To begin with, I would like to ask you a question; do the following statements ring a bell? “Changing technology”, “evolution of the market”? I assume your answer is yes. If not, in any case I would like to share my experience with you, also something you could try. Type “changing technology evolution of markets”, these exact words, in a search query of Google.com and the result are visible in the picture below. The search query returned with 98,100,000 results within 0.25 seconds. This should give you an idea of how most of the markets today are dominated or rather driven by technology. The radical shifts in technology often disrupt markets and the environment which existed before the introduction of this new technology (Verganti, 2010). It will not be justified to quote a single author to state that technology is driving the world today and is dominating relevant markets and hence the customer behavior. Consumers are not the first ones affected; instead the stakeholders within the value chain of a product or industry are deeply moved by any technological shifts or changes. Philips Lighting itself is an example that can be quoted here. This project, initiated by the Lighting Design group within Philips Lighting, looks at designing new customer experience flows for the B2B channel in professional lighting, with a focus on architects and lighting designers. This project is carried out in collaboration with an internal project partner, the Philips Lighting University (PLU). The PLU group has a vision to address to an overall challenge of creating creative partnerships and gaining trust of key stakeholders by providing customer education. This education is focused on lighting technologies and their various applications. PLU has a defined business model but there is scope for creating an effective platform for engagements strategy and designing a new stakeholder experience thereby, making it a good opportunity for a master thesis project. The real strategic design problem, as identified within the current business plan, is to first identify the real knowledge needs of the target audience of architects and lighting designers in order to provide suitable education at specific times in their design process. The next important challenge is to translate this information into a design for commercialization strategies, and design a new strategic design vision of PLU. This will lead to an effective learning environment and a new image for Philips Lighting University, that of an ‘inspiring partner’. Architects have been a difficult customer segment for Philips Lighting in the past. Their motivations and aspirations around a project are difficult for the core marketing team to identify with. As a creative group we have similarities of vision and a similar approach todesign. This close proximity of interests proved useful to conduct a qualitative research with architects. The studies were conducted using both quantitative and qualitative research methods. Insights reveal that architects approach a design process like a learning process. Here learning is a result of 'doing'; which in this case is designing. During this overall design process the preliminary research phase, conceptualization, and design development phase are key points when an architect seeks new learning. The learning needs or knowledge requirements of architects are of two kinds; declarative, and procedural. The declarative knowledge is information that is easily transferrable through mediums like books, articles, etc. This type of knowledge supports familiarization with facts. Such knowledge is useful during the early design phase of preliminary reserach. On the other hand, the procedural kind of knowledge is more implicit in nature and is difficult to transfer through mediums such as books and magazines. Procedural knowledge is based on professional experiences within a field and is therefore transmitted through mentoring activities. This type of knowledge is extensively required from the concept design to design development phase. This also forms 80% of the overall design process. The current educational tools identified by PLU and the nature of information targeted are that of the declarative kind. That means PLU is only targeting a percentage of customer's 30% involvement in a design process. This might not sound attractive from a business perspective. The focus therefore needs to shift to cover a larger share of the pie, through learning engagements made for the remaining part of the design process and respective learning needs. PLUS, or Philips Lighting University Support is a strategic-design vision of the PLU. The Strategic-Design Vision encompasses concerns of architects regarding the required types of knowledge and their relevant sources used to compliment a project. PLUS is a learning democracy supported by the PLU. Like any other democracy it is OF the people, FOR the people and BY the people. PLUS is a platform that allows people to get together, share experiences, and in return share knowledge. People here refer to the various stakeholders including lighting designers, architects, installers, and etc. The three key personas that will help run this democracy is that of the architect (student of PLU), expert (specialist in the subject), and Philips (internal expert, or key account manager). The PLUS will orchestrate collaborative learning through three key elements; physical space, virtual university, and the experts. These three elements will complete a holistic learning environment offered by PLU. The goal of this strategic vision will be to enable thought leadership for Philips in the light industry, making PLU the most engaging customer education programs available in the market.