From Industry Alignment to Adaptive Translator Education: Rethinking Academia–Industry Collaboration in Translation Programs
DOI:
https://doi.org/10.63939/ajts.nfqtps35Keywords:
Academia–Industry Collaboration, Curriculum Design, T-shaped Graduate, Translation Competence, Adaptive Translator EducationAbstract
This conceptual article examines academia–industry collaboration as a dynamic curriculum principle in translator education rather than as a supplementary activity. It adopts an integrative conceptual-analysis approach, drawing purposively on foundational and recent scholarship in curriculum design, translation competence, situated learning, adaptive expertise, employability, and translation technology. The literature is synthesized to clarify how stakeholder needs, competence development, professional participation, and graduate adaptability can be connected within translator education. The article proposes an original curriculum-level model that integrates disciplinary depth, professional breadth, pedagogy, assessment, reflection, and ongoing curriculum review. It also operationalizes the model through collaboration mechanisms, targeted competences, assessment methods, implementation conditions, and indicators of student development. The article argues that sustainable collaboration should prepare graduates who combine deep translation competence with technological, interpersonal, ethical, and adaptive capacities without reducing university education to short-term market training. It further identifies institutional rigidity, uneven faculty preparation, unclear stakeholder roles, and limited empirical validation as key challenges.
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