strate

school
of
design
India is the new frontier
of our great and simple
ambition: training
Designers for a complex
21st century - seasoned and
passionate professionals,
attentive to the needs,
desires, and dreams of
their contemporaries
and their descendants.
As a new world giant,
India deserves the best
designers in the world, and
Strate School of Design
intends to play its part,
French style.
Dominique Sciamma
Managing Director & Dean
Strate School of Design
 In a booming Indian
economy seen as an
El Dorado, global
companies are in need of
instant ready, responsible
designers able to deal
with customers’ needs,
upcomining technologies
and sustainability.
Strong of its 24 years of
experience in European
design excellence, Strate
has set up an international
team to train Indian talents
locally in Bangalore.
These talents are yours.
Thomas Dal
Director & Dean
Strate Bangalore Campus
Making
the world
+ simple
+ just
+ beautiful
 School of Design 7

21st Century
Designers
Openness, complexity, sustainability, sharing: the 21st century is a century of challenges. Everything must be
implemented to make our experiences, both personal and public, useful and beautiful. And that is the designer’s
mission. Even companies, whether they produce goods or services, are increasingly hiring designers because they
know their survival depends on the quality of the experiences of their customers. That is why we, at Strate, are trai-
ning women and men who are working to give meaning to the lives of their fellow humans in this complex world.

Think,
Create, and Act
In order to give meaning to our life experiences, we must learn to think about them and understand the stakes,
the strengths, and the actors involved.
The designer is a multi-disciplinarian who invokes human sciences as those of an engineer to illustrate his
choices and justify them.
Throughout his approach, the designer is a creative. Whether analysing situations, seeking solutions, illustrating
or communicating them, he imagines, innovates, and astonishes.
Finally, the designer is a maker. He has an obligation to transform his thoughts into a product, a system, or a
service. He utilises all available resources and know-hows to create models, prototypes, 3D modelisations, etc. and
breathe life into his designs.

Learning to
Live Together
Teaching, learning, and almost everything is about collaboration. At Strate, more than 100 professionals share
designers’ values, knowledge, methods, and practices, with students, every day.
Partnering with prestigious schools such as Sciences Po Paris, Grenoble Management, ESSEC, Ecole
Polytechnique, Centrale Supelec, Telecom ParisTech, and Arts et Métiers, Strate undertakes numerous collabora-
tive projects, allowing the designer to encounter and adapt to the fields of both engineering and marketing.
Conceived as a space of sharing, Strate School of Design is also a place of learning to live together.
Amphitheatre, lecture halls, classrooms, workshops, cafeteria, etc. are spaces of common life whereby our stu-
dents prepare themselves to be generous and empathetic professionals.
Strate School of Design 8

+5
5-year Integrated
Master in Design:
« Product »
« Transportation»
« Identity »
« Space »
« Interaction »
 Curriculum 9

Training all
the design players

Strate trains various professionals who think, create, test, produce, and promote tomorrow’s objects, systems,
and services.

The Design Master trains 21st century designers, through a multidisciplinary approach. What about their mis-
sion? Making people’s lives more simple, just, and beautiful (Paris and Bangalore campuses). The title of Level 01
Industrial Design is officially recognised by the CNCP (French official organization registering professional trai-
nings).
 School of Design 11

the
design
curriculum
Strate School of Design 12

“I think I learned
to be
a good designer
and also
a better human.“
Olivier SCALA (Class of 1999)
Design Manager - Sagemcom
 Design Curriculum 13

For who? Olivier SCALA (Class of 1999)

— Class 12 Design Manager - Sagemcom
(Year 1)
— Master’s in Design or Engineering “I only spent two years at Strate to finish my studies
(Year 4) and graduate but during these two years I learnt all the
bases to be a good designer: the necessary meticu-
For which jobs? lousness and dedication, channelling your dreams to
— Product Designer become more ambitious as you work with the greatest
— Packaging Designer French companies, immersed right away in Strate’s spi-
— Retail Designer rit spread both by students and staff.
— Interior Designer I think I learnt to be a good designer but also a bet-
— Transportation « Exterior» Designer ter human. I am very grateful to all the people I came
— Transportation « Interior » Designer across at the end of last century!”
— Colour & Trim Designer
— Experience Designer
— Service Designer
— Interaction Designer
— Immersive Designer
— UX Designer

How to join?
You can join the Design curriculum just
after your Class 12, after an interview
and academic record examination.
You can also join the program, depen-
ding on your level of study:
— Entrance examination (2nd year)
— Interview & portfolio (3rd and 4th year)
 Strate School of Design 14

A thorough
training
As the designer works on life scenarios with so many issues, he puts his transversal knowledge, methodologies,
and techniques into practice. He, therefore, has specific knowledge, practices, and techniques.

The “Design” curriculum is a five year course that delivers these transversal and specific skills.

The 1st year is essentially dedicated to the artistic skills and basic tools of the designer.

The 2nd year extends this training and starts initiations in the several specializations offered, as well as in 2D and
3D software and marketing. An entry-level internship is also required.

The 3rd year starts with the choice of a specialization - Product, Transportation, Identity, Space, or Interaction
– while going further with transversal trainings (3D software, humanities). Students do their first professional
internship.

The 4th year starts with a semester abroad (with an internship or in a partner school) and goes on with several
projects in partnership with companies. Students also start their diploma project during this year.

If the 5th year is essentially focused on the diploma project (thesis and project), there is also a collaborative pro-
ject in partnership with business and engineering schools. It ends with a graduating internship.

English classes as well as a work on writing skills are delivered throughout the five years of study.
Design Curriculum 15
Strate School of Design 16

Syllabus 1st Year 2nd Year 3rd Year 4th Year 5th Year
Representation techniques
Perspective
Rough / Illustration
Sketches / Life Drawing
Volume / Sculpture
Colour
Graphic Design/Typo
Software
2D
3D
Video
Methodologies
Design Methodology
Project Management
Creativity
Writing
Human and Social Sciences
Sociology
Anthropology
Semiology
Ethnography
Making
Material & Process
Object Anatomy
Modelling / Mockup
Workshop
 Design Curriculum 17

Syllabus 1st Year 2nd Year 3rd Year 4th Year 5th Year
Art and technical Cultures
Art Culture
Design Culture
Technological Cultures
Production culture
Energy and recycling
Complexity
Professionalization
Communication
Marketing
Intellectual Property
Business Models
Projects
Workshops
Short Projects
Long Projects
Internship
Internship
International
Exchange or Internship
Strate School of Design 18

1 & 2 years:
st nd
Giving shape
Fundamental to solutions
training The 1st year is essentially dedicated to learning the
designer’s fundamental tools.
and first design
First, the artistic skills: drawing, volume, colour,
projects perspective, typography, space drawing, etc. are wor-
ked upon in an intensive manner, because the represen-
tational ability lies at the heart of the designer’s exper-
tise.

Then, design projects: as they work on several pro-

jects throughout the year, students start to test their
ability to solve problems and formalise solutions.
Sacrosanct principle: no computer during the first year!
Everything is done by hand!

The 2nd year intensifies the work started in the 1st

year. To drawing and volume, the syllabus adds on 2D
and 3D software study, as well as marketing. Each stu-
dent makes more than five design projects, including
one in each specialization subject.

Students also start working in the workshops and

learning about materials. They finish their year with a
one-month entry-level internship.
Design Curriculum 19
Strate School of Design 20

01. Clément GUILLO,

3rd Year: “LIINK“, Diploma project
(Transportation).

Choosing a 02. Clément GAUD, “INCIPIENS “,

Diploma project (Product).

specialization 03. Maëlle CHASSARD, “LUNII “,

Diploma project (Interaction).

& first professional 04. Alexandra KLÖSTER,

Diploma project (Identity).

internship

01 02
 Design Curriculum 21

First steps towards professionalization

The 3rd year is when students choose their specialization: Product, Transportation, Identity, Space, or Interaction.

Marketing, writing, sociology, 2D and 3D software, every subject is used to work on the six design projects the
students have to make during their first semester.

Tutored by design professionals, the students deal with real-life issues that they need to address considering
all aspects: conceptual, formal, social, and technical.

During the 3rd year, students also undertake their first professional internship, found through an assisted
process and approved by the school. During these four to five months, they are immersed in a field related to their
specialization (integrated design, agency, start-up).

03 04
Strate School of Design 22
 Design Curriculum 23

Product Design Useful, beautiful,

Specialization responsible
It is no longer possible today to design objects that
Program Head - Strate, France: are disconnected from functional and societal issues.

Between the realities of industrial production and

the ambition to create meaning for his contemporaries,
the 21st century product designer navigates throughout
objects’ materiality and services’ immateriality.

The “Product(s) Design” specialization aims at trai-

ning designers who are able to implement systemic
thinking and to design services and products satisfying
those usages and issues.

We thus need to prepare our students to consider

Olivier BEUNE all the human issues from a new perspective, gene-
Designer rously and accurately, to design and offer more simple,
just, and beautiful experiences.

Hélène COTTEREAU
UNY
Diploma Project
Strate School of Design 24

Transportation Design Mobility

Specialization in the 21st century
The industrial, economic, and societal (r)evolutions,
Program Head - Strate, France: often related to sustainable issues, that lie ahead in this
century encourage us to devise transportation solu-
tions that are both sustainable and responsible.

Questioning our experience of contemporary trans-

port is about understanding the evolution of lifestyles in
order to devise relevant contexts of future transporta-
tion (multimodality, continuity of services, connectivity,
etc.) and formalise the objects, systems, and services
of 21st century transportation.

Strate’s “Transportation Design” specialization

trains designers of tomorrow, who will be able to deve-
Mike LEVY lop a transversal and global vision of these transporta-
Designer tion issues (whether they deal with cars, public or indi-
vidual transport, aeronautics, ships, etc.) with a double
exigency in terms of formal and conceptual excellence.

Benjamin PEROT,
MOVE
Diploma Project.
Design Curriculum 25
Strate School of Design 26
 Design Curriculum 27

Identity Design Designing relationship

Specialization to brands
What is a brand in the 21st century?
Program Head - Strate, France:
In an open and ultra-competitive world, a
brand - whether a public service or a luxury actor - is
definitely more than its visual signature. It is imaginary,
a history, stories, values, products, places, and
experiences. It is above all an established relationship,
with customers or users who all have the possibility of
being unfaithful, which must be kept at all costs.

It is the whole objective of identity design to
allow the construction as the perenniality of this faithful
relationship.

Gabriel Calladine To be an identity designer is to give a form to

Designer emotions, experiences, and information in a complex
network of interactions with and between human
beings within the framework of the material and
immaterial universe of a brand.

To be an identity designer is to invent and

materialize discourses on a wide range of media in the
commercial, social, public, cultural, and political fields.
Between physical and digital, between graphic design
and interaction, between packaging and product, it is
at the service of demanding actors and responsible
brands.

Lucie SEVAISTRE
GOOMI
Diploma Project
Strate School of Design 28
 Design Curriculum 29

Space Design Highlighting the

Specialization experience of access
to a product
Program Head - Strate, France:
Space is a dimension that we have all
integrated. We are born there and we evolve there.

Space surrounds us, protects us, influences

our thoughts, our emotions, and our individual and
collective behaviors.

Being a space designer means having the ambition to

transform collective spaces by improving the way their
occupants live, work, play, interact, and prosper.

In the “Space Design“ specialization, students

Anne Bugugnani learn how to imagine places through the sensory,
Designer physical, and emotional experience that volumes, light,
and materials provide.

Our students think and design commercial,

work, health, and culture spaces and environments
that take into account the stakes of services, flows,
identities, information, and product staging in the
digital era.

Loïs TAVERNIER
TEKASA’I
Diploma Project
Strate School of Design 30

Interaction Design Creating tomorrow’s

Specialization objects and services
New technologies have radically changed the
Program Head - Strate, France: rhythm of our daily lives. Far from being restricted to
our smartphones and tablets, these technologies will
be in our daily objects and services.

Our environment will soon be populated with intel-

ligent and communicating objects, offering services. It
remains to define the way people will live and converse
with these objects and services.

The “Interaction Design” specialization prepares

designers to create these new interactive objects,
spaces, and services. As a transversal discipline, it
covers many fields such as transportation, health, lei-
Damien LEGOIS sure, work, etc.
Designer
Its ambition is to train tomorrow’s designers who
will be able to imagine amazing, almost magical, uses
of technology that will be invisible.

Thimothée BARRAND
SHIDO
Diploma Project
Design Curriculum 31
Strate School of Design 32

4th year: World-oriented

Study abroad designers

Design has no boundaries and the designer looks
at the world’s diversity to enrich his reflection. In the 4th
year, our students, thus, have to spend several months
abroad (for an academic exchange, an internship, or a
study trip).

As a member of Cumulus network, which federates

most applied art schools around the world, Strate has
signed many partnerships with schools and universi-
ties on the five continents, with which it exchanges stu-
dents, teachers and academic actions.

Throughout the five years, our students have English

classes to prepare them to take the TOEIC (Test Of
English for International Communication) during their
final year.
 Design Curriculum 33
Exchange partner universities

In Europe
Germany
— Berlin: ESCP Europe
— Halle: Burg Giebichenstein
— Pforzheim: Hochschule Phorzheim

Austria
— Graz: FH Joanneum

Denmark
— Kolding: Designskolen Kolding

Spain
— Barcelona: ELISAVA
Istituto Europeo di
Design
— Madrid: ESCP Europe
— Valencia: Universidad Cardenal Around the world
Herrera – CEU Poland
Australia Japan
Estonia — Warsaw: Academy of Fine Arts in
— Canberra: Canberra University — Tokyo: Tokyo Communication
— Tallinn: Estonian Academy of Arts Warsaw
Arts - TCA
Canada
Finland Portugal — Chiba: Chiba University
— Montréal: Montreal University
— Lahti: Lahti University of Applied — Lisbon: Instituto de Artes Visuais
— Montréal: UQAM Morocco
Sciences Design e Marketing
— Casablanca: ESCA
Chile
Great Britain Sweden
— Santiago : Universidad Mayor Mexico
— Coventry : Coventry University — Lund: Lund University
— Mexico : Universidad Autónoma
— Manchester: University of Salford — Umea: Umea University China
Metropolitana
— Nothingham: Nottingham Trent — Jiangnan: Jiangnan University
University Singapore
South Korea
— National University of Singapore
The Netherlands — Seoul : Kookmin University Faculty
— Delft: Delft University of In the United States of Design South Africa
Technology – TU Delft — Bloemfontein: Central University of
— Cleveland, Ohio: Cleveland Israel
Technology
Italy Institute of Art - CIA — Jerusalem: Bezalel Academy of
— Turin: Politecnico di Torino — Detroit, Michigan : College for Arts and Design
— Milan: Politecnico di Milano, Creative Studies - CCS — Tel-Aviv: COMAS – The College of
Istituto Europeo di Design — Long Beach, California: California Management Academic Studies
— Rome: La Sapienza State University of Long Beach - — Tel-Aviv: HIT - Holon Institute of
CSULB Technology
Norway
— Oslo: Oslo School of Design & — Providence, Rhode Island : Rhode
Architecture - AHO Island School of Design - RISD
Strate School of Design 34

Relations
with companies
 Design Curriculum 35

A school open to the

professional world
As we are eager to train efficient and innovating professionals, the school’s educational project is fully struc-
tured around the relationship with industries.

The people teaching at Strate are indeed all professionals, experts in their field of activity, ensuring the accu-
racy of what they teach in the school.

All the mandatory internships our students undertake are opportunities to meet with the challenges of the com-
panies.

The 4th year industrial partnership projects put our students in direct contact with the client company; they thus
have to deal with their real needs and endeavour to meet those requirements.

Finally, the research partnerships allow innovating companies to benefit from the specificities of design
research, of which Strate is one of the specialization stakeholders.
Strate School of Design 36

4th year: Industrial

Industrial partnerships
Partnerships The 4th year is built around industrial partnerships in
direct relation with companies and their design, marke-
ting, or R&D departments.

These companies give students the opportu-

nity to make complete prospective design studies in
fields related to their specialization subjects at Strate:
Product, Transportation, Identity, Space, or Interaction.

This gives them the opportunity to be confronted

with the realities of a company and its offer.

Our partners have understood the meaning of

this process and commit to us, offering professio-
nal internships in their integrated design service and
employment to our graduates.
 Design Curriculum 37

Strategic Partners

Some Industrial partners

Strate School of Design 38
 Design Curriculum 39

5th year: Thinking, Designing,

The Diploma project Developing, &
Communicating
Our students’ last year at Strate is mainly dedicated
to the definition and development of a personal project.

From the definition of an initial question, students

start with a research and analysis phase resulting in the
redaction of a thesis.

From the conclusions of their thesis, students draw

several lines of inquiry, which they assess through
usage scenarios and formal researches.

They choose to fully develop one of the solutions,

addressing all the fundamental aspects of a project.
The final project is finally defended in front of a jury of
professionals.

The tutoring staff

Throughout all their projects, and all year long, the
students are tutored by a multidisciplinary team, whose
rigorous experience and commitment ensure support
on the main aspects of the projects: methodology, wri-
ting, creativity, technique, communication, and style.
Strate School of Design 40

5th year: Changing the world

Inter-schools together
Collaborative Because challenges are global, successes are col-
lective. Here is what drives our inter-school collabo-
Projects rative projects: creating a virtuous triangle between
Engineering, Management, and Design, in which stu-
dents, companies, and schools develop an innovating
pedagogy, turned towards economic efficiency and
societal usefulness.

These innovative and responsible solutions stem

from the crossing of knowledge and approaches and
putting together engineers, marketers, and designers.

Pluridisciplinary student teams, tutored by teachers

Hippolyte BACHELET
(Class of 2010)
from the schools involved, develop innovative solutions
Designer, CAP Gemini to problems brought up by partners of all kinds: big
I joined the CPI program in 2008
companies, SMB, public sector, voluntary sector, etc.
within the McDonald’s team.
The demand was strong: rethink the
take away bag! And that’s what we
did by replacing all the intermediate
bags that separated the products
carried by a foldable cardboard tray
that slips to the bottom of the bag.
This tray also allows the customer to
put his meal on his lap without risking
to spill it.
It is now used by more than half of
McDonald’s in France.
I keep an excellent memory of the
days spent working on this project
with the partner. I understood the
need to go through representations
to develop and communicate our
ideas in a coherent and strong way.
Design Curriculum 41
School of Design 43
Strate School of Design 44

Strate is one of the founding members of “Telecom

& Société Numérique” Carnot Institute. Its research
focuses on digital-induced issues. Strate collabo-
rates with several other schools such as Institut Mines
Telecom (including Telecom ParisTech) as well as
Eurocom and Polytechnique school.

Strate is a member of the Innovation and Research

Institute, led by philosopher Bernard STIEGLER. It
has been created on the conviction that objects,
knowledge, content, and media will have to be thought,
produced, and shared in a different way, because we
will have to live together in a different way.

Strate is a founding member of VEDECOM Institute,

a research and training institute dedicated to decarbo-
nise sustainable individual mobility. Created by many
players in the car sector – both industrial and acade-
mic – it was awarded the title of “Institute for the Energy
Transition” in February 2014.

In 2017, Strate created EXALT Lab, a joint research

lab with 2 prestigious National Engineering Schools,
namely Telecom ParisTech and Ecole Polytechnique.
Sponsored by 5 industrial partners (Carrefour, OTIS,
MAIF, EMAKINA, INPROCESS), the lab will work on the
value of Experience.
 Strate Research 45

Design Research
now !
Strate Research was created as the result of the realisation that Design and Research are both identified, by
economic and political instances, as major levers of differentiation, sustainable development, and value creation.
Hence, the absolute necessity that designers start doing research.

Because research allows us to better understand today’s world, designers, researchers, and companies will be
able to build tomorrow’s world in a more simple, just, and beautiful way.

Doing design research means furthering our understanding of the third revolution’s new societal issues, brin-
ging concrete values to users and their relation to the products and services they currently use and will use in the
future. It means confronting intuitions with observations and modelling them in order to make designers’ realisa-
tions credible.

Strate Research Fields

Strate School of Design 46

01

02
 Strate Research 47

Research Science needs design,

at Strate Research
needs designers !
Recognized abroad for many years as a research
discipline, design research is currently undergoing a
strong development in France, under the impulse of
design schools.

Societal stakes and the strategic articulation

between research and industry is bringing research
laboratories to also develop their pluridisciplinarity.
Who better than a designer – a creative observer of
human society – to both embody and facilitate this plu-
ridisciplinarity?

Within Strate Research, our researchers and our stu-

ROMEO 2 project
dents work together on three main issues:
Romeo 2 project is supported — Technological objects
by French State BPI and led
by a consortium managed by
— Sustainable economy
the French leader in humanoid — Innovation management by design
robotics – Aldebaran Robotics.
The project’s ambition is
to conceive and finalise a Hence, Strate Research is an intellectual driver for all
tall humanoid service robot the students of the school.
that could be industrialised
and commercialized on
the short-term on several
markets, especially on this of
robotised solutions for aid to
handicapped people.
Strate is in charge of the usage
study and the robot’s design.

01. Design research team

02. ROMEO 2 Humanoïd Social Robot
Research Project.
 The school 49

the
school
Strate School of Design 50

The campus
Living and working together
More than just a school, Strate is a project fostered by a human community.
The designer’s values of compassion, empathy, attention to others, mutual assistance, and attentiveness
structure the lives of the school’s denizens. Students, teachers, and staff endeavour every day to remain true to
these principles and to put them into practice.
At Strate, there are adults, equals in terms of rights and duties, between whom all kinds of dialogues are pos-
sible. Contradictory debates are encouraged as they are the condition to live together better, in a dynamic, open,
and progressive way.
The new campus in Bangalore, built specifically for Strate, offers several spaces for that common project:
living, teaching, working spaces – to work by hand or on machines – spaces for conviviality and reflection.
Strate is also a place open to the outside world, receiving our alumni, industrial and academic partners, and
many other players of the local ecosystem.
The school 51
Strate School of Design 52

Computer Labs
Going digital
and creative
Representing, analysing, formalising, telling, and communicating: new technologies need these characteris-
tics more than ever to take up the challenges of innovative creation.
Strate, therefore, endeavours to provide its students the digital skills and practices required of their future
career and equips them with all necessary facilities.
Our computer labs are equipped with efficient desktops running all office automation, 2D and 3D, rendering,
and video software.
Strate has notably acquired new-generation ‘WACOM CINTIQ 22’ graphic tablets for one of its lab, as well as
a rendering server.
 The school 53

The workshops
Thinking and doing
Knowing and acting, thinking and doing. There is no design without objects, and there are no objects without
places and tools to make them.
Strate’s workshops are state-of-the-art technical spaces consisting of machines, tools, dirt extraction, com-
pressed air, and much more. They are above all other educational spaces where students learn to work with mate-
rials in a methodical and concerted way.
The workshop has evolved into a “FabLab” thanks to its digital division, equipped with several 3D printers,
CNCs, and laser cutters/engravers.
Thanks to a dedicated and experienced staff, our students acquire technical and human knowledge that will
make them outstanding designers, modellers, and innovators.
Strate School of Design 54

Life at Strate
Living together
Every school is a community. A design school is even more so, as the designer is much more focused on his
fellow humans and humanity, in general. Living together in harmony is, therefore, an objective as much as a rule
for everyone at Strate – permanent staff, teachers, and students.
Strate is a world of compassionate adults who teach, express, create, listen, and debate, endeavouring to res-
pect each other. If the classes are the first places where this can be experienced, it is also true of all the moments
and places at school, the cafeteria not being the least of them.
The student association and other associations take initiatives for that purpose all year long. To these initia-
tives are added all the events organized by the school at key moments such as the Open Days, the graduation
show, and the graduation ceremony.
 The school 55

In the 1st and 2nd year, students have one half-day

Community Life every week to get involved in associations. This gives
them time to enjoy a break from academics and allows
them to take up initiatives, with the help of the school
when needed.

Students association Since its origin, the student association has orga-
nised student life, including parties and other events,
at school and negotiates advantageous prices on
drawing materials. Every year, students elect a new
board, composed of students who are very committed
to the school and eager to have students from all over
the world – Paris, provinces, or foreign countries – feel
welcome.

Strate Alumni Even after they have become professionals, our

alumni still come back to Strate. During their fifth year,
future graduate students traditionally receive help
from their predecessors. After five years of professio-
nal practice, our alumni have the opportunity to come
and teach at Strate, tutor partnership projects, or be
members of the diploma jury.
Strate School of Design 56

Governance A skillful and attentive

management
A school is a complex organization, as it is, at the
same time, a company, a human community, and an
educational project. Managing a school, therefore,
requires dealing with both the present and the future.

Though it’s the students’ future that is at the heart of

these dimensions, managing Strate requires constant
agility.

The school’s independence and its continuous

connection with the world’s reality through its scienti-
fic, professional, and alumni councils allow its execu-
tive committee to constantly adapt its actions, internal
or external, to the changes in society and the world of
design.

Strate’s productive, although quite small permanent

staff, along with the 180 guest lecturers, implements the
committee’s decisions, for the benefit of students.
 The school 57

Professional Jacques MALZ Scientific Armand HATCHUEL

council Director & Dean board Deputy Director
Singapore Campus Management Research
President Center
Philippe PICAUD President Mines ParisTech
Jean-René TALOPP Design Director
Founder Carrefour Frédérique PAIN Armelle REGNAULT
Strate School of Design Director, Research & Deputy Director of
Jean-Pierre PLOUE Innovation Research
Members Design VP Strate School of Design Université Paris-Saclay
PSA PEUGEOT CITROËN
Anne ASENSIO Members Yves POILANE
VP Design Experience Frédérique PAIN Managing Director
Dassault Systèmes Director, Research & Annie GENTES Institut Mines-Telecom
Innovation Research Director -
Anne Marie BOUTIN Strate School of Design Co-Design LAB Dominique SCIAMMA
President, APCI Institut Mines-Telecom Managing Director &
Christophe REBOURS Dean
Didier CODRON Founder & CEO Federico CASALEGNO Strate School of Design
Workshops Director INPROCESS Director
Strate School of Design MIT Experience Lab Bernard STIEGLER
Clément ROUSSEAU Director
Vincent CREANCE President Alain FINDELLI IRI - Centre Pompidou
Director, Design Center Groupe Plan Créatif Professor Université de
Université Paris-Saclay Montréal & Professeur Philippe WATEAU
Dominique SCIAMMA Emerite de l’Université Director
Thomas DAL Director & Dean de Nimes CEA Tech - List
Director & Dean Strate School of Design
Bangalore Campus Rodolphe GELIN
Laurens VAN DEN ACKER Chief Scientific Officer
Sophie LEVEL VP Design, Softbanks Robotics
Director of Studies Groupe RENAULT
Strate School of Design Carole FAVART
Patrick VEYSSIERE Kansei General Manager
Co-President TOYOTA Motors Europe
Dragon Rouge
 Strate School of Design 58

Organisation Chart
Managing Director
& Dean
Dominique SCIAMMA
BANGALORE SINGAPORE
CAMPUS CAMPUS
Thomas DAL Jacques MALZ
Director & Dean Director & Dean

Development Studies Workshops Research & Executive Campus Finance &

Dominique Sophie LEVEL Didier Innovation Education François Accounting
SCIAMMA CODRON Frédérique PAIN Jean-Paul HOULETTE Pascal
CORNILLOU CODELUPPI

Admissions Programs Workshop & Designer/Researcher Programs Maintenance Accounting

Sandrine HEE Planning Materials Ioana OCNARESCU Coordinator Philippe Hayat RAHEM
Louise Richard SOARES Stéphanie COURBARIE
Industry GALLIENNE Designer/Researcher LEPREVOST
Relationship Workshop & Estelle BERGER IT & Network
Fabrice LANGLAIS Pedagogic Modelling Assistant Grégoire
Assistant Alice ELSNER Researcher Lydia KASMI KAIGHOUSUZIAN
International Laura COSMA Isabelle COSSIN
Academic Affairs IT Support
Cecilia TALOPP Product Design Omar
Olivier BEUNE BOUDERKENNA
Communication &
Webmarketing Transportation Maintenance
Sébastien KUNZ Design Assistant
Mike LEVY Seyed GOLI

Identity/Space
Design
Anne BUGUGNANI

Interaction Design
Damien LEGOIS

Writing
Antoine DUFEU

Entrepreneurship
Thibault GEZE
P a r i s - S i n g a p o r e - B a n g a l o r e

Campus and Admissions Office

STRATE SCHOOL OF DESIGN

Jain University
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Next to TCS, Sheshadri Road
Bangalore – 560 009

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