The Effectiveness of Multicultural Interaction toward Advertising

Learning Process among Higher Education: Indonesian Students’

Perspectives

Athaya Zahra

, Farah Padma Poetry

Creative Advertising Program, Visual Communication Design Department, School of Design, Bina Nusantara University,

Jakarta, Indonesia 11480

Keyword: Effectiviness, Education, Student.

Abstract: Intercultural communication between young people has been tremendously increasing nowadays due to the

development of Internet and social media. Clearly, it affects to the youths’ wants, needs, and behave. It can

be seen as well in the Higher Education aspect where students are getting more interesting on education

achievements in other countries and its processes. This study is a study case based on an online

collaborative project between a university in Indonesia and a university in the UK. It aims to meet the value

of multicultural learning approach regarding Indonesian students’ creative processes in the advertising

module. It was examined through literature review and primary research (observation, student survey, and

interviews with Indonesian participants). As a result, key findings were discovered, such as (1) Indonesian

design students were greatly looking for multicultural collaboration project, (2) Indonesian Higher

Education is remain lack of multicultural collaboration project opportunities, (3) Indonesian students found

that multicultural learning method was extremely beneficial for idea development, critical analysis, and

project evaluation, and (4) multicultural interactions did not significantly affect students in visual execution

of advertising. The authors highly expect that multicultural interaction in advertising learning process could

be more implemented in Indonesian Higher Education.

1 INTRODUCTION

The rapid development of technologies and digital

media in the present days seems like one major issue

that cannot be ignored by societies across the world,

mainly among millennials and early generation Z

(people who were born between 1980 and 2002).

Perhaps Internet and social media are the most

important aspect in belongingness needs of the

Maslows’ hierarchy (McLeod, S., 2018). Clearly,

this phenomenon has created enormous impact to

young people, mostly personality and lifestyle. For

instance in advertising education context, due to the

fact that creative performance is highly affected by

current consumer behavior. Higher education

students communicating more and more with other

people overseas through gadgets (Yang, J., 2014;

Kinshuk, Y., H, 2014; Chen, S., 2014; Huang, R.,

2014), whether to look for trend updates, working,

or merely chatting. Consequently, there is a high

possibility that this multicultural interaction might

affects students’ behavior in a future; this

speculation refers to Percy and Rosenbaum cultural

assumptions (Percy, L., 2012; Elliot,t R., 2012).

Hofstede defined culture as the integrated human

paradigms (knowledge, belief, language, behavior,

etc.) that characterize one another (Hofstede G H.,

2010; Hofstede G J., 2010; Minkov M., 2010), while

multicultural interaction is the communication

between people who have shared two or more

different cultures. In terms of advertising education

in Indonesia, students seem most inspired by

external cultures. For instance, young people often

watch foreign TV series (Chrisprastika, 2016), use

more than one language in social media (English is

the preferred language) (Arunarsirakul, A., 2016),

and students are likely to follow certain international

advertisement awards as their study

recommendations. As a result, it changes students’

perspectives when making an advertisement; not

merely in the implementation but also the process.

Indonesian students, as part of the collectivist group,

tend to not speak up in a class or during a group

Zahra, A. and Poetry, F.

The Effectiveness of Multicultural Interaction toward Advertising Learning Process among Higher Education: Indonesian Students’ Perspectives.

DOI: 10.5220/0010022800002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 503-508

ISBN: 978-989-758-515-9

503

discussion, follow the brief directly, and prevent

disagreement. Meanwhile, western education

method has an incredibly dissimilar approach such

as critical analysis. Given the fact that Indonesian

students are fascinating about other cultures,

probably utilizing a contrast-learning scheme like

Western societies do is more effective to learn

advertising presently due to the fact that it improve

students’ evaluation and communication.

In order to have an in-depth investigation

regarding this issue, this research study was

conducted. It is a study case based from complete

activities of an online collaborative project between

a university in Indonesia and a university in the UK.

It was designed as an initial attempt to understand

the efficiency of multicultural interaction in the

direction of advertising learning process among

Higher Education students in Indonesia. Hopefully,

a number of implications made by this research

could enrich advertising learning method in Higher

Education in Indonesia. Consequently, it gains

students’ skills on generating ideas, executing ideas,

presenting ideas, and last evaluating for better

studies.

2 METHOD

This study involved design students from both

universities. Students’ background were varied,

including nine students from Indonesia, seven

British students, two students from Thailand, and

one student from Vietnam, within the age group

between 18 and 25-years old, and had English

language proficiency levels from high intermediate

to native speakers. The objective of the collaborative

project was to analyze to what extent cultural

differences affect Indonesian student’s learning

process and outcomes in regards to advertising and

marketing strategy. The selected topic was decided

due to the overlap student knowledge and skills of

both universities. All activities regarding the

collaborative project have been prepared around two

months before the workshop has started, including:

project planning, module development, the exercise

worksheet, the assignment brief, and the technology

testing.

In order to get comprehensive and valid data,

both secondary and primary research through

various methods were managed. First, to discover

the perfect strategy of a multicultural collaboration

project, its benefits, and its difficulties, literature

review through previous journals, books, and articles

were conducted. Second, in depth observation

during the workshop session was strongly needed to

verify data given from previous secondary studies.

Next, Indonesian participants were asked to give

feedback regarding the workshop session through an

online survey as a part of user evaluation. Once the

workshop was completed, students in Indonesia and

in the UK were given the same assignment brief to

analyze to what extent the project outcomes were

achieved. During three weeks, within a group,

students were required to create a human centered

marketing concept and were able to communicate

with the lecturers in other countries to get some

suggestions. After the assignment was done, all

participants applied their critical analysis to give

each other a peer feedback. Last, three Indonesian

students were selected to be the participants for in-

depth interviews to have an inclusive evaluation.

Table 1. Research Method Structure

Period Method Objectives

Pre-

workshop

Literature

review

To analyze

previous studies

regarding

multicultural

interaction

Workshop

Observation

To witness

student

engagement and

the difficulties

durin

the session

Post-

workshop Surve

To analyze

student feedback

regarding the

workshop

Assignment

anal

sis

To analyze to

what extent

students have

achieved the

pro

ect outcomes

Peer review

To observe

student critical

thinkin

towards

the project

outcomes

Interview

To get student

insight as a

recommendation

for further studies

Adapting to Community of Inquiry (CoI) theoretical

framework (Garrison, D., R., 2007; Arbaugh, J.,

2007), all research findings were divided into three

areas of teaching and learning in online education,

including: (1) social presence, which students

personalities towards the collaboration project were

BINUS-JIC 2018 - BINUS Joint International Conference

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analyzed; (2) cognitive presence, where students

skills were evaluated to confirm learners’

understanding in relation to the collaboration

project; and (3) teaching presence, which is all

elements that support students in accomplishing the

learning or project outcomes. These three areas need

to be completely linked together in order to achieve

the entire experiences.

3 RESULTS AND DISCUSSIONS

The results are divided into three sub-sections,

including: multicultural collaboration learning

method, student participation, and student project

outcomes.

3.1 Multicultural Collaboration

Learning Method

McInnerney and Roberts described multicultural

learning as a type of education system where

interaction (spoken or written) between students,

with more than two different cultural backgrounds,

is the emphasis of the learning process and teachers

become the facilitator (Mcinnerney, J., M., 2009;

Roberts, T., S., 2009); in addition the easiest way is

through web 2.0 technologies. Facing one of the

global challenges, which is developing graduate

competencies in a rapidly changing world, cross-

cultural or multicultural interaction in regards to

education has been continuously underlined by

several universities across the world recently

(Ameny-Dixon, G., M., 2004)(Dennis, J., M.,

2011)(Macgregor, K., 2010). The objectives were

varied such as developing student communication

skill, improving innovative thinking, gaining

international experiences to be able to answer certain

global matters, and decreasing stereotype over one

or more cultures. However, lots of debates found

within this topic. For instance, Banks and Banks

have highlighted that multicultural education is

highly required to increase high value as human

development, improving academic quality and

Education Equality (Banks, J., a., 2002; Banks, C.,

a., M., G., 2002), Whereas Multicultural Learning

Model Has Not Yet Become Essential in the

Indonesian Higher Education Curriculum, It

Remains Under Discussion (Ristekdikti, 2018). One

of the Possible Reasons Is Probably Due to the

Technology Qualification; given the Fact That

Multicultural Learning Model Requires an Online-

based Platform. This Fact Is Somewhat Interesting

Due to the Fact That Students Collaboration Project

With Universities Overseas Is Being Highlighted

Already in the Advertising Development Plan 2015-

2019 in Order to Improve Education Quality

(Hendriana, E., 2015). However, based on the

Survey Conducted to Indonesian Students Who

Have Participated in the Human Centered Marketing

Concept Workshop, No One Has Experienced a

Multicultural Collaborative Project before. It Can Be

Seen That Opportunities or Motivation to Join a

Multicultural Collaboration Project Back by the

University Are Remain Uncommon. on the Other

Hand, Peter and Shultzs’ Previous Study Claimed

That One of the Biggest Challenges of Multicultural

Education Was regarding Teacher Capabilities

(Peters-Davis, N., 2015; Shultz, J., 2015). Teachers

as Facilitator Should Be Able to Make Students

Paradigms Shifted – to Develop Their Own

Identities to Work With Diverse Students, Different

Language, and Wider Viewpoint. Perhaps One

Question That Needs to Be Asked Currently Is to

What Extent the Multicultural Learning Model

Needs to Be Delayed Due to Technology Support

and Instructor Planning.

in Contrast, Students Expressed Great Enthusiasm

Towards Multicultural Collaboration Project.

Referring to the Students Survey, 44 per Cent

Participants Were Strongly Agree That Multicultural

Collaboration Is Extremely Important in the Creative

Education, Where Other 33 per Cent Students

Thought That It Is Somewhat Necessary. When

Students Were Asked What

Made Them

Interesting to Join a Multicultural Learning

Model, 8 out of 9 Students in Indonesia

Answered That They Would like to Gain

Understanding about What People Think in

Other Countries, While 6 Students Also Have

Curiosities in Cultural Differences and Other

Creative Approach That Can Help Their

Current Study. This Circumstances Is

Unfortunate, given the Fact That Student Needs

and Wants Were Contrary to the Reality, Which

Current Higher Education System Is Lack of

Multicultural Learning Project Chances.

3.2 Student Participation

Move to the next aspect to discuss, student cognitive

presence. Previous research studies found that a

multicultural collaborative project is effective when

all actions are precisely designed in line with the

international learning outcomes (Villar-Onrubia D.,

2016; Rajpal, B., 2016) and the assistance, feedback,

also evaluation are monitored by the instructors

The Effectiveness of Multicultural Interaction toward Advertising Learning Process among Higher Education: Indonesian Students’

Perspectives

505

during the collaboration (Capdeferro, N., 2012;

Romero, M., 2012).

According to the observation at the Human

Centered Marketing Concept workshop, Indonesian

students were tremendously engaged with the

modules, group exercise, and also the presentation.

In addition, 77 per cent of students were extremely

satisfied with the collaboration project. The causes

were wide-ranging, but the dominant reason was due

to skill development in marketing -advertising and

also an opportunity to observe and communicate

with students and lecturers overseas. Interestingly,

this collaboration project successfully met students’

expectations. Firstly, during the survey and

interviews, students acknowledged that this project

has gained some understanding of how student think

in other countries, particularly regarding creative

thinking. Based on the mood board presentation, it

showed that British students were interesting in

humor concept while Indonesian students expressed

more wholehearted ideas. This finding also related

to Troikes’ statement, which claimed that

“participants in the cross-cultural or multicultural

collaboration are not adopting the structures and

strategies used by native speakers, they transfer

their own language and culture” (Saville-Troike,

M., 2003). Secondly, multicultural interaction

helped students to gain experiences of creative

marketing processes. As stated by two participants

from Indonesia, “when we worked with British

students and lecturers, it was very fast-paced. We

were not allowed to think beyond the topic but

focused. I think that was incredibly useful”. Lastly,

the project has improved students’ understanding of

media use, in terms of marketing strategy, in other

countries. Fascinatingly more, 8 of 9 students are

certainly decided to join another multicultural

collaboration project in the future.

3.3 Advertising Learning Process and

Student Project Outcomes

In regards to the advertising practice, Altstiel and

Grow have mentioned that the advertising creative

process requires four main steps, such as:

brainstorming, idea starters, concept development,

and concept testing (Altstiel T., 2006; Grow, J.,

2006). In addition, user insight and experience are

two key points that have to be completely

considered from the brainstorming stage to the final

assessment in order to create an effective

communication (Oscario A, Kuntjara, H., 2016;

Adhityatama, A., 2016). However, the main issue to

be evaluated through this study was not merely

about the arrangement, but to what extent

multicultural interaction affects the creative

advertising learning process among higher education

students.

First, according to the interview session,

Indonesian students stated that the initial processes

(brainstorming and idea starter) used to being

managed regularly in their current education; as a

result, it was easily followed. The main attention in

this stage, however, was idea sharing between

distinctive cultures. As stated by one of the

Indonesian students, “I really enjoyed the workshop

because I got some references from students in the

UK and we (as a team) were able to share our ideas

as well“. On the other hand, Indonesian students

demonstrated different expressions throughout the

concept development stages, students were slightly

struggling. Particularly, when students got some

feedback from lecturers in the UK (based on the

online survey, 44 per cent of Indonesian students

were agreed that lecturer advice from universities

overseas was the most useful part of the project).

Indonesian students have not introduced certain

sustainable campaign ideas at the first attempt;

which is an idea that aims to create greater social

impacts (i.e. community relations in wider aspects or

maintaining continuous activities). Consequently,

students have been suggested to utilize a few of

creative approaches (such as human centered and 5

senses method) to build up specific ideas. After the

basic ideas were being revised, one of the lecturers

in the UK claimed that new concepts made by

Indonesian students were well shaped and well

presented. However, they were lack of idea

evaluation from target audience feedback. This

situation is somewhat disappointing given the fact

that idea testing is one of the core processes in the

advertising education. It can be seen that the

multicultural collaborative learning model is

incredibly needed to assess existing advertising

teaching and learning model. For instance,

Indonesian students were able to understand and

adapt to other advertising methods, which add more

values to the communication effectiveness.

Interestingly, there was no significant difference

regarding visual execution of the selected concept

between students in Indonesia and in the UK. This

finding also answered Fam and Grohs’ previous

study, which showed that “most cross cultural

advertising studies have focused on advertising

content, where the strategies and some executional

techniques are based on the positioning and its main

theme, not in their execution style” (Fam, K., S.,

2007; Grohs, R., 2007). For instance, in terms of

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content, students in the UK have established certain

humorous verbal communication and more

individual experience, where students in Indonesia

started with group orientation campaign concept

with more emotional engagement involved. It also

can be seen through the peer feedback, where

Indonesian students were more critical observed the

communication approach (content) designed by

students in the UK rather than the visual context.

4 CONCLUSION

To sum up, multicultural or cross-cultural

collaborative learning model is not a recent issue in

an education aspect; it has already been observed in

a while. Nevertheless, this method has not been

implemented massively in Indonesia higher

education due to undeveloped facilities (technology

equipment and capable instructor). In contrast to the

limited opportunities, design students in Indonesia

showed great enthusiasm to participate in the

multicultural collaborative project. The main

motivation is to understand how students think

globally. It is likely that the major cause is due to

social media, where people across the world are

connected easily. Fascinatingly, this online

collaborative project arranged by a university in

Indonesia and in the UK has answered students

expectation, including: (1) Indonesian students were

able to see creative ideas proposed by students in the

UK and its processes as well, (2) both peer feedback

and lecturer feedback have gained students abilities

to develop basic ideas, and (3) cross- culture idea

sharing method has showed Indonesian student the

differences of media utilization in other countries.

Although Indonesian students faced some

difficulties throughout the advertising learning

process (particularly in the concept development

and testing phases), multicultural collaborative

learning method has facilitated students to do an in -

depth evaluation of a current study. Moreover,

Indonesian students had an opportunity to discover

new advertising approaches in global perspectives,

which have never been taught in certain courses and

evidently affect the project outcomes. In regards to

students soft skills, a multicultural interaction have

built Indonesian student to be more adaptable to

diverse cultures, gaining students’ self-control, and

the most important, improving critical thinking skill.

Given the fact that several advantages are

established throughout multicultural collaboration

learning method, this approach is absolutely high

recommended to implement in Indonesian higher

education system, mainly in design and other

creative programs due to the fact that global creative

industries have changed rapidly. On the other hand,

it enhances relationship between students overseas

and teaching system as well. In addition,

understanding of cultural diversity across education

is one of the global sustainable development goals

(United Nations, 2018). However, the effectiveness

of cross-cultural or multicultural online collaborative

project can only be seen with complete learning

activities, from an introduction to the feedback or a

combination between theory and practice. Moreover,

it has to be

supported by qualified technologies

and instructor. Indonesian students have noticed

that there was a technique problem during the

online workshop and it slightly distracted

students’ concentration, yet it is not an obstacle

to not to realize this valuable learning method.

ACKNOWLEDGMENTS

The authors gratefully acknowledge that the present

research is supported by the online collaborative

project with a university in the United Kingdom.

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