1. Developing tomorrow’s project managers – Academic learning meets work-based practice.

2. 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

3. 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.

4. 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).

5. 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

6. 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

7. 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.

8. Methodology 1.Literature review. 2.Recruitment of consultants. 3.Questionnaire to practitioners. 4.Academic Steering Group. 5.Staff development. 6.Shadowing of professionals.

9. 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

10. 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.

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

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

15. Project Evaluation Tools 1.Quality of deliverables 2.Feedback Students Consultants Steering Group 3. Fulfilment of objectives and TLQIS criteria

16. What can be improved? 1.Group dynamics 2.Assessment criteria 3.IT Training 4.Proofreading

17. 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.

18. 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@salford.ac.uk www.languages.salford.ac.uk