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

Abstract

Visiting 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.