Enterprise-Grade Localization 101: A Pilot Training Project to Link Academia and Industry held at IULM University in Milan

By Francesco Laurenti, Director of the International Center for Research on Collaborative Translation (IULM University), and Federica Villareale, Doctoral researcher at IULM University, Milan.(1).

1. Introduction

The localization market is expanding rapidly, with global estimates projecting its worth at $73.6 billion by 2027. The adoption of generative artificial intelligence, neural machine translation, and workflow automation propels the growth. In this environment, companies are seeking professionals with advanced skills in managing multilingual projects, utilising specialised technologies, and streamlining localization processes. Sadly, according to a significant survey conducted about eight years ago by the Italian National Agency for Active Labour Policies and featured in major national newspapers (Excelsior Information System 2017, Unioncamere-ANPAL)—though often overlooked by many industry professionals—the demand for professional translators and interpreters appeared to surpass the available qualified workforce. This resulted in situations where applications were inadequate or even absent, leading to approximately a 70% 'difficulty rate' in sourcing professionals for translation and interpretation roles. This survey prompts some reflections.

First, considering that aspiring translators and interpreters are (or at least were) increasing every year, the translation industry’s difficulty in finding university-trained professionals adequately prepared for the profession could stem from a gap: the gap between the actual demands of the global language market and the adjustment of university training processes, which, maybe too often, remain anchored to a traditional concept of translation— sometimes almost obsolete today.

If the language industry was looking for interpreters and translators but failed to engage sufficiently qualified candidates in 70% of cases, it became clear that this was due to the distance between the language industry and academia. Graduates were trained as interpreters and translators but lacked the complete set of competencies and skills required by the labour market. This situation resulted from the gap between the language market’s demands and the education system.

This does not mean that dialogue between universities and the language industry was lacking at the time—indeed, this dialogue was already active and, particularly at IULM, quite lively—but it was clear that a more potent synergy was needed. Beyond dialogue, a 'reinforced' collaboration was necessary, a new partnership that had yet to be fully conceived, and why not, somehow, envisioned.

Years ago, the Italian academic system changed, aiming for the first time to strengthen the dialogue between industry and academia. Some students feared they would have to abandon certain books they had studied so far and instead tailor their knowledge exclusively to the professional world. However, over time, it became clear that if academia is to train professionals for today and tomorrow’s workforce, it must do so; otherwise, at least in a critical area, academia fails.

To close this gap, it has been – and remains – essential to undertake joint training projects rooted in real-world industry processes. This provides something beyond what a student might learn during a simple internship, stage, or work experience.

The project Enterprise-Grade Localization 101 is precisely that.

2. The course structure and the partners

Enterprise-Grade Localization 101 is a cutting-edge academic course designed to tackle the challenges of enterprise localization, including artificial intelligence, computer-aided translation (CAT) tools, and workflow automation.

The comprehensive programme includes theoretical and practical modules covering large-scale localization project management, automation with artificial intelligence and machine translation, the advanced use of CAT tools such as memoQ, the localization of multi-format content and quality and post-editing strategies.
The course was created in collaboration with memoQ and Creative Words. It was supported by the industry associations AITI (Italian Association of Translators and Interpreters) and ANITI (Italian National Association of Translators and Interpreters), as well as partners such as Federlingue, MET, LIND Expert Group, EMT (DGT Brussels) and ELIA (European Language Industry Association).

It was delivered with a blended learning formula (in-person at IULM University + online), and was taught by internationally renowned lecturers, including Francesco Laurenti, director of the International Centre for Research on Collaborative Translation, Diego Cresceri, CEO of Creative Words and member of the LIND Expert Group, Balázs Kis, co-founder of memoQ and member of the LIND Expert Group, and Michael Farrell, IULM lecturer and webmaster of Mediterranean Editors & Translators. They are all recognized experts in the field of collaborative translation and localization and have worked closely with Anna Mohácsi-Gorove, author of the memoQ Academy courses that were used, and Levente Galbáts, who did all the technical work behind the course together with Anna and the organizing committee.

The project involved 84 participants divided into groups of four (some composed of participants with more than seven years of experience, others with 0-6 years of experience in the translation field), who took part in 48 hours of lessons supported by 12 hours of specialized video content from both memoQ and ELIA platforms. This aimed to familiarize participants with the tool used during the course and with some fundamental concepts. Participants were given access to various Microsoft Teams groups where they could find information and materials (SharePoint) and ask questions via chat about the project itself or technical issues that might occur during the online sessions. Additionally, a Microsoft Teams channel was created for each work group, enabling participants to discuss translation problems and coordinate their work organization.

These impressive numbers reflect not only the scale but also the quality and impact of our approach.

3. The aim

One of the missions of the International Center for Research on Collaborative Translation is to conduct innovative research on translation quality, examining not only the translation product and process but also the quality of translation training, as there can be no quality translation without quality training in translation! 
Over the past two years, the researchers collaborating with the Research Center have been working tirelessly not merely to keep pace with change, but primarily to remain innovative in the face of it. The aim is to investigate and propose new methods of training, new approaches to translation, and, why not, new worlds to translate. In fact, we have conducted research in the fields of translation and interpreting within the Metaverse and, more broadly, in virtual reality, consistently focusing on the quality of processes in these areas. Thanks to research conducted by Laurenti and Valentina Baselli, in April 2024, the Center hosted the world’s first mock conference in the Metaverse, entirely interpreted by human interpreters. These interpreters, working inside specially created virtual booths equipped with interpreting software and wearing headsets, directly interacted with their avatars within virtual booths. Moreover, together with Federica Villareale, who collaborates on the 'translation front', the Center is conducting research into: Assessing the Quality Performance of AI-Based Translation Tools and Enhancing Human-Machine Interactions.

Therefore, the focus of this course has been firmly on promoting quality and collaboration throughout the translation process.

Our earlier studies demonstrated that establishing clear work methods, using the appropriate digital tools, and continuous monitoring significantly improve both the quality of translation results and successful collaboration among translators. Quantitative data show that implementing these structured approaches greatly enhanced participants’ translation quality, their skills, and, importantly, their understanding of the inherent complexity in professional translation. In terms of project management, participants exhibited notable improvements in their ability to organize their work efficiently when guided by these methods. The main strength of such 'academia-industry initiatives' lies in their ability to conduct thorough research to examine the quality assurance processes integrated into training pathways. At the International Centre for Research on Collaborative Translation, we have been conducting academic research for years, systematically monitoring several key aspects:

1)    The effectiveness of CAT tools in facilitating accurate, efficient, and contextually appropriate translations. 
2)    The pedagogical approaches that best support skill acquisition.
3)    The evolving collaborative workflows among translators enabled by technological advancements.

Furthermore, we believe that only research can help academia to develop and verify best practices, ensuring that training remains dynamic and adaptable to ongoing technological and methodological innovations. For example, by observing translators’ interactions within collaborative CAT environments, we can discover new synergies and ways to improve the learning experience and professional preparedness. This synergy also fosters a productive dialogue between academia and the language industry, paving the way for mutual growth and development. The industry benefits from research-based educational frameworks that develop highly skilled professionals. In return, academic programs gain by integrating the latest tools, trends, and market demands into their curricula.

Through academic research, the International Centre for Research on Collaborative Translation is expanding its investigative scope to include and improve human-computer interaction within translation workflows, the incorporation of artificial intelligence in quality control, and the impact of remote collaborative platforms on translator training, performance, and satisfaction. We pursue these efforts because our studies aim not only to strengthen existing training models but also to guide the development of future innovative tools and collaborative networks. We achieve this by training students, professionals, and, importantly, trainers in the fields of translation and languages, preparing experts who can navigate and shape the complex, technologically driven landscape of language services with quality and excellence.

4. The research and first results

As we previously stated, the primary objective of the research conducted by the International Centre for Research on Collaborative Translation is to analyse and assess the quality of products and performances of groups of translators working together, supported by technology and artificial intelligence.

To understand how the groups interacted and how effective the chosen translation method was, we monitored the groups’ Teams activity and the progress of the translation tasks on the memoQ portal. This also allowed us to see how differently the groups with a person with over 7 years of experience worked compared to the other groups, mainly composed of less experienced individuals. We could also analyse how participants perceived the difficulty of translating with different workflows, collaborating with others, and using technological tools by reviewing the reports the groups prepared at the end of the course. These reports revealed their difficulties, what they found most interesting and helpful, as well as their presentations, where they could show real examples of problems and solutions they encountered during the course.

The Research Center also concentrates on understanding how the individuals involved in translation processes perceive collaboration and the usefulness of collaborative CAT tools during their work. To assess the course’s influence on the participants’ work and their approach to the translation workflow, we needed to gauge their willingness to apply the skills they had gained to their personal work after the project concluded. To gather this information, we provided the participants with a final questionnaire to explore these key issues, among others.
The research is still ongoing, but we can provide some preliminary results.

In line with our previous research, the collaborative approach proved effective in enhancing participants’ ability to organise and manage translation tasks, as well as to interact with colleagues. They also reported that working collaboratively on translations enhances the quality of the final text and that utilising collaborative CAT tools during the process streamlines tasks and reduces workload. Participants found that participating in this course improved their employability and competitiveness in the market, providing them with new competencies in AI and memoQ use to optimise their workflow. All topics were covered, keeping pace with market evolution.
However, since this is a pilot project, we expected and hoped that certain critical issues would be reported, which could serve as a basis for improving the course design. In fact, for the next edition of the course, coordinators plan to offer more lectures on localization in a broader sense (not only focused on the enterprise environment) and to involve more trainers specialised in different but related fields, as hearing similar concepts explained by different people helps to reinforce learning. Moreover, to encourage practical discussions on the usefulness of pre-translations and revisions, future editions will ask participants to work on texts that require greater creative input. This will enable a deeper investigation of the relationship between creativity and the digital world, which remains another vital area of research for the Center.

5. Future developments

The Enterprise-Grade Localization 101 project was presented at the 2025 Translating Europe Forum, arousing interest and curiosity among students, professionals and institutions. As mentioned at the forum, it is hoped that the course will serve as a model for use at universities within the European Master's in Translation network. Following this initial pilot project, and thanks to the research carried out in parallel to improve some of the inevitable difficulties arising from the new synergistic approach between industry and academia, it is expected that the course will represent an essential and indispensable opportunity for exchange between university students and the world of work. This will be useful and formative for both parties.