Abstract
The Nordic Journal of English Studies was created in 2002 in order to offer a forum for Nordic scholars in English language and literature and to promote the field of English studies in the Nordic countries. It is affiliated to the Nordic Association of English Studies (NAES). Starting from 2007 the journal is open access and only published electronically.
Highlights
The need for traditionally accepted curricula such as English Studies and related fields (Technical Communication, Translation, Communication taught in English as a foreign language, etc.) to demonstrate direct relevance for both potential students and businesses hiring them at graduation increases
In order to attract students and assist them in finding professional jobs related to the skills learned in English and technical communication programs, we propose that the integration of courses such as Project Management be incorporated to help students explicitly connect some of the skills they learn in English language and communication curricula to workplace practices
Project Management has generally been placed in Management and Engineering curricula with a focus on structuring and controlling work, the Project Management tools and processes can be understood from a communications perspective, and this focus falls within the realm of English language skills such as audience analysis, argumentation, visual communication, document design, and creativity in project conception
Summary
The need for traditionally accepted curricula such as English Studies and related fields (Technical Communication, Translation, Communication taught in English as a foreign language, etc.) to demonstrate direct relevance for both potential students and businesses hiring them at graduation increases. Teaching our students explicitly how to connect their skills with standard tools and processes used around the globe can “invite them into a professional identity” (Wenger 2008) and ensure “an education that eases their transition into the world of business and industry” (Whiteside 2003: 303). These project management skills are increasingly being sought after in the workplace, as Kampf (2006) explains: As corporate structures shift to include an increasing number of crossfunctional projects, the demand for project management knowledge which prepares undergraduate students to function effectively in project environments increases as well. It uses the document-based structures of project management to teach students about the basics of functioning in a professional workplace in which work is organized using projects
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