Developing Self

Self development was a key motivator for individuals travelling overseas and some reported that the sole motivator was to enable them to practise better and be a different physiotherapist. Others identified that this self development was just one step on a long and complex journey linked to pay, respect and wanting a better life. The interviews captured different strands that individuals identified they wanted to develop. These included intellectually based elements such as gaining knowledge, developing academically, and learning how to think. Rani (overseas educator now returned) identified that she sought a different experience to allow her to develop. The more complex constructs of personal professional development and the ability to work effectively in different clinical contexts were also sought.

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In order to develop themselves the participants identified that they wanted to acquire the knowledge that they had identified to be different from what was available in India. The discussions focused very much on specialised knowledge, skills, techniques, research, different ways of learning and different ways of practicing. Daisy (FG2) referred to a search for the "missing link", Ashna identified that she had not fully understood what the course would entail until she started it. FG1 (new arrivals for UK MSc study) talked about differences and what they wanted to achieve but appeared to not have a clear conception of what the difference was, other than it was something that was not available in India and it was what they perceived they wanted.

The participants who had completed their overseas study were able to articulate much more clearly the difference and the value. They talked about developing new academic skills such as clinical reasoning, critiquing and really understanding what evidence based practice was. Ashna described it as a "mental training" and "learning to think" rather than just learning skills. She considered that she had become "more questioning", "more analytical", "more

critical" and "more sceptical". Lara FG3 described it as "you basically learn to learn". Rani had travelled overseas to work as an educator and it was not until she got there that she appreciated just how different overseas education was compared to Indian education. "The delivery teaching style was also different

(...) So I had to actually go and attend medical education courses."

Professional development is another concept that was alluded to by the participants as a consequence of gaining knowledge. There were two faces of professional development presented. For some the term was used synonymously with an individual's personal practice development, from the perspective of developing new skills, knowledge, ways of thinking and practising clinically. The development here was internally focused and supported by a

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desire to be a better physiotherapist and to treat patients as effectively as possible. Others referred to professional development in relation to how their new expertise would allow them to develop their careers, putting them ahead of others in challenging and competitive working environments. Development here was more externally focused and related to their career in terms of success - financial reward, recognition and respect.

There was a gender bias apparent between these two different focuses on professional development, with the participants identifying that females placed a greater emphasis on the development of both clinical expertise and personal self development, as ultimately they would be expected to marry and follow their husband's wishes and not be the main income earner. Whereas, for males the emphasis was on the longer term and more externally focused rewards associated with a successful career. Clinical skills and knowledge development were a stepping stone towards successful career development and ultimately increased earning potential. This reflects the influence of the 'Being Indian' social and cultural considerations.

"The male in India is the head of the family and he probably is the sole earning member here and he has to earn that kind of money (...) so his aspirations towards wanting to a learning, to moving ahead would be quite

different to a female."

Minda (overseas returnee)

"But then the women who do come abroad are very motivated (...) They

want to be independent. They want a better standard of practice. (...) They want to improve their situation and don’t want to get complacent with the

kind of work they are doing."

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Additionally some participants identified that the acquisition of an international postgraduate qualification in its own right was an important element of their journey. It was identified as an asset for the future and one that would symbolise their personal professional development, their journey, their international knowledge base.

"... to get a good MSc degree from a well qualified or equipped university from a developed country. That’s what the main motivation for me and I

think that will make an asset for my future."

Dinesh, FG1 (just arrived in UK)

This aspiration links again to Lyotard's (1984) commodification of knowledge but it also resonates with Bauman's (2000) ideas on the freedom of consumers to achieve self-identification through the acquisition of merchandisable commodities to stay ahead of others. The participants clearly viewed physiotherapy outside India as a global market and were looking for the location and institution that best met their bespoke and well considered needs analysis.