Pub Date : 2023-02-19DOI: 10.1080/0907676X.2023.2171800
Wenchao Su
ABSTRACT The time lag between the perception of a source text or utterance and its interpretation has received considerable attention among interpreting researchers. Many studies have explored its association with interpreting output, but the results have generally been inconclusive. Furthermore, these studies have mainly focused on time lag in simultaneous interpreting, while little research has investigated the issue in the context of sight interpreting. To fill this gap, we conducted an eye-tracking study and examined the eye-voice span in sight interpreting from Chinese to English among novice and professional interpreters, as well as its relationship with the interpreting renditions. The results show that a longer eye-voice span predicts a higher rate of errors and disfluencies in the interpreting outputs, and that this is more true for novice interpreters than professional ones. These findings expand our understanding of the utility of eye-voice span as an indication of speech production in sight interpreting.
{"title":"Eye-voice span in sight interpreting: an eye-tracking investigation","authors":"Wenchao Su","doi":"10.1080/0907676X.2023.2171800","DOIUrl":"https://doi.org/10.1080/0907676X.2023.2171800","url":null,"abstract":"ABSTRACT The time lag between the perception of a source text or utterance and its interpretation has received considerable attention among interpreting researchers. Many studies have explored its association with interpreting output, but the results have generally been inconclusive. Furthermore, these studies have mainly focused on time lag in simultaneous interpreting, while little research has investigated the issue in the context of sight interpreting. To fill this gap, we conducted an eye-tracking study and examined the eye-voice span in sight interpreting from Chinese to English among novice and professional interpreters, as well as its relationship with the interpreting renditions. The results show that a longer eye-voice span predicts a higher rate of errors and disfluencies in the interpreting outputs, and that this is more true for novice interpreters than professional ones. These findings expand our understanding of the utility of eye-voice span as an indication of speech production in sight interpreting.","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":"31 1","pages":"969 - 985"},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45974356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-10DOI: 10.1080/13603108.2022.2149632
Helen Matthews, Robbie Macaulay
ABSTRACT This article explains how UCL used micro-secondments to enable central registry and departmental staff to work together in the context of an on-going project to improve the student system, specifically to improve the processing of assessment results and calculation of progression and award outcomes and to improve module selection processes. This also provided development opportunities for both the departmental secondees, who learned about the wider context, and registry staff who gained understanding of how systems operated in practice at departmental level. It concludes that if planned carefully, the use of micro-secondments can be beneficial for both the project, which gains valuable user input and a group of active user advocates and the secondees, who gain new skills and build their networks without leaving their substantive role. A checklist for those considering micro-secondments is included.
{"title":"Seconded? Using micro-secondments to enable central and departmental staff to work together on a system improvement project","authors":"Helen Matthews, Robbie Macaulay","doi":"10.1080/13603108.2022.2149632","DOIUrl":"https://doi.org/10.1080/13603108.2022.2149632","url":null,"abstract":"ABSTRACT This article explains how UCL used micro-secondments to enable central registry and departmental staff to work together in the context of an on-going project to improve the student system, specifically to improve the processing of assessment results and calculation of progression and award outcomes and to improve module selection processes. This also provided development opportunities for both the departmental secondees, who learned about the wider context, and registry staff who gained understanding of how systems operated in practice at departmental level. It concludes that if planned carefully, the use of micro-secondments can be beneficial for both the project, which gains valuable user input and a group of active user advocates and the secondees, who gain new skills and build their networks without leaving their substantive role. A checklist for those considering micro-secondments is included.","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":"60 1","pages":"87 - 91"},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86615383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1080/13603108.2023.2167017
Juhar Yasin Abamosa
ABSTRACT The high number of displaced people in the world has led to many challenges for refugees, including the interruption of their academic careers. This, coupled with anti-refugee rhetoric and strict immigration and integration policies in host countries, has exacerbated the exclusion of refugees from academia. Higher education institutions have special responsibilities to realise the social inclusion of minorities, including refugees. While the entire academic community can play a role, the onus is primarily on academic leaders such as chancellors, rectors, deans, and heads of departments, and their deputies to create a genuinely inclusive academic environment. These key figures should at least realise that granting access is only one step in realising the social inclusion of refugees into higher education. In this commentary, I highlight some actions academic leaders can take to facilitate the social inclusion of refugees into academia.
{"title":"Social inclusion of refugees is more than granting access to a university: a brief message to academic leaders in host countries","authors":"Juhar Yasin Abamosa","doi":"10.1080/13603108.2023.2167017","DOIUrl":"https://doi.org/10.1080/13603108.2023.2167017","url":null,"abstract":"ABSTRACT The high number of displaced people in the world has led to many challenges for refugees, including the interruption of their academic careers. This, coupled with anti-refugee rhetoric and strict immigration and integration policies in host countries, has exacerbated the exclusion of refugees from academia. Higher education institutions have special responsibilities to realise the social inclusion of minorities, including refugees. While the entire academic community can play a role, the onus is primarily on academic leaders such as chancellors, rectors, deans, and heads of departments, and their deputies to create a genuinely inclusive academic environment. These key figures should at least realise that granting access is only one step in realising the social inclusion of refugees into higher education. In this commentary, I highlight some actions academic leaders can take to facilitate the social inclusion of refugees into academia.","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":"82 1","pages":"114 - 119"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79334197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/0907676x.2023.2168559
Semih Sarigül
{"title":"The interpreter’s professional and metaphorical (in)visibility in fiction: an analysis on Suki Kim’s the interpreter","authors":"Semih Sarigül","doi":"10.1080/0907676x.2023.2168559","DOIUrl":"https://doi.org/10.1080/0907676x.2023.2168559","url":null,"abstract":"","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49106637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.1080/0907676x.2023.2165954
E. Vasserman
{"title":"Andrei Fedorov’s impact: a scientometric analysis","authors":"E. Vasserman","doi":"10.1080/0907676x.2023.2165954","DOIUrl":"https://doi.org/10.1080/0907676x.2023.2165954","url":null,"abstract":"","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48307383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-30DOI: 10.1080/0907676x.2023.2165953
Ran Xi
Conducting a netnography of affect from a participatory interface on bilibili.com, this article explores emotion transmission in an interpreting task. A parallel corpus was transcribed from an interpreting assignment in a press conference led by a China-WHO joint expert team during COVID-19. Drawing on the appraisal model proposed by Martin and White, I compare the speaker's and the interpreter's attitudinal lexis, and conduct an ethnographic study of online viewers' affective comments. The findings reveal that the interpreter accentuates the force and focus of emotions in her renditions through intensification and quantification, triggering ripple emotions manifest in onscreen remarks. To understand such affect, the study examines the semiotic resource of Danmu (live comments) on the participatory website along three affect dimensions. Drawing on the audience's verbalized emotions, this research demonstrates that the interpreter foregrounds her visibility and effectively affects audience by performing as affective labor. This study contributes to empirical studies in interpreting reception by categorizing affect and broaden its application in the field of communications.
{"title":"Translating emotions: a netnography of affect in a conference interpreting case during COVID-19","authors":"Ran Xi","doi":"10.1080/0907676x.2023.2165953","DOIUrl":"https://doi.org/10.1080/0907676x.2023.2165953","url":null,"abstract":"Conducting a netnography of affect from a participatory interface on bilibili.com, this article explores emotion transmission in an interpreting task. A parallel corpus was transcribed from an interpreting assignment in a press conference led by a China-WHO joint expert team during COVID-19. Drawing on the appraisal model proposed by Martin and White, I compare the speaker's and the interpreter's attitudinal lexis, and conduct an ethnographic study of online viewers' affective comments. The findings reveal that the interpreter accentuates the force and focus of emotions in her renditions through intensification and quantification, triggering ripple emotions manifest in onscreen remarks. To understand such affect, the study examines the semiotic resource of Danmu (live comments) on the participatory website along three affect dimensions. Drawing on the audience's verbalized emotions, this research demonstrates that the interpreter foregrounds her visibility and effectively affects audience by performing as affective labor. This study contributes to empirical studies in interpreting reception by categorizing affect and broaden its application in the field of communications.","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49411957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.1080/13603108.2023.2168781
Cheryl Yu, Wei Liu, S. Waller
ABSTRACT China is a major source country of students in the UK’s taught Master’s programs. The reliance on China as a major source country has caused some concerns over its sustainability. Will the Chinese students continue to come? To answer this question, a push–pull factor analysis is conducted on the perceptions of Chinese students who graduated from the UK around the year 2000 and 2020. The goal is to explore the major pull factors for Chinese students’ mobility to the UK and whether there have been changes in the past 20 years. The findings of this pseudo longitudinal study suggest that, though most of the UK’s pull factors have stayed stable, the declining weight of the UK’s higher education reputation should be concerning. To sustain the UK’s attractiveness, the UK universities should slow the neoliberal expansion of international recruitment and strengthen the desirable Socratic approach to teaching and learning.
{"title":"Will Chinese students stop coming to the UK? A push–pull analysis among Chinese graduates from UK’s taught master’s programs 20 years apart","authors":"Cheryl Yu, Wei Liu, S. Waller","doi":"10.1080/13603108.2023.2168781","DOIUrl":"https://doi.org/10.1080/13603108.2023.2168781","url":null,"abstract":"ABSTRACT\u0000 China is a major source country of students in the UK’s taught Master’s programs. The reliance on China as a major source country has caused some concerns over its sustainability. Will the Chinese students continue to come? To answer this question, a push–pull factor analysis is conducted on the perceptions of Chinese students who graduated from the UK around the year 2000 and 2020. The goal is to explore the major pull factors for Chinese students’ mobility to the UK and whether there have been changes in the past 20 years. The findings of this pseudo longitudinal study suggest that, though most of the UK’s pull factors have stayed stable, the declining weight of the UK’s higher education reputation should be concerning. To sustain the UK’s attractiveness, the UK universities should slow the neoliberal expansion of international recruitment and strengthen the desirable Socratic approach to teaching and learning.","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":"27 1","pages":"120 - 126"},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86565266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1080/13603108.2023.2167016
Andrea J. Sell
ABSTRACT This paper provides a review of the contextual factors that are associated with levels of morale and job satisfaction in academic institutions. It argues that universities can purposefully create workplace environments that support employee well-being by measuring, attending to, and addressing levels of collegiality; designing policies that introduce greater work–life balance; developing robust mentoring programmes; ensuring that systems are in place to allow members of academic and support staff to recognise each other’s work; and maintaining transparency in decision-making and resource allocation. Recommended assessments and suggested intervention resources are also noted.
{"title":"Contextual factors associated with the morale of academic and support staff in universities","authors":"Andrea J. Sell","doi":"10.1080/13603108.2023.2167016","DOIUrl":"https://doi.org/10.1080/13603108.2023.2167016","url":null,"abstract":"ABSTRACT This paper provides a review of the contextual factors that are associated with levels of morale and job satisfaction in academic institutions. It argues that universities can purposefully create workplace environments that support employee well-being by measuring, attending to, and addressing levels of collegiality; designing policies that introduce greater work–life balance; developing robust mentoring programmes; ensuring that systems are in place to allow members of academic and support staff to recognise each other’s work; and maintaining transparency in decision-making and resource allocation. Recommended assessments and suggested intervention resources are also noted.","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":"1 1","pages":"41 - 50"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79652089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1080/13603108.2022.2163318
R. Twohig, Emma Leahy, Doireann Wallace, Laurina Saint-Fleur
ABSTRACT Strong project management is increasingly recognised as essential to achieve impactful outcomes in externally-funded research projects hosted in Higher Education Institutes (HEIs). However, the characteristics of research project management, and how it differs from project management in other environments, have not been sufficiently explored. Key factors in research projects lead us to question the applicability of standard project management methodologies, and to explore optimum organisational approaches to project support. In this paper, from a practitioner perspective we consider the factors that influence forms of research project management and prior literature on the topic. We report on the results of a survey of project management modes and maturity undertaken among research project management professionals in EU, EEA and UK HEIs. Insights derived from the results provide a better understanding of how organisational research project management is currently implemented, and identify avenues for improvement, increasing fundamental understanding of this emerging professional domain.
{"title":"Features of research project management in European higher education institutes","authors":"R. Twohig, Emma Leahy, Doireann Wallace, Laurina Saint-Fleur","doi":"10.1080/13603108.2022.2163318","DOIUrl":"https://doi.org/10.1080/13603108.2022.2163318","url":null,"abstract":"ABSTRACT Strong project management is increasingly recognised as essential to achieve impactful outcomes in externally-funded research projects hosted in Higher Education Institutes (HEIs). However, the characteristics of research project management, and how it differs from project management in other environments, have not been sufficiently explored. Key factors in research projects lead us to question the applicability of standard project management methodologies, and to explore optimum organisational approaches to project support. In this paper, from a practitioner perspective we consider the factors that influence forms of research project management and prior literature on the topic. We report on the results of a survey of project management modes and maturity undertaken among research project management professionals in EU, EEA and UK HEIs. Insights derived from the results provide a better understanding of how organisational research project management is currently implemented, and identify avenues for improvement, increasing fundamental understanding of this emerging professional domain.","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":"23 1","pages":"68 - 78"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75893853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1080/0907676x.2022.2164735
Hongying Li, Mario Bisiada, Yingfeng Xu
{"title":"Applying the Discourse Dynamics Approach to metaphors for women in the Spanish translation of the Chinese novel Wei Cheng","authors":"Hongying Li, Mario Bisiada, Yingfeng Xu","doi":"10.1080/0907676x.2022.2164735","DOIUrl":"https://doi.org/10.1080/0907676x.2022.2164735","url":null,"abstract":"","PeriodicalId":39001,"journal":{"name":"Perspectives: Policy and Practice in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49525980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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