Student translation companies and internships WP 6 Brussels 1-2 March 2013
Sonia Vandepitte
University College Ghent ndash University of Ghent
1
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
= 702010 learning concept
The combination of forms renders each form more effective
(Morgan McCall Robert W Eichinger en Michael M Lombardo)
2
70
20
10
Survey
1 Student translation companies
2 Internships
WhyWhat How Examples of best
practices
Applicability in your own situation
Why have not you got student companies yet
Why are there no(t (good) enough) internships
Who wants more time on internships than on std companies
Who wants more time on std cies than on internships
4
Student companies
5
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
6
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 (eg Gouadec 2007)
7
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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
= 702010 learning concept
The combination of forms renders each form more effective
(Morgan McCall Robert W Eichinger en Michael M Lombardo)
2
70
20
10
Survey
1 Student translation companies
2 Internships
WhyWhat How Examples of best
practices
Applicability in your own situation
Why have not you got student companies yet
Why are there no(t (good) enough) internships
Who wants more time on internships than on std companies
Who wants more time on std cies than on internships
4
Student companies
5
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
6
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 (eg Gouadec 2007)
7
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Survey
1 Student translation companies
2 Internships
WhyWhat How Examples of best
practices
Applicability in your own situation
Why have not you got student companies yet
Why are there no(t (good) enough) internships
Who wants more time on internships than on std companies
Who wants more time on std cies than on internships
4
Student companies
5
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
6
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 (eg Gouadec 2007)
7
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Who wants more time on internships than on std companies
Who wants more time on std cies than on internships
4
Student companies
5
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
6
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 (eg Gouadec 2007)
7
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Student companies
5
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
6
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 (eg Gouadec 2007)
7
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
6
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 (eg Gouadec 2007)
7
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 (eg Gouadec 2007)
7
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Self-
confidence
Responsibility
Risk taking
Creativity Independence
Initiative
Perseverance
Proactivity
know that a
client can be
found ndash that
the client
appreciates the
translation
for every task
and
shareholdersrsquo
money
find the right
people
teacher does not give
any instructions after the
intro
students design business
logo website hellip
keep looking for clients
decide on the
approach to set up
their business
explore the market
advertise the business on
any occasion
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Sector
knowledge
Learning
potential
Analytical
skills
Management
skills
Communication
skills
Knowledge
of the
economy
Service
knowledge
Regulations
knowledge
Management
skills
9
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
What is it that keeps 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
kept me
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 hellip)
11
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 lsquoBest Practice in Entrepreneurship Educationrsquo
In Flanders government agency Vlajo In UK Young Enterprise is the UKrsquos leading business and
enterprise education charity Learning by Doing
12
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
httparchiveja-yeorgDownloadAnnual20Report202011Annual20Report_spreads_webpdf
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
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
advertise your company
look for clients
write a businessplan
15
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 hellip
Strengthen their competences tips from professional experience
Possibly subcontracting a translation
Assessment
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 wonrsquot give them the answer myself Irsquoll 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 lsquowhat are possible solutionsrsquo
When they ask me questions about how to find clients for instance I tell them to contact business people with their questions
18
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 ndash 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
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 veacuteeacutel 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 associeumlren met deze tekst aangezien ik weet dat de kwaliteit erg twijfelachtig is
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 gedaanNu 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
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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
self assessment
peer assessment
teachers assessment
coach assessment
24
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Assess-ment
Skills
5 self - social amp professional skills individual (w112) w212
25 peer - social amp professional skills individual (w112) w212
50 teacher - proceeds goals reached - accuracy clarity language - higher order skills
(insightcreativity) - based on business plan studentsrsquo
report (sampled) translations studentsrsquo logs financial documents quality of termbase marketing effort clients that have been reached
one mark for the whole team
Process w22 Product w212
20 coach - (coach = translation professional to be contacted by students themselves)
- translation skills communicative social and organizational skills client relations market awareness
team (and optionally individual)
w212
opt ional
client com- missioner user
- evaluation or comments by the client (to be forwarded by students themselves)
team (and optionally individual)
w212 25
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Self and peer assessment social skills
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Self and peer assessment social skills
27
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 28
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Process assessment
Peer and self assessment
At the end of the first term (does not count towards the end mark)
After the Easter holidays
Assessment moments by students
29
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Assessment moments by teacher
Process
Weeks 22 and 212 intermediate assessment
Product
Week 212 assessment of business plan report translation
30
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Discussion Ghent situation
At the start
No experience with translation project management buthellip
Absence of market studies but hellip
Weaknesses
Shortage of translator coaches
Few entrepreneurial intrapreneurial models in previous training
Little insight into the knowledge domains (sector regulations and business economics)
31
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
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 Masterrsquos programme as a two-year programme in 2017-8 bull Combine entrepreneurial with academic skills bull How to enhance collaboration with professionals bull Participate in lsquoEnterprise without Bordersrsquo
32
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
EAV4 SBP ndash VERTAALPROJECTism VLAJO olv Sonia Vandepitte
de
pa
rte
men
t V
ert
aa
lku
nd
e
DNP Express BVBA
Patrick De Neef
Michel Dierickxstraat 6
9750 Zingem
Tel (32)09 384 93 40
KPMG International
Avenue du Bourgetlaan 40
B-1130 Brussels
Tel 32 (2) 7084300
Translations YESYESTranslations is een vertaalbureau dat
zich specialiseert in financieumlle vertalingen Wij
bieden vertalingen aan in het Engels Spaans
Frans en Russisch
Aangezien YESTranslations 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 officieumlle 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
Eva Boelaert
Birgit Bracke
Petia Iankova
Tom De Vreese
33
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
2007
2008
2008
target Text to the point translations
2008
34
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
2010
Vertaalbureau Transletor
Professional Spirits in Young Minds
35
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
2011
36
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
2012
37
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
References
Thelen Marcel (2006) Going European a plea for building a network of simulated translation bureausrdquo In M Forstner and H Lee-Jahnke (eds) CIUTI-Forum Paris 2005 Regards sur les aspects culturels de la communication Frankfurt am Main Peter Lang 219-236
Van den Berghe Wouter Het belang van ondernemerschap in het hoger onderwijs Toespraak opening Centrum voor Ondernemen UCG 174 (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 120-130
Vandepitte Sonia (2009) Ondernemerscompetenties in de vertaalopleiding deel I en II In De Taalkundige 20091 Vol 53 3-8 en 20092 Vol 54 3-7 38
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Internships
39
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
Questions
Why
At which stage of studentsrsquo careers
How long
How to organize
Legal aspects (insurance payment)
Problems
40
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
What if the student is not motivated
ldquowe firmly believe that what may look like ldquounmotivated studentsrdquo are mainly symptoms of poorly designed courses There is clear evidence hellip that to some extent hellip poor teaching practices exist
Passive course formats lacking engaging teachinglearning 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 rdquounmotivated teachersrdquo which is also not true but wersquoll get to that)rdquo
(Lena Levander amp Reetta Koivisto 2011)
SONIAVANDEPITTEHOGENTBE
Questions
42
SONIAVANDEPITTEHOGENTBE
Questions
42