How Projects Propel TC Learning to New Heights
A summary of Prof. May Li, Vice President of the Shanghai Association for Science and Technology Translation and a professor of linguistics (MA/PhD, University of Manchester) of talk at the IUNTC meeting from September, 2025.
In China, Technical Communication (TC) courses are offered at only about 30 out of more than 3,000 universities, and recognition in academia has so far been limited. To increase reach and impact, it is crucial to integrate practice-oriented projects into the TC curriculum. This turns the course into an engaging learning experience that equips students with job-relevant skills for their future careers. In this talk, May Li showed how projects can be seamlessly embedded into TC teaching. She highlighted how the knowledge and skills acquired in TC significantly enhance employability and effectively address market needs.
TC in China: Origins and Spread
TC arrived relatively late in China. Huawei, in particular, recognized early on the importance of professional technical documentation, not least in the context of entering the European market. Until recently, the world map of TC activities has indicated a concentration in North America and Western Europe; in China, the “tcworld China” conference is a key event, while industries with a strong TC focus include, above all, telecommunications (Huawei), followed by manufacturing, healthcare, and services. Regionally, TC is concentrated in developed centers such as Beijing, Shanghai, Zhejiang (Alibaba), and Guangdong/Shenzhen (Huawei).
Job Profiles, Income, and Backgrounds
Surveys show above-average annual incomes for technical communicators in China (sample: individuals with a few to several years of experience). Many traditionally come from engineering, but the share from language-related fields is growing. Entry into the profession often occurs through self-learning or on-the-job training, since formal academic programs are rare.
Education Landscape: China vs. USA
In the United States, TC education has been established for decades (e.g., early progams were established at Rensselaer Polytechnic Institute (RPI) and Carnegie Mellon), with bachelor’s, minor, and postgraduate programs offered across the US. In China, there is currently only one true three-year TC diploma program (which May Li helped develop); otherwise there are individual courses. Nonetheless, support from government, associations, universities, and industry is growing.
Course Design and Didactics
May Li’s course follows two parallel tracks: (1) classroom theory (methods, standards, tools) and (2) a real-world project outside the classroom, often with industry mentors. The syllabus varies by project but follows a recurring rhythm: orientation and project briefing; problem and market analysis (including competitive analysis); project planning; information research and organization; structured writing; tool and design training (e.g., InDesign/FrameMaker or video); use of AI in technical writing; revision based on design and usability principles; and a final presentation and/or oral exam.
Project Methodology and Learning Activities
At the outset, students identify “pain points” through experiments (e.g., testing step-by-step guides in real apps). From this, they derive target audiences, purposes, and the scope and structure of information. They learn user/buyer journey mapping and the IBM guiding principle “easy to find, understand, use.” During the drafting phase, the focus is on research (primary/secondary), surveys, UX experiments, ideation, and organizational patterns. Practice-based exercises (e.g., building paper
architecture models by following instructions) sharpen understanding of DITA concepts (Topic/Task/Reference) and user needs. In addition, students lear communication routines such as meeting minutes, which both document learning progress and have professional value.
Examples from Projects
During May Li’s talk, a wide range of deliverables were showcased: classic paper-based manuals (e.g., smart band, maintenance), brand revitalization with action/social-media concepts, web redesign with a clear separation of news/events and calendar functionality, competition entries in “transcreation” with social media as the target format, and a “Young Version” user manual for a Huawei smartphone that embeds product features narratively (storytelling) in everyday contexts (GPS, Leica camera, NFC, 3D modeling, reverse charging).
Assessment and Industry Collaboration
Projects involve industry mentors whose feedback feeds into grades and examinations (including interviews). Instructors act as “directors” who orchestrate rather than dictate. Students also learn from each other and through online resources.
Challenges and Success Factors
Difficulties often concern language/writing, information organization, layout/design competence, and teamwork (conflicts, uneven distribution of work). Success factors include clear audience orientation, consistent structuring, mastery of tools, iterative revision based on design and usability principles, and strong team leadership.
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At the IUNTC meeting in September, the guest speaker was Prof. May Li, Vice President of the Shanghai Association for Science and Technology Translation and a professor of linguistics (MA/PhD, University of Manchester). Her research bridges technology and language, focusing on post-editing of machine translation and Technical Communication (TC). She reported on how real-world projects can take TC learning to a new level.