Guest Lecturing in South Korea: Informing Cross-Cultural Educators of Physical Therapy

Abstract

Background and Purpose. Internationalization is growing focus in higher education and physical therapist professionals are increasingly interacting globally. There is limited research in the physical therapy literature about teaching abroad. The purposes of this study are to describe Western-educated physical therapist's (PT) experience teaching as physical therapy guest lecturer (GL) at South Korean university and to develop conceptual model to assist educators in becoming successful bridging educators when teaching abroad. Methods. This case study used qualitative research methods to analyze raw data sources that were prepared and labeled as follows: (1) transcript of recorded lecture, (2) handouts, (3) flashcards, (4) preparation notes, (5) reflective notes, and (6) student course evaluations. Results. Two major components of the experience of guest lecturing in South Korea were identified: knowledge and process. Three concepts support the knowledge component: cultural, teaching/learning, and communication considerations. Three concepts support the process component: preparation, instruction, and reflection. Each concept has supporting themes. Discussion. A conceptual model-built on personal attributes and acquired knowledge about country, its culture, and the teaching process-was developed to assist guest lecturers in becoming bridging educators. Successful bridging educators exhibit high cultural awareness and cultural instructional adaptively, and have the potential to build international relationships, further develop internationalization in higher education, and expand global communication and initiatives. Conclusion. This paper describes the experience of being GL in South Korea through understanding the processes of preparation, instruction, and reflection; knowledge about cultural, learning, and communication considerations of the host country; and the personal attributes of being culturally competent, reflective, and adaptable. The conceptual model developed from the research findings may guide GL in acquiring knowledge about country, its culture, and the teaching process in order to become bridging educator. Key Words: International education, Cultural competence, Teaching methods. BACKGROUND AND PURPOSE Internationalization, movement to increase and strengthen relationships among and between individual countries, aims to influence cross-cultural communication, global peace, and national security.1 Along with global communication, internationalization brings an increasingly complex force to higher education.12 Teaching students abroad in university as non-native educator is one aspect of international cooperation in higher education that should be explored systematically. There are immense benefits of cross-cultural teaching experiences for educators; however, they are accompanied by challenges that require personal and professional growth.3 Although health care professionals are participating in teaching roles abroad and cultural competency is routinely emphasized within their professions, there is minimal experience or preparation for immersion in cross-cultural classroom instruction. The demands associated with cultural competency change when professionals are teaching in another country and immersed in another culture. Working in multicultural classroom within an educator's own culture differs in the nature and intensity as compared to an immersion experience.3 Similar to other health care professions, the physical therapy profession is committed to fostering cultural competence. The American Physical Therapy Association (APTA) defines cultural competence as a set of congruent behaviors, attitudes, and policies that come together in system, agency, or among professionals that enables effective work in cross-cultural situations.4(p2) Cultural competence is both skill and an understanding that evolves over time, with continual selfreflection. …