Executive Summary

Project aims. The project "Translation Studies and the Bologna Process: BA/MA Programmes - An International Perspective" focusses on the implementation of the Bologna process in translation and interpreting studies programmes at a number of European (and, for comparison, some non-European) universities. Its main objective is to produce a detailed and balanced evaluation of the problems and perspectives of translation studies in the so-called European Higher Education Area. The project was financed by the German Academic Exchange Service, and largely conducted between August and December 2004. This report was finalized in May/June 2005.

Selection criteria. A number of criteria were used for selecting the universities analysed in the study. They included geographical breadth (the new as well as the old EU member states), "qualitative" scope (both well-known and less well-known institutions), stage of implementation of the Bologna process (pre-Bologna and post-Bologna programmes), and practical availability of information. 90 programmes or programme itineraries at 32 universities in 21 (mostly European) countries were selected. - The aspects analysed were selected in such a way as to illuminate the implementation of the first four aims of the Bologna Declaration: (1) a system of easily readable and comparable degrees; (2) two main cycles, undergraduate and graduate; (3) a system of credits such äs ECTS; and (4) promotion of mobility.

Case studies. By way of introducing translation and interpreting studies programmes, three universities with rather different programme structures are presented as case studies: the University of Mainz/Germersheim, which has consecutive BA and MA programmes; the University of Ventspils (Latvia), where translation and interpreting are taught exclusively at BA level, and in such a way as to meet the needs of a "modime" (less widely used) language; and the École Supérieure d'Interprètes et de Traducteurs in Paris, which offers MA programmes only. Differences between these three universities are due to the linguistic situation of the countries concerned, to nationally specific higher-education policies and traditions, as well as to various individual (institution-related) factors.

Comparison. Translation and interpreting studies programmes can be compared with regard to a wide ränge of aspects. The aspects selected for this project fall into three groups: (1) structures (duration of BA and MA, translation studies at BA and/or MA level, the number of languages studied, admissions criteria and aptitude tests, and modularization), (2) contents (the percentage of hours or credit points dedicated to translation/interpreting, the degree of specialization, the translation and interpreting modes taught, and the languages offered), and (3) international mobility (srudying at a foreign university, and credit-point systems). In some of these areas, there are considerable similarities between universities across and even beyond Europe; in others, differences prevail. While differences can in principle be regarded as manifestations of a healthy diversity, in some instances they can be shown to counteract the realization of objectives such as compatibility and mobility.

Conclusions. The Bologna process (more specifically, the four aims of the Bologna Declaration on which this project concentrates) is being implemented in translation studies. Whilst this does not seem to present the discipline with any fundamental problems, the focus on formal and structural criteria does tend to mean that, as with the Declaration itself, issues of content are rather neglected. While a Europe-wide standardization of curricula would be a questionable undertaking, there is an urgent need for more transparency with regard to programme contents and requirements. Transparency would help to bring about a truly European higher education area without sacrificing diversity.

Germersheim Declaration. Interim project results formed the basis of the so-called Germersheim Declaration, which was presented and debated at the "Fifth International Symposium on Teaching Translation and Interpreting. BA/MA Pro-grammes: An International Perspective" (Germersheim, December 2004). The Declaration, which met with widespread consensus among delegates, describes opportunities and problems created by the Bologna process in the field of translation and interpreting studies, and sets out ways of achieving transparency. Coordination of the measures recommended, however, continues to be an open question.