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Before COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software, without experiencing collaborative/interactive learning. In few European universities skills labs were introduced to offer fieldwork-like activities, but without shared modelling standards and mainly held in presence for few consecutive days. As the COVID-19 pandemic further deprived students of crucial educational experiences, the purpose of this paper is to present an online collaborative learning environment exploiting a customised combination of information and learning applications the students already experienced during the pandemic to smoothen their learning curve and increase the educational effectiveness.

A multi-framework methodology to build and operate a computer-supported online collaborative skills lab for translation students is proposed. Reference standards and guidelines are leveraged to provide participants with a common knowledge ground, to activate the computer-supported collaborative learning perspective, and to ensure an appropriate simulation fidelity.

An end-to-end implementation of the proposed approach along with educational effectiveness analysis performed via complementary assessment strategies is presented. Achieved outcomes highlight significant participation rate, consistent improvement in technical and soft skills at both individual and collective levels, and clear activation of collaborative learning dynamics.

Every master degree in translation teaching can adopt this approach by complying with the proposed guidelines.

The proposed multi-framework approach is novel and applied to a teaching sector where it is highly needed to fill a pre-existing gap.

The purpose of the current study was to examine the role of distance learning in enhancing introverted students’ lack of communication and social interaction to improve their performance in translation class. Cain (2013) and Kuzeljevich (2017) agreed that identifying “introverted” and “extroverted” students is important for meeting their learning needs. While extroverted students have strong social skills that allow them to interact comfortably in different learning environments, introverted students tend to be more shy, quiet, and silent, thus, requiring more careful planning in classroom settings. Therefore, educators need to support introverted students in reaching their full academic and social potential.

The present case study adopted a qualitative research method to explore the role of online/distance learning during the COVID-19 pandemic in enhancing introverted students’ performance and communication abilities in translation classes. The researcher of the current study spent a considerable time observing and set herself as part of the group (i.e. translation students of level 6 class) to understand the phenomenon, events and the new situation of having translation students interact in online settings. Data collection was based on this observation, interviews with the participants and archival documents. To enhance the validity and credibility of this research, the researcher employed the method of triangulation.

The results (see Appendixes A, B and C) revealed the level of students interactions in translation classes and their attitudes toward online learning. Based on the observations made by the instructor, the researcher found that the involvement of the introverted students during online translation learning was remarkable, as they provided their translation outputs in the chat window of Microsoft Teams with no hesitation. Consequently, 65% of the students were providing their translation output through the chat window, which indicates that they are more introverted and preferred not to speak. Comparing this result to face-to-face translation class, the researcher found that 25% of the students provided their translation outputs through oral participation.

This study contributes to the field of translation and education. Previous studies have not sufficiently examined the role of distance learning in enhancing the performance and communication of introverted students in translation classes. The current study is also expected to provide insight into the field of technical translation in remote teaching and learning settings.

The purpose of this study is to enhance and further an understanding of business to business (B2B) contexts in relation to sensemaking “translations” between “performing” and “representing” of meanings that evolve within an interacting duality. The implications for research are outlined and a need for a corresponding duality in research methods is emphasised.

This is a conceptual paper exploring some of the main implications for indistrial marketing & purchasing group (IMP) and other B2B research of abandoning Cartesian privileging of generalised cognitive ideas over embodied activities in context.

Dualities of general structures and contextual practices are mutually constituted by performing and representing translations. They are described as “chiasmic” or “polyphonic” and regarded as polyvalent, dynamic and non-linear. Embodied contextual activities are described as of equal importance to de-contextual cognitive structures in meaning-making.

Practical actors within business networks are encouraged to continue relying upon practical improvisational coping skills that enable them to be effective, embodied “bricoleurs” within complex, often unpredictable and regularly unmanageable, eventful B2B contexts.

A post-Cartesian focus upon ideas and activities, structure and agency as dynamically evolving multiple dualities promotes an appreciation that contextual practices and decontextualised structures are mutually constituted; supporting a practical and pragmatic turn towards polyvalent and ephemeral, contextualised solutions to a diverse multiplicity of problems and issues. A post-Cartesian focus upon ideas and activities, and structure and agency as dynamically evolving multiple dualities promotes an appreciation that contextual practices and decontextualised structures are mutually constituted and a practical and pragmatic “turn” towards polyvalent and ephemeral, contextualised solutions to diverse problems and issues involving business relationships and interaction.

The purpose of this paper is to explain the reversal of language hierarchy in a Finnish multinational corporation (MNC) from a political perspective. This paper situated the language hierarchy in the historical context of the colonial-style relationship between Finland and Russia. From a post-colonial perspective, the colonial legacy of Russia has had an influence on language strategy and everyday translation work in the Finnish multinational until the present day.

This paper undertook a case study based on qualitative secondary analysis of existing data sets. These data sets originated from two previously conducted studies of the same Finnish MNC.

The findings revealed a reversal of the traditional corporate language hierarchy. Russian, as the host country language of powerful local subsidiaries, rose to the top of the hierarchy at the expense of English, the common corporate language, and other languages. The colonial-style relationship was enacted by professional and paraprofessional translators who collaborated by using “the master’s language and imitating the master’s voice” to reap the strategic benefits of local responsiveness.

In contrast to previous work drawing on post-colonial theory in the study of MNCs, this paper represents the headquarters in Finland as the “colonised” party and the Russian subsidiaries as the “coloniser.” Owing to its colonial legacy, Russian, the host country language, became very powerful and influenced the language strategy of the entire MNC. This paper conceptualized translation as a multilevel phenomenon and offers a holistic explanation of why the language hierarchy in the Finnish MNC was reversed.

The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development.

The paper introduces the cooperation project between Tibro Training Centre and Furniture Technology Centre Trust and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggests that three phenomenographic hierarchical categories constitute the learning process: getting a recognized professional identity; perceiving new elements and expanding knowledge and seeing new aspects of design work and new steps of development in profession.

Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object were expressed in cooperation as doings and sayings, as translation and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences.

More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market.

The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.

The purpose of this paper is to explore how accountability practices are affected and potentially transformed when mediated by translation. Adopting a postcolonial lens, the authors consider the ways in which translation functions and how intermediaries act as cultural translators in the context of microfinance.

The authors take a qualitative approach to a case study of a microfinance organization based in South Africa. Fieldwork allowed for the collection of data by means of direct observations, interviews, documents and a fieldwork diary.

The study demonstrates the presence of spaces of hybridity that co-exist within the same organizational context (Bhabha, 1994). Two spaces of hybridity are highlighted, in which translation processes were possible because of the proximity between borrowers and fieldworkers. The first space of hybridity was found locally and here translation shaped an accountability that aimed at leveraging local cultures and favoring cultural framing. The second space of hybridity was characterized by the interaction between oral and written cultures and the translation of responsibilities and expectations was predominantly unidirectional, prioritizing accountability practices consistent with organizational requirements.

This research offers in-depth insights into the links between intermediation, translation and accountability practices. It differs from prior research in considering intermediaries as active translators of accountability practices who act in-between cultures. The authors contend that the translation process reinscribes culture allowing dominant accountability practices to prevail and local cultural traditions to merely contextualize accountability practices.

This paper explores and elaborates on emotions and capability in organizations through the phenomenon of care. Drawing upon multi-disciplinary theory, as well as empirical material from a case study in the hotel industry (involving four organizations), a theoretical framework is offered for understanding the multidimensional, dynamic, social relational nature and role of care in organizations. This is shown through the suggestion of a conceptual framework of four ideal types of practices in frontline work. In the practice of care, emotions are one of the vital parts in a larger whole. Regarding the role of care in organizations, it is suggested that what, and how, one cares for, are continually created, tested, negotiated and/or re-constructed. This paper suggests that the claims regarding care also provide implications for the study and understanding of emotions and capability in organizations.

The purpose of this paper is to explore and understand the process of successful introduction of total quality management (TQM) in Poland and the way in which it impacted on identity of Polish managers.

The study is based on a combination of ethnographic research and repertory grid interviews.

The process of TQM introduction and implementation is examined through the application of translation as a model incorporating cultural and socio‐economical dimensions in addition to individual and organizational levels that shaped the development of TQM in Poland. It then draws on the idea of fantasy as theorized in Lacanian psychoanalysis in order to incorporate the unconscious element of translation process which is missing from Latour's theorization and which forms an important aspect of adoption of new technology and the emergence of a new post‐transition generation of managers in Poland. The paper argues that a complex combination of contextual factors, amongst them the notion of fantasy shaped the process of translation of TQM to Poland, the identity formation of Polish managers and to the emergence of a new post‐transition generation of managers in Poland.

This paper contributes to the literature on the post‐command transition by illustrating this process through the fantasy of total quality management explored in a specific socio‐cultural and geographical context and by combining the idea of Latour's translation with Lacanian fantasy.

Audio-visual translation (AVT) is recognized as the most vibrant type of translation. While AVT plays a vital function in the field of translation, its significance within cultural studies hasn’t been thoroughly investigated. This research aims to uncover the predominant techniques employed in translating idiomatic expressions found in subtitled movies from English to Arabic.

The corpus utilized in the current study consisted of five movies. The dialog in the chosen English films was examined to identify idiomatic expressions. The occurrence and proportion of each approach employed in translating English idioms into Arabic were calculated.

The findings of this investigation unveiled that the most common technique employed by translators to render idioms was retaining both similar meaning and similar form. The second approach involved maintaining a similar meaning while altering the form. The third method involved paraphrasing for translation. The fourth strategy was compensation-based translation. When dealing with verb and object idioms as well as similes, the predominant techniques were retaining both similar meaning and similar form, followed by a similar meaning but different form approach. Compound idioms were translated using paraphrasing, similar meaning but different form and similar meaning but different form strategies.

The research was constrained to examining the utilization of subtitles for the translation of five films. The films and corresponding Arabic subtitles were obtained and saved in plain text formats. Solely idiomatic expressions were scrutinized to determine the translation approaches employed through the use of subtitles.

The idea of “best practice” is very much built into information systems and the ways in which they organise and structure work. The purpose of this paper is to examine how “best practice” may be identified (produced) through a community-based evaluation process as opposed to traditional expert-based evaluation frameworks. The paper poses the following research questions: how does “best practice” (e)valuation in online communities differ depending on whether they are produced by community members or experts? And what role play these two practices of valuation for online community performance?

The paper is based on a three-year ethnographic study of a large-scale online community initiative run by the European Commission. Participant observation of online and offline activities (23 events) was complemented with 73 semi-structured interviews with 58 interviewees. The paper draws on Science and Technology Studies, and in particular actor-network theory.

Promoting the idea of “best practice” is not just an exercise about determining what “best” is but rather supposes that best is something that can travel across sites and be replicated. The paper argues that it is crucial to understand the work performed to coordinate multiple practices of producing “best practice” as apparatuses of valuation. Hence if practices are shared or circulate within an online community, this is possible because of material-discursive practices of dissociation and association, through agential cuts. These cuts demarcate what is important – and foregrounded – and what is backgrounded. In so doing new “practice objects” are produced.

The research was conducted in the European public sector where participants are not associated through shared organisational membership (e.g. as employees of the same organisation). An environment for determining “best practice” that is limited to an organisation’s employees and more homogeneous may reveal further dynamics for “best practice” production.

This paper sheds light on why it is so difficult to reach commensuration in crowd-sourced environments.

The paper provides an analysis of how online community members collaborate in order to identify relevant and meaningful user-generated content. It argues that “best practice” is produced through a process of commensuration.