didtrad 2016, 7-8 July 2016 Universitat Autònoma de Barcelona

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The bigger picture: Co-emergence in and beyond the curriculum Gary Massey, Institute of Translation and Interpreting Don Kiraly, FTSK, University of Mainz, Germersheim didtrad 2016, 7-8 July 2016

1 The bigger picture: Co-emergence in and beyond the curriculum Gary Massey, Institute of Translation and Interpreting Don Kiraly, FTSK, University of Mainz, Germersheim didtrad 2016, 7-8 July 2016 Universitat Autònoma de Barcelona Zürcher Fachhochschule 1 Abstract Forums designed to forge closer links between translator education institutions and the language industry (e.g. LIND-Web Forum 2013; Translating Europe Forum 2014) repeatedly call for increased action to narrow the employability and skills gap between graduates and the needs of the work market, while the academy-industry divide has been an abiding theme in professionally oriented Translation Studies literature (e.g. Drugan 2013; Gouadec 2007/2010). Attempts to bridge the divide by professionalising learners remain a major concern of translator education, which has seen a growing emphasis on authentic experiential learning (Kiraly et al. 2016a) in the form of mentorships and work placements, recently promoted and coordinated on a international scale by projects such as the European Graduate Placement Scheme (EGPS), as well as intra-curricular learning scenarios involving student translation companies (e.g. Vandepitte 2009) and collaborative project-based teaching at various levels of complexity (e.g. González Davies 2004; Kelly 2005; Kiraly 2005, 2013; Kiraly et al. 2016b). These collaborative and experiential approaches to learning are epistemologically grounded in social-constructivist and later co-emergentist models of competence development (e.g. Kiraly 2000, 2012, 2013; Kiraly and Hofmann 2016), which posit the emergence of translation expertise as a lifelong, dynamic and autopoetic process of social interaction and embodied enaction. Such models imply a holistic approach to learning largely incompatible with the compartmentalised knowledge imparted by many modularised curricula (cf. Kelly 2007), which may well explain why the now widespread deployment of authentic experiential learning is still falling short of real-world demands. A key aspect of Kiraly s co-emergence model is its fractal, scalable nature, with learning occurring amongst all stakeholders students, teachers, institutions and at all levels within and beyond the curriculum from classroom units up to the communities of practice where graduates work. Such a perspective casts new light on curriculum development, which is inextricably linked not only to continuing autonomous learning after graduation, but also to developing the expert organisation in which the curriculum is situated. In this paper, therefore, we consider actual and potential applications and implications of Kiraly s co-emergent model of competence development not only for curricular design, but also for the wider organisational development of translator education institutions. It is only by considering this bigger picture, we argue, that institutions like ours can themselves be empowered to realise their transformative role within the broader community of translation practice.

2 Overview The skills gap From emergence to co-emergence Scaling up to organizational development

3 Translator education: Curricular approaches to the skills gap The academy-industry divide (Drugan 2013: 38) Market adequacy issues (LIND-Web 2013, Translating Europe Forum 2014) Quality, productivity, technology skills Authentic experiential learning (Kiraly et al. 2016a) Work placements Mentorships Authentic intra-curricular learning scenarios Insourced professional practice Team-taught modules Combined MA and CPD: Peer-learning interactions with CPD professionals

4 Institutional frameworks: The situated challenge Constraints Regulatory Restricted work-experience options Long planning cycles Modular compartmentalization risk (Kelly 2007: 137) Infrastructural and structural (technologies, learning spaces) Human (competence profiles) à Focusing on the intra-curriculum and the extra-curriculum.

5 From a linear view: Instruction leads to learning to a dynamic* view Learning can be seen as an emergent process *Translation competence acquisition has been described by Pacte (2003) as: dynamic, holistic, spiral, cyclical, and evolving from novice to expert 5

6 Inspired by Dreyfus & Dreyfus (2005)

7 In Search of a More Holistic Metaphor for Learning The Torus as a Holon: The Epitome of an Autopoietic System - Self-generating & self-sustaining - Embedded in other holons - & Hosting other holons (Arthur Koestler s idea)

8 Neuronal Psychological Educational Cultural Interpersonal Embodied From Hierarchy to Holarchy: Embedded Emergent Systems in the Translator s Multiverse

9 From Extended Cognition to the Extended Curriculum Corporate Mentors Tomorrow at 9:15 - interim results of an action research project based on this model. Students Teacher-Researchers

10 Scaling up: An organizational development model? Scalability [The model] assumes that learning systems are fractal and [ ] can hence depict learning within an individual, a class session, a group or even a community of practice. (Kiraly 2016: 64) Individual & organizational learning cycles Discovery Invention Production Generalization through joint enquiry ( double-loop learning ) meta-learning ( deutero-learning ) (Argyris & Schön 1978) Don s model(s) similar to organizaitional learning models, e.g. Agyris and Schön (1978) meta-learning (deutero-learning): learning how to learn Also Senge, P. M. (1990/1999). The fifth discipline: The art and practice of the learning organization. London: Random House. Five disciplines of the learning organization Systems thinking Personal mastery:commitment to lifelong learning (CPD) Mental models: Exploring & adapting assumptions Building shared visions Team learning

11 Scaling up: An organizational development model? Five disciplines of the learning organization (Senge 1990/1999) Mental models: Exploring & adapting assumptions Personal mastery: Commitment to lifelong learning (CPD) Systems thinking Building shared visions Team learning Don s model(s) similar to organizaitional learning models, e.g. Agyris and Schön (1978) meta-learning (deutero-learning): learning how to learn Also Senge, P. M. (1990/1999). The fifth discipline: The art and practice of the learning organization. London: Random House. Five disciplines of the learning organization Systems thinking Personal mastery:commitment to lifelong learning (CPD) Mental models: Exploring & adapting assumptions Building shared visions Team learning

12 Curriculum development as organizational development Institutional facilitation and incentivization Inclusive curricular design and development Activating networks Integrated feedback and reflection Staff, course and administration evaluations Professional development targets (MBO) students and teacher sounding boards Peer reviewing Graduate career tracking Promoting (action) research initiatives Using internal resources and external networks for inclusive curricualr design and development (Activating networks (training committees, advisory board)

13 Curriculum development as organizational development Institutional facilitation and incentivization Staff CPD Professional mentorships and job shadowing Freelance work Team teaching and mutual observation (practice/theory modules) Fixed exchange forums for teaching, research and practice Participation in o authentic project work o combined BA/MA and CPD interactions o (action) research projects and case studies

14 References Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading Mass.: Addison-Wesley Publishing. Dreyfus, H. & Dreyfus, S. (2005). Expertise in Real-World Contexts. Organisational Studies (26/5), Drugan, J. (2013). Quality in professional translation: Assessment and improvement. London: Bloomsbury. EMT Translator Trainer Profile. (2013). Competences of the trainer in translation. Brussels: European Commission Directorate-General for Translation. Kelly, D. (2007). Translator competence contextualized. Translator training in the framework of higher education reform: In search of alignment in curricular design. In D. Kelly & K. Ryou (Eds.), Across boundaries: International perspectives on translation studies (pp ). Newcastle: Cambridge Scholars Publishing. Kiraly, D. (2016). Towards a postpositivist curriculum development model. In D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp ). Göttingen: V&R unipress/ Mainz University Press. Kiraly, D. & Hofmann, S. (2016). Authentic project work and pedagogical epistemologies: a question of competing or complementary worldviews? In D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp ). Göttingen: V&R unipress/mainz University Press.

15 References Kiraly, D., et al. (Eds.). (2016a). Towards authentic experiential learning in translator education. Göttingen: V&R unipress/mainz University Press. Kiraly, D., Rüth, l., & Wiedmann, M. (2016b). Enhancing translation course design and didactic interventions with e-learning. In D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp ). Göttingen: V&R unipress/mainz University Press. LIND-Web Forum. (2013). Workshop conclusions: 2 nd forum of the Language Industry Web Platform. Joining forces for a stronger language industry, 24 October Brussels: European Commission Directorate-General for Translation. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco CA: Jossey-Bass Publishers. Senge, P. M. (1990/1999). The fifth discipline: The art and practice of the learning organization. London: Random House. Simon, H. (1969). Administrative behavior (2nd Ed.). New York: Macmillan. Translating Europe Forum. (2014). Report and follow-up actions: Translation Europe forum Linking up translation stakeholders. Brussels: European Commission Directorate-General for Translation. report_actions_2014_en.pdf Zürcher Fachhochschule

Module Title: Teaching a Specialist Subject

MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training