ABSTRACT
To respond to the needs of the language industry, further specialisation in terminology at Master’s level is needed to equip students with the necessary skills to work as corporate and institutional terminologists. For this purpose, curricular design should envisage the general and specific competences identified by practising terminologists in the workplace. Moreover, the competences established by the European Master’s in Translation Competence Framework (2009, 2017, 2022), adapted to terminology work, can be used to identify course content and expected learning outcomes. Teaching and learning strategies should promote life-long learning and learner autonomy. Finally, course instructors should include both lecturers and practitioners. This paper discusses the curriculum developed for corporate and institutional terminology training within the Master’s Degree in Professional Translation at the University of Granada (Spain), a programme that was incorporated into the EMT network in 2019. The ultimate goal is to train highly qualified terminologists who meet the demands of the market, and who have the necessary competences and skills to continue their self-training, once they have completed their postgraduate studies and have entered the labour market.
Acknowledgments
The author would like to thank the anonymous reviewers and the Editors for their suggestions for improvement, and Prof. Pamela Faber for English language editing.
Disclosure statement
In accordance with Taylor & Francis policy and my ethical obligation as a researcher, I am reporting that I have no financial and/or business interests in a company that may be affected by the research reported in the enclosed paper.
Notes
3. A description of work environments related to terminology management can be found in Warburton (Citation2021, 47–49), TerminOrgs (Citation2016, 24–26), Soare (Citation2013), and Schmitz (Citation2013). Also, Uwe Muegge advertises job opportunities in this field on Twitter almost daily.