THE INTERNATIONAL SPACE UNIVERSITY,
A SUCCESS STORY OF 20 YEARS OF ACHIEVEMENTS.
Introduction
The International Space University, ISU, has been created around the theme “Space”.
Whereas on the one hand this represents a clean limitation from a topical point of view,
on the other hand, the broadness is vested in the interdisciplinary character by joining all
aspects related to space.
Diversification is obtained by selecting students and faculty on the so-called 3I principle,
which stands for:
-
International
Intercultural
Interdisciplinary.
A specific effort is made to ensure participation of as international a group as possible,
whereby each group in the different program is typically composed of 26-28 different
nationalities.
The intercultural character aims to create a microcosmos so that the participants of the
programs, even if they belong to highly competitive (space) nationalities, are working
together during a period of time. Due to this intensive contact, reinforced by internet
based networking tools, such contacts remain forever and, therefore, hopefully may
contribute to a future society with higher cross-cultural tolerance. As far as one particular
aspect is concerned, a better gender distribution in the future space world is targeted by
steering towards a 30 percent female participation in the groups, which is far superior in
comparison to the present gender distribution in the space sector.
The interdisciplinary character is rather unique as an educational model. It is reflected in
the distribution of participants, faculty and lecturers over the different disciplines
covered. All aspects related to space are covered in each program, varying from
scientific and technical ones to life sciences and medicine, business and management,
policy and law and even pure humanities related topics (philosophy, art…). Students
with a background in any discipline may be accepted for the program on the condition
that they clearly demonstrate their interest in space activities to the admissions
committee.
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The central ISU campus is located in Strasbourg, France, but all programs and activities
reflect this 3I principle, as will be described in the next chapters.
Fig.1: ISU Central Campus in Strasbourg
We will first recall the history of this unique university, which was created after the
“Space Race” in order to represent a more visionary and global space society.
In order to do so, a number of programs of different durations were developed.
Description and content of these programs will be the subject of the next chapter.
Although having a short existence, ISU has achieved already a remarkable success and
its approximately 2400 alumni (status: 2006) constitute a strong network in the present
space community. More detailed description of these results will be highlighted in a
dedicated chapter.
All space-related disciplines are, in various degrees, covered in ISU. Astronomy
represents an important place in this curriculum and will be more detailed in the last
chapter.
1. A brief history of ISU
In 1985, three young space enthusiasts created a foundation called the Space
Generation Foundation, dedicated to helping foster a sense of identity for those people
born since the start of the Space Era [HAWLEY, 1986]. The founders were Peter
Diamandis, a medical doctor with a Ph.D. in aerospace engineering; Todd Hawley, a
graduate of the famous Space Policy Institute at George Washington University, and
Bob Richards, an engineer and physicist, and former assistant of the well-known
astrophysicist Carl Sagan.
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Fig.2: The three founders of ISU
They generated a series of novel ideas from which a ‘Space University’ was one of the
best received ones. It received the support of a number of important personalities in the
space field such as Prof. U.R. Rao, president of the Indian Space Research
Organization, Dr. Harrison Schmitt, an Apollo 17 astronaut and former senator, Dr.
Gerard O’Neill from the Space Studies Institute, space pioneer Prof. H. Oberth and
Arthur C. Clarke, the visionary writer, along with many others.
This initiative was further developed and presented to a broader audience [DIAMANDIS,
SUNSHINE, 1986] and led to a 3-day event at MIT (April 10-12, 1987) with the formal
creation of the International Space University. The date was chosen to commemorate
the first human spaceflight of Yuri Gagarin (12 April 1961) and one of the strong ISU
supporters, Arthur C. Clarke, worded its creation as follows:
The first universities helped to bring mankind out of the Dark Ages and into the
Renaissance. They demonstrated a potential to unshackle the minds and spirits
of the people of their time. In our day, there are few institutions which satisfy any
higher individual aspirations or greater interests of humanity. The International
Space University may well become an essential cornerstone in leading humanity
ahead in space and on Earth in the century to come.
This new concept raised a lot of public interest in articles in inter alia The New York
Times, The Australian and even Pravda.
The first Summer Session Program was developed based upon this success and with
the help of major space agencies took place at MIT in the period 20 June 1988 – 20
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August 1988. The artwork for the first brochure was done by the well-known artist Pat
Rawling.
Fig.3: Brochure of the first summer session (1988)
The resulting International Space University is an international institution of higher
learning, dedicated to the development of outer space for peaceful purposes through
international and multidisciplinary education and research programs (ISU Bylaws, Art
2.1). The International Space University (ISU), as a dynamic institution of higher
education, is therefore dedicated to the creation, expansion, exchange and
dissemination of knowledge and ideas related to space and space activities.
It has been established as a 501(c)(3) non-profit educational organization in the State of
Massachusetts in the USA. Following an international competition for the establishment
of its Central Campus, ISU moved in 1994 to the Urban Community of Strasbourg,
France. It is presently a non-profit educational institution registered in Alsace (France),
and still registered in the USA as a 501(c)(3) non-profit educational organization. The
members of ISU, called the “Governing Members”, are international organizations,
industries, space agencies, academic institutions and individual members.
ISU Headquarters are located in Illkirch Graffenstaden in the Urban Community of
Strasbourg in new facilities, especially built by the French Government, the Region
Alsace, the Department of Bas-Rhin and the Urban Community of Strasbourg. It is
located in a complex which houses parts of Université Louis Pasteur, Université Robert
Schuman and high tech Industries.
Over the evolution, however, ISU’s mission and vision have remained unchanged:
The “International Space University is founded on the vision of a peaceful, prosperous
and boundless future through the study, exploration and development of Space for the
benefit of all humanity. ISU is an institution dedicated to international cooperation,
collaboration and open, scholarly pursuits related to outer space exploration and
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development. It is a place where students and faculty from all backgrounds are
welcomed; where diversity of culture, philosophy, lifestyle, training and opinion are
honored and nurtured” (ISU Credo §2 and 3, Peter Diamandis, Todd B. Hawley, Robert
D. Richards, ISU Founders).
The vision of ISU is therefore:
- to be the preeminent institution for interdisciplinary, international and intercultural
space education and research that:
- develops and inspires future space leaders and professionals, in particular by
delivering innovative programs, both on and off the Earth,
- contributes to the creation, expansion, exchange and dissemination of
knowledge and ideas;
- to constitute a worldwide community that is a collaborative network of broadly
educated and visionary space professionals;
- to enable, with its community, the exploration, development and peaceful use of
space for the improvement of life on Earth and the advancement of humanity into
space.
And the resulting mission of ISU:
- to develop the future leaders of the world space community by providing
interdisciplinary educational programs to students and space professionals in an
international and intercultural environment;
- to serve also as a neutral international forum for the exchange of knowledge and
ideas about challenging issues related to space and applications;
- to deliver programs that impart critical knowledge and skills essential to future space
initiatives in the public and private sectors while they inspire enthusiasm, promote
international understanding and cooperation, and foster an interactive global network
of students, teachers and alumni;
- to encourage the innovative development of space for peaceful purposes so as to
improve life on Earth and enable the advancement of humanity into space.
In order to meet these challenges and to keep in step with the rapid changes in Space,
ISU questioned the Space Sector on its evolving needs in Education. A survey on Space
Training and Education was performed at the end of 1996: A questionnaire was sent to
the Human Resource/Personnel/Training Departments of 158 organizations in spacerelated agencies or industries in 17 countries worldwide.
An international workshop was held in Strasbourg 8-9 December 1996 on “Strategies for
Training Space Professionals”. During this workshop, 40 participants from 9 countries
answered the following questions: Given the trend in the environment, what are the three
biggest training and development needs and challenges? What are the most viable
options in training and development to meet these requirements? The participants
coming from industry (about 1/3), government (about 1/3) and academia (about 1/3), and
representing small, medium and large organizations, gave significant responses.
A Space Education Questionnaire seeking input on how to proceed to improve higher
education programs, professional development and training offerings in the field of
Space, was circulated in January 1997 to space agencies, space industries, foundations
and academic institutions. In order to digest all the information gathered, ISU and the
Space Agency Forum organized a workshop on Space Education held at ISU in May
1997. It was followed the same year by an IAF/ISU workshop on education held during
the IAF Congress at Turin in 1997. The year after, in cooperation with the Space and
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Education Committee of IAF and the SAF, ISU organized, during the International
Astronautical Congress at Melbourne in September 1998, a world workshop on
education. This workshop allowed more than 60 participants to discuss what skill-sets
and abilities are now required in the Space Sector, how educational institutions are
responding to these needs, and what is the best balance between initial basic education
and career-long educational renewal. The needs that emerged from all these inquiries
reinforced the vision of ISU and provided suggestions to better adjust its mission, its
pedagogy and the goals and contents of its programs to these needs.
The space world represents a rapid changing environment and, in order to comply with
its needs, educational programs require regular adjustments. On the basis of a new
inquiry in 2002, a new number of industry needs were expressed and evaluated. As
these needs revealed a large number of new requirements for lectures and workshops,
as well as more hands-on activities, two measures were taken:
• creation of two parallel streams, one more technical/scientific oriented and one
more management/policy oriented;
• the program was extended from eleven to twelve months.
After detailed examination of the programs offered, official accreditation from the French
Government was obtained in 2004 (decree MENS0400386A of 27 February 2004).
In line with its increasing international recognition, since 1998 the International Space
University has permanent observer status with the Committee for Peaceful Uses of
Outer Space (COPUOS) of the United Nations Office for Outer Space Affairs. ISU was
also granted full membership of the Space Agency Forum (SAF) in 1995 at the 3rd
meeting of the Forum, held in Oslo.
Furthermore, ISU is a member of the International Astronautical Federation (IAF). It has
been invited to contribute to several other international activities. They include AsiaPacific Regional Space Agency Forum (APRSAF), IAF Specialists’ Symposium –
“Bringing Space into Education”, World Space Workshop on Education, National
Science Week Steering Committee, etc…
The milestones of ISU’s – short – history are recapitulated in table 1.
Date
1987
1988
1993
1993
1994
1995
1996
2000
2002
2003
2004
2004
Milestone
ISU Founding Conference and Incorporation in USA
First Summer Session at MIT in Cambridge, Massachusetts
Strasbourg selected as Location for ISU Central Campus
First Affiliate Conference, Huntsville USA
ISU relocates to Strasbourg and Incorporates in Alsace
First Master in Space Studies (MSS) Program based in Strasbourg
First Short Programs (Symposium, Workshops and PDP)
Groundbreaking for ISU Central Campus Building
Official Opening of ISU Central Campus Building
First Introductory Space Course (ISC) held in Strasbourg
Official Accreditation by the French Ministry of Education
First Master of Space Management (MSM) Program
Tab. 1: ISU major milestones
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2. The ISU programs
Committed to excellence in space education, ISU offers, with the support of the world
space community and within an international and intercultural environment, specific
interdisciplinary post-graduate programs in Space Studies. These graduate programs
prepare professionals of all sectors to meet the present and future challenges of
international space cooperation, as well as the challenges implied by the restructuring of
the space sector.
Programs offered by ISU [ISU, 2006] are dedicated to the future career development of
graduate students and professionals from all nations seeking advancement in spacerelated fields. Tailored to the needs of postgraduates and professionals in the Space
sector or those who wish to work in this sector, ISU offers two kinds of programs:
i)
Programs delivered each year on a regular basis:
- three graduate programs: a twelve-month Master in Science (M.Sc.) of Space Studies
(MSS), a twelve-month Master in Science (M.Sc.) of Space Management (MSM) and a
two-month Summer Session Program (SSP)
- an Introductory Space Course: A one-week course providing a basic introduction to
space topics.
- two annual conferences, one of which being organized under the responsibility of the
Alumni: the Alumni Conference and the ISU Annual Symposium.
ii)
Short programs (1 day to 2 weeks),
Delivered on demand and/or to respond to a specific need, these programs include:
Professional Development Programs, Workshops, Short courses, and Forums
Participation in International Space University Programs is open to individuals and
institutions of all nationalities. As an open academic forum, ISU welcomes open and
free discussions within its network respecting its Code of Conduct and Ethics.
These programs are presented in more detail in the program handbooks, and the web
site of ISU [ISU, 2006].
In order to meet the needs expressed by industry, the pedagogy aims at giving each ISU
student
- an understanding of the interactions between all the space-related disciplines,
leading to a coherent view of the Space and Space-related activities, understood as
a complex system;
- an appreciation of global perspective, and of the challenges presented by the
international character of space activities and their applications, including the
differences in method and logic which underlie planning and decisions largely
influenced by cultural and disciplinary backgrounds.
In addition, the pedagogy reinforces active participation of the students in hands-on
exercises in order to give them the ability:
-
to make appropriate decisions at the appropriate time, using critical thinking and
foresight,
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to understand the methods of working and of management in various countries,
to lead international teams and to manage international projects by taking care of the
different cultural approaches, the political and legal implications and the budgetary
and financial issues,
to communicate with the different partners and the public, and to bridge industrial,
governmental and academic perspectives.
A short presentation of the respective programs is given hereafter.
Master of Science Curriculum (MSS and MSM)
MSS and MSM are graduate-level program degrees designed for individuals seeking
professional development or further academic study. These advanced professional
degree courses entail twelve months of highly intensive graduate study and includes a
three-month professional internship and several trips and visits of professional interest.
The main elements of the programs are:
- a balanced series of lectures covering all major disciplines related to space, with
workshops and roundtables,
- a series of lectures on contemporary space-related issues and events which as a
whole provide an interdisciplinary and intercultural education,
- team Design Projects involving most, if not all, of those disciplines,
- individual Projects performed during the academic year and during an internship
period,
- professional visits and participation in the ISU Annual Symposium,
- skill training.
(Courtesy of ISU)
Fig. 4: A typical ISU MSS class
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This broad program is complemented by more detailed study in the area of the individual
student’s main interest achieved through advanced lectures, specialized seminars,
Individual Projects and through a student Internship period for practical training at a
chosen ISU partner.
The course is divided into five modules, which can be taken over a period of up to seven
years. Students having successfully completed a Summer Session can join directly
Module 2.
The curriculum is structured in such a way as to build progressively upon the knowledge
assimilated during each module, simultaneously broadening cross-disciplinary scope
and acquiring more specific knowledge in each field. The delivery of the program is
tailored to make sure students understand the relationships and interaction between the
various components and disciplines related to space activities at each phase of a space
program or space mission.
The program also provides for the acquisition of necessary skills such as efficient teamworking, international project management, presentation and computer skills, and
information retrieval. It provides experience of different cultures and problem solving
thanks to 3I teams.
The general structure of the Master programs and the interaction between both streams
is given in Figure 5.
SSP
Module1
MSS
Module 2
Module3
Core
Curriculum
Common to
Team Projects
by
Teams
composed
of students of
both Masters
MSS
MSM
Module 4
&
MSM
Module 5
Internship
Internship
Fig.5: Structure of the Master programs and interrelation with SSP
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Summer Session Program (SSP)
The ISU SSP is an intensive 9-week academic experience at the post-graduate level,
dedicated to teaching the international, interdisciplinary and intercultural aspects of the
exploration and development of space for peaceful purposes. It provides an overview of
international space activities. The interdisciplinary curriculum opens the students to new
perspectives on the world’s space activities,
All the major space-related disciplines are studied through interaction with an
international faculty, eminent in their respective fields. This, in combination with the
teamwork of a Design Project, broadens the participants' knowledge beyond that of their
original specialization and gives them a greatly improved awareness and understanding
of all space-related activities.
The general structure of a SSP is given in Figure 6.
Week 1
Week 2
Week 3
Week 4
O
E
R
X
I
A
E
Core Lecture Series M
N
I
T
N
A
A
T
T
I
I
O
O
N
N
Week 5
B
R
E
A
K
Team Project
Week 6
Week 7
Week 8
T
h
e
m
e
D
a
y
Week 9
T
P
Team Project (TP)
Individual Assignments
Student / Faculty Workshops
Distinguished Lecturer Series
Fig. 6: SSP Structure (SSP06)
Presently, the SSP curriculum comprises:
- a Core Lecture Series giving all students a common fundamental knowledge on Space,
Space programs and Space related activities,
- Theme days presenting keys/issues of Space with an interdisciplinary approach,
- a Distinguished Lecture Series, giving the point of view or presenting the experience of
persons who have made outstanding contributions to Space and/or space-related
activities,
- Faculty/Student workshops, giving students the opportunity to discuss with faculty
problems of their interest or to have practical applications of the knowledge given in
the lectures,
- Individual assignments performed under the supervision of the Faculty in the frame of a
Department,
- a Design Project, performed within an international team of students and giving each of
them the opportunity to learn and practice team-working and project management in
the design of a phase A project,
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R
E
S
E
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- Experience in different cultures and problem-solving approach within departmental
activities and Design Project Teams.
The Introductory Space Course
A need was identified, as the result of the questionnaires, to organize an introductory
course covering synoptically Space topics. The target group for this course is much
diversified and comprises inter alia:
-
non-technical space managers from departments such as finance, legal affairs,
outreach…
technical specialists looking for a refresher course and an extension into other
domains, such as space law and policy,
space enthusiasts in general,
policymakers from (inter) governmental organizations involved in space-related
applications.
The course is organized during five days at ISU by the ISU faculty, who are experienced
in transmitting the different concepts to a broader audience.
The course will be organized in 2006 for the third time with increasing success. A typical
program is shown in Figure 7.
Fig.7: Example of an Introductory Space Course (ISC)
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Human resources are key factors in the development and progress of space technology
and its uses for the benefit of humankind. How should we educate space professionals
so that they are able to meet the needs and challenges of this evolving sector in a
changing world? The question takes on added importance when it is appreciated that
space programs worldwide are becoming increasingly international and commercial in
nature. In order to give an appropriate answer, the International Space University (ISU)
was created to inspire, educate and train the future professionals of the emerging global
space community.
The main needs resulting from the changes in the space sector identified after the series
of inquiries presented earlier are summed up in Table 2.
All
Engineers &
Scientists
Business
Management
Policy &
Decision
Making
Providers
Users
Inter-disciplinary, Intercultural and International approach of knowledge
International & intercultural opening,
Teamwork within international, intercultural and interdisciplinary teams
• New skills to achieve faster,
• New skills to
- evaluate potentials of space
better, cheaper products
• Understand users needs
- use and sell space “products”
• Understand technical
constraints
• Respond to user needs
• Become “intelligent” customer
•Technology management
• Able to develop business and marketing within complex political,
cultural, administrative and commercial structures
• Appreciation of global perspectives and of the challenges of Space
• Understand other cultures, other national ways & practices contracts,
policy, risks/liability/control,
Tab. 2: Skill analysis resulting from inquiries
In order to meet these needs, the ISU programs aim at:
- developing the creativity and the value of each ISU graduate and to inspire their
enthusiasm on Space and Space-related activities, encouraging independent
thoughts and a spirit of initiative;
- providing each ISU student with:
- a basic knowledge, both technical and non technical, in all space-related
fields, covering scientific, technical, legal, commercial and social disciplines,
- an understanding of the interactions between all these disciplines, leading to
a coherent view of the Space Sector and space related activity,
- an appreciation of global perspective, and of the challenges presented by
understood as a complex system, the international character of space
activities and their applications, including the differences in method and logic
which underlie planning and decisions, largely influenced by cultural and
disciplinary backgrounds,
- developing each ISU student’s skills in critical thinking, strategic planning and
foresight, organization, management, team building and presentation;
- giving each student the opportunity;
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-
-
to apply this knowledge and these skills in dealing with interdisciplinary and
international issues and challenges;
- to learn how to interact an work in an international and multicultural
environment using English language;
- to participate in a multidisciplinary design study emphasizing new ideas, and
developing team working and project management skills in an international
environment;
making each ISU graduate part of a network of colleagues with a similar interest from
around the world.
To this end, ISU programs are taught by an international teaching & research body of
renowned individuals from academia, industry, and space agencies. Since ISU teachers
come from different organizations, different cultures and different nationalities, they give
ISU students the opportunity to approach the issues dealt from different points of views,
different culture and different nationalities.
By providing such a unique experience highly valued by the alumni, the programs of ISU
are an ideal forum for participants to forge relationships with each other and with
distinguished space professionals and alumni from around the world. The participants
are introduced into a very efficient and dynamic professional network that includes
leading figures from space-related industries, government, international organizations
and universities around the world, paving their way for success.
In order to fulfill its international commitments, ISU is an international “Network
University” which is composed of an Institutional network, a professional network linked
by an electronic network.
This network comprises:
- the Central Campus located at Illkirch, a city of the Strasbourg Urban Community in
FRANCE, where the Headquarters are located;
- ISU North American Office, located in Washington DC in the USA;
- 21 Affiliate Campuses in different countries across the five continents;
- 18 Summer Session Host Institutions, spread out among the continents;
- Internship Host Institutions also spread out in the four continents of the world;
- National Liaisons and Foundations spread throughout the world;
- ISU Faculty and Lecturers from around the world who form an invaluable international
resource of knowledge and experience;
- Sponsors and Partners (University and Research Institutes, Industries, Space
Agencies,);
- ISU alumni, who form a vibrant and global network of 2400 highly dedicated
professionals, grouped within different Alumni Associations;
- Governing members; and
- Members of the various ISU governing boards and councils.
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Fig. 8: The ISU Network
Thanks to this unique international network, ISU provides its students with an equally
unique international and intercultural experience, giving them the opportunity to meet
key members of the space community coming from all the parts of the world. It offers
them the opportunity to be part of a very efficient and active international network.
3. Achievements
Being designed to meet the needs of the Space Community, the programs enhance the
future career development of graduate students and professionals from all nations and
with all backgrounds seeking advancement in space-related fields and a widening of
their perception of the sector. In order to do so, it is necessary to continuously adapt
both initial and continuing education to the rapid evolution of techniques and utilization of
space. That implies a need to update not only the curriculum of the programs of the
programs but also to seek for frequent feedback from users.
An important contribution to this geographical spread are the summer session programs
(SSP), which have taken place all over the world, as is noted from Figure 9 and Table 3.
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Fig. 9: ISU SSP locations
Date
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
SSP Location
MIT, Cambridge, MA, USA
Univ. Louis Pasteur, Strasbourg, France
York University, Toronto, Canada
Ecole National de l’Aviation, Toulouse, France
Kitakyushu Institute, Japan
University of Alabama, Huntsville, AL, USA
Universitat Autonoma de Barcelona, Spain
Royal Inst. of Technology, Stockholm, Sweden
Austrian Soc. for Aerospace Medicine, Vienna
Rice University, Houston, TX, USA
Cleveland State Univ., Ohio, USA
Suranaree Univ. of Tech., Ratchasima, Thailand
Univ. Tecnica FSM, Valparaiso, Chile
University of Bremen, Germany
Cal Poly Pomona, Los Angeles, CA, USA
ISU Central Campus, Strasbourg, France
University of South Australia, Adelaide, Australia
University of British Columbia, Vancouver, Canada
ISU Central Campus, Strasbourg, France
Tab. 3: SSP locations
This geographical distribution of SSP locations is a deliberate choice for a number of
reasons. The visionary character of ISU wants to bring space closer to the overall
worldwide community for which the emphasis is different. Emerging development
countries’ interests lay primarily in space applications. The first need is related to
communications. The risk of broadening the gap between developed and developing
countries due to lacking access to (broadband) communications is recognized and called
the ‘digital divide’. The use of communication satellites in such countries, where
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terrestrial lines are difficult to install due to the considerable distances, is therefore of
paramount importance.
Another important space application for these countries is remote sensing, which can be
supportive for basic needs such as detection of water sources, planning of infrastructure,
agricultural applications etc., all of them important for developing countries with such
basic needs. This is a first and essential reason for this geographical distribution,
allowing young professionals from such countries to participate easier in these
programs.
A second reason is of an even more philosophical nature. Bringing space to such
countries gives a strong outreach effect for space activities in general. Many examples
of this can be quoted, however, one of the more visual ones happened in Chile in 2000.
Based upon a project executed by the students during the Summer Session, the basic
texts for a Chilean Space Agency were developed by the ISU participants. This
impressed the government to the extent that indeed such agency was created. The
outreach effect is equally strong in other countries. The international effort has led to a
gradual distribution of the 2600 ISU alumni, covering a considerable part of the world’s
map as can be noted from Figure 10.
The ISU Network
ISU students have come from 91 countries around the world
Fig. 10: International ISU alumni network (status 2006)
If we would express such map in density, the picture would be very different. Present
space-faring nations, in particular the USA, Europe, Canada and Japan are representing
the majority of participants to the ISU programs. This balance is gradually shifting with
an increasing participation of participants from India and, in particular, from China.
Due to the limited number of unrestricted scholarships, there is an under-representation
of participants from Latin America, Southeast Asia and, in particular, Africa. There are
topical exceptions, like the case of Nigeria where many of the middle management of the
Nigerian Space Agency are ISU alumni, but these cases remain unfortunately
exceptional.
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There is one other misbalance where ISU tries to take a remedial action: in order to
restore the gender distribution in the space sector. The aim of ISU is to have at least
30% female participants in its programs as well as in its teaching community. Also here,
this target is gradually being achieved.
The outreach effect is also linked to the fact that ISU is more and more recognized as a
forum where space activities can be discussed internationally, unconstrained by national
or political conditions and unencumbered by any particular bias. As such, the yearly
symposium is gaining more and more importance and attracts participants and decision
makers from different space organizations and companies.
Fig. 11: View of ISU symposium session
Many organizations have discovered this ‘independent platform’ function of ISU’s
symposium and strongly support this activity. Specifically in cases where policy issues
are concerned, this function has been appreciated. This has been recently the case with
Satellite navigation systems, in particular during the Galileo period and relevant
discussions in 2003, where US and European experts openly discussed compatibility
issues.
Similarly, in 2005, exploration has been used as a topic. Here also, the theme of
cooperation between the classical International Space Station partners and/or the
leading role of the US in such an endeavour led to interesting debates and exchanges of
opinions, also thanks to the presence and interventions of Russian and Chinese space
experts at the symposium. An overview of the symposia is shown in Table 4.
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2005
2004
2003
2002
2001
2000
1999
1998
1997
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Previous Symposia
Why the Moon?
Space Exploration: Who, What, When, Where, Why?
Civil, Commercial and Security Space: What Will Drive the Next
Decade?
Satellite Navigation Systems: Policy, Commercial and Technical
Interaction
Beyond the International Space Station: The Future of Human
Spaceflight
Smaller Satellites: Bigger Business? Concepts, Applications and
Markets for Micro/Nanosatellites in a New Information World
The Space Transportation Market: Evolution or Revolution?
International Space Station: The Next Space Marketplace
Space and the Global Village: Tele-services for the 21st Century
New Space Markets
Space of Service to Humanity: Preserving Earth and Improving Life
Tab. 4: ISU Previous Symposia
Obviously achievements and results need to be consistently monitored and measured.
The origin of SSP and MSS/MSM participants is basically different. Whereas the first
category is a beneficial mixture of graduates and professionals, the latter is mainly
composed of recent graduates or professionals from other space sectors, interested in a
“reconversion” to the space sector. Based upon this, the success of ISU as a provider of
managers for the space sector is more representatively measured by the master
program flow.
In 2004, extensive research was done in ISU to trace the transfer function of the MSS
program in terms of which sectors students came from and where they went on to after
they graduated.
This was done by a questionnaire to the three last Master classes, followed up by calls
and contacts that provided data on some 104 past students from a total of 128 members
of MSS02, MSS03 and MSS04 classes. The results are shown in Figure 12.
New Graduates
12**
18
59
MSS
Non Space108
39
10
21
20
70
Space
21
Notes : ** The figure of 12 includes those continuing on
to PhD studies and a few in the ‘unemployed’ category
Fig. 12: Transfer function of the MSS program (ISU, 2004)
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Expressed in percentages, participants in the MSS program either had previous working
experience in the space sector (21%) or in the non-space sector (20%) or were fresh
graduates (59%). Whereas the ones coming from the space sector – mainly from space
agencies or other governmental organizations – returned to their working place, we note
that a large portion (39%) of those without previous working experience found a job in
the space sector. Also, half of the participants from the non-space sector (20%
incoming) found a job in the space sector (10%) bringing the overall percentage of new
graduates entering directly the space workforce up to 70%. To this figure we should add
those continuing their academic career by pursuing Ph.D. programs and entering the
space sector later, as well as the ones still looking for a job at the time the survey was
made.
These figures are important for the space sector due to an emerging problem: various
studies have shown the concern about the ageing space workforce, especially in
Western Countries. Built around a number of ambitious space programmes such as
Apollo, many young engineers and scientists were attracted by space careers. A
recession in the sector, combines with the emergence of other sectors (such as the IT
boom) have strongly reversed this process with appealing shortages predicted
[PEETERS, 2004]. The ‘’transfer function’’ of the ISU programs is therefore of growing
importance.
Indeed, a longer-term survey has shown that eventually 83% of the ISU alumni (i.e. all
categories mixed, including SSP alumni) is pursuing a career in the space sector. As
many of them are reaching more important management functions in this sector over
time, it demonstrates the role of ISU as prime provider of future space leaders and
professionals.
4. Goal and Pedagogy of the Team Projects
As discussed above, gaining team-working skills within international and intercultural
teams was identified as one of the major needs of education expressed in the survey. In
order to meet this very specific need, an important part (25 to 30%) of both the
MSS/MSM and the Summer Session Program of ISU is devoted to international and
intercultural team-working. These activities are organized in such a way that the
students have the opportunity
- to learn the process of organizing and managing a team project in an international and
intercultural team, and
- to perform a feasibility study on a topic of interest to the space sector, which integrates
all the disciplines involved and the international and intercultural perspectives.
The team project has three main objectives:
i). The team project provides students with the opportunity to put into practice what they
have learned from the lectures, workshops and other presentations. Students are faced
with the challenge of dealing with the design of a complete system involving all
disciplines and where conflicting requirements emerge and tradeoffs must be made. The
capabilities of all current national and international space programs must be evaluated
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with regard to their relevance to the team project, and concepts for new international
programs need to be developed.
ii). The team project provides students with the opportunity to experience and
experiment with top-level decision-making processes within a multicultural environment.
It is a considerable challenge to the student group to develop their own method for this
process. The intensity of the teamwork rapidly exposes the great diversity of approaches
stemming from the cultural backgrounds of the students. Every single student has to
make adjustments to his or her way of working in order to achieve a successful group
effort.
iii). The end-product of the team project activity is a report, which is the subject of a
formal presentation at the end of each program. The report describes a conceptual
design for the chosen space program, covering all aspects - technical, financial,
organizational, political, etc. These reports have served, as a whole or in part, as
resource material to the world space community.
Team projects, both in MSS/MSM and SSP are probably the best way to illustrate the
relation between a discipline and the interdisciplinary approach of ISU.
5. Conclusion
ISU has achieved a great deal in two decades and has become a worldwide recognized
institution in the field of space education. Thanks to its presence at different forums and
its role as an independent platform of space knowledge transfer, ISU’s reputation has
extended far beyond this and it has gained a reputation via its symposia and studies.
Its main objective remains to prepare the next generations of space professionals to
work in an interdisciplinary environment, at the same time operating in a new
international context with new space partners. This way, yearly the family of alumni will
grow and become an even more important player in the space world.
Such achievements and reputation have been reached by teamwork as well, in this case
by a team of staff, faculty and affiliates which have step by step contributed to the
establishment of ISU’s present worldwide reputation, seeded by the innovative thoughts
of three young space enthusiasts two decades ago.
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References
Becker, F. Approach of International Space University to Space Education: ISU’s
Educational Model (ISU, April 2002).
Diamandis, P. and Sunshine K., Creating an International Space University. (AAS-86324. 1986).
Hawley, T. Space Generation, Paper IAF-86-360 (IAF, Innsbruck, 7.10.1986).
ISU, Visysphere Mars, MS05 Team Project (ISU, 2005).
ISU, Cassandra, SSP05 Team Project (ISU, 2005).
ISU, www.isunet.edu , (ISU, 2006).
Peeters, W., Space Commercialization Trends and Consequences for the Workforce.
Acta Astronautica, 53 (2003) pp. 833-840.
Peeters, W. and Farrow, J., Recent trends in Space Education at University Level. IAC
paper IAC-04-P.2.02. Paper presented at IAC Congress, Vancouver, October 2004.
Rees, Martin J., “Our Final Hour: A Scientist's warning: How Terror, Error, and
Environmental Disaster Threaten Humankind's Future in This Century--On Earth and
Beyond”, Basic Books, New York, NY, 2003.
Rycroft, M., “Space Exploration Goals for the Twenty First Century”. Paper presented at
the ISU Symposium, December, 2005.
Sagan, Carl, “Cosmos”, Random House, New York, NY, 1980.
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