Helena Cortés Gabaudan

Existen unos cuantos códigos deontológicos para traductores, pero muy pocos se refieren a la traducción literaria en particular. De entre ellos, uno de los primeros que se encuentra en Internet ni siquiera llega a reunir más de 7 normas, y las que incluye apenas tienen que ver con lo que realmente garantiza la calidad de una traducción literaria; es un mero listado de requisitos básicos del traductor en general y de aspectos legales (vid. el código deontológico del traductor literario redactado por el Consejo Europeo de Asociaciones de Traductores Literarios, ceatl). Ante esta carencia, hemos redactado, entre bromas y veras, un pequeño código personal para traductores literarios noveles, un decálogo que solo se basa en los cientos de horas solitarias, ingratas, desesperantes, pero siempre felices, pasadas frente a los textos de los grandes autores.

DECÁLOGO DEL BUEN TRADUCTOR LITERARIO

1. Humildad (o, lo que otros llaman fidelidad al texto). No trates de ser más brillante que el propio autor; en general, la mayor literalidad posible en fondo y forma es la mejor norma, aunque siempre creando un texto propio y sin caer en la burda copia. Si tienes siempre la tentación de mejorar el original, si te gusta adaptar y añadir cosas de tu cosecha o cortar y simplificar las partes complejas, escribe novelas, pero no traduzcas. Y, en particular, si eres poeta y te encanta traducir poesía, haz un esfuerzo: olvida tu condición por un instante y sé solo traductor. El lector no quiere leer tus versos.

2. Sensatez. Algunos escritores son gente rara, sí, ¡pero no tantos! En general no escriben estupideces ni insensateces. Así pues, si algo te sorprende sobremanera o parece no tener ningún sentido, es casi seguro que te has equivocado. Indaga. Seguro que algo se te está escapando.

3. Sentido estético. Traducir correctamente el contenido de la obra original puede ser relativamente fácil, pero no hay que olvidarse de la forma estética. Analiza a fondo los recursos estilísticos y estéticos empleados por el autor y trata de lograr lo mismo en tu propio idioma. De no ser así, tanto daría hacer un buen resumen del contenido como traducir la obra.

4. Paciencia. Si quieres traducir literatura no puedes tener prisa, es labor interminable de investigación, reescritura, relectura. Una recomendación: cuando hayas acabado de traducir, olvida tu versión en un cajón durante un tiempo suficientemente largo como para borrar de tu mente el original y haz una última lectura sin tener presente más que tu sentido lingüístico y literario: en este momento, y solo en éste, tómate todas las libertades que quieras con el texto hasta que a ti te suene bien, hasta hacerlo completamente tuyo, hasta que deje de ser una traducción y se convierta en tu texto: ganará en fluidez, no sonará a traducción y tendrá un estilo homogéneo.

5. Cultura. Si no tienes cientos de horas de lectura acumulados, si careces de una sólida cultura general y de cierta experiencia vital, si no conoces los clásicos y te aburre cualquier libro que no esté lleno de acción y diálogos, si nunca ganaste un premio de redacción en el colegio ni leías por las noches con una linterna debajo de las sábanas para que no te riñeran, si nunca viajaste a los países cuyas lenguas traduces, en definitiva, si no tienes gusto por la literatura: por favor ¡no te hagas traductor literario! Se gana más con los manuales de autoayuda y los libros de cocina.

6. Naturalidad. Es más importante que la obra suene bien en tu idioma y conseguir un texto natural y fluido, carente de todo artificio, que el que se cuele alguna disculpable metedura de pata. Y el que esté libre de error, que tire la primera piedra.

7. Buena pluma. Si no tienes talento para escribir con gracia y soltura en tu propio idioma no podrás ser nunca un buen traductor literario. Solo el que escribe bien traduce bien.

8. Dominio de tu lengua. Ser bilingüe ayuda mucho, pero no es garantía de buena traducción. Conocer bien la lengua de partida es un requisito técnico tan elemental como saber leer y escribir, pero no aporta nada más. Conocer bien la lengua de llegada, haberse perdido por sus más enrevesados vericuetos, saber jugar con ella, poder burlarse de ella: esa es la condición para ser un buen traductor. Busca a quien domine muy bien la lengua extranjera y tendrás, con suerte, un correcto traductor. Busca quien domine a
fondo su lengua materna y casi seguro que habrás encontrado a un buen traductor.

9. Actualidad. No envejezcas a propósito una traducción para acercarla a la época del autor. Piensa que los lectores contemporáneos del autor pudieron disfrutar de una lectura fluida y natural en el idioma de su tiempo. No castigues a tus lectores con una barrera idiomática artificial que solo provoca distancia. Para que el original siga siendo tan accesible como en su tiempo, cada generación necesita una nueva traducción.

10. Amor. O lo correcto no es igual a lo bueno. Cuántas traducciones hubo más o menos correctas que son perfectamente olvidables, por grises, planas, carentes de toda vida. Tal vez con un excelente adiestramiento se pueda conseguir un número aceptable de correctas traducciones. Pero siempre hubo, hay y habrá muy pocas buenas traducciones. En traducción literaria, traducción correcta no equivale a buena traducción. Porque también hacen falta grandes dosis de empatía. Si a pesar de haber renegado del texto más de mil veces, en el fondo has acabado sintiendo pasión por él y su autor, es señal de que eres un traductor. Si en caso de existir la máquina del tiempo lo que más te gustaría sería tener una entrevista con el clásico al que estás traduciendo, es señal de que eres un traductor. Si lo que más te gusta al llegar a casa es sentarte ante tu libro, y nunca te vas a la cama sin haber traducido al menos unas cuantas líneas —porque ése es el momento que más disfrutas del día— es señal de que eres un traductor. Y es que, además de profesión, hace falta un poco de vocación.

Estos diez mandamientos se encierran en dos: amarás a la literatura sobre todas las cosas y a los textos que traduces como a ti mismo.

Conclusión

Hacer traducciones literarias es lo más parecido a tener hijos: es una gestación larga y complicada, cuanto más se acerca el inexorable plazo de entrega más insoportable y más pesado se vuelve el asunto, hay momentos en que detestas al que te embarcó en aquel lío y te preguntas cómo pudiste aceptar; y llega siempre ese momento de extremo dolor, cuando tienes que sacar fuera como sea la cabeza del infante, en que te juras a ti mismo que nunca volverás a caer en semejante empresa… pero, en general, una vez que el niño ya está fuera y lo miras, solo queda amor incondicional por tan trabajoso producto, pese a los muchos fallos que pueda tener. Y es que ¿hay alguna madre que piense que sus hijos son feos? En resumen, la traducción literaria no es una profesión, no da de comer ni se aprende en la academia: es una vocación y un talento. Si no disfrutas con ella, no la ejerzas.

Fuente: La Linterna del Traductor

Ponencia presentada por Julia Benseñor en el III CONGRESO LATINOAMERICANO DE TRADUCCIÓN E INTERPRETACIÓN, CTPBA, Buenos Aires, abril de 2001

Cuando comencé este blog por el año 2008, me propuse encontrar y compartir información valiosa para nosotros, los traductores junior, y por eso siempre tomé como referencia a muchos profesionales con más experiencia en esta profesión.

Uno de ellos es Miguel Llorens, el traductor financiero, que con su inteligencia y sarcasmo me resonaba un poco al Dr. House de la traducción.

Miguel es, tiempo presente, porque las personas que dejan huellas profundas, en algunos o no tanto en otros, no se van. Su energía deambula en los pensamientos de aquellos que mascullando sobre algún tema traductoril percibe el roce ligero de su impresión.

Por eso nos encontraremos a la vuelta de la esquina o de algún término enrevesado.

This is the last part of a series on training for legal translators. See the first post here. To put yourself on the path to becoming a good legal translator, you need to make one big study commitment. A big study commitment is anything that takes at least a year, challenges you, and costs a lot of […]

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Project monitoring plays a crucial role in project management, which is a part of every stage of a project's life-cycle. Nevertheless, along with the increasing ratio of outsourcing in many companies' strategic plans, project monitoring has been challenged by geographically dispersed project teams and culturally diverse team members. Furthermore, because of the lack of a uniform standard, data exchange between various project monitoring software becomes an impossible mission. These factors together lead to the issue of ambiguity in project monitoring processes. Ontology is a form of knowledge representation with the purpose of disambiguation. Consequently, in this paper, we propose the framework of an ontology-based real-time project monitoring system (ORPSM), in order to, by means of ontologies, solve the ambiguity issue in project monitoring processes caused by multiple factors. The framework incorporates a series of ontologies for knowledge capture, storage, sharing and term disambiguation in project monitoring processes, and a series of metrics for assisting management of project organizations to better monitor projects. We propose to configure the ORPMS framework in a cloud environment, aiming at providing the project monitoring service to geographically distributed and dynamic project members with great flexibility, scalability and security. A case study is conducted on a prototype of the ORPMS in order to evaluate the framework.

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A metaverse is a virtual shared space connected to the real world, an alternative reality that enables economic activities, exchanges, and transactions as well as formation of relationships between user avatars and non-player characters (NPCs). Initial experiences of the metaverse were not very satisfactory; new virtual world metaverses may or may not survive as information services or platforms. The purpose of this empirical study is to identify the characteristics of a virtual world metaverse and their effects on intention to continue usage of the platform. Considering the metaverse as a new type of user experience and a powerful mode of communication, we examine the mediating role of these characteristics according to Pine and Gilmore's (1998) experience economy theory, which enriches our understanding of the factors affecting the success of a metaverse. In addition, since social interaction is important in metaverses, we extend Pine and Gilmore's experience economy model by including Schmitt's (2011) relate experience for better understanding.

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Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study’s subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study’s findings.

Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.

Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants’ enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors’ aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the ‘As alterações climáticas nos média escolares - Clima@EduMedia’ course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work major finding is a literature-based and empirically-refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work’s relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on factors to make a MOOC successful, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by in testing it against data collected in other MOOCs.

Aim/Purpose: To prepare students with both theoretical knowledge and practical skills in the field of wireless communications. Background: Teaching wireless communications and networking is not an easy task because it involves broad subjects and abstract content. Methodology: A pedagogical method that combined lectures, labs, assignments, exams, and readings was applied in a course of wireless communications. Contribution: Five wireless networking labs, related to wireless local networks, wireless security, and wireless sensor networks, were developed for students to complete all of the required hands-on lab activities. Findings: Both development and implementation of the labs achieved a successful outcome and provided students with a very effective learning experience. Students expressed that they had a better understanding of different wireless network technologies after finishing the labs. Recommendations for Practitioners: Detailed instructional lab manuals should be developed so that students can carry out hands-on activities in a step-by-step fashion. Recommendation for Researchers: Hands-on lab exercises can not only help students understand the abstract technical terms in a meaningful way, but also provide them with hands-on learning experience in terms of wireless network configuration, implementation, and evaluation. Impact on Society: With the help of a wireless network simulator, students have successfully enhanced their practical skills and it would benefit them should they decide to pursue a career in wireless network design or implementation. Future Research: Continuous revision of the labs will be made according to the feedback from students. Based on the experience, more wireless networking labs and network issues could be studied in the future.

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

Aim/Purpose: This study reports the outcome of how a first pilot semester introductory programming course was designed to provide tangible evidence in support of the concept of Student Ownership of Learning (SOL) and how the outcomes of this programming course facilitate effective student learning. Background: Many instructors want to create or redesign their courses to strengthen the relationship between teaching and learning; however, the researchers of this study believe that the concept of Student Ownership of Learning (SOL) connects to student engagement and achievement in the classroom setting. The researchers redesigned the introductory programming course to include valuable teaching methods to increase Student Ownership of Learning and constructive approaches such as making students design an authentic mobile app project as individuals, partners, or within teams. The high quality of students’ projects positioned them as consultants to the university IT department. Methodology: This paper employs a case study design to construct a qualitative research method as it relates to the phenomenon of the study’s goals and lived experiences of students in the redesigned introductory programming course. The redesigned course was marketed to students as a new course with detailed description and elements that were different from the traditional computer science introductory programming course requirement. The redesigned introductory programming course was offered in two sections: one section with 14 registered students and the other section with 15 registered students. One faculty member instructed both sections of the course. A total of 29 students signed up for the newly redesigned introductory programming course, more than in previous semesters, but two students dropped out within the first two weeks of the redesigned course making a total of 27 students. The redesigned coursework was divided into two parts of the semester. The first part of the semester detailed description and elements of the coursework including a redesigned approach with preparation for class, a quiz, and doing homework in class, which gives students control of decisions whenever possible; and working with each other, either with a partner or in a team. The second part of the semester focuses on students designing a non-trivial working mobile app and presenting their developing mobile app at a significant public competition at the end of the semester. Students developed significantly complex mobile apps and incorporated more complex functionality in their apps. Both Management Information System (MIS) major students and Computer Science major students were in the same course despite the fact that MIS students had never taken a programming course before; however, the Computer Science students had taken at least one course of programming. Contribution: This study provides a practical guide for faculty members in Information Technology programs and other faculty members in non-Computer Science programs to create or redesign an introductory course that increases student engagement and achievement in the classroom based on the concept of Student Ownership of Learning (SOL). This study also deepens the discussion in curriculum and instruction on the value to explore issues that departments or programs should consider when establishing coursework or academic programs. Findings: This study found two goals evidently in support to increase Student Ownership of Learning (SOL). The first goal (Increase their ownership of learning SOL) showed that students found value in the course contents and took control of their learning; therefore, the faculty no longer had to point out how important different programming concepts were. The students recognized their own learning gap and were excited when shown a programming concept that addressed the gap. For example, student comments were met with “boy, we can really use this in our app” instead of comments about how complex they were. The coursework produced a desired outcome for students as they would get the knowledge needed to make the best app that they could. The second goal (Develop a positive attitude toward the course) showed positive results as students developed a more positive attitude towards the course. Student actions in the classroom strongly reflected a positive attitude. Attendance was almost 100% during the semester even though no points for attendance were given. Further evidence of Student Ownership of Learning and self-identity was students’ extensive use of the terminology and concept of the course when talking to others, especially during the public competition. Students were also incorporating their learning into their identities. For example, teams became known by their app such as the Game team, the Recipe team, and the Parking team. One team even made team t-shirts. Another exciting reflection of the Student Ownership of Learning which occurred was the learning students did by themselves. Recommendations for Practitioners: Practitioners can share best practices with faculty in different departments, programs, universities, and educational consultants to cultivate the best solution for Student Ownership of Learning based on student engagement and achievement in the classroom setting. Recommendation for Researchers: Researchers can explore different perspectives with scholars and practitioners in various disciplinary fields of study to create or redesign courses and programs to reflect Student Ownership of Learning (SOL). Impact on Society: Student Ownership of Learning is relevant for faculty and universities to incorporate in the creation or redesigning of coursework in academic programs. Readers can gain an understanding that student engagement and achievement are two important drivers of Student Ownership of Learning (SOL) in the classroom setting. Future Research: Practitioners and researchers could follow-up in the future with a study to provide more understanding and updated research information from different research samples and hypotheses on Student Ownership of Learning (SOL).

Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance.