1 Introduction

Introduced the concept of multilingual interpretation, language combination classification, and its popularity in both the West and China. The International Association of Conference Interpreters categorizes the working languages of interpreters into three types: A, B, and C. Multilingual interpretation requires proficiency in at least three languages. Complex interpretation is more common in Western language combinations, but less common in Chinese and Chinese interpretation projects. In 2007, the School of Advanced Translation at Beijing Foreign Studies University launched its first master's program in bilingual interpretation, aimed at cultivating bilingual interpretation skills. This study aims to evaluate the quality of master's education in translation and interpretation at Beijing Foreign Studies University through interviews with nine graduates, and provide improvement suggestions.

Evaluation of the Quality of MTI Translation Master's Education

Since the establishment of the MTI Master's degree program in 2007, 249 universities in China have offered this major, but the quality of education varies greatly. Blue Red Army (2019) proposed that the quality of MTI talent cultivation should be comprehensively discussed from the aspects of source quality, training conditions, cost and benefit, and graduate development quality. At present, research on the quality of MTI education mainly focuses on certain aspects of the education process, such as teacher team building and curriculum design, while paying insufficient attention to the entire education process and the development and changes of students from pre enrollment to graduation. The United Nations Educational, Scientific and Cultural Organization emphasizes that the quality of higher education is a multi-level, multidimensional, and dynamically developing concept, in which "things" and "people" are indispensable elements of educational quality. The evaluation of higher education quality has undergone changes in the evaluation subject and evaluation methods, gradually emphasizing the promotion of individual student growth and subjectivity construction. From Astin's (1993) proposal of the I-E-O model to Kuh's (2001) proposal of the concept of "student participation", the widely accepted quality evaluation models in higher education emphasize the evaluation of the educational process, value student participation in educational evaluation, and listen to student demands. At present, there is insufficient emphasis on "people" (teachers and students) in the evaluation of MTI education quality, and research on exploring MTI education quality from the perspective of learners is particularly lacking. Based on her proposed student-centered MTI education quality impact model, Lv Hongyan (2019a) constructed an MTI education quality IPO evaluation framework, which can comprehensively evaluate the quality of the MTI education process from the perspective of learners. Lv Hongyan and Luo Yingzi (2019) further added development quality to the IPO evaluation framework, forming four modules (input process output development) for evaluating the entire process of MTI education quality with students as the main body. At present, the practical application of this student-centered whole process education quality evaluation model still needs to be expanded. In addition, a small amount of research analyzing the quality of MTI education from the perspective of students has not focused on the interpreting profession, let alone on master's education in multilingual interpreting; Moreover, quantitative research is the main focus, supplemented by a small amount of qualitative research, which fails to deeply listen to the voices of students, especially graduates, in the evaluation of the entire process of education quality.

3 Research Design

This article introduces the design of a research on the quality evaluation of master's education in multilingual interpretation, including the selection of research participants, data collection and analysis methods. The research subjects are 9 graduates from the Beijing Foreign Studies University's Master's Program in Translation and Interpretation from 2010 to 2018, covering different years of enrollment, employment prospects, and major languages. Collect data through semi-structured interviews, with a duration of 40-80 minutes and nearly 200000 words of transcribed text. Using the four-dimensional analysis framework of "input process output development", evaluate the respondents' bilingual proficiency before and after enrollment, learning process evaluation, employment ideals at graduation, and post graduation development. The two authors read the data separately, reached consensus through multiple rounds of discussion, and enhanced credibility through researcher triangulation.

4 research findings

Through interviews with nine master's graduates in bilingual interpreting, this study explores the input, process, output, and personal development quality of bilingual interpreting master's education. The respondents generally have a solid foundation in both foreign languages and have high expectations for the Master's program in Translation and Interpreting at Beijing Foreign Studies University. They hope to become interpreters through their studies. During the learning process, they face challenges such as time constraints and high pressure, but they are satisfied with their self investment and the resources provided by the college. At graduation, the English proficiency of the respondents generally improved, but there was limited progress in the language proficiency of their undergraduate major. They have the foundation to become professional interpreters, but their simultaneous interpreting ability needs to be improved. In terms of employment, respondents are favored due to the advantage of being bilingual, highlighting the importance of English in employment. The study of multilingual interpreting has had a positive impact on their career development and attitude towards life, cultivating transferable abilities, broadening their career development paths, and shaping their courage and determination in the face of uncertainty.

5 Discussions

Analyzed the educational quality of the Master's program in Translation and Interpreting at Beijing Foreign Studies University from the perspective of graduates. Respondents generally have a high evaluation of project quality, but also pointed out some issues. In terms of input quality, respondents are confident in their proficiency in multiple languages, but believe that there is a distinction between good and bad proficiency in both languages. In recent years, some domestic universities have opened undergraduate majors in Mandarin, which helps to improve students' Mandarin proficiency. The main motivation for respondents to choose multilingual interpretation is their love for bilingual languages and translation ideals, with a strong intrinsic drive for learning. In terms of process quality, respondents were generally satisfied with their learning, but also pointed out some issues, such as insufficient language course arrangements in undergraduate majors, which resulted in some "misnamed" language proficiency. Beijing Foreign Studies University has adjusted its training program, but the proportion of courses is still imbalanced and the utilization rate in the third academic year is low. Respondents also hope to increase simultaneous interpreting class hours to improve simultaneous interpreting competence. In terms of output quality, the respondents were quite positive about their own proficiency in Mandarin and interpreting skills upon graduation, but also pointed out some issues. The respondents are highly favored by the market due to their proficiency in multiple languages, resulting in a high level of job satisfaction. Scholars can conduct quantitative research on the overall employment situation of master's degree holders in bilingual interpretation, in order to gain a clearer understanding of the employment direction and market demand of bilingual graduates. In terms of development quality, respondents emphasized the positive impact of the "transferable ability" brought by interpreting learning on career development. The implicit curriculum has a significant impact on students' values. Respondents believe that two years of study in multilingual interpreting has given them more determination in the face of career choices and life uncertainties, and has enabled them to establish correct values and ethics in their work.

6 Conclusion

Since its establishment in 2007, the Master's Program in Translation and Interpreting at Beijing Foreign Studies University has trained nearly 200 bilingual interpreters. Based on the evaluations of nine respondents, this article proposes three suggestions to improve the quality of education: 1 Adhere to strict admission standards to ensure the quality of student sources; 2. Ensure sufficient professional resources, especially the "three in one" interpreting faculty, develop training objectives and plans, and ensure process and output quality; 3. Emphasize the importance of implicit curriculum, shape learning experience through teacher-student interaction, influence learners' values and attitudes towards life, and assist in their future career and life development. This study aims to provide reference for domestic universities to cultivate bilingual interpreting talents, improve the quality of education, and cultivate more high-quality bilingual talents for the country.