Educating a Multilingual Workforce in Chinese universities: Employability of Master of Translation and Interpreting Graduates
- Yun Wu 吴赟 Tongji University
- Zhiwei Jiang 姜智威 Tongji University
Abstract
This article examines the employability of Master of Translation and Interpreting (MTI) graduates in China, where globalized exchanges have led to an increasing need for translation education in recent decades; however few studies have assessed the employment of MTI graduates. To that end, we have surveyed all the MTI alumni that graduated between 2015 and 2020 from one first-tier university in Shanghai using a questionnaire based on a comprehensive employability measurement model. By processing the collected questionnaire data in a quantitative manner, we illustrate the industrial distribution of the employed MTI graduates and identify the core assets constituting their employability needed to work in different industries. Via comparisons between our inquiry results and the current enrollment and curricular design of MTI programs, we further argue that the actual market for MTI graduates is experiencing a surplus and that MTI curricula have not completely met the employability requirements in various industries and professions. The conclusion herein implies a nationwide revision of China’s MTI programs, which may include the control of student enrollment and updated syllabi catering to the employability requirements in China’s workplaces.
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References
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Álvarez-Álvarez, S. & Arnáiz-Uzquiza, V. 2017. Translation and interpreting graduates under construction: Do Spanish translation and interpreting studies curricula answer the challenges of employability? The Interpreter and Translator Trainer, 11(2-3), 139-159, https://doi.org/10.1080/1750399X.2017.1344812.
Antunović, G., & Pavlović, N. 2011. Moving on, moving back, or changing it here and now: self-revision in student translation processes from L2 and L3. Across Languages an Cultures, 12(2), 213–234, https://doi.org/10.1556/Acr.12.2011.2.5.
Association for Talent Development. 2019. Talent development capability model,
https://www.td.org/capability-model-v1
Atari, O. F., & Radwan, A. A. 2009. A cross-sectional study of translator trainees’ L2 reading comprehension skills and strategies. The Interpreter and Translator Trainer, 3(2), 225–256, https://doi.org/10.1080/1750399X.2009.10798790.
Bennett, N., Dunne, N., & Carré, C. 1999. Patterns of core and generic skill provision in higher education. Higher Education, 37, 71–93,
https://doi.org/10.1023/A:1003451727126.
Boyd, M. S., & Monacelli, C. 2010. Politics, (con)text and genre: Applying CDA and DHA to interpreter training. The Interpreters’ Newsletter, 15, 51–70.
Caminade, M., & Pym, A. 1998. Translator-training institutions. In Baker, M. (Eds.), Routledge encyclopedia of translation studies. London: Routledge.
Chen, C. 2010. The application of text type in non-literary translation teaching. Translation and Interpreting Studies, 5(2), 208–219, http://doi.org/10.1075/tis.5.2.
CIUTI-Study. 2014.
https://www.researchgate.net/publication/303495625_CIUTISurvey2014_Schmitt.
Cuminatto, C., Baines, R., & Drugan, J. 2017. Employability as an ethos in translator and interpreter training, The Interpreter and Translator Trainer, 11(2-3), 123-138,
https://doi.org/10.1080/1750399X.2017.1350899.
Dacre Pool, L., & Sewell, P. 2007. The key to employability: developing a practical model of graduate employability. Education + Training, 49(4), 277–289,
https://doi.org/10.1108/00400910710754435.
Davies, M. G. (Eds). 2004. Multiple voices in the translation classroom: Activities, tasks and projects. Amsterdam: John Benjamins.
Davies, M. G. 2005. Minding the process, improving the product. In Tennent, M. (Eds), Training for the New Millennium. Pedagogy for translation and interpreting. Amsterdam: John Benjamins.
de Céspedes, B. R. 2017. Addressing employability and enterprise responsibilities in the translation curriculum, The Interpreter and Translator Trainer, 11(2-3), 107-122,
https://doi.org/10.1080/1750399X.2017.1344816.
Delisle, J., & Woodsworth, J. 1995. Translators through history. Amsterdam:Jobn Benjamins.
Donovan, C. 2011. Ethics in the teaching of conference interpreting. The Interpreter and Translator Trainer, 5(1), 109–128,
https://doi.org/10.1080/13556509.2011.10798814.
Garzone, G. 2000. Textual analysis and interpreting research. The Interpreters’ Newsletter, 10, 69–88.
Gile, D. 1995. Basic concepts and models for interpreter training. Amsterdam: John Benjamins.
Gouadec, Daniel. 2003. Le bagage spécifique du localiseur/localisateur: le vrai “nouveau profil” requis. Meta, 48(4). 526-545.
Guilbert, L., Bernaud, J. L., Gouvernet, B., & Rossier, J. 2016. Employability: review and research prospect. International Journal for Educational and Vocational Guidance, (16), 69–89, https://doi.org/10.1007/s10775-015-9288-4.
Harvey, L. 2002. Employability and Diversity. Centre for Research and Evaluation,
Sheffield Hallam University,
Heijden, B. I. J. M., & Bakker, A. B. 2011. Toward a mediation model of employability enhancement: A study of employee-supervisor pairs in the building sector. The Career Development Quarterly, 59, 232–248,
http://dx.doi.org/10.1002/(ISSN)2161-0045.
Helyer, R., & Lee, D. 2014. The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68(3), 348–372,
https://doi.org/10.1111/hequ.12055.
Katan, D. 2009. Occupation or profession: A survey of the translators’ world. Translation and Interpreting Studies, 4(2), 187–209.
Kelly, D. 2005. A handbook for translator trainers. New York: Routledge.
Kelly, D., & Way, C. 2007. Editorial: On the launch of ITT. The Interpreter and Translator Trainer, 1(1), 1–13, http://doi.org/10.1080/1750399X.2007.10798747.
Kim, R. 2006. Use of extralinguistic knowledge in translation. Meta, 51(2), 284–303,
http://doi.org/10.7202/013257ar.
Kiraly, D. 2000. A social constructivist approach to translator education: Empowerment
from theory to practice. Manchester and Northampton: St. Jerome Publishing.
Kiraly, D. 2005. Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111, http://doi.org/10.7202/012063ar.
Kiraly, D. 2006. Beyond social constructivism: Complexity theory and translator education. Translation and Interpreting Studies, 1(1), 68–86, http://doi.org/10.1075/tis.
Knight, P. T., & Yorke, M. 2004. Learning, curriculum and employability in higher education. London: Routledge Palmer.
Knight, P. T., & Yorke, M. 2006. Embedding employability into the curriculum.
York: Higher Education Academy,
Laursen, A. L., & Pellón, I. A. 2012. Text corpora in translator training: A case study of the use of comparable corpora in classroom teaching. The Interpreter and Translator Trainer, 6(1). 45–70, https://doi.org/10.1080/13556509.2012.10798829.
Li, D. 2002. Translator training: What translation students have to say. Meta, 47(4), 513–531, http://doi.org/10.7202/008034ar.
Li, D. 2007. Translation curriculum and pedagogy: Views of administrators of translation services. Target. International Journal of Translation Studies, 19(1), 105–133.
Miao, J. 苗菊. 2006. 翻译教学与翻译能力的发展[Translation teaching and the development of translation competence]. Tian Jin: Tian Jin People’s Press.
Moser-Mercer, B.,Class, B., & Seeber, K. G. 2005. Leveraging virtual learning environments for training interpreter trainers. Meta, 50(4), https://doi.org/10.7202/019872ar.
Nord, C. 1988/1991. Text analysis for translation. Amsterdam: Rodopi.
Nord, C. 2005. All new on the European front? What the Bologna Process means for translator in Germany. Meta, 50(1), 210–222. http://doi.org/10.7202/010669ar.
Olohan, M. 2007. Economic trends and developments in the translation industry: what
relevance for translator training? The Interpreter and Translator Trainer 1(1),
–63, https://doi.org/10.1080/1750399X.2007.10798749.
OPTIMALE. 2012. Employer survey,
PACTE. 2003. Building a translation competence model. In Alves, F. (Eds.), Triangulating translation:perspectives in process oriented research. Amsterdam: John Benjamins.
PACTE. 2005. Investigating translation competence: conceptual and methodological issues. Meta, 50(2), 609–619, http://doi.org/10.7202/011004ar.
PACTE. 2008. First results of a translation competence experiment: “Knowledge of translation” and “efficacy of the translation process”. In Kearns, J. (Eds.), Translator and interpreter training: Issues, methods and debates. London: Bloomsbury.
PACTE. 2011. Results of the validation of the PACTE translation competence model:
Acceptability and decision-making. In Alvstad,C., Hild, A. & Tiselius, E. (Eds.), Methods and strategies of process research: Integrative approaches in translation studies. Amsterdam: John Benjamin, http://doi.org/10.1075/btl.94.22pac.
PACTE. 2018. Competence levels in translation: working towards a European framework. The Interpreter and Translator Trainer, 12(2), 111-131,
https://doi.org/10.1080/1750399X.2018.1466093.
Peverati, C. 2013. Translation in modern language degree courses: A focus on transferable
generic skills. inTRAlinea, 15, http://www.intralinea.org/archive/article/1932
Pym, A. 2003. Redefining translation competence in an electronic age: In defence of a minimalist approach. Meta, 48(4), 481–497, https://doi.org/10.7202/008533ar.
Rahmat, M., Ahmad, K., Idris, S., & Zainal, N. F. A. 2012. Relationship between employability and graduates’ skill. Procedia-Social and Behavioral Sciences, 59, 591–597, http://dx.doi.org/10.1016/j.sbspro.2012.09.318.
Rees,S. 2019. Re-imagining employability: An ontology of employability best practice in higher education institutions, Teaching in Higher Education, (9),
https://doi.org/10.1080/13562517.2019.1670637
Reamdonck, I., Tillema, H., de Grip, A., Valcke, M., & Segers, M. 2011. Does self-directedness in learning and careers predict the employability of low-qualified employees? Vocations and Learning, (5), 137–151.
Robinson, D. 1990. The translator’s turn. Baltimore: John Hopkins University Press.
Rotheneder, N. 2007. E-learning and employability in translator training: Introducing e-portfolio and personal development planning at the University of Vienna, Translating and the Computer, 29(11), 1-20.
Rothwell, A. T., & Arnold, J. 2007. Self‐perceived employability: Development and validation of a scale. Personnel Review, 36, 23–41,
http://dx.doi.org/10.1108/00483480710716704.
Rosendo, L. R., & Diur, M. 2017. Employability in the United Nations: an empirical analysis of interpreter training and the LCE. The Interpreter and Translator Trainer, (11). 2-3, 223-237, https://doi.org/10.1080/1750399X.2017.1344921.
Sandrelli, A., & Jerez, J. D. M. 2007. The impact of information and communication technology on interpreter training: State-of-the-art and future prospects. The Interpreter and Translator Trainer, 1(2), 269–303,
https://doi.org/10.1080/1750399X.2007.10798761.
Schjoldager, A.,Rasmussen, K. W., & Thomsen, C. 2008. Précis-writing, revision and editing:
Piloting the European master in Translation.” Meta, 53(4): 798–813,
http://doi.org/10.7202/019648ar.
Schnell, B. & Rodríguez, N. 2017. Ivory tower vs. workplace reality. The Interpreter and Translator Trainer, 11(2-3), 160-186,
https://doi.org/10.1080/1750399X.2017.1344920.
Su, W., & Zhang, M. 2015. An integrative model for measuring graduates’ employability
skills: A study in China, Cogent Business & Management, (2),
http://dx.doi.org/10.1080/23311975.2015.1060729
Tao, Y. 陶友兰. 2010. 中国翻译专业教学的功能主义途径[On a functional approach to
translator education in Chinese universities]. 上海翻译[Shanghai Journal of
Translators], (2), 43–47.
Tao, Y. 2016. Translator training and education in China: Past, present and prospects. The Interpreter and Translator Trainer, 10(2), 204-223,
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