Call for papers: “Entrepreneurship in translator and interpreter training”. Hermes-Journal of Language and Communication in Business
Call for papers
Special issue of Hermes-Journal of Language and Communication in Business:
“Entrepreneurship in translator and interpreter training”
Guest edited by Anabel Galán-Mañas (Universitat Autònoma de Barcelona), Anna Kuznik (Uniwersytet Wrocławski) and Christian Olalla-Soler (Universitat Autònoma de Barcelona)
The European Union’s Europe 2020 Strategy prioritises the fostering of entrepreneurship and defines the necessary work lines and actions required to achieve this objective in the Action Entrepreneurship 2020 Action Plan (EAP 2020).
The EAP 2020, together with other initiatives launched by the European Union, such as the Strategic framework – Education & Training 2020 or the Report on promoting youth entrepreneurship through education and training (2015), constitutes the strategic reference framework for the development of education and entrepreneurship policies at a European level.
It is thus acknowledged that education has a key role in fostering “the sense of initiative and entrepreneurship by fostering entrepreneurial mindsets and related knowledge, skills and competences that can boost competitiveness and growth which will be smart, sustainable and inclusive” (Report on promoting youth entrepreneurship through education and training 2015). Educational institutions, particularly universities, are urged to be more proactive in their efforts to offer more formal and non-formal learning opportunities in entrepreneurship training, considering that entrepreneurship encompasses the development of an entrepreneurial mindset of proactivity, creativity, innovation and risk-taking, as well as the ability to plan and manage projects to achieve objectives.
While there has been an increase in entrepreneurship training at higher education institutions, it has often been embedded in business administration degrees. In the cases where infrastructures have been created to promote entrepreneurship, whose objective is to assist students to start up business ideas, students who make use of them are the ones who already had developed an entrepreneurial attitude when they entered university.
In order to promote entrepreneurship, it is necessary that entrepreneurship training be addressed to the whole student community in all areas of knowledge and in all academic stages, but especially to undergraduate students. We believe that providing support infrastructures for entrepreneurial students is not enough for a university to be entrepreneurial, as it should foster the entrepreneurial mindset of its entire community.
Despite the European strategies adopted to include entrepreneurial competence in training, insufficient emphasis is being placed to its development in translator and interpreter training, as well as to professional competence in general (Álvarez-Álvarez and Arnáiz-Uzquiza, 2017; Galán-Mañas, 2017; and Rodríguez Céspedes, 2017).
The current state of the translation and interpreting industry, however, suggests the necessity of integrating entrepreneurship into training. Examining the results of a market survey of graduates of Translation and Interpreting (Galán-Mañas, 2017), 15.2% of the graduates are self-employed, 8.8% are employed and self-employed, and 2% have set up their own businesses. Considering, however, that 80% of translation and interpretation services are outsourced (Kuznik, 2010), self-employment represents a relatively low percentage of the graduates under study. It is necessary to carry out further research to determine whether the low rates of self-employment are due to a lack of training in entrepreneurial skills and/or to other causes.
This special issue aims to contribute to the debate on the need for entrepreneurship training in translator and interpreter education and its impact on curricula and teaching methodologies. The special issue also aims to provide an overview of the state and future directions of entrepreneurship in translator and interpreter training, both inside and outside the classroom.
Themes and topics that may be addressed by contributors include but are not restricted to the following:
● Development of an entrepreneurial spirit in translator and interpreter training
● Entrepreneurship training for translators and interpreters: acquiring clients, administering taxes, designing a business plan, becoming visible as a professional, generating ideas, etc.
● Training for the insertion into the translation and interpreting market
● Training in deontological requirements of the translator and interpreter profession: professional ethics, confidentiality, impartiality, etc.
● Curricular and extracurricular internship placements for translators and interpreters
● Promoting employability in translator and interpreter training
● Training for specific entrepreneurial skills for different professional profiles: sworn, legal, technical, scientific, literary, audiovisual translator, localizer, interpreter, etc.
● Teaching methodologies to promote entrepreneurship in translator and interpreter training
● Training of entrepreneurial competences in the field of translation and interpretation
Manuscript length: 6000-8000 words, including tables, references, captions footnotes.
Language of manuscripts: English.
All submissions should be in line with the author guidelines available at the journal’s webpage: https://tidsskrift.dk/index.php/her/about/submissions#authorGuidelines
All manuscripts should be sent before May 31 2019 to the editors: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org Please, send in two different files: 1) your article anonymized for peer review, and 2) your author details, including: full name, affiliation and contact email address.
Deadline for submission of manuscripts: 31 May 2019
Peer review process: June-December 2019
Deadline for submission of final version of manuscripts: January 2020
Final editing and proofreading of manuscripts: February-March 2020
Issue published Spring: 2020
Barcelona / Wrocław, 9th January 2019.