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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Self and peer assessment social skills

Self and peer assessment social skills

27

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

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

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

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

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

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