This research advances understanding of how students comprehend what they can sell within the language practice curriculum. Higher education must enhance students’ ability to identify sellable elements in the program. In any course of study, students should use theory or practice to create marketable skills. In the language curriculum, students acquire skills, including linguistics and analytics, media and digital competence, and communication and networking. These skills can be monetized or used in businesses if commercial information is embedded in the curriculum. However, students are not adequately equipped to comprehend what they can sell in the language curriculum; hence, this study was conducted to address this gap. This led to identifying what students could learn to sell within the language curriculum. Bricolage theory was adopted because it encourages entrepreneurs to leverage available resources to create new opportunities. The research used a qualitative approach, adopting a constructivist paradigm and case study design. Data were collected through semi-structured interviews with 10 conveniently sampled participants, and a thematic analysis was performed. The findings showed that students believe they can sell professional translation and editing services and that the language practice curriculum can be enhanced by incorporating practical skills and entrepreneurial language modules. This study concludes that incorporating entrepreneurial knowledge into the language curriculum is required for several reasons. Students have ideas of what they can sell; however, they require knowledge and skills to market their learned competencies.

Authors:
Nosihle Veronica Sithole, Central University of Technology, South Africa
Mantoa Molete, Central University of Technology, South Africa

About the Presenter(s)
Dr. Sithole is currently a Senior Lecturer and Departmental Manager at Central University of Technology, Free State, South Africa

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