number of large flat rehearsal spaces for orchestras, drama and
possibly dance. The conservatory also requires an Early Music rehearsal
room which is mostly used at evenings and weekends and therefore could be
one of the standard rehearsal rooms with additional provision made for visiting
children. A recital hall with 150-200 seats is also required; again if raked
seating is installed and then the recital hall could also double up as a flat
rehearsal space. It may also be possible to use the recital hall for dance is a
sprung floor is provided and the acoustics adjusted. There is a also a case for
a sub-divisible space so that smaller groups can rehearse at the same time,
but acoustic separation must be high quality for this to be effective.
Concert hall A state of the art concert hall is required by the Conservatory
of Music and Drama for student concerts and guest performances. The
concert hall should be sufficiently sized to accommodate a full philharmonic
orchestra, designed with the appropriate acoustics for orchestral concerts and
able to seat an audience of up to 500. The FoAA is keen to explore methods
that digitally enhance the acoustical properties of the concert hall to create a
flexible performance space that can be credibly used for drama and dance
based performances, possibly operetta, and perhaps used as a cinema.
Specialist technical advice must to be sought to push the acoustic capabilities
to the limit. Performances may be attended by members of the public so
access must be suitable and there must be sufficient WCs and foyer space, as
well as delivery access for large items, to make this possible. In the space
budget, the concert hall is sized assuming a two-story space with seated
gallery for 200-250 seats (not included in the Net Usable Area).
464 FoAA Strategic Brief, October 2007
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Theatre A black box theatre is required with capacity for an audience of up
to 150. A sprung floor should be incorporated so that the theatre can support
dance performances. Retractable raked seating will also be needed for dance,
but also enable in the round theatre to be mounted. This space will also be
used occasionally by the Department of Law as a mock court-room, as part of
the students training and experience; sufficient storage for props is required
to allow the theatre to be converted to a court room and other uses. Like the
concert hall, performances here may be open to the general public and all the
necessary provisions are required to support a public performance.
Exhibition/foyer Exhibition space is required for the FoAA students to
showcase their work, especially the departments of Art, Design and Creative
Media. The exhibition space could form part of a foyer to the performance
areas, thus opening it up to the public. Careful consideration should be given
to protecting exhibits. At this stage, it is not anticipated that the space will form
a gallery hosting public exhibitions, but focus on student displays.
Opera house The FoAA aspires to creating a world-class opera house at
the Grangegorman to raise the profile of the Conservatory of Music and
Drama (thus attracting more students) and to serve the local and wider Dublin
community. Rather than attempt to create a multi-purpose auditorium that can
accommodate concerts and opera, the faculty would prefer a dedicated opera
house. The opera house will therefore require external funding and a business
case is needed, proving it is financially viable and can operate with little cost
burden to DIT. The view is therefore, as part of the masterplanning exercise,
to allocate and reserve a site for the potential opera house. The site could be
used for external performances in the interim until external funding is secured.
Open air performance space An external area should be designated which
can be used for open air concerts and cultural events. The space could have
amphitheatre style seating with a permanent stage or the ability to easily
create a temporary stage. It will need to be close to the performance spaces
with easy access to equipment, props, instruments etc.
Sound recording studios The School of Media requires sound recording
studios and talk studios, each with their own control room. The talk studios are
larger to accommodate interviews and group chat. Self-operational radio
studios are also required by Creative Media; they may also be used by the
students running the university radio station. The studios will occasionally be
used for recordings by the Department of Fine Art and Conservatory of Music
and Drama. In addition, the Department of Keyboard Studies requires its own
keyboard studio. A number of video/PPS booths are required by Creative
Media, and these should be located near to the sound recording studios.
464 FoAA Strategic Brief, October 2007
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Early learning centre This is a crche facility that will be operated by the
Department of Social Sciences for the children of staff, students and the local
community. The crche will offer hands-on training to nursery nurses and an
observation platform will support courses in educational psychology and
associated research. The centre therefore requires all the facilities to support
a working crche including outdoor play space, plus the additional facilities to
support teaching. It needs to be accessible by the public and close to the
parking and public transport.
TV studios The Department of Creative Media require two fully functional
TV studios and accompanying TV control galleries. The TV studios need to be
conveniently located for easy access of equipment and occasional public use.
Newsrooms The Department of Journalism requires a number of
multifunctional integrated newsrooms. The intention of these spaces is that
they mimic actual newsrooms so that students can be taught how to work in
such environments. The rooms include large layout tables, PC access and
video screens. However, as newsrooms vary in design the facultys
newsrooms should be flexible and adaptable.
464 FoAA Strategic Brief, October 2007
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6.0 Space
requirements
6.1 Space
measurement
Space in buildings is sub-divided into different components that make up the total
Gross External Area (GEA) of the building, see Figure 9. The quantities of space
listed in a space budget, i.e. the space required by the faculty, is the Net Usable
Area (NUA). The NUA figure excludes the primary circulation space (which if
added would equate to the Net Internal Area) and the common areas, e.g. stair
cases and toilets, vertical penetrations, e.g. ducts, and columns (which if all
added would equate to the Gross Internal Area); adding the walls would take the
GIA up to the GEA. The difference between the NUA and GIA is sometimes
referred to as balance space in educational facilities.
Figure 9 Composition of space in buildings
DIT have assumed that approximately 20% of space would be added to the NUA
to allow for circulation to form the NIA; a further 20% would be added to equate
the space to the GIA. As the FoAA require wider than usual corridors (3 m
compared to 2 m) then an additional 25-30% of space, rather than 20%, may be
required for primary circulation. All figures discussed below represent NUA.
6.2
Space allocated by DIT to the FoAA
Table 3, overleaf, shows that the proportion of space initially allocated in the
Outline Brief for Grangegorman1 for the FoAA is 16,500 m2 out of a total campus
2. This is equivalent to 5.1 m2 per student, based on a
wide NUA of 115,600 m
forecast of 3,229 FTE students for 2010/11 and beyond. Currently, the FoAA has
11,200 m2, which equates to 3.9 m2 per FTE student and is approximately 25%
less space than that proposed.
464 FoAA Strategic Brief, October 2007
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One method of determining the space required is to use benchmark data as a
guideline. In this top down approach the average amount of space per student
allocated at other universities is multiplied out by the projected student numbers.
A short exercise was conducted to compare the space per student allocated with
HEFCE benchmarks3. The space per student of the different schools within the
FoAA where compared with those provided by HEFCE and the overall space per
student was calculated to be 4.7 m2 per FTE student. The space allocated for the
FoAA therefore appears more generous than HEFCE standards, but it does
include 5,000 m2 of specialist performance space.
Gross
FoAA
Internal
Net
Net
Space category
m2
Usable m2
Usable
Dedicated Faculty Space
Applied Arts
13,400
9,500
9,500
Built Environment
7,000
5,000
Business
9,100
6,500
Engineering
23,000
16,350
Science
10,600
7,500
Tourism & Food
9,400
6,650
Faculty Sub-total
72,500
51,500
9,500
Specialised Facilities
Performance & exhibition space
7,000
5,000
5,000
Social, legal & Languages
2,800
2,000
2,000
Craft Training Facilities (Built Enviro & Eng)
14,000
10,000
Research Buildings 4x2,500
14,000
10,000
Specialised Sub-total
37,800
27,000
7,000
Central Services and Facilities
Learning Resource/ Library
16,100
11,500
Academic Supports, Life Long Learning, Staff Train &
700
500
Computing data centre & ICT staff
1,750
1,250
Cafeteria, incl. staff common room
7,700
5,500
Sports Centre
9,100
6,500
4,200
3,000
Student Union & Recreation
Student Support & Academic Student Services One-
1,680
1,200
Executive Suite & Central Admin
1,610
1,150
Buildings & Maintainance
2,800
2,000
Large exam hall(s)
2,100
1,500
Central lecture and seminar bank
2,800
2,000
Executive learning centre
1,400
1,000
Central Sub-total
51,940
37,100
0
TOTAL
162,240
115,600
16,500
Table 3 The space initially allocated to the FoAA at Grangegorman
464 FoAA Strategic Brief, October 2007
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Of course, the FoAA staff and students will use the central services and facilities
on offer at the new campus including the central lecture theatre and seminar
bank, the library/learning centre and the various amenities. If the space in the
central services and facilities is apportioned to the FoAA, based on the
approximate percentage of student numbers, then the FoAA is in effect allocated
a further 8,500 m2 of net usable space, bringing their NUA up to approximately
25,000 m2. This is equivalent to 7.7 m2 per FTE student, almost twice that
currently available.
6.3
Space required by FoAA
The alternative approach to using benchmark data to determine the space
required is to build the space budget from the bottom up. This was done by first
asking the heads of school to estimate the number and type of room that they
require, and how often they use such rooms. The individual room size was then
calculated using the proposed seating capacity and architectural space metrics5,
or alternatively basing the size on existing well designed rooms. The number of
each room type was then multiplied by the associated size and summed to
provide the total space requested by each school.
As the institute is providing lecture theatres, large classrooms and a library, such
space requested by the schools was taken off their space budget. Furthermore,
some of the room types requested by each school are similar and some are only
used for part of the teaching week. Therefore an exercise was undertaken to
determine which rooms can be shared within the faculty, in particular meeting
rooms, classrooms and common rooms. Finally, rooms which could serve
multiple functions were also combined, e.g. a recital hall could also double up as
a rehearsal hall. The shared rooms and multiple function rooms were classed as
part of the faculty rather than school space budget.
School
Current m Requested m
Excl Inst*
Excl shared**
School of Art, Design and Printing
5,403
5,402
4,742
4,282
School of Social Sciences and Legal Studies
401
4,783
3,059
1,059
School of Media
2,377
5,960
4,660
2,290
Conservatory of Music and Drama
2,339
7,162
6,642
4,689
School of Languages
284
2,271
2,073
732
Centres
202
724
724
634
Faculty/Shared Faculty
90
250
250
5,079
Total Faculty of Applied Arts (Net m)
11,096
26,549
22,147
18,762
Difference
15,453
-4,402
-3,385
Table 4 Space budget required by the schools within the FoAA
5 D Adler (ed) Metric Handbook: Planning and Design Data. London: Elsevier, 2004.
464 FoAA Strategic Brief, October 2007
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Table 4 shows the total amount of space required by each school, plus the
centres and faculty within the FoAA; the details of the room types required by
each school are provided in Appendix 3. The FoAA requires approximately
18,800 m2 of faculty space (NUA), which is 2,300 m2 (14%) more than the 16,500
m2 (9,500 m2 faculty space plus 7,000 m2 specialised performance and Early
1.
Learning spaces) originally allocated in the Outline Brief for Grangegorman
However, this space budget assumes that some 4,400 m2 of space is available
centrally e.g. library and large lecture theatres. It also assumes that
approximately 3,400 m2 can be saved by sharing facilities within the faculty
(assigned Shared Faculty in Table 4) and using rooms for multiple functions.
Based on the projected student FTE numbers, 18,800 m2 NUA equates to 5.9 m2
per student of faculty space.
The FoAA is uncertain whether they will continue to run their printing
apprenticeship. If the course continues then access to the central apprenticeship
classroom will be required. In addition a further 180 m2 will be required for the
pre-press, printing and finishing laboratories.
464 FoAA Strategic Brief, October 2007
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Appendix 1 Staff consulted
Prof Ellen Hazelkorn, Director of Faculty of Applied Arts
Dr Brid Grant, Director and Dean of Applied Arts (Acting)
Andrea Marcelin, Faculty Administrator
John O'Connor, Head of School of Art, Design & Printing
Kieran Corcoran, Head of Dept of Design
Dr Mick Wilson, Head of Dept of Fine Art
Dr Cliona Doris, Head of the Conservatory of Music & Drama (Acting)
Anne-Marie O'Sullivan, Head of Dept of Drama
Dr David Mooney, Head of Dept of Keyboard Studies
William Halpin, Head of Dept of Orchestral Studies (Acting)
Dr Kerry Houston, Head of Dept of Academic Studies
Dr Eddie Brennan, Head of School of Media (Acting)
Hlne Conway, Head of School of Languages
Alma Conway, Head of School of Languages (Acting)
Dr Bruce Carolan, Head of School of Social Science and Law
Dr Kevin Lalor, Head of Dept of Social Science
Dr Fergus Ryan, Head of Dept of Law
Dr Noirin Hayes, Head of Learning Development and Manager of Centre for
Social and Educational Research (CSER)
Dr Brian ONeill, Head of Research & Graduate Studies
Charlie Pritchard, Manager of Digital Media Centre (DMC)
Dr Aine OBrien, Manager of Centre for Transcultural Research and Media
Practice (CTMP)
Paul Horan, Office of the President
Noel OConnor, Office of the President
464 FoAA Strategic Brief, October 2007
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Appendix 2 Projected student numbers
Student Numbers
Student
Actual
Approx
Projected
Projected
Projected
School
Type
2006/07
2007/08
2008/09
2009/10
2010/11
Whole-time
461
489
522
523
530
Postgraduate
23
9
20
20
20
Art, Design and Printing
UG Part-time/Apprentice
55
55
50
50
50
PG Part-time/Apprentice
00000
Sub-total
539
553
592
593
600
Whole-time
423
322
303
295
297
Postgraduate
142
171
200
199
199
Social Sciences and Law
UG Part-time/Apprentice
392
355
365
365
365
PG Part-time/Apprentice
13
37
60
60
60
Sub-total
970
885
928
919
921
Whole-time
347
385
419
447
444
Postgraduate
130
128
219
227
227
Media
UG Part-time/Apprentice
59
28
40
40
40
PG Part-time/Apprentice
00000
Sub-total
536
541
678
714
711
Whole-time
178
190
220
224
233
Postgraduate
22
15
17
17
17
Music and Drama
UG Part-time/Apprentice
1,804
1,800
1,800
1,800
1,800
PG Part-time/Apprentice
00000
Sub-total
2,004
2,005
2,037
2,041
2,050
Whole-time
286
338
408
452
414
P
o
s
t
g
r
a
d
u
a
t
e
30000
Languages
UG Part-time/Apprentice
696
690
690
690
690
PG Part-time/Apprentice
01
51
51
51
5
Sub-total
985
1,043
1,113
1,157
1,119
Whole-time
1,695
1,724
1,872
1,941
1,918
Postgraduate
320
323
456
463
463
Faculty of Applied Arts
UG Part-time/Apprentic
3,006
2,928
2,945
2,945
2,945
PG Part-time/Apprentic
13
52
75
75
75
TOTAL
5,034
5,027
5,348
5,424
5,401
The table below converts the shows the FTE students numbers where part-time
students are calculated as 0.4 or 0.2 of a student
Student
Actual
Approx
Projected
Projected
Projected
School
Type
2006/07
2007/08
2008/09
2009/10
2010/11
Student numbers
539
553
592
593
600
Art, Design and Printing
Student FTE*
506
520
562
563
570
Student numbers
970
885
928
919
921
Social Sciences and Law
Student FTE*
727
650
673
664
666
Student numbers
536
541
678
714
711
Media
Student FTE*
501
524
654
690
687
Student numbers
2,004
2,005
2,037
2,041
2,050
Music and Drama
Student FTE**
561
565
597
601
610
Student numbers
985
1,043
1,113
1,157
1,119
Languages
Student FTE*
567
620
690
734
696
Student numbers
5,034
5,027
5,348
5,424
5,401
Faculty of Applied Arts
Student FTE
2,862
2,879
3,176
3,252
3,229
* FTE = 0.4 students
** FTE = 0.2 students
464 FoAA Strategic Brief, October 2007
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Appendix 3 Space budgets
464 FoAA Strategic Brief, October 2007
page 28 of 37
+80%
+80%
+80%
+80%
+80%
in use
61-80%
61-80%
% of week
27
41
27
18
14
14
50
60
140
110
250
Total
NUA m
27.0
13.5
27.0
18.0
13.5
13.5
50.0
60.0
Size
m NUA
1
1
4
2
1
25
40
n/a
N of seats
staff/students
1
3
1
1
1
1
1
1
required
N of rooms
Description of use or size
Head of Faculty
Head or Res, Prog, MR
Administrative
Secretarial
Faculty assistant
Copy/print
Board room
Faculty hub/caf
Faculty of Applied Arts
Faculty Requirements
Faculty Shared Requirements
DIT Common Requirements
TOTAL REQUESTED
Type of room
Office
Office
Office
Office
Office
Specialist/other
Total School NUA
Board room/large meeting room
Common room
Total Shared NUA
n/a
DRAFT v1.3
464 FoAA Strategic Brief, October 2007
page 29 of 37
+80%
+80%
+80%
+80%
+80%