Developing tomorrow

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Developing tomorrows project managers Academic
learning meets work-based practice.
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ATC Conference 21st September 2006

• Developing tomorrows project managers
  Academic learning meets work-based practice.
• Presented by
• Chus Fernández Prieto
• Paqui Sempere Linares
• School of Languages

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Overview of presentation

• Background and Rationale for project.
• Objectives.
• Methodology.
• Design of Simulation Task.
• Simulation Task.
• Project Evaluation.
• Conclusion.

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Background and Rationale for the project

• Conventional translator training has focused
  almost exclusively on the transmission of
  translational expertise, and until recently, even
  the translator education literature paid little
  attention to the students need to be initiated
  into translation as a professional enterprise
• (Kiraly 2000 31).

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Background and Rationale for the project

• Traditional SoL MA/PgDip/PgCert programmes in
  Translating/Interpreting and Translating
• Strengths Translational knowledge.
• Weaknesses - Training gaps
• Knowledge of Translation Project Management
• Professional and enterprise skills

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Plugging the gap

• Our proposal designing and implementing a
  simulation task involving Translation Project
  Management.
• Funding Teaching Learning Quality Improvement
  Scheme (TLQIS)
• Project was developed 2005-2006

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OBJECTIVES

• Developing and innovating the PG curriculum.
• Developing a new set of training and assessment
  materials, both theoretical and practical.
• Enhancing the employability and enterprise skills
  of our students.
• Improving the quality of learning and teaching in
  our postgraduate translation programmes.

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Methodology

• Literature review.
• Recruitment of consultants.
• Questionnaire to practitioners.
• Academic Steering Group.
• Staff development.
• Shadowing of professionals.

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Designing the Simulation Task

• Pedagogical Considerations
• Real task
• Collaborative work
• Student centered
• Stress on PBL
• Learning by doing
• Process oriented

• Specific Considerations - programme / module
• No. of credits
• Teaching hours
• Key knowledge and skills
• Resources available
• Number of students

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The Simulation Task

• Student formed teams (4-6 strong) and created a
  TC with a specific name and logo.
• They decided on roles within team including a
  TPM.
• Were sent a translation project with brief by a
  client.
• Were in charge of delivering a successful
  project after 8 weeks.

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Training Provided

• Face to face seminars academic and professional
  led.
• Blended learning extra materials available in
  VLE.
• Specialist IT training CAT tools, Excel, etc.

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Assessment Deliverables

• Quotation and 1st Report for client (Planning)
• 2nd Report (Tracking).
• Translated text, Invoice, TM database and Final
  Report (including a Reflective Statement).

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Project Evaluation Tools

• Quality of deliverables
• Feedback
• Students
• Consultants
• Steering Group
• 3. Fulfilment of objectives and TLQIS criteria

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What can be improved?

• Group dynamics
• Assessment criteria
• IT Training
• Proofreading

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In Conclusion

• Partnerships between academics and professionals
  are paramount.
• Simulation tasks do work.
• Project promoted self-reliance and autonomous
  learning.
• Project provided successful development of
  professional and enterprise skills.

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TPM Simulation Task

• For more information contact
• Ms. M J Fernández/Dr. P Sempere
• School of Languages
• The University of Salford
• Greater Manchester M5 4WT
• United Kingdom
• m.j.fernandez_at_salford.ac.uk
• www.languages.salford.ac.uk