developing tomorrow’s project managers – academic learning meets work-based practice
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Developing tomorrow’s project managers – Academic learning meets work-based practice. ATC Conference – 21 st September 2006. Developing tomorrow’s project managers – Academic learning meets work-based practice. Presented by Chus Fernández Prieto Paqui Sempere Linares School of Languages. - PowerPoint PPT PresentationTRANSCRIPT
Developing tomorrow’s project managers – Academic learning meets work-based practice.
ATC Conference – 21st September 2006
Developing tomorrow’s project managers – Academic learning meets work-based practice.
Presented by
Chus Fernández Prieto
Paqui Sempere Linares
School of Languages
Overview of presentation
1. Background and Rationale for project.
2. Objectives.
3. Methodology.
4. Design of Simulation Task.
5. Simulation Task.
6. Project Evaluation.
7. Conclusion.
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 student’s need to be initiated into translation as a ‘professional’ enterprise”
(Kiraly 2000: 31).
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
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
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.
Methodology
1. Literature review.
2. Recruitment of consultants.
3. Questionnaire to practitioners.
4. Academic Steering Group.
5. Staff development.
6. Shadowing of professionals.
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
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.
Training Provided
Face to face seminars: academic and professional led.
Blended learning: extra materials available in VLE.
Specialist IT training: CAT tools, Excel, etc.
Assessment: Deliverables
Quotation and 1st Report for client (Planning)
2nd Report (Tracking).
Translated text, Invoice, TM database and Final Report (including a Reflective Statement).
Project Evaluation Tools
1. Quality of deliverables
2. Feedback
• Students
• Consultants
• Steering Group
3. Fulfilment of objectives and TLQIS criteria
What can be improved?
1. Group dynamics
2. Assessment criteria
3. IT Training
4. Proofreading
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.
TPM Simulation Task
For more information contact:
Ms. M J Fernández/Dr. P Sempere
School of LanguagesThe University of SalfordGreater Manchester M5 4WTUnited Kingdom