Industry-based curriculum design & evolution

1. Industry-based curriculum design & evolution Dr Joanna Drugan University of Leeds Centre for Translation Studies http://www.leeds.ac.uk/cts/

2. Background • MA in Applied Translation Studies • Programme designed & delivered in conjunction with industry • Average student numbers: 50 • Range of languages: 11+ (including Arabic, Chinese, Greek, Japanese, Russian) • Minimum range of tools: Catalyst, Déjà Vu, Passolo, Transit, Translator’s Workbench, Wordfast Joanna Drugan, CTS, University of Leeds

3. Talk map • Evolution of industry & training provision • Training gaps • Recent research-led positive developments: • Questionnaire-based research into industry & alumni expectations • EU-funded eCoLoRe project • Conclusion: negatives & positives Joanna Drugan, CTS, University of Leeds

4. Recent changes in the translation industry • Global communication • Increased volumes of multilingual documentation • Multiple file types • Translation and localisation • Time constraints • CAT tools Joanna Drugan, CTS, University of Leeds

5. LETRAC summary • LETRAC: Language Engineering for Translators’ Curricula, EU-funded study of European translator training provision, 1999 • In most European countries, the job profile of translators has changed or is about to change Joanna Drugan, CTS, University of Leeds

6. LETRAC conclusions • Translators do not feel well prepared by their institutions for the real world of work • All training institutions have more or less failed to prepare translators for the real market situation by not providing them with the required [computer] skills • Training in IT should be obligatory Joanna Drugan, CTS, University of Leeds

7. Not just LETRAC… • Lambert (1996: 291): ‘The bureaucratic protection offered by the institutionalization of diplomas, curricula and institutes will not survive the globalization and the worldwide competition process unless it will be open to continuous revision, adaptation, tests, research and discussion.’ Joanna Drugan, CTS, University of Leeds

8. LETRAC • Conclusions: • A ‘translator profile’ • Suggested curriculum content • Problem: • Rapid and ongoing evolution of industry • Simply adopting LETRAC’s proposed curriculum would mean we trained translators fit for work in 1999, not necessarily 2004, far less 2030 Joanna Drugan, CTS, University of Leeds

9. Questions • How far are we already responding to industry needs? • How can we continue to provide professionally relevant and academically rigorous training as the language industries evolve? Joanna Drugan, CTS, University of Leeds

10. Training provision • ‘LE/IT in translator curricula vary from nothing but basics in word processing to a broad range of sophisticated software tools (terminology management, translation memory, machine translation, Telecommunications/Internet, CD-ROM-based information systems...).’ – LETRAC • Better awareness and range of courses Joanna Drugan, CTS, University of Leeds

11. Training provision • New courses • Introduction of technical training to existing courses • Increased range/breadth of technical training where it already existed • More tools covered Joanna Drugan, CTS, University of Leeds

12. Training gaps • Language pairs • Uneven development • Technical support • Difficulty of recreating real-world scenarios in the classroom • Optional • No technical training at all… Joanna Drugan, CTS, University of Leeds

13. Positive developments • Unicode • New tools – Wordfast • TMX format & LISA standards • Academics sharing materials and methods • Employers’ awareness Joanna Drugan, CTS, University of Leeds

14. The way forward – industry research • Wright (1998: NP): ‘Close cooperation between industry and academia is essential in order to meet market needs.’ • Research into continuing evolution of the industry • One example: ongoing questionnaire-based investigations of what Language Service Providers want from graduates • Available at http://ecolore.leeds.ac.uk Joanna Drugan, CTS, University of Leeds

15. Research findings • LETRAC ‘translator profile’ comparison • Advanced word-processing skills: 100% essential or desirable • DTP skills: 60% • Translation Memories and Terminology Management: 87% • Machine Translation: 40% • Practical problem solving techniques Joanna Drugan, CTS, University of Leeds

16. Research findings • Reliability • Flexibility • Technical and linguistic accuracy • Speed • General computer skills – ‘not a technophobe’ Joanna Drugan, CTS, University of Leeds

17. Academics too • Wilss (1999: 236): ‘What is required today are practical knowhow, mental agility and a balance of rationality and imagination, routine and creativity.’ • Need for trainers to develop graduates’ self-reliance and confidence when faced with new technologies in future Joanna Drugan, CTS, University of Leeds

18. The way forward (2) - Alumni research • Wagner (ND: 401): ‘There never seems to be any formal follow-up, to see if a student’s academic training was appropriate to the world of work. Professional translators are rarely invited to give feedback to their former teachers.’ • Matching questionnaire for graduates, over 10 nationalities (incl. speakers of Arabic, Chinese, Japanese) Joanna Drugan, CTS, University of Leeds

19. Alumni research findings • Graduates believe even more developed technical skills are essential • Agreement on advanced word-processing skills, DTP skills • Translation Memory tools: 100% • Terminology Management tools: 95% • Machine Translation systems: >80% Joanna Drugan, CTS, University of Leeds

20. Alumni research findings • Practical skills • Website authoring & design • Individual comments confirming industry preferences: ‘Employers prefer universities which offer practical courses (i.e. less theory, less literature)’. Joanna Drugan, CTS, University of Leeds

21. Conclusions • Monitor the industry closely by ongoing research • Involve the industry in design and delivery of training • Train in transferable skills; ongoing monitoring of graduates Joanna Drugan, CTS, University of Leeds

22. Conclusions - negatives • Potential drawbacks: • Practical • Curriculum content: ‘Academia to turn curricular interests away from outmoded concentrations in areas where there is no market demand’ (Wright, ibid.: NP) – consequences? • Lack of competent teaching personnel • Need for ongoing training Joanna Drugan, CTS, University of Leeds

23. Conclusions - negatives • Potential drawbacks: • Poor quality of training materials, time implications of designing materials • Uneven development? • Continuing and speedy evolution of industry requirements Joanna Drugan, CTS, University of Leeds

24. Conclusions - positives • Positive aspects: • Recruitment • Relevance • Skills • Recent developments: eCoLoRe Joanna Drugan, CTS, University of Leeds

25. Conclusions - positives • New sharing of relevant training materials • www.ecolore.leeds.ac.uk : • Source files • Translation memories in over 20 languages • Glossaries • Definitions of key terms • Reports on evolution in conjunction with industry (SAP, Atril) Joanna Drugan, CTS, University of Leeds

26. Conclusions - positives • Excitement? • Kingscott (1996: 296): ‘If taught properly, this can become quite exciting. Teaching the technical translator of the future could really open up New Horizons. The translator becomes proactive rather than reactive’. Joanna Drugan, CTS, University of Leeds

27. Summary • Research into our industry • Communication with partners • Evidence-based knowledge to plan training • Flexibility, openness to new ideas, approaches and working methods • Ongoing commitment to learning and change Joanna Drugan, CTS, University of Leeds