The University of Birmingham’s Department of Metallurgy and Materials played host to our very first SIG Academic Workshop last week and we’re sure it won’t be our last! We brought representatives of academia and business together to have an honest discussion on the engagement of young people in the satcoms sector and how we go about addressing the skills shortage that exists within our evolving industry as demands shift from hardware to software-based networks. Academia forms a key part of the answer to the conundrum of how we make satcoms more accessible and appealing to students. Our universities are where many of our engineers come from, and the alarming skills gap that has opened up is cause for great concern.
David Wilkinson of the National Space Academy kicked us off. The Space Academy was established with an aim to create a programme that could use inspirational contexts from across space science (exploration, astronomy and satellite applications) to utilise in the core science curriculum at high school level. The Academy has helped students to move on to apprenticeships with top aerospace companies such as Rolls Royce. It holds masterclasses, careers events and space camps and collaborates with overseas space agencies such as SANSA in South Africa to work together and offer opportunities to students.
Space Survey lifts the lid on challenges
David explained that the Space Sector Skills Survey had lifted the lid on the extent of the problem facing the industry. It was identified that software and data and commercial operations are where companies are most lacking in terms of skills, and the impact of the skills gap is worsening. There has been a 29% rise in major impact caused by lack of skills to companies over the last five years and, though there has been significant expansion in the space sector, this is also fueling the skills gap as there are simply not enough people to fill it.
There are a few major issues that are contributing to this problem.
- Lack of transferable skills such as presenting and project management.
- Smaller companies often don’t have time to spend with apprentices or the money to employ then, even on a short-term basis.
- Retention is becoming more difficult, especially in larger companies. This can be down to people exiting the industry for better paid employment, but it is also more due to poaching of individuals across organisations.
Software skills – a true skills gap in a new age of satcom
The experts gathered all agreed that a key challenge facing the satcom sector is a gap in software skills. Not enough emphasis is placed upon this despite the fact that software permeates into our everyday life across every industry. At the school level, there is a lack of focus on software, on coding and promoting these essential skills. Combined with teacher shortages, this part of education is being left behind as the curriculum focuses on the ‘core’ subjects.
It was argued, however, that software is used extensively at universities such as Birmingham where a great deal of expense is outlaid on licences for software, but the problem is that students are not reflecting the experience they have gained throughout their university career on their CVs. Additionally, when undergraduates come to university, their experience of software tends to be very mixed, and many are not confident in their ability to write code. This is often further complicated by the fact that there are many bespoke types of software used for every project which fuels the debate of whether software could be standardised – but that’s a whole other discussion.
Does satcom have an image problem?
The extreme shortage of RF engineers in particular is a headache for companies and there is a problem with attracting electrical engineering students. The universities have noticed that students are struggling with the maths element of the courses and have even taken steps to reduce the amount of maths involved in electrical engineering courses. However, it has been the case for several years that many students decide to drop out of these courses and many don’t go on to specialise in electromechanics at all as they don’t think of how it can be applied to a career. RF itself forms only a very small part of the curriculum. When students do graduate with electrical engineering degrees and search for work, they are snapped up by large corporations and whereas the military used to feed talent into the satcom industry, this link no longer exists.
Not all rockets and astronauts
So perhaps satcom really does have an image problem. From a young age children are ‘inspired’ by talk about rockets and astronauts, but there’s not the same level of appreciation that satellites are an essential part of our daily life. They allow us to communicate, to navigate, to collect important data from a plethora of devices, to connect people in times of catastrophe. This needs to be included in the curriculum so that these real-world scenarios are being used to inspire rather than the age-old ‘do you want to be an astronaut’ conversation – still valid, yet unattainable for most.
Do universities and companies collaborate?
The group discussed how more industry-related projects for third and fourth year students would equal a huge improvement in terms of encouraging students to follow through with their degree all the way through to a career in the satcom space. The students must be made to feel that they are doing something that is of practical value. For many students, they see their course in the context of the university, whereas it has huge importance outside of the academic setting. If they are mentored by industry, then they can see the real-world relevance of their qualification which boosts engagement in their course and helps them to realise the potential for a future career.
Engaging with schools
Better engagement with schools by industry is fundamental to inspiring the next generation of satcoms engineers. There are some companies that produce contracts for staff that stipulate that they must visit local schools to engage with the students and to deliver meaningful sessions to inspire and encourage. There are also some excellent events that schools can become involved with that bring the industry together with young people but more funding is needed for this kind of outreach. At present, it is more volunteer focused and not made attractive for busy employees, yet its critical that this link is re-established to provide mentorship for students.
The Space Academy has recently started a series of space careers lessons comprising short videos that feature a space industry employee talking about their entire journey into the space sector and making this available to young people. Perhaps this could be replicated by aerospace companies or there could even be an opportunity to do this live, during an event that will bring the space workforce together with young people.
Times have changed, but we must adapt
The transformation of the space sector and the skills required has changed over the last decade but the way in which the industry interacts with young people and those drawn towards a career in space is of extreme importance. If we are going to inspire a new generation of engineers, it must start at a very young age and though tales of rockets and astronauts are very exciting, it’s critical that children understand what space and satellites do for us daily and why they are so important. There needs to be more emphasis on the importance of learning about software with more access to coding clubs in schools, for example. A more hands-on approach not only engages children, but it also gives them the confidence that they can achieve an end goal, whether that is writing some code or launching a smallsat. This must continue through high school along with engagement with satcom and aerospace companies that motivate young people to consider qualifications in satcoms after leaving school and then close engagement with universities to nurture and inspire undergraduates to use their qualification for a career in space.
The onus is on us as an industry to engage with schools and academia, to ask the right questions and to find the best ways to reach young people. It takes commitment and regular collaboration, but by coming together, we can start to build this incredibly important relationship, help inform the curriculum and support teachers, play a role in career decisions and eventually provide a path to employment through work experience and apprenticeships.