Educating Entrepreneurial Translators: Preparing for Innovation in a Tech-Driven Global Marketplace
DOI:
https://doi.org/10.18063/eir.v3i4.1035Keywords:
Translator Education, Entrepreneurial Competence, Innovation in Translation, Curriculum Reform, Translation Training ModelsAbstract
As the translation industry evolves under the influence of globalization, digital transformation, and artificial intelligence, translators are increasingly required to adopt entrepreneurial and innovation-oriented roles. This study explores what entrepreneurial competencies are essential for translators to thrive in today’s technology-driven, globalized environment. Drawing on an extensive literature review, the paper examines the evolving role of translators, the emergence of entrepreneurship and innovation within translation studies. Five core entrepreneurial competencies are identified: digital literacy, business acumen, creative problem-solving, networking, and intercultural communication. The study also assesses the presence of entrepreneurial content in training programs, the integration of innovation labs and internships, and the role of interdisciplinary collaboration. Findings reveal a mismatch between academic offerings and market needs, highlighting tensions in pedagogical approaches and the need for curriculum reform. The paper concludes with practical recommendations for educators, institutions, and policymakers to better align translation training with the demands of an innovation-intensive professional landscape.
References
Jiménez-Crespo, M. A. (2013). Translation and web localization. Routledge. https://doi.org/10.4324/9780203520208
O'Hagan, M. (Ed.). (2019). The Routledge Handbook of Translation and Technology (1st ed.). Routledge. https://doi.org/10.4324/9781315311258
David, N. B. (2025). The Future of Translation and Interpretation: Integrating AI with Human Expertise for Optimal Results. International Journal of Applied Linguistics and Translation, 11(2), 53-61. https://doi.org/10.11648/j.ijalt.20251102.11
Rothwell, A., Moorkens, J., Fernández-Parra, M., Drugan, J., & Austermuehl, F. (2023). Translation Tools and Technologies (1st ed.). Routledge. https://doi.org/10.4324/9781003160793
Rędzioch‑Korkuz, A. (2023). Revisiting the concepts of translation studies: Equivalence in linguistic translation from the point of view of Peircean universal categories. Language and Semiotic Studies, 9(1), 33–53. https://doi.org/10.1515/lass-2022-0008
Nam, W. J. (2016). T&I field training for undergraduate students: a case study of Korean undergraduate students’ peripheral participation into the community and their furthered understanding of the role of interpreters/translators. The Interpreter and Translator Trainer, 10(1), 44–58. https://doi.org/10.1080/1750399X.2016.1154342
Risku, H., & Rogl, R. (2022). Praxis and process meet halfway: The convergence of sociological and cognitive approaches in translation studies. International Journal for Translation & Interpreting Research, 14(2), 32–52. https://doi.org/10.12807/ti.114202.2022.a03
Ehrensberger‑Dow, M., Angelone, E., Lehr, N., & Sánchez‑Gijón, P. (2023). A new role for translators and trainers: MT literacy consultants—and beyond. Translation & Interpreting Studies. https://doi.org/10.1080/1750399X.2023.2237328
Béchara, H., Orăsan, C., Parra Escartín, C., Zampieri, M., & Lowe, W. (2021). The Role of Machine Translation Quality Estimation in the Post‑Editing Workflow. Informatics, 8(3), 61. https://doi.org/10.3390/informatics8030061
Bowker, L., & Buitrago Ciro, J. (2019). Machine translation and global research: Towards improved machine translation literacy in the scholarly community. Emerald Publishing. https://doi.org/10.1108/9781787567214
Walker, C. (2022). Translation Project Management (1st ed.). Routledge. https://doi.org/10.4324/9781003132813
Galán‑Mañas, A., Kuznik, A., & Olalla‑Soler, C. (2020). Entrepreneurship in translator and interpreter training. HERMES – Journal of Language and Communication in Business, 60, 7–11. https://doi.org/10.7146/hjlcb.v60i0.121307
Gibb, A. A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: Creative destruction, new values, new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 4(3), 233–269. https://doi.org/10.1111/1468-2370.00086
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. European Commission. https://op.europa.eu/en/publication-detail/-/publication/11a18dc1-1fae-11e7-aeb3-01aa75ed71a1
Saldanha, G., & O’Brien, S. (2014). Research methodologies in translation studies. Routledge
EMT Board. (2022). European Master's in Translation (EMT) Competence Framework 2022. European Commission. https://commission.europa.eu/system/files/2022-01/emt_competence_fwk_2022_en.pdf
Kiraly, D. (2012). Growing a project‑based translation pedagogy: A fractal perspective. Meta: Translators’ Journal, 57(1), 86–103. https://doi.org/10.7202/1012742ar
Kiraly, D. (2005). Project‑based learning: A case for situated translation. Meta: Translators’ Journal, 50(4), 1098–1111. https://doi.org/10.7202/012063ar
Guerberof Arenas, A., & Moorkens, J. (2019). Machine translation and post‑editing training as part of a master’s programme. The Journal of Specialised Translation, 31, 217–236. https://doi.org/10.26034/cm.jostrans.2019.184
Rothwell, A., Moorkens, J., & Svoboda, T. (2025). Training in translation tools and technologies: Findings of the EMT survey 2023. arXiv. https://doi.org/10.48550/arXiv.2503.22735
Hu, W. (2018). Education, Translation and Global Market Pressures. Springer. https://doi.org/10.1007/978-981-10-8207-8
Fırat, G., Gough, J., & Moorkens, J. (2024). Translators in the platform economy: A decent work perspective. Perspectives, Advance online publication. https://doi.org/10.1080/0907676X.2024.2323213
European Commission. (2016). EntreComp: The entrepreneurship competence framework. Joint Research Centre, European Commission. https://doi.org/10.2791/593884
European Commission. (2022). EMT Competence Framework 2022. Directorate-General for Translation. https://commission.europa.eu/system/files/2022-11/emt_competence_fwk_2022_en.pdf
European Commission. (2023). EMT university network activities and member curricula. Directorate-General for Translation. https://commission.europa.eu/emt-university-network_en
Orlando, M. (2016). Training 21st century translators and interpreters: At the crossroads of practice, research and pedagogy. Frank & Timme. https://doi.org/10.1080/1750399X.2016.1198182
Veiga Diaz, M. T. (2020). Moving towards entrepreneurial translator education: A review of entrepreneurship competence in Spanish translator education programmes. Hermes – Journal of Language and Communication in Business, 60, 47–70. https://doi.org/10.7146/hjlcb.v60i0.121307
Kassawat, M. (2025). Agile working and job satisfaction for localization language agents. Translation Studies. https://doi.org/10.1075/ts.24011.kas
Sánchez-Castany, R. (2023). Integrating technologies in translation teaching: a study on trainers’ perceptions. The Interpreter and Translator Trainer, 17(3), 479–502. https://doi.org/10.1080/1750399X.2023.2237330
EMT Board. (2017). EMT competence framework 2017. European Commission. https://commission.europa.eu/system/files/2020-09/emt_competence_fwk_2017_en_web.pdf
University of Maryland Department of Communication. (2025). Master of Professional Studies in Translation & Localization Project Management and Professional Practice Forum. University of Maryland. https://academiccatalog.umd.edu/graduate/programs/translation-mptr/translation-mps/
Monash Intercultural Lab & Chin Communications. (2022). Monash–Chin Communications partnership: Industry internship programmes and translation practicum. Monash University. https://www.monash.edu/arts/news-and-events/articles/monash-translation-and-interpreting-and-chin-communications-celebrating-a-special-connection-that-makes-a-real-difference
