Curriculum quality: a guarantee of competences and employability for Iranian graduates with a master's degree in translation
Objective: The employability of Iranian graduates with a master's degree in translation is a significant concern that requires thorough examination. A critical factor influencing the competences and employability of these graduates is the curriculum implemented by academic institutions. Thi...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Pompeu Fabra |
| Repositorio: | Repositorio Digital de la UPF |
| OAI Identifier: | oai:dnet:rdupf_______::a86ad53ee75e247437961c42e7a5b74f |
| Acceso en línea: | https://hdl.handle.net/10230/73397 http://dx.doi.org/10.22034/3.3.3 |
| Access Level: | acceso abierto |
| Palabra clave: | Graduates of master&apos s degrees in translation Curriculum Competences EMT network Employability |
| Sumario: | Objective: The employability of Iranian graduates with a master's degree in translation is a significant concern that requires thorough examination. A critical factor influencing the competences and employability of these graduates is the curriculum implemented by academic institutions. This study specifically examines the effectiveness of the curriculum offered by Iranian universities for M.A. students Insights were collected from translation instructors at branches of Islamic Azad University in Tehran, public universities, senior M.A. translation students, freelance translators, and in-house translators. Methods: Data collection was done using a questionnaire with a five-point Likert scale, ranging from Strongly Disagree to Strongly Agree. The questionnaire, consisting of 24 items, focused on competences outlined in the EMT network (2017), including language and culture, translation, technology, personal and interpersonal, and service provision competences. Results: The results indicated that while the curriculum contributes to language and culture competence and translation competence, it lacks in developing other crucial competences like technology, personal and interpersonal, and service provision competences. This finding highlights a gap in the curriculum's ability to nurture all competences outlined in the EMT network. Conclusions: As a result, it can be concluded that the structure of translation training programs does not align well with the competences and job opportunities for M.A. graduates. Addressing these shortcomings is essential to ensure that graduates have the necessary skills and competences to effectively meet the demands of the translation profession. Cite this article: Abdi, H. (2024). Curriculum quality: a guarantee of competences and employability for Iranian graduates with a master's degree in translation. |
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