Experiences and Impacts of a Cross-Cultural Professional Development Program from the Perspective of Chinese Visiting Scholars

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dc.contributor.advisorKawalilak, Colleen A.
dc.contributor.authorFedoruk, Lisa Margaret
dc.contributor.committeememberGroen, Janet
dc.contributor.committeememberRoy, Sylvie
dc.contributor.committeememberTweedie, M. Gregory
dc.contributor.committeememberBenjamin, Amanda D.
dc.date2018-06
dc.date.accessioned2018-04-24T19:51:07Z
dc.date.available2018-04-24T19:51:07Z
dc.date.issued2018-04-20
dc.description.abstractVisiting scholar programs as a practice of internationalization in higher education are an increasingly common form of cross-cultural professional development in the era of globalization. Visiting scholars from China are among the largest group of academics and researchers in the world to engage in international programs and activities; however, scholarship on their experiences is limited. The purpose of this study was to better understand how a group of Chinese visiting scholars made meaning of their experiences, having participated in a 3-month professional development program in Canada, and if these experiences influenced and impacted their teaching practices upon returning to China. I employed a qualitative, descriptive case study to examine the real-life situations that the participants’ experiences were rooted in. I conducted semistructured interviews with 10 participants and constantly compared the data with participant reflective documents and researcher reflective notes to gain an in-depth understanding of the phenomenon. Guided by a transformative learning theoretical framework, I examined the motivations of the Chinese visiting scholars to partake in the program, what constituted significant learning moments and how they were experienced and interpreted, and the resulting impact on participants’ perspectives and teaching practices upon returning to their home higher education institutions. The findings revealed that a fundamental motivation for participants to sojourn abroad was to fulfil an international requirement within their teaching positions and for eventual job advancement. Participants were also motivated to attain cross-cultural professional development by enhancing their teaching practices and English proficiency. An additional finding pertaining to significant learning moments encompassed the challenges surrounding English language proficiency and cultural adjustments within higher education contexts, including student-centred instructional strategies and teaching theories. Through an organically developed community of practice and continuous reflection and dialogue, participants were able to overcome challenges and implement their knowledge upon returning to their home institutions. This qualitative study contributes to the scholarship on international practices in higher education and includes valuable strategies for all stakeholders to incorporate to enhance future cross-cultural professional development programs and prepare future scholars to embark on a similar journey.en_US
dc.identifier.citationFedoruk, L. M. (2018). Experiences and impacts of a cross-cultural professional development program from the perspective of Chinese visiting scholars (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31817en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31817
dc.identifier.urihttp://hdl.handle.net/1880/106531
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectCross-cultural professional development
dc.subjectInternational visiting scholars
dc.subjectInternationalization
dc.subjectCultural humility
dc.subjectCommunity of Practice
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Higheren_US
dc.titleExperiences and Impacts of a Cross-Cultural Professional Development Program from the Perspective of Chinese Visiting Scholars
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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