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The purpose of this paper is to provide a review on the state of the art of translator education into B/C languages in the Spanish post-Bologna university system. During the last ten years, Translation Studies in Spain have witnessed the implementation of new programmes adapted to the European Higher Education Area (EHEA). Universities have gained autonomy to design their translation curricula, which has led to significant differences between programmes. This could not but affect approaches to translation into B/C languages, whose role in translator education has long been considered a sensitive issue. Results from an analysis of working languages and A-B/C translation course units embedded in undergraduate and postgraduate (Master) curricula show that a large number of translator-education units no longer offer the 'inverse' translation direction. This perception is felt more strongly in Master programmes despite translation out of the A language has been listed in a number of translation competence models. More importantly, it is a competence considered important or essential in the local and European employment markets, especially in translation environments where English has a place. [ABSTRACT FROM AUTHOR]

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Government policies are central factors shaping the environment of higher education institutions. European governments have included in their higher education political strategies the principal goal of implementing the European Higher Education Area (EHEA). The perceptions that key actors of higher education institutions (HEIs) have about political developments are important as they may influence the achievement of government policy. The Bologna Process is at the heart of policy coordination, the instrument selected at European and national levels to establish EHEA. This article seeks to discuss empirically the views of institutional actors about the Bologna Process, taking into consideration the achievement of EHEA. The discussion is based on the analysis of the EHEA implementation in seven HEIs located in four higher education systems - Germany, Italy, Norway and Portugal. This paper draws on the theoretic-methodological approach of the policy cycle to analyse the perceptions of HEIs' constituencies about Bologna. [ABSTRACT FROM AUTHOR]

The process of building the European Higher Education Area (EHEA) has not been without controversy and different levels of interpretation in its creation, foundation and development. The aim of this paper is to portray the situation and go beyond the theoretical study, based on official documents which have accompanied and complemented meetings of European ministers responsible for higher education. From these deep interviews, in semi-structured format, we found interesting to capture the views, expectations and perceptions of responsible and active actors in the process of building the EHEA: Guy Haug, Domenico Lenarduzzi, Marius Rubiralta, Eric Froment, Josep M. Bricall and Jorge Fernández Díaz. All of them with political and university relevance have been implicated from different institutions: European Conference of Rectors, European University Association, Department of Education of the European Commission and various Ministries of Higher Education. Their contributions have provided knowledge to contrast and offer a better understanding of EHEA display. Based on the triangulation of the contributions of the interviewees and the review of official documents and statements the study concludes that the university (together with the research - European Research Area and lifelong learning - European Lifelong Learning Area) is the fundamental hinge for society development and European seal. But it needs to adapt to changing times and to be linked to competitiveness and efficiency. It also needs to provide more and better cooperation and proximity to encourage mobility and mutual recognition. Besides, the creation of EHEA corresponds to a power struggle between the University autonomy rights, the legislative right of state governments and the European Commission's recommendations. However, all of them agree to raise a self-critical reflection as regards the diffusion of information so as to avoid possible misinterpretation or misunderstanding and enable more and better ways of participation. [ABSTRACT FROM AUTHOR]