At the end of the OTCT project, the participating staff members were asked to answer a questionnaire and give their overall feedback. A selection of the most relevant and common quotations are given below and divided in four categories.

Benefits of the experience in terms of innovative teaching practices:

“Collaboratively working with other students from other countries” (Spain)

“The use of translation tools such as Memsource and Sketch Engine” (Spain)

“The use of a CAT tool platform not only for translation, but also for terminology and management of project” (Romania)

“Engage professional input as distinctive training in preparation of intensive translation sessions – this focussed on providing management tips and debating terminological processes and their relevance within a translation project” (Romania)

“Raised awareness of practice-related teaching methods among teaching staff” (Czech Republic)

Strengths in terms of students’ competence development:

“The project being professionally-oriented helped students face the difficulties and problems that may arise during a translation project” (Spain)

“Allowed them to perform different roles, e.g. project managers, translators or terminology managers” (Spain)

“Role-play within an international project leads to increasing awareness regarding culture-dependent attitudes to work” (Romania)

“Because of this international collaboration, the negotiation phase was more realistic and put the students in more realistic situation to practice their communication skills, collaboration and professional correspondence knowledge” (Romania)

“Highlights essential management skills, communication and negotiation skills, team development and team dynamics, as well as translation and terminology relevant competences” (Romania)

“Enhanced the students’ organizing and groupwork skills but also their independent learning and problem-solving abilities” (Romania)

“Students are very proud of their certificate of participation and think that it will be very helpful in finding a job” (United Kingdom)

“The Tradutech certificate is a real asset for employability” (Malta)

Strengths from an institutional point of view:

“Cooperation with colleagues from other subject or fields” (Spain)

“Inclusion of training activities for trainers, share of knowledge and expertise, reinforcement of links with other institutions” (Spain)

“Allowed the staff to get to know different approaches to translation training” (Spain)

“Familiarization with the way translation assessment, project management and teacher-student collaboration are tackled in other universities” (Romania)

“Student mobilities have proved particularly interesting allowing students to observe and participate in different scenarios of intensive translation sessions to the ones they had been accustomed to in their home institution” (Romania)

“Such good practice should be consolidated, continued and disseminated/promoted also outside the consortium” (Romania)

“Project contributed to building relationships between our University/Department and the professional world” (Czech Republic)

“Even if we faced problems to implement the project, we managed to organise it and our students even claimed a new session in October 2016” (Belgium)

Weaknesses from an institutional point of view:

“Current planning policies at UPO made it very difficult to integrate project implementation” (Spain)

“The development of intensive translation sessions out of face-to-face hours and outside the workload of students” (Spain)

“The main issue was to deal with so many language combinations” (United Kingdom)

“Wish for more interaction amongst students from the various consortium institutions, including a conference skype at the end which could allow each student group to self-evaluate their performance by comparison with other teams” (Romania)

“It’s difficult to include such a project in the curriculum for a one-year post-graduate course with only few students” (Malta)

“The simulation can be developed with activities which allow more student groups to interact amongst themselves, which relevantly engage professionals, but also which are closely linked to the learning objectives as set by the curriculum and can be monitored from a reasonable distance by tutors” (Romania)