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Loubna_Bilali_Dissertation_2018(c).pdf (4.89 MB)

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Localization Training: Towards an Industry-based Requirements-Gathering Model

Bilali, Loubna
http://orcid.org/0000-0001-7224-4299
http://rave.ohiolink.edu/etdc/view?acc_num=kent1532649023272877

Abstract Details

2018, PHD, Kent State University, College of Arts and Sciences / Department of Modern and Classical Language Studies.
Localization refers to the highly technologized process by which digital products and content are adapted to meet the needs and expectations of users from non-domestic locales. Demand for this emerging service has driven the continuous expansion of the multibillion-dollar language industry, which is growing at an annual rate of 6.5% –7.5% and is estimated to reach USD $45 billion by 2020 (DePalma, Piemeier, Stewart & Henderson, 2016). The advent of localization presents both opportunities and challenges to academia. In order to address the shift in the industry and to help translation students develop the skill sets needed for success in the twenty-first century, academic programs need to align curricular content, objectives, and outcomes with market expectations. This is much easier said than done, however, given that studies of the skill sets required of localization practitioners are largely absent from the literature, and given the speed with which localization technologies and processes are evolving. This study describes, analyzes, and evaluates localization education offered in North American universities by comparing localization-related courses and curricula to localization job advertisements and the requirements specified in such ads. This study raises awareness about the growing importance of localization education as a sub-discipline of translation studies by providing valuable insights into the specificities of localization practices, the requirements of the job market, and the current and projected profiles and career paths of program graduates. A model of requirements gathering is proposed based on questionnaires and interviews of the stakeholders in the professional sector and academia along with documentation from academic courses and their content. The findings presented in this dissertation can help inform and enhance the relevance of the curricula and shed the light on the localization skills sets as defined by the three participating stakeholders, i.e., employers, instructors and practitioners.
Keiran Dunne, Ph.D. (Advisor)
Greg Shreve, Ph.D. (Committee Member)
R. Kelly Washbourne, Ph.D. (Committee Member)
Erica Eckert, Ph.D. (Committee Member)
Andrew Barnes, Ph.D. (Committee Member)
307 p.
Communication; Education; Language; Linguistics; Marketing; Pedagogy; Teaching
Localization training; skill set; language industry; translation; job description; localization practitioners; Translation curriculum

Recommended Citations

Citations

  • Bilali, L. (2018). Localization Training: Towards an Industry-based Requirements-Gathering Model [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532649023272877

    APA Style (7th edition)

  • Bilali, Loubna. Localization Training: Towards an Industry-based Requirements-Gathering Model. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1532649023272877.

    MLA Style (8th edition)

  • Bilali, Loubna. "Localization Training: Towards an Industry-based Requirements-Gathering Model." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532649023272877

    Chicago Manual of Style (17th edition)

kent1532649023272877
861
© 2018, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.