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Managing Translation Projects MANAGING TRANSLATION PROJECTS: PRACTICES AND QUALITY IN PRODUCTION NETWORKS A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2017 MELANIE FOEDISCH SCHOOL OF ARTS, LANGUAGES AND CULTURES Contents List of tables 4 List of figures 5 List of abbreviations 6 Abstract 7 Declaration 8 Copyright statement 9 Acknowledgements 10 Introduction 11 1 Translation as a production network 21 1.1 The translation production network . 21 1.1.1 Actors in translation networks . 26 1.1.2 The translation project life cycle . 31 1.1.3 Organisational contexts of translation production . 37 1.1.4 Redefining production networks . 45 1.2 Quality in the translation industry . 48 1.2.1 Quality as a relational concept . 51 1.2.2 Prerequisites for translation quality . 54 1.3 Conclusion: Translation as a network . 57 2 Theorising translation project management as a practice 60 2.1 Practice Theory . 60 2.1.1 Social order and practices . 62 2.1.2 Elements of practices . 64 2.1.3 Agency . 73 2.1.4 The principle of interconnectedness . 78 2.1.5 Practice-as-performance and practice-as-entity . 81 2.2 Conclusion: Researching translation through practice theory . 83 3 Data and methods 87 3.1 Case selection . 87 3.2 Research setting . 92 2 Contents 3.3 Methods of data collection . 95 3.3.1 Workplace observation . 99 3.3.2 Semi-structured interviews . 101 3.4 Ethical considerations . 102 3.5 Process of data analysis . 104 4 The practice of managing translation projects 108 4.1 Elements of managing translation projects . 110 4.2 Enacting computer-assisted translation (CAT) tools . 116 4.2.1 CAT tools as material resource . 116 4.2.2 Emergent structures of competence . 119 4.2.3 Reconciling meaning and structures . 132 4.3 Enacting the enterprise resource planning (ERP) system . 137 4.3.1 Situated use and mutual structuring . 139 4.3.2 Transforming repertoires and changing practices . 147 4.4 Conclusion: Complexity in production networks . 154 5 Quality assurance in production networks 161 5.1 Definitions of quality in translation project management . 162 5.2 Defining factors of translation quality . 166 5.2.1 Time . 166 5.2.2 Client satisfaction . 172 5.2.3 Translator selection . 175 5.3 Quality assurance in production networks . 181 5.3.1 Technologies-in-practice with CAT tools . 181 5.3.2 Exchanging elements between practitioners . 184 5.4 Translation quality as a collaborative effort . 190 5.5 Conclusion: The structuring mechanisms behind translation quality199 Conclusions: Practices and quality in production networks 203 Bibliography 210 Appendix A Participant information sheet 220 Appendix B Interview topic guide 223 3 79,341 words List of tables 3.1 Project manager statistics . 95 4.1 The PMs’ career paths . 120 4 List of figures 1.1 Shift from client-translator dyad to translation production network 23 1.2 The project management cycle . 33 1.3 The translation production network . 47 5 List of abbreviations ANT Actor Network Theory CAT computer-assisted translation DTP desktop publishing ERP enterprise resource planning FTF face-to-face IM instant messaging ITI Institute of Translation & Interpreting LSP language service provider MT machine translation NDA non-disclosure agreement PM project manager PO purchase order QA quality assurance QC quality control RFQ request for quotation SF source file SL source language SME small and medium-sized enterprise ST source text TC target culture TF target file TL target language TM translation memory TQA translation quality assessment TS translation studies TT target text VM vendor manager 6 Abstract Over the past two decades, translation workplaces have been substantially transformed by technological developments (Drugan 2013; Risku et al. 2013), and by the emergence of production networks in which a language service provider (LSP) acts as an intermediary between translator and client (Abdal- lah and Koskinen 2007; Abdallah 2012). However, there is little research into how technologies are integrated in the various translation workplaces found in production networks. My research aims at enhancing our understanding of translation project management and translation quality in production networks by conceptualising project management as a practice (Shove et al. 2012). For this empirical study, a data set was collected based on 60 hours of workplace observations within a UK-based LSP and 10 semi-structured interviews with four project managers (PMs) and one vendor manager (VM). Drawing on concepts from practice theory, the study analyses routinised enactments of the practice by PMs, their integration of information technologies into such enactments, their understanding of translation quality, and their strategies to achieve quality in the translation production process. I propose that the practice of translation project management is deeply embedded into a larger complex of interdependent translation production practices. A practice-theoretical framework emphasises the socio-material and collective nature of the practice. My study demonstrates that project management is a joint effort between PMs and other actors in translation production. Based on an analysis of how PMs use CAT tools and an enterprise resource planning (ERP) system when they are managing translation projects, I argue that technologies are inextricably linked with enactments of production practices, and that they form part of the social structures surrounding the practice. The application of practice theory affords a new understanding of skills, or competence, in which the engagement in professional activities is vital, and in which building competence is an ongoing process. Finally, I suggest that buyers of translation products, i.e. clients, substantially contribute to translation quality, as PMs carry out project management based on the notion of translation as a service. 7 Declaration No portion of the work referred to in the thesis has been submitted in support of an application for another degree or qualification of this or any other university or other institute of learning. 8 Copyright statement i. The author of this thesis (including any appendices and/or schedules to this thesis) owns certain copyright or related rights in it (the “Copyright”) and s/he has given The University of Manchester certain rights to use such Copyright, including for administrative purposes. ii. Copies of this thesis, either in full or in extracts and whether in hard or electronic copy, may be made only in accordance with the Copyright, Designs and Patents Act 1988 (as amended) and regulations issued under it or, where appropriate, in accordance with licensing agreements which the University has from time to time. This page must form part of any such copies made. iii. The ownership of certain Copyright, patents, designs, trade marks and other intellectual property (the “Intellectual Property”) and any repro- ductions of copyright works in the thesis, for example graphs and tables (“Reproductions”), which may be described in this thesis, may not be owned by the author and may be owned by third parties. Such Intellectual Property and Reproductions cannot and must not be made available for use without the prior written permission of the owner(s) of the relevant Intellectual Property and/or Reproductions. iv. Further information on the conditions under which disclosure, publication and commercialisation of this thesis, the Copyright and any Intellectual Property and/or Reproductions described in it may take place is available in the University IP Policy (see http://documents.manchester.ac.uk/Docu Info. aspx?DocID=24420), in any relevant Thesis restriction declarations deposited in the University Library, The University Library’s regulations (see http://www.library.manchester.ac.uk/about/regulations/) and in The University’s policy on Presentation of Theses. 9 Acknowledgements I am deeply indebted to my supervisory team for their support throughout my research. My special thanks go to Dr Maeve Olohan whose support and encouragement have been invaluable. I would also like to thank Dr Elisa Bellotti, Dr Matthew Philpotts and Dr Caterina Sinibaldi for their advice and assistance. My thanks also go to languages@work1, the language service provider (LSP) which kindly agreed to host my research activities for this project and provided me with valuable insights into the area of study. Furthermore, my appreciation goes to my colleagues in the LEAP German team for their understanding and flexibility during the final stages of my research. On a more personal note, I would like to thank James, my family and friends for their continuous support. Most of all I am indebted to my parents, Bärbel and Matthias, to Jess, to Bertram and Sabine and to my grandparents for their love and support. I am also deeply grateful to Maggi and Melle for their company and encouragement on this journey. The author Melanie Foedisch holds a BA degree in German Language and Literature (Universität Hamburg, 2010) and an MA degree in Translation and Interpreting Studies (University of Manchester, 2012). This project constitutes her first experience of carrying out empirical research. She has professional experience as a translation project manager for an LSP in Hamburg, Germany, and worked as a freelance translator. 1The company name has been changed to preserve anonymity. 10 Introduction Several years ago, I worked as a project manager (PM) for a language service provider (LSP). This job constituted my first experience of the translation industry, and it has had a significant impact on my decision to pursue this project. I initially began to think about processes in translation production and translation quality when I took on this position shortly after I had finished my undergraduate degree, and I never lost sight of these topics while I was doing a postgraduate degree in translation and working as a freelance translator. My opinion has always been that translation is a collective endeavour between translators and a number of other people involved in translation projects.
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