Since 2008, I have been speaking with people across the university sector to compile information regarding how a person in my position (a researcher-practitioner within a university setting) might build an experimental teaching space informed by the procedural architecture of artist-turned-architects Arakawa and Gins. The study presented here, includes a contextualisation and rationale of building such an experimental teaching space in terms of education, leadership and the importance of embodied and integrative learning. I will examine the link between Arakawa and Gins' practice and the pedagogical concerns of advanced study and the production of communal space, suggesting how these goals can be implemented within the institutional planning processes while adhering to changing federal funding guidelines, new performance indicators, and public tender guidelines.