Time: Monday, 26/Aug/2024: 14:00 - 15:30 Session Chair: Joe O'Hara |
Location: Room 108 in ΧΩΔ 01 (Common Teaching Facilities [CTF01]) [Floor 1] Cap: 160 |
Ignite Talk (20 slides in 5 minutes)
A Grounded Theory Study of the Assumptions in the Recognition of Prior Learning
1Munster Technological University, Ireland; 2University of Limerick, Ireland; 3South East Technological University, Ireland
Presenting Author:This presentation shares the findings of a critical constructivist grounded theory study carried out in Higher Education (HE) in Ireland on the assumptions present in the Recognition of Prior Learning (RPL). Assumptions are significant because they represent the driving forces or motivations operating in each context. It is argued that understanding what assumptions are present will bring more transparent, equitable procedures and ultimately will support the delivery of RPL provision (Friesen, 2011; Hamer, 2016, Travers, 2017). Assumptions describe what is expected in each situation, and we act accordingly in response to these underlying assumptions. RPL provides for the identification, assessment, and validation of non-formal and informal learning which in turn allows for access to HE and/or for credits within programmes. RPL is a key component of the broader lifelong learning remit of Higher Education Institutions (HEI). RPL provides for the acknowledgement of learning gained through work, volunteering and life and in doing so RPL supports everyone across the lifespan where individuals choose to return to HE to support their career or for reskilling or upskilling.
This research took a grounded theory approach and followed Charmaz (2006), for the data analysis of 82 semi-structured interviews which were carried out between 2014 and 2016, first with RPL Mentors, then Assessors and finally with Candidates for RPL. The theoretical framework employed for this research adapted Van Kleef’s (2007) model of RPL by following Schein’s (2004) organisational culture model which had explicitly positioned assumptions at the deepest level of culture below espoused values. There were three rounds of coding in the data analysis. The second stage of coding foregrounded two major themes, and these were treated as conceptual categories; assumptions about what is possible through RPL and, assumptions about what is required for RPL. Thus, the findings show that two sets of interrelated assumptions exist in RPL.
This presentation will explore these major findings and the differences in expression between the participants will be explicated. Upholding the academic standards was assumed by all the participants although it was really emphasised by the assessors of RPL. Similarly, the assumption that protocols and procedures were in place was important to RPL mentors and assessors, yet it was not mentioned by the candidates for RPL at all. Instead, the candidates assumed that RPL frees up time, and they also assumed that it meant not repeating learning, and that RPL provided for acknowledgement for their prior learning. All three sets of participants assumed that RPL allows access to the HE system, and that it was a rigorous process. Candidates and RPL mentors assumed that evidence is key, while candidates and assessors assumed that RPL facilitates progression.
This research concludes that the interrelated assumptions that were expressed provides empirical evidence of the conditional nature of our expectations about RPL. Assumptions drive our expectations and the distinct roles of each of the participants whether assessor, RPL mentor or candidate for RPL was clearly apparent in the ways that the assumptions were expressed. For the assessors, although it was important to all, the academic standards were sacrosanct and operating safely within the parameters of policy and procedure was essential. Despite these assumptions, the candidates openly expressed their motivations for engaging with RPL and so distinctly different assumptions were named, such as the assumptions that RPL helps to free up time and that RPL means they do not have to repeat what is known already. This research concludes that the participants respect the inter-dependent nature of what is at stake; that RPL only works to provide access and/or credits for prior learning if the standards are upheld.
Methodology, Methods, Research Instruments or Sources Used
This research followed Charmaz’s (2006) critical constructivist grounded theory approaches to analyse 82 semi-structured, audio-recorded interviews. For each interview, the researcher obtained institutional ethical approval, and all appropriate ethical guidelines were followed for this research study (Cohen et al., 2018).
Data collection began in 2014 when 20 HEI’s in Ireland were contacted. Initial data collection was through purposive sampling. As a result, 21 RPL Mentors from 14 different institutions participated in the interviews. The interview questions directly asked all the participants what assumptions were significant in the Recognition of Prior Learning? All the interviews were transcribed. The second set of interviews was carried out in 2015 in one HEI setting with assessors of RPL (n=31), and in 2016 the third set of interviews was carried out with candidates for RPL (n=30). The interviews with the candidates were in the same HEI as the previous year’s interviews with the assessors.
The theoretical framework for this research supported the data analysis and brought further developments to Van Kleef’s (2007) model of RPL to position assumptions at the core of her model. This was informed by Shein’s (2004) model of organisational culture as it placed assumptions at the deepest level.
Data analysis employed grounded theory methods, and memos were written after each interview was transcribed. Constant comparison of the data supported the researcher and guided further sampling. As the research proceeded theoretical sampling developed across the three years of interviewing, and in that time, the issues and most dominant open codes that emerged subsequently informed further data collection in the field.
The analysis delivered three rounds of coding, open codes, focused codes, and theoretical codes. The initial open codes were descriptive. The second round of coding was more focused, and the data was brought into themes or conceptual categories. The abstract theoretical codes were used to frame the research findings.
The findings brought the assumptions in RPL to the fore. The empirical evidence shows that there is an inter-dependant quality to the assumptions present in RPL and each of the participants respects that what is possible through RPL is only acceptable if the academic standards are safeguarded.
Conclusions, Expected Outcomes or Findings
This research concludes that the assumptions in RPL have an inter-dependant nature: what is possible through RPL, whether it is for non-standard access, advanced entry, or whether RPL is for credits, is only acceptable if the academic standards, the very currency of HE is not diluted. Society depends on HE to safeguard the academic standards and the programmes that are delivered across the qualification frameworks. The interrelated assumptions that were expressed in this research provides empirical evidence of the conditional nature of our assumptions about RPL. Assumptions drive our actions and having a better idea of what these forces are provides a more holistic understanding to provision for RPL accordingly.
This research concludes that the distinct roles of each of the participants came across in the assumptions that they expressed. The strong assumption about upholding the academic standards by assessors reflects their ultimate responsibility, where the assessment of modules and the standards relating to this are a central concern. Interestingly, this was a concern for all, as all the participants assumed that the academic standards must be protected. Participants responsible for the RPL enactment, assessors and mentors held the assumption that the policy and procedures for RPL within the HEI provided a safe practice framework. Interestingly this assumption was not present in the data of the RPL candidate.
This research concludes that the candidates’ assumptions were focused on what motivated them to engage with RPL. When candidates expressed the assumption that RPL would free up time, and that it meant that they would not have to repeat learning, they were reflecting the juggle of managing their studies in HE along with work and family commitments. Ultimately, if successful with RPL the candidate acquires significant cultural capital which publicly legitimises their knowledge, skills, and competencies and provides for choice in future.
References
1.Charmaz, K. (2006) Constructing Grounded Theory; a practical guide through qualitative analysis. London: Sage.
2.Cohen, L., Manion, L., and Morrison, K. (2018) Research Methods in Education. 8th edition. New York: Routledge.
3.Friesen, N. (2011) ‘Endword: Reflections on research for an emergent field,’ in J. Harris, M. Brier & C. Wihak (eds.) Researching the Recognition of Prior Learning; International Perspectives, Leicester: NIACE, 325-328.
4.Hamer, J. (2016) ‘Assessment Philosophy: A Critically Conscious Tool for Ethical Skills Recognition,’ PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment.
5.Schein, E. (2004) Organizational Culture and Leadership, San Francisco: Jossey-Bass.
6.Travers, N. (2017) ‘Inherent tensions within the practices of prior learning assessment at SUNY Empire State College.’ in: Jelly, K. & Mandell, A. (eds.) Principles, Practices and Creative Tensions in Progressive Higher Education. Rotterdam, Boston, Tapei: Sense Publishers, 215-241.
7.Van Kleef, J. (2007) 'Strengthening PLAR: Integrating theory and practice in post-secondary education.' Journal of Applied Research on Learning, 1, 1-22.
Ignite Talk (20 slides in 5 minutes)
The Social Usefulness of Naturalistic Knowledge from Action Research for The Social Impact of Ibero-America
1Universidad Juárez Autónoma de Tabasco, México.; 2Universidad Autónoma de Yucatán, México.; 3Universidad de Granada, España.; 4Universidad Juárez Autónoma de Tabasco, México.
Presenting Author:University development must be based on the exercise of solid planning with a defined direction, with timely monitoring and evaluation of the achievements obtained and challenges to be addressed that allow for continuous improvement. Link to the productive projects of the Innovation Agenda of the South-Southeast Region in Ibero-America to meet the demands of the social context. Through educational research, it will allow us to highlight cultural roots and define non-profit ethical positions related to the development of social innovation to operationalize the promise of leaving no one behind (Cabrera-Hernández, 2021; Natarén and Reyes, 2022; UN Sustainable Development Group, 2023).
Action research in liberating education recognizes that human beings are conditioned, due to lifelong learning, reflected in the coherence between discourse and practice. On the one hand, there is the humanistic vision, supported by philosophers. and intellectuals at UNESCO (2020), that advocates a hermeneutic approach focused on the integral development of people. On the other hand, we find the utilitarian vision, supported by economists from the OECD (2010) and the World Bank (Ferreyra et al., 2021), which leans towards a more instrumental approach based on individual competencies for a world of work. .
Our study identifies the processes of transfer of knowledge and values, located in educational practice, from the problematization of the contents, the analysis of reality, confrontation of the student through critical dialogue, and teaching the student to think critically about the contents, by which are designed two educational programs that address the social utility of knowledge. This dimension allows measuring the capacity to fulfill the function or social role expected of science and the production of knowledge to promote tertiary education in the Ibero-American region. (Cruz, 2020).
Through the social usefulness of knowledge, it is necessary to ask how it should be approached from the didactic situation, so the questions are established: ¿What is the purpose of scientific knowledge and for whom is it beneficial? What relationships are promoted between teachers and students according to the various interpretations of the usefulness of knowledge? Who plays a role in defining the social utility of knowledge for social justice? Allowing us to structure the analysis of our study. It is recognized that scientific knowledge has the “capacity” to become a “resource or asset” for social agents who do not belong to the scientific field but carry out the work of teacher-researchers in emerging, possible, preliminary or transitory educational contexts.
In particular, understanding what this concept implies in our research is related to the dimensions of social appropriation of knowledge, competencies, culture, environmental uncertainty and strategies (ASCCCIE) as a resource for educational management in action research processes: theoretical, methodological and practical (Elliot, 1993; Mertler, 2021). Answer: ¿What are the challenges of action research in sciences and arts in the ASCCIE educational context for the development of higher education in the south-southeast region of Mexico?
Through the Critical Theory of Education, the historical-social character of higher education examines the relationship between the educational system and the structure of society through the intervention of university educational practice, understanding technological aspects, ideologies, educational objectives and responsibility. pedagogical, whose evaluation is in relation to practice (Horkheimer, 2000). The framework allows improving management and educational practice in Latin America through the application of the phenomenological-hermeneutic methodology in the educational experience of the university classroom, appealing to philosophical traditions (Van Mannen, 2003), fostering critical awareness and respect for individuality, and allowing the legitimacy of the teacher in the educational field for scientific research with the use of qualitative methods for educational emancipation (Denzin & Lincoln, 2018; Denzin et al., 2023).
Methodology, Methods, Research Instruments or Sources Used
The study is developed under the qualitative paradigm, studying phenomena in a naturalistic context with emphasis on depth, contextuality and complexity. Researchers study reality holistically, using multiple sources and data collection methods, paying attention to multiple voices, data triangulation, as well as member verification and informed consent, as part of the ethical aspects of research that contributes to its validity.
Our study is based on four moments: (1) Literature Review (RL), which addresses Applied Hermeneutic Phenomenology (FHA) in the pedagogical area of the higher level, from the educational management structure, the teaching and educational perspective in the Latin American countries, allowing the identification of techniques and instruments in qualitative methods from the phenomenological approach; (2) the action research cycle is developed (Macintyre, 2000) through the design of the teaching program for two universities in the south-southeast region of Mexico: (a) Agile management of educational projects with qualitative methods; (b) Active methodologies in post-gradual programs in cooperation with the south-southeast for educational innovation, teaching identity and social significance, these postgraduate level programs are addressed from the areas of Humanities and Economic-Administrative Sciences, in four stages: Phase 1 : perception, understanding and evaluation of social problems; Phase 2: Interpretation and creation of an approach proposal; and Phase 3: Socialization and evaluation for work improvement; Phase 4: Community Exposure; (3) In the third moment, we collect the data obtained through participant observation through records, interviews and focus groups, where we apply the Phenomenological Epojé (PE) method to the lived experiences (Dodgson, 2023) and Post-photography: methodology based on lenses and forms of critical thinking based on practice from visual data collection (Hill, 2020). With MAXQDA 2022 software it is used to analyze the data and explore the benefits of the reduction technique. (4) Finally, an event is organized with the educational community to socialize the products obtained from the teaching program. Strengthening collaborative learning, from student-centered and research-based approaches. Teachers in classrooms in the third part of the 21st century use these strategies to teach critical skills, recognizing the technological, economic and social aspects of the environment.
Conclusions, Expected Outcomes or Findings
The phenomenological movement has considered higher education as training, since it focuses on personal development rather than the possession of knowledge. This movement promotes research to find better ways of learning and living, confirming the importance of designing programs to generate social utility of knowledge through the solution of national problems. Social innovations have flourished in the 21st century, developing intellectual connections, content practices and skills for social transformation. However, there are challenges in the leadership and motivation of emerging teachers, who must be considered for educational management, having relevance in the strategic planning and managerial decision making of HEIs through promotion of levels in the teaching career. , from the opening of new places and equal opportunities for the massification of education.
In countries with low levels of GDP such as Mexico, the current young population has the highest levels of schooling in the country's history and educational levels among young teachers have reached equal conditions, although the economic participation of women has not yet been achieved. has increased substantially. Therefore, the social utility of knowledge for social justice requires new teachers to raise the innovation economy and face the technological era. This can lead to a sensitive variation in teachers' behavior, resulting in resistance to organizational change by HEIs.
Our study uses reading as a tool to guide liberating knowledge, generating critical cognitive processes through the analysis of narratives, photographs and participant readings. Current philosophy requires strategic approaches to restructure graduate curricula and balance organizational and psychosocial factors that hinder academic performance.
The impact of innovative educational practices, such as teaching-practice, intervention-research-action and educational-educational management, stimulates teaching performance and favors internationalization in HEIs. Educational administrative management is modernized from the context ASCCCIE, advancing historical-geographic visions with active and agile methodologies, and promoting educational policies for quality education and social inclusion.
References
1.Cabrera Hernández, D., M. (2021). Investigación educativa e innovación tecnológica en el sur-sureste de México: rutas paralelas. Innovación Educativa, 21(86), 123-144. https://www.ipn.mx/assets/files/innovacion/docs/Innovacion-Educativa-86/investigacion-educativa-e-innovacion-tecnologica--en-el-sur-este-de-mexico.pdf
2.Cisneros, C. E., & Jiménez, L. R. (2023). Gestión ágil de proyectos educativos con métodos cualitativos [Programa de enseñanza]. Universidad Autónoma de Yucatán.
3.Cruz Aguilar, E. (2020). La educación transformadora en el pensamiento de Paulo Freire. Educere, 24(78), 197-206. https://www.redalyc.org/journal/356/35663284002/html/
4.Denzin, N., & Lincoln, Y., S. (2018). The SAGE Handbook of Qualitative Research. (5th ed). Sage Publications, Inc.http://www.daneshnamehicsa.ir/userfiles/files/1/9-%20The%20SAGE%20Handbook%20of%20Qualitative%20Research.pdf
5.Denzin, N., Lincoln, Y., S., Giardina, M., D., Cannella, G., S. (2023). The SAGE Handbook of Qualitative Research. (6th ed). Sage Publications, Inc.
6.Dodgson, J. D. (2023). Phenomenology: Researching the Lived Experience. Journal of Human Lactation, 39(3),385–396. https://doi.org/10.1177/08903344231176453
7.Elliott, J. (1993). El cambio educativo desde la investigación-acción. Ediciones Morata.
8.Ferreyra, M., M., Dinarte-Díaz, L., Urzúa, S., Bassi, M. (2021). La vía rápida hacia nuevas competencias: Programas cortos de educación superior en América Latina y el Caribe. Banco Internacional de Reconstrucción y Fomento/Banco Mundial. https://hdl.handle.net/10986/35598
9.Hill, R. (2020). Post-photography: Lens-based methodology and practice-led ways of critical thinking. LINK Conference Proceedings, 1(1),28. https://doi.org/10.24135/linksymposium.vi.9
10.Horkheimer, M. (2000). Teoría tradicional y teoría crítica. Paidós ICE/UA.
11.Macintyre, C. (2012). The art of action research in the classroom. David Fulton Publishers.
12.Mertler, C.A. (2021). Action Research as Teacher Inquiry: A Viable Strategy for Resolving Problems of Practice. Practical Assessment, Research & Evaluation, 26(19). 1-12. https://scholarworks.umass.edu/pare/vol26/iss1/19/
13.Natarén-Nandayapa, C., F. & Reyes-Vázquez, A., A. (2022). La Educación Superior Inclusiva: Una perspectiva de la región Sur-Sureste. Universidad Autónoma de Chiapas. https://crss.anuies.mx/wp-content/uploads/2022/10/EDUCACIONSUPERIOR_INCLUSIVA_2022.pdf
14.OCDE. (2010). Acuerdo de cooperación México-OCDE para mejorar la calidad de la educación de las escuelas mexicanas. https://www.oecd.org/education/school/46216786.pdf
15.UN Sustainable Development Group. (2023). Operationalizing leaving no one behind good practice note for un country teams. https://unsdg.un.org/es/download/5578/685
16.UNESCO. (2020). El enfoque de Aprendizaje a lo Largo de Toda la Vida: Implicaciones para la política educativa en América Latina y el Caribe. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. https://unesdoc.unesco.org/ark:/48223/pf0000373632_spa.locale=es
17.Van Manen, M. (2014). Phenomenology of Practice. Meaning-Giving Methods in Phenomenological Research and Writing. California: Left Coast Press Inc. https://doi.org/10.4324/9781315422657
Ignite Talk (20 slides in 5 minutes)
Acting Beyond Disciplines: Post-disciplinary Future of Higher Education
Vilnius University, Lithuania
Presenting Author:Research Question Outline
In an era marked by complex global challenges, from climate change to health crises, the imperative for innovative and collaborative solutions is paramount. This urgency foregrounds the role of interdisciplinarity within European Higher Education Institutions (HEIs), positing it not merely as an academic ideal but as a crucial framework for addressing the multifaceted problems of our time. However, the gap between the theoretical valorization of interdisciplinarity and its practical application in Higher Education remains a significant barrier.
My doctoral research endeavors to bridge this chasm by exploring the question I would like to raise in Ignite Talk: How can European HEIs effectively actualize interdisciplinarity, transforming it from a conceptual ideal into a sustainable, practice-oriented approach that fosters collaboration across disciplines to address the pressing challenges of our age?
Theoretical Framework
Grounded in the postmodern paradigm, this research underscores the fluid, pluralistic nature of knowledge and reality, challenging the rigid boundaries that have traditionally defined academic disciplines. Central to this inquiry is the theory of social constructivism, which posits that knowledge is co-constructed through social interactions and cultural contexts. This perspective is pivotal for understanding interdisciplinarity, as it highlights the importance of cultural, institutional, and political factors in shaping interdisciplinary practices.
Social constructivism also emphasizes the role of dialogue and collaboration in the construction of knowledge, suggesting that a true interdisciplinary approach requires not just the blending of disciplines but the creation of new, co-constructed understandings that transcend individual disciplinary perspectives.
Inspiration and Implication
My doctoral research is driven by the conviction that interdisciplinarity holds the key to addressing the complex challenges of our time. By redefining interdisciplinarity within a post-disciplinary context, this study aims to propose actionable strategies for its effective implementation in HEIs, thereby enhancing academic collaboration and fostering a more inclusive, innovative educational environment.
The findings of my research will not only shed light on the barriers to effective interdisciplinarity but also provide a roadmap for HEIs to navigate these challenges, fostering a culture of collaboration that transcends disciplinary boundaries. In doing so, this study will inspire a reimagining of higher education, one that embraces the uncertainty of our age as an opportunity for innovation, collaboration, and transformative learning.
Why Ignite Talk?
I believe in vocalizing the ideas. I believe in giving the voice to the unheard or silenced ones. I will share compelling data from focus groups among HE actors in Lithuania, offering a nuanced conceptualization of interdisciplinarity and drawing attention to its post-disciplinary future. Through this exploration, we will ignite a conversation about the power relations,potential of interdisciplinarity to not only advance academic knowledge but also to equip learners and educators with the tools to collaboratively address the pressing global challenges of our time, fostering a sense of hope and resilience for the future of Higher Education.
Methodology, Methods, Research Instruments or Sources Used
In my doctoral reseach I chosen the mixed-methods sequential explanatory design (Creswell et al. 2003) where quantitative methodology (survey) is followed by qualitative methodology (focus groups) in the framework of triangulation (Denzin 1970, Flick 2012).
1. Explorative in-depth interviews - in order to create a survey.
2. Survey - to set the ground data for explaining the phenomena of interdisciplinarity.
3. Focus groups - to study how the meanings, interpretations, and narratives of interdisciplinarity are socially constructed during group interactions.
4. Conceptual Analysis - for data analysis.
5. Data triangulation - to access a deeper understanding of the phenomenon within different data groups.
In this Ignite Talk I will share the rich data gathered in 6 focus groups.
Conclusions, Expected Outcomes or Findings
The main aim is to conceptualise the interdisciplinarity and vocalise the experience of HE actors (students, professors, administrators).
In broader context I expect to prove that interdisciplinarity shouldn't be only a decoration to HE strategy, but a sustainable everyday practice that requires not only political will but also the active participation of HE actors.
I would also like to introduce the concept of post-disciplinarity with the idea that traditional disciplinary boundaries in HE are becoming increasingly blurred, and that new and innovative forms of interdisciplinary education are needed.
References
* Beyer, L. (2000). The postmodern university. Cultural Studies, 14(1), 47-57.
* Creswell, J. W., V. L. Plano Clark, M. Gutmann, and W. Hanson. 2003. Advanced mixed methods research designs. In Handbook on mixed methods in the behavioral and social sciences, ed. A. Tashakkori and C. Teddlie, 209-240. Thousand Oaks, CA: Sage.
* Davies, M., & Devlin, M. (2010). Interdisciplinary higher education. In Interdisciplinary Higher Education: Perspectives and Practicalities (pp. 3–28). Emerald Group Publishing Limited.
* Denzin, N. (1970) The research act. Chicago: Aldine.
* Flick, U., Garms-Homolova, V., Herrmann, W., Kuck, J., & Röhnsch, G. (2012) "I can't prescribe something just because someone asks for it..." using mixed methods in the framework of triangulation. Journal of Mixed Methods Research, 6(2): 97-110.
* Lyotard, J.F. (1984). The Postmodern Condition: A Report on Knowledge. Manchester: Manchester University Press.
* Smith, M. K. (2008). Postmodernism and Education. Routledge.
* Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Ignite Talk (20 slides in 5 minutes)
Addressing Future Uncertainty in Competence Development by Adopting Complex Systems Approach: the Case of Translator Education
Vilnius University, Lithuania
Presenting Author:This study seeks to contribute to the emerging post-positivist discourse in translation studies by challenging currently prevalent approaches towards translator competence development from a post-structuralist complex systems perspective. If translation studies curricula of higher education institutions (HEIs) were focused on a broader development of the mindset necessary for the reality-yet-to-come, instead of the development of predefined sets of translator skills and capabilities, then future translators would be better equipped for contexts characterised as a VUCA world (Bennis and Nanus 2003) – the world of volatility, uncertainty, complexity and ambiguity. However, currently, translator education is based on translator competence models that are linear, structured and mainly focused on know-how rather than on knowledge (Hébrard 2013) due to various factors: they are grounded on constructivist theories, translator education is market-orientated, technologies evolve faster than our theories, and HEIs are slow in change.
Among diverse professional landscapes, translators are an indicative example of competence development as subject to the technological advancement and overall future uncertainty. Firstly, translation, both as a discipline and a profession, has a long history of being subject to the implications of technological developments and this dates back to the Georgetown-IBM experiment in 1954 aimed at machine translation (MT) research. Secondly, handling uncertainty is an inherent part of translators’ work (i.e., navigating the challenges to produce accurate and contextually appropriate translations), thus, competence development for uncertain professional working environments is at the core of translator competence. And yet, due to the prevalence of neural MT and LLM-based technologies, many graduates need to upskill already right after they have completed their studies. Therefore, the underlying research question raised in this study is how future uncertainty could be incorporated into translator education. To address that, this study aims to re-conceptualise the notion of translator competence based on the post-structuralist complex systems approach by defining competence development as a complex system.
What has the theoretical background of complex systems theories to offer to the European educational domain? Competence development in the European Higher Education Area has occupied the focus of many international debates on curricula, assessment and education in general (European Commission 2019, OECD 2017). Throughout Europe, the focus on competence assessment has been shifting from mere measurement of pre-defined sets of skills to the evaluation of much more complex abilities that are ingrained in real-world contexts (Koeppen et al. 2008). As major educational domains keep moving beyond the long-standing linear, hierarchical and top-down attitudes towards learning and teaching, the understanding of the new dynamics of education can benefit from complexity-informed approach (Biesta 2020), which is increasingly more apparent across many disciplines and professions (Byrne and Callaghan 2014).
Concequently, this complexity-informed standpoint also reflects an ontological turn that is underway in the current paradigm of translator education and HE in general. It calls for viewing students “as persons, not merely knowers” (Barnett 2004), or in a post-modern sense, insists upon a shift from what learners develop or acquire to who they become (Dall‘Alba and Barnacle 2007). As the understanding of what kind of knowledge and competencies are necessary for daily life and employment is rapidly changing (The World Economic forum 2020), and the focus is shifted towards the unpredictability of what learners may need to be able to do in the future (Markauskaite et al. 2022), translator education is expected to undertake a transformative role first and foremost by equipping future translators with the disposition to reflect on becoming and being a translator in this era of digital technologies and rapid change rather than focusing on the mere acquisition of translation skills and capabilities.
Methodology, Methods, Research Instruments or Sources Used
The design of this study relies on qualitative research methodology implemented in two steps: (1) concept mapping of complex systems literature, and (2) thematic analysis of literature on translator competence development.
Firstly, literature review is carried out shedding light on studies addressing complex systems in the field of educational sciences (Davis and Sumara 2008, Mason 2008, Jacobson 2020, etc.) and translation studies (Kiraly‘s (2015) model of translator competence as a co-emergent phenomenon, Massey‘s (2019) co-emergent learning, Marais and Meylaerts’ (2022) emergentist approach towards translation, etc.). This part of the research intends to provide a concept map (Novak 1995) of the underlying qualities of a complex system that will serve as the basis for the conceptual model of translator competence as a complex system.
Secondly, thematic analysis (Braun and Clarke 2021) is performed, focused on the exploration of (1) documents which serve as guidelines for translation study programmes across the EU (competence frameworks, ISO standards, etc.), and (2) currently existing translator competence models (PACTE group (2003), Göpferich (2009), EMT (2009, 2016, 2022)). The major objective of this part of the study is to both identify the major constituents of translator competence and to depict their dynamics by organising them into a model of translator competence as a complex system, based on the concept map carried out in the first part of the study.
Conclusions, Expected Outcomes or Findings
This study sheds light on how complex systems approach could be adopted in translator education as a means to address future uncertainty by redefining competence development. As literature review suggests, the epistemology of complexity thinking expands translator educators‘ views of competence acquisition and encourages them to break free from linearity, reductionism and expectations of predictability, and lean on to openness, self-organisation and emergence (Lewin (1993), Holland (1998), Cilliers (2002)).
The study reasons that even though currently existing translator competence models recognise the multi-faceted nature of translation and the manifold skills it requires, they tend to undermine their complexity by merely focusing on sets of translation skills and capabilities, which, as indicated by thematic analysis, often are assessed as the major learning outcomes, such as language proficiency, cultural and technical competencies, interpersonal, communication and project management skills, etc.
In addition, the concept map, which was built based on the literature review of a post-structuralist complexity-informed learning approach, identified the underlying components which could assumably constitute the complex system of translator competence. The concept map includes essential concepts of complex systems that revolve around uncertainty, such as systems agents, interactions, systems levels, emergence, non-linearity, feedback loops, dynamic behaviour, self-organisation, resilience, and adaptability. The major outcome of this study – a model of translator competence as a complex system – is yet to be built. The model is intended to re-arrange the identified constituents of translator competence around the uncertainty-related concepts of the conceptual complexity map.
The overall conclusions of this study also shed light on the onto-epistemological shift in translation studies that is waiting to dawn and certain epistemic fluency and inner epistemic resourcefulness (Markauskaite and Goodyear 2017) which may be crucial for the reality-yet-to-come not only among the graduates of translation studies but among students of almost any study programme.
References
Barnett, R. 2004. Learning for an Unknown Future. Higher Education Research & Development 23 (3): 247–260.
Bennis, W., Nanus, B. 2003. Leaders: Strategies for Taking Charge. New York: Harper Business.
Biesta, G. 2020. Educational research: An unorthodox introduction. London: Bloomsbury.
Braun, V., Clarke, V. 2021. Thematic Analysis. A Practical Guide. London: Sage Publications.
Byrne, D., Callaghan, G. 2014. Complexity theory and the social sciences (2nd ed.). Routledge.
Cilliers, P. 2002. Complexity and Postmodernism: Understanding Complex Systems. London: Routledge.
Dall’Alba, G., Barnacle, R. 2007. An Ontological Turn for Higher Education. Studies in Higher Education 32 (6): 679–691. doi:10.1080/03075070701685130.
Davis, B., Sumara, D. 2008. Complexity and Education. Inquiries into Learning, Teaching, and Research. New York: Routledge.
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