Ground Segment Integration into the Concurrent Design Process: An ESA Academy & TU Darmstadt Study

Concurrent Design (CD) is a collaborative approach that optimizes system design by involving multidisciplinary teams. While CD methods are commonly applied in space systems conceptual design, their focus has primarily centered on space segments and payloads. Ground segment and utilization aspects were typically considered only at a higher level, and favoring conventional approaches and designs. The pressing need for CD within Ground Segment and Operations (GS&OPS) arises from the distinctive requirements of space ventures. The ever-increasing complexity and interconnection of ground segment components, including the expansion of constellations and formations, demand an adaptable framework to effectively manage these intricacies. Moreover, the rise in automation, autonomy, and the integration of non-space entities into distributed operational strategies underscores the necessity for a tailored CD approach within GS&OPS. Additionally, the emergence of advanced information technology, characterized by AI techniques and web- and cloud-based system configurations, intensifies the call for a CD process that seamlessly aligns with Model-Based Systems Engineering (MBSE) methodologies in this domain. At the Technical University of Darmstadt, a joint ESA-TU Darmstadt Concurrent Engineering Lab (CEL) has been established, providing the environment for research on CD in GS&OPS conceptual design. This paper delves into the unique collaborative experience that emerged between the ESA Academy and TU Darmstadt in September 2023. Unlike in traditional ESA educational CD workshops, for the first time the aspects of ground segment and operations were elevated to be a fully integrated but equivalent element of the concurrent design process. Teams were divided between Space Segment (ESA Academy) and GS&OPS (TU Darmstadt), presenting novel challenges such as domain allocation, novel system architecture modelling within the CDP4-COMET framework, and the imperative need for effective communication between the two multidisciplinary teams. The paper describes the novel methodological approach as well as the experiences from preparation and execution of the concurrent design activity. The primary focus is to report on relevant insights derived from the practical experiences. Although being worked out in an educational context, the concepts and results showed good potential for enhancing the conceptual design processes in general.