Student translation companies and internships. WP 6 Brussels 1-2 March 2013 Sonia Vandepitte University College Ghent University of Ghent

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1 Student translation companies and internships WP 6 Brussels 1-2 March 2013 Sonia Vandepitte University College Ghent University of Ghent 1

2 Why? The most effective method to learn and develop a new skill or behaviour, is by applying it while working Development at work takes place Via experience Via learning from colleagues Via special training sessions = 70/20/10 learning concept 70% 20% 10% The combination of forms renders each form more effective (Morgan McCall, Robert W. Eichinger en Michael M. Lombardo) 2

3 Survey Why?What? How? Examples of best practices? 1. Student translation companies 2. Internships Applicability in your own situation? Why have not you got student companies yet? Why are there no(t (good) enough) internships?

4 Who wants more time on internships than on std companies? Who wants more time on std cies than on internships? 4

5 Student companies 5

6 Questions Why? At which stage of students careers? How long? How to organize? Legal aspects (insurance, payment) Problems? 6

7 Why? Development of other skills University College Ghent: SBP = Small Business Project Development of skills and attitudes necessary for the job of a self-employed professional translator with a focus on entrepreneurial skills, incl. Set up and carry out projects Settle conflicts, negotiate, coordinate, communicate and act like a social person, work with others according to a time schedule Expand knowledge: terminology, background information, text genres, relevant translation studies (e.g. Gouadec 2007) 7

8 know that a client can be Selfconfidence found that the client appreciates the translation Responsibility for every task and shareholders money Risk taking find the right people Proactivity explore the market advertise the business on any occasion Initiative decide on the approach to set up their business Perseverance keep looking for clients Independence teacher does not give any instructions after the intro Creativity students design business, logo, website,

9 Regulations knowledge Communication skills Sector knowledge Management skills Management skills Service knowledge Analytical skills Knowledge of the economy Learning potential 9

10 What is it that keeps kept me you from organizing student companies? I did not have any example of student translation companies Students have had few entrpreneurial stimuli in their career Students know too little about the market, they do not know the deontological code, their translation skills are not proficient yet After the project teh students may have little more knowledge about the market (vs. A structured course) Students make errors so the school may lose face Students have too little experience with formal business relations Students and I have little experience with TPM There are no recent local market studies Translators are not extremely enthusiastic to help students I only have English and Dutch as my teaching skills

11 Vlajo = Flemish Organization for Young Enterprises Provides initial meetings on enterprises Regulates all financial matters (acts a virtual tax authority) Basic management matters Basic financial matters (invoices, virtual salaries, ) 11

12 JA-YE Europe Junior Achievement - Young Enterprise Europe (JA-YE Europe) is a registered not-for-profit association based in Belgium aim: bring together under one pan-european network the large number of national organisations offering Junior Achievement and Young Enterprise programmes across the continent The JA-YE Company Programme is recognised by the European Commission Enterprise Directorate General as a Best Practice in Entrepreneurship Education In Flanders: government agency Vlajo In UK: Young Enterprise is the UK s leading business and enterprise education charity Learning by Doing 12

13 nnual%20report_spreads_web.pdf Armenia Austria Belgium Flemish Belgium French Bulgaria Czech Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Isle of Man Israel Italy Latvia Lithuania Luxembourg Macedonia Malta Moldova Netherlands Norway Poland Portugal Romania Russia Serbia Slovakia Spain Sweden Switzerland Turkey United Kingdom (Annual report 2011) 13

14 SBP student activities (4-5 stds) look for a coach (translator / business person) set up translation agency, open bank account and distribute shares look for shareholders write a business plan market their business find and maintain relationship with a client translate text and set up a term base (revision possible) carry out administration write invoices make a balance manage their time (schedule, deadlines) log activities arrange meetings assess themselves and each other present their business to 3rd year students (and to all teachers in a session on teaching entrepreneurial activities) 14

15 look for clients write a businessplan advertise your company 15

16 Wat does the student expect from the professional coach? Have three meetings (1-2hrs) Be a mirror: listen to questions and plans What are the weak and strong points of our business plan? Do you have tips for our planning?, can you tell more about the client? How can I reach clients? Have you got ideas about promoting translation services? How can we be different from competitors? Is our price a good price? Strengthen their competences : tips from professional experience Possibly subcontracting a translation Assessment

17 Teacher role = coach Support Keep floating No steering Ask questions Trigger options and set them side by side Have students take decisions Have students decide on the rhythm Answer mails Invite them for a meeting if they ask for one

18 For external communication, I will give them model examples (and also tell them what they should not do) When they ask me a question by mail, but they should ask somebody else, I won t give them the answer myself. I ll refer them to the right person. When they have a problem, I will not solve it for them. I will take a step back and reformulate their problem. Ask them what are possible solutions? When they ask me questions about how to find clients, for instance, I tell them to contact business people with their questions. 18

19 Acting like an entrepreneur Learning by doing Enjoy doing things Know that risks may lead to losses But you will not lose yourself and yo can always start again dare take risks Enjoy experimenting Accept being unprepared in situations and ending them as a richer person Convey that an unprepared situation does not necessarily lead to loss of face

20 Let go If a student does not know particular item, and I think that knowledge is relatively important, i hesitate, but I do not mention anything, I do not give instructions, I just hope

21 Four class meetings Week 1: Guest lecture by a translation professional and Vlajo coach Week 2: Guest lecture by Vlajo coach: writing a business plan Week 11: Guest lecture by Vlajo coach: accounting Week 15: Presentation 21

22 Students fall and get up again Een student maakt een verkeerde inschatting over wat zij als vertaalopdracht kan aanvaarden. De revisor schrijft: Ik heb de tekst bekeken omdat ik je uit de nood wilde helpen en woord wilde houden, maar eigenlijk ben ik van mening dat je vanuit professioneel oogpunt deze opdracht moet (of had moeten) weigeren. Dit soort teksten is echt véél te moeilijk voor een niet-native, en bovendien pas afstuderende, vertaler. Zelfs ik (die ondertussen al vele jaren ervaring heb met Italiaans) zou zulk een opdracht nooit aanvaarden. Ik heb dus nu naar best vermogen en in de tijd die ik had de tekst eens doorgenomen en veranderingen aangebracht maar ik vind dit werk helemaal niet verdedigbaar en liefst zou ik hebben dat je je terugtrekt en de tekst niet aflevert. Mocht je beslissen de vertaling toch af te leveren, wil ik je graag vragen mijn naam NIET te vermelden of te associëren met deze tekst, aangezien ik weet dat de kwaliteit erg twijfelachtig is.

23 En de student voegt er zelf aan toe: Nochtans was ik met veel moed en overtuiging begonnen aan deze opdracht en dacht deze tot een goed einde te kunnen brengen. Toen ik de Nederlandse versie doornam zag ik dan ook weinig onoverkomelijkheden en het jargon leek me ook vertaalbaar. Ik had echt niet verwacht dat een grondige voorkennis vereist was om deze opdracht te aanvaarden. Anders had ik dat natuurlijk nooit gedaan.nu weet ik niet goed wat te doen voor de klant. Het meest gepaste leek me de vertaling door te sturen met de vermelding dat hij ondermaats is. De klant zou ik dan ook niks aanrekenen.

24 Assessment self assessment peer assessment teacher's assessment coach assessment Assessment by professional coach (40p) Self assessment (10p) Peer asssessment (50p) Assessment by teacher(s) (100p) Process Business plan Portfolio (sample): translation(s) (team mark), log files, financial documents, proceeds, term bases, marketing, customer base *optional (to be provided by students): client, commissioner or user assessment 24

25 Assessment Skills 5% self - social & professional skills individual (w1/12) w2/12 25% peer - social & professional skills individual (w1/12) w2/12 50% teacher - proceeds; goals reached - accuracy, clarity, language - higher order skills (insight/creativity) - based on: business plan, students report, (sampled) translations, students logs, financial documents, quality of termbase, marketing effort, clients that have been reached one mark for the whole team Process w2/2 Product w2/12 20% coach - (coach = translation professional, to be contacted by students themselves) - translation skills, communicative, social and organizational skills, client relations, market awareness opt ion al client / commissioner / user - evaluation or comments by the client (to be forwarded by students themselves) team (and optionally individual) team (and optionally individual) w2/12 w2/12 25

26 Self and peer assessment: social skills

27 Self and peer assessment: social skills 27

28 Professional management skills Think of solutions or alternatives Work according to schedule Stick to the deal Think of feasibility Finish tasks well under stress Make decisions Be satisfied only when the result is satisfactory Take responsibility Aim for the quality levels that have been set Show effort, dedication and energy 28

29 Assessment moments by students Process assessment Peer and self assessment At the end of the first term (does not count towards the end mark) After the Easter holidays 29

30 Assessment moments by teacher Process Weeks 2/2 and 2/12: intermediate assessment Product Week 2/12: assessment of business plan, report, translation 30

31 Discussion: Ghent situation At the start No experience with translation project management, but Absence of market studies, but. Weaknesses Shortage of translator coaches Few entrepreneurial / intrapreneurial models in previous training Little insight into the knowledge domains (sector, regulations and business economics) 31

32 Solutions and future steps Participation of the other language teachers (EN, DE, FR, ES, RU, CZ, IT and TU). Course on market regulations and business economics Collaboration between translation and economics students??? Start the Master s programme as a two-year programme in Combine entrepreneurial with academic skills? How to enhance collaboration with professionals? Participate in Enterprise without Borders? 32

33 departement Vertaalkunde Eva Boelaert Birgit Bracke Petia Iankova Tom De Vreese D.N.P. Express BVBA Patrick De Neef Michel Dierickxstraat Zingem Tel (32) KPMG International Avenue du Bourgetlaan 40 B-1130 Brussels Tel. 32 (2) Translations? YES! YES!Translations is een vertaalbureau dat zich specialiseert in financiële vertalingen. Wij bieden vertalingen aan in het Engels, Spaans, Frans en Russisch. Aangezien YES!Translations voornamelijk via het Internet werkt, is onze markt niet geografisch afgebakend. Het aantal talen waarin we gespecialiseerd zijn, stelt ons in staat om naast Vlaanderen vooral ook klanten aan te spreken in de Angelsaksische wereld. In de toekomst zullen we ons richten op Oost- Europa en zelfs op een aantal landen van de voormalige Sovjetunie, waar Russisch nog altijd de officiële taal is. This insurance guarantees a supplementary reimbursement of the costs that after contribution from the Belgian national Health Insurance Fund are still at the expense of the employees or their joined family members in case of hospitalization, including the costs contracted in the period of 2 months before and 6 months after hospitalization, or in case of serious illness. The insured person has free choice of nursing home and physician (who is legally authorized to practise). In case of admission into an accredited nursing home a large guarantee is provided. EAV4 SBP VERTAALPROJECT i.s.m. VLAJO o.l.v. Sonia Vandepitte 33

34 target Text to the point translations

35 Vertaalbureau Transletor 2010 Professional Spirits in Young Minds 35

36

37

38 References Thelen, Marcel. (2006). Going European: a plea for building a network of simulated translation bureaus. In: M. Forstner, and H. Lee-Jahnke (eds.), CIUTI-Forum Paris Regards sur les aspects culturels de la communication. Frankfurt am Main: Peter Lang Van den Berghe Wouter, Het belang van ondernemerschap in het hoger onderwijs. Toespraak opening Centrum voor Ondernemen UCG 17/4 (Studie- an Adviesbureau Tilkon) Vandepitte, Sonia. (2009). Entrepreneurial competences in translation training. In: Ian Kemble (ed.), Eighth Portsmouth Translation Conference Proceedings. The Changing Face of Translation. Portsmouth: University of Portsmouth Vandepitte, Sonia. (2009). Ondernemerscompetenties in de vertaalopleiding, deel I en II. In: De Taalkundige, 2009/1, Vol. 53, 3-8 en 2009/2, Vol. 54,

39 Internships 39

40 Questions Why? At which stage of students careers? How long? How to organize? Legal aspects (insurance, payment) Problems? 40

41 What if the student is not motivated? we firmly believe that what may look like unmotivated students are mainly symptoms of poorly designed courses. There is clear evidence that, to some extent, poor teaching practices exist: Passive course formats lacking engaging teaching/learning activities. Lack of feedback during the course. Lack of the use of assessment as a driver for learning. Stunningly sloppy assessment procedures, like re-using the same examination questions. Teachers who say or show that they are not interested in teaching (known as unmotivated teachers, which is also not true, but we ll get to that). (Lena Levander & Reetta Koivisto, 2011)

42 Questions? 42

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