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

Abstract

Background and Purpose. Internationalization is a 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 a Western-educated physical therapist's (PT) experience teaching as a physical therapy guest lecturer (GL) at a South Korean university and to develop a 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 a 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 a 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 a GL in acquiring knowledge about a country, its culture, and the teaching process in order to become a bridging educator.

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