The Evaluation of the Global Virtual Team (GVT) Model as a Tool to Prepare Undergraduate Students Studying International Business at Ma Chung University, Indonesia, to Work in the Global Economy By Liem Gai Sin Thesis submitted in accordance with the requirements of Central Queensland University for the degree of Doctor of Professional Studies CQUniversity October 2015
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The Evaluation of the Global Virtual Team (GVT) Model as a
Tool to Prepare Undergraduate Students Studying
International Business at Ma Chung University, Indonesia,
to Work in the Global Economy
By
Liem Gai Sin
Thesis submitted in accordance with the requirements of
Central Queensland University for the degree of Doctor of
Professional Studies
CQUniversity
October 2015
i
CERTIFICATE OF AUTHORSHIP AND ORIGINALITY OF THESIS
(DECLARATION)
The work contained in this thesis has not been previously submitted either
in whole or in part for a degree at CQUniversity or any other tertiary
institution. To the best of my knowledge and belief, the material presented
in this thesis is original except where due reference is made in text.
Signed:
Date:
ii
COPYRIGHT STATEMENT
This thesis may be freely copied and distributed for private use and study,
however, no part of this thesis or the information contained therein may be
included in or referred to in publication without prior written permission of
the author and/or any reference fully acknowledged.
Signed:
Date:
iii
ABSTRACT
This research evaluates the effectiveness of the Global Virtual Team
(GVT) model as alternative pedagogy to enhance students' learning and
prepare international business (IB) students to work in the global
economy. Currently, GVTs are used in many fields of human activity and
have become the norm in global business. The application of the GVT
model into Indonesian higher degree education reflects the microcosm of
modern business. There was no knowledge about the effectiveness of the
application of the GVT model in Indonesian higher education institutions.
This research aims to evaluate the application of the GVT model in higher
degree education as the GVT model is seemingly a relevant learning
model that supports student learning and Indonesian government goals.
The research for this project is carried out at Ma Chung University,
Indonesia where the GVT model was introduced. Qualitative research is
employed in the research. It investigates the perspectives of four specific
stakeholder groups (students, lecturers, the industry representatives and a
government representative). An evaluation framework comprising thirteen
key issues derived from the literature review defines the research. The
twelve key issues are: Applied learning, Inter-cultural skills, real-world
skills, cost effectiveness, flexibility; creativity; interpersonal relationships;
cultural diversity; technological reliance; timing; trust; and assessment.
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The analysis of the research outcomes confirms that the GVT model
potentially enhances students learning, assists the university to find cost-
savings and also increases access and supports pluralism and the
economy of Indonesia. However, these advantages of the GVT model are
constrained by several issues or challenges.
The challenges that impede the application of the GVT model in
Indonesian higher education are: the domination of teacher-centred
learning in Indonesia; insufficient theory foundation; lack of technology
expertise; inactive students; lack of supervision and feedback; free-riding;
less industry involvement in the GVT model; the differences in terms of
culture and language; unequal infrastructure conditions between
universities; lack of trust among team members; and time differences.
On the basis of the evaluation, twelve recommendations are proposed to
improve four important aspects of the GVT model, which are the elements
of the GVT model, the pedagogy of the GVT model, the assessment of the
GVT model and its effectiveness in increased access, reduced tuition fees
and supporting pluralism in Indonesia. The twelve recommendations
underpin the development of the GVT model for Indonesian higher
education.
In conclusion, the research found that the GVT model reflects the
microcosm of the modern business world and is thus relevant in
v
international business education by preparing the students for their roles in
multi-cultural global workplaces. The significant outcome of this research
are the recommendations to enhance the GVT model at Ma Chung
University as a tool to prepare students to work in a global economy and
as a method to address the specific issues of affordability of and access to
higher education in Indonesia towards the growth and development of the
Indonesian nation.
Key Words: Global Virtual Team (GVT) Model, Indonesia, Higher
Education; e-learning, Undergraduate Study, Global Economy,
International Business
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TABLE OF CONTENTS
CERTIFICATE OF AUTHORSHIP AND ORIGINALITY OF THESIS ........... i
COPYRIGHT STATEMENT ........................................................................ ii
ABSTRACT ................................................................................................ iii
LIST OF TABLES ...................................................................................... xii
ACKNOWLEDGEMENTS ........................................................................ xiv
CHAPTER 1: INTRODUCTION ................................................................. 1
1.1. General ......................................................................................... 1
1.2. Research Questions ..................................................................... 3
1.3. Definitions and Explanation of Terms ........................................... 4
1.4. The Background to the Research Problem ................................... 8
1.4.1. Indonesian Economic Development ..................................... 15
1.4.2. Multicultural Education ......................................................... 17
1.4.3. Increasing University Enrolment ........................................... 17
1.4.4. Educational Inequality .......................................................... 19
1.4.5. Income Gap .......................................................................... 20
1.4.6. Technology and Education ................................................... 21
1.5. The Significance of the Research Project ................................... 24
1.5.1. The GVT Model is part of the Current Global Business
Practice……… ................................................................................... 25
1.5.2. Advantages Associated with the GVT Model ....................... 26
1.5.3. Challenges Associated with the GVT Model ........................ 27
1.6. The Relevancy of Research Project to the Requirements of the
Doctor of Professional Studies ................................................................. 29
1.7. Expected Benefits of the Research ............................................. 30
1.8. Thesis Structure .......................................................................... 31
1.9. Conclusion .................................................................................. 33
CHAPTER 2: LITERATURE REVIEW ..................................................... 34
2.1. Applied Learning ............................................................................... 35
2.2. Intercultural Communication ............................................................. 39
2.3. Real-world Skills ............................................................................... 43
2.4. Cost Effectiveness ............................................................................ 47
vii
2.5. Flexible Delivery ................................................................................ 51
2.6. Creativity ........................................................................................... 53
2.7. Interpersonal relationship .................................................................. 57
2.8. Working with Cultural Diversity ......................................................... 59
2.9. Technological Reliance ..................................................................... 62
2.10. Timing ............................................................................................. 65
2.11. Trust ................................................................................................ 69
2.12. Assessment .................................................................................... 74
2.13. Conclusion ...................................................................................... 77
CHAPTER 3: RESEARCH METHODOLOGY .......................................... 78
3.1. General ............................................................................................. 78
3.2. Aims of Research .............................................................................. 78
3.3. Evaluative Framework of the Research ...................................... 78
3.4. Research Methodology ............................................................... 83
3.4.1. Research Paradigm .............................................................. 83
3.4.2. Research Design .................................................................. 84
3.5. Research Process ...................................................................... 86
3.6. Data Collection ........................................................................... 87
3.6.1. Research Site Selection ....................................................... 88
3.6.2. Interview Process ................................................................. 88
3.6.3. Interview Methodology ......................................................... 91
3.6.4. Design of Interview Questions .............................................. 94
3.7. Research Sampling .................................................................... 99
3.7.1. Purposive Sampling .............................................................. 99
3.7.2. Research Sample ............................................................... 100
3.8. Data Analysis and Interpretation ............................................... 102
3.9. Validity and Reliability ............................................................... 104
3.9.1. Ethical Issues ..................................................................... 107
3.10. Conclusion ................................................................................ 110
CHAPTER 4: DATA ANALYSIS ............................................................. 112
4.1. Introduction ............................................................................... 112
4.2. Data presentation ..................................................................... 112
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4.2.1. Responses to the research questions (RQ1) ..................... 115
4.2.1.1. The responses of group 1 (students) .......................... 115
4.2.1.2. The responses of group 2 (lecturers) .......................... 128
4.2.1.3. The responses of group 3 (Business) ......................... 139
4.2.1.4. Conclusion ................................................................... 146
4.2.2. Responses to research questions (RQ2) .......................... 147
4.2.2.1. The responses of group 1 (Students) .......................... 147
4.2.2.2. The responses of group 2 (Lecturers) .......................... 151
4.2.2.3. The responses of group 3 (Business) ......................... 157
4.2.2.4. Conclusion ................................................................... 158
4.2.3. Responses to research questions (RQ3) ........................... 159
4.2.3.1. The responses of group 1 (students): ........................ 159
4.2.3.2. The responses of group 2 (Lecturers) ....................... 163
4.2.3.3. The responses of group 3 (Business) ....................... 166
4.2.3.4. Conclusion ................................................................ 168
4.2.4. Responses to research questions (RQ4) ........................... 169
4.2.4.1. The responses of group 1 (Students) ...................... 169
4.2.4.1.1. Issue 1: access ........................................................ 170
4.2.4.1.2. Issue 2: Pluralism ..................................................... 177
4.2.4.1.3. Summary ................................................................. 180
4.2.4.2. The responses of group 2 (Lecturers) ..................... 180
4.2.4.2.1. Issue 1: Access ........................................................ 181
4.2.4.2.2. Issue 2: Pluralism ..................................................... 183
4.2.4.2.3. Issue 3: Tuition Fee ................................................. 184
4.2.4.2.4. Summary ................................................................. 187
4.2.4.3. The responses of group 3 (Business) ...................... 188
4.2.4.4. The responses of group 4 (Government) ................. 191
4.2.4.5. Conclusion ......................................................................... 196
4.2.5. Responses to research questions (RQ5) ........................... 197
4.2.5.1. The responses of group 4 (Government) .................. 197
4.3. Conclusion ................................................................................ 200
CHAPTER 5 DISCUSSION OF RESULTS ........................................... 203
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5.2.1. The Elements of the GVT Model at Ma Chung University .. 205
5.2.1.1. Theory Understanding ................................................. 205
5.2.1.2. Real-world Skills Acquisition ........................................ 206
5.2.1.3. Intercultural Communication ........................................ 208
5.2.1.4. Generating Creativity ................................................... 210
5.2.1.5. Interpersonal Relations ................................................ 211
5.2.1.6. Summary ..................................................................... 212
5.2.2. Pedagogy ........................................................................... 213
5.2.2.1. Applied, Active and Problem Solving Learning ............ 213
5.2.2.2. Multicultural Collaboration............................................ 215
5.2.2.3. Technological Pedagogy ............................................. 216
5.2.2.4. Summary ..................................................................... 218
5.2.3. Assessment ........................................................................ 218
5.2.3.1. Free-riding and Peer-evaluation .................................. 219
5.2.3.2. Self-evaluation ............................................................. 221
5.2.3.3. Fairness and Availability of Feedback ......................... 222
5.2.3.4. Fit to industry expectation ............................................ 223
5.2.3.5. Summary ..................................................................... 224
5.2.4. Pluralism, Access and Cost-effectiveness .......................... 225
5.2.4.1. Existing technology infrastructure ................................ 226
5.2.4.2. Teacher-centred Learning in Indonesia ....................... 227
5.2.4.3. Trust ............................................................................ 227
5.2.4.4. Language and Culture Differences .............................. 228
5.2.4.5. Timing .......................................................................... 230
5.2.4.6. Summary ..................................................................... 231
5.3. Synthesis .................................................................................. 231
5.4. Conclusion ................................................................................ 233
CHAPTER 6 CONCLUSION AND RECOMMENDATIONS ................... 234
6.1. Conclusion ............................................................................... 234
6.2. Recommendations .................................................................... 237
6.3. The Contribution of the research to Indonesia Higher Degree
Education ............................................................................................... 263
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6.4. The Contribution of the Research to Current Knowledge.......... 264
CHAPTER 7 REFLECTION ................................................................... 265
REFERENCES………………………………………………………………..274
APPENDICES………………………………………………………………...319
.
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LIST OF FIGURES
Figure 1.1 The Organization of The Indonesian Education System….. 6 Figure 1.2 The Values of the X-culture project………………………….. 7 Figure 1.3 The Summary of the Challenges that Hinder the Internet
Development in Indonesia…………………………………………… 23 Figure 1.4 Structure of Thesis…………………………………………….. 30 Figure 3.1 The Evaluative Framework of the Research……………….. 78 Figure 3.2 The Research Process………………………………………… 85 Figure 3.3 The Locations of the Interview………………………………. 87 Figure 3.4 Timeframe of Data Collection Activities…………………….. 88 Figure 3.5 The Semi-Structured Interview Techniques………………… 92 Figure 3.6 the Steps of Data Analysis…………………………………... 102 Figure 3.7 The Four criteria of Trustworthiness………………………… 105 Figure 4.1 The students‘ response about the real-world skills acquisition
…………………………………………………………………………. 114 Figure 5.1 The Key Issues in the Elements of GVT Model……………. 210 Figure 5.2 The Challenges in the Pedagogy of the GVT Model…....... 216 Figure 5.3 The Key Issues in the Assessment of the GVT Model… 223 Figure 5.4 The Challenges of the GVT model in term of pluralism, access
and affordability of education in Indonesia…………………… 229 Figure 6.1 The Research Phases…………………………………….. 232 Figure 6.2 the Teaching Strategy for the GVT Model………………. 238 Figure 6.3 The Developed GVT model for Indonesia Higher
Degree Education………………………………………………… 261
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LIST OF TABLES
Table 3.1 Interview Questions and its relation with Research Questions and the Evaluative Framework………………………… 94
Table 3.2 Rationale and Selection Methods for Participation………… 100 Table 3.3 Interview Participants‘ Codes………………………………… 108 Table 3.4 Interview Participants‘ Code of Conduct……………………. 108 Table 4.1 The Main Elements of the GVT model at Ma Chung
University from student‘s perspective…………………………… 125 Table 4.2 The Main Elements of the GVT model at Ma Chung
University from Lecturer‘s perspective…………………………… 136 Table 4.3 The Main Elements of the GVT Model from Business
Representatives‘ Perspective……………………………………… 143 Table 4.4 The Main Elements of the GVT model at Ma Chung
University from All Participant‘s Perspective …………………….. 144 Table 4.5 The Pedagogy for the GVT Model from Students‘
Perspective………………………………………………………….. 148 Table 4.6 The Pedagogy for the GVT model from Lecturers‘
Perspective …………………………………………………………. 154 Table 4.7 The Pedagogy of The GVT Model from Business
Representatives‘ Perspective……………………………………… 156 Table 4.8 The Recommended Pedagogies for the GVT Model
from the perspective of all interviewed participants…………….. 156 Table 4.9 The Suggested Assessment of The GVT Model from Student‘s
Perspective…………………………………………………………… 160 Table 4.10 The Suggested Assessment of the GVT Model from Lecturers‘
Perspective…………………………………………………………… 164 Table 4.11 The Suggested Assessment of The GVT Model from Business
Representatives‘ Perspective………………………………………. 165 Table 4.12 The summary of All Participants‘ responses
regarding The GVT Model‘s assessment……………………….... 166 Table 4.13 The GVT Model‘s Supporting Factor and Challenges
in Supporting Pluralism and Increasing Access in Indonesia from Students‘ Perspective…………………………….. 178
Table 4.14 The GVT Model‘s Supporting Factors and Challenges for Developing Pluralism, Access, and Cost-effectiveness from Lecturers‘ Perspective………………………………………… 185
Table 4.15 The GVT Model‘s Supporting Factors and Challenges of Developing Pluralism, Cost Effectiveness and Access from Business Representative Perspective…………………………….. 188
Table 4.16 The GVT Model‘s Supporting Factors and Challenges in Developing Pluralism, Cost Effectiveness and Access from The Perspective of Representative of Indonesia Government............ 193
Table 4.17 The GVT Model‘s Supporting Factors and Challenges of Developing Pluralism, Cost Effectiveness and Access from all Participants‘ Perspective………………………………….. 194
Table 4.18 The Contribution of the GVT Model to Indonesia National Economy……………….………………………………….. 197
Table 4.19 The Summary of All Interview Results…………………… 198
xiii
Table 5.1 The Key Issues of the Research Project…………………… . 230 Table 6.1 The Contribution of the Research Project to Knowledge...... 263
xiv
ACKNOWLEDGEMENTS
I would like to express my great appreciation for my supervisor, Dr. Ergun
Gide, Associate Professor, School of Engineering and Technology/Higher
Education Division, Central Queensland University. His guidance, patience
and inspiration have been invaluable for this research. During my research
journey, he has trained me to be a confident researcher and he has also
assisted me with my research. When I encountered difficulties in my
research he always reminded me to think positively. He also became my
mentor and Father who assisted me with his patience. I am grateful for a
great deal of kind assistance in conducting this research, without which it
would not have reached completion.
I also have to thank Dr. Clive Graham, Head of Program of Doctor of
Professional Studies and Master of Creative Enterprise, Central
Queensland University, who guided me through my first six assignments.
Without his support and training for the first year, it would have been
difficult to continue the research. I hope he will get well soon. I would also
like to express gratitude to Dr. Ari Santoso, the Head of Information and
Public Relations of Indonesia Education Ministry and Prof. Ir. Tian
Belawati, M.Ed., Ph.D, Rector of Indonesia Open University for their
support and advice.
Special thanks for Prof. Bobby Harreveld, my second supervisor Dr. Julie
Fleming, Kathleen McKenzie, my colleagues from Universitas Padjajaran,
xv
Telkom University, Ma Chung University, and Mrs. M.A. Hary Puspadewi
who have supported me to finish the research. I also want to say thank
you to all my friends, CQU staff and my colleagues who helped me in
writing this thesis.
I dedicate my research to my country and The Indonesian Ministry for
Research, Technology and Higher Education which provided me with
funding to bring me to Australia, my parents and family for their
understanding, encouragement and supports for my study, without which it
would have been impossible to continue. Finally, I would like to express
my appreciation to my beloved girlfriend, Dewi Kristiana. You are my
constant source of inspiration and strength.
Liem Gai Sin
September 2015
1
CHAPTER 1
INTRODUCTION
1.1. General This chapter is an introduction to the research topic of ―The evaluation of
the Global Virtual Team (GVT) Model as a tool to prepare undergraduate
students studying international business at Ma Chung University,
Indonesia, to work in the global economy‖. The GVT Model of this thesis is
used in the international collaboration X-Culture project at Ma Chung
University as the case study.
Currently, GVTs are used in many fields of human activity and have
become almost a norm for businesses and governments around the world
(Connaughton and Shuffler 2007). Teamwork is important for global
business. One strategy to be competitive in a global business is to
establish multi-cultural teams (Salo-Lee 2006). The multi-culturalism and
inter-cultural dialogue is the foundation on which a global business
achieves success or fails. Success in global business can only be
achieved if people can collaborate and communicate well with others from
different cultures and countries (Salo-Lee 2006).
The GVT has been found to produce several kinds of benefits for
institutions, such as reducing cost and time for travelling (Bergiel, et al
2008) and increasing innovation within a company (Hossain and Wigand
2
2004). Yip and Dempster (2005) contend that the GVT helps companies to
be successful in both a local and global market. The Internet facilitates the
collaboration of different people with different perspectives and knowledge
to work together to innovate and to improve product design (Vaccaro, et al
2008) and to introduce a new product into a market faster than traditional
teamwork (Ge and Hu 2008), reducing the cost and time for travelling
(Bergiel, et al 2008) and increasing access to talent or well qualified staff
(Samarah, et al 2007). This research underpins the hypothesis that
application of the GVT model into Indonesian higher education may
increase the access and reduce tuition fees in Indonesia.
Although the majority of studies focus on the outcome of GVT related to
the performance of an institution, it is apparent that the GVT model has
potential for higher education to teach international management to
students. The GVT might be the best exercise for students to gain inter-
cultural competence, that is the capacity to be open and flexible to other
cultures by changing their attitudes, knowledge and behaviour (Davis, et al
2005). In addition, the GVT model might also teach inter-cultural skills as
students learn different kinds of work styles across countries (Liu, et al
2008). This literature seems to demonstrate that the GVT model supports
pluralism in Indonesia.
The literature demonstrates that the GVT model reflects the microcosm of
the modern business word and is thus relevant in international business
3
education by preparing students for their roles in the multi-cultural global
workplace (Clark and Gibb 2006). Indonesia must improve its
competitiveness (Trade Ministry of Indonesia 2010) and connecting
Indonesia to the global market is a key strategy. In order to achieve its
ambition, Indonesia must develop professional and entrepreneurial
expertise in international business. Thus, the GVT model is seemingly a
relevant learning model to support the government‘s goals.
However, whether the GVT model is a good pedagogical model if it is
applied to higher education institutions in Indonesia has not been
evaluated. The GVT model is a newly implemented part of the
International Business course at Ma Chung University and there has been
no knowledge about the application of the GVT model in Indonesian
higher education institutions. Hence, this research aims to evaluate the
GVT model at Ma Chung University in order to enhance the GVT model as
a tool to prepare IB students to work in the global economy and as a
method to address the specific issues of affordability of, and access to,
higher education in Indonesia towards the growth and development of the
Indonesian nation.
1.2. Research Questions The research topic is embedded in the following research questions:
4
I. What elements of the X-Culture GVT model are effective for higher
education undergraduate students studying international business
at Ma Chung University?
II. What pedagogy might enhance the effectiveness of the GVT model
for undergraduate students studying international business at Ma
Chung University?
III. How might students participating in the GVT model at Ma Chung
University be assessed?
IV. How might the GVT model at Ma Chung University impact tuition
costs, access and plurality in Indonesian higher education?
V. How might the GVT model at Ma Chung University contribute to
national economic goals?
1.3. Definitions and Explanation of Terms In order to provide readers with a better understanding about the research
topic, a definition of terms related to the thesis is given. In this thesis, the
following definitions apply:
(i) Global Virtual Team (GVT)
A GVT is a collective of geographically separate people who are dispersed
across time and space, who may be culturally diverse, and who
communicate and work together to achieve defined goals employing one
5
or more forms of information and communications technology (ICT). This
definition is derived from the definitions by Hertel, et al (2005); Ebrahim, et
al (2009). The concept of GVTs underpins the GVT model.
(ii) Higher Education in Indonesia
Indonesian higher education institutions are either public or private, both
being administered by the Ministry of National Education. There are four
types of higher education institutions: universities, institutes, academies,
and polytechnics. Indonesia‘s higher education system is separated into
two streams, Islamic and secular (Wicaksono, et al 2008). Figure 1.1
illustrates the organisation of the Indonesian education system. In 2014,
there were around 5 million students enrolled at both public and private
higher education institutions (Clark 2014).
6
Figure 1.1 The Organization of The Indonesian Education System (Nuffic 2015, np)
(iii) Ma Chung University
Ma Chung University was established in 2007 as a private higher
education institution registered by the Indonesian Ministry of Education.
The University is located in Malang, East Java, Indonesia which is known
as an education city. Currently around 3,321 students are enrolled (DIKTI
7
2014) in the following faculties: economics and business, language and
arts, science and technology (Ma Chung 2015).
(iv) X-Culture project
The X-Culture project refers to an online international collaborative project
that is used as a case study. This project was launched in 2010 by Dr. Vas
Taras to enhance higher education international business teaching and
learning (X-culture 2013b). X-culture (2013a) forms undergraduate
university students into GVT that consist of 6 to 7 people from different
countries for approximately 8 weeks to solve cooperatively an international
business problem. X-Culture project comprises eight values:
Figure 1.2 The Values of the X-culture project (X-culture 2013b, np)
(v) Problem-Based Learning (PBL)
In this research, PBL refers to a student-centred approach to learning
which is self-directed and allows students to focus on how and what they
will learn. The PBL involves group work and allows students to utilise prior
knowledge and identify knowledge gaps as they attempt to solve the
8
problem (Flinders University 2013). The PBL presents an unfamiliar
problem, situation or task to students as they are required to determine for
themselves how they will go about solving the problem.
(vi) Action Learning
This research draws on the following definition:
Action learning is a process which involves working on real
challenges, using the knowledge and skills of a small group of
people combined with skilled questioning, to re-interpret old and
familiar concepts and produce fresh ideas. (Action Learning
Associates 2013, np)
1.4. The Background to the Research Problem
This research is driven by the growing concern of the Indonesian
Government to improve international competitiveness (Trade Ministry of
Indonesia 2010) and the weakness of Indonesian higher education
institutions to develop international business skills in students (Di Gropello
et al 2011). Participation in the global economy is at the core of
Indonesian economic development (Ministry for Economic Affairs 2011).
As a consequence, both business and education are key drivers for the
effective participation of Indonesia in the global economy (Jakartapost
2012a; Lang 2012) and to this, skills such as international negotiation,
global leadership and cross-cultural understanding are encouraged
9
(Jakartapost 2012b). Salo-Lee (2006) contends that to be competitive in
the global economy, multi-cultural teams need to be established. However,
cross-cultural communication competency often receives minimal attention
and resource allocation in global business (Kalla 2005) and designing
appropriate teaching and learning for cross cultural communication is not a
simple task (Blasco 2009; Sidle 2009).
Coupled with this is the growing concern of the Indonesian Government to
develop a pluralistic society with tolerance of divergent views and beliefs,
thus, relevant research becomes imperative. Multi-cultural education is the
foundation of the Indonesian education system (Sugiharto 2009) and the
incorporation of universal values such as equality, tolerance and justice
(Sugiharto 2009) demands pedagogy which fosters cooperative effort.
Research demonstrates that pluralism is enhanced by pedagogy which
promotes collaboration, cross cultural understanding (Shea et al 2012),
and trust (Gazor 2012).
Most governments consider education investment to be important for
national development. For example, the USA spent around $11,825.89 per
student in education or 5.4% of its GDP goes to education. Other
developed countries such as, Switzerland, Austria and Norway also
invested heavily in education (McMillan 2016). Even, in a developing
country for example, the Chinese government more of their GDP into
education. This country aimed to have 195 million people, or equivalent to
10
20 percent of its workforce, with a college education (Wang, 2013). Like
other countries, Indonesia also considers education as an important
investment. For example, the President of Indonesia, Mr. Joko Widodo
campaigned heavily in education by promoting a Smart card which is a
card that can be used to help students‘ education (Economist 2014).
According to Global Partnership (2015), 164 governments within the World
Education Forum in Dakar, Senegal, have agreed to increase the
education quality in their country to meet the learning needs of both youth
and adults by 2015. However, in the current tightening of national
budgets, higher education is frequently asked to justify expenditure on an
economic basis. One such measurement involves the economic impact of
higher education. Measuring economic impact is a useful tool for higher
education institutions to report their contribution to authorities and so gain
funding (Ohme 2003). Considering the positive impact of education to
national economic goals, Indonesia increased the education budget in
2013 in order to achieve economic growth (Hanifah 2013).
It has long been acknowledged that the development of new technologies,
transmission and discovery of knowledge and ideas create multiple effects
to the whole nation‘s economy (Arizona State University 2003). Further,
higher education has the potential to increase productivity and income
which affects all economic activity (Nagowski 2006). In contrast, a 2009
USA survey (NCES 2011) indicates that young people with a high school
diploma earned an average $21,000 less per annum than those with a
11
bachelor‘s degree. Additional research from Oklahoma USA shows that
higher education graduates contribute more than 16 per cent to the state‘s
economy while the $1.099 billion of state higher education funding results
in $6.76 billion of economic activity (REMI 2008). Parsons and Griffiths
(2003) refer to the economic impact of higher education in terms of goods
and service purchased in the local environment. Ohme (2003) estimates
the effects of Delaware University student and staff spending supports
8,170 jobs in the state. It is the realisation of such economic impact which
has spurred the Indonesian government to increase education funding.
The Global awareness and globalisation present substantial opportunities
and challenges to the Indonesian economy and its education system.
Globalisation increases the awareness and expectation of an individual to
increase one‘s knowledge base and skills in order to compete in the global
economy (Marcucci and Johnstone 2007). In order to cope with the
resultant increased student demand, governments and higher education
institutions increase student tuition fees in order to provide the resources
to accommodate increasing enrolments (Marcucci and Usher 2012).
Graham (2013) contends that university education worldwide is pushing
students into debt citing more than USD$1 trillion of outstanding loans in
the USA which might never be repaid and AUD$6.2 billion student debt in
Australia.
12
For some time, the Indonesian government had been unable to fulfil higher
education revenue requirements (Marcucci and Johnstone 2007).
Increased fees have also forced Indonesian students into debt. In 2011,
many Indonesian public universities increased their tuition fees higher than
private universities (Susanti 2011). The Institute of Technology Bandung
increased tuition fees by around 400 per cent from US$28 to US$112) for
each credit point (Marcucci and Usher 2012) in addition to charging an
enrolment fee of US$5,500. The Universitas Gajah Mada charged a
student enrolment fee of US$10,000 in addition to tuition fees in 2011
(Marcucci and Usher 2012). The increase in student fees has led to many
demonstrations (Tempo 2013). Moeliohardjo (2010) found that the
Indonesian Gross Enrolment Rate 2008-2010 is 17.5 per cent lower than
for China (20 per cent) and Thailand (50 per cent). The inability of poor
Indonesians to access and afford higher education led the government to
prioritise affordable access to higher education in 2013 with President
Bambang Yudhoyono asserting that education in Indonesia must be
cheaper in order to be accessed by low income earners (Xinhua 2013).
Unlike countries with deferred tuition fee policies such as the USA,
Australia and the UK, no tuition fees as in Argentina, Iran and Saudi
Arabia, Indonesian higher education institutions require the upfront
payment of tuition fees (Marcuci and Usher 2012). Only 3.3 per cent of
Indonesian students from poor families enrol in higher education
institutions compared to 30.9 per cent from wealthy families (UNESCO
13
2006). In 2013 the percentage of students from poor families and rich
families increased. Alhumami (2013) noted that according to the National
Socio-Economic Survey, the proportion of students from poor families who
studied at a higher education institution is 4.4 per cent. Meanwhile,
students from rich families reached 43.6 per cent. However, while the
enrolment increased, the gap between two groups is still large. Multiple
studies demonstrate that low education access is a significant problem in
Indonesia (ICHEFAP 2006; Nizam 2006). This is particularly so in remote
regions.
Of the 3,016 higher education institutions registered in Indonesia, the
majority are located in Java and Sumatra (Nurhayati 2013). Only 8.6 per
cent of students in remote (rural and island) areas enrol in a higher
education institution compared to 23.6 per cent in urban Java and
Sumatra (ICHEFAP 2006; Ogawa and Limura 2010). Hence, Indonesian
Vice-President Boediono advocates online education to increase
educational equity across Indonesia (cited in Irawati and Putra 2015,
p.178). Diki (2013) had previously advocated online learning to students
located in Indonesia‘s 17,000 islands. Indonesian President Bambang
Yudhoyono states that in addition to compulsory education, non-
compulsory education should also be more accessible (Xinhua 2013).
Evidence finds there is a relationship between increased access and
online learning. In Africa, a collaborative virtual education program has
14
increased access to higher education (Nwuke 2001) by eliminating
barriers of time, distance and socio-economic status (Moch-Alwi and Ip
2010). Universities in China, India, Turkey and Sub-Saharan Africa employ
online learning to increase student access (Gulati 2008). Marcucci and
Johnstone (2007) contends that one lecturer with technology and staff
support can teach more students in multiple locations than can be taught
‗face-to-face‘. Deloitte (2012) also contends that online education costs
less than face-to-face education. In the USA, students spent circa
US$13,000 for online learning compared to US$28,000 in public
institutions and US$106,000 in private institutions (Deloitte 2012). In fact,
in 2013 the Indonesian Directorate General for Higher Education (DGHE)
issued a letter to Indonesian universities encouraging them to establish e-
learning programs (DIKTI 2013). Hence, the potential for Indonesian
universities to reduce tuition costs by way of online learning employing the
GVT model is the one concern of this research.
This research explores the potential of the GVT model within the context
of Ma Chung University. How best to increase student access to higher
education and to develop global business skills with the accommodation of
pluralistic principles employing the GVT model is at the core of this
research.
Several dimensions underpin this research. These are discussed below.
15
1.4.1. Indonesian Economic Development Indonesia is the world‘s fourth most populous Islamic nation but promotes
the inclusion of multiple races and religions within the 17,000 islands
which comprise Indonesia (CIA 2010). Indonesia is an emerging global
economy which has recently entered into the rank of middle-income
economies (Peterson 2012; Samboh 2012). It attracted around US$18
billion FDI (Foreign Direct Investment) in 2012 (Worldbank 2011a).
Indonesia is also ASEAN‘s largest economy with a 2012 Gross Domestic
Product (GDP) of around USD$846 billion (Worldbank 2011b). According
to the IMF (2011), Indonesia‘s GDP growth was 6.1 per cent in 2010 and
the economy is expected to grow by 6 per cent annually to 2016.
The large GDP however, does not mean that the Indonesian economy is
highly competitive in the global market. The economy is supported by
domestic demand rather than by international demand. According to
Bellman and Sentana (2012) more than 60 per cent of Indonesia‘s GDP
comes from domestic demand. Thus Indonesia‘s competitiveness remains
low compared to other developing countries such as China and India. Only
a few Indonesian companies enjoy global success and generally
Indonesia lacks expertise in exploring overseas opportunities (Jakartapost
2012b).
Although Indonesia‘s GDP is growing at a higher rate than other
developing countries in South East Asia (Salim 2011), Indonesia remains
16
the second poorest of the G20 members. Indonesia cannot use its
strategic position to ensure a better bargaining position in international
negotiations because of its poor capability to negotiate (Salim 2011). The
implementation of the ASEAN-China Free Trade Area (ACFTA) has
integrated Indonesia more into the global economy and this should
increase competitiveness (Ministry for Economic Affair Republic of
Indonesia 2011). However, Indonesia needs to improve its international
business prowess if the economy is to further develop.
To increase Indonesia‘s competitiveness, the Indonesian Government has
implemented the Master Plan of Acceleration and Expansion of Indonesia
[sic] Economic Development 2011-2025 (MP3EI). The government‘s vision
to increase Indonesia‘s competitiveness is ‗locally Integrated, globally
Connected‘ (Ministry for Economic Affairs Republic of Indonesia 2011,
p.36). The success of the MP3EI depends on the strength of national and
international economic connectivity (Ministry for Economic Affairs Republic
of Indonesia 2011). The Indonesian Government highlights the
strengthening of national and international connectivity as a major strategy
underpinned by strategic goals including the improvement of the education
system. The GVT model to be evaluated in this thesis is one such
potential educational improvement.
17
1.4.2. Multicultural Education The Indonesian system of education is underpinned by multi-culturalism.
As one of the fundamental priorities of nation building, education must
account for the diverse culture and geography of Indonesia. More than
700 languages are spoken (Glaser 2015) and 300 ethnic groups reside in
Indonesia (Kuoni n.d.). With Indonesia‘s national motto ―Bhineka Tunggal
Ika‖ or ‗Unity in Diversity‘, the government of Indonesia advocates a
pluralistic society with tolerance of divergent views and beliefs. Multi-
cultural education is the foundation of the Indonesian education system
(Sugiharto 2009) which this research aims to enhance by evaluating the
GVT model.
1.4.3. Increasing University Enrolment Indonesia faces demand for an increasing number of university
enrolments. With a population of 250,585,668 (World Population Review
2013), a third of whom are currently under 15 years of age, Indonesia
faces an increasing demand for university places from 18 to 24 years of
age (ICEF 2012). This demand is expected to exceed the number of
university places available in Indonesian higher education institutions in
the near future. Universities are funded 60 per cent from public
expenditure (government) and 40 per cent from tuition fees paid by
students (Fahmi 2007). However, the government subsidy is insufficient to
support education delivery. According to Tadjudin (2005), the Indonesian
government provides US$1,000 per year subsidy for each student
18
whereas he estimates the actual cost of education per student to the
universities is US$2,500 per annum. However, Hanushek and Kimko
(2002) argue that increased higher education spending will not increase
student achievement without improving pedagogy. Glewwe et al (cited in
Hanushek and Welch 2006, p.11) found that there was a scarcity of
innovative pedagogy in Indonesian universities because they rely heavily
on rote learning. This is because academics in public universities are not
well paid and most prefer to teach at private universities or work in
business (Buchori and Malik 2004).
However, in an effort to better equip universities to meet the increasing
student demand, the Indonesian government increased the education
budget in 2012 to 6.7 per cent of spending equating to US$34 billion
(Maulia 2012) making it the highest education budget in Indonesian
history. The previous Indonesian governments only committed
approximately 1 per cent of its national budget to education (Beerkens
2007). The Indonesian government‘s budget is so much better now. The
increased education budget aims to develop university facilities and the
quality of academic staff. However, the impact of the budget increase has
not yet been evaluated. It is anticipated that the GVT model of this
research might assist universities to find cost-savings and to enrol more
students without investment in bricks and mortar.
19
1.4.4. Educational Inequality
With a total population of 250 million people (World Population Review
2013) living on over ten thousand islands, the Indonesian Government
faces challenges to develop sufficient education facilities throughout the
country. Many universities outside Java, the most populous island of
Indonesia, have limited facilities and qualified academics. Most academics
prefer to work in Java which offers modern facilities and better salaries
than are paid in other locations. Hence, the migration of qualified
academics from many Indonesian islands to Java is acute.
Further, students who can afford to, follow this migration to universities in
the already overcrowded cities of Surabaya, Jakarta and Bandung on
Java. Jakarta is predicted to grow to 17 million people in 2015 (Mochtar
and Hino 2006) resulting in increased housing costs, traffic congestion and
air pollution. For students, accessing universities in Jakarta is costly.
However, the migration continues as students seek enrolment in quality
universities only located in Java. This creates educational inequality
across Indonesia with the wealthy accessing the better qualified academic
institutions in Java and the poor remaining isolated with poorly qualified
academics and institutions on multiple Indonesian islands.
However, information and communications technology (ICT) based
education has the potential to rectify this inequality. In separate studies,
Diki (2009) and Salmi (2009) argue for increased collaboration between
20
universities based in Java and elsewhere to share expertise and to
transfer knowledge. It is further argued that inter-institutional cooperation
could maximise learning activities and resources (Boltuc 2008; Lasseter
2008) to the benefit of both students and academics (DIKTI 2013). The
GVT model of this research aims to test this contention.
1.4.5. Income Gap
Educational inequality is compounded by the disparity of income across
Indonesia. According to the Central Statistics Agency (BPS in Sinaga
2012, p.1) the gap between poor and wealthy Indonesians is widening. In
1999 for example, 40 per cent of total household income was earned by
20 per cent of Indonesians. In 2011, 20 per cent of the population earned
48 per cent of income. Meanwhile, Indonesia‘s Gini Index (a measure of
income inequality) indicates that inequality is increasing at the same time
as the Indonesian economy is growing (Sinaga 2012).
If Glick and White (2004) are correct in stating that family income is the
key factor in the decision to pursue university education, then it is no
wonder that educational participation in Indonesia is dominated by the
high-income group. According to Ogawa and Iimura (2010), 83 per cent of
education subsidies are allocated to the high income group which account
for 30 per cent of the population. Children of poor families seek work
rather than higher education enrolment because they cannot finance the
cost of the education (Nizam 2006).
21
Closing the income gap is therefore critical to maintaining social
harmony and, hence, a more egalitarian approach to government
policies must be conducted in the future (Jakartapost 2012c, np).
How this might be achieved is a moot point. However:
The Internet, cell phones and related technologies are profoundly
affecting social, economic and political institutions worldwide,
particularly in new and emerging democracies. In the hands of
reformers and activists, these tools can overcome resource
disparities and entrenched monopolies of power and voice
(National Democratic Institute n.d.b, np).
It is anticipated that the GVT model of this research might help to
overcome lack of access to university education and thereby mitigate
some effects of the income gap in Indonesia.
1.4.6. Technology and Education
As Sections 1.4.1 to 1.4.5 above indicate, technology is perceived as an
important factor to develop education in Indonesia. Korte and Hüsing
(2007) and Anderson, et al (2012) state the technology is transforming
education and many Indonesian universities are employing ICT to develop
interactive websites including discussion forums, chat rooms, voice mail,
e-mail and more (Aagard, et al 2010; Manlow et al 2010; Ebner et al
22
2010). To this end, Indonesian Presidential Decree No. 50/2000 (see
Yuheti 2003) was established to facilitate ICT teams to coordinate the
development and the utilisation of ICT in government departments and
educational institutions. Indonesian Presidential Decree No. 50/2000
established regulation, infrastructure and services to deliver university
campus networks, course content, online education and research (Yuheti
2003; Ali 2004; UNESCO 2004).
In addition, the Indonesian government has established Jardiknas,
the National Education Network (Deloitte 2011) and provided more
personal computers (PCs) to students. In 2014, students-to-computer ratio
was 1:136 (Pannen 2014) and the government aims to reduce this ratio in
order to enhance students‘ learning. The use of technology in education is
being fuelled by software developers. It is estimated there are more than
250 providers of commercial Learning Management Systems (LMS) and
40 open source LMS. One example is Moodle (Coppola 2004). As Moodle
is free, Indonesian universities are able to employ open source LMS as e-
learning systems (Jati n.d.) with the potential to decrease the cost of
educational delivery.
With the cost of Internet subscriptions and mobile phone price decreases,
the Internet cafes which provide 60 to 70 per cent of the total Internet
access in Indonesia have been replaced by mobile handsets and personal
computers (Hui 2010) and this had led to increased usage. According to
23
Nielsen (Deloitte 2011), local information sites such as Detik.com are
accessed by around one–third of Internet users in Indonesia. Indonesia
has the second largest number of Facebook users in the world (Asrianti
2011) and the second highest total searches in Southeast Asia (comScore
2011).
However, there are impediments to the application of the GVT model in
Indonesia. While Internet penetration in Indonesia has increased since
2000, when less than 1 per cent of the population had access, to 80
million people in 2013 (IGF 2013), this represents only 32 per cent of the
Indonesian population of 250,585,668 (World Population Review 2013) as
having access to the Internet. However, 48 per cent of users connect to
the Internet using mobile phones (IGF 2013), leaving approximately 17 per
cent of Indonesians with computer access to the Internet.
The Indonesia Government is committed to increasing Internet access
across Indonesia because the Internet is estimated to contribute 1.6 per
cent to GDP.
…bigger than liquefied natural gas exports, and it‟s growing rapidly.
Deloitte Access Economics expects it to grow at three times the
pace of the economy, from 1.6 percent of GDP in 2010 to at least
2.5 percent of GDP over the next five years (IGF 2013, np).
24
Notwithstanding the political will, Indonesian access to the Internet is
hindered by three factors as are illustrated in Figure 1.3.
Figure 1.3 The Summary of the Challenges that Hinder the Internet Development in Indonesia (Nizam 2006; Glaser 2015; Kuoni
n.d.)
However, it is argued that:
The Internet provides a voice for all people and groups .. [and] the
importance of empowering democrats and institutions in emerging
democracies to use ICTs as a tool to enhance the information
sharing, efficiency and transparency… [is] crucial to building and
sustaining democracy (National Democratic Institute n.d.a, np).
It is this premise upon which the research of this thesis is founded.
1.5. The Significance of the Research Project
The significance of the research topic is founded on the value of
introducing the GVT model into undergraduate education at Ma Chung
University within the context of the growing demand for, and the
affordability of, higher education in Indonesia.
25
It is within the context of the emerging Indonesian economy and
associated issues described above that a GVT model, based in part on the
principles of X-Culture, was introduced at Ma Chung University in 2011
(Appendix 11). The rationale for this decision is below.
1.5.1. The GVT Model is part of the Current Global Business Practice Global Virtual Teams (GVTs) are used in many fields of human activity
and have become almost a norm for businesses and governments around
the world (Connaughton and Shuffler 2007). Advancements in Information
and communication technology (ICT) have increased the application of
GVTs (Chudoba et al 2005). Multiple studies support this contention with
reference, for example, to Wordcom (Martin, et al 2004), IBM (Johns and
Gratton 2013), USA multinational firms (D‘Souza and Colarelli 2010),
TELUS (Johns and Gratton 2013) and Price Waterhouse (Solomon 2001).
Coupled with an increase in global trade and the rise of the global
economy (Zander, et al 2013), ICT enables geographic and time barriers
to be solved such that GVTs have become commonplace in international
business practice. Hence, it is argued that today's business students need
to learn to participate in GVTs.
As demand for graduates with the ability to work in multicultural teams
increases, it is argued that higher education business schools must
prepare graduates to work in the global economy (Taras et al 2012) and
to reform pedagogy to equip graduates to work in global teams (Rehg, et
26
al 2012). In fact, according to Proserpio and Gioia (2007) classroom
application of ICT has been progressively expanding from in-person
(distance learning) to virtual collaboration, if not globally, at least locally, in
some institutions. Indeed, many texts advocate the appropriateness of
GVTs as a model for students to familiarise themselves with cross-cultural,
global communication (Arbaugh et al 2009; Arbaugh et al 2010; Arbaugh
and Hwang 2013).
1.5.2. Advantages Associated with the GVT Model
The advantages associated with GVTs include cost-reduction (Bergiel, et
al 2008), maintaining a global presence and extending work hours
(Monalisa 2008), and accessing large pools of talent (Samarah, et al
2007). For example, according to Mulki et al (2009) the cost saving in
IBM is approximately $100 million because 42 per cent of its employees
can work in their location with technology involving GVTs. Additionally, it is
estimated that by working in GVTs there are cost savings of at least
$2,000 per employee per year. Bullock and Klein (2011) found in their
research that 61 per cent of respondents involved in their research saw
GVT as an effective tool to reduce travel and accommodation costs. A
number of studies point to increased innovation resulting from GVTs
(Mulebeke and Zheng 2006; Ge and Hu 2008). These advantages appear
to result from access to more skilled staff who might not otherwise be
willing to relocate (Bergiel, et al 2008). These advantages are potentially
generated by establishing the GVT model into higher education
27
1.5.3. Challenges Associated with the GVT Model
In spite of the apparent advantages, the establishment of the GVT model
in higher education faces multiple challenges. Unlike face-to-face
teaching, a virtual team is not bound by time and place but is heavily
reliant on technology. This results in a number of internal and external
challenges. Internal challenges include:
Culture differences and difficulties communicating across different
cultures (Montoya et al 2011; Badrinarayan, et al 2011);
Trust with team members whom one does not otherwise know
(Polzer, et al 2006; Peters and Karren 2009);
Language barriers (Rad and Levin 2003).
External challenges include:
Managing time differences (Montoya et al 2011) and
Synchronized technology (Bell and Kozlowski 2002; Chinowsky and
Rojas 2002).
In addition, four factors impede the application of the GVT model generally
in Indonesian higher education:
(i) GVT set-up incurs time and financial costs for university
faculties (Bergiel, et al 2008). Wicaksono, et al (2011)
pointed out that higher education institutions in Indonesia
have to decrease their cost in developing class rooms to
reduce the tuition fees. In addition, Susanti (2011) found that
28
many students in Indonesia are unable to afford higher
education as the tuition fees rise.
(ii) Internet access is limited in some areas. Ali (2004) cites the
cost of establishing and accessing ICT as a major problem in
Indonesia because Internet infrastructure is limited across
many of the 17,000 Indonesian islands (Pannen, et al 2004).
(iii) Indonesia has long been faced with a shortage of expertise
in online learning (Yuhetty 2003) with lectures lacking
essential technological skills (Bergiel, et al 2008). Lecturers
in remote areas are reluctant to use ICT because they
possess minimal English language skills (Harendita 2013)
and there is minimal technical support (Marwan 2008).
(iv) Teacher-centric pedagogy is endemic in many higher
education institutions (Darmaningtyas 2004; Bjork 2005) and
accepted as part of the Indonesian culture. Hence, shifting
pedagogy to student-centric models involving problem-based
learning and active learning which the GVT model requires
could be problematic (Bergiel, et al 2008).
Thus, the significance of the research is underpinned by the fact that
(GVTs) are used in many fields of human activity and have become almost
a norm for businesses and governments around the world. In addition, the
establishment of the GVT model also potentially benefits higher education.
However, the advantages of the GTV model could be constrained by the
29
current Indonesian higher education conditions. To date, an evaluation of
GVT at Ma Chung has not occurred and it is the aim of this research to
undertake such an evaluation. The relevancy of the research findings
affects Indonesia‘s higher education circumstances.
Although this research only was conducted in one university, which is Ma
Chung University, the findings are still relevant to other universities and
can be extrapolated to Indonesia higher education circumstances. Below
are the reasons:
a. Most universities in Indonesia face similar problems in terms
of increasing of tuition fees; educational quality and costs.
b. The Indonesian Government encourages universities to
conduct e-learning programs to increase educational access.
c. The current Indonesian higher education curriculum put an
emphasis on students being active learners and lecturers
taking on more of a facilitators‘ role.
1.6. The Relevancy of the Research Project to the Requirements of
the Doctor of Professional Studies
This research examines the dominant assumptions and practices
underpinning the GVT model at Ma Chung University applied to
undergraduate international business studies. The thesis is constructed in
accordance with the requirements of the Doctor of Professional Studies
degree in that it:
30
(i) Employs transdisciplinary, Mode-2 applied knowledge production as
opposed to mono-disciplinary, Mode-1 theoretical knowledge
production (Gibbons, et al 1994, Nowotny, et al 2001);
(ii) Focuses on the creative use of knowledge and skills and problem-
solving;
(iii) Shifts from the dominant focus of ‗research‘ and ‗theory‘ and is
concerned with industry-based problems faced by working
professionals: and
(iv) Requires a shift from knowledge as ‗illumination‘ (power to describe
the world) to knowledge in application (the value of knowledge to
impact performance) (Central Queensland University 2015).
1.7. Expected Benefits of the Research
1. Evaluated GVT model. This research evaluated the effectiveness of
the GVT model that is underpinned by the Global Virtual Teams.
The evaluation of the GVT model underpins the improvement for
the current the GVT model.
2. A model to develop global business skills in university students and
support pluralism in Indonesia. The evaluation of the GVT model
supports the goal of the Indonesian government in creating multi-
cultural education. The multi-cultural education is consistent with
the principle of the Indonesian nation, which is ―Bhineka Tunggal
Ika‖, or ‗Unity in Diversity‘.
31
3. A model to increase student access to higher education across
Indonesia‘s 17,000 islands. Like other countries, Indonesia
considers the access to affordability of education for the national
economy. The aim of this research is to support the Indonesian
government in providing education for all people in Indonesia.
4. A model to address affordability of higher education in Indonesia.
This research evaluated the cost effectiveness of the GVT model.
The GVT model is expected to narrow the gap between poor and
rich people in Indonesia in terms of education.
1.8. Thesis Structure The content of the thesis is as follows:
Figure 1.4 Structure of Thesis
Chapter 1 introduces the research topic, the background of research, and
the research significance.
Chapter 2 provides the literature regarding the research problems and
identifies several key issues relevant to the GVT model. This Chapter
32
provides the literature review and twenty-five case studies across several
fields.
Chapter 3 provides the description and justification of the qualitative
research methodology employed in this research project. The
methodology involved in-depth interviews with 33 participants comprising
students, lecturers, business representatives and an Indonesian
government representative.
Chapter 4 analyses the data derived from the interviews. The interviews
were made based on the evaluative framework and concept derived from
Chapter 2. The analysis in Chapter 4 answers the research questions in
Chapter 1.
Chapter 5 discusses challenges of the GVT model if it is applied to
Indonesian Higher Degree Education. The discussion is the basis for the
recommendations in Chapter 6.
Chapter 6 concludes the research project by providing twelve
recommendations for improving the GVT model in order to achieve its
goals.
Chapter 7 provides a reflection of the journey undertaken by the
researcher in his Doctorate of Professional Studies relevant to building
and researching the thesis topic.
33
1.9. Conclusion
The significance of the research problem is founded on the potency of the
GVT model that was introduced at Ma Chung University in enhancing the
IB education. At the same time, the GVT model also solves the issues in
the Indonesian higher education, such as rising costs of higher education,
limited and unequal access.
To date, an evaluation of GVT at Ma Chung has not occurred and it is the
aim of this thesis to undertake such an evaluation. Thus, it is significant to
evaluate the effectiveness of the GVT model at Ma Chung University both
as a teaching tool to prepare international business students to work in the
global economy and as a method to address the specific issues of
affordability and access to higher education in Indonesia towards the
growth and development of the Indonesian nation.
34
CHAPTER 2
LITERATURE REVIEW
This Chapter analyses the literature underpinning the research topic
concerning an evaluation of the GVT model as a tool to prepare
undergraduate students studying international business at Ma Chung
University, Indonesia, to work in the global economy.
The literature review of GVTs is premised upon, but not constrained to,
twenty-five case studies in the following fields:
(i) Education (Crossman and Bordie 2001; Alon 2003; Klobas
and Haddow 2004; Kankanhalli, et al 2007; Adya et al 2008; Hu
2009; Karpova et al 2011; Adkin 2013; Chamakiotis, et al 2013);
(ii) Information technology (George, et al 2002; Goold, et al 2006;
Malhotra and Majchrzak 2014);
(iii) Management (Cronosconsulting n.d.; Rosen, et al 2006;
Sridhar et al 2007; Lee-Kelley and Sankey 2008; Mockaitis, et al
2009; Weimann et al 2010; Bullock and Klein 2011; Fain, et al
2013);
(iv) Government (Pierce 2008);
(v) Engineering (Brodie 2009; Chen and Messner 2010; Oladiran
et al 2011); and
(vi) Medical (Goldberg 2014) GVTs.
35
These fields were selected to provide a thorough review of relevant
literature as opposed to literature solely from the educational field.
Supplementary literature is also employed in the literature review which is
categorised according to twelve interrelated themes: applied learning,
inter-cultural communication, real-world skills, cost effectiveness, flexible
delivery, creativity, interpersonal relationships, cultural diversity,
technological reliance, timing, trust, and assessment.
2.1. Applied Learning
Applied learning connects theory and practice (Deakin 2015). Historically,
the concept of applied learning often aligns with experiential learning (Kolb
and Kolb 2008). Experiential learning is not a new concept for higher
education institutions. Notable educational researchers such as John
Dewey, Carl Rogers, William James and others have provided the
groundwork of learning theories that focus on ―learning through
experience‖ or ―learning by doing‖ (Kolb and Kolb 2008, p. 2).
There are two major premises underpinning the importance of applied
learning for students. Applied learning provides a model for students to get
a better insight into the problem compared to the traditional style of
learning. Unlike the conventional/traditional learning that emphasizes
memorising facts, applied learning emphasises the context and the
application of knowledge (Heeter 2005). Thus, applied learning
36
encourages students to construct their own knowledge (Wirth and Perkins
2008).
In addition, applied learning improves students' academic performance as
students can see how classroom theory will be applied in their working life
(Nwanaka and Samuel 2011). However, it does not mean formal
education is less effective, because real-world skill acquisition needs
effective linkages between theory and practical skills (Lombardi 2007).
Therefore, Ogundele (2013) suggested that the best ratio of theoretical to
practical in higher education should be 30:70. The improvement of a
student‘s academic performance is premised by applying theory to
practice.
The second premise is that applied learning helps students to learn
essential real-world skills that are needed by employers (Conradi et al
2006). Many students see higher education as a stepping stone to a good
career. In 2010, a survey that was conducted by the Sodexo University in
UK showed that 73 per cent of the students went to university because
they wanted to increase their chance of getting a job. Unfortunately, as
Linehan (2008) noted, there is a big gap between knowledge and skills
that are needed to work than is produced by formal education. As a result,
according to Linehan (2008), the majority of university students said that
they developed essential work skills when they started to apply IB skills
into practice when they started work in a company and not in the
37
classroom. Hence, by applying theory to the workplace, students can
acquire these real-world skills, as well as getting information about
businesses and possible careers.
Further, Nwanaka and Samuel (2011) emphasise the importance of skill
acquisition for the national growth in many countries including Indonesia.
Applied learning supports the Indonesian government‘s initiatives to
improve its national competitiveness and also enhance student learning as
mentioned in Chapter 1. There has been numerous evidence in developed
countries such as USA, UK, Germany and Japan that show real-world
skills acquisition programs have successfully helped these governments to
rehabilitate students who go on then to be productive and contribute to
their country‘s development and its economy. Often students who
dropped out can leave themselves open to problems such as unstable
employment options or continue in low paying jobs. (Nwanaka and Samuel
2011).
In this thesis, it is argued that the GVT model is one of the pedagogies
that facilitate applied learning. A number of case studies along with a body
of theoretical literature support this hypothesis. For example, Brodie
(2009) states that 76 per cent of engineering students at the University of
Southern Queensland believe problem-based learning in virtual teams
helped them to understand the theory by using a practical real-world
application. In this study of 116 face-to-face students and 188 distance
38
students, Brodie (2009) concluded that online problem-based practice in
virtual teams is a successful pedagogical strategy.
Similarly, in a study of virtual teams comprising US and Chinese students,
Hu (2009) found that virtual team members comprehended international
marketing better than traditional classroom students. Further, Klobas and
Haddow (2004) in a study of information technology problem-solving at the
University of Western Australia found that GVTs encourage students to
apply theory to practice. Additional studies by Alon (2003) and by
Armstrong and Mahmud (2008) drew similar conclusions.
There are a number of implications of this literature germane to the
research topic. Firstly, it appears that ICT encourages students to be
active learners rather than passive recipients of knowledge. This is
asserted by Reushle and Loch (2008). Secondly, virtual interaction with
team members appears to assist students in understanding theoretical
concepts in application (Muirhead and Juwah 2004). Thirdly, the
combination of individual thinking and team work enable a new knowledge
to be constructed (Whatley and Bell 2003). Such assertions tend to
support Kolb‘s Learning Styles and Experiential Learning Model that
knowledge results from the combination of grasping and transforming
experience (Kolb and Kolb 2008).
39
Thus, the teamwork inherent in the GVT model provides optimal student
autonomy to apply theory into practice (LaPointe and Reisetter 2008). In
essence, this research goes somewhat towards supporting Mintzberg and
Gosling (2002) who contended that the traditional classroom which
focuses on instruction cannot educate students to be managers. Perhaps
the GVT model will provide contrary evidence.
Rubin and Dierdorff (2009) argued that traditional classroom-based
business education might be unable to prepare students for practical
challenges waiting for them in the real world because it is predominantly
theoretical and passive. Thus, in this thesis, applied theory is one of the
issues in the evaluative framework to test the contention that the GVT
model can enhance IB students‘ learning.
2.2. Intercultural Communication The twenty-first century global business environment is increasingly
interconnected and therefore interdependent (Washington et al 2012) with
reliance on international communications (Chaney and Martin 2007).
Today, the media, technology and transportation development make
people able to travel to another place easier than before. Besides
international travel, technology has driven an increasing number of virtual
interactions. People all over the world now interact daily through ICT tools
such as email, telephone, and online social media (McDaniel et al 2012).
Therefore, it is not surprising if people now have access to a wide variety
40
of products and services from abroad. This implies that people cannot
isolate themselves, but they must interact with people from other countries
to survive. Hence, the intercultural interaction is not an option but a
necessity (Diplomacy n.d.) and at this point, intercultural communication
becomes important.
Globalisation has brought profound changes to business and employment.
For example, Pizza Hut, Bell and KFC employ more than 1 million workers
in more than 110 countries (Taking 2009). Thus, if previously most of the
USA employees worked in the USA, now it is common to see them work in
other countries. In 2009, for example, there were 24 per cent of MIT
graduates working abroad (Job 2009 cited in Samovar, et al 2011, p.5).
The increase of inter-connected and inter-cultural interactions underpins
the significance of the inter-cultural communication in certain international
business environments.
However, the inter-cultural interaction also makes the communication
progressively more complex (Bovee and Thill 2010). Barriers such as
ethnocentrism, inter-cultural apprehension, and anxiety often happen
when people perform with little self-assurance in international
communication (McKeiver 2013). This makes people reluctant to
communicate with people from different cultural backgrounds. The survey
conducted by USA television media showed that local viewers prefer their
own culture-produced material rather than that from different cultures
41
(Movius 2010). In addition, inter-cultural anxiety and misunderstanding is
often caused by the differences of verbal and non-verbal communication
styles (McKeiver 2013). Hence, the ability to effectively communicate with
other people of different nationalities, ethnicities, languages, values and
beliefs is a necessary requirement to work in international business
(McDaniel et al 2012).
In this context, literature indicates that GVTs facilitate the development of
inter-cultural communication skills and language proficiency in
participants. For example, a case study by Oladiran, et al (2011) GVTs in
the field of engineering finds that GVTs could significantly enhance cross-
cultural communication and understanding. Ng et al (2009) also found that
the GVT model enables students to develop their cognitive cultural
intelligence. Cognitive cultural intelligence as stated by Erez, et al (2013)
is the intelligence of cross-cultural understanding of language, religious
beliefs and behavioural norms that can extend to economic, legal and
social systems. Cognitive cultural intelligence enables students to interact
with others using culturally appropriate words, gestures and facial
expressions. A study by Eisenberg et al (2013) supports the contention
that the GVT model significantly increases cognitive cultural intelligence.
It is contended that social interaction with team members facilitates
cultural understanding in the global context (Arbaugh and Benbunan- Fich
2007).
42
Inter-cultural communication skills are important as there are many
organisations dealing with multi-nationals and global enterprises. It is
because employment demographics world-wide are changing. For
example, Miller (2012) noted that US enterprises increasingly drew
employees from diverse global cultures. Unfortunately, cross-cultural
communications often receive less attention and resource allocation than
other competencies (Kalla 2005). Thus, this is not surprising if many
companies suffer losses when they expand their companies overseas. For
example, Wal-Mart failed in Germany because of a number of cultural
mistakes (Bovee and Thill 2010). Conducting effective cross-cultural
communication is not only important in the international business field but
it is also essential in other fields such as medicine, tourism and
engineering (Tomeck n.d.). Hence, as the literature cited above indicates,
the significance of GVTs is that they provide an opportunity to facilitate
cross-cultural communication and inter-cultural understanding (LeBlanc
2007; Kreber 2009; Blasco 2009).
Karpova et al (2011) found that the cross-cultural experiences that
students gain in GVTs are invaluable in terms of inter-cultural
communications. This is supported by Anselmi and Frankel (2004) who
contend that an appropriately structured GVT model should provide inter-
cultural experiences for students. This point is also supported by Paul and
Mukhopadhyay (2003). Paul and Mukhopadhyay (2003) reveal that
international teamwork is an effective way to learn inter-cultural
43
communication skills. However, although such studies demonstrate that
appropriate pedagogy is essential for developing inter-cultural
communication in GVTs, designing that pedagogy is not a simple task
(Blasco 2009). In fact, Cho and Lee (2008) argue that there are too few
empirical studies to claim that the GVT model is effective in the
development of inter-cultural skills.
2.3. Real-world Skills In this study, real-world skills refer to skills that are required by industries
and often involve problem solving and critical thinking (Hodge and Lear
2011). The importance of real-world skills is important because of the fact
that industries expect certain skills and experiences from university
graduates (Meyer 2013). For example, according to the Australian
Government‘s Department of Industry 2012 National Research Investment
Plan, employers prefer to employ university graduates who have ‗soft
skills‘ such as problem solving, critical thinking, communication and
teamwork skills (Industry 2012). However, Ogundele, et al (2014) noted
that there are different expectations between what universities offer to
students and the expectation of employers. Thus, university graduate
working readiness is questioned.
Further, current students prefer to learn real-world skills rather than
theories. The changing of the student profile is a driving force for higher
education institutions to teach students real-world skills. A study by
44
Downing and Herrington (2013) found that the USA student profile was
changing compared to previous generations whom they categorised as
non-traditional students. Munro (2011) argued that non-traditional students
preferred to combine their study with work. Thus, unlike traditional
students who focus on academic results only, non-traditional students in
the US seek real-world skills (Downing and Herrington 2013). Similarly, the
number of non-traditional students in Indonesia is also increasing. Thus,
the Indonesian Government suggested universities in Indonesia revise
their curriculum to become more focused on providing students with soft
skills that are needed in working environments (Tambunanan 2011).
A 2012 Australasian Survey of Student Engagement (cited in
Conversation 2014) showed that only 37 per cent of students believed that
they gained skills that can be used for work after they finished their study
and just 24 per cent felt that their study could provide them with the ability
to solve real-world problems. As a result, many graduates could not fill the
available employment positions which left many job positions unfilled.
Indonesia also has a similar problem. According to the data released by
the National Statistics Agency in 2012, the total of employed university
graduates was only 6.98 million or 6.30 per cent of 110.8 million employed
people in Indonesia (Antara 2012). For this reason, universities in
Indonesia are revising their curriculum to become more focused on
providing students with soft skills that are needed in working environments
(Tambunanan 2011).
45
However, the development of real-world skills training in higher education
institutions in many countries is progressing slowly. According to a 2009
Australasian Survey of Student Engagement, only 19 per cent of
Australian higher degree students had participated in real-world training
(ACER 2010). It is because the university is concerned about the cost of
conducting real-world training. The numbers of students who seek real-life
skills are increasing because of the competition for a limited number of
available industrial placements (McLennan and Keating 2008). A similar
condition is also happening in Indonesia. Thus, in 2012, the former
Indonesian Manpower Minister, Mr. Muhaimin had expressed his concern
about the importance of an optimal link and match between universities
and the employment market (Antara 2012).
Student acquisition of real-world skills is important in Indonesia for two
reasons: first, industries increasingly seek people who have real-world
skills; and second, there is an expectation by the Indonesian Ministry of
Education that university graduates are prepared for job placements.
(i) Industry seeks Real-world Skills
Few higher education institutions have applied the GVT model that
focuses on theory application although the demand for work-placements
and internships is increasing. Nonetheless, as recently as 2010, 30-40
per cent of industries in Indonesia claimed that the quality of university
46
graduates remains inadequate for the requirements of industries
(Worldbank 2010). Rubin and Dierdorff (2009) attributed this to teacher-
centric pedagogy which focuses on delivering theory and is devoid of real-
world skills. As increasing national investments in higher education occurs
globally, the shift from pure academia to vocational relevance is
increasingly in demand (Gibbons et al 1994). The challenge for
universities, then, is to align what students learn with what industry
requires of graduates (Padmini 2012). The GVT model might thus provide
an additional pedagogical approach to help address this challenge (Hora
2013).
Indeed, a study undertaken by Adya et al (2008) at Marquette University
found that Marquette University graduates were more likely to get
employment if they participated in GVT than if they did not. The
implication is that the pedagogy inherent in the Marquette University GVT
supplies industry with graduates skilled in what industry requires. An
earlier study by Natale, et al (2006) concluded that industry required
skilled graduates in working in teams, across time zones and within a
variety of cultures which might be facilitated by using GVTs.
(ii) Expectation of the Indonesian Ministry of Education
In 2006, to ensure that graduates are capable of meeting industry
requirements, the Indonesian Director-General of Higher Education
implemented competency-based curriculum in all higher education
47
institutions (Ibrahim 2012,) thereby, shifting curricula from content-based
to competency-based (Sudjarwadi 2010). Thus, competency in skills is not
simply desirable in Indonesian higher education institutions but mandatory.
The GVT model has the potential to provide a pathway to link academic
content with real-world industry issues. Thus, an evaluation of the
effectiveness of the GVT model at Ma Chung University in order to support
the Indonesian‘s economic goal is significant.
2.4. Cost Effectiveness Cost effectiveness concerns about return on investment are measured by
comparing different methodologies to achieve the desired goals (Sewell
and Marczak n,d,). The cheapest strategy is not the most cost effective if
the output does not contribute to the strategic objective (Hjeltnes and
Hansson 2004). In this thesis, pedagogy is considered to be cost effective
if the output of the pedagogy contributes to the goals of industry and
students at a cost less or equivalent to other pedagogies (Rumble 2012).
The point here is: that cost reduction should not sacrifice the education
quality, which is usually measured by the number of graduates (Harris
2013). In fact, often increasing education investment does not accompany
the increase in quality. For example, since the early 1990s until 2009,
education expenditure in the US has grown by more than 25 per cent, or
accounts for 2.9 per cent of the US Gross Domestic Product (Hauptman
and Kim, 2009).
48
According to Irandoust (2014), with around 200 million people, by 2020
Indonesia is predicted to be one of the largest university-going populations
in the world. Thus, keeping students longer in university will not be cost
effective. Indonesia needs a method to increase graduates, and, at the
same time, to allow these students to work at their own locations. This,
then, would permit universities to use the GVT model as a conduit for the
entry of new students.
Like any other country, most of the Indonesian higher education
institutions increased their tuition fees. The tuition fees rise has left many
students in Indonesia unable to afford education (Susanti 2011). It is
argued that the raising of tuition fees is driven by increased university
spending on overhead costs. UNESCO stated that around 80 per cent of
tertiary education expenditure in Indonesia went in operational cost
including salaries for academic and non-academic staff, while the
remaining 20 per cent was invested in buildings and equipment
(Wicaksono, et al 2011). Thus, with only a limited percentage of
investment in building, cost effectiveness would seem imperative for
higher education institutions in Indonesia to survive.
Further, following the global financial crisis of 2008, universities worldwide
have experienced changed or reduced government funding (Mariucci and
Usher 2011). As a consequence, higher education institutions around the
world seek to raise income in order to offset the losses by increasing the
49
student tuition fees which, in several nations, rose even faster than
inflation (Barber et al 2013). The former President of Indonesia, Susilo
Bambang Yudhoyono highlighted the fact that education had to be
affordable to enable low income students access to education (Xinhua
2012). Again, designing a cost-effective model of teaching and learning is
essential to achieve the government‘s goal. Even now, the Indonesian
government still seeks the pedagogy that offers cost effectiveness.
The literature finds that GVTs are more cost effective than centrally
located teams in many fields including education. Thus, the GVT model
which is a technology-based-pedagogy argues that offering this type of
pedagogy can be cost effective. A number of case studies along with a
body of theoretical literature supports this contention. Brodie (2009) found
that 48 per cent of engineering students at the University of Southern
Queensland saved on travel costs when working in GVTs.
Similarly, in industry, Bullock and Klein (2011) found that 61 per cent of
135 human resource professionals and senior executives surveyed,
believed that virtual teams helped them to reduce office and travel costs.
IBM claims a cost efficiency of circa US$100 million per annum with 42 per
cent of employees working from home and communicating in virtual teams
(Mulki et al 2009). A study by Peansupap (2012) substantiated these
findings. A further cost saving might be derived by employing contract
workers using virtual meetings (Chen and Messner 2010). This strategy is
50
employed by SAP Aktiengesellschaft in research and development centres
in India, China, Israel and USA (Siebdrat, et al 2009). The productivity of
General Electric has been increased by 70 per cent following the
introduction of virtual communication (Sampson 2008).
The cost savings are associated with office space and amenities
(Schweitzer and Duxbury 2010) as well as travel. Similarly, using
technology to deliver the course is assumed to save costs that occur in
physical facilities (Kirshstein and Wellmanbut 2012). Indeed, there are a
number of other factors to ensure the cost effectiveness of this practice.
These studies suggest that GVTs have the capacity to reduce costs by
transferring educational delivery from centralized institutions to
decentralised locations (Schmidt, et al 2001). However, the start-up costs
of the GVT model can be potentially high (Kirkman, et al 2002). Only 7 per
cent of online programs at traditional US higher education institutions are
priced below the tuition of face-to-face programs and there is pressure for
online course costs to fall (Hill 2012). In addition, virtual team members
might have insufficient expertise in the necessary technology, training and
time to employ GVT education effectively (Bergiel, et al 2008). As a result,
it potentially devalues higher education. However, for some types of
instructions, including the GVT model, the cost might go up at first, but if it
can provide better student retention and graduation rates, the cost per
student will be lower (Kirshstein and Wellman 2012). This thesis is aimed
51
at evaluating the cost-effectiveness of the GVT model at Ma Chung
University to determine the validity of the above claims.
2.5. Flexible Delivery
The concept of flexible delivery also known as flexible learning, is defined
as a variety of learning modes and interactions that provide more options
for students concerning what, where and how they learn (DEST 2008).
Technology, especially the internet, introduced the concept of flexible
delivery (Casey and Wilson 2005). With flexible delivery, students will be
able to access learning tasks, work and collaborate with other students
and lecturers and access learning materials anywhere and anytime (State
Government of Victoria 2010). Thus, flexible delivery is suitable for
students with busy schedules and different learning preferences (USQ
n.d.).
The importance of flexible delivery for higher education is driven by two
factors. First, much research has demonstrated the benefits of flexible
delivery, such as increasing the number of new students, particularly
overseas full fee-paying students (Bigum and Rowan 2004); boosting the
supply of graduates in particular occupations where experts have
identified shortages (Morrison and Pitfield 2006); and increasing the
efficiency in administration while there is no further need for the use of
buildings (Bigum and Rowan 2004). These benefits underpin the reason to
establish flexible learning in higher education institutions.
52
Second, flexible delivery is a growing phenomenon which has recently
gained popularity among students. A previous study at Tasmania
University (2002) demonstrates that 43 per cent of all students want all
courses delivered by flexible methods and 53 per cent favour a
combination between flexible and traditional methods. Only 4 per cent
stated that they do not want flexible delivery in any courses. Flexible
learning can be conducted fully online or by combining online and
classroom learning, or as it is known, blended learning. Nevertheless,
Buleen and Janes (2007) noted that online learning is still considered as a
convenient way to provide flexibility to students to access education.
Literature suggested that GVTs enabled a greater access for student
participation (Goold, et al 2006, Bullock and Klein 2011, Adkin 2013). For
example, Adkin (2013) found that MBA and IT students joined GVTs work
from home instead of a physical location. Indeed, it is asserted that the
flexibility characteristic of GVTs results in greater productivity than
traditional teams because team members are spending less time
commuting (Sundin n.d.).
Similarly, several researchers such as Goold, et al (2006); Bullock and
Klein (2011); and Adkin (2013) also noted that the GVT practice had been
mimicked in education fields in order to offer students the option to study
in their own location. However, concerns that the flexibility offered by
53
GVTs results in a lack of student commitment is emphasized by Goold, et
al (2006). These same authors also noted that most of their students who
learned within e-learning should have self-discipline though some of their
students experienced stress when their team members only participated in
teamwork at the last minute.
If the problems associated with student motivation can be resolved, the
GVT model has the potential to deliver education to students who live in
the remote islands of Indonesia. With 17,000 islands (CIA 2010),
Indonesia faces challenges to provide sufficient education facilities
throughout the country with many islands outside Java having limited
infrastructure and qualified lecturers. Therefore, offering flexible delivery
will increase access to higher education. Thus, an evaluation of the
effectiveness of the Ma Chung University GVT model in increasing access
is important.
2.6. Creativity
Today, people live in a knowledge economy powered by human creativity
(Florida 2014). Creativity refers to ―the ability to create meaningful new
forms‖ (Florida 2014, p.5). Similarly, Mumford (2003) also stated that
within the last decades, people agreed that creativity involved the
production of original and useful products. Richard Florida, in his book,
believed that the growing role of creativity in USA society pushed
economy growth in the 21st century (Florida 2014). He argued that cities
54
should attract these creative people in order to increase the economy and
the quality of life in the city.
Recently, there are increasing numbers of the creative class. In the US for
instance, there is around 38 million creative classes or about 30 per cent
of the entire USA workforce (Florida 2014). This number doubles that of
10 years ago. In contrast, the number of workers in factories fell 6 per cent
and is expected to further decrease to around 5 per cent over the next
decade (Florida 2014).
Unfortunately, according to Professor Richard Florida, Head of The Martin
Prosperity Institute, in 2011, Indonesia was ranked 76 with 4.3 per cent of
its population evolving as the creative class (Divotya 2011). Thus, in 2011,
the Indonesian former President, Susilo Bambang Yudhoyono established
a new ministry named as The Ministry of Tourism and Creative Economics
(Divotya 2011) to increase the number in the creative class sphere in
Indonesia. This is not surprising because many employers in Indonesia
viewed creativity as a weakness in their employees (Worldbank 2011).
Hence, creativity needs to be placed as a priority in Indonesian higher
education institutions.
The importance of developing creativity in higher education was actually
highlighted across the curriculum around the world (or known as a global
education reform 21st Century Skills) (Henderson 2008). Indeed, culture
55
transformation that needs to support creativity is a long journey into
reforming the higher education curriculum. In Indonesia, developing
student creativity is one of the articles in the Indonesian Law on Higher
Education (Kemendikbud 2012). Creativity is one of key factors of
economic development. This is supported by the Ministry for Economic
Affairs Republic of Indonesia (2011) which noted that the higher education
institutions in Indonesia need to provide students with creativity to be more
productive and more innovative in the global market. At present, the
Indonesian government is continuing to search for a teaching strategy to
achieve that goal.
The literature revealed that GVTs facilitated the development of creativity
among students. A case study of the effectiveness of European Global
Product Realization GVT, Chamakiotis, et al (2013) found that the diversity
in GVTs is strongly linked to creative outcomes. Hossain and Wigand
(2004) found that this diversity lead to innovation and creativity because it
provided GVTs with various perspectives, implied that creative ideas could
be generated by diverse world-views. In addition, Ge and Hu (2008)
contended that GVTs were able to introduce innovation to the market
faster than traditional teams.
Thus, Pissarra and Jesuino (2005) argued that creative ideas could be
generated easier in GVTs rather than in face-to-face teams. Kerr and
Murthy (2004) explained two reasons why virtual teams outperform the
56
face-to-face teams in terms of generating creative ideas. First, the GVTs
members keep their anonymity and, therefore they feel more distanced
from the evaluation effect and the fear of disagreement from other team
members. It was also supported by Leenders, et al (2007) who contended
that creativity needs a free spirit where the GVTs which encourage
creativity are those which lack strict boundaries. Indeed, the GVT
members will work best with minimal supervision in order to generate
creativity (Vaccaro, et al 2008).
Second, cultural diversity in GVTs delivers high levels of team creativity.
Davison and Ekelund (2004) argued that creativity was created from new
ideas, multiple perspectives and different problem solving styles that
members brought to the team. It is supported by a study of Leenders, et al
(2007) which revealed that creativity is often the outcome of teamwork
rather than individual work. This finding shows that the GVTs address the
growing needs of innovation and creativity (Chamakiotis, et al 2013).
However, Thatcher and Brown (2010) pointed out that not all types of
diversity have positive impacts on creativity. Butler and Zander (2008)
argued that despite the diversity, multi-national teams brought more
creative ideas; it also led to misinterpretation of ideas or more complicated
pathways towards making decisions. Staw (2009) contended that bringing
diverse groups of people together does not necessarily generate creativity,
57
so this thesis is aimed at evaluating this contention by employing GVTs at
Ma Chung University as the context.
In addition, Jackson, et al (2006) stated that university students should not
only understand and apply the theory but also generate creative solutions.
As creativity is important for economic growth and creating jobs (Ahlstrom
2010), the effectiveness of the GVT model at Ma Chung University needs
to be evaluated for both its development of creativity in students and its
enhancement to their learning outcomes.
2.7. Interpersonal relationships
Interpersonal relationships are defined as the way in which people relate
to each other (Zimmermann 2011). The social penetration theory explains
that as relationships are developing, interpersonal relationships will move
gradually from a superficial level to a more intimate one (Griffin 2012).
The intimate or closeness relationships occur primarily through self-
disclosure (Altman and Taylor 1973 cited in McLaughlin 2011, p.460). It
means people more willing to share information when they have a close
relationship (Eadie 2009). For those reasons, interpersonal relationships
are an important factor for success in a business. The value of
interpersonal relationships in business lies in the area of establishing trust
and knowledge sharing (Inkpen and Tsang 2005). Chuang (2013)
suggested that it might be difficult to achieve competitive success in the
global market without first establishing interpersonal relationships.
58
Yum and Hara (2005) believed that using Internet broadens the way
people communicate and build relationships and overcome the traditional
barrier like time and place. In addition, The Jones (2002) nationwide
survey also showed that 60 per cent of USA university students reported
that the Internet had a positive impact on their relationships with
classmates, compared with just 4 per cent who claimed it had a negative
impact on interpersonal relationships. Thus, interpersonal relationships
between students might be developed by the GVT model.
The literature also reveals that GVTs facilitate the development of
interpersonal relationships among students. In a case study of students‘
perceptions of collaborative friendship and relationships in GVTs,
Crossman and Bordie (2001) revealed that GVTs potentially develop
interpersonal relationships among team members.
Zimmermann (2011) pointed out that interpersonal relationships are
difficult to establish because the cultural differences in GVTs often lead to
conflicts. If the conflicts are not resolved, GVTs can be ineffective
(Ebrahim, et al 2009). For that reason, several authors suggested handling
the conflict among team members by expressing feelings openly to other
team members (Gluesing and Gibson 2004); appointing a team leader
(Cordery, et al 2009) and establishing an initial meeting and developing
protocols for interactions (Levasseur 2012).
59
Case studies and literature suggested that conflicts often happen in GVTs
because of cultural differences among team members. As the GVT model
at Ma Chung University aims to support pluralism in Indonesia, an
evaluation on this aspect is important.
2.8. Working with Cultural Diversity
This section discusses cultural diversity as one of the GVT‘s
characteristics. Cultural diversity impacts both positively and negatively on
the GVT‘s performance. According to UNESCO (n.d., p.1) "[Culture] is
that complex whole which includes knowledge, beliefs, arts, morals, laws,
customs, and any other capabilities and habits acquired by [a human] as a
member of society". Globalisation and technology development makes
people unable to avoid working with people who have a different cultural
background. In fact, researchers claim that cultural diversity actually brings
many benefits for organisations such as providing companies with
networks and resources (Staples and Zhao 2006); creativity and
innovation (Baumgartner n.d.); broader service range (Greenberg n.d.);
with a variety of viewpoints and more effective execution (Greenberg n.d.).
Thus, cultural diversity can improve the performance of companies.
Although working with cultural diversity is essential, it is also challenging.
Chen and Duh (2010) asserted that this cultural diversity brought
communication difficulties, misunderstandings that might decrease the
60
organisation‘s performance and employee satisfaction. This ineffective
communication resulted in confusion, lack of teamwork, and low morale.
Although the social and cultural current workplace was changing
(Greenberg n.d.), there had always been resistance to change (Kulik, et al
2007). It makes implementation of diversity in an organisation run slowly.
As most workplaces are made up of diverse cultures, so organisations
need to learn how to overcome these cultural issues (Salo-Lee 2006). The
best way to learn how to overcome cultural diversity challenges is by
experiencing the cultural challenges (Salanova, et al 2005).
The literature reveals that cultural diversity is one of the challenges in
GVTs. A number of case studies along with a body of theoretical
literature support this hypothesis. For example, in a case study of the
effectiveness of a virtual Global Project Coordination team, Kankanhalli, et
al (2007) revealed conflicts that occurred in the GVT team was due to
cultural diversity. A similar case study by Karpova, et al (2011) revealed
that cultural diversity caused frustrations in a GVT comprised of 172
undergraduate students from Africa, Australia, and USA. Cultural diversity
in GVTs is created by the geographic dispersion within a virtual team
(Powell et al 2004). The degree of cultural diversity of GTVs varies. There
is a contrast of GTVs whose members are located in different locations,
but of the same general ethnic group, to those in GTVs whose members
are located in different countries and of different ethnic groups (Staples
and Zhao 2006).
61
These findings are supported by Kursha, et al (2010 cited in Azimi 2011,
p.11) who pointed out that the cultural background of each GVT‘s member
will bring diverse values, management style and ethics to the team which
might cause conflicts. Thus, making decisions in GVTs is more
complicated compared to traditional teams because of differing cultures
(Johnston and Rosin 2011) and many team members might feel frustration
and find the slow decision making stressful (Zimmermann 2011). Thus,
cultural diversity in GVTs is one of challenges presented to those working
in the GVTs.
In addition, the tendency for one culture to dominate a GVT leads to
unequal power and discomfort among team members (Cramtob and Hinds
2005). Mockaitis, et al (2012) found that cultural domination negatively
impacted on the performance of 43 culturally diverse GVTs. However,
Carte and Chidambaram (2004) criticised the statement by noting that
GVTs members experienced less conflict and higher satisfaction than the
homogeneous teams after team members interacted for some time and
interpersonal relationships had been developed. This literature implies that
cultural diversity is only a temporary problem and can be resolved.
Cultural diversity is one of the challenges of working in the GVT model, but
at the same time, with this cultural diversity, the GVT model is able to train
students how to work in a global environment. Thus, an evaluation of
62
cultural diversity as one of the characteristics of the GVT model is
important.
2.9. Technological Reliance
With the Internet revolution of the 1990s, the distance separating people
shrank and the world became a global marketplace (Kauffmann and Carmi
2014). At the same time, this technology impacts on employment because
technology replaces people so companies do not need to employ as many
people to get the job done (Belche n.d.). Nevertheless, people cannot
avoid technology because utilising technology provides people with many
benefits that apply to both individuals and institutions. The benefits of
utilising technology include developing new ideas and knowledge that
create multiple effects to the whole national economy (Arizona State
University 2003) and encouraging people to work efficiently (Belcher n.d.).
Further, the technology becomes an important part of education. James
and Hopkinson (2009) contended that the utilisation of technology in
higher education is 'inevitable'. The findings of DIGEDU Research Insights
(2014) demonstrated that nearly 90 per cent of lecturers and students in
the US had used technology in classes. This survey indicates that
technology in education is prevalent.
The continuation of using technology in the education field is actually
driven by the benefits of technology for teaching and learning activities.
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According to Edutopia (2014), technology helps lecturers to effectively
teach different types of students and to develop close relationships with
their students. Thus, technology can make student learning become
meaningful and personalised (Moyle and Owen 2009). Thus, this is not
surprising if many higher education institutions in many countries utilise
technology in their pedagogy.
However, technology development also causes a negative impact as
people become more and more reliant on technology (Restivo 2005). In
2014, 40.7 per cent of the world‘s population is using the Internet daily
(Internetworldstats n.d.). This number has increased 4 times within 2004-
2014. There is a similar increase in numbers also in Indonesia as
mentioned in Chapter 1. In addition, the 2010 Kaiser Foundation study
(cited in Rowan 2013, p.1) showed that 75 per cent of children in the USA
had TVs in their bedrooms and most of homes in the USA had a TV. With
this, highly technological reliance can cause problems if errors happen
with the technology that people are using. Small errors can make people
become disconnected and they cannot work until the problem is resolved.
Similar problems can also happen in education institutions.
Goldberg (2014) concluded that virtual team members often face
communication problems related to a lack of face-to-face interaction and
inappropriate communication tools. For example, George, et al (2002)
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found that using asynchronous technology caused communication issues
among team members which resulted in lengthy delays in responding.
Similarly, Kankanhalli, et al (2007) found that students who joined a Global
Project Coordination virtual team faced conflict and information overload
because of the lack of immediacy of feedback from asynchronous
communication. Weimann, et al (2010) found project managers in German
manufacturing complained that 11 per cent of all emails received are
unclear. These findings highlight that GVTs face multiple communication
problems. Thus, it is important to overcome these technological problems
as GVTs rely on technology for communication (Wilson, et al 2006).
Kirriemuir (2010) contended that GVTs might only work when there is
sufficient supporting infrastructure. This is supported by Koh, et al (2010)
and Adkin (2013) who reported that often students who join GVTs felt
frustration when they faced technological problems such as slow
connectivity, weather related outages and other computer issues. The
implication here is that GVTs are vulnerable to any problems related to
technology infrastructure more than traditional teams (Booth 2011).
Despite these potential challenges, it is unrealistic for some people or
institutions to conduct face-to-face meetings because of travel and
associated costs (Rosen, et al 2007) and GVTs assume the best
alternative. For example Pitsillides, et al (2006) demonstrated that the
65
Dynamic Virtual Collaborative Medical Teams that had been applied in
Cyprus successfully decreased the burden of patients and relatives.
Therefore, this concludes that the GVTs can also reduce the educational
cost in the same manner. Indeed, the technological issues associated with
GVTs require evaluation with regard to the GVT model at Ma Chung
University. In addition, evaluation is needed because the technological
challenges enable the GVT model to provide students with experience to
work with technology. Such understanding will help to develop a model for
making this GVT model a more satisfying experience for both students
and lecturers.
2.10. Timing
This section discusses the importance of timing in the current globalised
environment as people live and work together in their own locations with
different time-zones. Thus, in this thesis, timing concerns of scheduling of
a meeting or working together on the global clock or time zones. As
discussed previously technology eliminates the organisational boundaries,
therefore, offering opportunities for people to establish 24-hour global
operations. For example, establishing call centres supplying 24-hour
services in India benefits US companies as the wage in India is relatively
lower than in the USA (Kikuchi, et al 2013). Also, some electronic
manufacturers keep global 24-hour chip design systems with engineering
teams located in the US, India and Europe in order to respond to rapid
changes in demand and cut costs (Matsuoka and Fukushima 2010).
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These companies do not need to work overtime, but the companies can
still operate 24 hours a day.
In principle, all services, such as education, hospitals, media companies
that do not require the presence of employees at the location, have the
possibility of conducting a global collaboration (Matsuoka and Fukushima
2010). Thus, technology creates the possibility of taking advantage of the
time zone differences.
However, timing can be a challenge for business people if they need to
synchronize their works. It might be difficult to get everybody together at
the same time even with technology as they are located in different time
zones. Tang, et al (2011) identified the difference of time zones was a cost
factor because of 4 main components: communication, delay, clarification
and rework. In addition, Espinosa, et al (2004) found that time differences
caused work to overlap and that can lead to inefficiency.
Saker and Sahay (2004) noted that the differences in time zones usually
advantaged those with stronger user connections than those with remote
connections: that is, those people have better technology infrastructure,
experience and better problem solving skills. Usually, the ‗weaker‘
connections have to alter their times to fit the time of the stronger group.
This often caused resentment as well as being inefficient and reducing the
quality of work, thus, resulting in financial loss.
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According to Hendrick (2006), the additional cost that is driven by low
productivity, high absenteeism and more accidents in the workplace is
about $8,600 per employee. Surprisingly, even narrow time differences
can cause financial loss. Therefore, in 2012, Indonesia, which has three
different time zones, plans to unify the whole Indonesia using only one
time zone. According to the Committee for Expansion and Acceleration of
Indonesian Economic Growth, Indonesia can gain economic efficiencies of
around US$53 million a day by unifying the three time zone regions
(Notohamijoyo 2012). Hence, IB students need to learn how to work with
team members who are located in difference time zones is as timing is one
of the challenges in conducting international business. This learning
experience is provided in the GVT model. The evaluation on the
effectiveness of the GVT model in teaching students to work with team
members from different time zone areas is necessary to be undertaken by
this thesis.
Similarly, literature also reveals that timing is one of the challenges in
GVTs. A number of case studies along with a body of theoretical
literature support this hypothesis. Two case studies by Lee-Kelley and
Sankey (2008) and the findings from Cronosconsulting (n.d.) suggested
that time difference is a major challenge to GVTs. Lee-Kelley and Sankey
(2008) found that time difference affects team communication. In their
case studies of a virtual team comprising the British, Greek and
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Singaporean participants with BankCo Inc, experienced conflict when
team members received delayed responses due to different time zones. It
was also found that 1,764 USA and Canadian companies consider that
time differences constitutes a major challenge when they work in virtual
teams (Cronosconsulting n.d.),. Time differences are not found in
traditional teams where all of their members are located in the same place
(Siebdrat et al 2009).
Thus, because GVT members live and work in different time zones, time
differences can become a source of problems. O‘Leary and Cumming
(2007) found that it is more difficult to schedule meetings and contact
other members in GVTs than in traditional teams, and communicating is
more complicated because it requires precise planning and scheduling
(Siebdrat, et al 2009). Indeed, different time zones also extend the
workday and create work delays and coordination difficulties (Saunder, et
al 2004). Normal working hours for one GVT member may be midnight for
another. Thus, the time difference is a source of uncertainty and conflict in
the GVT model especially when the GVTs deal with tight deadlines
(Saunder, et al 2004). However, despite time difference being a factor
that cannot be avoided in GVTs, the GVT can overcome the time
differences by structuring virtual team interaction (Muriel 2013) or using
asynchronous technologies such as social media and email (Steinfield
n.d.).
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Although working with people from different time zones is challenging, the
time differences can also impact on GVTs positively. A 24-hour schedule
can increase the productivity of GVTs (Chen and Messner 2010). For
example, call centre companies, consulting, manufacturers, and financial
services companies seem to utilise virtual teams the most in order to have
a 24/7 operational model (Cronosconsulting n.d.). Thus, a variety of
businesses are currently involved in GVTs and, after graduation many
business students will engage with GVTs (Shea, et al 2011). Ideally, the
business curriculum should be designed to prepare students for the
complexities of working in online teams as well as across time zones and
cultures (Natale, et al 2006). Hence, time differences need to be evaluated
with regard to the GVT model at Ma Chung University.
2.11. Trust
In this thesis, trust is defined as ―willingness to increase the resources
invested in another party, based on positive expectations resulting from
past positive mutual interactions‖ (Tzafrir and Eitam-Meilik 2005, p.196).
Today, developing trust is more important for business than ever before. It
is because there is more delegation and teamwork in the modern
workplace (Griffin, et al 2007). Globalisation also forces many companies
to cooperate with each other and even establish cooperation with their
competitors. Trust is very important for global business teams where many
people from different cultural backgrounds are involved. This is
emphasized by Hakanen and Soudunsaari (2012) who found that with
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trust, people will commit fully to their business partners. Hence, trust
enables commitments to be undertaken in situations of high risk such as in
the global market.
However, trust is fragile. A study by Brown (2003) demonstrated that 60
per cent of the interviewed employees do not trust their management and
50 per cent of 57 surveyed organizations believed that lack of trust is a
problem in their workplace. According to a 2010 survey by Deloitte,
around half of the interviewed workers plan to quit their jobs because they
distrust their employers. Recent research confirms that people and
employees prefer to deal or work with a company that they can trust
(Muriel 2013).
Literature reveals that maintaining trust is a challenge for working in GVTs.
A number of case studies along with a body of theoretical literature
supports this hypothesis. Several case studies (Lee-Kelley and Sankey
2008; Bullock and Klein 2011; Muriel 2013) revealed that trust is an
important aspect of GVTs and maintaining trust can be a challenge. For
example, in the BankCo Inc case study referred to above, Lee-Kelley and
Sankey (2008) found that UK team members had a problem with
Singaporean team members in terms of commitment and reliability. Muriel
(2013) found that lack of communication between Indian and US virtual
team members was due to mistrust. Bullock and Klein (2011) found that
57 per cent of their research participants believed building trust is the main
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challenge for GVT team members who come from diverse cultures and
locations. Collectively, these case studies imply that misunderstanding
and trust is higher in GVTs than in traditional teams (Zakaria, et al 2004).
Unlike traditional teams, trust is fragile and temporary in virtual teams
(Javenpaa and Leidner 1999). Kasper-Fuehrer and Ashkanasy (2001)
contend that developing trust in GVTs is complicated and requires time,
whereas trust is easier to develop in traditional face-to-face teams (Gazor
2012). The geographical dispersion, different national and cultural
contexts (Davison and Ekelund 2004) and virtual communication
(Henttonen and Blomqvist 2005) places limitations on trust building. The
factors of cultural and geographical distance make it difficult for GVT
members to interpret other team members‘ responses (Zimmermann
2011). For this reason, team members may be more apprehensive when
they are collaborating in GVTs (Gluesing and Gibson 2004). Thus, if this
issue is not resolved, the effectiveness of GVTs might result in not
enriching student learning.
However, Kirkman, et al (2002) countered these findings and argued that
trust can be built virtually by undertaking several actions. One action is
developing positive personality (Pierce 2008). In addition, Malhotra,
Majchrzak, and Rosen (2007) suggested that virtual team members need
to develop an ability-based or task-based trust by actively communicating,
committing and contributing to the work of the team. It means growing
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enrichment through regular interactions between all team members is
necessary (Hakanen and Soudunsaari 2012).
Further, Lindsell-Roberts (2011) suggested that encouraging regular
reviews, giving detailed feedback and setting specific, measurable,
attainable, realistic, and time-bound goals in order to establish trust among
a virtual team is important. Tienari and Piekkari (2011 cited in Hakanen
and Soudunsaari 2012, p.7) contended that sharing common goals is
necessary for having a solid commitment and collective understanding. It
is supported by Cook (2009) who found that the high-performance of
GVTs as a team has a clearly defined and commonly shared purpose. In
summary, Zolin, et al (2004)‘s findings were that integrity, commitment,
positive actions and ability appear to build trust in GVTs.
In addition, and similar to the face-to-face team, an initial meeting is
important for establishing trust in GVTs (Sheridan 2012). Lojeski and
Reilly (2007) found that this initial meeting would help GVTs to avoid many
problems in the future, such as missing deadlines, miscommunication, and
slow progress that might result in higher costs for institutions. However,
they said that having team members get together initially is not possible
because team members are facing time and financial restraints. They can
take the option of conducting online meetings using synchronous
technology to replace the initial face-to-face meetings. Sundar (2013)
supports this option.
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Further, trust can be established in GVTs by disclosure and sharing
personal information (Yum and Hara 2005). Unfortunately, Nosko, et al
(2010) found that only 25 per cent of their participants are willing to share
their personal or sensitive information at the time when they are
communicating online with other participants. It is supported by the study
of Attrill (2012) which found that people often have suspicions about
others when they communicate online. Similar to face-to-face teams, the
personal and face-to-face conversation needs to be shown for building
trust in GVTs (Henttonen and Blomqvist 2005). Therefore, Sundar (2013)
suggested conducting an initial conference-call or web-based conference
to ensure all team members are comfortable sharing their information and
skills to others before they start to work in GVTs.
Literature shows that it is possible to establish trust in GVTs. In fact, the
importance of establishing trust among teams becomes apparent when
considering its positive impact on the GVTs performance such as
increasing communication, commitment and reducing the need for
monitoring and control (Stahl and Sitkin 2005), and encouraging virtual
team members to communicate effectively (Bloch and Whiteley 2009). In
contrast, a lack of trust might negatively impact on the performance of
GVTs (Mansor, et al 2012). Considering the importance of trust in GVTs,
the issue of trust needs to be evaluated in the GVT model at Ma Chung
University.
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2.12. Assessment
This thesis defines assessment as the systematic collection and review of
what students know and understand based on what they make, write, say
and do (Palomba and Banta 1999). The assessment is a very important
aspect in pedagogy. As Biggs and Tang (2007) pointed out, it is the
assessment which drives the students‘ and lecturers‘ behaviour. While
students focus on what will be assessed by their lecturers and possibly
ignore the content, lecturers focus on the content and then assessment
(Radloff, et al 2008). From the assessment, students understand what is
important to learn and what their lecturers really value. Thus, assessment
should support students learning as well higher education objectives.
Kvale (2007) suggests that lecturers should develop a new form of
assessment to align assessment with industry demand. The importance of
assessment that aligns with industry demand is also driven by the fact that
Indonesia needs more people who have qualifications in international
business to increase its competitiveness in the global market. Indeed,
student qualifications in international business are only confirmed by
appropriate and authentic assessment.
The literature also reveals that assessment is an important aspect of
GVTs. A number of case studies along with a body of theoretical
literature support this hypothesis. Russell, et al (2006) stated that in
online learning, assessment is part of the learning process. The
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assessment of the GVT model is important because it provides formative
assessment to students (Baron and Keller 2003). On the other hand,
assessment is also essential for lecturers because lecturers can learn how
to develop their teaching skills (McNamara et al 2009) and understand
what and how their students learn (Ross and Siegenthaler 2006). Thus,
assessment cannot be separated from the pedagogy (Boud and Falchikov
2007).
In order to achieve the learning outcomes that have been mentioned
above, the assessment should be fair, ensuring consistency, comparability
and equity to all students (Fermelis, et al 2007). A fair assessment means
giving equitable opportunities to students to demonstrate what they know
(Lam 1995). In addition, like other forms of assessment in the face-to-face
pedagogy, online assessment needs to be flexible (Callan and Clayton
2010). The assessment in online pedagogy should match the learning
environment and the characteristics of students (Clayton and Booth 2000).
Numerous evidence shows that people with different cultures have
different learning styles (McIntyre 1996) and different cultures value
different ways of thinking (Gonzalez 1996). Linkow (2008) advocated that
all GVT‘s members should participate in the assessment process by
keeping a score of other team members‘ contributions. The implication
here is that the assessment in the GVT model should provide a variety of
ways for students to demonstrate what they have learned.
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In addition, feedback to students is necessary to make an assessment
more meaningful (Mandinach 2005). Feedback provides students with a
better understanding of how grades are determined, and also an
explanation of the grade that they have received, together with
suggestions on how they can improve their grades (Cshe n.d.). A study by
Shea et al (2001) demonstrated that most students were satisfied and
believed that they had learned much when they had more interaction and
regular formative feedback about the progress and performance of their
studies.
However, designing an assessment for the GVT model is not easy (Noori,
et al 2009). In a case study of the processes and outcomes of virtual
teamwork in a university course concerning human-computer interaction,
Egea and Gregor (2002) found that large memberships of GVTs increases
the possibility of some members withdrawing from participating and relying
on others to do the work. Free-riding, then, is particularly acute in virtual
teams (Lam et al 2005). It appears that physical and psychological
distance of GVT members exacerbates free-riding (De Pillis and Furumo
2007; Schlenkrich and Upfold 2009). In addition, plagiarism is also one
important issue related to Asian online learners including Indonesian
students (Liu et al 2010; Xu and Jaggars 2013). Hence, the research will
need to evaluate the assessment techniques of the Ma Chung GVT model
to address the problem of free-riding.
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2.13. Conclusion
To date, an evaluation of GVT at Ma Chung has not occurred and it is the
aim of this research to undertake such an evaluation. There are a number
of interwoven aspects identified above which underpin the evaluation of
the GVT model at Ma Chung University which prepares undergraduate
students studying international business at Ma Chung University,
Indonesia, to work in the global economy. These above factors establish
the significance of the research topic. Thus, it is significant to evaluate the
effectiveness of the GVT model at Ma Chung University based on the
number of factors discussed above.
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CHAPTER 3
RESEARCH METHODOLOGY
3.1. General
This chapter identifies and justifies the methodology employed to research
the topic ―An evaluation of the Global Virtual Team (GVT) model as a tool
to prepare undergraduate students studying international business at Ma
Chung University, Indonesia, to work in the global economy‖. This chapter
outlines the evaluative framework and research process of this study. The
research paradigm, the research sample, data collection, data analysis
and ethical practice are also addressed.
3.2. Aims of Research
The research aims to undertake the evaluation of the GVT model at Ma
Chung University both as a tool to prepare international business students
to work in the global economy, and as a method to address the specific
issues of affordability of, and access to, higher education in Indonesia.
The end result is the contribution to the Indonesia nation.
3.3. Evaluative Framework of the Research
There are twelve aspects or issues that underpin the evaluative framework
of this research (Figure 3.1). These twelve issues are derived from the
literature review in Chapter 2.
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Figure 3.1 The Evaluative Framework of the Research
Applied learning
Applied learning is concerned with connecting IB theory and practice
(Deakin 2015) and is closely related to experiential learning. In this
research, the GVT model will be evaluated as a possibility to facilitate
students applying IB theories to practice. Much research has been done
that demonstrates that applied learning enhances the student‘s
understanding of the theory.
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Intercultural skills
In this research, intercultural communication refers to communication skills
that aim to share information across different cultures and social groups
(Gudykunst 2003). Hence, intercultural communication seeks to
understand how people from varied cultures, language and countries
communicate. It is synonymous with cross-cultural communication.
Real-world Skills
In this research, real-world skills refer to skills that are required by IB
industries, such as communication skills, analytical skills and writing skills.
Often real world skills also involve problem-solving and critical thinking
(Friesen et al 2013).
Cost Effectiveness
In this research, the GVT model is considered to be cost effective if the
output of the pedagogy contributes to the goals of industry and students at
a cost that is less or equivalent to other pedagogies (Rumble 2012).
Flexibility
In this research flexibility is defined as a variety of learning modes and
interactions that provide more options for students who are concerned with
what, where and how they learn (DEST 2008). The GVT model is
considered as a pedagogy that can provide flexibility for students with
busy schedules and different learning preferences. The learning flexibility
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of the GVT model is part of an effort to overcome the shortages of
lecturers, increase access for students‘ participation and improving
administration efficiency.
Creativity
Creativity is defined as ―the ability to create meaningful new forms‖
(Florida 2014, p.5). The GVT model is part of the transformation journey to
reform the higher education curriculum in Indonesia that needs to support
creativity. The GVT model is expected to provide IB students with
creativity to be more productive and more innovative in the global market.
Interpersonal Relationships
Interpersonal relationships are defined as the way in which people relate
to each other (Zimmermann 2011). In this research, the interpersonal
relationships are expected to be developed for sharing information and
forming an international network.
Cultural Diversity
Cultural diversity refers to cultural variety and cultural differences. Cultural
diversity is one of the GVTs‘ characteristics. As GVTs often consists of
team members from different cultural backgrounds it thus impacts both
positively and negatively on the GVTs‘ performance. This cultural
diversity is defined as one of the challenges in the GVT model.
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Technological Reliance
Dependence on technology is defined as one of the challenges in the GVT
models. The technological reliance refers to the condition of existing
infrastructures, qualification of human resources (especially lecturers) and
technology.
Timing
In this research, timing concerns of scheduling of a meeting or working
together on the global clock or time zones. Again, this scheduling of
meetings is defined as one of the challenges in the GVT model.
Trust
In this research, trust is defined as ―willingness to increase the resources
invested in another party, based on positive expectations resulting from
past positive mutual interactions‖ (Tzafrir and Eitam-Meilik 2005, p.196).
Establishing trust is defined as one of the challenges of the GVT model.
Assessment
A assessment refers to a systematic collection and review of what
students know and understand based on what they make, write, say and
do (Palomba and Banta 1999). This research evaluates the assessment
techniques of the Ma Chung GVT model to address the problem of free-
riding and ensure assessments utilised by the GVT model supports
students learning as well as higher education objectives.
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3.4. Research Methodology
The following research methodology relates to the research undertaken in
this study. The interpretivist-constructivist paradigm is the research
paradigm that will direct this study and qualitative research that underpins
the research project. This section justifies the reasons for the research
paradigm and research design that will underpin the research project.
3.4.1. Research Paradigm
A research paradigm is defined as ―a worldview‖ (Cresswell and Plano
Clark 2011) and is underpinned by relevant philosophical assumptions
(Teddlie and Tashakkori 2009). Mertens (2005) points out that the
common paradigms in research are the positivist and interpretivist-
constructivist paradigms. The positivist paradigm advocates that credible
research is demonstrated only by measurable and observable facts
(Winter 2000). This paradigm is based on solid rules of logic and
measurement, truth and prediction (Halcomb and Andrew 2005; Weaver
and Olson 2006). The interpretivist-constructivist paradigm defines a
worldview created by many truths and multiple realities (Lincoln and Guba
1985 cited in Trochim 2006, p.1). Therefore, the beliefs and perceptions
of participants relevant to the issue being researched must be heard and
considered (Blanche, et al 2006).
The research of this thesis aligns within the interpretivist-constructivist
paradigm because the GVT model at Ma Chung has not been investigated
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before and the researcher proposed to interview and interpret key
stakeholder perspectives, values and worldviews concerning the GVT
model at Ma Chung University in order to construct theory which
responded to the research questions.
3.4.2. Research Design
Parahoo (1997, p. 142) describes research design as ‗a plan that
describes how, when, and where data are to be collected and analysed‘
employing a qualitative, quantitative or mixed methods approach.
Quantitative research normally uses numerical data to test a cause and
effect relationship (Williams 2011). Thus, quantitative research is best
used to test theoretical predictions with precise measures of variables.
In contrast, qualitative research aimed to understand a social or human
problem from multiple perspectives from a social constructivist worldview
employing interpretation (Cresswell 2008). With the in-depth nature of this
qualitative approach, a selective sample is required to be analysed and so
generalise the findings (Cormack 1991). Fossey, et al (2002) contend that
qualitative research is appropriate to understand issues that may be
difficult to access using quantitative research such as personal beliefs and
opinions, social, cultural and politics, and the interactions of participants
within their environment.
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A qualitative research approach was chosen for the research of this thesis
because:
(i) The research evaluated the GVT model from multiple perspectives
based on interpretation and did not involve a statistical model.
This research does not employ numerical data and statistics as
there is no intention to quantify findings (Schwandt 2001).
Rather, qualitative research is employed to focus on
participants' perspectives and their meaning (Cresswell 2008).
Thus, the researcher collects and interprets participants‘ views,
values, perceptions and worldviews which are fundamental
characteristics of qualitative research suited to the evaluation of
the GVT model at Ma Chung University;
(ii) The research evaluated the GVT model at Ma Chung University
from the participants‘ experiences. Hence, this research
complies with the qualitative approach which provides ‗detailed
description and analysis of the quality or substance of human
experience‘ (Marvasti 2004, p.7);
(iii) The research investigated the GVT model at Ma Chung University
from a transdisciplinary perspective including economic,
political, socio-cultural and technological dimensions. Thus, the
research is aligned with the concept that qualitative research
emphasizes a worldview created by many truths and multiple
realities (Lincoln and Guba 1985 cited in Tuli 2011, p.9).
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3.5. Research Process
Figure 3.2 The Research Process
The research began with the literature review. The existing knowledge and
information from journal articles, data from institutions and other sources
such as newspapers, and appropriate websites have been reviewed. The
reviewed literatures regarding the GVT model for practice underpins the
evaluative framework. The unknown knowledge is derived from the data
collection. The data collection for this project involved interviewing several
groups that are closely related with the GVT model. In this Chapter 3 the
justification technique and rational of the sampling, interview methodology,
site selection and research sample were provided. The next step was data
analysis and continued with the synthesis of interview results. The
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synthesis of interview results reviewed the interview and works toward the
recommendations to improve the GVT model.
3.6. Data Collection
Data collection in this research project employed in-depth interviews
concerning GVT model practices. Interviews were conducted with four
stakeholder groups: students, lecturers, business people, and government
officers from the Indonesia Education Ministry.
According to Gifford (2012), interviewing is the most common methodology
in qualitative research. Qualitative research relies on in-depth interviews
(Marshall and Rossman 2006) such that individual interviews are a highly
respected research tool (Guba and Lincoln 1989) and a good way to gain
direct access to individual experiences (Schwandt 2001). The interview is
useful in gaining in-depth responses from participants and to address
sensitive topics that often cannot be done in qualitative research (Mack, et
al 2005). Gall, et al (2003) describe the interview as a powerful tool to
gather significant detail about the participants‘ beliefs, values and
interests. Hence, the interview data comprises the majority of the data in
this research project and forms the focus of analysis.
The content of the interviews are potentially sensitive, so an ethical review
of the process of consent and measures to ensure data confidentiality are
consistent with the Australian National Ethics standards by way of the
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National Ethics Application Form (NEAF) was undertaken. Below is the
detailed information that related to the interview process.
3.6.1. Research Site Selection
The research of this thesis was contextualized at Ma Chung University.
Interviews with participants were undertaken at Ma Chung University and
affiliated locations which are Jakarta, Denpasar and Malang.
Figure 3.3 The Locations of the Interview
3.6.2. Interview Process
The data collection was designed for a three month period between March
2014 and July 2014. Figure 3.4 are the detailed data collection activities:
Location 3:
Jakarta
Location
2: Bali
Location
1: Malang
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Figure 3.4 Timeframe of Data Collection Activities
Step 1: Preparing the Interview Document
The researcher prepared the interview documents that consisted of
interview questions, invitation letters for potential participants and informed
consent forms (Appendix 2-5). These documents were attached to the
NAEF form.
Step 2: Contacting Participants
The initial contact with participants consisted of an introductory email. The
email included a brief explanation of the nature of the research, an outline
of questions, the expected length of interviews and why the researcher
believed they were appropriate participants. Each participant was informed
that their participation was voluntary. Once they agreed to be interviewed,
they were sent an email which outlined the nature of the research, sample
questions and explained how the research project would be reported. The
participant‘s agreement was attached to the NAEF form and Appendix 8-
10.
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Step 3: Interviewing Participants
After the participants have been selected by the designated authorities,
the researcher will then contact the selected 33 participants via email or
telephone as ‗key informants‘. Following this, the researcher arranged a
face-to-face interview with the selected participants at an appropriate time
and place.
Before conducting the interview, the researcher explained the purpose of
the research project, the right of participants, the duration of interviews
and also told the participants that they will be recorded. After the
participant agreed to be interviewed the researcher gave them the
informed consent form to be signed and then the interview process
started. The example of filled informed consent can be seen in appendix
12.
The interview process took 60 minutes. Within the interview, if the
participants were not clear about the question, the researcher explained
the question until the participant understood the question and answered
appropriately. At the end of the interview, the researcher confirmed the
participants‘ answers to participants to ensure the validity of the data
collection.
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3.6.3. Interview Methodology
In this study, the interview methodology includes the interview techniques
and the design of the interview questions.
a) Interview Techniques
For instance, with ICT development, Internet Protocol (VoIP) technology,
the researcher can conduct video interviews. These interviews can be
conducted not only by face-to-face but also via technological tools such as
phone, email or skype (Opdenakker 2006). Face-to-face interviews are
synchronous in terms of location and time, while email, phone and skype
are asynchronous in terms of place (Opdenakker 2006). It means that
when conducting face-to-face interviews, the researcher can gather
participants‘ non-verbal clues, for example, tone, body language, eye-
contact and hesitation. For that reason, the researcher chose to use face-
to-face interviews to collect information from participants.
According to Santiago (2009) there are three types of interviews that are
regularly used in qualitative research which are structured, semi-structured
and unstructured interviews. As their names suggest, they move from a
highly structured format to an unstructured format.
In the research project, the researcher employed semi-structured
interviews underpinned by prompts. Semi-structured interview questions
are located between the extremes of immutable, standardized structured
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questions and unstructured conversations, the latter assuming people are
individuals and so need to be questioned using different levels of language
(Berg and Lune 2007).
In addition, a semi-structured interview was selected because it produces
a positive interaction between researcher and participants and empowers
both parties to provide their own values, opinions and perspectives (De
Laine 1997). This was also supported by Wertz (2005) who also noted that
the semi-structured interviews start with open-ended questions and are
followed by secondary questions that can be used by the interviewer to
draw out the participants‘ lived experience. Thus, these semi-structured
interviews provide a full picture of the participants‘ experience.
Furthermore, the semi-structured interview was chosen because the
researcher wanted to elicit new and challenging perspectives raised by
participants (Kajornboon 2004) rather than elicit minimal responses that
occur in structured interviews (Minichiello, et al 1995). Lichtman (2006)
points out that a semi-structured interview guides the researcher to
develop the scope of the discussion and gather more views and
perspectives related to the research topic. Thus, the researcher can
investigate the GVT model in-depth from the new perspectives or issues
that might be raised by participants.
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The semi-structured interview technique of this thesis involved the
following key features:
(i) Asking the same questions to all participants of the group; (ii) Tape-recording the responses; (iii) Asking follow-up and prompt questions; (iv) Clarifying the key points; and (v) Keeping questions clear with simple language.
Figure 3.5 The Semi-Structured Interview Techniques (Bryman 2012) The records of interview were recorded on a MP3 recorder with the
permission of participants. Note-taking was also employed by the
researcher concerning the key points of the interviews including the
comments about the sub-questions which had arisen during the interview.
Note-taking is important to make sure the data is not forgotten and lost
(Kielmann, Cataldo, and Seeley 2012). In addition, note-taking within
interviewing helped the researcher to stimulate the analysis by capturing
analytical thinking about the data collection and it also facilitates the
researcher‘s reflection (Maxwell 2005).
The above interview techniques enable the researcher to clarify questions
with participants and ensure the rights of participants are respected. Mack
et al (2005 p. 29) contend that ―the person interviewed is considered as an
expert and the interviewer is considered as a student‖. Thus, the
researcher does not influence the participants‘ responses but works with
them in order to provide a precise and comprehensive account of their
experiences (Genzuk 2003).
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3.6.4. Design of Interview Questions
The semi-structured interview questions were developed using the
evaluative framework in Figure 3.1 above. The interview questions are
designed to obtain the perceptions of four participant groups (students,
lecturers, business people representative and the government
representative). Table 3.1 illustrates the relationship between 12 key
issues of the evaluative framework, the research questions and interview
questions. Table 3.1 posits the interview questions asked of participants
and their relationship with the Evaluative Framework and research
questions.
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Table 3.1 Interview Questions and its relation with Research Questions and the Evaluative Framework
Participant
Interview Questions Relationship with the Evaluative Framework
Question relates to:
RQ 1 RQ 2 RQ 3 RQ 4 RQ 5
Group 1: students
1. In what ways were you able to apply international business theory using the GVT model?
Applied learning
2. In what ways has the GVT model impacted your cross-cultural understanding?
Intercultural skills
3. What was your experience of the value of the GVT model in teaching real-world skills?
Real-world skills
4. Do you think the GVT model provides the opportunity for flexible learning in terms of time and location?
Flexibility
5. How would you describe your experiences working in a GVT international network?
Interpersonal relationships
6. Can you describe any creativity you might have experienced working with the GVT model?
Creativity
7. What was it like working with a cultural diverse GVT?
Cultural diversity
8. What were your experiences working with technology in the GVT? How does this compare with meeting face-to-face?
Technological reliance
9. Did you face any difficulties in scheduling meetings with your team members?
Timing
10. Did you feel a sense of trust working with other GVT members?
Trust
11. What do you think of the assessment of your GVT model experience?
Assessment
12. Is there anything else you would like to add about your GVT experience?
All
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Table 3.1 Interview Questions and its relation with Research Questions and the Evaluative Framework (cont.)
Participant
Interview Questions Relationship with the Evaluative Framework
Question relates to:
RQ 1 RQ 2 RQ 3 RQ 4 RQ 5
Group 2: Lecturer
1. In what ways were your students able to apply international business theory using the GVT model?
Applied learning
2. In what ways has the GVT model impacted student cross-cultural understanding?
Intercultural skills
3. How has the GVT model impacted student acquisition of real-world skills?
Real-world skills
4. Do you think the GVT model provides the opportunity for flexible learning in terms of time and location?
Flexibility
5. How would you describe the GVT model as creating an international network?
Interpersonal relationships
6. Can you describe any creativity students might have acquired working with the GVT model?
Creativity
7. What do you think about the statement that the GVT model can be operated with limited resources?
Cost effectiveness
8. How has the GVT model impacted student acquisition of cross cultural understanding and real-world skills?
Intercultural skills and Real-world skills
9. How prepared are your students for work following participation in the GVT model?
Technological reliance
10. What kind of assessment do you think might reduce free-riding in the GVT model?
Assessment
11. Is there anything else you would like to add about your experience with the GVT model?
All
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Table 3.1 Interview Questions and its relation with Research Questions and the Evaluative Framework (cont.)
Participant
Interview Questions Relationship with the Evaluative Framework
Question relates to:
RQ 1 RQ 2 RQ 3 RQ 4 RQ 5
Group 3: Business people
1. How do you think the GVT model might help you to recruit qualified employees for international business
Real-world skills
2. How, in your experience, does the GVT assist with intercultural competence and networking?
Intercultural skills; Interpersonal relationships
3. Do you think the GVT model is an effective tool for teaching students to work virtually?
Real-world skills
4. What are the advantages and disadvantages of the GVT model compared to traditional face-to-face teaching?
Technological reliance
5. Has the GVT model helped create new business ideas and if so, how?
Creativity
6. Overall, how do you rate the GVT model as preparing students to work in international business?
Real-world skills
7. Are there any improvements you might recommend for the GVT model?
All
8. Is there anything else you would like to add about the GVT model?
All
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Table 3.1 Interview Questions and its relation with Research Questions and the Evaluative Framework (cont.)
Participant
Interview Questions Relationship with the Evaluative Framework
Question relates to:
RQ 1 RQ 2 RQ 3 RQ 4 RQ 5
Group 4: Government
1. What advantages might accrue from the broader adoption of the GVT model in higher education?
All
2. What disadvantages might result from the broader adoption of the GVT model in higher education?
All
3. How might the GVT model promote tolerance, diversity and pluralism in Indonesia?
Intercultural skills
4. How might the GVT model contribute to national economic goals?
Real-world skills Creativity
5. Is it realistic to think that the GVT model can help Indonesia to increase student access to higher education?
Flexibility
6. Is it realistic to expect the GVT model to impact the cost of higher education? What needs to be done to achieve such a cost reduction?
Cost effectiveness
7. Is there anything else you would like to add about the implementation of the GVT model in higher education?
All
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3.7. Research Sampling
Sampling that refers to choosing the study sample is an important step in
this research. The research objectives determine the appropriate method
of sampling. In this research, purposive sampling has been chosen by
considering several factors. Below is the detail of the sampling method.
3.7.1. Purposive Sampling This research adopted purposive sampling. Purposive sampling is a
common sampling technique in qualitative research (Shenton 2004). The
purposive sampling technique employs a sample of people who have
specific experience (Bradley 1992) or are key informants (Marshall 1996)
to provide a depth of information from a small number of participants by
addressing specific issues related to the research questions (Teddie and
Tashakkori 2009) with no intention of using statistical formula or finding
similarities across a wider group (Stake 2000).
In this study, the researcher aimed to obtain in-depth information, values
and views about the GVT model from participants who have relevant
experience and knowledge. This approach is supported by Maxwell (2005)
who points out that it is important for qualitative researchers to select
participants (key informants) who are able to provide information that can
be used to answer the research questions and who are experts in the
studied research field (Weiss 1994). Thus, purposive sampling was
adopted as part of the research method in order to ensure participants
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with relevant experience and knowledge of the GVT model at Ma Chung
University. In this research, the lecturers, students, business
representatives and the government representative were taken as the
sample as they have specific experience and involvement in the GVT
model either as the participants, instructors, or as policy makers.
Since purposive sampling can be founded on researcher bias (Shenton
2004), this research enlisted third parties to select the participants and so
reduces researcher bias (Yin 1994). The method of participant selection is
detailed in Column 5 of Table 3.2.
3.7.2. Research Sample
Thirty-three participants representing key stakeholders in the GVT model
at Ma Chung University were interviewed. Participants were categorized
into four groups: students, lecturers, participating business companies and
the Indonesian Education Ministry Policy Department. Collecting data from
wide range participants conforms to the heterogeneity criterion of Mode-2
knowledge production posited by Gibbons et al. (1994). Table 3.2 details
the rationale and methods relevant to the selection of participants in the
research process.
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Table 3.2 Rationale and Selection Methods for Participation
Participants Number
Reason Source of data regarding
Selected by
Members of The Indonesian Education Ministry Policy Department
1 The ICT department of the Indonesian Education Ministry Policy Department whose has responsibility for education policy is included because it plays a significant role in education development in Indonesia. It is a source for government regulation and important information relevant to the implementation of the GVT model.
- Broad understanding of Government Policy in education.
- The impact of this GVT model to the government interest.
- Recommendation for improving the GVT model
The head of ICT in the Indonesian Education Ministry Policy Department
The managers of SKK Migas in Jakarta and Gramedia in Bali
2 These company managers employ students who have experienced the GVT model and practice for international business. Their experience is important to identify the value of GVT model to business.
- - Broad understanding about the business view and expectation of the GVT model
- - Recommendation for developing the GVT model that is suitable for business.
The managers of participating companies.
Undergraduate Students who study international business using GVT model in Ma Chung University (20 Students)
20 These students provide their perspectives and opinions about their experience in the GVT model commenting about their feelings, experiences and expectations.
-The pedagogy checklist -Information student learning within the GVT model. -Expectations of the GVT model.
The Dean of the Business and Economics Faculty
Lecturers aligned with the GVT model (10 lecturers)
10 Lecturers teach students and play a major role in the GVT model at Ma Chung University. They can provide feedback about whether they find the GVT model suitable
- -Lecturer expectations and opinions of the GVT model.
- - -Advice to
develop the GVT model appropriately
The Dean of the Business and Economics Faculty
Total 33 - -
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Thomson (2011) contends that qualitative research on average involves
25 interviews but recommends that 30 interviews be conducted in order to
enable the full development of the phenomena encountered in the data.
The sample size of this thesis is 33 which approximates to Thompson‘s
ideal sample size.
3.8. Data Analysis and Interpretation
Qualitative data analysis is defined as:
…a research method for the subjective interpretation of the content
of text data through the systematic classification process of coding
and identifying themes or patterns (Hsieh and Shannon 2005,
p.1278).
Hence, the purpose of qualitative data analysis is to examine the meaning,
themes and patterns of the interview text in order to understand the social
reality subjectively but in a scientific style (Zhang and Wildemuth 2009).
The analysis of data in this research employed the following step method
derived from Creswell (2003). Figure 3.6 is the steps in the detail of the
analysis:
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Figure 3.6 the Steps of Data Analysis
STEP 1: Organising and Preparing the Data for Analysis
Creswell (2003) suggested that researchers should organize and
prepare data prior to analysis. Thus, following the collection of data
from participants, the researcher organized and prepared the data
by scanning, transcribing and translating into English because all of
interviews have been conducted in Bahasa Indonesia. The
translation was verified by an independent translator from
Indonesia. Rubin and Rubin (1995) suggest transcribing as soon as
possible following the digitally recorded interviews so that thematic
analysis can be developed and this practice was followed for the
data analysis of this thesis.
STEP 2: Thematic Analysis
Identifying themes is part of qualitative data analysis and concerns
categorizing the phenomena which arise from the research
STEP 2: Thematic Analysis
STEP 3: Data Display
STEP 4: Data Interpretation
STEP 1: Organizing and Preparing the Data for Analysis
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outcomes (Braun and Clarke 2006). The process involves the
researcher re-arranging data into themes and categories to
undertake thematic analysis (Braun and Clarke 2006). This
provides a framework within which research outcomes can be
compared in order to develop theory (Braun and Clarke 2006) for
answers to the research questions of the thesis.
STEP 3: Data Display
Data display requires the researcher to apply the categories of the
thematic analysis as the qualitative narrative of the research
analysis (Creswell 2003). This is undertaken in Chapter 4.
STEP 4: Data Interpretation
Interpretation involves drawing meaning from data. Steiner (2002)
contends that interpretation explains the way the researcher views
the world. The data interpretation of this research is based on the
thematic analysis. The interpretation of the research outcomes
also employs literature and the researcher‘s Indonesian culture and
experience as advocated by McCracken (1988 cited in Cameron
and Wright 2015, p.84). This is undertaken in Chapter 5.
3.9. Validity and Reliability
To understand the meaning of reliability and validity in qualitative
research, it is necessary to understand both the quantitative research and
105
qualitative perspective about validity and reliability. According to
Golafshani (2003), the terms validity and reliability are viewed differently
by qualitative and quantitative researchers. The quantitative researcher
considers validity is about which data is to be gathered and how it is to be
gathered (Wainer and Braun 1998). Thus, the quantitative researchers
concern is about the accuracy of their measurement and the replication of
the result (Joppe 2000). While, the replicability of the result is a big
concern for quantitative research, qualitative researchers are more
concerned about its precision (Winter 2000), credibility and transferability
(Hoepf 1997). Reliability and validity are conceptualized as trustworthiness
in the qualitative paradigm (Golafshani 2003),
Therefore, the examination of trustworthiness is essential in qualitative
research (Seale 1999). According to Lincoln and Guba (1985 cited in
Trochim 2006, p.1), the trustworthiness of the qualitative research report
lies on four criteria as are illustrated in Figure 3.7.
Figure 3.7 The Four criteria of Trustworthiness
(Lincoln and Guba 1985 cited in Trochim 2006, p.1)
Credibility Transferability
Trustworthiness
Dependability Confirmability
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(i) Credibility- parallel of internal validity which refers to the accuracy of
the data and represents what the participant has said and done.
(ii) It implies that the credibility of the results should be confirmed by
the participants. The accuracy of the data is achieved by using
member-checking (Creswell 2003). Thus, at the end of the data
collection (interview), the researcher asked the participants to
review the interview transcript to ensure whether participants‘
words match what they actually intended.
(iii) Transferability – this parallels external validity which is concerned
about whether the findings of one study can be applied to other
situations (Lincoln and Guba 1985 cited in Lietz and Zayas
2010, p.195). The rich and thick descriptions included in the
context of the situation or behaviour to ensure transferability
(Shenton 2004). Accordingly, the researcher provided a detailed
description for each finding to convey the actual situation and
context.
(iv) Dependability – this parallels reliability in qualitative research.
Dependability is based on the assumption that if the research is
repeated with same context, method and participants, a similar
result will be attained. The researcher verified the steps of the
research project by examining the raw data, data reduction and
process note taking. This approach is supported by Campbell
(1996).
107
(v) Confirmability – this parallels objectivity which concerns the
objectivity of the research and refers to the degree to which the
research findings can be corroborated and confirmed by others
(Lincoln and Guba 1985 cited in Lietz and Zayas 2010, p.197).
In order to ensure the objectivity of this research project, the
researcher asked third parties to review the detail of the work
phases (research question, sampling, data collection, field
notes, transcripts, methods of data analysis).
3.9.1. Ethical Issues
A number of ethical issues emerged as the research project was planned
and undertaken. The research conformed to the Australian National
Statement on Ethical Conduct in Human Research. Ethical approval was
granted by the Central Queensland University‘ Human Ethics Committee
prior to the commencement of the research phases of the project (see
Appendix 1). In order to get that approval, the researcher followed the
three principles of the National Statement on Ethical Conduct in Human
Research:
(i) High ethical standards;
(ii) High scientific standards; and
(iii) Minimizing dangers to participants (NHMRC 2007).
108
This research abides these three principles by conducting the following
methods:
When undertaking an investigation, the researcher ensures the
anonymity of the participants (Gay and Airasian 2003). This
anonymity is important for ensuring the confidentiality of participants.
In other words, confidentiality is ensured by the complete non-use of
any identifiers in data recorded and the final report of thesis.
According to Cresswell (2008) numbers, letters or aliases can be
used in the places of names to ensure the confidentiality. Therefore,
the researcher used codes to ensure the confidentiality and
anonymity of participants. A coding system was used as detailed in
Table 3.3.
Table 3.3 Interview Participants’ Codes
Code Code definition
S Student (S) who study international business using GVT model
in Ma Chung University
L Lecturers aligned with the GVT model in Ma Chung University
B Company managers (B) employ students who have experienced
the GVT model
G Government officer of The Indonesian Education Ministry Policy
Department (G)
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All responses were coded to preserve anonymity (see table 3.4). The
research project used numerical values for individual participants and
participants cannot be identified publicly.
Table 3.4 Interview Participants’ Code of Conduct
Group Students (S) Lecturers (L) Business people (B) Government (G)
Code S1 L1 B1 G1
S2 L2 B2
S3 L3
S4 L4
S5 L5
S6 L6
S7 L7
S8 L8
S9 L9
S10- S20 L10
Participation in the interview process is voluntary. Thus, the
researcher provided participants with an informed consent form (See
Appendix 3) to be signed before the research commences. The
informed consent is a written agreement that includes a statement
about the voluntary nature of participation, anonymity and
confidentiality (Eide and Kahn 2008). In addition, the informed
consent form provides information to participants about the research
purpose and benefits as well as the participant‘s right to decline
participation with no negative repercussions.
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According to the Joint NHMRC/ AVCC statement and guidelines on
research practice by NHMRC (1997), data in this research should be
held for sufficient time to allow reference. Therefore, the researcher
will store the data for at least 5 years from the date of publication.
The researcher still remains in possession of all data collected in all
of its forms until its disposal five years after publication.
In addition, The National Statement on Ethical Conduct in Human
Research requires that research involving human participation must
not harm participants and so the researcher ensured participants
were treated well in regard to their customs, culture, dignity, rights
and beliefs and uses language devoid of ethnic, gender, age,
disability bias (Creswell 2003). Compliance with the principles of
The National Statement on Ethical Conduct in Human Research is
assured by the Central Queensland University Human Research
Ethic Committee (see Appendix 1).
3.10. Conclusion
Chapter 3 presents the rationale of the research methodology of this
research. The qualitative research method was chosen for this research.
The ethical issues have been carefully considered and due attention has
been given to the welfare of participants. Before the researcher went back
to Indonesia, the participants had been contacted via email and the detail
about the research which: the nature of research, sample questions,
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interview time and place. Once they agreed to be interviewed, the
researcher arranged a time and place for the interview Semi-structured
interviews were used to collect the data for evaluating the GVT model at
Ma Chung University. The interviews were recorded on MP3 recorder and
conducted using Bahasa. The researcher organized and prepared the
interview data for analysis. The data preparation included scanning,
transcribing and translation. Thematic analysis was used to analyse the
data. Further, Chapter 4 provides the result of interview analysis.
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CHAPTER 4
DATA ANALYSIS
4.1. Introduction
This Chapter 4 presents the data that was collected during the interview
with reference to the evaluative framework. To date, an evaluation of the
GVT model at Ma Chung University has not previously been conducted.
The data analysis aims to evaluate the GVT model from the perspectives
of the GVT model‘s stakeholders. The result of the analysis provides a
new knowledge to answer the research questions.
4.2. Data presentation
The interview result that is obtained through the research design is
discussed in Chapter 3. The information comes predominantly from 4
groups of research participants, who are students, lecturers, business
representatives, and an Indonesian government representative. The
interview questions were specifically designed to highlight both the
perspectives and experience of the four groups of research participants
when they were involved in the GVT model at Ma Chung University. All the
participants have been selected by the designated authorities (table 3.2.).
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Below is the data collecting process. It also shows how the researcher
undertook the analysis of the data:
In order to collect the data, the researcher returned to Indonesia. The
researcher prepared the interview documents that consisted of interview
questions, invitation letters for potential participants and informed consent
forms (Appendix 2-5) and contacted the selected 33 participants via email
as ‗key informants‘.
After the participants agreed with the time and location for the interview,
the researcher scheduled best time to meet them. The interview locations
were in Jakarta, Malang and Bali. As part of the interview, each
participant was informed that participation was voluntary and the
researcher gave them the informed consent form to be signed and then
the interview process started. The example of signed informed consent
can be seen in appendix 12
The interview process took 60 minutes. During the interview, if the
participants were not clear about the question, the researcher explained
the question until the participant understood the question and answered
appropriately. All participants were Indonesians and above 17 years old.
The lecturers, managers and the government‘s representative are from
Java. In contrast, interviewed students are from varied locations, such as
Sumatra, Kalimantan, Sulawesi, Ambon, etc. However, this variation of
114
students‘ hometown did not impact significantly on the interview process
as most of them had lived in Java for a long time
At the end of the interview, the researcher confirmed the participants‘
answers with the participants to ensure the validity of the data collection.
Within the interview, the researcher did not have any problems as all of
the participants were cooperative and informative. The only issue was
about arranging a meeting time as some participants were busy and some
of them have different activities that needed to be done at the same time.
Thus, the researcher rescheduled the meeting time to suit the participants‘
time.
After the interview process finished, the researcher organized and
prepared the data by scanning, transcribing and translating into English
because all of interviews have been conducted in Indonesian Bahasa. The
translation was verified by an independent translator from Indonesia. The
process of transcribing and translating data was a time consuming
process that required much patience in writing academic research. Finally,
in order to present the data, the researcher re-arranged data into themes
and categories. The process of re-arranging data into themes helped the
researchers draw meaning from the interview so that answers to the
research questions of the thesis were formed. The process of data
analysis in this research is based on thematic analysis that has been
explained in Chapter 3.
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The outcome of the interview result is presented as follows:
4.2.1. Responses to the research questions (RQ1) concerning:
RQ1: What elements of the X-Culture GVT model are effective for higher
education undergraduate students studying international business at Ma
Chung University?
4.2.1.1. The responses of group 1 (students) to RQ1:
The section provides students‘ responses to the interview questions that
are derived from Table 3.1 in Chapter 3. According to Table 3.1 in Chapter
3, there are six interview questions linked to RQ1 as follow:
1. Question 1: In what ways were you able to apply
international business theory using the GVT model?
2. Question 2: In what ways has the GVT model impacted your
cross-cultural understanding?
3. Question 3: What was your experience of the value of the
GVT model in teaching real-world skills?
4. Question 5: How would you describe your experiences
working in a GVT international network?
5. Question 6: Can you describe any creativity you might have
experienced working with the GVT model?
6. Question 12 (Student S): Is there anything else you would
like to add about your GVT model experience?
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From the interview with a group of students, it was revealed that there
were several elements of the GVT model that enhanced IB student
learning. Below is the detail of their responses:
1) Theory Understanding
The interviewed students (S3, S4, S5, S7, S11, S14, S19, S20) confirmed
that they have a better IB theory understanding because through the X-
culture project of the GVT model they could apply the IB theory that they
got from classroom into practice. Below is their typical answer:
I also found that the theories I got in the class could be applied
directly to the projects or problems. Thus, I could understand
the IB theories more clearly rather than when I was learning in
the classroom (S20).
These interviewed students confirmed that the activity in the GVT model
that encourages them to apply the IB theory into practice is writing a
business report. Below is their typical answer:
When I joined the GVT model, I had to make a business plan
and put the classroom theories into practice directly when I
make a business report to the company. I can apply the theory
from the classroom into practice effectively (S4).
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In addition, some students said that the activity to solve the problems and
generate ideas is helpful for their learning. S7 and S13 highlighted the fact
that this activity gave them a better understanding of the relevance of the
IB theory that they have learned in the classroom when translated into
reality. This gives them an opportunity to apply theory into practice. The
interview result confirmed that practical activity that allows them to apply
theory into practice in the GVT model enhances their understanding of the
theory.
2) Real-world skills Acquisition
Collectively, students confirmed that the GVT model at Ma Chung
University supports them to acquire real-world skills that are needed in IB
industries. Figure 4.1 summarized the main real-world skills that
participating students claimed from working in the X-culture project of the
GVT model at Ma Chung University.
Figure 4.1 The students’ response about the real-world skills acquisition
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Below is the detail of student responses:
(a) Communication skills Some students (S3, S5, S7, S10, S11, S15, and S16) stated that the GVT
model at Ma Chung University provided them with a multicultural
experience so they can improve their communication skills. Below is their
typical answer:
I got practical skills which I believed would be useful for the
future. I also learn how to communicate and work together with
people from different cultures. These skills are important for me
because these skills are what I need for working in the future
and I had to interact with people with different cultural
backgrounds, education, and language in the future (S3).
In addition, other interviewed students (S1, S2, S3, S4, S5, S6, S15 and
S16) confirmed that working with other GVT members from different
cultures also help them to learn how to negotiate and convey their
business ideas to other students from different cultures and ages. Below
is their typical answer:
The GVT model also increased my negotiation skills and
marketing skills. In addition, I learned to offer my ideas to other
students from different cultures and ages. I achieved these
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skills because I was involved in the project of the GVT model
that required me to be active in expressing opinions, studying
independently, and writing a business report with my team
members (S16).
Furthermore, some interviewed students (S4, S6, S8, S11, S18) said that
multicultural interaction due to collaboration with other students from
overseas in the X-culture project of the GVT model increased their English
proficiency. This is illustrated by the comment of one student:
We learned to use English properly and correctly in spoken and
written form. The skills to work as a team I gained in working
with other team members in the GVT model would be very
useful when I work in international companies (S4).
The interview confirmed that diversity, which is one of the characteristics
of the GVT model at Ma Chung University, equips IB students with
communication skills including increasing their English proficiency.
(b) Report Writing Skills
Some interviewed students (S10, S11, S13, S14, S15, S16, and S19)
confirmed that they learned how to write a formal business report. Below is
their typical answer:
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I learn to write business report, understand the IB theories in-
depth, and communicate with students who have different
cultures (S10).
And;
I practiced the theories of international business in my business
report of GVT model so that I think the GVT model helped me
improve my analysis skills, writing business report skills, and
communication skills (S13).
There were variations of relevant responses indicating an individual
difference regarding the benefit of business report writing. S14 highlighted
the fact that in the GVT model at Ma Chung University they are expected
to make a business report that is well supported by data and theories. S13
and S16 pointed out that by writing a business report, their critical and
analytical thinking skills increased. Furthermore, S14 explained that the
analytical skills gained from the process of researching information, facts,
data and theory should not only support each of the ideas presented in a
business report, but also be accountable.
Thus, the interview confirmed that providing practical activities such as
problem solving supports students not only to generate a business report
but also encourage them to think critically and analytically.
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(c) The Ability of Using Online Communication Tools
Some Interviewed students (S12, S15, S16, S17, and S18) confirmed that
the GVT model at Ma Chung University trained them on how to use
technology tools for communication. Below is a typical response:
I could communicate well with students from other countries
and make a good business report as well as learn how to use
technology to work as a team. I got these skills while I was
working in the project of the GVT model and these skills are
very useful skill for my future (S12).
The responses showed that the GVT model is an effective exercise for
students to use technology tools and help them to be ready to work in the
global business environment.
(d) Teamwork
Interviewed students (S3, S9, S11, S15, S17, and S20) pointed out that
the GVT model has taught them how to work together as an international
team. Below is their typical answer:
By working with students from various countries I learned how
to synchronize perceptions of one team members to another
member; I also learn how my team members look at problems
(S9).
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And;
I learned how to make a good business report, negotiation,
teamwork, and online communication. I got the real-world skills
from collaborating with team members who have different
cultures and came from different countries (S15).
There are variations of relevant responses indicating an individual
difference regarding the benefits of having experienced working in
international teams. S3, S8 and S9 stated that they started to learn more
about how to manage their time when they worked on the project of the
GVT model at Ma Chung University. S9 added that they also learned how
to determine the perimeter, objective, and target to reach the main goal
together in order to finish the project before the deadline. S20 confirmed
that they learned how to solve problems that occurred in teamwork and
communication. Other students (S2, S8, and S11) revealed that they
learned skills related to delegation and leadership.
These students‘ responses have confirmed that the practical exercise of
the GVT model at Ma Chung University provided IB students with an
experience in real-world skills to deal with various problems that are
commonly faced by global collaboration.
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3) Intercultural Communication
The consensus of all participating students confirmed that diversity and
multi-cultural teamwork is the characteristic of the GVT model.
Participating students argue that diversity and multicultural teamwork
improved their intercultural communication skills. Below is their typical
answer:
When I joined the GVT model, I had to interact with students
from different countries who speak different languages and
have different cultures so that indirectly I knew their cultures,
tried to understand and learn their culture (S16).
Some of the interviewed students (S1, S2, S17, S9, and S20) explained
that intensive communication with students from different cultures is one of
the aspects that increased their cultural understanding. Below is their
typical answer:
I think by the GVT model I can understand other cultures and
not only Indonesian culture because in the GVT model I
interacted and communicated with team members who come
from different countries and cultures so that I learn to
understand and become aware to the cultural differences (S2).
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In summary, the students‘ responses confirmed that the diversity and
multi-culturalism of a team is an important aspect of the GVT model that
can increase their inter-cultural communication skills.
4) Interpersonal Relationships The majority of students (S1, S2, S4, S5, S6, S8, S9, S12, S13, S15, S17,
S18, S19, and S20) agreed that the GVT model at Ma Chung University
develops student interpersonal relationships with other students from
different cultural backgrounds. Below is their typical answer:
My experience of learning with team members from abroad is
fun because I can make friends and this friendship continues
today (S4).
There are varied levels of relevant responses indicating an individual
difference regarding the benefits of interpersonal relationships/friendships
for interviewees. For example, S16 pointed out that after experiencing
work in the GVT, students felt confident when they talked to other team
members from abroad. While, S10 informed that they believed friendship
helped them to get updated information from other countries. S8 added
that acknowledging various foreign cultures and working habits can help
them to work more effectively in either the project of the GVT model or
other future projects because friendship contributed to greater tolerance.
S15 commented on the fact that they can access academic information,
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such as journal articles, for free. The point in here is that
friendships/relationships need to be developed with the GVT model to
provide students with information about other cultures, perspectives and
work ethics that they had little knowledge of previously.
Some of interviewed students (S4, S6, S8 S10, S11 S16, S18, S19, and
S20) believe that these friendships will establish an ongoing network. As
one student stated:
In the future, I believe that the friendship will help me establish very
useful networking (S6).
However, establishing friendship needs effort and time. For example, S2
and S7 informed that they have limited time to establish a friendship. This
is one example of their response:
Unfortunately, our friendship does not continue after the project
is finished because we have never met face to face and we only
focus on the project. It is because the project deadline is tight.
However, if I was given longer time, I am sure that I could make
friends. I believe friendship is very important for networking
(S7).
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Developing interpersonal relationships is one element of the GVT model
that benefits student learning. However, in order for students to capitalize
on this, they need to invest time and effort to develop the relationship.
5) Generating Creativity
The general agreement of students is that the GVT model brings creativity
opportunities for students. Only one student (S4) disagreed with this
contention. Most of interviewed students (S10, S11, S12, S13, S15, S16,
S17, S18, S19, and S20) believed that through teamwork, which is a
characteristic of the GVT model, they can generate better ideas rather
than when they study in the classroom. Below is their typical response:
While I am working in a team having members from various
countries, I can formulate unique and different business ideas
(S11).
There are variations of relevant responses that explain the key factors of
the GVT model in generating creativity in students. The first key factor is
active discussion. S2, S3, S7 pointed out that through active discussion
new and creative ideas emerged. The second key factor is a less
supervised environment. Some interviewed students (S3, S7, S8, S11
and S14) said that a less supervised online environment in the GVT model
provided an opportunity for them to convey their opinions and ideas freely.
Below is their typical response:
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I become creative in expressing my opinions and ideas to other
students. Before I joined the GVT model, I did not have
opportunities to express my opinions because there were
certain people who often dominated the classroom but in the
GVT model every student is required to express their opinions
and ideas (S14).
The third key factor is feedback and input. Some of interviewed students
(S1, S11, S19, S20) highlighted creativity is generated from inputs or
feedback from team members rather than from individual thinking. This is
shown by the statement of one interviewed student:
New ideas and thoughts come when I am working closely with
team members from different cultures. Therefore, I conclude
that I am more creative in generating ideas because I worked
with team members who are from different cultures and who
have different perspectives (S20).
Hence, these responses noted that generating creativity is one of the key
elements of the GVT model that enhances student learning if the
multicultural environment, combined with less supervision and active
online discussion can be maintained.
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6) Summary of data analysis in relation to RQ1 for students:
These students‘ responses answer the first research questions in this
research about the key elements of the GVT model at Ma Chung
University. The interview shows students believe that the GVT model
improves their IB learning. Table 4.1 provides a summary of student
perspectives in relation to the elements of the GVT model at Ma Chung
University that enhance student learning. In addition, there are also some
supporting factors or aspects that need to be taken into consideration in
the GVT model to achieve its goal in enhancing student learning.
Table 4.1 The Main Elements of the GVT model at Ma Chung
University from IB Student’s perspective
No Elements of the GVT model at Ma Chung University
Supporting factors
1 Theory understanding Activities that focus on problem solving or idea generating
2 IB Real-world skills Opportunity to apply theory into practice Multicultural interaction Online collaboration
3 Intercultural communication
Diversity and multicultural environment
4 Interpersonal relations Multicultural interaction Time and effort to collaborate and communicate
5 Generating creativity Less supervised environment Active online discussion Multicultural environment
4.2.1.2. The responses of group 2 (lecturers) in response to RQ1: The section provides lecturer‘s responses to the interview questions that
are derived from Table 3.1 in Chapter 3. According to Table 3.1, there are
seven interview questions linked to RQ1 as follow:
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1. Question 1: In what ways were your students able to apply
international business theory using the GVT model?
2. Question 2: In what ways has the GVT model impacted student
cross-cultural understanding?
3. Question 3: How has the GVT model impacted student acquisition
of real-world skills?
4. Question 5: How would you describe the GVT model as creating an
international network?
5. Question 6: Can you describe any creativity students might have
acquired working with the GVT model?
6. Question 8: How has the GVT model impacted student acquisition
of cross cultural understanding and real-world skills?
7. Question 11: Is there anything else you would like to add about
your experience with the GVT model?
From the interview with a group of lecturers, it was revealed that several
elements of the GVT model enhanced IB student learning. Below was the
detail of their responses:
Theory Understanding
Some interviewed lecturers (L1, L4, L7, L9, L10) agreed that practical
activities that underpin the GVT model at Ma Chung University can
support their students in achieving depth in understanding IB theories.
This is one example of their statement:
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They recalled the theories learned from the classroom and then
reflected with theories that support their analysis and their
ideas. Some students also said that the GVT model opened
their minds and they understood and also remembered more
than the IB theories that they learned when they just listened to
lecturers in the classroom (L9).
The interview found that all lecturers agreed that the GVT model at Ma
Chung University was a support to their students applying theory into
practice because of the teamwork and practical activities in the GVT
model. Below is their typical answer:
Students can practice the theories of international business
because they directly practice the theories I give when they
compose a business report and at the same time learn how to
work together as a multicultural team (L1).
In addition, other lecturers (L2, L3, L4, and L10) explained that by applying
theory into practice, they actually exchanged information and ideas and
learned to link the ideas to the IB theories. Below is their typical answer:
In analysing the problems that should be solved together in a
team, students should use the theories of international business
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which had been studied in a classroom. In their discussion, they
would exchange information and ideas related to the IB theories
that they used. This activity can encourage knowledge sharing
among students from different countries (L3).
L4, L10 pointed out that the opportunity to get feedback from other GVT
members supported their IB theory understanding from different
perspectives. Below is their typical answer:
They learned to implement the theories into companies in
Indonesia when they did the project. From discussions, they get
feedback from their team members from various countries.
Feedback from these team members helps students to know a
good example of best practice that have been conducted by
companies which are located overseas then they can apply it to
Indonesian case studies (L4).
Real-world Skills Acquisition
The acquisition of real-world skills distinguishes the GVT model to from
conventional pedagogy. Interviewed lecturers argued that the acquisition
of these real-world skills can prepare students to work in the IB field after
they graduate. Below are their detailed responses:
a. Communication Skills
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Interviewed lecturers (L3, L7, L8) believe that the GVT model provides an
opportunity for their students to apply IB theories, communicate and
collaborate with other team members. Communication is the skill that is
necessary to adapt and work in global business because students will
keep in touch with colleagues in other countries. This is one example of
their statement:
The GVT model helps students to develop their soft skills on
how to communicate across cultures because they have to
communicate with students from other countries. This ability is
useful for them to be able to adapt to globalization as they must
be in touch with colleagues from other countries (L3).
Interviewed lecturers (L8, L9) confirmed that multicultural teamwork
impacts positively on their English proficiency. They found that their
students can speak English better after they have been involved in the
GVT model.
b. Business Report Skills
Interviewed lecturers (L2, L5, L9, L10) confirmed that students learned
how to write a good business report and improved their skills that are
needed in IB fields. Below is their typical answer:
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In the GVT model, they are required to create a business report
so then they actually learn to write a business report in English
and support their report with accurate data and theories (L5).
Several interviewed lecturers argued that the task of writing a business
report provides benefits for their students‘ learning. For instance, L2
pointed out that their students learn to think critically and analyse the data
for their business report. L4 noted their students are able to solve
business problems and make a business decision. Thus, writing business
reports is not only providing them with writing skills but also problem
solving. In addition, L2, L9 argued that writing a business report
encourages their students to generate many creative ideas. They argued
the GVT model is the exercise that provides a big picture to students of
what is required if they work in the IB industry. Thus, learning to think
critically, generating ideas and analysing the data are the important skills
that students learned to be well prepared to work in current global
industries.
c. Teamwork
Interviewed lecturers (L1, L2, L5, L8, L9) stated that the GVT model at Ma
Chung University taught their students to work together in multicultural
teams that are needed in global business. Below is their typical answer:
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The GVT model helps students gain skills they need to work,
such as, the skills to communicate using English, brainstorm
their ideas, collaborate and write a business report. These soft
skills are needed. This GVT model makes it easier for them to
develop these skills by providing training to students working on
international projects in which they have to apply IB theories,
communicate and collaborate/work in partnership with other
team members (L8).
However, some interviewed lecturers (L1, L2, L3, L8, L9) pointed out that
prior experience is needed by students in order to work effectively in a
multi-cultural team and able to provide solutions to problems. Below is
their typical statement:
The GVT model requires students to think critically and be able
to solve the problems that are discussed/debated in an online
discussion. They also learn to work in teams with more
heterogeneous team members. These activities are the actions
that they will take when they are in the workplace (L2).
Intercultural Communication
Interviewed lecturers agreed that teamwork in the GVT model encourages
students to have an intensive communication with other students from
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varied cultural backgrounds. They believed it helped build better cross-
cultural understanding. Below is their typical answer:
Multicultural communication makes students understand other
cultures more easily as well as learning how to communicate
with team members who have different cultures (L1).
In addition, some interviewed lecturers (L2, L4, L6, L7) recognized that the
GVT model is training their students to understand varied business
practices. L5, L9 found that their students learned how to negotiate,
promote their ideas and convey their ideas in the appropriate way without
hurting the feelings of other team members. Thus, the responses of these
lecturers pointed out that the GVT model improved inter-cultural
communication.
However, L9 highlighted the fact that inter-cultural communication skills
are only effective if gained from experience, which can only be meaningful
if students are active in teamwork. In addition, L1, L3 stated that the GVT
model makes their students feel less confident in communicating with
students from other countries because of culture and language
differences. This is one of their responses:
I think students are actually ready to work in the GVT model
because their English is quite good. However, they being
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unaccustomed to exposure to other cultures results in less
confidence and so they are a little awkward at first (L1).
Interpersonal Relationships
The agreement of the interviewed lecturers is that the GVT model at Ma
Chung University encouraged students to develop interpersonal
relationships with other students from different countries. Below is their
typical answer:
The GVT model facilitates working together, communicating
and making friends with other students from overseas. Of
course, not all students can continue their friendship with
students from other countries. However, if the students
communicate actively, they can make friends even after they
complete the GVT model project. Although the friendship is only
established as an online platform, it can lead to international
networking (L9).
L5 and L7 highlighted mutual interest through friendship as the first reason
to finish the GVT model project at Ma Chung University but it can grow into
a real friendship after several months of collaborating on the project using
the GVT model. In addition, L4 pointed out that friendship is important for
teamwork. For some lecturers (L1, L3, L4, and L5, L7, L10), friendships
need to be continued because it will establish a very useful networking for
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their future as they will work in global business. This is emphasised by the
comment of a lecturer:
I think the GVT model is very effective in creating networking for
students that will be very useful in the future (L1).
However, L9 emphasized that developing a network needs effort and time.
Thus, friendship is not something that is instant but needs time to process.
Only students who are active in teamwork in the GVT model can develop
friendships.
Generating Creativity
From the interview, it revealed that all lecturers believed that the GVT
model at Ma Chung University stimulates the emergence of new ideas.
Below is their typical answer:
With so many ideas generated by team members from different
countries, it stimulates the emergence of new ideas (L4).
In addition, L2 and L5 confirm that students can only generate creative
ideas when they are given the freedom to think outside the box. This is
one example of their responses:
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They are not strictly supervised by their lecturers so that they
have freedom and space to think creatively. In other words,
they can produce many new ideas to solve problems or create
new products and services as long as they can support their
ideas with the theories and statistical data (L5).
Some lecturers (L1, L3, L4, L5, L8 and L10) pointed out that creativity is
stimulated by teamwork and discussion. They believe that the feedback
and input from discussion might enrich the original ideas. Below is their
typical response:
Creativity is formed by collaboration among team members who
have different cultures and come from different countries. I
notice a lot of students saying that they get a lot of valuable
information when they work with other students coming from
different countries. From the discussion, they get feedback
related to their business ideas they put forward. In the
discussion, they get information relating to other cultures, the
way they work, and the life habits of each team member. The
GVT model enriches business ideas (L8).
Summary of data analysis in relation to RQ1 for lecturers: Table 4.2 is a summary of the interview results from the lecturers‘
perspectives about the main elements of the GVT model that enhance
139
students‘ learning and the supporting factors that need to be taken into
consideration to enhance students‘ learning.
Table 4.2 The Main Elements of the GVT model at Ma Chung University from Lecturer’s perspective
No Elements of the GVT model at Ma Chung University
Supporting factors
1 Theory understanding Problem solving or idea generating Multicultural teamwork
2 Real-world skills Opportunity to apply theory into practice Multicultural interaction Experience to work in multicultural teams and solve the problems
3 Intercultural communication Multicultural interaction, motivation and trust
5 Interpersonal relation Active communication Effort and time to communicate
6 Generating Creativity Freedom to think outside the box, teamwork and active discussion
4.2.1.3. The responses of group 3 (Business representatives) in relation to RQ1:
This section comprises the business representatives‘ responses to the
interview questions that are derived from Table 3.1 in Chapter 3.
According to Table 3.1, there are six interview questions linked to RQ1 as
follow:
1. Question 1: How do you think the GVT model might help you
to recruit qualified employees for international business?
2. Question 2: How, in your experience, does the GVT assist
with inter-cultural competence and networking?
3. Question 3: Do you think the GVT model is an effective tool
for teaching students to work virtually?
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4. Question 5: Has the GVT model helped create new business
ideas and if so, how?
5. Question 6: Overall, how do you rate the GVT model as
preparing students to work in international business?
6. Question 8 (Business B): Is there anything else you would
like to add about the GVT model?
Inter-cultural Communication
The interviewed business representatives believed that students who
collaborated with other students from varied cultural backgrounds will have
better cross-cultural competency. Below is one example of their response:
I am definitely sure that this GVT model can help them to gain
competence in the field of cross-culture because when they are
involved in the GVT model, they should be able to get in touch
with many students from various countries who have different
cultures and behaviours. For me it is quite clear that through the
GVT model they can learn to be more tolerant of other cultures
and are not confused when they have to negotiate, meet and
communicate with people from other countries (B1).
The students with international business skills will get jobs easier in IB
companies in Indonesia. B2 pointed out that such companies highly value
students who were involved in the GVT model because of their
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experience, better IB knowledge and English skills. These competencies
are what they need. This was stressed by one of business representative‘s
statement:
When students involved in the GVT model work together with
students from different countries to create a business report,
they learn a lot and they are influenced by ideas and views of
students coming from abroad. This is what distinguishes
students who learn in the classroom compared to those who
learn with the GVT model. In addition, being involved in the
GVT model, they improve their English, learn how to work in a
global team and work virtually with their peers. It gives them
added-value compared to other employees (B2).
Interpersonal Relationships
B1 and B2 pointed out that the diversity and multi-cultural teamwork in the
GVT model will develop friendship and networking which adds value for
their students. Below is one example of their responses:
I expected networking can be formed when students are
involved in the GVT model because every member of the team
comes from a variety of countries and each member of the
team must work closely with other team members intensively
when they are composing a business report. This togetherness
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will indirectly establish a networking that will be useful for future
students (B2).
Generating Creativity
B1 and B2 also pointed out the importance of freedom to speak and work
in a multi-cultural environment to generate creativity. Below are examples
of their comment:
I think it is possible, because students met many people from
abroad and make new friends that they have not known
before. With the GVT model, they can understand other
cultures and see business opportunities that they haven‟t been
aware of previously (B1).
And;
The GVT model helped my company to get new business
ideas. Frequently, I am surprised because it turns out that
students are able to provide business ideas that we have not
thought of before. This is because the students are not part of
the company so they have fresh ideas. The lack of influence of
superiors and the freedom to be creative make the students
able to give us fresh ideas. In addition, in the GVT model,
students come from various cultural and language
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backgrounds so I guess these factors contribute to students
providing more creative business ideas compared to the ideas
that are generated by a team that consists of members who
come from the same culture (B2).
Real-world Skills Acquisition
B1 and B2 indicated that the GVT model at Ma Chung University might
prepare students to work in their company because students have already
had experience on how to apply IB theories into practice. Below is an
example of their statement:
I think the GVT model can help students get ready for working
in international business, because students can learn a lot of
things easily and practice their knowledge directly to the project
of the GVT model. Practising theory helps students be able to
see and feel immediately the challenges they will face in a
future world of working so that after they finish their study, later
they became skilful employees and have the competencies
required by companies (B1).
Furthermore, B2 explained that the GVT model is an exercise for students
to practice IB theory as IB students do tasks that are similar to IB
professionals in the real-world. Below is B2‘s statement:
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I think the GVT model is an effective learning system to prepare
students to work in the field of international business because
with this learning system they indirectly learn how to negotiate,
communicate, and market their business ideas to other team
members from different countries. The learning model is
actually a very effective initial training for students to prepare
themselves to work in the field of international business
because what they actually do in this GVT model is similar to
what they will do when they work in the real international
business environment (B2).
In addition, the interview with B1 and B2 revealed that the GVT model is
an effective exercise to train students to use communication technology
tools. The skills are important in current IB environments as the GVTs are
the norm. Below are their comments:
I think the GVT model is very effective pedagogy to teach
students to work virtually. The GVT model trains students to
communicate virtually with students from abroad so that they
were trained to use online media (B1).
And;
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I think this GVT model is very effective in helping students to
learn how to work virtually and as well as learning to use
technology for communication and coordination when they
made business reports for our company. In addition, in the GVT
model, each team member is required to work on the project
and interact with other team members virtually as well.
Basically, it is similar to the activities we usually have in our
company (B2).
These responses confirmed the positive response from the business
representatives about the effectiveness of the GVT model at Ma Chung
University in enhancing student learning and preparing them with the
necessary skills, experience and knowledge to work in the IB industry.
This was pointed out by the comment of one of the business people:
The GVT model really helps me to get prospective employees.
With this GVT model I can get employees who have global
perspectives because when students involved in the GVT
model work together with students from different countries to
create a business report, from which they learn a lot and they
are influenced by ideas and views of students coming from
abroad. This is what distinguishes students who learn in the
classroom with those who learn with the GVT model (B2).
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Summary of data analysis in relation to RQ1 for business
representatives:
The interview reveals positive responses from the business
representatives about the effectiveness of the GVT model in enhancing
students learning. Table 4.3 is the summary of the main elements of the
GVT model in enhancing student‘s learning and supporting factors that
need to be taken into consideration in the GVT model to achieve its goal.
Table 4.3 The Main Elements of the GVT Model from Business Representatives’ Perspective
No Elements of the GVT model at Ma Chung University
Supporting factors
1 Inter-cultural communication Diversity and multi-cultural environment
2 Interpersonal relation Multi-cultural and intensive interaction
3 Generating creativity Lack of influence of superiors Multi-cultural environment
4 Real-world skills acquisition Opportunity to apply theory into practice
4.2.1.4. Conclusion
The responses from all groups of interviewed participants demonstrate
positive signs that the GVT model at Ma Chung University enhances IB
student learning. These responses show support for the application of the
GVT model to be incorporated into Indonesia‘s higher degree education.
The elements of the GVT model that enhances the student learning and
supporting factors that need to be taken into consideration in the GVT
model to achieve its goal are summarized in Table 4.4.
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Table 4.4 The Main Elements of the GVT model at Ma Chung
University from All Participant’s Perspective
No Elements of the GVT model at Ma Chung University
Supporting factors
1 Theory understanding problem solving or idea generating activities
Multi-cultural teamwork
2 Real-world skills Opportunity to apply theory into practice
Multi-cultural interaction
Experience to work in multi-cultural teams and solving problems
3 Inter-cultural communication Diversity and multi--cultural interaction
Motivation and trust
5 Interpersonal relationships Multi-cultural and intensive interaction
Time and effort to collaborate and communicate
6 Generating Creativity Less supervised environment
Active discussion
Multi-cultural environment
4.2.2. Responses to research questions (RQ2) concerning:
RQ2: What pedagogy might enhance the effectiveness of the GVT model
for undergraduate students studying international business at Ma Chung
University?
4.2.2.1. The responses of group 1 (Students) in relation to RQ2:
This section comprises student responses to the following two interview
questions. Table 3.1 in Chapter 3 has justified two interview questions that
were linked to RQ2 as follows:
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1. Question 1: In what ways were you able to apply international
business theory using the GVT model?
2. Question 12: Is there anything else you would like to add about
your GVT experience?
All students confirmed that their learning will improve if they have an
opportunity to apply IB theories into practice. Below is their typical answer:
With the GVT model, the IB theories that previously were
difficult to understand became easier because I practice the
theories directly within the company which was the case study
in the GVT model (S1).
S7 and S13 explained that if they never put the theory into practice and
did not know the purpose and benefits of learning the IB theory, they
would easily forget the IB theories. S2 and S7 highlighted the fact that
conventional pedagogy did not provide them with the opportunity to apply
theory to practice. In other words, they understand the theory better when
they know the relevancy of theories to the reality by applying IB theories
into practice.
In addition, interviewed students (S2, S3, S5, S7, S9) said that the
pedagogy of the GVT model should facilitate knowledge sharing among
students from varied cultures, age, language and background.
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Brainstorming and online discussion can be the activity that can improves
student understanding of IB theory. Below is their typical answer:
I can exchange my ideas with team members. Thus, I got an in-
depth understanding of IB theory (S3).
However, in order to get the benefits of online discussion in the GVT
model, students should be active in teamwork or online discussions. In
fact, S4, S11 informed us that there are always team members who only
come into the discussion at the last minute just before the deadline. If this
issue is not resolved, the learning will have no meaning.
Some interviewed students (S2, S5, S9, S11, S15, S17) suggested that
they need to be active because the input, feedback and communication
with other IB students from varied cultural backgrounds give them different
thoughts and perspectives. Below is their typical response:
The GVT model gave me opportunities to practice the theories I
had learned during the lectures to the real world of international
business. This was because in this GVT model my team
members came from different parts of the world so that I was
more aware of what kind of business practice existed in
international companies (S11).
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The majority of interviewed students (S12, S13, S14, S15, S16, S17, S18,
S19, S20) confirmed that the GVT model also encouraged them to re-read
their books at home. Below is their typical answer:
I practiced the theories of international business because the
GVT model helped me be to be more active in learning and
expressing opinions. When I had to express my opinions to
others and to support my opinions or ideas I had to make
preparations by reading the IB theories relevant to my ideas
first before I discussed them (S12).
They need to re-read IB books because they cannot analyse the problem
and come to a solution without understanding the theory first. This is
confirmed by some interviewed students (S3, S4, S6, S8, S10, S18). Their
typical answer is as follow:
When I joined the GVT model, I had to make a business plan
and put the classroom theories into practice immediately when I
had to write a business report to the company. I can apply the
theory from the classroom into practice effectively. With the
GVT model, I did not only directly practise the IB theories but
also analysed the problems in the company and looked for all
information related to the company (S4).
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Summary of data analysis in relation to RQ2 for students:
Table 4.5 is a summary of the interviewed student responses regarding
the pedagogy that should underpin the GVT model and supporting factors
that need to be taken into consideration in supporting the pedagogy of the
GVT model in order to achieve its goal in enhancing student learning.
Table 4.5 The Pedagogy for the GVT Model from Students’ Perspective
No Pedagogy for the GVT model
Supporting factors
1 Applied learning Active discussion
Diversity and multicultural environment
Independent study
Online discussion and brainstorming
Active discussion
2 Active learning
3 Multicultural Collaboration
4 Problem solving or idea generation
4.2.2.2. The responses of group 2 (Lecturers) in relation to RQ2: The section provides lecturers‘ responses to the following interview
questions. The interview questions are derived from Table 3.1 in Chapter
3. According to the abovementioned Table 3.1, there are three interview
questions that linked to RQ2 as follows:
1. Question 1: In what ways were your students able to apply
international business theory using the GVT model?
2. Question 9: How prepared are your students for work following
participation in the GVT model?
3. Question 12: Is there anything else you would like to add about
your experience with the GVT model?
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All interviewed lecturers pointed out that their students had an opportunity
to practice IB theories when they were involved in the GVT model. Below
is their typical answer:
I think students could practice the IB theories by using the GVT
model because this GVT model provided opportunities for
students to practice the theories that they have learned in the
classroom into the GVT model project. The GVT model
facilitated my students to solve the problems or generate
business ideas for the company (L8).
Not all lecturers agree with the concept of applied learning. L1 and L9, for
instance, argued that applied learning will make them do more work and
spend more time supervising their students. Below is their comment:
Many lecturers complain that when they are involved in this
GVT model, they think this creates a burden for them because
their working hours are increased. This means there are many
students who need to consult outside their teaching time. The
lecturer is required to work a minimum of 12 credits or teaching
in 3-4 classes and doing other activities which they find hard
enough (L1).
And,
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Teaching in the GVT model is different from teaching in the
classroom or face-to-face teaching because we are expected to
motivate our students to learn independently, actively, and be
more confident in expressing opinions. Here, we, as lecturers,
encounter obstacles because we are used to and comfortable
with teacher-centric learning (L9).
Although not all lecturers agreed with the GVT model, most of lecturers
agreed that the positive effect of practising the IB theory increased
understanding. For instance, L2, L3, L4 noted that the online discussion is
an important activity to enhance IB student learning. Below is their typical
response:
In their discussion, they would exchange information and ideas
related to the IB theories that they used. This activity can
encourage knowledge sharing among students from different
countries (L3).
Other interviewed lecturers (L3, L5, L6, L7, L8, L10) pointed out that
problem solving activities will improve IB student understanding of theory.
Below was their typical response:
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Most of them actually understood the theories but they did not
understand how to apply the theories. With this GVT model they
were encouraged to analyse, generate business ideas that is
supported by IB theory (L5).
However, some lecturers (L3, L4, L5, L9) admitted that their students are
not ready to work in the GVT model which is underpinned by teamwork
and problem solving activities. They said their students do not have
experience and do not have sufficient understanding of theory to provide
solutions for problems. Below was their typical response:
Some students did not show a depth of understanding the
theory, Some IB theories were not given by their lecturers in
the classroom thus they were confused The were when
involved in the GVT project. Students need help from their
lecturers to supervise or advise them (L5).
On the other hand, L1, L4 were worried that applied learning is a new
concept for Indonesian students. If previously interviewed students only
learned IB theories from their lecturers, now with the GVT model they are
expected to apply IB theories directly to the project of the GVT model.
Thus, L5 found IB students who have a weak IB theory foundation had
difficulties catching up with other students who have a better
understanding of IB theory.
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However, L7 and L9 noted that the lack of theory comprehension can be
reduced because they found that their students tend to re-read IB theories
in order to support their argument when they were solving problems or
generating business ideas. This is one example of their comment:
They could understand the theories when they solve the
problems because they will re-read books or search for
information to solve the problems (L7).
L4, L10 argued that a multi-cultural environment in the GVT model is an
important factor for IB student learning. Through a multi-cultural
environment, students get feedback and input from different perspectives.
This is one example of their comment:
The feedback from students coming from different countries
based on their knowledge of business practices, regulations,
business ethics, in their country can provide an overview of the
actual practice of international business theory in each country
(L10).
Although, a multi-cultural environment is positive for IB student learning,
the majority of interviewed lecturers (L2, L3, L6, L7, L8, L9) were worried
that their students might face difficulties in communicating with other
students from different countries and cultural backgrounds. Below is their
typical response:
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My concerns are that most of my students are still not confident
in working with team members from abroad so that they are
relatively passive compared to other team members. Second,
many students are not used to working independently and they
are more comfortable being guided continuously by their
lecturers so that when they have to work independently, they
often hesitate and do not have a commitment to complete the
project (L8).
The differences in culture, language and learning style among students
makes them not feel confident to communicate with others and passive in
online discussion.
Summary of data analysis in relation to RQ2 for lecturers:
The Table 4.6 is the summary of the recommended pedagogies for the
GVT model and supporting factors that need to be taken into consideration
in supporting the pedagogy of the GVT model so that it achieves its goal of
enhancing students‘ learning from the perspective of interviewed lecturers.
Table 4.6 The Pedagogy for the GVT model from Lecturers’ Perspective
No The GVT model‘s pedagogy Supporting factors
1 Applied Learning 1. Multi-cultural environment. 2. Active learning 3. Independent study 4. Sufficient theory
understanding and lecturer‘s support.
2 Multi-cultural Collaboration
3 Problem Solving activities
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4.2.2.3. The responses of group 3 (Business representatives) in
relation to RQ2:
This section provides the business representatives‘ responses for the
following interview questions that are derived from Table 3.1 in Chapter 3.
Below are the interview questions that are linked to RQ2:
1. Question 3: Do you think the GVT model is an effective tool
for teaching students to work virtually?
2. Question 5: Has the GVT model helped create new business
ideas and if so, how?
3. Question 8: Is there anything else you would like to add
about the GVT model?
From the interview, B1 and B2 agreed that the GVT model facilitated IB
students in learning how to work with technology as part of global
collaboration. Below is an example of their statement:
Yes, I think this GVT model is very effective helping students to
learn how to work virtually and to learn to use technology for
communication and coordination when they are doing business
reports for our company (B2).
B1 and B2 confirmed the pedagogy that should underpin the GVT model.
First, the pedagogy of the GVT model should teach students how to work
cooperatively with other students from different backgrounds. It is because
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working in the GVTs is standard practice in global business (Connaughton
and Shuffler 2007). At the same time, the pedagogy of the GVT model
should also focus on problem solving.
Summary of data analysis in relation to RQ2 for business
representatives
Table 4.7 summarizes the pedagogy of the GVT model in order to achieve
its goal in enhancing student learning and presents the supporting factors
that need to be taken into consideration in the pedagogy of the GVT from
the perspective of interviewed business representatives.
Table 4.7 The Pedagogy of The GVT Model from Business Representatives’ Perspective
No The GVT model‘s pedagogy
1 Technological Pedagogy
2 Problem Solving activities
3 Collaboration
4.2.2.4. Conclusion
The interviewed participants suggested that the pedagogies should
underpin the GVT model. Table 4.8 summarises the perspective of all
interviewed participants about the pedagogies for the GVT model and
supporting factors that need to be taken into consideration in supporting
the pedagogy of the GVT model to achieve its goal in enhancing students‘
learning.
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Table 4.8 The Recommended Pedagogies for the GVT Model from the perspective of all interviewed participants
No The GVT model‘s pedagogy Supporting factors
1 The applied learning 1. Active learning 2. Diversity and multi-cultural
environment 3. Independent study 4. Online discussion and
brainstorming 5. Sufficient theory
understanding and lecturer support.
2 Active learning
3 Multi-cultural Collaboration
4 Problem solving activities
5 Technological pedagogy
6 Collaboration
4.2.3. Responses to research questions (RQ3) concerning:
RQ3: How might students participating in the GVT model at Ma Chung
University be assessed?
4.2.3.1. The responses of group 1 (students) in relation to RQ3:
This section provides students‘ responses to the following interview
questions that are derived from Table 3.1 in Chapter 3. There are two
interview questions that link to RQ3 as follows:
1. Question 11: What do you think of the assessment of your GVT
model experience?
2. Question 12: Is there anything else you would like to add about
your GVT experience?
The interview with groups of students showed that the majority of them
agreed that the existing assessment of the GVT model was a fair way to
evaluate their work because it is made up of a combination of a report
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evaluation, presentation and peer-evaluation. Below is their typical
answer:
I think the assessment system in the GVT model is fair because
each member can assess the other team members, and the
lecturers also assess us based on the criteria that they have
provided to us at the beginning of the course (S1).
However, interviewed students suggested several improvements for the
the GVT model‘s assessment as below:
S3 suggests the peer-evaluation should have detailed criteria in order to
evaluate their work correctly. Other interviewed students (S1, S7 and S14)
said that assessing them with varied types of assessment rather than one
type of assessment is good for them. For instance, they said that their
lecturers would know the depth of their IB understanding and their
contribution to teamwork by asking them to present a business report.
This report would be the result of teamwork rather than only from a final
report. This is an example of their comment:
The assessment system in the GVT model is fair and I felt
satisfied with the assessment because of the clear criteria and
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peer evaluation. Moreover, we expected to do the presentation
at the end of the project (S7).
S4 pointed out that the weight of the business/project report using the
GVT model must be greater than the weight of their presentation because
the presentation is not the result of teamwork. In order to reduce
subjectivity in the assessment, S6 suggested that their business report
should be evaluated with several lecturers. S5 suggested that their
business report should be returned to them along with feedback to ensure
fairness and also help them to learn from their mistakes. Although,
students did not state directly, it implied that there were issues in terms of
fairness in the assessment in the GVT model.
Some interviewed students (S2, S9 and S12) suggested that self-
evaluation should be part of the assessments in the GVT model. Below is
their typical answer:
It is good, but I suggest there should be self-evaluation. For
instance, writing notes about what I have learned, achieved,
and to be achieved later and how significant the achievement is
for my learning (S12).
S17 and S20 claimed that free-riding can easily occur in the GVT model.
Below is their typical answer:
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Proof of online chatting should be attached to the business
report. Thus, team members who are not active or who do not
contribute to teamwork will not get a good score because of the
sympathy of other team members but for their performance
(S20).
The characteristic of the GVT model, which focuses on teamwork and
online learning potentially causes free-riding. However, S15 revealed that
many students were hesitant to report any issues related to teamwork and
chose to wait until the end of the project using the GVT model to report
their team members.
Summary of data analysis in relation to RQ3 for students:
Table 4.9 is the summary of student responses in terms of the assessment
of the GVT model and supporting factors. These need to be taken into
consideration in designing the assessment of the GVT model in order to
achieve its goal in enhancing student learning.
Table 4.9 The Suggested Assessment of The GVT Model from Student’s Perspective
No The Assessment of the GVT Model
Supporting factors
1 Peer evaluation - Detailed criteria for peer evaluation
- Ability of students to evaluate themselves
2 Self-evaluation
4 Fairness Detailed criteria
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5 Availability of feedback Time and effort from lecturers to give feedback
6 Free from the potency of free- riding
The appropriate channel for report the issue
4.2.3.2. The responses of group 2 (Lecturers) in relation to RQ3:
The section provides lecturers‘ responses to the following interview
questions that are derived from Table 3.1 in Chapter 3. Below are two
interview questions that linked to RQ3:
1. Question 10: What kind of assessment do you think might reduce
free-riding in the GVT model?
2. Question 11: Is there anything else you would like to add about
your experience with the GVT model?
The interviewed lecturers (L2, L3, L5, L6, L7, and L9) considered that free-
riding could occur in the GVT model because their students worked
virtually or online and worked in a team. This was clarified by the comment
of one lecturer:
It's hard to control the occurrence of the free-riding in the GVT
model because what students submit is the final result of the
business report. (L3).
The nature of teamwork and online learning are prone to the possibility of
free-riding and these lecturers (L1, L2, L4, L7, L8, L9, and L10) confirmed
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that the peer evaluation is still the best approach to detect the free-riding
in the GVTs. Below is their typical answer:
I think an effective assessment that can reduce the free-riding is
the peer evaluation, in which students will assess other
students and vice versa (L7).
In addition, most of the interviewed lecturers agreed that they should
monitor their students‘ learning progress to alleviate the potential of free-
riding in the GVT model. Below is their typical response:
Lecturers can also observe their student when they are
participating in online discussions (L2).
Some interviewed lecturers (L1, L2, L5, L8, and L9) suggested that the
peer evaluation should not only be conducted at the end of the project, but
also when their students finished each part of the project of the GVT
model. Below is their typical answer:
I think the existing peer-evaluation must be continued because
by using peer evaluation, team members can assess other
members using the assessment form that was given by
lecturers. However, the criteria of the peer evaluation should be
made specific and not just given in at the end of the project
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using the GVT model. The peer evaluation should be given
each time they complete one part of the project of the GVT
model (L1).
Meanwhile, L1, L2, and L4 suggested that the weight and criteria of each
task in the GVT model assessment should be defined clearly. They
emphasized that the weight of each task criteria should also be designed
in accordance with the level of difficulty of each task. This is one example
of their response:
The criteria and weight of each point in the assessment form
should be fair for students. Thus, in order to make it fair, the
input from other lecturers and students will be useful (L1).
Interviewed lecturers (L2, L5, L7, and L9) suggested integrating an
individual assessment as part of the assessment in the GVT model. The
individual assessment such as presentation and self-evaluation can be
conducted. They argued their student learning should not only focus on
how to generate a good final result but also improve the learning process.
Below is their typical response:
The individual assessment is also used to reduce the potential
of free-riding. Individual assessments can be carried out as part
of the method of self-assessment, and peer assessment. (L2).
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And;
Students should also be expected to write a memo or essay to
tell their lecturers about what they were learning and doing.
Students should not only be assessed using the final report (L5)
Summary of data analysis in relation to RQ3 for lecturers
Table 4.10 is the summary of the responses of lecturers in terms of the
assessment of the GVT model and supporting factors that need to be
taken into consideration in designing the assessment of the GVT model in
order to enhance student learning.
Table 4.10 The Suggested Assessment of the GVT Model from Lecturers’ Perspective
No The Assessment of the GVT Model
Supporting factors
1 Free from the free-riding - Peer evaluation - Objectivity in evaluate other
students
2 The effective peer evaluation - Detailed criteria and fair weight
- Regular evaluation
3 Self-assessment Ability / objectivity of students to evaluate themselves.
4.2.3.3. The responses of group 3 (Business representatives) in relation to RQ3:
The section provides business representatives‘ responses to the following
interview questions that are derived from Table 3.1 in Chapter 3.
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According to Table 3.1, there are two interview questions linked to RQ3 as
follow:
1. Question 7: Are there any improvements you might recommend for
the GVT model?
2. Question 8: Is there anything else you would like to add about the
GVT model?
The interviewed business representatives suggested the assessment
should fit with their requirement. Below is their typical statement
Probably for next the GVT model, when students do
presentations, we could be invited to assess students and
provide feedback to them. In addition, we could be involved in
the GVT model to provide information related to the project or
business idea that we need. Thus, students could suggest more
specific business ideas that are suitable to our needs (B1).
Similarly, they suggest being involved in the evaluation process because
their involvement in the GVT model assessment will help them to get
potential employees. Below was the response of B2:
It would be better if we are involved in the evaluation process
so that we can give input to students. From the assessment, we
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also would know the potential students who could be recruited
to be our employees (B2).
Summary of data analysis in relation to RQ3 for business
representatives:
Table 4.11 is the summary of the responses of business representatives in
terms of the assessment of the GVT model and supporting factors that
need to be taken into consideration in designing the assessment of the
GVT model to enhance student learning
Table 4.11 The Suggested Assessment of The GVT Model from Business Representatives’ Perspective
No The Assessment of the GVT Model
Supporting factor
1 Fit with industry expectation Business representatives‘ involvement the assessment of the GVT model
4.2.3.4. Conclusion
Table 4.12 is the summary of the responses of all participants in term of
the assessment of the GVT model and supporting factors that need to be
taken into consideration in designing the assessment of the GVT model in
order to enhance student learning.
Table 4.12 The summary of All Participants’ responses regarding The GVT Model’s assessment
No The GVT Model‘s assessment Supporting factors
1 Peer evaluation - detailed criteria for peer evaluation
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2 Self-assessment Ability of students to evaluate themselves
3 Fairness Detailed criteria
4 Free from the potency of free-riding - Peer evaluation - Objectivity in evaluate
other students
5 Availability of feedback Time and effort from lecturers to give feedback
6 Fit to industry expectation Business representatives‘ involvement
4.2.4. Responses to research questions (RQ4) concerning:
RQ4: How might the GVT model at Ma Chung University impact tuition
costs, access and plurality in Indonesian higher education?
4.2.4.1. The responses of group 1 (Students) in relation to RQ4:
The section provides students‘ responses to the following interview
questions that are derived from Table 3.1 in Chapter 3. According to Table
3.1, there are six interview questions linked to RQ4 as follow:
1. Question 4: Do you think the GVT model provides the opportunity
for flexible learning in terms of time and location?
2. Question 7: What was it like working with a culturally diverse GVT?
3. Question 8: What were your experiences working with technology in
the GVT? How does this compare with meeting face-to-face?
4. Question 9: Did you face any difficulties in scheduling meetings with
your team members?
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5. Question 10: Did you feel a sense of trust working with other GVT
members?
6. Question 12: Is there anything else you would like to add about
your GVT experience?
This section provides the students‘ responses in the regard to two key
issues which are: increased access and the support of pluralism in
Indonesia. Below is the detail of their responses:
4.2.4.1.1. Issue 1: access
The information that was derived from the interviewed students can be
divided into two categories which are: positive responses (supporting
factors) and challenges that will be faced by the GVT model in its effort to
increase access.
a) Supporting Factors
- Learning anywhere and anytime
The agreement of all interviewed students is that the GVT model supports
their learning anywhere and at anytime because the GVT model uses this
technology in its teaching. Below is their typical response:
I think by using technology, the GVT model provides me with
flexibility of time and place. For example, although the team
members consist of team members who come from different
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countries, we can collaborate and work on the same project
together even without meeting face-to-face. In other words, this
GVT model facilitates the collaboration of students who are
located in different countries and are separated by distance and
time (S3).
Hence, S1, S2, S7 S16 pointed out that they can learn IB theories without
necessarily attending regular lectures and can only come to university for
a tutorial class. By utilizing technology, IB students have more time to
study in their own home. For several students (S1, S2, S11, and S13), the
GVT model saved them money and travelling time to the university. The
GVT model would benefit busy students who only have a limited time. This
was confirmed by one student who worked as a part- time employee:
This GVT model really helps me to learn because I have to
work part-time and should study at the university at the same
time so I do not have much time to travel and stay in the
classroom (S17).
Thus, students not only can be more productive in their learning but they
also can save their money. Again, the positive student responses
supported the GVT model as a pedagogy tool that potentially increases
their access to Indonesian higher degree education.
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- Positive experience
Many interviewed students (S1, S2, S3, S9, S14, S16, S17, S18, S19, and
S20) said that they had positive experiences when they learned with
technology. Below is their typical answer:
The learning process was more fun than just learning in the
classroom. It is because in the GVT model, the discussion is
more active and alive. We did not feel embarrassed about
speaking to others because we did not present our opinion
directly to our friends face-to-face (S3).
In addition, S3, S9, S11, S13, S14, S16, S17, and S19 claimed that they
felt more confidence in expressing their opinions with technology rather
than when they learned IB theories in the classroom. Without face-to-face
meetings, their opinion was judged mostly based on quality rather than
their personal background. Below is their typical response:
Without the face-to-face setting, I feel more confident to
express my opinions rather than when I learned in the
classroom because in the classroom students with outstanding
achievements often dominated the discussions (S3).
And;
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In this GVT model, we could use technology such as e-mail or
Facebook to communicate or express our opinions. When we
were asked, we had time to think, search for data and did not
have to answer their question directly (S13).
In addition, the confidence to speak to their ideas and with active
engagement in online discussion impacts positively on their learning.
Several students (S1, S2, S4, S16, S18, and S20) suggested that the GVT
model encouraged them to be active learners. They claimed that they
learned to analyse choices and make decisions instead of memorising
theories concerned with the GVT model. Below is their typical response:
This GVT model was very interesting and not boring because I
was encouraged to continue to learn with other team members
and not only through memorising theories but rather by putting
them into practice (S16).
These positive responses supported the GVT model as a pedagogy tool
that potentially enhanced students learning and increase access to
Indonesian higher degree education.
b) Challenges
Student Learning culture
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Although some interviewed students said that they preferred to learn
independently, not all interviewed students agreed. Their learning culture
might not be able to be replaced with the GVT model fully. Interviewed
students (S4, S5, S6, S8, S10, S11, S12, S13, and S15) said that it was
difficult to leave behind a habit learnt in the classroom as this was part of
their culture. Below is their typical response:
Working face-to-face was easier than working with technology.
When I was involved with the GVT model, I often
communicated via e-mail or by writing so my writing skills will
impact on the quality of message I want to send (S6).
The feeling of meeting face-to-face with their lecturer made students feel
comfortable. S2, S3, S10, S13, S17, S20 confirmed that they often feel
lost, lonely and often confused to communicating with other students when
they did not have a face-to-face meeting with their lecturers and other
students. Below is their typical response:
I felt there was something missing when I learned with this GVT
model, for example I could not see the expression of each
member, there were misunderstandings, and felt uncomfortable
learning alone because I have become used to learning in the
classroom. (S20).
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Some interviewed students (S4, S6, S7) pointed out that they still need
their lecturer for mentoring and support to give them confidence in their
learning. It is likely that the effectiveness of the GVT model to enhance
student learning and increase access to Indonesian higher degree
education will depend on how well the GVT model can provide support the
student to be confident and comfortable in their learning and also fit with
the existing Indonesian learning culture.
The Existing Infrastructures in Indonesia
Some interviewed students (S11, S15, S16, S17, S19, S20) pointed out
that insufficient technology and supporting infrastructure in Ma Chung can
impact negatively on their learning. This is an example of their response:
When I joined the GVT model, I had difficulty in
communication which was not based on the team members
but the ICT facilities at the University of Ma Chung which
were less sophisticated for online collaboration (S16).
High speed internet is necessary for video conferences. However, not all
universities in Indonesia have the facility for video conferencing as there is
a limitation in internet speed and infrastructure. As a result, most students
tend to use email rather than video conferencing. This condition can cause
misunderstandings. For instance, some students (S7, S10, S13, S14 and
S15) said that they sometimes faced misunderstandings. It is because
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they cannot immediately see the gestures and emotions of another team
member. Below is their typical answer:
Sometimes I felt more comfortable communicating face-to-face
because I preferred seeing the gestures of the other team
members (S13).
Timing
Timing in these circumstances means focusing on the time students are in
virtual communication with other team members. The interviewed students
(S4, S5, S6, S12, S14, S18, S19, and S20) believed that they faced
difficulties in scheduling a meeting with other team members who are
located in different locations. Below is their typical answer:
I only had a problem at the beginning of working on the GVT
model due to the time difference among team members. In the
GVT model I faced difficulties scheduling the discussion time
(S19).
It seems that the time difference made students wait for other students
(GVTs members) to appear online for the discussion. Timing can give rise
to misunderstanding and conflict. This hinders access to Indonesia for two
reasons: 1) the number of islands that make up Indonesia, 2) Indonesia
has three time zones.
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4.2.4.1.2. Issue 2: Pluralism Similar to their responses to the issue of access, students also remarked
on both positive and negative responses regarding the potency/strength of
the GVT model to support pluralism in Indonesia. Below is the detail of
their responses:
a) Supporting Factors
From their experience working in the intercultural team, the majority of
interviewed students agreed that they learned to be more tolerant of other
cultures. Below is their typical response:
Based on my experience, learning with the GVT model was
quite enjoyable because through the GVT model we came to
know the different cultures of each team member. We learned
how to communicate, tolerate cultural differences, and resolve
problems that were raised as a result of culture differences
(S12).
S5 and S14 explained that before they became involved in the GVT
model, they only communicated with Indonesian students. Thus, S1, S2
remarked that they felt uncomfortable the first time they communicated
with other students. However, some of the interviewed students (S12,
S16, and S18) said that the GVT model changed their perspectives on
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being more open to other cultures. Below is one example of their
comments:
I learned to communicate with students whom I did not know
before. They have different cultures. I learned to trust them and
to work on the project of the GVT model together. I also
became aware of the cultures and working habits of the team
members so that if I met with people from abroad, I no longer
felt awkward (S16).
In fact, the culture of Indonesia, which is a collective society, supports the
GVT model in building multicultural education in Indonesia. Some of
interviewed students (S3, S5, S6, S12, S16) noted that they learned how
to work with other students who have different cultures and to avoid
conflicts among them. Below is their typical answer:
Being tolerant to different cultures also helps us avoid conflicts
caused by the different cultures of one country to another (S6).
b) Challenges
The interview reveals three main challenges of the GVT model as a multi-
cultural pedagogy. Some of the interviewed students (S3, S7, S13, S17,
S18, S19, S20) pointed out that communicating with students from varied
cultural backgrounds is not easy, especially if they should collaborate with
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students from overseas who do not speak English. This is emphasised in
the comment of one student:
I learned that working with students from different cultures was
not easy. For example, language and cultural obstacles made
the delivery of my ideas less appropriate/applicable and less
understandable even though I thought that the business idea
was good (S17).
In addition, several students (S3, S7, S13, S17 and S20) stated that
sometimes they faced difficulties to understanding the expressions of
other students if the communication is only conducted by virtual
communication. This is highlighted by the comment of one student:
Frequently the online discussions were conducted in writing
form and no video conference so that it was difficult for me to
know their expressions and body language (S17).
Thus, with that culture and language differences, some interviewed
students (S3, S4, S7, S13, S17, S20) pointed out that establishing and
maintaining trust in the GVTs was not easy. Below are their typical
responses:
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I doubted my team members because we only communicated
online such as through social media, e-mail, and yahoo
messenger. Moreover, we had different languages and cultures
so that there was a feeling of discomfort (S17).
4.2.4.1.3. Summary of data analysis in relation to RQ4 from student’s
perspective:
Table 4.13 is the summary of the response of students of the supporting
factors of the GVT model as a method to increase access and support
pluralism in Indonesia and the several challenges that need to be taken
into consideration.
Table 4.13 The GVT Model’s Supporting Factor and Challenges in
Supporting Pluralism and Increasing Access in Indonesia from Students’ Perspective
No Supporting factors Challenges Access/ pluralism
1 Technology development 1. Student learning culture that is dominated by teacher-centric learning
2. Existing technology infrastructures
3. Timing/ time-zones
Access 2
Students‘ positive responses to technological pedagogy
3
Mult-icultural interaction/ environment
1. Differences in language and culture
2. Trust
pluralism
4.2.4.2. The responses of group 2 (Lecturers) in relation to RQ4: The section presents the lecturer‘s responses to the following interview
questions. These interview questions are derived from Table 3.1 in
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Chapter 3. According to Table 3.1 in Chapter 3, there are five interview
questions linked to RQ4 as follow:
1. Question 4: Do you think the GVT model provides the opportunity
for flexible learning in terms of time and location?
2. Question 7: What do you think about the statement that the GVT
model can be operated with limited resources?
3. Question 8: How has the GVT model impacted student acquisition
of cross-cultural understanding and real-world skills?
4. Question 9: How prepared are your students for work following
participation in the GVT model?
5. Question 11: Is there anything else you would like to add about
your experience with the GVT model?
4.2.4.2.1. Issue 1: Access
a) Supporting Factors
The majority of lecturers agreed that the GVT model might potentially
increase access to higher degree education in Indonesia. Below is their
typical answer:
I think the GVT model provides flexibility in terms of time and
place; students can work anywhere as long as there is
technology or internet (L1).
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The application of the GVT model into higher degree education is also
supported by internet providers in Indonesia such as TELKOM, INDOSAT,
SMARTFREN, etc. L6 said that many internet providers in Indonesia offer
cost effective internet packages. Thus, accessing the internet for
education these days is not difficult and is cheaper than before. In
addition, L1 and L8 pointed out that online collaborative learning, such as
the GVT model will help their students to save their money for transport as
they can assess education from their own locations. They believe that the
GVT model can increase student enrolment from outside of Java.
b) Challenges
Two of the main challenges are closely related to access. The first
challenge is the time difference. L8 and L10 note that in the GVT model
students faced difficulty in bringing into line their own schedule. Thus,
using the GVT model for increased access is questioned. The problem of
time differences was explained by one lecturer:
The possible challenges that need to be considered is time
difference. For example, Indonesian and American students
have a big time difference of 12 hours. Thus, tolerance among
team members is very important (L10).
The second problem is teacher-centred learning. Some lecturers (L1, L4,
L5, L8, L9) highlighted the fact that the learning culture in Indonesia is still
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dominated by teacher-centric learning. Thereby, their students still prefer
to sit and to listen to them in the classroom. Below is their typical answer:
Many students are not used to working independently and they
are more comfortable being guided by their lecturers
continuously so that when they have to work independently,
they often hesitate and do not have the commitment to
complete the project (L8).
Some lecturers (L5, L7 and L9) highlighted the fact that their students
demand face-to-face meetings for consultation, mentoring and theory
delivery in the classroom. Unfortunately, L1 pointed out that many
lecturers in Indonesia often do not have additional time for consultation
and mentoring their students as they have a very busy teaching schedule.
4.2.4.2.2. Issue 2: Pluralism
The interviewed lecturers (L1, L5, L6, L7, L8) pointed out that their
students can achieve a better cultural understanding by experiencing
working with other students from varied cultural backgrounds. Below is
their typical response:
I think this GVT model helps them to understand other cultures
as they interact with other team members who have different
cultures. Through these interactions there will be transfers of
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information, culture, etc. that enable them to accept other
cultures (L1).
This cross-cultural understanding supports the Indonesian government‘s
goal in developing multi-cultural education. The response shows that the
GVT model conforms to the principle of the Indonesian nation, which is
―Bhineka Tunggal Ika‖, or ‗Unity in Diversity‘. Multi-cultural education is the
foundation of the Indonesian education system (Sugiharto 2009) in which
the evaluation of the GVT model aims to enhance through this research.
4.2.4.2.3. Issue 3: Tuition Fee
a) Supporting Factors
There are a variety of responses regarding how the GVT model can
reduce tuition fees. L1, L4, L5, and L6 confirmed that the GVT model can
reduce the overhead costs of the university, such as electricity. This is
one example of their statement:
It also saves the university‟s operational costs, for example,
electricity. By utilizing technology, the university can be more
economical for students (L1).
In addition, L4, L5, and L8 confirmed that the GVT model cuts the higher
education institution investment in building new classrooms. This is their
typical statement:
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Universities can save the investment of building construction
which is increasingly expensive (L8).
Some interviewed lecturers (L1, L4, L5, L8, and L10) argued that the GVT
model provided their students with real working experience in an
international team without the need to go to overseas. Thus, the GVT
model is a cost effective pedagogy that provides international experience.
Below is their typical answer:
With the GVT model, students experience working with
overseas students without the need to go overseas so they can
save a lot of money (L4).
These responses show that the concept of the GVT model has the
potential to reduce the operational cost of Indonesian higher education.
Affordable methods of teaching coupled with providing international
experience to students is a real possibility.
b) Challenges
Some interviewed lecturers (L3, L5, L7, and L9) worried about the initial
investment in establishing the GVT model in Indonesia. They pointed out
that the GVT model might not be established with limited funds because
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there is an imbalance of ICT facilities and infrastructure between Java and
other islands in Indonesia. Below is their typical answer:
I think the GVT model cannot be implemented with limited funds
as a virtual learning system. Like the GVT model, this requires
an ICT facility to facilitate the learning process. The ICT facility
includes the availability of a computer/ laptop with high speeds
and a large capacity, fast internet access, and other supporting
hardware such as headsets. I think the application of the GVT
model needs technology support and tools which are still
expensive in Indonesia (L3).
In addition, L6 argued that not all of their students have laptops or
computers. Below L6‘s answer:
However, the GVT model requires facilities such as laptop and
internet connection (Wi-Fi). It is true that today, almost all
students have laptops, but there are still some students who
cannot buy or afford a laptop (L6).
Thus, the investment also includes the cost for providing IB students with
a computer/ laptop with a high speed and large capacity, fast internet
access, and other supporting hardware such as headsets to communicate
directly. However, L5, L7 and L9 believe that the initial investment in
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technology will reduce gradually for a long-term period if the GVT model is
applied in many universities in Indonesia. Below is one of their statements:
I agree with this opinion if this GVT model is carried out on a
massive scale. This is because the GVT model is technology-
based pedagogy. If this GVT model is applied but limited to
particular institutions, of course, it is not efficient. In contrast, if
there are more of students using this GVT model, the cost of
the GVT model will be cheaper (L9).
4.2.4.2.4. Summary of data analysis in relation to RQ4 from lecturers’
perspective
Table 4.14 is a summary of the responses of lecturers putting forward
supporting factors and challenges that need to be taken into consideration
in designing the GVT model in order to achieve its goal in supporting
pluralism, increasing access and providing cost-effective pedagogy for
Indonesia‘s higher degree education.
Table 4.14 The GVT Model’s Supporting Factors and Challenges for Developing Pluralism, Access, and Cost-effectiveness from
Lecturers’ Perspective
No Supporting factors
Challenges Pluralism/cost effectiveness /access
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1 Technology development
1. Teacher centric learning
2. Time differences 3. Lecturers have limited
time to supervise or monitoring their students
4. Unequal infrastructure condition between Java and other islands in Indonesia
Access/ Cost effectiveness
2 Support from external institutions
2 Multi-cultural environment
Pluralism
4.2.4.3. The responses of group 3 (Business representatives) in relation to RQ4:
The section provides business representatives‘ responses to the following
interview questions that are derived from Table 3.1 in Chapter 3.
According to Table 3.1, there are three interview questions linked to RQ4
as follow:
1. Question 2: How, in your experience, does the GVT assist with
intercultural competence and networking?
2. Question 4: What are the advantages and disadvantages of the
GVT model compared to traditional face-to-face teaching?
3. Question 8: Is there anything else you would like to add about the
GVT model?
Pluralism
The interview with business representatives reveals that interaction with
students from varied cultural backgrounds impacts positively on their
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students because it makes them become more tolerant of other cultures.
Below is B1‘s statement:
For me it is quite clear that through the GVT model they can be
more tolerant of other cultures and are not confused when they
have to negotiate, meet and communicate with people from
other countries (B1).
Cost Effectiveness and Access
Both business representatives believed that the GVT model is a more
cost-effective pedagogy rather than classroom pedagogy because it
utilizes technology to deliver teaching. Below is their typical comment:
The GVT model is a learning model that is more efficient in
terms of time and cost because it uses online tools or media
(B1).
However, B1 also concerned about the existing learning culture in
Indonesia. B1 said that Indonesian students prefer to study face-to-face. It
seems the culture will be the one of main challenges to apply the GVT
model into Indonesian higher education. Below B1‘s statement:
The learning culture of Indonesian students is that they feel
comfortable when they learn in the classroom so that they are
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more serious in responding or discussing something when they
meet face-to-face with their lecturers or other students (B1).
In addition, B1 pointed that slow internet access and poor infrastructure in
Indonesia is also a barrier for the GVT model to increase access. These
challenges need to be considered carefully to improve the GVT model.
Summary of data analysis in relation to RQ4 for business
representatives:
Table 4.15 illustrates the perspective of business representatives
concerning the supporting factors and the challenges of the GVT model
that hinder the GVT model in developing a pluralistic society, increasing
access and reducing tuition fee in Indonesia
Table 4.15 The GVT Model’s Supporting Factors and Challenges of Developing Pluralism, Cost Effectiveness and Access from Business
Representatives’ Perspective
No Supporting factors Challenges Pluralism/cost effectiveness /access
1 Multicultural interaction
1. Teacher-centric learning
2. Poor Infrastructure condition in Indonesia
Access Pluralism Cost effectiveness
2 Technology utilization
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4.2.4.4. The responses of group 4 (Government representative) in
relations to RQ4:
The section provides Indonesian government representatives‘ responses
to the following interview questions that are derived from Table 3.1 in
Chapter 3. According to Table 3.1, there are five interview questions linked
to RQ4 as follow:
1. Question 1: What advantages might accrue from the broader
adoption of the GVT model in higher education?
2. Question 2: What disadvantages might result from the broader
adoption of the GVT model in higher education?
3. Question 3: How might the GVT model promote tolerance, diversity
and pluralism in Indonesia?
4. Question 5: Is it realistic to think that the GVT model can help
Indonesia to increase student access to higher education?
5. Question 7: Is there anything else you would like to add about the
implementation of the GVT model in higher education?
Supporting factors
The interview with the Indonesian government representative
demonstrated that positive responses to the potency of the GVT model as
an educational method. This method addresses the specific issue of
affordability of and access to higher education in Indonesia towards the
growth and development of Indonesia as a nation. Below is the statement
of the Indonesian government representative (G1):
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Through the existence of the GVT model, teachers from big
cities in Java can provide online education to students in other
areas without having to move to the areas which have teacher
shortage. Second, the GVT model can help students work
together as a team and discuss with students from other areas
without the need to meet face-to-face. Thirdly, the GVT model
can help students to learn anywhere without the need to come
periodically to universities thus it saves their time, effort, and
cost (G1).
G1 made an important point that the GVT model, which is underpinned by
online collaborative learning, can address the important problem in
Indonesian higher education. This is the quality and the shortage of
lecturers. It is because the GVT model allows collaboration and resource
sharing. In addition, G1 made another important point that the GVT model
increases access through connecting students with technology. Below was
the response of G1:
The GVT model can help students to learn anywhere without
the need to come periodically to universities, thus, it saves their
time, effort, and cost (G1).
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Furthermore, G1 pointed out that the GVT model increased the tolerance
of divergent views and beliefs among Indonesian students. As a result, the
government goal to develop multicultural education can be achieved. This
was clarified by one of G1‘s statement:
The results of our survey of this project showed that there is a
positive effect of the collaborative project on the cultural tolerance
level among team members (G1).
Challenges
However, G1 also mentioned several challenges that should be
considered. The first challenge is the unequal infrastructure conditions in
Indonesia. Below is his statement:
I think this GVT model also has disadvantages, for instance, the
method is less suitable for areas in Indonesia with inadequate
infrastructure facilities, such as the lack of internet connection
and inadequate electricity in certain areas. (G1).
The second challenge is the lack expertise of operating technology tools.
Below is his statement:
We lack lecturers who are able to use online media to support
this learning model, as well as the absence of the government
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regulations that provides full support to this GVT model so that
lecturers are hesitant at being involved in the GVT model, for
example, currently lecturers and students prefer a face-to-face
learning model, and lecturers do not get any financial benefits
from applying the GVT model to their teaching (G1).
Finally, the time differences is one of the challenges for online
collaborative pedagogy such as the GVT model. Below is G1‘s statement:
I also see lecturers and students faced difficulty in
communication due to the time difference among regions in
Indonesia, for instance, the time of western part of Indonesia
has 2 hour time differences from the eastern part of Indonesia
(G1).
G1 also pointed out that the initial investment in building the supporting
infrastructures for the GVT model for Indonesian higher education
institutions could discourage/deter many universities from developing this
type of technology. Below is G1‘s statement:
The cost for investment for the GVT model may be greater than
the face-to-face learning but this first investment will be cheaper
if it is used by many students. The biggest cost is an investment
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in the facilities and infrastructure that are necessary for e-
learning (G1).
Hence, G1 said that the technology-based pedagogy such as the GVT
model might not be efficient if the GVT model is only applied to particular
higher education institutions. Below is G1‘s statement:
However, for the long-term, this investment is much cheaper
than a face-to-face lecturing method because it is reducing
transportation costs, classroom buildings. Thus this pedagogy
based on technology, such as the GVT model, probably needs
to be built on a large scale and should be supported by many
universities (G1).
Summary of data analysis in relation to RQ4 for representative
of Indonesia Government
Table 4.16 is a summary of the responses of government representatives
regarding the supporting factors and challenges that need to be taken into
consideration in designing the GVT model in order to achieve its goal in
supporting pluralism, increasing access and providing cost-effective
pedagogy for Indonesian higher degree education.
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Table 4.16 The GVT Model’s Supporting Factors and Challenges in Developing Pluralism, Cost Effectiveness and Access from The
Perspective of Representative of Indonesia Government
No Supporting factors
Challenges Access/pluralism/ cost-effectiveness
1 The positive responses from Indonesia Government about the GVT model
- Infrastructure condition in Indonesia
- Time differences - Lecturer‘s expertise
in teaching with ICT
Cost-effectiveness Access, Pluralism
2
Technology development
4.2.4.5. Conclusion
The interview reveals several supporting factors and the potential
challenges that might hinder the GVT model as a pedagogy to prepare
students to work in a pluralistic environment as well as a method to
address specific issues of affordability of and access to higher education.
The supporting factors and challenges from the perspectives of all
participants are summarized in Table 4.17.
Table 4.17 The GVT Model’s Supporting Factors and Challenges of Developing Pluralism, Cost Effectiveness and Access from all
Participants’ Perspective
No Supporting factors
Challenges Aims
1 Technology development
1. Student learning culture that is dominated by teacher-centric learning
2. Existing technology infrastructures
3. Timing/ time zones Timing / time zones
4. Language and culture differences
Cost- -effectiveness, access, pluralism
2 Students‘ positive responses to technological pedagogy
3 Multi-cultural interaction/ environment
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4 Support from external institutions, internet provider and government
5. Trust 6. Lecturers have limited time
to supervise or monitoring their students
7. Lecturer‘s expertise in teaching with ICT
4.2.5. Responses to research questions (RQ5) concerning:
RQ5: How might the GVT model at Ma Chung University contribute to
national economic goals?
4.2.5.1. The responses of group 4 (Government representative) in
relation to RQ5:
The section provides Indonesia‘s government representative‘ responses to
the following interview questions that are derived from Table 3.1 in
Chapter 3. According to Table 3.1, there are two interview questions linked
to RQ5 as follow:
1. Question 4: How might the GVT model contribute to national
economic goals?
2. Question 7: Is there anything else you would like to add about the
implementation of the GVT model in higher education?
Generating The IB Competency
From the interview, the Indonesian government representative (G1)
confirmed that the GVT model potentially makes high-quality and
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competent employees in the field of international business. This is G1‘s
statement:
The GVT model potentially provides competent employees in
the field of business management, especially in international
business. Competence is demonstrated from the students'
ability to work as a team; work online; their ease of ability to
speak in different languages; communicate effectively, etc (G1).
In addition, G1 also pointed out that the GVT model equipped IB students
with real world skills, such as language, communication, teamwork skills
and online communication skills: skills that are needed by current global
business. G1 believed that the GVT model reduced the unemployment
rate in Indonesia and goes hand-in-hand with the Indonesia‘s national
economic goal.
Generating Creativity
Furthermore, G1 confirmed that the GVT model enhances student
creativity. GI argues that this creativity can create new employment in
Indonesia and develop the Indonesian economy. It is likely because
creative ideas can change the way people work and market their products
or services. This was stated by the comment of G1:
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I believe this GVT model can enhance students‟ creativity that
lead to the emergence of new ideas. I suppose the innovative
ideas can create new jobs and this has the potential to change
the mind-set of students. They do not think only as employees,
but start to think as entrepreneurs. Thus, I believe innovative
ideas can reduce the unemployment rate in Indonesia.
Indonesian students need to be creative people if they want to
compete in the international market (G1).
Summary of data analysis in relation to RQ5 for the
representative of Indonesia Government:
The interview showed that the Indonesian government representative who
is the education policy maker agreed that the GVT model support the
Indonesia economic goals. Hence, the GVT model is an appropriate one
to be continued and promoted to other higher degree education institutions
in Indonesia. Table 4.18 summarizes the two main contribution or
supporting factors of the GVT model to Indonesia‘s national economic
goal.
Table 4.18 The Contribution of the GVT Model to Indonesia National Economy
No Supporting factors
1 Generating the IB competency
2 Generating creativity
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4.3. Conclusion Chapter 4 presents the interview results of IB students, lecturers, business
representatives and the Indonesian government representative who are
stakeholders in the GVT model. Table 4.19 summaries all interview
results.
Table 4.19 The Summary of All Interview Results
No Interview Main areas of concern
Knowledge contributors Result Supporting factors
& challenges
1 Theory understanding
Real-world skills acquisition
Inter-cultural communication
Interpersonal relationships
Generating the creativity
Supporting factors:
problem solving or idea generating activities
• Multi-cultural teamwork and environment
• Opportunity to apply theory into practice
Challenges: • trust • time and effort
to collaborate and communicate
• Less supervised environment
• enhance an active discussion
Elements of the GVT model
Students, lecturers, government representative, business representatives
2 The applied learning
Active learning
Mult-icultural Collaboration
Problem solving activities
Technological pedagogy
Collaboration
Supporting factors:
Active discussion
Diversity and multi-cultural environment
Independent study
Online discussion and brainstorming
Strong theory understanding.
Pedagogy of the GVT model
Students, lecturers, government representative, business representatives
3 Peer-evaluation
Self-
Supporting factors:
Assessment of the GVT
Students, lecturers,
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assessment
Fairness
Free from the potency of free-riding
Availability of feedback
Fit to industry expectation
detailed criteria for peer evaluation
Detailed criteria
Objectivity in evaluate themselves and other students
Time and effort from lecturers to give feedback
Business representatives‘ involvement
model business representatives
4 Positive responses regarding the potency of the GVT model in Increasing access, supporting pluralism and be the cost-effectiveness pedagogy
Supporting factors
Technology development
Students‘ positive responses to technological pedagogy
Multi-cultural interaction/ environment
Support from external institutions, internet provider and government
access, pluralism and cost-effectiveness
Students, lecturers, the government representative
Challenges
teacher-centric learning
Poor infrastructures
Time-differences
Language and culture
Trust
limited time to supervise their students
Lecturer‘s expertise in teaching with ICT
5 Supporting Indonesia economy goal
Supporting factors
Generating the IB competency
Generating creativity
National Economy Goals
The Indonesian government representative
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The interview results demonstrate the positive responses of the potency of
the GVT model as a tool to prepare IB students to work in the global
economy and as a method to address the specific issue of affordability of
and access to higher education in Indonesia that works towards the
growth and development of Indonesia as a nation. Several supporting
factors and challenges that have been highlighted by participants need to
be taken to consideration to ensure the GVT model can achieve its aims.
Thus, the following Chapter 5 discusses the challenges associated with
the GVT model and the gap between the current Indonesian higher
education condition and the supporting factors of the GVT model. The
challenges and factor gaps are the key issues that will be addressed in
Chapter 6.
In order to identify the key issues, the interview outcomes in Chapter 4 will
be synthesized into four key areas of concern or key themes, which
consist of:
1. The elements of GVT model,
2. The pedagogy of GVT model,
3. The assessment of GVT model and;
These aspects of the GVT model to achieve pluralism, access, cost-
effectiveness in Indonesian higher education.
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Chapter 5
DISCUSSION OF RESULTS
5.1. Introduction
Before the extensive discussion of the data in Chapter 5 begins, a brief
review of what has been discussed thus far in the research project is
presented to establish the context of this evaluation. Chapter 1 has
established the significance of the research by providing an overview of
the GVT model and the background of the application of the GVT model
into higher degree education institutions in Indonesia. It has also
highlighted the current challenges that are faced by the Indonesian
government associated with access to education. The overview of the
Indonesian education situation is the foundation of conducting the
research.
The literature review of Chapter 2 focuses on several key issues of the
research in the evaluative framework. The evaluative framework
represents both potential benefits and challenges of the application of the
GVT model into higher education institutions. The literature and case
studies of the application of the GVT model in many fields have also been
provided. The literature and data collected suggest that the application of
the concept of the GVT model into higher education is perceived as
important. However, there is a knowledge gap because there is no
research to evaluate the application of the GVT model in Indonesian
higher education institutions. This research evaluated the GVT model at
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Ma Chung University to fill the knowledge gap and the finding at Ma
Chung University can be extrapolated to Indonesian higher education
circumstances.
The research paradigm and methodology of Chapter 3 provided the
framework for data collection and analysis. In addition, data presented in
Chapter 4 is based on interviews as a result of the research paradigm
stipulated in Chapter 3. The first 4 chapters provide the key information,
themes and concepts that comprise the context of Chapter 5.
Chapter 4 is an analysis of the perspectives of the interviewed participants
which included students, lecturers, business representatives and a
government representative. Chapter 5 is the result of conclusions drawn
from the results of interviews in Chapter 4 and the concept presented in
the literature review in Chapter 2.
5.2. The Discussion of the Interview Results
In this section, the interview results that have been presented in Chapter 4
discuss the application of the GVT model at Ma Chung University. The
discussion of the interview results in Chapter 5 discusses 1) the key
issues, which are the challenges or the gap between conditions in
Indonesia and, 2) the factors that enhance the GVT model as a pedagogy
to prepare IB students to work in the global economy and, 3) as a method
to address the specific issues of affordability of, and access to, higher
205
education in Indonesia and, 4) the growth and development of the
Indonesian nation. The discussion results generated the key issues to be
resolved in Chapter 6.
5.2.1. The Elements of the GVT Model at Ma Chung University
In this section, the discussion occurs in the gap between the current
condition of the Indonesian higher education system and the supporting
factors of the GVT model. The factor gap presents the key issues that
should be taken into consideration in improving the elements of the GVT
model in order to enhance IB student learning. Below are the details of the
discussion:
5.2.1.1. Theory Understanding
Students say that they can more easily remember the IB theories that they
have learned previously if they comprehend the relevancy of IB theories in
reality. However, the interviews implied that some lecturers were not
interested in changing their teaching style even though they supported the
fact that the GVT model should be underpinned by problem solving or idea
generation activities. As Nixon et al (2006) noted, 70 per cent of student
learning is actually coming from their experiences rather than a
memorising activity. This finding provides a new perspective on how
lecturers should teach.
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The evidence shows that the theory of understanding transdisciplinary
studies such as international business is best achieved by experiencing
directly the diverse challenges in the industries (Van Merriënboer and
Kirschner 2007). The point here is: the problem solving activities that are
underpinned by applied learning goes beyond memorising and helps
students achieve better understanding of the theory by engaging them in
active learning (UC Davis 2011) and multicultural teamwork. The research
results from several authors in Chapter 2, such as Armstrong and
Machmud (2008) and Brodie (2009) also draw similar conclusions.
It seems that the current higher degree education system in Indonesia still
does not support applied learning that underpins the GVT model. This is
endorsed by the government who said that they will support the student-
centred learning pedagogy. Similarly, Gustanto (2014) pointed out that the
learning culture in Indonesia is dominated by teacher-centred learning.
The gap between the teaching style in Indonesia and the teaching style
that supports the GVT model is one of the key issues that hinder the
potential of the GVT model in enhancing student learning. It might be
difficult to enhance student learning with the GVT model if the teaching
paradigm in Indonesia is not changed or at least modified.
5.2.1.2. Real-world Skills Acquisition
The interviews demonstrate evidence that the GVT model potentially
equips Indonesian students with real-world skills that are needed in
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international business industries. The GVT model potentially supports the
universities in Indonesia in developing the competency of university
graduates. The Indonesian National Qualification Framework or known as
KKNI was established in 2011 and will start to be applied in all universities
in Indonesia by 2016 (Unmul 2015). With KKNI the universities are
expected to equip their students with the competency in the field that they
learn.
According to the Asian Development Bank report (cited in Jakartapost
2014, p.1), Indonesia needs skill-focused training to transform Indonesia
from a country which primarily relies on its natural resources and cheap
labour to one which can offer high-end technology, skills and service.
Thus, as the interviews noted the GVT model supports the Indonesian
government in achieving its national economic goals through generating
real-world skills that are needed in the IB industry.
Edutopia (2008) found that students are more likely to retain information
when they are engaged in team-based activities. Hence, it appears that
student-centred pedagogy inherent in teamwork, with lecturers acting as
guides, achieves a greater student understanding of subject matter than
the teacher-centric model involving one-way instruction (Ellis and Hafner
2008). However, most of the students in Indonesia are accustomed to
learning in the classroom (Gustanto 2014) rather than learning online
using collaborative pedagogy to solve problems or generate ideas as the
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GVT model does. The interview results also observed that students have
no confidence and limited capacity to create and apply knowledge and to
solve problems. This student limitation that emerged from the interviews is
resolved in Chapter 6.
The interviews also implied that typically Indonesian students preferred to
learn IB in the classroom and listen to their lecturer without questioning.
This is confirmed by Gustanto (2014). It is impossible for students to
develop real-world skills if they are passive and less critical in interpreting
or analysing the IB theories that they get from the classroom. It will be
difficult for lecturers to teach their students about real-world skills if critical
thinking is not valued in the classroom. Again, an effective strategy is
needed to prepare students to implement theory into practice, to work
collaboratively and to share information with other students in order to
enhance the GVT model.
5.2.1.3. Intercultural Communication
The opportunity to learn other cultures and languages is probably the
remarkable difference between the GVT model and the traditional
classroom. Harrison and Timlon (2006) highlighted the fact that it might be
difficult to achieve competitive success in the global market without
establishing interpersonal relationships with our neighbours first. As the
world becomes global, IB students need to learn how communicate with
people from varied cultures (Sutanto, et al 2011).
209
Intercultural communication is important for students so they are ready to
work in the global market (McDaniel, et al 2012). Although working with
other students from different cultures is not a new experience for
Indonesian students, the interviews revealed that communicating with
students from other cultures is not an easy task. In fact, the interviews
show that some of the interviewed students stated that they did not have
sufficient English proficiency and experience to collaborate with other
students from different cultural backgrounds. Thus, this condition
discouraged them to talk actively with other team members.
Developing cross-cultural understanding received less attention in
Indonesian higher degree education (Kalla 2005). Recently, Anis
Baswedan, the Indonesian Education and Culture minister also
emphasized the importance of multicultural pedagogy in Indonesia (Medan
Bisnis Daily 2015). To date, Indonesian higher education still focuses on
the academic test as the main learning measurement (Nurchahyoko 2013)
rather than teaching their students to collaborate with other students. As a
result, the interview reveals that students are easily stressed when they
are faced with a problem regarding their lack of experience in GVTs.
Students distrust other students easily and also feel discouraged every
time they face conflict using GVTs. The GVT model needs to assist and
simplify methods for these inexperienced students to enhance student
learning.
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5.2.1.4. Generating Creativity
Indonesia has considered the contribution of the creative class group to
the growth of the city (Aritenang 2013). Thus, Bandung, is one of the cities
in Indonesia that has been developed as a creative city to attract highly
educated and creative people (Irawati 2011). The interviews also reveal
that generating creativity is one of the main aspects of the GVT model to
support the Indonesian national economy. Thus, creativity is one of the
main goals of the GVT model.
According to the interviews, there are three main factors that support the
GVT model in generating creativity. The first factor is the multi-cultural
environment and active discussion. The interviews confirmed that the
multi-cultural collaboration should underpin the GVT model to encourage
IB students to think outside the box and generate fresh ideas. This is also
endorsed by Chamakiotis, et al (2013) who argue that new ideas, multiple
perspectives and different problem solving styles that GVT members bring
to the team encourages the emergence of new ideas beyond the existing
ideas. Although active discussion with people from different cultural
backgrounds is imperative to generate creativity, the literature in Chapter
2, such as Kankanhalli, et al (2007); Kursha, et al (2010) and
(Zimmermann 2011) point out that a multi-cultural environment is also
making the learning become complicated and often involves conflicts. This
is also noted in the interviews.
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The second supporting factor is a less supervised environment. Vaccaro,
et al (2008) highlighted that minimal supervision is important for students
to generate creative ideas. The interview also confirms similar findings.
However, a less supervised environment can also cause issues for the
GVT model. For instance, Butler and Zander (2008) point out that the
unmanaged freedom in learning leads to misinterpretation of ideas and a
more complicated working process. In addition, the interviewed lecturers
also considered that the lack supervision in the GVT model might lead to
increased free-riding. These issues should be taken into consideration to
improve the GVT model without reducing the freedom of students to use
creative thinking.
5.2.1.5. Interpersonal Relationships
Diki (2009) noted that interpersonal relationships benefit student learning.
Zimmermann (2011) asserted that students must build interpersonal
relationships first before they feel comfortable sharing their expertise,
knowledge and experience. However, the interviews pointed out that
students need to contribute effort and time to develop relationships with
other students. A similar result was also found by Greenberg, et al (2007).
Unfortunately, the interviews said that students were often busy with other
courses and worried about very tight deadlines for the GVT model. Thus,
for some students, setting aside their time to socialise with their friends will
be not easy. The classic finding by Adler and Gundersen (2007) confirmed
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that students are likely to be less interested in building relationships with
others if they are too task-focused. The lack of capability of students to
socialize is one of the key issues needed to be taken into consideration to
improve the GVT model.
5.2.1.6. Summary
The discussion presents the key issues that need to be undertaken in
order to improve the elements of the GVT model in enhancing student
learning. These key issues are summarized in Figure 5.1.
The Elements of GVT model Theory understan-ding
Real- world skills
Intercultural communication
Generating creativity
Interpersonal relationships
The key issues need to be undertaken
Resistance to change their teaching style, which is dominated by teacher center -learning
Lack experience to solve, share and work as team
Students have sufficient English proficiency and experience collaborate with other students from different cultural backgrounds
More conflict in multi-cultural teamwork the potency of free-riding
Busy schedule and tight deadline
Figure 5.1 The Key Issues in the Elements of GVT Model
The expected
outcome
after these
issues are
solved
Findings
from the
interview
and
literature
The Improvement of the elements of the GVT model.
213
5.2.2. Pedagogy
This section discusses the key issues in the pedagogy of the GVT model.
The discussion results are the foundation for the researcher in providing
the recommendations to improve the pedagogy of the GVT model. The
recommendations will be provided in Chapter 6.
5.2.2.1. Applied, Active and Problem Solving Learning
The interviews confirmed that students in the GVT model should apply
knowledge, skills and activities to solve problems. Hung (2011) notes that
applied learning and PBL shift the teaching paradigm from the teacher-
centred learning to student-centred learning. As a result, students in the
GVT model should be the ones who actively learn (Juan et al 2009) and
construct their own knowledge (Gordon 2009) while the lecturer is
expected to guide their students to achieve learning goals rather than to
deliver the lectures.
However, Andriani and Antoro (2011) noted that not all students in
Indonesia are practicing theory that they learned from the classroom
because either students did not want to change their learning habits or
their lecturers did not want to change their teaching style. While Nugroho
(2008) highlights that in some ways a number of lecturers in Indonesia still
felt comfortable with their classroom delivery, Conrad and Donaldson
(2004) found that learning through online collaborative work, such as the
GVT model might cause discomfort for some students. This confirms
Hofstede‘s research (n.d.) which demonstrates Indonesians accept power
214
inequality (high power-distance) that is part of their cultural heritage. This
culture places the lecturer as the centre of learning. They also appear to
have a tendency to be reluctant to debate issues with their social superior
or elders. Consequently, seniority, involving a deep feeling of respect to
elders, makes students in Indonesia uncomfortable with self-expression
and lack of openness to new ideas. This is contradictive characteristic of
the GVT model.
This Indonesian cultural trait is a significant issue that contrasts with the
GVT model as typified by active, applied and problem solving learning.
This is problematic because the Indonesian culture inhibits teamwork in
the GVT model. They are reluctant to discuss their ideas. The task ahead
is to design pedagogy for the GVT model that facilitates critical and
independent thought for students. This underpins applied learning without
ignoring the unique characteristics of Indonesian higher education.
Another issue of the GVT model that is underpinned by PBL requires more
commitment and time from lecturers to facilitate and to supervise their
students in order to achieve success. Hung (2011) found that lecturers
spent 3-4 times more on PBL than teaching in a traditional classroom. It
will be a problem for lecturers in Indonesia to teach with the GVT model. It
was noted in the Jakarta Post (2015), that the high ratio of students to
lecturers in Indonesia might discourage lecturers spending time on
activities besides teaching.
215
In addition, the interviews confirmed that some interviewed students found
it was difficult for them to process a large amount of information (IB theory)
in a short amount of time. Students might gain meaningful practical
experiences from the GVT model (Fain et al 2013), however, they should
have a solid theory foundation before solving problems and applying
theory into practice. This implies that inexperienced students might not
achieve meaningful learning through the GVT model.
5.2.2.2. Multicultural Collaboration
With the national motto ―Unity in diversity‖, Indonesia‘s founders
emphasized the importance of tolerance in cultural diversity (Sugiharto
2009). Multicultural education helps the Indonesian government to solve
potential conflicts that could be associated with religion, race, and ethnicity
as well as to support its international relationships. In order to teach
students about pluralism, Lock and Redmond (2006) pointed out that a
constructivist environment which focuses on collaboration should underpin
the GVT model. Through diversity and multicultural discussion, students
will gain varied perspectives and develop the capability to collaborate with
other students from different cultures (Brookfield 2005).
Chou and Chen (2008) argued that online collaborative pedagogy, such as
the GVT model, increased student interaction beyond the traditional
classroom pedagogy. If, in traditional classrooms, students only
communicate with their friends who are located in the same place and
216
have the same culture, the GVT model enables them to interact with many
students from different locations and from varied cultures. Hence, students
who study international business should able to communicate across
cultures, manage uncertainty in the global environment, display
entrepreneurship, understand global institutions, be experienced in
negotiation and be able to balance global and local tensions (Mendenhall
2001).
However, the diversity that underpins the GVT model brings complexity
with working in the GVT model. The interviews confirmed that students
often face communication difficulties when they collaborate with other
students in the GVT model. This dilemma causes résistance for students
wanting to collaborate with other cultures. Lewis and Abdul-Hamid (2006)
suggest that the learning transition from classroom to multicultural
collaboration needs to be communicated to students before they become
involved in the GVT model. The complexity of the GVT model needs to be
managed to enhance the GVT model because it is underpinned by
multicultural collaboration.
5.2.2.3. Technological Pedagogy
The interviews confirmed that the GVT model is based on technology, and
all communication and collaboration is conducted through virtual
communication and teams. Dabbagh (2007) contends that the success of
online collaborative pedagogy improves the competency of IB students to
217
use technology tools. Indeed, the GVT model requires new knowledge and
skills related to technology. However, the GVT model will gain little
interest from Indonesian lecturers in remote areas who are lacking
essential technological skills (Bergiel, et al 2008), who have minimal
English language skills (Harendita 2013) and limited technical support
(Marwan 2008). The technological gap in terms of infrastructure and
lecturer expertise between rural and urban areas in Indonesia should be
taken as a consideration to improve the GVT model which is dependent on
technology.
Another issue is student learning habits. The interviews confirmed that not
everyone felt comfortable learning without face-to-face communication.
The interviews revealed that there are always students who are not active
in online discussions. Brook and Joeng (2006) noted that this is a common
phenomenon in online discussions where students often do not respond to
what other students write. If this situation happens, active learning will not
work well.
In addition, literature such as Van den Broeck, et al (2008); and Sundin
(n.d.) revealed that without face-to-face communication, students might
feel stressed, lost and confused. Hence, students said that they expected
their lecturers to provide extra time for supervising their learning. However,
as the interviews noted, Indonesian lecturers argued that they do not have
time to supervise their students as most of them have a busy teaching
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schedule. The conformability and activeness of student collaboration with
the GVT model needs consideration for improving the GVT model, which
depends on virtual or online tools.
5.2.2.4. Summary
The discussion presents several challenges or key issues that need to be
undertaken in order to improve the pedagogy of the GVT model. These
key issues are summarized in Figure 5.2
The Challenges in the pedagogy of the GVT model
Applied, active and PBL
Multicultural collaboration
Technological pedagogy
• Teacher centred learning • Students have limited experience and capability in solving problems • Lecturer has limited time to facilitate their student in their learning
Complexity in communication
• Lacking essential technological skills • Minimal English language skills and minimal technical support • Comfortability and activeness of students
Figure 5.2 The Challenges in the Pedagogy of the GVT model
Figure 5.2 The Challenges in the Pedagogy of the GVT Model
The pedagogy for the GVT Model for Indonesia Higher
Education
The Expected
Outcome
219
5.2.3. Assessment
The assessment cannot be separated from the pedagogy of the GVT
model (Boud and Falchikov 2007). Radloff, et al (2008) pointed out that
students always focus on what their lecturers will assess. Thus, the
learning objectives can be achieved only if the assessment of the GVT
model is designed well. In this section, the main challenges in the
assessment of GVT model are discussed.
5.2.3.1. Free-riding and Peer-evaluation
The interviews revealed that free-riding is potentially occurring in a lot of
teamwork, especially in the GVT model, which consists of team members
from different cultural background and locations. In collaborative learning
such as the GVT model, the responsibility and tasks are shared amongst
students. As a result, students who contribute less to their team might
easily hide within the activity of the team as a whole. This is consistent
with the psychology concept that was introduced by Darley and Latané
(1968 cited in Kantowitz, et al 2014, p.419) that is known as diffusion of
responsibility. Free-riding can also be exaggerated by the virtual nature of
the GVT (Roberts and McInnerney 2007), where lecturers lack information
about how their students use the technology for their tasks.
Unlike traditional teamwork, the GVT model consists of team members
from different cultural backgrounds. This cultural difference is an inherited
feature of the GVT model that makes students create less trust, less
220
connectivity and less commitment to teamwork (Katsikeas, et al 2009).
Thus, in such circumstances, the student may feel less committed and
less obligated towards others in the class, and the outcome may be an
increased tendency regarding free-riding.
However, it is uncommon in Indonesia for students to report their
problematic friends to their lecturers. This is confirmed by Hofstede‘s
research (n.d.) demonstrating that Indonesians desire harmony over
individuality and want to avoid uncertainty. Thus, it is important to have an
effective strategy to reduce free-riding without disturbing the harmony in
the GVTs.
Erez, et al (2005) pointed out that peer-evaluation reduces the potency of
social loafing and ensures justice in terms of equal contribution. Peer
evaluation can be an effective tool for acknowledging individual student
contribution to teamwork. However, the interviews informed that peer
evaluation in the GVT model needs several improvements to ensure all
students benefit from it.
Zhang, et al (2008) found that there is possibility that students evaluate
other students using either different standards or misinterpreting the
criteria/benchmark. The interview confirmed that the criteria and weight of
peer-evaluation should be clear to enhance student evaluation. On the
other hand, Falchikov (2005) questioned students‘ ability, experience and
221
confidence to assess other students objectively and fairly. The implication
here is there should be guidelines on how to conduct an evaluation rather
than just asking students to evaluate other students. The task ahead is to
solve these issues by improving peer-evaluation and reduce free-riding.
5.2.3.2. Self-evaluation
Sadler (2010) pointed out that students should not only become the
customer of the marking but they also should be active participants in the
assessment. Self-evaluation is an important assessment for the GVT
model. Black (2009) pointed out that self-evaluation can encourage
students to be active learners. By recording their experiences to reflect
their learning, students can acknowledge their ability. Luszcynska (2005)
pointed out that student awareness in their own ability will support their
learning success.
Thus, self-evaluation is part of the reflection. By conducting self-
evaluation, students can re-think their learning and gain a better theory of
understanding (Carrol 2013). However, Regehr and Eva (2006) notes that
it is not easy for students to provide accurate self-judgements when they
do a self-assessment. The student reflection might be too broad and
disconnected with the subject. In addition, it is difficult to evaluate
objectively when they carry out an evaluation on themselves. The focus
and objectivity in doing a self-assessment is arguably a key issue to
ensure a positive learning outcome.
222
5.2.3.3. Fairness and Availability of Feedback The interviews highlighted that fairness of assessments in the GVT model
is an important aspect. Interviews demonstrated positive feedback about
the fairness of the assessment of the GVT model that assesses the report
and presentation and provides peer evaluation. The improvement that
needs to be conducted is about the fair standard of measurement,
including the weight and criteria of each task. This assessment criteria
should to be clearly defined to provide students with fairness, consistency
and equal assessment for all students (Fermelis et al 2007).
A study by Shea et al (2001) demonstrated that most students were
satisfied and believed that they have learned much when they were
actively interacting and seeking regular feedback from their lecturers about
their progress and performance. Thomas et al (2011) highlighted the fact
that students should not disengage with the assessment process after
they submit their work. Students should get feedback from their lecturers
about what they have already done. Unfortunately, the interviews reveal
that most of lecturers who are involved in the GVT model did not return the
student‘s report. Many of lecturers argued that they were overwhelmed
with the demands of their teaching job. It might also happen because of
the unequal ratio between students and lecturers as reported in the
Jakarta Post (2015) or because the lecturer was ineffective. This condition
is exacerbated by the fact that some university staff cannot warn or punish
the underperforming lecturers (Rakhman 2013) because the university has
223
a limited number of lecturers. Thus, the GVT model should be designed to
ensure that lecturers provide appropriate feedback to their students.
Thus, if students do not get meaningful feedback from their lecturers, the
quality of assessments using the GVT model might be questioned. Brown
and Volt (2005) believe that effective learning should be designed to
ensure lecturers can provide effective feedback to their students. Limited
feedback is one of the key issues in the GVT model.
5.2.3.4. Fit to Industry Expectation
In Indonesia, most higher education institutions still depend on the results
of academic tests as a primary measurement of the student‘s theory
understanding (Nurcahyoko 2013). Carrol (2013) suggested using a range
of student-centred authentic assessment tasks to develop and allow
students to test their ability to form an accurate judgement of their own
work. Participants interviewed said that academic results may not produce
sufficient evidence to demonstrate student knowledge, or their
comprehension of the theory to the task or deliver skills that fit industry‘s
expectations. Hence, IB students should be also assessed in various ways
so that they can best demonstrate what they have learned. (Irandoust
2013).
The GVT model aims to equip IB student to be work-ready in their field.
However, having a good academic result does not guarantee easy access
224
into employment for university graduates. According to Anissa (2013), in
2013, there were more than 100,000 unemployed university graduates in
Indonesia in the first 6 months of the year. This unemployment rate was
predicted to increase every year. Thus, the GVT model assessment
should be designed to fulfil both academic and industry expectations
(Boud and Falchikov 2007).
The industry representative suggests that they need to be involved in the
design of the student assessment of the GVT model. Although the
importance of the industry engagement in the GVT model has been
acknowledged, the system is still underway and slowly progressing. This
lack of industry and/or business involvement in the GVT assessment
model is one of the key issues that needs definite solutions so that it
ensures the effectiveness of the GVT model to enhance student learning.
5.2.3.5. Summary
The discussion presents several key issues that need to be undertaken in
order to improve the assessment of the GVT model. These key issues are
summarised in Figure 5.3.
225
Figure 5.3 The Key Issues in the Assessment of the GVT Model
5.2.4. Pluralism, Access and Cost-effectiveness
Although the challenge that has emerged from interviews has been noted
in Chapter 4, these challenges have not been confirmed within the
literature. This section discusses the challenges of the GVT model as a
method to address the issue of pluralism, access and affordability of
education in Indonesia both from the literature and interviews. The
discussion results will be the foundation for the recommendations in
Chapter 6.
Fairness and
availability
Feedback
The objectivity of
students when
conducting the peer
evaluation
No channel to
report the issue
without hurt other
team members
The
objectivity of
student‘s in
doing self –
assessment
The effective assessment of the GVT model for the Indonesia higher
education
The current
assessment
weight and
criteria
Limited time of
lecturer to
provide
feedback
Is
s
u
e
s
The assessment of the GVT model
Fit to industry
expectation
Lack of
industry
involvement
Peer-evaluation
and free-riding
Self-
assessment
The expected outcome
226
5.2.4.1. Existing technology infrastructure
The interviews reveal that several interviewed lecturers have been
concerned about the initial investment in developing the GVT model in
Indonesia. The initial investment is a costly exercise that relates to
providing computers for students and building supporting ICT
infrastructures. Providing the ICT facilities with a high bandwidth and
connectivity as well as adapting the learning material is the goal for
producing effective learning in the GVT model (Moch-Alwi and Ip 2010).
However, the interviews show that there is unequal internet speed and ICT
infrastructure between universities in Java and outside Java. The
president of the Indonesian Open University, Mrs. Tian Belawati
(Asianewsnet 2014) highlighted the fact that not only the facilities, but also
the human resources in the Indonesian higher education institutions are
unequal/inadequate/disproportionate. Again, as explained in Chapter 1,
there are still many lecturers in Indonesia, especially in remote areas who
are reluctant to use computers or ICT in their teaching process because of
their low ICT knowledge and skills and a lack of technical support
(Soefijanto 2015b).
The lecturers‘ limited ICT knowledge means an unproductive investment in
ICT technology. Thus, this limitation is likely to hinder the effectiveness of
the GVT model applied as pedagogy that aims at increasing student
access while also addressing the issue of affordability in education for the
227
Indonesian higher degree. These issues should be taken as consideration
to improve the GVT model.
5.2.4.2. Teacher-centred Learning in Indonesia
Teacher-centred learning has become part of the Indonesian culture. The
current situation has changed little. In 2015, there was a meeting between
Vice President Yusuf Kalla with Indonesian teachers to discuss plans to
encourage student-centred learning for increasing the quality of learning
(Education International 2015). However, this change in teaching
paradigm needs the contribution of time and effort from all education
stakeholders: students, lecturers, faculty and government.
In fact, for several lecturers, the move from a more traditional lecture-
based pedagogy to teach and operate with virtual technology could be
uncomfortable (Hasibuan 2013). The interviews also revealed that some
students preferred learning with their lecturers in the classroom. There
should be an effective strategy to improve the GVT model to fit Indonesian
culture.
5.2.4.3. Trust The interviews revealed that many interviewed students were not
comfortable with trusting other team members because they had never
met each other. Building trust is a common internal issue in collaborative
teamwork such as the GVT model because of the geographical dispersion,
228
a different national and cultural context (Zimmermann 2011) and using
virtual technology as a means of communication (Henttonen and
Blomqvist 2005).
Both the literature and interviews highlighted that developing trust in online
teamwork such as GVTs needs time and effort. However, the interview
found that students often start to trust other team members after they get
to know each other. Thus, as Kasper-Fuehrer and Ashkanasy (2001)
noted, developing trust in GVTs is complicated and requires time.
Although developing trust in GVTs is not an easy task, students need to
trust others to overcome the uncertainty and risk with their teamwork
(McCarthy 2012). Harisalo and Miettinen (2010) contend that the benefits
of the GVT model such as sharing information and collaboration among
students in the GVT model can only happen if there is trust among them.
The aim of this research is to improve the GVT model that concerns
increasing trust among students.
5.2.4.4. Language and Culture Differences
The interviews revealed that some of the interviewed students felt
uncomfortable collaborating with students who have different cultures and
speak different languages. Zhao (2007) found that culture diversity caused
conflict in the classroom. Jones and Graham (2015) found that language is
the root of intercultural anxiety and misunderstanding in the GVT model. It
229
is not surprising that some of the interviewed students tried to avoid
working with students from different cultures.
Arbaugh and Benbunan-Fich (2007) believed that the most effective way
of developing intercultural communication competencies is by participating
in social interaction. However, communication in the GVT model is
progressively more complex compared to a co-located team (Bovee and
Thill 2010). Stahl et al (2009) found that students preferred to interact with
others with similar backgrounds. This is supported by the similarity-
attraction theory which contends that virtual team members think they will
face less conflict when their team members are composed of individuals
from the same country or culture (Brett, Behfar, and Kern 2006).
Furthermore, the interviews confirmed that some students did not have
sufficient knowledge and skills to collaborate in the kind of multicultural
teams that the GVT model used. Alwasilah (2012) points out that only a
few higher education institutions in Indonesia were seriously interested in
using their resources to develop cross-cultural communications with their
students. Hence, the GVT model should be designed to facilitate students
with limited experience and capability when they start to work in
multicultural teams.
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5.2.4.5. Timing
GVT is a norm in current business practice because today the world is
global. The GVT model should prepare students for the complexity of
working in the GVTs as well as working across time zones and cultures
(Rosen and Foltz 2014). However, the interviews confirmed that time
difference hinders the effectiveness of the GVT model. Tang et al (2011)
highlighted the difference of time zones. Time zones cause
communication delays and causes collaboration to become a complicated
issue. The interviewed students stated that they often needed to work
extra time and wait on other team members to get online. As, Espinosa et
al (2003) observed, one of the inefficiencies of the GVTs is waiting for
other team members to get online for discussions.
In addition, Sarker and Sahay (2004) argued that the time zone difference
usually forced the ―weaker‖ groups to synchronize their working rhythms to
the stronger ones. Indeed, it causes resentment and dysfunction to the
weaker group and leads to conflict among team members (Lee-Kelley and
Sankey 2008). This situation leads to mistrust and conflict among
students. The time difference might not be avoided because each team
member is located in different locations. However, it can be managed. It is
the task of this research to find solutions.
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5.2.4.6. Summary
The discussion confirms the challenges or key issues in the GVT model
that need to be undertaken as a methodology to address the issue of
pluralism, and education access and affordability in Indonesia. These key
issues are summarized in Figure 5.5.
Figure 5.4 The Challenges of the GVT Model in term of Pluralism, Access and Affordability of Education in Indonesia
5.3. Synthesis
The discussion of the key issues for the GVT model in Chapter 5 elicits the
following thirteen key issues which are summarized in Table 5.1.
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Table 5.1 The Key Issues of the Research Project
KEY ISSUES
Finding is derived from Research Questions Interview Literature
Key Issue 1: the domination of teacher-centred learning in Indonesian higher education.
√ √ RQ1, RQ2, RQ4, RQ5
Key Issue 2: student lack of experience coupled with insufficient amount of basic theory does not have the capability to provide solutions.
√ x RQ1, RQ2, RQ5
Key Issue 3: lack of technology expertise so students and lecturer are resistant to using technology tools in their learning or teaching.
√ √ RQ2
Key Issue 4: some students do not feel comfortable and active in the GVT model.
√ x RQ1, RQ2, RQ5
Key Issue 5: lecturers do not have time to supervise, answer questions and provide feedback to their students.
√ √ RQ2, RQ3
The key Issue 6: there is no appropriate channel to report the free-riding in the GVT model without hurting other team member‘s feeling.
√ √ RQ1, RQ3, RQ5
Key issue 7: the lack of objectivity of students when they assess themselves and other students.
√ √ RQ3
Key issue 8: the teaching style and assessment in the GVT model focuses more on academic rather than the industry expectations.
√ √ RQ3
Key Issue 9: students do not have experience in working in multi-cultural teams, such as the GVT model.
√ x RQ1, RQ3, RQ5
Key Issue 10: potency of conflict and complicated working processes because of culture and language differences.
√ √ RQ1, RQ2, RQ4, RQ5
Key issue 11: unequal conditions of the infrastructure and Internet speed between universities in Java and outside Java.
√ √ RQ4
Key issue 12: lack of trust between students who collaborate in the GVT model.
√ √ RQ4
Key Issue 13: the difficulty in scheduling online meetings because time differences.
√ √ RQ4
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5.4. Conclusion
There are thirteen key issues in Chapter 5 that should be highlighted, and
these will feature prominently in Chapter 6 in order to improve the GVT
model. Some of the key issues that have emerged from the interviews
have contributed to this research in order to fulfil the knowledge gap of the
GVT model. Chapter 6 provides recommendations for improving the GVT
model at Ma Chung University in the context of Indonesian higher
education. This is essential for enhancing student learning, increasing
access, providing cost effective pedagogy, supporting pluralism in
Indonesia and achieving Indonesia‘s economic goal.
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CHAPTER 6
CONCLUSION AND RECOMMENDATIONS
6.1. Conclusion
This chapter concludes the research project of the evaluation of the Global
Virtual Team (GVT) model as a tool to prepare undergraduate students
studying international business at Ma Chung University, Indonesia, to work
in the global economy. It also presents recommendations to improve the
GVT model at Ma Chung University to be extrapolated to Indonesian
Higher Education. There are two main phases in this research as described
in Figure 6.1.
Figure 6.1 The Research Phases
KI-1
KI-2
KI-3
KI-4
KI-5
KI-6
KI-7 KI-8 KI-9
KI-10
Kl-11
K1-12
K1-13
Phase One of the Research
Key Themes Developed from Secondary Research for evaluating the GVT model
Applied learning; Inter-cultural skills; Real world skills; Flexibility; Interpersonal
relations; Creativity; Cultural diversity; Technological reliance; Timing; Trust;
Assessment. Phase Two of the Research
The key issues (KI 1-13) that were indicated from research interview
Recommendations (R1-12) Derived From the Field Of Research in According With the Discussion in Chapter 5
R 1 R 2
The Developed GVT Model at Ma Chung University for the Indonesia Higher
Degree Education
R4 R 5 R 6
R7 R8
R9, R10 R3 R11, R12
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Phase one of this research is developing key themes that are derived from
the literature. The literature provides both the theoretical studies and
empirical case studies of the GVT model in several fields. The literature
review is the foundation of the evaluation framework that was used to
evaluate the GVT model at Ma Chung University. The evaluation
framework is important for this research as it enables a comprehensive
evaluation/assessment of the GVT model at Ma Chung University in terms
of the economic realities of Mode-2 knowledge production and society.
Phase two of this research is evaluating the GVT model at Ma Chung
University from the perspective of the stakeholders of the GVT model
through conducting interviews. The interview questions had been prepared
before the interview process and the design was based on the evaluation
framework tabled in Chapter 3. The qualitative research undertaken in
this research project revealed that there was a positive response from
interviewed participants about the effectiveness of the GVT model in
enhancing student learning so they were work ready in global economy
and as a tool to address specific issues of affordability of, and access to,
higher education in Indonesia. This effectiveness of GVT model can be
achieved if the supporting factors noted in Chapter 4 are achieved.
However, the analysis in Chapter 5 shows that the advantages of the GVT
model are also constrained through several challenges. Indonesian higher
degree education generally, and Ma Chung University specifically, are
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characterised by a number of factors which restrict the effectiveness of the
GVT model. These include: teacher-centred learning, too much focus on
academic theory devoid of industry expectation, and insufficient or
unequal ICT infrastructure between universities in Java and outside Java.
In addition, the research also reveals that the unique characteristics of
students and lecturers in Indonesia, which impede the GVT model, are:
the lack of expertise in using technology in teaching and learning; lecturers
who have limited time to supervise their students; students‘ lack of
experience in communicating with other cultures and a lack of experience
in applying theory into practice that is needed for problem solving. These
characteristics lead to a lack of critical thinking, lack of collaborative work
and lack of coordination between students and lecturers.
Furthermore, the specific features for utilizing online tools that impede the
GVT model are: lack of trust, timing, more conflict and an unnecessary
complication of work as a result of culture differences. These challenges
are the norm in GVTs and might limit the capacity of students to
collaborate with other students from different cultures. These key issues
have emerged from the interviews and will enrich the current state of
knowledge of the GVT model as a relevant learning model.
The next section provides the recommendations that rectify these key
issues in order to improve the GVT model as a pedagogy that can
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effectively prepare IB students to work in the global economy. It is also a
method to address the specific issues of affordability of, and access, to
higher education in Indonesia that would lead towards the growth and
development of the Indonesian nation. These recommendations are
derived from the synthesis of the discussion outcomes posited in Chapter
5 and will be used to redesign the GVT model.
6.2. Recommendations
6.2.1. The recommendations are set out for the improvement of pedagogy
and assessment of the GVT model to enhance the IB students‘
learning. The GVT model would play a major role in Indonesia‘s
higher education and, at the same time, support the Indonesian
government‘s economic goals.
Recommendation 1: Blend student-centred learning and teacher-
centred learning into the GVT model. The
blended teaching strategy is a combination of
theory delivery, theory application and
consultation that should underpin the
teaching strategy for the GVT model.
The recommendation is relevant to the key issues:
Key Issue 1: The domination of teacher-centred learning in Indonesian
higher education;
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Key Issue 2: Student lack of experience coupled with insufficient amount
of basic theory does not have the capability to provide solutions.
The rationale of the recommendation:
There are two issues in the GVT model that will be solved by a blended
teaching strategy. The first issue is the domination of teacher-centred
learning in Indonesian higher education. The teaching culture in Indonesia
consists of lectures. Most lecturers in Indonesia still emphasised
memorising theory, and this needed time to change completely. This
culture is rooted in the Javanese philosophy of what a lecturer is. In
Indonesia, a lecturer is a respected person whose wisdom and experience
must be followed (Sutijiono 2005). Teaching critical thinking and providing
practical experience to students should not marginalize lecturers
particularly in Indonesia, where the lecturer is the most respected person.
The student-centred learning, which fits with the GVT model, should not
be perceived as replacing pure teacher-centred learning but rather as
improving teacher-centred learning in Indonesia.
The second issue is that the GVT model demands students have
experience and a good foundation of theory before they participate in the
GVT model. It has been noted in previous chapters, such as Olsson et al
(2010) that the GVT model is underpinned by PBL and active learning
requires students to be capable of finding and implementing meaningful
solutions to problems. However, teacher-centred learning and memorizing
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theory dominates education culture in Indonesia (Soefijanto 2015a). A
previous study by Eison (2010) found that students who study in a
teacher-centred learning classroom are unfamiliar with alternative
viewpoints such as discussing and analysing ideas, because the teacher
is the only source of learning. As a result, students in Indonesia do not
have the necessary expertise that is needed for the GVT model that would
result from online teamwork. Kozlowski and Ilgen (2015) highlighted the
importance of teamwork and pointed out that it will be not work effectively
if team members do not have the combined skills that produce the
necessary practical competencies that resolve team tasks.
In that sense, then, to solve this problem, there are two solutions: first,
students should be equipped with IB theory through online theory delivery
before they are involved in the GVT model. Second, students should be
given advice on a regular basis from their lecturers whenever they use the
GVT model for their projects. Thus, it is suggested combining three
activities into the GVT model that represents student-centred learning and
teacher-centred learning. It is recommended that the framework of the 70-
20-10 Models that were introduced by Charles Jennings (cited in Singh
2014, p.1) are modified. Charles Jennings suggested that the educator
implement his framework, which consisted of 70% applying theory, 20%
learning from others and 10% theory delivery. The research outcomes
suggest that the learning activity in the GVT model will be 30% for theory
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delivery; 50% for practical application and 20% for consultation and
discussion as is illustrated in Figure 6.2.
Figure 6.2 The Teaching Strategy for The GVT Model
The rationale of combining teaching, practical application and consultation
(learning from others) is underpinned by several aspects. In this GVT
model, the percentage of theory delivery is higher than the framework of
Charles Jennings. These percentages take into consideration the local
character of Indonesians who still like to listen to their lecturers. In
addition, the importance of theory delivery and practical application is also
emphasized by Ferns, et al (2015). The combination of theory delivery and
practical application will optimize the students‘ learning. Students will
practice theory effectively if they have a thorough understanding of the
core theory as well as consistent support from their lecturers. The
percentage of practical application is higher than the delivery of the theory
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because the GVT model aims to provide real-world skills in order to
develop and support the national economic development.
In addition, consultation is an important part of the GVT model because
the literature of Van den Broeck, et al (2008); and Sundin (n.d.) reveal that
without face-to-face communication, students might feel lost, lonely and
confused. Consultation presents the best opportunity for students to get
constructive feedback and help from their lecturers. This is also confirmed
by Ferns, et al (2015).
In addition, the teaching strategy fits the collectivist culture of Indonesia.
The Indonesian lecturers who used to be the central of learning (Soefijanto
2015a) can accept their role change from giving lectures to being a
facilitator because they still have influence over their students. This
recommendation is a win-win solution and a not too radical approach to
transforming the domination of teacher-centred learning in Indonesia.
Recommendation 2: Incorporating well-designed ICT training. Well-
designed ICT training means that skills can
be taught effectively to the participants so
they understand how to use technology tools
in the GVT model rather than train them to be
experts in technology or to be proficient in
one particular area of technology.
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This recommendation is relevant to the key issue:
Key Issue 3: lack of technology expertise so students and lecturers are
resistant to using technology tools in their learning or teaching
There are several aspects that should be considered in designing the ICT
training. Below is the detail of these aspects:
Trainers should consider that students and lecturers are beginner
users in technology. Thus, it is important to avoid using complicated
jargon in training and the trainers should be aware of training
participants who may require assistance.
ICT training should be designed to focus on major software
packages being used in the GVT model. Oncu et al (2008) point out
that ICT training that is too focused on technology is not effective.
ICT training might be embedded into the GVT model rather than
presented in separate ‗stand-alone‘ courses. Integrating the ICT
training to the GVT model will teach participants how to link
technology tools to the GVT model.
Additional training delivery and material in Bahasa Indonesia can
be offered to Indonesian students and lecturers. This considers the
findings from both the interview and literature (Harendita 2013),
which noted that lecturers and students in Indonesia are reluctant to
use ICT because they possess minimal English language skills.
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An evaluation form is needed at the end of the training. The
purpose of the evaluation form is to get information and feedback
from the participants about the effectiveness of training in order to
improve ICT training. In order to get honest feedback, it is important
to allow anonymity for the evaluation forms.
A peer mentoring program can be conducted as part of ICT training.
The reason for peer mentoring is to reduce the training budget and
ensure the continuous and sustainable ICT training through
empowering lecturers, who, as experienced users of ICT, train new
participants. This recommendation is also suggested by Oncu, et al
(2008).
Recommendation 3: Appointing a team leader in the GVTs to
motivate students to be active learners and to
feel comfortable collaborating with other
students.
This recommendation is relevant to the key issue:
Key Issue 4: some students do not feel comfortable and active in the GVT
model
Almost always in teamwork, there might be students who are not active. It
has been confirmed by interviews. It is very difficult for lecturers to monitor
student activity as they will work online and as a team. The only way to
make the GVT model productive and effective is to appoint one student as
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a team leader. According to Hofstede (2001), Indonesia is classified as
having a low individualism index (collectivism) and a high power distance.
The collectivist students are more comfortable talking to their friends rather
than to their lecturers because the relationship between lecturer and
student is vertical rather than horizontal. Appointing a team leader to
energize students working as a team is confirmed by the positive findings
from several authors, such as Daim, et al (2012); El-Sofany, et al (2014).
Similarly, Zakaria, et al (2012) found that the project leader or team leader
can enhance the effectiveness of the GVTs.
Below is an effective strategy to appoint the team leader in the GVT
model:
1. The task of the team leader is to support as well as assure quality
work from their team members. Only suitably qualified and competent
nominees are appointed as team leaders. The selection system is
also recommended by Markulis, et al (2004).
2. To ensure the standards are being consistently applied and
maintained, the team leader will be assigned to the group after
passing some mandatory training. Results of the Key Performance
Indicators (KPIs) of the team leader‘s performance should be
provided. Findings by Eckerson (2009) show that KPIs help a team
leader to focus on his/her performance and increase the strength of
their leadership.
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3. A reward system is important to encourage students to do their job as
a team leader. Kronin (2011) in her book suggested that the rewards
system is an important component in pedagogy to create enthusiasm
in students to do their jobs as a team leader. The benefits such as an
acknowledgement certificate and the ―activity points‖ should to be
given the team leader and students who actively participate in
teamwork. In some universities in Indonesia, for instance, Universitas
Duta Wacana (UKSW 2015), students need to achieve a certain level
of ―the activity points‖ as part of the mandatory requirement for
graduation. Thus, the activity points can be the best reward for
students who actively share in collaboration.
Recommendation 4: Utilize online forums and social media to help
lecturers share their schedule, provide
comment, and feedback to their students.
This recommendation is relevant to the key issue:
Key issue 5: lecturers in Indonesia do not have enough time to supervise,
answer questions and provide feedback to their students
The rationale of the recommendation:
This point is especially important for lecturers to interact with students,
answer their questions and give feedback to their students. The problem is
lecturers in Indonesia are too busy with teaching. In 2015, the Indonesian
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government closed down 71 study programs because of the high ratio of
students to lecturers (Jakartapost 2015). The high ratio of students to
lecturers in Indonesia has always been blamed as one of the factors for
lecturers not assisting their students in their learning. Another factor is that
lecturers in Indonesia have three obligations as a lecturer, which is known
as ―Tri-dharma‖ (Nurkhaerani 2013). The three obligations are: teaching,
research and community service. Thus, lecturers are not always on the
university campus. As a result, adjusting the times so that lecturers and
students can get together presents many difficulties.
Thus, to solve the issue of time to provide feedback, it is suggested that
the lecturer can use the range of technology tools, such as social media or
online forums to allow both lecturers and students to openly and
comfortably discuss all matters and issues. This online forum is easy to
use and provides flexibility to both students and lecturers. So (2009) in his
research found that online discussion forums is the simplest of all
computer-mediated communication tools because it can be used by both
students and lecturers.
In addition, online discussion can save lecturers time because all the
communication is recorded and their feedback or answer are posted so
that it can be read repeatedly. Chinedu (2008) posits that an online forum
allows students to learn from other students‘ mistakes or glean the issues,
knowledge and experience of other members. Furthermore, the online
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forum can provide information to faculty to assess the productivity of their
lecturers. The record of online forums can be the basis for the Faculty to
grant financial rewards for productive lecturers or penalties for
unproductive lecturers. The research of Zakaria, et al (2012) shows that
the visibility of the GVT model should be created and maintained to ensure
the GVTs work effectively.
This online forum also allows two-way communication between lecturers
and students. There is no point for lecturers sticking to their schedule or
emailing if their students do not pay attention. Sharing their schedule to
students via online forums is effective as students can still provide
feedback or input to their lecturer even if their schedules are not
coordinated. In fact, the research conducted by Puntambekar (2006) found
that students demonstrated very high levels of interaction in online forums
and more passion for the topic. Thus, an online forum is an ideal place to
put forward ideas or share information.
Finally, two-way communication will impact positively on a lecturer‘s
performance especially if lecturers are able to reflect on how to get to
know their students better. This suggestion is in line with the concept of
visible learning (Hattie 2013) where lecturers can reflect and review their
performance and experience so they know what works and what does not
for their students.
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Recommendation 5: It is recommended that the learning activities
should be monitored regularly by a progress
report and anonymous individualised
evaluations and accompanied with a reward
and penalty system.
This recommendation is relevant to the key issue:
The key Issue 6: there is no appropriate channel to report the free-riding
in the GVT model without hurting other team members‘ feelings
In order to solve the free-riding issue in the GVT model, there are three
strategies that can be taken. Below is the rationale of each strategy:
First, it is suggested that lecturers provide progress reports as part of the
assessment design of the GVT model. In the GVT model, it is very difficult
to know all the learning activities and how the students are approaching
the task. Particularly in Indonesia, the difficulties of monitoring students‘
learning is not only because the GVT model is conducted online, but also
because of the characteristic of Indonesian students who are passive
(Hofstede 2001). Thus, they do not actively ask for support from their
lecturers if they have issues with their learning. Simmers (2010) points out
that progress reports help students to comprehend their depth of
understanding from the lecturer‘s feedback. A progress report will help the
lecturer re-focus student‘s minds towards their goals. In addition, Zakaria,
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et al (2012) said that the performance of the GVT members should be
regularly reported to senior management. In this case, the lecturer is the
mentor of the GVT model.
Second, providing students with an anonymous individualised evaluation
form to evaluate the work of team members‘ contributions can produce
insightful meanings. This anonymous individualised evaluation can be
given online or given at the beginning of the course and the form can be
sent directly to a lecturer if issues seem problematic. This
recommendation follows the suggestion of Davies (2009). The anonymous
individualised evaluation is important for two reasons. First, the
characteristic of Indonesian students who prefer to maintain team
harmony and avoid conflicts (Hofstede 2001) makes it difficult to be honest
in their evaluation. Second, the evidence from Brooks and Ammons (2003)
shows that peer evaluation is often used for formative purposes. To
increase quality and fairness outcomes, this anonymous individualised
evaluation form is needed.
It can be useful if the incentives and penalties accompany both the
progress report and the anonymous individual evaluation. Davies (2009)
found that incentives and penalties deter free-riding. Additional credit can
only be given to students who are active and achieve the Key
Performance Indicators (KPIs) that have been agreed to by all team
members and vice versa. The advantages of this approach are that
250
students can practice and improve their communication skills and use
assertiveness techniques positively or constructively for their learning.
Recommendation 6: A well-designed self- and peer assessment to
ensure the objectivity of students in assessing
themselves and other students.
This recommendation is relevant to the key issue:
Key issue 7: the lack of objectivity of students when they assess
themselves and other students.
It is difficult to measure the objectivity of students when they assess
themselves or their team members. Typically, the interview and literature
confirms that most students have the potential to assess their group
members based on favouritism and similarity to their own culture or
background. The harmful effects of favouritism have two implications for
evaluation. First, it is the blurring of the learning evaluation and its
potential harm to the fairness of the evaluation. Thus, its rationale is to
have a well-designed peer and self-assessment of the GVT model.
Several aspects in peer and self-assessment can be considered below:
1. The lecturer‘s expectation and task criteria should be noted clearly
and explicitly in the self and peer assessment.
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2. Peer assessment might be conducted in the middle and at the end
of the project of the GVT model rather than only at the end of the
project.
3. Involving the presentation as part of the assessment. Tu (2004)
highlighted the fact that presenting the result allows students to
share their result with other students and to defend them to peers.
Thus, objectivity in the assessment is assured.
4. The evidence should be provided in the peer-evaluation either for a
good or bad evaluation.
Recommendation 7: Increasing the partnerships with business
representatives by establishing an industry
liaison officer in each university in Indonesia to
enhance student learning.
This recommendation is relevant to the key issue:
Key issue 8: the teaching style and assessment in the GVT model focuses
more on academic rather than the industry expectations.
The rationale of the recommendation:
Universities should meet the expectations of graduates and employers.
The rationale of this is underpinned by the concept of Mode-2 knowledge
production. Nowotny et al (2001) highlighted the fact that the GVT model
should be socially robust, accountable and knowledge transferable. In
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order to support Indonesian economic growth, there should be interaction
between universities as a knowledge producer and industry as the user.
Hence, students cannot automatically extricate themselves from this
process after they submit their work (Thomas, et al 2011) because they
still need to practise the theory. The partnership with industries will provide
students with real-life experience.
Assessing students from a single academic perspective is not enough.
This is because there is a different perspective between university and
industry in assessing students. The university focuses on assessing a
student‘s understanding of the content of the theory, rather than on what
students can do after the point of assessment (Boud and Falchikov 2007).
As a result, students are undertaking assessments for the grades at stake
only. This situation leads to few opportunities for knowledge exchange,
thus leaving the university unable to connect with industry people. This
can inhibit the effectiveness of the GVT model in developing students with
real-world skills and the support needed to develop Indonesia‘s national
economic goals.
Nicol and Milligan (2006) pointed out that the assessment in the GVT
model should be designed to facilitate IB students into achieving academic
standards as well as demonstrating their ability to apply theory into
practice. Such assessment tools might be accompanied with the
involvement of industry representatives. Boud (2007) suggested that
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lecturers must do more than just align assessments with course objectives
but engage them to meet industry‘s expectations.
In order to enhance the university-industry linkage of the GVT model, it
has been suggested establishing industrial liaison offices, particularly at
Ma Chung University and at other universities in Indonesia. This
recommendation is a win-win solution for both industry and university. The
industrial liaison office will help the university communicate easily with
industry and ensure students have access to industry mentoring. This
outcome is supported through the research of Zakaria, et al (2012) which
suggests GVTs members should discuss the issue and the outcomes of
teamwork with their senior management. In this GVT model, they need
interaction with industry representatives. On the other hand, industry also
benefits from being close to the university where new knowledge and
creative ideas are germinated.
6.2.2. The recommendation for the GVT model to achieve goal two:
supporting pluralism in Indonesia and addressing specific issues of
affordability and access to higher degree education in Indonesia with the
positive outcome of growth and development for the Indonesian nation.
Recommendation 8: Promote multicultural perspective of thinking for
both students and lecturers by conducting
training and sharing sessions.
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This recommendation is relevant to the key issue:
Key Issue 9: students do not have experience in working in multi-cultural
teams, such as the GVT model
Key Issue 10: potency of conflict and complicated working processes
because of culture and language differences
The rationale of the recommendations
Globalisation is a reality that encourages students to collaborate with other
people from different countries with different cultures. Cultural diversity
provides benefits on a national scale. For example, evidence in Australia
showed that cultural diversity improves the productivity and efficiency of
Australia‘s economy (Hugo 2009). Hence, cultural diversity might bring
similar benefits to Indonesia. In fact, a country needs to cooperate with
other countries to achieve its competitive advantage and to boost its
economy. Evidence shows that self-isolation left behind North Korea in
terms of economic achievements compared to other countries (Alfred
2014). Indeed, working with cultural diversity is compulsory for any nation
that wants to be highly competitive in the current global market. Without
promoting the multicultural perspective in thinking, the effectiveness of the
GVT model in supporting pluralism will be diminished.
Then, in order to prepare students to work in the GVT model, it requires
the higher degree education institutions to adjust their teaching strategy.
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The conflict in the GVTs occurs because students are ill-equipped
concerning cultural understanding. It is truly important to integrate
multicultural content in several courses in business schools to teach
students about cultural differences in order to equip students with a global
mindset (Ghemewat 2008).
Below are recommendations to promote multi-cultural perspectives:
a. It is suggested that before students become involved in the GVT
model, they write a short essay about their culture and their
perspective on other cultures and then share with other team
members. Other authors such as Kuo, et al (2012), also
recommend this. The section for sharing cultures will help students
increase their interest in understanding other cultures from different
perspectives and help students to be more objective.
b. Training is needed to develop lecturers‘ self-awareness about the
concept of multi-cultural education. Lecturers need to be prepared
to understand the terms of philosophy, pedagogy, and curriculum
for implementing a multi-cultural education and developing inter-
cultural competencies that meet with student diversity.
Recommendation 9: Provide flexibility to students using varied
communication tools so they can match the
level of complexity of the communication
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technology with the level of complexity of
the message they want to deliver. Then they
can select suitable technology tools
according to infrastructure conditions.
This recommendation is relevant to the key issue:
Key Issue 11: unequal conditions of infrastructure and Internet speed
between universities in Java and outside Java
The rationale of the recommendation:
One of the aims of the GVT model is increasing access to higher
education in Indonesia. The interview demonstrated the
unequal/unbalanced infrastructure conditions in Indonesia. The GVT
model is underpinned by online collaboration, which requires a similar
quality of ICT infrastructure, which is associated with internet access. The
problem is that the islands outside of Java lag behind in terms of
infrastructure and have limited Internet access (Aswicahyono and Friawan
2008). As a result, universities which participate in the GVT model will be
dominated by universities located in Java.
―Tolerance in technology‖ is the only way to connect universities in
Indonesia that have different quality and speed of Internet connection. The
―tolerance in technology‖ means that universities in Java should show
more tolerance to universities outside Java that have less advanced ICT
257
or sophisticated technology. One possible solution might be to
accommodate this by using a variety of technology to produce the same
outcomes. Soefijanto (2015b) supports this idea by saying that the off-line
option could be part of the option to overcome the unreliable Internet
connectivity in Indonesia. Similarly, Sheridan (2012) also suggested
matching the technology tools for different tasks in order to work efficiently
in GVTs.
External improvement:
Recommendation 10: It is recommended that universities in
Indonesia establish an ICT centre to be used
by universities joining the GVT model. In
addition, some private companies could be
invited to establish the ICT centre.
This recommendation is relevant to the key issues:
Key issue 11: unequal conditions of the infrastructure and Internet speed
between universities in Java and outside Java.
The rationale of the recommendation:
The GVT model is the pedagogy that uses technology tools for online
collaboration and teaching. Utilizing technology for teaching is the strength
of the GVT model, but its limitations means that it depends purely on the
quality of the ICT infrastructure. Unfortunately, and it is noted by both the
258
literature and interviews, many universities only have minimal technical
support and have limited resources and expertise for developing their own
ICT infrastructure.
Thus, investment in technology is needed to encourage Indonesian
students to start collaborating with students from different countries and to
provide them with global collaboration perspectives. Using technology to
learn and gain international experience is cheaper than travelling
overseas. Indeed, as mentioned in previous chapters, building their own
ICT infrastructure might be expensive. Thus, it is suggested establishing
an ICT centre together. The ICT centre can be operated and used
together, thus being more time efficient and cost efficient. This is also
endorsed by the interviews which suggested that the investment in ICT will
be reduced gradually if more students participate. Finally, the ICT centre
can facilitate a video conference room so it will reduce the complexity of
working in the GVT model and increase trust among students.
In addition, it is suggested that utilizing the CSR funds of some private
telecommunication companies, such as PT. Telkom Indonesia to establish
an ICT centre. PT Telkom as one of the Indonesian state owned
enterprises allocates funds for CSR activities. For instance, in 2015, PT
Telkom built the broadband network system of Sulawesi Maluku Papua
Cable System (SMPCS) as part of its CSR activity (Beritasatu 2015). This
259
recommendation will solve the problem of ICT infrastructure, and at the
same time, also benefit the image and business of PT Telkom.
Recommendation 11: Conduct an initial meeting before the GVT
activity commences
This recommendation is relevant to the key issues:
Key issue 12: Lack of trust between students who collaborate in the GVT
model.
Key Issue 13: The difficulty in scheduling online meetings because time
differences
The rationale of the recommendation:
Hakanen and Soudunsaari (2012) argued that trust is a foundation for
social interactions. Similarly, a study by Krot and Lewicka (2012)
demonstrated that trust enhances communication between team
members. If it is true, then trust impacts positively on student performance.
As a study by Aboyassin (2008) demonstrated, trust increases employee
commitment and productivity and, at the same time, reduces risk and
operating costs. Similar positive impacts happen to students.
However, it is very difficult to establish trust without having a meeting. The
initial meeting is part of self-introduction for students to get know each
other and a good starting point to develop trust among them. This
260
recommendation is in line with studies by Anawati and Craig (2006) who
pointed out that through introductions, students build team cohesion and
encourage team members to understand and appreciate each other.
Thus, the initial meeting helps students to develop a shared team culture
(Loughran 2000). Further, through this initial meeting, any issues and
challenges that potentially occur in the GVT model can be effectively
addressed (Montoya 2011), including the issue of scheduling meetings. It
cannot, of course, overcome the time-difference. It is suggested that
several aspects below should be discussed at the initial meeting:
1. Student‘s profile, qualifications and commitment to the team;
2. A learning plan and schedule for regular meetings or discussions;
3. Key Performance Indicators (KPIs)
4. The rules of appropriate norms of behaviour in working in GVTs and
dealing with timing issues in the GVTs. Davies (200) also suggests that
the ground rules need to be set as working in a GVT model is a new
experience.
Recommendation 12: Provide students with pre-training before the
GVT activity starts. The pre-training will equip
students with an understanding on how to work
in the GVT model.
261
This recommendation is relevant to the key issue:
Key issue 12: Lack of trust between students who collaborate in the GVT
model
Key Issue 13: The difficulty in scheduling the online meetings in the GVT
model because of the time-differences
The rationale of the recommendation:
Students can work best if they have a detailed outline about the GVT
model. Paretti, et al (2007) suggest that students need some guidelines or
instructions from their lecturer to learn how to use the GVT model
effectively. Pre-training is suggested for beginners of the GVT model. Pre-
training equips and assesses students about their understanding on how
to work with the GVT model. Thus, pre-training will save a lecturer‘s time
and reduce uncertainty in the GVTs and increase trust (Lin, et al 2008).
Kelbaugh and Earnest (2008) found that the key to success for teamwork
is dependent on team agreement on decision making, conflict resolution
and communication. Thus, this research suggests that the student‘s
understanding of several aspects of the GVT model below should be
tested in pre-training:
- The student‘s understanding about learning schedules, rules,
timeframes, challenges, team structure and expectations;
- The student‘s understanding about how technology tools will be
used in the GVT model;
262
- The student‘s understanding about a lecturer‘s expectations and
requirements for learning with the GVT model.
These twelve recommendations are used to redesign the GVT model at
Ma Chung University in order to enhance the GVT model as a tool to
prepare IB students to work in the global economy. They are also used as
a method to address the specific issues of affordability of, and access to,
higher education in Indonesia resulting in growth and development for the
Indonesian nation. The development of the GVT model is illustrated in
Figure 6.3.
263
Figure 6.3 The Developed GVT Model For Indonesia Higher Degree Education
External support:
-Establishing an industry liaison to enhance the university-industry linkage of the GVT model
- Inviting private companies in establishing the ICT centres
264
6.3. The Contribution of the research to Indonesia Higher Degree
Education
The research has achieved the expected outcomes of the research by
providing twelve recommendations to improve the GVT model in Ma
Chung University where the GVT model was introduced. The outcome of
this research includes:
1. Evaluated pedagogy to deliver GVTs.
2. A model to develop global business skills in university students
including the accommodation of pluralistic principles.
3. A model to increase student access to higher education across
Indonesia‘s 17,000 islands.
4. A model to address affordability to higher education in Indonesia.
6.4. The Contribution of the Research to Current Knowledge
This chapter provides several recommendations for improving the GVT
model to cope with several challenges that have been noted in Chapter 5.
Although the recommendations have been justified with literature, some
recommendations have emerged from the research and become a
contribution to the research of the current knowledge of the GVT model in
the field of higher degree education, society, and the economy of
Indonesia. The contribution of the research to the current knowledge is
illustrated in Table 6.1.
265
Table 6.1 The contribution of the research project to the knowledge Recommendations This
research Literature research
Contribution to the current knowledge
R1 (Recommendation 1): Blend student-centred learning and teacher-centred learning into the GVT model.
x New knowledge
R2 (Recommendation 2): Incorporating well-designed ICT training.
Justified with literature finding
R3 (Recommendation 3): Appointing a team leader in the GVTs to motivate students to be active learners and to feel comfortable collaborating with other students.
Justified with literature finding
R4 (Recommendation 4): Utilize online forums and social media to help lecturers share their schedule, provide comment, and feedback to their students.
Justified with literature finding
R5 (Recommendation 5): It is recommended that the learning activities should be monitored regularly by a progress report and anonymous individualised evaluations and accompanied with a reward and penalty system.
Justified with literature finding
R6 (Recommendation 6): A well-designed self- and peer assessment to ensure the objectivity of students in assessing themselves and other students.
Justified with literature finding
R7 (Recommendation 7): Increasing the partnerships with business representatives by establishing an industry liaison officer in each university in Indonesia to enhance student learning.
x New knowledge
R8 (Recommendation 8): Promote multicultural perspective of thinking for both students and lecturers by conducting training and sharing sessions.
Justified with literature finding
R9 (Recommendation 9): Provide flexibility to students using varied communication tools so they can match the level of complexity of the communication technology with the level of complexity of the message they want to deliver.
Justified with literature finding
R10 (Recommendation 10): It is recommended that universities in Indonesia establish an ICT centre to be used by universities joining the GVT model.
x New knowledge
R11 (Recommendation 11): Conduct an initial meeting before the GVT activity commences
Justified with literature finding
R12 (Recommendation 12): Provide students with pre-training before the GVT activity starts
Justified with literature finding
: New knowledge
266
CHAPTER 7
REFLECTION
You discover yourself through the research of your work.
Carine Roitfeld
Writing this reflection has allowed me to look back over my journey and
provides me an opportunity to reflect on the journey that has benefited me
professionally. My interest in conducting this research arises primarily from
my work experience in the International Business Department of Kapal Api
Company in Indonesia and subsequent educational experience after
receiving an AUSAID scholarship in 2007; I studied International Business
at the University of Queensland for my Master‘s Degree in International
Business. In 2009, I joined a collaborative project as part of my master‘s
study to develop an e-government blueprint for Caofeidian, China. My
experience working in a collaborative project later assisted me to
undertake business in China based on my understanding of Chinese
culture and developing a Chinese network. It was first time that I had
joined a collaborative project and I was so surprised about how much I
learned. I considered the advantages of the project and I tried to find the
theory behind the project, then I found that the Global Virtual Team is the
norm used in the business field to underpin such projects.
267
After I finished my master‘s degree, I went back to Indonesia and worked
as a lecturer. After one year I had been appointed as Head of the
Business Laboratory in Ma Chung University. It was my job to provide the
real international experience for IB students. Then, I remembered the
project that I had participated in in China and I used this idea to apply the
GVT model as part of the course at Ma Chung University. The first aims of
the GVT model are to enhance my students learning, provide them with
real life work ready experience in the IB field. Indeed, the program should
be able to run at a low cost. After running the GVT model at Ma Chung
University, I realised that the GVT model delivered many positive
outcomes to my students and I believe that the GVT model has other
advantages. However, the GVT practice in Indonesian higher education
needs to be evaluated in terms of its effectiveness to deliver positive
outcomes. Having realised my desire to evaluate the GVT model, I
decided to begin the Professional Doctorate at Central Queensland
University in October 2012.
I chose the professional Doctorate program at Central Queensland
University based on a number of considerations. First, the professional
doctorate program has a transdisciplinary approach that allows me to
evaluate the GVT model from different fields. Thus, the significance of the
research project was established from many perspectives such as
pedagogy, assessment, economy and society, inter-cultural competence,
international experience, and collaboration.
268
In addition, the professional Doctorate program contained coursework
elements to help me to frame my thoughts before I undertook my research
properly. Of great benefit to me personally is the coursework component
of the program that has been delivered for twelve months. I found that six
workshops over twelve months of the professional Doctorate delivered an
excellent process to introduce and develop critical inquiry and research.
Moreover, the experience has made me re-think what I have seen and re-
consider what I have believed. The re-thinking results in optimising my
creativity and methods for acquiring new knowledge. I would have faced
far more difficulty and confusion in my journey in the professional
doctorate research if I had not taken these compulsory workshops.
I could say that my success in finishing the six workshop assignments and
writing the research proposal is owed entirely to Dr. Clive Graham. He
helped me in correcting and editing many of my workshop assignments
and multiple drafts of chapters of the research project along the way. His
knowledge of sufficiency economy philosophy, mode-2 transdisciplinary
knowledge production is valuable for the progression of my research.
Without the regular tutorials provided by Dr. Clive Graham, I doubt I would
have been able to prepare completely for the doctorate.
At the end of the coursework component of the professional doctorate
program, I had the opportunity to present my work to reviewers for a
269
critical review. I had to write the research proposal that contained the first
three chapters of the research project. This consists of the research
problems and background, literature review and research methodology.
After that I presented and defended my research proposal in front of the
colloquium panel that consisted of several lecturers.
The colloquium panel was impressed with the research content and
allowed me continue the research process. I had been told that the
research project belongs neither to the pure international business field
nor the education field. Knowledge of international business, education,
management and even society are all important since the research is
consistent with the thesis of mode 2- knowledge production. The members
of the colloquium panel and in particularly Dr. Clive Graham, who
supervised me at that stage, provided valuable input of the topic selection
and helped me to develop the research topic so that is was specific and
had the best chance of achieving a productive and practical outcome. With
the feedback from colloquium members, I revised my research proposal
and applied for the NAEF which is imperative for doctoral students. At the
beginning of 2014, I achieved the NAEF.
After passing the NAEF that was a challenge to me, I started to launch my
research project. I prepared every document that I needed for interviews
before I went back to Indonesia to collect data. At that time I thought that
the interview process would be not complicated. In fact, this process took
270
a much longer time than expected. I learned that interviewing participants
needs patience and thorough planning. However, my work has paid good
dividends because I discovered important information from the research
participants.
After collecting data for three months, I returned to Sydney. As the
interviews were conducted in Bahasa Indonesia, I then had the task of
translating them into English. I spent 1 month translating all the
conversations. The coding and sorting of the interview responses took
another two months. I had not expected this timeframe. It did, however,
reveal to me that care and meticulous transcription of data is a time
consuming process that requires much patience in writing academic
research.
In around June 2015, Dr Clive Graham who supervised me suddenly
became sick. The news gave me a shock and disappointment at the same
time. I had been supervised by him for half of my professional doctorate
journey so I did not expect his supervision to finish so abruptly. After a
couple of weeks, Associate Professor Ergun Gide was assigned to be my
supervisor to assist me in my research. He is a busy professor, however,
he always spends time with me to help and encourage me to continue my
research project. I am fortunate to have been allocated to Associate
Professor Ergun Gide because he has a long experience in supervising
doctoral students. He is not only my research supervisor, but also like a
271
father who always gave me advice, who projected positive energy, but
gave enormous support in my research journey. I am indebted to him for
his patience in giving advice for my research. Associate Professor Ergun‘s
patience in instruction, interpretation and suggestions along with his
expertise in significant areas of my research should not be
underestimated. I have been guided by Associate Professor Ergun Gide
all times throughout my doctoral studies and I appreciated and accepted
his advice.
I had imagined that once the data was collected and transcribed,
conclusion would be relatively easy to draw on. Instead, I learned that
social research requires analysis and interpretation by way of further
validation. I found that the discussion of the research outcome would be
the most difficult part of my research project. It required a lot of further
researching to validate the interview outcomes in their context. I spent
approximately six months rewriting, editing, re-editing this stage of the
research process. However, the more I read and write, the more I learned
about the GVT model. Eventually, I discovered that although the interview
participants responded positively the GVT model, some of them had
hesitated to become involved in the GVT model.
The data collection phase of my research also uncovered another hidden
factor. This concerned the working conditions of most lecturers in
Indonesia, who are overwhelmed with their teaching and administrative
272
duties. Another factor is also the lack involvement of industry
representatives in the GVT model because the GVT model outcome does
not fit with industry expectation and only focuses on academic results.
The concept of using the GVT model in teaching IB students is a creative
method. However, a practical way to implement it fully into the Indonesian
higher degree education is not easy. Most of the Indonesian lecturers
were bound by the traditions of education. The positive attitude of
participants to the GVT model is not complemented with effective
implementation.
From additional reading, analysis and reflection, I concluded that the most
important factors for implementing the GVT model into the Indonesia
higher degree education was to solve these challenges that impede the
effectiveness of the GVT model by enhancing student learning and
supporting government goals, including increasing access, providing
affordable and multi-cultural education. The interview shows that the GVT
model will benefit Indonesian higher degree education if the challenges in
the GVT model‘s assessment, pedagogy and supporting infrastructure fit
the GVT model. This, I consider has not been done. If these challenges
are solved, I reasoned, the GVT model could enhance student learning.
This I have done in this research.
273
The literature and interviews show that Indonesian higher degree
education is a unique culture where the lecturers consider the way their
teaching should be changed but where they hesitate to change because
they feel comfortable with their teaching methods which are mostly
dominated by theory memorizing and teacher-centric learning. Indonesia
also has thousands islands where the condition of infrastructure and
quality of lecturers is varied. However, the culture of Indonesia promotes a
willingness to acquire new knowledge and adjust to other cultures and this
would provide support for the GVT model with its aims of encouraging
pluralism in Indonesia. The recommendations that were provided in this
research have taken account to this unique condition. In addition, the
recommendations have been given by way of evidence and explanation.
Indeed, as in all doctoral research, I had researched and written much
more that appears in the final research project for the examination. In the
final cull, some words were expunged in order to comply with the required
length of the research project to be examined. This is a heart-breaking but
necessary part of doctoral research.
My research, I think has demonstrated the integrity of Mode-2 research as
defined by Gibbons et al (1994) and Nowotny, et al (2001). First, research
was carried out in the context of a Ma Chung University, Indonesia where
a business laboratory implementing the GVT model in international
business education had been established. Second, this research required
274
the researcher to be involved in transdisciplinary knowledge production.
As such, the GVT model was open to the competing views of various
disciplines including communication, conflict resolution, politics,
economics, negotiation and culture. Third, the GVT model evaluation
involved several institutions such Ma Chung University, local industries
and government agencies. This research aimed to involve participants
from government, education and industry to make sure the research result
was accepted by society. Hence, this research project conforms the Mode-
2 knowledge production posited by Gibbons et al (1994).
The professional doctorate provided me with a wonderful experience. I
got so much support from both supervisors, first, Dr. Ergun Gide, and the
second supervisor, Dr. Julie Fleming and CQU staff members who are
located at the Sydney campus or Rockhampton Campus. I have learned a
lot by undertaking the professional doctorate. I have not learned not only
how to conduct research but I have learned also about the complexities of
the research process and the social issues that underpinned my research
topic. From my research journey, I found that doctoral research is not
concerned with justifying the opinion with other expert arguments or
research findings, as I learned in my master‘s degree, but more concerned
with finding new knowledge and verifying it in part by theory and in part by
discovery. Associate Professor Ergun Gide in my first meeting with him
emphasized this. He said that as a doctoral or PhD student, I should find
the knowledge gap in the topic of field I will research and think how to fill
275
that knowledge gap. By doing that, the research project adds to
knowledge development and benefits and society.
The conclusion of this research project has simply opened my eyes to the
knowledge gap in the GVT model that has been established at Ma Chung
University. I believe that this is the best tool for enhancing my students‘
learning. The outcome of this research project enhances the GVT model,
which fits the condition of the Indonesian higher degree education. With
these recommendations I come with a new GVT model that not only
enhances student learning, but also helps the Indonesian government to
achieve its national economic goals, increase access, and support
pluralism in Indonesia.
Finally, my doctorate study has not only been beneficial for the
development of my nation, but also for the development of myself. I might
say that the specific outcome and learning resulting from the Professional
Doctorate is the development of myself. As Batchelor and Di Napoli (2006)
pointed out the aims of the doctoral journey is achieved when the
researcher‘s eyes are opened as a result of the research journey.
276
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APPENDICES
321
Appendix 1 Ethical Consideration (NEAF)
322
323
Appendix 2 Invitation to Participate
Sydney campus 400 Kent Street SYDNEY NSW AUSTRALIA 2000
Invitation to participate
Name Address Date TITLE An evaluation of the the Global Virtual Team (GVT) Model at
Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy
RESEARCHER Mr. Liem Gai Sin CONTACT Room 7.06 Central Queensland University, Sydney campus,
400 Kent Street Sydney Australia 2000, [email protected]
NATURE OF RESEARCH The research aims to investigate and evaluate outcomes of
GVT model pedagogy at Ma Chung University, Indonesia, in order to determine its effectiveness in preparing undergraduate international business students to work in the global economy.
Dear… I am writing to you about my research project entitled, ―An evaluation of the Global Virtual Team (GVT) Model at Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy‖. This project is being taken as part of my Doctoral Professional Studies at Central Queensland University. I invite you to participate in my research topic. I would like to spend one and quarter hours with you to ask your opinion and knowledge about the GVT model at Ma Chung University and its potency as a teaching tool to prepare international business students to work in the global economy and as a method to address the specific issues of affordability of and access to higher education in Indonesia. The information collected during the interview will be non-identifiable so there will be no way any remarks will be attributed to you personally or by name. That is, your responses will be anonymous. You will be free to withdraw at any time prior to and during the interview and the information I gain will be distributed to you in synthesized format. Your participation will be very useful for my research project and I would be grateful if you could respond your willingness to participate to me at [email protected] Warm Regards, Liem Gai Sin Doctoral Professional Studies Candidate of Central Queensland University Any enquiries or concerns about the research can be directed to me by calling +61 9324 5000 in Australia. Enquiries can also be made to (i) Mr. Liem Gai Sin Room 7.06 Central Queensland University, Sydney campus, 400 Kent Street Sydney Australia 2000 [email protected] and to (ii) CQUniversity Office of Research, +61 7492 3260-3, [email protected]
324
Appendix 3 Letter of Consent
Sydney campus 400 Kent Street SYDNEY NSW AUSTRALIA 2000
LETTER OF CONSENT Name : Address : Date : TITLE An evaluation of the effectiveness of the Global Virtual Team
(GVT) Model at Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy
RESEARCHER Mr. Liem Gai Sin CONTACT Room 7.06 Central Queensland University, Sydney campus,
400 Kent Street Sydney Australia 2000, [email protected]
NATURE OF RESEARCH The research aims to investigate and evaluate outcomes of
GVT model pedagogy at Ma Chung University, Indonesia, in order to determine its effectiveness in preparing undergraduate international business students to work in the global economy.
EXPECTED DURATION : 1 ¼ hour at a mutually agreeable time. Thank you for participating in this research associated with my doctorate degree at Central Queensland University. I inform you of following:
1. You are free to withdraw from this interview at any time. 2. You are free to reframe a response at any time 3. Your anonymity if assured-
No statement will be attributed to you in writing or in speech
No inference that is attributable to you will be made in writing or in speech
No record of interview either written or recorded that is attributable to you or any institution with which you may be associated will be distributed
Your name, title, institution will not be recorded in the research or elsewhere.
4. A hand written record and audio tape of the main points of the interview will be made during the interviews
Liem Gai Sin YOUR CONSENT: I agree to be interviewed in accordance with the above conditions Signed Date
Any enquiries or concerns about the research can be directed to me by calling +61 9324 5000 in Australia. Enquiries can also be made to (i) Mr. Liem Gai Sin Room 7.06 Central Queensland University, Sydney campus, 400 Kent Street Sydney Australia 2000 [email protected] and to (ii) CQUniversity Office of Research, +61 7492 3260-3, [email protected]
325
Appendix 4 Interview Questions
Sydney campus 400 Kent Street SYDNEY NSW AUSTRALIA 2000
Interview Questions for Group 1 (Students who study international business using the GVT model at Ma Chung University)
TITLE An evaluation of the effectiveness of the Global
Virtual Team (GVT) Model at Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy
RESEARCHER Mr. Liem Gai Sin CONTACT Room 7.06 Central Queensland University,
Sydney campus, 400 Kent Street Sydney Australia 2000
[email protected] NATURE OF RESEARCH The research aims to investigate and evaluate
outcomes of GVT model pedagogy at Ma Chung University, Indonesia, in order to determine its effectiveness in preparing undergraduate international business students to work in the global economy.
(60 - 90 minutes)
1. In what ways have you been able to apply the theory using the GVT model? 2. How do you think the GVT model can improve your cross cultural understanding? 3. Did you acquire real-world skills when you joined the GVT model at Ma Chung
University? 4. Do you think the GVT model can provide learning flexibility in term of time and
location to you? 5. Do you think the GVT model enlarge your international network 6. Do you think the diversity that is offered by the GVT model can improve your
creativity? 7. Are you aware the cost benefits of working with the GVT model? 8. Do you think the cultural diversity is one of major challenge when you work with
the GVT model? 9. Are you aware that you will rely on technology when you work in GVT? Does this
worry you? 10. Do you face any difficulties in scheduling meetings with your team members? 11. How can you build trust virtually in order to complete the task? 12. What do you think is the suitability of the assessment of your GVT model
experience? 13. Is there anything else you would like to tell me about the GVT model? Is there
anything you would recommend?
Any enquiries or concerns about the research can be directed to me by calling +61 9324 5000 in Australia. Enquiries can also be made to (i) Mr. Liem Gai Sin Room 7.06 Central Queensland University, Sydney campus, 400 Kent Street
326
Sydney Australia 2000 [email protected] and to (ii) CQUniversity Office of Research, +61 7492 3260-3, [email protected]
Sydney campus 400 Kent Street SYDNEY NSW AUSTRALIA 2000
Interview Questions for Group 2 (Lecturers who work with the GVT model at Ma Chung University)
TITLE An evaluation of the effectiveness of the Global
Virtual Team (GVT) Model at Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy
RESEARCHER Mr. Liem Gai Sin CONTACT Room 7.06 Central Queensland University,
Sydney campus, 400 Kent Street Sydney Australia 2000
[email protected] NATURE OF RESEARCH The research aims to investigate and evaluate
outcomes of GVT model pedagogy at Ma Chung University, Indonesia, in order to determine its effectiveness in preparing undergraduate international business students to work in the global economy.
(60 - 90 minutes)
1. In what ways have your students been able to apply the theory using the GVT model?
2. Do you think the GVT model improves students‘ cross cultural understanding? 3. How does this GVT Model provide your students an opportunity to acquire real-
world skills? 4. What do you think about the statement that the GVT model can provide learning
flexibility for students? 5. Do you think the GVT model can increase your professional network and student
network? 6. What do you think about the potential of this GVT model to provide an exercise
for students to develop the creative business idea? 7. What do you think about the statement that the GVT model can be operated with
limited resources? 8. Do you find your students facing difficulties to work with students with
multicultural backgrounds? 9. How to do you prepare students for working in different schedules? 10. What technological difficulties do you think your students face when they work in
the GVT model? 11. What do you prepare for your students to be ready to work with the GVT model? 12. What kind of assessment do you think can reduce the free-riding happens in the
GVT model? 13. Is there anything else you would like to tell me about the GVT model? Is there
anything you would recommend?
Any enquiries or concerns about the research can be directed to me by calling +61 9324 5000 in Australia. Enquiries can also be made to (i) Mr. Liem Gai Sin Room 7.06 Central Queensland University, Sydney campus, 400 Kent Street
327
Sydney Australia 2000 [email protected] and to (ii) CQUniversity Office of Research, +61 7492 3260-3, [email protected]
Sydney campus 400 Kent Street SYDNEY NSW AUSTRALIA 2000
Interview Questions for Group 3 (Participating companies which host the Ma Chung GVT model)
TITLE An evaluation of the effectiveness of the Global Virtual Team (GVT) Model at Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy
RESEARCHER Mr. Liem Gai Sin CONTACT Room 7.06 Central Queensland University,
Sydney campus, 400 Kent Street Sydney Australia 2000
[email protected] NATURE OF RESEARCH The research aims to investigate and evaluate
outcomes of GVT model pedagogy at Ma Chung University, Indonesia, in order to determine its effectiveness in preparing undergraduate international business students to work in the global economy.
(60 - 90 minutes)
1. How do you think the GVT Model might help you to get better qualified employees in international business?
2. Do you think this GVT model can help you to get employees with intercultural competence?
3. How do you think the GVT Model might help you to get better qualified employees in international business?
4. Do you think the GVT model is an effective exercise for students to work virtually like in the company?
5. What do you think about the potential of this GVT model to create a new business idea for your company? Do you think the GVT model is an effective exercise for preparing students working in international business
6. Is there anything else you would like to tell me about the GVT model? Is there anything you would recommend?
Any enquiries or concerns about the research can be directed to me by calling +61 9324 5000 in Australia. Enquiries can also be made to (i) Mr. Liem Gai Sin Room 7.06 Central Queensland University, Sydney campus, 400 Kent Street Sydney Australia 2000 [email protected] and to (ii) CQUniversity Office of Research, +61 7492 3260-3, [email protected]
328
Sydney campus 400 Kent Street SYDNEY NSW AUSTRALIA 2000
Interview Questions for Group 4 (The Indonesian Education Ministry Policy Department)
TITLE An evaluation of the effectiveness of the Global Virtual Team (GVT) Model at Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy
RESEARCHER Mr. Liem Gai Sin CONTACT Room 7.06 Central Queensland University,
Sydney campus, 400 Kent Street Sydney Australia 2000
[email protected] NATURE OF RESEARCH The research aims to investigate and evaluate
outcomes of GVT model pedagogy at Ma Chung University, Indonesia, in order to determine its effectiveness in preparing undergraduate international business students to work in the global economy.
(60 - 90 minutes)
1. How do you think this GVT model is able to develop the real-world application of knowledge?
2. How do you think the concept of this GVT model can help promote tolerance, diversity and pluralism in Indonesia?
3. How do you think the GVT model can help the government to increase the high skill workforce in Indonesia; contribute to national economic goal?
4. How does the flexibility of GVT model help Indonesia to increase the access? 5. Do you think the GVT model can support the government in providing an
economic education for students? 6. Is there anything else you would like to tell me about the GVT model? Is there
anything you would recommend?
Any enquiries or concerns about the research can be directed to me by calling +61 9324 5000 in Australia. Enquiries can also be made to (i) Mr. Liem Gai Sin Room 7.06 Central Queensland University, Sydney campus, 400 Kent Street Sydney Australia 2000 [email protected] and to (ii) CQUniversity Office of Research, +61 7492 3260-3, [email protected]
329
Appendix 5 Information Sheet
Sydney campus 400 Kent Street SYDNEY NSW AUSTRALIA 2000
Information Sheet
TITLE An evaluation of the effectiveness of the Global Virtual Team (GVT) Model at Ma Chung University, Indonesia, to prepare undergraduate international business students to work in the global economy
RESEARCHER Mr. Liem Gai Sin CONTACT Room 7.06 Central Queensland University, Sydney campus,
400 Kent Street Sydney Australia 2000, [email protected]
NATURE OF RESEARCH The research aims to investigate and evaluate outcomes of
GVT model pedagogy at Ma Chung University, Indonesia, in order to determine its effectiveness in preparing undergraduate international business students to work in the global economy.
EXPECTED DURATION : 1 ¼ hour at a mutually agreeable time. Methodology: A hand written record and audio tape of the main points of the interview will be made during the interviews Timing of the research: At a mutually agreeable time Right to withdraw: see attachment: letter of consent
1. You are free to withdraw from this interview at any time. 2. You are free to reframe a response at any time 3. Your anonymity if assured-
No statement will be attributed to you in writing or in speech
No inference that is attributable to you will be made in writing or in speech
No record of interview either written or recorded that is attributable to you or any institution with which you may be associated will be distributed
Your name, title, institution will not be recorded in the research or elsewhere.
COUNSELLING No counselling support is required DATA STORAGE Data will be stored for 5 years in
accordance with the code of conduct policy.
PUBLICATION Not applicable NON PARTICIPATION will not affect the participants‘ employment
or academic standing CONFIDENTIALITY AND ANONYMITY assured in Letter of Consent
Any enquiries or concerns about the research can be directed to me by calling +61 9324 5000 in Australia. Enquiries can also be made to (i) Mr. Liem Gai Sin Room 7.06 Central Queensland University, Sydney campus, 400 Kent Street Sydney Australia 2000 [email protected] and to (ii) CQUniversity Office of Research, +61 7492 3260-3, [email protected]
330
Appendix 6 Letter from the Translator of Interview Data
331
Appendix 7 Certification of the translation of Interview Data
332
Appendix 8 Permission letter from Ma Chung University
333
Appendix 9 Permission letter from the Ministry of Education and
Culture
334
Appendix 10 Permission letter from Business Representatives
335
336
Appendix 11 The GVT model at Ma Chung University
General Course Information
1.1 Course Details
Course Code: Course Title: International Business
Lecturer: Liem Gai Sin, M.Bus (Adv)
Coordinating Unit: School of Business
Semester: Semester 2, 2011 Mode: Intensif
Level: Bachelor Coursework
Location: Universitas Ma Chung
Number of Units: 2 Contact Hours Per Week: 3C
Pre-Requisites: Permission from Head of School + #8 of Business School level
7 courses
Restrictions: Quota: Minimum of 15 enrolments
Course Description:
Your team represents a consulting company that specializes in finding
business opportunities and developing initial business plans for prospective
ventures. In the light of the raging economic turmoil, many international
companies try to stay afloat by carefully planning their next steps.
Your team has to choose one of the companies in Indonesia or International
Company and develop a business proposal for a product or service that the
company of your choice should invest in. Currently there are two companies that
agreed to allow you to work for them which are Gramedia Tbk and SKK Migas.
However, you can choose other companies if you can get their permission to work
for them.
You need to submit only a tentative business plan that provides a general
description of the product/service and its development and marketing strategy.
You are free to choose any product or service that has the greatest economic
potential for your client. The product or service can be produced or offered in any
location and is not limited to the countries represented on your team.
Working as a team, please develop a report that details the following areas:
1. Product/Service: Describe the specific product or service that your Client
should invest in and provide an economic justification for your idea.
2. Target Market: Describe the target market for your product: explain what
consumer segment is targeted, if the product or service should be offered
globally or in a specific location only, what type of strategy (e.g.,
differentiation, focus, low-cost, etc.) would be most appropriate in this
case, etc. and provide justification for your recommendations.
3. Production site or service personnel location: Explain where the product
should be manufactured or the service personnel should be located and
operate from and provide a justification for your suggestion.
4. Entry mode: Suggest most suitable entry mode (e.g., green field, purchase
of an existing company, joint ventures between the IJV and other local
companies, franchising, licensing, management contract, wholly owned
337
subsidiaries, etc.). If you feel the product or service should be developed
and/or distributed in a partnership with another company, provide
additional details on how the partnership should be set up (what would be
the contribution of each company and how the partnership should be
governed). If applicable, also explain how the product/service should be
delivered to and distributed in each market (e.g., freight forwarders,
direct/indirect exporting, sales representatives, over the Internet, etc.).
5. Staffing: Outline how development and distribution of the product or
service should be staffed, should the company hire new personnel or use
current employees, should the company use locals, expatriates, or third-
country nationals, etc. Provide additional details if you feel that the
staffing choices should differ across positions, functions, or regions.
Explain your suggestions.
6. Marketing: provide a brief summary of the suggested marketing strategy
for the product/service, comment on expected marketing challenges and
suggest solutions.
7. Payment arrangements: Provide details on payment arrangements with
local customers and/or retailers and distributors if applicable (e.g.,
advance payment, open account, documentary collection, letter of credit,
etc.) and explain why these payment arrangements are most viable.
8. Capital: Explain whether the company should invest in the product or
service using its own cash or whether it should seek external funding; if
applicable, review possible sources of additional funding (e.g., local
financial institutions, international financial institutions, venture
capitalists, issuing equity, etc.) to finance possible future expansion of the
business. Briefly explain your suggestions.
9. Likely challenges: Summarize other challenges the newly formed
company is likely to encounter and offer your solutions.
Team Composition and Collaboration
Each team is comprised of about six students from different countries. The
names of the students on each team can be found here:
https://spreadsheets.google.com/spreadsheet/ccc?key=0AjNhzzXMdGmCdDkyd
WNBdzd5cjduUXN6OURVREV2TEE&hl=en_US#gid=0. Since this is a shared
file, for privacy concerns it contains only names of the students on each team, but
not their contacts. The contacts (email addresses) of your teammates will be
provided by your instructor by the start date of the project.
IMPORTANT: With so many students involved in the project, dropouts and
late enrollments are inevitable. Expect changes in your team composition: it is
very likely that you team will lose at least one team member and it is possible that
another team member will be added to your team over the course of the project. If
such changes occur, your team members will be informed immediately. Please do
not worry if a person drops out or is added to your team – simply carry on with
the project working with the people assigned to your team.
338
Communication Mode
Once you receive names/emails of your teammates from your Instructor, you
will have to initiate the contact with your teammates by sending an email to all of
your teammates, or reply to their emails if they contact you first. It is critical that
you attempt to initiate contact with your teammates as soon as you receive their
names. While the initial contact will have to be made via email, each team is free
to use the collaboration tools that work best for its team members. Free
collaboration tools, such as email, Google Docs, Dropbox,, Skype, Facebook
Groups, or Google+ should be sufficient to complete the project, but you are free
to choose a different communicating mode.
Report Formatting and Submission Guidelines
Your team must collaboratively produce one business proposal that all
teammates agree upon. Identical copies of the report must be submitted to each
corresponding Instructor. Consult your Instructor for more detailed guidelines for
report submission (e.g., hard or electronic copy, in class or via Black Board or
other course administration tools).
Keep your reports as concise as possible and include only the most relevant
and important information. The report should be 12 to 35 double-spaced pages
long, including appendices with references, statistics, charts, maps, etc.
Please format your report as the following:
Use the template provided at the end of this document to
design the title page of your team report. The title page of the
report must contain the number of your team and names of all
teammates. If some of your teammates never responded and
did not participate in the project, list their names on the title
page of the report, but add a note indicating that these students
did not participate. Do not number the title page.
Number all pages in your manuscript.
Include a Table of Contents (separate page)
Include an abstract or electivity summary – max 200 words
(separate page)
Margins should be one inch (2.5cm) at the top, bottom, and
sides of the page.
Font type should be 12-point Times New Roman throughout
the document.
Double-space all body text.
Indent first line of a new paragraph
Manuscript text should be left-aligned.
In-text citations should include only the name of the author(s)
and the date of the publication. Full references (author, year,
title of the publication, publisher, and website address, etc.)
should be provided at the end of the report.
Wikipedia is an excellent resource to begin your research, but
it is an inappropriate source to cite in your paper. Instead, you
must find the source behind the Wikipedia entry and verify its
accuracy.
339
Pre- and Post-Project Survey
In addition to the team report, you are also required to complete a survey
before starting to work on the project and another survey after the project is
completed. You will receive an email invitation to complete the survey from
Qualtrics.com – simply click on the link in the message and it will take you
directly to the survey.
In the pre-project survey, you will be asked to share your thoughts about the
challenges you expect to experience when working with your international
teammates and answer a few questions related to your perceptions about
differences among the participating countries and your personal working style and
values. In the post-project survey, you will be asked to comment on challenges
you encountered during the project, as well as evaluate the performance of your
teammates.
The survey has been approved by the Research Ethics Committee of the
Institutional Review Board. Your identity will be kept strictly confidential and
your answers will not be shared with your teammates or other students. Only a
country-level summary of the results (national averages, most common or most
interesting comments and observations) will be distributed to all students so that
students can compare their personal experiences and impressions to those of other
students.
The pre-project survey must be completed before you start working on the
project, but no earlier than October 1. The post-project survey should not be
completed until your team report is submitted but no later than December 4.
Project Evaluation
The quality of your business proposal will be evaluated based on the
- Economic viability of your business proposal
- Innovativeness of your ideas
- Thoroughness and depth of analysis
- Clarity, readability and formatting quality of your report
- Timeliness with respect to deadlines
The project grade will depend on the timely completion and quality of the
following components: Task Deadline Weight
Deadline 1. Pre-project survey: Each student must complete the
Pre-project survey. Please note, all questions must be answered.
The software checks for random response pattern – surveys with
random answers will be disqualified.
You will receive an email invitation to complete the survey from
Qualtrics.com – simply click on the link in the message and it will
take you directly to the survey. If you miss the invitation, you can
access the Pre-project survey by following this link:
https://uncg.qualtrics.com/SE/?SID=SV_agACjVtdWtE95Gc.
October 8
Must be
completed
to receive
a grade
for the
project
Deadline 2. Established contact with teammates: By this date, you
should exchange at least a few messages with your teammates. If
some teammates are not responding, you are expected to send at
least three email reminders to them by this deadline.
October 20 25%
340
You must report your progress with establishing contact with your
teammates by filling out this form:
https://spreadsheets.google.com/spreadsheet/viewform?formkey=
dGNQQUc4NTVabFNBalkxZUlqajVJdmc6MQ
To view responses received from other students, go to
https://spreadsheets.google.com/spreadsheet/ccc?key=0AjNhzzX
MdGmCdGNQQUc4NTVabFNBalkxZUlqajVJdmc&hl=en_
US#gid=0
Deadline 3. Agreed on Company and Idea: By this deadline, your
team must choose the company from the list and agree on the
product/service that your team is writing the proposal for. One of
the teammates must then provide a brief description of the
product/service using this form:
https://spreadsheets.google.com/spreadsheet/viewform?formkey=
dFlEOEdjTHV6Ry14TmhhTDZiRTZxbGc6MQ
To view responses received from other students, go to
https://spreadsheets.google.com/spreadsheet/ccc?key=0AjNhzzX
MdGmCdFlEOEdjTHV6Ry14TmhhTDZiRTZxbGc&hl=en_US#
gid=0
November 10 25%
Deadline 4. Business proposal report: Each member of your team
must submit an identical copy of your team report to his/her
instructor.
December 1 50%
Deadline 5. Post-project survey: Each student must complete the
Post-project survey. Please note, all questions must be answered.
The software checks for random response pattern – surveys with
random answers will be disqualified.
You will receive an email invitation to complete the survey from
Qualtrics.com – simply click on the link in the message and it will
take you directly to the survey. If you miss the invitation, you can
access the Post-project survey by following this link:
https://uncg.qualtrics.com/SE/?SID=SV_di2AblmtZoi6LyY.
December 4
Must be
completed to
receive a
grade for the
project
TOTAL 100%
Frequently Asked Questions:
What do I do if the email(s) of my teammates are not working? If you received an error
message indicating that the email address is not working, inform your Instructor right
away – you should receive an updated email address within two-three days.
What do I do if one or more of my teammates are not cooperating or simply ignoring my
messages? Do you best to encourage each teammate to work on the project (introduce
yourself to each teammate, try to set a meeting schedule that works for all teammates,
send reminders frequently, etc.). If your repeated attempts (at least once every 3-4 days)
to establish contact and exchange ideas with some of your teammates fail, work on the
project with the teammates who respond to your messages. Your project grade won’t be
affected if one or more of your teammates will not participate and provide no input. As
long as you do your best with the available resources/teammates, your high grade is not
jeopardized. However, please keep sending reminders to the “missing” teammates from
time to time.
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I am frustrated. My team does not work together, we cannot agree on many issues, each
of us has a different understanding of what’s expected, some teammates don’t seem to
care and some don’t even reply. The project is just one big disappointment. Can I just
write my own business proposal? The problems you will experience when working on the
project will be very similar to what you will experience in the real business environment:
communication difficulties due to language, time zone, communication technology and
cultural differences, differences in expectations and understanding of what needs to be
done and how, ignorance and even prejudice are all common challenges. Your future
performance will be much better if you will learn how to deal with these challenges now
when mistakes are much less costly.
The primary purpose of the project is to give you an opportunity to gain first-hand
experience in international business collaboration. The project is about the process, not so
much about the outcome. That is, it is not a test but rather an exercise, a learning
opportunity. Therefore, your effort matters more than the outcome. As long as you do
your best and complete each component of the project (pre- and post- project surveys,
persistent attempts to establish contact with your teammates, answer all questions in your
report, etc.), you will receive a high grade for the project even if the quality of the team
report will be mediocre. You must work as a team. If some teammates do not contribute,
keep working on the project with the teammates who cooperate. If nothing works and you
fail to establish contact with your teammates or produce a team report, rather than
submitting your own report, you will be asked to submit a proof of your effort to work as
a team. If your team fails at teamwork, your individual submission should not be your
own version of the business proposal, but rather copies of the emails you sent to your
teammates, other records that show your effort throughout the semester and your
reflections of what did not work and why. Although it is extremely unlikely, it is
theoretically possible that you are the only member of your team and despite your best
efforts, no other teammate cooperated with you during the entire eight weeks. You can
still get the highest grade as long as you can present evidence of your continuous effort to
establish contact with your teammates and your thoughts and reflections on this
experience.
What is the worst mistake I can make?
Your biggest mistake would be not to start working on the project early. Some students
procrastinate, don’t reply to their teammates calls and don’t do their share during the
semester. They finally try to get something done a few days before the deadline and
contact their teammates just to find out that the team has already completed the project.
At this stage, the “procrastinators” have no proof of their active effort during the semester
and their team does not need them anymore. To avoid this problem, make sure to be
actively involved in the project from the very beginning.
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International Business Student Collaboration Project
Team # ____
Client (Company):
________________________________________________
Product/Service:
_________________________________________________
Team members:
Name Country
Did Not Participate
(please make a note if this
teammate did not contribute during
the project, has not replied to
emails, etc.).
Please note that each team member must submit a copy of this report to his or her
Instructor. Each report submitted by the members of your team must be identical.
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Appendix 12 Signed Informed Consent
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APPENDIX 13 INTERVIEW TRANSCRIPT
S01
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: Saya belajar mempraktekan teori IB karena dengan GVT model saya
berusaha mengambil keputusan perusahaan yg dipilih, diidentifikasi kebutuhan dari
perusahaan tersebut, dan mempelajari struktur organisasi serta memberikan solusi untuk
perusahaan. GVT model tersebut memaksa saya untuk mengembangkan rencana bisnis
dengan inovasi baru yang dapat membantu perusahaan dalam pengembangan produk
maupun meningkatkan profit perusahaan, meningkatkan penjualan atau menambah daya
tarik profile perusahaan, menambah pengunjung. Dengan GVT model ini, teori bisnis
internasional yang semula susah dipahami jadi lebih mudah dipahami karena saya dapat
mempraktekan langsung teori ke perusahaan yg menjadi studi kasus. Selain itu kita
bekerjasama dengan bermacam-macam orang yg berasal dari berbagai negara dengan
pemikiran dan budaya berbeda sehingga memperkaya teori yg kita dapat di kelas.
Interviewee: I learned practicing the IB theories by GVT model because I tried to make a
decision of the selected company, identify the company‘s needs, and study the
organizational structure as well as provide solutions for the company. GVT model forced
me to develop a business plan with new innovation that could help the company
developed product and improved profits, increased sales or increased the company‘s
attractive profile, and increased visitors. By GVT model the theories of international
business originally difficult to understand became easier to understand because I could
practice the theories directly to the company which was in the case study. In addition, we
worked with various people coming from different countries, having different thoughts and
cultures so that we could enrich the theories students will get in classroom.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Menurut saya, keanekaragaman budaya dari anggota kelompok saya yang
meningkatkan pemahaman saya terhadap budaya lain. Semakin banyak jumlah anggota
kelompok dan semakin berbeda-beda negara asal anggota di satu kelompok, akan
membantu saya meningkatkan pemahaman saya akan lintas budaya. Karena dengan
beranekaragam bahasa, waktu yang berbeda, budaya, kebiasaan dan agama yang
berbeda, membuat kita semakin paham dan belajar mengenai banyak budaya berbeda-
beda yang ada di luar sana. Kita juga menjadi lebih tahu, akan budaya-budaya yang unik
dari teman dari negara yang lain. Terlebih apabila kita menemukan teman yang tepat,
maka walaupun budayanya berbeda, bahasa berbeda dan lain-lain yang beda, kita tetap
biasa menjadi teman dan menjaga kekompakan walaupun GVT model ini telah selesai.
Interviewee: I think the cultural diversity of the team members enhances my
understanding of other cultures. The more number of team members and the more
differences of countries where they come from, the more improvement of cross-cultural
understanding I get. Because of the different languages, times, cultures, customs, and
religions, they make us more aware and learn many existing different cultures. We also
become more aware about the unique cultures of friends from other countries. Especially,
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when we find the right friends, though the cultures, languages, others are different; we
still can be friends and maintain the cohesiveness of GVT although this model has been
finished.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Keahlian yang saya dapat bermacam-macam, mulai dari bahasa, teori bisnis
internasional, dan keahlian menilai seseorang dalam hal bekerja nantinya sampai
keahlian lain diluar akademik misalnya memasak. Keahlian bahasa, saya dapatkan
karena saya memiliki anggota kelompok yang berasal berbagai negara. Pada awal
komunikasi, kami kebingungan karena setiap anggota menggunakan bahasa mereka
sendiri yaitu bahasa inggris, india, pakistan, arab dan lain-lain, sehingga kami
memutuskan untuk menggunakan bahasa inggris untuk berkomunikasi. Seminggu
pertama komunikasi masih agak kacau, karena bahasa inggris dari anggota masih di
campur aduk dengan bahasa negara mereka, minggu kedua berjalan semua sudah
menggunakan bahasa inggris. Namun ada beberapa teman yang chatting dengan saya,
mengajari saya bahasa mereka dan begitupun juga dengan saya yang mengajari mereka
bahasa indonesia dan jawa. Saya mendapatkan suasana lucu dan menyenangkan ketika
berkomunikasi dengan mereka dengan menggunakan banyak bahasa. Tentang keahlian
teori bisnis internasional jelas kami dapatkan, karena dalam mengolah kasus kami, kami
menggunakan materi dan pelajaran bisnis internasional. Untuk keahlian menilai
seseorang, di dalam kelompok saya misalnya, ada 1 orang yang tidak mau bekerjasama
sekali dan dia hanya seseali ikut nimbrung di chat kami. Nah disini saya jadi mengetahui
bahwa bekerja dalam tim global itu tidak mudah karena karakteristik tiap anggota
berbeda misalnya ada yang rajin, ada yang malas, semua itu dapat diatasi tergantung
dari cara kita berpikir positif agar kelompok tidak pecah. Semua hal diatas saya rasa
berguna sekali dalam hal bekerja nantinya, karena dengan pengalaman di atas saya jadi
tidak takut untuk bekerja sama atau memiliki hubungan kerja dengan orang luar.
Interviewee: The skills I got were various, such as language, theories of international
business, and assessing a person's skills in term of working and non-academic skills
such as cooking. I could get language skill because I had team members coming from
other countries. At the beginning of the communication we were confused because each
member used their own language, e.g. English, Indian, Pakistani, Arabic, and others, so
we decide to use English to communicate. The first week was a bit chaotic
communication because English used by the members was still mixed with their native
language. The second week ran, all members had already use English. However there
were some friends who chatted with me taught me their languages and the same also
with me that I taught Indonesian and Javanese to them. I got a funny and nice
atmosphere when communicating with them by using many languages. On the skill of
international business theories, obviously we got it, because in the process of our case,
we used material and subject of international business. To assess a person's skill, in my
team, for example, there was one person who did not want to cooperate at all and he just
once chimed in our chat. Well, from here I knew that working in a global team was not
easy because of the different characteristics of each member, for example there were
diligent, lazy, all the problems could be overcome depending on the way we think
positively, so that the team was not broken. All of this explanation, I think, is useful in
term of work in the future because based on my experience I do not need to be afraid of
cooperating or having a working relationship with foreigners.
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4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Menurut saya GVT model ini sangat fleksibel dari segi waktu dan ruang
belajar. Dimana kita tidak perlu harus datang ke universitas jauh-jauh sehingga kita tidak
membuang waktu dan uang kita untuk transportasi ke universitas. Sebaliknya kita dapat
menggunakan kecanggihan teknologi dan jejaring sosial yang ada untuk belajar. Hal ini
menurut saya dapat menghemat biaya dan waktu. Yang kita perlukan hanya koneksi
internet yang lancar dan laptop atau komputer untuk komunikasi, tentunya kita harus
punya koneksi internet dan laptop. Dari segi waktu, saya rasa fleksibel. Karena meskipun
jam kerja dari tiap negara berbeda, kita masih dapat menyimpan percakapan atau diskusi
kita di chat grup sehingga meskipun tidak semua anggota online, diskusi yang telah
berlangsung tidak akan hilang. Anggota yang baru online pada hari-hari berikutnya dapat
membaca apa yang kita bicarakan di hari sebelumnya.
Interviewee: I think this GVT model is very flexible in term of time and place to learn in
which we do not necessarily have to come to the university far away so we do not waste
our time and money for transportation to the university. Instead we can use sophisticated
technology and social networking existing to learn. This way, I can save money and time.
What we need is internet connection and a laptop or computer for communication; of
course, we must have stable internet connection and a laptop. In term of time, I think it is
flexible because even though the working hours of each country is different, we can still
keep our conversations in chatting or discussion group so that even though not all
members are online, the discussions that have taken place will not be lost. New members
online at the following days can read what we have talked about in the previous day.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Banyak pengalaman sebenarnya yang saya dapatkan terkait dengan
international networking. Misalnya saya mendapatkan banyak teman yang mana melalui
pertemanan ini saya mendapatkan banyak informasi dan pengalaman diluar akademik
ambil contoh seperti pengalaman belajar memasak via skype, dimana mereka membawa
gadget mereka ke dapur dan menjelaskan kepada saya cara memasak masakan lokal
mereka. Selain itu saya mendapatkan pengalaman berkomunikasi dengan facebook call
yang berbeda ketika berbicara langsung atau melalui telepon.
Interviewee: Many experiences I get are actually associated with international networking.
For example, I get a lot of friends through this friendship, in which I get a lot of information
and experiences outside the academic activity, for example, learning experience of
cooking via skype, where they bring their gadgets into the kitchen and explain to me how
to cook their local cuisine. In addition, I have experience in communicating by using
different facebook call when speaking directly or by telephone.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Kreatifitas yang saya dapatkan lebih kepada kreatifitas untuk membuat ide
bisnis baru. Dari GVT model ini saya dapat menjadi lebih kreatif karena saya mendapat
masukan dan kritikan dari anggota kelompok yang lain yang punya pemikiran berbeda
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Interviewee: I get more creativity to make new business ideas. By this GVT model, I can
be more creative because I get feedback and criticism from other team members having
different ideas.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Pada awal perkenalan dan diskusi dengan kelompok, kami masih canggung
dan tidak tahu hal-hal apa yang harus dikomunikasikan. Akhirnya seluruh anggota
kelompok saya memutuskan untuk memiliki leader dimana dia yang akan mengatur
bagaimana memulai pembicaraan dan waktu diskusi. Ini sangat effektif karena saya dan
anggota lain akhirnya dapat memulai percakapan dengan efektif. Selain itu awalnya kami
juga mengalami hambatan karena tidak ada pembagian kerja, namun setelah rapat
bersama diputuskan untuk membagi kelompok kami menjadi tim-tim kecil untuk bekerja
per bagian dari project kami. Hal lain misalnya perbedaan budaya dan waktu tidak
menjadi masalah selama kami bekerja dalam tim, karena kami menerima perbedaan dan
justru ingin mengetahui budaya antara anggota team. Mestipun kami memiliki
background budaya, bahasa yang berbeda kami tetap kompak, berkomitmen sebagai
satu tim.
Interviewee: At the beginning of the introduction and discussion with the team we were
still awkward and did not know what things to be communicated. Finally, all team
members decided to have a leader that would arrange how to start the conversation and
discussion time. It was very effective because other members and I could finally start a
conversation effectively. In addition, we also had problems at first because there was no
division of assignments but after meeting with our team, we decide to divide ourselves
into small teams to work as a part of our project. Other things such as cultural and time
differences were not problems as long as we worked as a team because we accepted the
differences and just wanted to know the cultures of the team members. Although we had
different cultural background and languages, we remained solid and committed as a
team.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Saya lebih senang belajar dengan teknologi tanpa tatap muka dibandingkan
belajar dengan sistem tatap muka. Karena sistem tatap muka di kelas saya merasa
membosankan, tidak praktis dan membuang waktu serta energy. Menurut saya apa
yang saya dapatkan dari belajar tatap muka tidak bisa lebih baik dibandingkan dengan
teknologi tanpa tatap muka. Dengan teknologi tanpa tatap muka. Dengan GVT model
menurut saya segalanya akan lebih efisien dan menyenangkan karena kita tidak perlu
repot datang ke kelas dan memakan waktu dan biaya banyak. Dengan gadget kecil dan
jaringan internet yang lancar, kita dapat belajar dan menemukan banyak hal baru.
Interviewee: I preferred learning by technology without face-to-face than learning with
face-to-face. Because face-to-face in a classroom, for me, felt so boring, impractical, and
wasting time and energy. I think what I got from learning face-to-face could not be better
than learning by technology without face to face. Learning by technology without face-to-
face in GVT model, I think, made everything more efficient and enjoyable because we did
not have to come to a classroom and it did not take time and cost a lot. By using small
gadgets and stable internet connection we could learn and discover new things.
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9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Kami tidak kesulitan menyusun jadwal untuk berkomunikasi karena seperti
yang saya jelaskan sebelumnya, kami memiliki komitmen dan leader di dalam kelompok.
Kami menyadari bahwa tidak mungkin, kami dapat selalu berkomunikasi di jam yang
sama karena kami berasal dari negara berbeda. Komitmen kami untuk menyelesaikan
projek adalah tiap minggu kami harus membaca/ membuka chat grup minimal 4x dan
juga membalasnya dengan ide-ide kami, bukan cuma membaca chat grup dan diam saja.
Leader kami juga bertanggung jawab membuat keputusan dimana akan menguntungkan
semua anggota dari hasil diskusi.
Interviewee: We did not have difficulties in arranging a schedule for communication
because as I mentioned earlier, we had a commitment and a leader in the team. We
realized that it was not possible that we could always communicate at the same time
because we were from different countries. Our commitment was completing the project
every week so that we had to read/open the group chat at least 4 times and also
responded with our ideas, not just read the chat group and be passive/silent. Our Leader
was also responsible for making decisions that would benefit all members of the results of
the discussions.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Saya mempercayai mereka karena saya percaya dengan dasar
kepercayaan satu sama lain, project yang kami kerjakan tidak banyak menemui kendala.
Dan dengan percaya satu sama lain, kami dapat bekerjasama dengan baik tanpa
bertengkar. Dampak dari kepercayaan tersebut terasa hingga saat ini, kami masih
berkomunikasi bahkan beberapa teman saya mengajak saya berkunjung dan menginap
di rumah mereka di negara mereka. Dari dasar kepercayaan yang kecil, bisa menjadi
teman dan sahabat hingga sekarang meskipun projectnya telah selesai.
Interviewee: I trusted them because I believed that in the basis of trust in each other, we
were able to do the project without many obstacles. And by having trust in each other, we
could work together well without a fight. The impacts of the trust was felt to this day, we
still communicated moreover some of my friends invited me to visit and stay at their home
in their country. From the small basic trust we could make friendship until now although
the project was already completed.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Masalah sistem penilaian saya kira sudah cukup adil karena tiap anggota
menilai anggota lain, dosen juga menilai kita berdasarkan kriteria yang sudah diberikan
kepada kita pada awal perkuliahan dan saya diminta untuk mempresentasikan hasil dari
report untuk membuktikan seberapa besar keaktifan saya dalam kelompok
Interviewee: I think the assessment system is quite fair because each member can
assess other members, the lecturers also assess us based on the criteria that have been
given to us at the beginning of the course and I am asked to present the results of the
report to prove how high my activeness in the team is.
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12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Saran dari saya adalah GVT model tidak hanya diadakan sekali dalam satu
semester, mungkin di tiap semester perlu diadakan berulang-ulang dengan peserta atau
anggota kelompok dari negara-negara yang selalu berbeda. Sehingga selain saya bisa
mengenal budaya mereka lebih baik, saya juga dapat menambah teman dan kolega
bisnis.
Interviewee: I suggest that GVT model should be held not only once in one semester but
also in every semester and need to be held again and again with team participants or
members from countries that are always different. In addition, I get to know other cultures
better as well as add friends and business colleagues.
S02
1. Interviewer: In what ways were you able to apply international business theory using
the GVT model?
Interviewee: Saya berpendapat, dengan GVT model ini membantu saya mempratekkan
teori dari buku ke bisnis report yang saya kerjakan bersama dengan anggota tim dari
berbagai negara. Dari GVT model ini Selain itu saya juga dapat mempelajari pola pikir
anggota tim dari berbagai negara yang memperkaya pemahaman saya terhadap teori
dari buku. Hal inilah yang menurut saya membedakan metode pembelajaran ini dengan
metode tatap muka di kelas karena dengan metode tatap muka di kelas , saya hanya
berdiskusi dengan anggota tim yang berasal dari Indonesia saja dan tidak ada
kesempatan mempraktekan langsung teori yang saya dapat dari buku.
Interviewee: I think this GVT model helped me practice the theories of books to the
business report I worked together with team members from various countries. In addition,
from this GVT model, I could also learn the mind-set of team members from various
countries, enriching my understanding of the theories of books. This, what I think,
became the differences between this learning method and face-to-face method in
classroom because in face-to-face method in classroom, I just had discussion with team
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members coming from Indonesia only and there were no chances of direct practice of the
theories I got from books.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Menurut saya, dengan GVT model saya dapat memahami budaya selain
budaya Indonesia dikarenakan di GVT model saya berinteraksi dan komunikasi langsung
dengan anggota team dari berbagai negara yang mempunyai budaya berbeda beda
dengan demikian kita langsung mengerti perbedaan budaya tersebut dan belajar untuk
dapat beradaptasi. Selain itu menurut saya budaya lebih mudah dipahami dengan
interaksi langsung.
Interviewee: I think by GVT model I can understand other cultures outside Indonesian
culture because in GVT model I interact and have direct communication with team
members coming from different countries and cultures so that indirectly we learn to
understand and adapt the cultural differences. In addition, I think the cultures are more
easily understood by direct interactions.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Selama terlibat di dalam pelaksanaan GVT model, saya mendapatkan
pengalaman dan keahlian bagaimana berinteraksi dan bekerjasama dengan anggota
team dari berbagai negara secara efektif. Pengalaman dan keahlian ini misalnya saya
belajar cara bernegosiasi dengan orang yang berbeda latar belakang , cara
mengemukakan pendapat, cara delegasi kerja yang pada akhirnya dapat saya
pergunakan pada saat saya berada di lingkungan kerja terutama saat saya bekerja di
perusahaan international.
Interviewee: During involved in the implementation of the GVT model, I got experiences
and skills of how to interact and collaborate with team members coming from different
countries effectively. The experience and skills were, for example, I learned how to
negotiate with people having different backgrounds, expressing opinions, and delegating
work from which in the future I can use these skills when I am at work, especially when I
work in an international company.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible learning
in terms of time and location?
Interviewee: Ya, karena saya dapat bekerja dengan waktu yang lebih fleksibel dan
dimana saja daripada model pembelajaran tatap muka yang mengharuskan saya datang
ke kelas secara rutin.
Interviewee: Yes, because I can work with more flexible time and anywhere rather than
face-to-face learning model that requires me to come to classroom regularly.
5. Interviewer: How would you describe your experiences working in a GVT international
network?
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Interviewee: Saya mendapatkan teman walaupun pada akhir projek pertemanan ini tidak
berlanjut karena kita sudah sama sama sibuk dengan perkuliahan masing masing namun
setidaknya ketika saya membutuhkan informasi atau bantuan saya dapat menghubungi
mereka. Untuk network saya kira karena saya tidak berusaha berkomunikasi secara terus
menerus dan fokus hanya pada bagaimana menyelesaikan projek ditengah kesibukan
saya maka networking tidak terbentuk namun untuk beberapa teman GVT model
membantu mereka mendapatkan teman dan bahkan mereka terus menjalin hubungan
dengan anggota team lainnya.
Interviewee: I have friends in the end of the project, although our friendships do not
continue because we have been busy of our regular classes, at least when I need
information or help, I can contact them. For network I think because I do not try to
communicate continuously and only focus on how to complete the project in the middle of
my own business so that the networking is not built but for some friends in the GVT
model told me that this model help them to make friendship which continue after the
project finished.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: GVT model ini memacu saya menghasilkan ide-ide bisnis baru dan inovatif
melalui diskusi , namun tidak semua ide tersebut dapat diaplikasikan di semua Negara.
Misalnya saya dan team memiliki ide tentang usaha memiliki usaha binatu di area Mc
Donalds, namun hal ini tidak dapat dilakukan di Indonesia. Hal ini karena di Indonesia Mc
Donalds merupakan makanan mahal berbeda di Eropa yang merupakan makanan untuk
konsumen menengah ke bawah, selain di Indonesia tidak terbiasa menggunakan servis
layanan Binatu untuk kebutuhan sehari-hari.
Interviewee: GVT model motivates me to generate new and innovative business ideas
through discussions, but not all of these ideas can be applied in all countries. For
example the team members and I have an idea about a laundry business in the area of
McDonalds but this idea cannot be implemented in Indonesia. This is because in
Indonesia McDonalds is an expensive food in contrast in Europe this food is for middle-
class consumers, in addition, Indonesian people are not accustomed to use laundry
service every day.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Pengalaman pertama saya bekerja secara online dengan anggota tim dari
berbagai negara adalah saya merasa canggung, terkadang bingung , terkadang tidak
memahami apa yang dibicarakan karena kendala bahasa dan kita tidak pernah bertemu
tatap muka . Namun sejalan dengan waktu dan komunikasi yang intensif saya menjadi
terbiasa juga dan memahami apa yang dibicarakan dan dapat bekerja sama dengan
baik.
Interviewee: My first experience of working online with team members coming from
different countries was that I felt awkward, sometimes confused and did not understand
what was being said because of the language constraints and we had never met face to
face. However, over time and due to intensive communication I became accustomed and
understand what was being said and I could work together well.
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8. Interviewer: What were your experiences working with technology in the GVT? How
does this compare with meeting face-to-face?
Interviewee: menurut saya GVT model membantu saya untuk lebih aktif belajar dan
mencari tahu mengenai teori-teori yang digunakan dalam diskusi pembuatan rancangan
bisnis dibandingkan dengan belajar tatap muka dimana saya cenderung pasif. Namun
menurut saya metode pembelajaran ini harus tetap disertai dengan model pembelajaran
tatap muka di kelas karena komunikasi tatap muka langsung dengan dosen dan
mahasiswa di kelas dapat membuat saya termotivasi karena tidak berada sendirian di
depan computer tetapi bersama teman-teman sekelas dan tatap muka membuat proses
belajar saya lebih terarah karena ada schedule belajar dengan jam belajar yang tetap.
Interviewee: I think the GVT model helped me be more active in learning and finding out
theories used in the discussions of making a business design compared to face-to-face
learning in which I tended to be passive. But I think the GVT model still had to be
accompanied by the face-to-face learning model in the classroom since the direct face-to-
face communication between lecturers and students in the classroom could make me
motivated to learn. It is because I am not being alone in front of the computer but learning
with classmates. In addition, the face-to-face communication made I can focus in my
study because there was a fix learning schedule.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Tidak, walaupun pada awalnya kita masih bingung namun karena kelompok
saya sudah mendiskusikan mengenai jadwal waktu yang sesuai semua anggota team,
sehingga diskusi ini dapat berjalan lancar . Adanya perbedaan waktu antara anggota tim
juga dapat di atasi dengan toleransi antara anggota.
Interviewee: No, although we were still confused at first, because my team discussed the
appropriate time schedule for all team members, the discussions could go smoothly. The
time difference among team members could also be solved by tolerances among team
members.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: saya mempercayai anggota team yang lain karena dari awal mereka
menunjukkan keaktifan di kelompok pada saat diskusi dan karena adanya pembagian
tugas yang jelas sehingga setiap orang mengetahui tanggung jawab masing-masing .
Komunikasi yang berkelanjutan antara anggota dapat meningkatkan kepercayaan saya
terhadap anggota lain, walaupun tidak pernah bertemu.
Interviewee: I trusted my team members because they were active during the online
discussions from the beginning of work. In addition, we have divided the tasks for each
team members so everyone knew their job and responsibility. The simultaneously
communication among members could improve my confidence to the other members
although we had never met.
11. Interviewer: What do you think of the assessment of your GVT model experience?
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Interviewee: Menurut saya sistem penilaiannya sudah adil. Karena ada peer-evaluation
dimana setiap anggota team dapat menilai anggota team lain. Namun kedepannya
penilaian juga harus dilakukan terhadap aktivitas belajar juga tidak hanya pada hasil
akhirnya saja. Penilaian aktifitas belajar bisa dilakukan misalnya dengan menuliskan apa
yang kita kerjakan setiap minggunya dan dimasukan sebagai bagian dari penilaian
dosen.
Interviewee: I think the assessment system is fair. Because there is peer-evaluation in
which each team member can assess other team members. However, in the future there
should be also the assessment of learning activities so that it is not only based on the
final result. The assessment of learning activity can be done for example by writing what
we do every week and this is included as part of the lecturers‘ assessment.
12. Interviewer: Is there anything else you would like to add about your GVT experience?
Interviewee: Menurut saya GVT model ini sudah baik, namun kedepannya dapat
dikembangkan ke bidang-bidang mata kuliah yang mempunyai karakteristik yang sama,
misalnya di bidang IT, marketing, keuangan, dll.
Interviewee: I think the GVT model was good but in the future it should be developed to
the subject area having similar characteristics, for example in the area of IT, marketing,
finance, etc.
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S03
1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: Saya dapat mempraktekan teori bisnis international dg GVT model karena
setelah saya membaca teori-teori International Business yang ada, saya difasilitasi untuk
bertukar pikiran dengan anggota tim yang multicultural sehingga mendapatkan proses
pemahaman saya terhadap teori IB di kelas menjadi maksimal. Apalagi GVT model ini
mengharuskan saya untuk langsung mempraktek teori yang saya dapatkan di kelas
misalnya ketika saya harus membuat sebuah ide bisnis saya harus mensupport ide
tersebut dengan teori dan data sehingga ide bisnis tersebut masuk akal.
Interviewee: I could practice the theories of international business through GVT model
because after I read the theories of International Business, I was facilitated to exchange
ideas with multicultural team members so that I got the maximum understanding of IB
theory in classroom. Moreover, this GVT model required me to practice immediately the
theories I got in classroom, for example when I had to make a business idea, I had to
support the idea with theory and data so that the business idea made sense.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Pemahaman saya terhadap budaya diluar budaya Indonesia dimulai ketika
saya bekerja sama dengan anggota tim lain dan ketika menghadapi permasalahan terkait
dengan kerja kelompok misalnya ketika sering kali ketika diskusi ada satu atau dua
anggota yang memaksakan ide mereka atau mereka mempunyai cara pandang
berbeda terhadap ide bisnis yang sedang kita diskuksikan. Dari permasalahan yang
terjadi selama bekerja di GVT model saya belajar memahami budaya dan cara kerja
mereka.
Interviewee: My understanding of other culture begins when I work together with other
team members and face the problems related to the team work, for example during the
discussions there are often members who impose their ideas or they have different
perspectives on the business ideas under discussion. From the problems occurring
during my work in GVT model I learn to understand the cultures and ways of their work.
3. Interviewer: What was your experience of the value of the GVT model in
teaching real-world skills?
Interviewee: Saya mendapatkan keahlian keahlian praktis yang saya percaya akan
berguna untuk bekerjadepan terutama saya belajar bagaimana berkomunikasi dan
bekerja sama dengan orang yang berbeda budaya. Ini merupakan keahlian yang penting
karena di dunia kerja, kita harus berinteraksi dengan banyak orang dengan latar
belakang budaya, pendidikan, bahasa yang berbeda. Walaupun saya tidak
berkomunikasi tatap muka secara langsung dan menggunakan online sosial media saya
merasakan manfaat dari belajar berkomunikasi dengan orang berbeda budaya. Saya
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juga belajar banyak budaya lain yang memberikan nilai positif untuk hidup saya misalnya
budaya untuk datang tepat waktu. Di Indonesia kita seringkali bertoleransi terhadap
keterlambatan namun ketika saya terlibat di GVT model saya belajar bahwa anggota tim
yang tidak mentolerir keterlambatan sehingga saya tidak langsung belajar untuk disiplin.
Hal-hal ini tidak saya dapatkan ketika belajar di kelas dan saya yakin akan berguna
ketika saya bekerja dikemudian hari.
Interviewee: I got practical skills which I believed that they would be useful for the future
especially to learn how to communicate and work together with people from different
cultures. It was important because these were skills in the world of work and we had to
interact with people with different cultural background, education, and language. Although
I did not communicate directly face to face but online by using social media, I felt the
advantages of learning how to communicate with people from different cultures. I also
learned many other cultures that gave positive values to my life such as the culture to be
on time. In Indonesia we were often tolerant of delay but when I was involved in GVT
model, I knew that there were team members who could not tolerate delay so that
indirectly I learned to be discipline. These things could not be got by learning in the
classroom and I was sure that it would be useful when I work in the future.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Menurut saya dengan menggunakan teknologi, GVT model ini dapat
memberikan flexibilitas waktu dan tempat. Sebagai contoh walaupun anggota team terdiri
dari anggota yang berbeda negara namun kita dapat bekerja sama dan mengerjakan
projek secara bersama sama tanpa bertemu. Dengan kata lain GVT model ini
menfasilitasi proses kerja sama dan belajar antara saya yang berada di Indonesia dan
anggota team lain yang berada di negara lain dimana kita terpisahkan dengan jarak dan
waktu.
Interviewee: I think by using technology, the GVT model can provide flexibility of time and
place. For example, although the team members consist of members coming from
different countries, we can make cooperation and work on the same project together
without meeting. In other words this GVT model facilitates the process of cooperation and
learning among the team members having different countries in which we are separated
by distance and time.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: pengalaman saya dapat bekerja sama dengan orang-orang dari berbagai
negara dalam sebuah proyek international sangat berkesan untuk saya. Dengan GVT
model saya belajar banyak hal misalnya bekerja teamwork dan online dimana
pengalaman ini saya tidak dapatkan di kelas. Walaupun saya juga mengalami masalah
karena saya tidak dapat bertatap muka secara langsung dengan anggota lain sehingga
terkadang terjadi kesalah pahaman antara saya dengan anggota tim lain. Namun semua
kesalah pahaman ini dapat di atasi dengan terus menjalin komunikasi dengan mereka
Interviewee: My experience of working together with people from different countries in an
international project is very memorable for me. By the GVT model I learn many things
such as working as a team and online in which I do not get this experience in the
classroom. Although I also have problems since I cannot meet face to face with the other
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members, sometimes there are misunderstandings among us. But all these
misunderstandings can be solved by continuing to establish communication with them.
6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: Kreatifitas yang saya dapatkan selama bekerja di GVT model adalah saya
dapat berkonstribusi ke kelompok dalam hal memberikan ide-ide baru kepada anggota
tim lain serta mewujudkan ide tersebut dalam bentuk report bisnis. Selain itu saya lebih
kreatif dalam bertukar pendapat, dengan saling bertukar pendapat secara efektif dengan
anggota team lain kita dapat memperoleh hasil report yang maksimal.
Interviewee: The creativity I get by working at the GVT model is that I can contribute to
the team in term of providing new ideas to the other team members as well as realizing
the ideas in the form of a business report. In addition, I am more creative in exchanging
opinions; by exchanging ideas with other team members effectively we are able to obtain
the maximum results of the report.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Karena anggota team saya berasal dari berbagai negara dengan berbagai
budaya maka terkadang saya susah untuk mengungkapkan maksud dan ide yang saya
inginkan dan terkadang terjadi salah paham antar anggota apalagi karena perbedaan
Bahasa.
Interviewee: Because my team members came from different countries having different
cultures, it was sometimes difficult to express my intention and idea that I wanted,
moreover, misunderstandings among members were especially due to language
differences.
8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: Dengan belajar menggunakan teknologi, kita tidak dapat bertemu muka dan
terkadang saya merasa ada sesuatu yang hilang dan tidak kita dapatkan pada waktu kita
belajar di kelas selain itu waktu belajar menjadi tidak menentu. Namun pembelajaran
menggunakan teknologi ini lebih menyenangkan daripada hanya pembelajaran tatap
muka karena ada proses diskusi yang lebih aktif karena kita tidak merasa malu
mengungkap pendapat karena kita tidak langsung bertatap muka, ada flexibilitas waktu
serta kesempatan bagi kita untuk berpikir sebelum menjawab pertanyaan dari anggota
tim lain. Apalagi tanpa tatap muka saya lebih percaya diri mengungkapkan pendapat
dibandingkan dengan tatap muka dimana terkadang ada mahasiswa dengan prestasi
menonjol mendominasi diskusi.
Interviewee: By learning to use technology we could not meet face to face and
sometimes I felt something that was missing and could not be got as we learned in the
classroom, also the time to learn was erratic. However, learning to use technology was
more fun than just face-to-face learning because there was more active process of
discussion and we did not feel embarrassed because we did not reveal our opinion
directly face to face, there were flexibility of time and opportunities for us to think before
answering questions from other team members. Moreover, without face-to-face I had
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more confidence to express my opinions than with face-to-face in which sometimes there
were students with outstanding achievements dominated the discussions.
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: Iya karena mereka dari berbagai macam negara dan ada perbedaaan waktu
yang besar dimana di negara lain masih pagi dan di Indonesia masih malam sehingga
karena perbedaan waktu ini terkadang saya harus menunggu hingga larut malam agar
dapat berkomunikasi dengan mereka. Saya mengatasi permasalahan ini dengan
menggunakan email namun apabila ada anggota tim yang ingin menggunakan video
conference maka terpaksa harus bertoleransi dengan jadwal mereka.
Interviewee: Yes, because they were from different countries and there was a great time
difference in which when another country was still in the morning, in Indonesia was night,
thus, this time difference sometimes made me wait until late at night in order to be able to
communicate with other team members. I overcame this problem by using e-mail but if
there were team members who want to use video conference, I was forced to put up with
their schedule.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Pada awalnya saya tidak mempercayai mereka karena hanya beberapa
orang yang menunjukan niat dalam bekerjasama namun seiringnya waktu dan
komunikasi yang lancar sehingga semua anggota mulai ikut berrperan aktif dalam
penyelesaian tugas maka saya mulai mempercayai mereka.
Interviewee: At the beginning I did not believe in them because there were only a few
people showing intention but over time by having cooperation and communication which
was more smoothly, eventually all members began to participate actively in the
completion of the assignments, I started to believe in them.
11. Interviewer: What do you think of the assessment of your GVT model
experience
Interviewee: Menurut saya sudah bagus namun mungkin kriteria-kriteria penilaian harus
juga melihat keaktifan kita karena seringkali saya memberikan ide dan aktif dalam
bekerja namun di peer evaluation seringkali hanya dinilai aktif atau tidak aktif namun
tidak diberikan penilaian seberapa aktif saya dalam kerja kelompok tersebut.
Interviewee: I think it is good but the assessment criteria should see our activeness
because I often give ideas and be active in the work. The peer evaluations are only
assessed based on active or not in general without giving score for my activeness.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Menurut saya bekerja sama dalam sebuah tim international tanpa tatap
muka secara langsung memang susah pada awalnya tetapi bila dijalani dengan
komitmen dan ada niat dari semua anggota tim untuk ikut berkonstribusi mencapai 1
tujuan semua permasalahan dapat diselesaikan
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Interviewee: I think working together in an international team without direct face to face
communication is hard at first time but when we undertake with the commitment and
intention of all team members to participate in contributing to achieve one goal, all
problems can be solved.
S04
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: Saya belajar teori-teori international business dengan mempratekkan
langsung teori tersebut ke project GVT yang ada. Ketika saya mengikuti
pembelajaran berbasis GVT saya diharuskan membuat bisnis plan dan dipraktekkan
teori dari kelas secara langsung untuk membuat bisnis report ke perusahaan terkait
sehingga teori IB yang biasanya hanya saya dapatkan di kelas tersebut dapat saya
gunakan secara efektif karena saya bukan hanya langsung mempraktekan teori
namun juga menganalisa, melihat permasalahan di perusahaan, mencari semua
informasi terkait dengan perusahaan. Dengan kata lain GVT model ini sebenarnya
membantu saya untuk belajar teori karena saya harus mencocokan teori-teori bisnis
yang ada di buku mana yang saya butuhkan dengan kebutuhan untuk membuat
bisnis report.
Interviewee: I studied international business theories by directly applying them to the
existing GVT project. When I joined GVT model, I had to make a business plan and
put the classroom theories into practice directly to make a business report to the
company related so that the IB theory that I usually only got in classroom could be
used effectively because I did not only directly practice the theories but also
analysed, found the problems in the company, looked for all information related to the
company. In other words, this GVT model actually helped me learn theories because
I had to match the business theories in books, that I need to make a business report.
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2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Dengan cara mengetahui karateristik, budaya dan cara berpikir anggota
team yang berasal dari berbagai negara membuat saya bisa lebih memahami budaya
mereka.
Interviewee: By knowing the characteristics, cultures, and ways of thinking of the
team members who come from different countries it can make me understand their
cultures better.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Iya, saya dapat memperoleh keahlian keahlian yang akan saya pakai di
dunia kerja. Sebagai contoh dengan menggunakan bahasa inggris untuk
menyelesaikan projek yang ada secara otomatis kami akhirnya belajar menggunakan
bahasa inggris yang baik dan benar dalam bentuk lisan maupun tulis sehingga
kemampuan praktis ini yang saya dapatkan dalam bekerja sama dengan anggota tim
lain akan sangat berguna ketika saya bekerja.
Interviewee: Yes, I could acquire skills that I would use in the world of work. For
example, by using English to complete the existing projects automatically we finally
learned to use English properly and correctly in spoken and written form so that these
practical skills were what I gained in working with other team members that would be
very useful when I work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Menurut saya flexibilitas waktu dan tempat diberikan oleh GVT model
namun kadang kurang efektif. Misalnya perbedaan waktu karena anggota tim
berlokasi di tempat yang berbeda. Perbedaan waktu ini adalah masalah yang cukup
serius misalnya perbedaan waktu 10 jam menyebabkan 1 anggota di sana pagi di
sini dan anggota lain masih malam dan demikian sebaliknya sehingga mengatur
waktu yang cocok untuk semua anggota membuat kita perlu extra keras. Pengaturan
waktu ini sangat penting agar kita bisa menyelesaikan projek GVT model ini dengan
baik.
Interviewee: Yes, but I think the flexibility of time and place provided by GVT model
sometimes is less effective. For example, because of the time zone difference every
team member located in different places has difficulties to discus at the same time.
The time zone difference is a serious problem, for example 10 hour time differences
cause one location of member(s) still early in the evening and the location in other
members is at night and vice versa, so that to arrange the convenient time for all
members to meet together online is not easy. This timing is very important because
we are as a team needs time to discuss together visually so that we can get the
project of this GVT model done well.
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5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Pengalaman saya belajar dengan anggota tim dari luar negeri itu
merupakan hal yang menyenangkan karena saya dapat menjalin pertemanan dan ini
berlanjut sampai sekarang.
Interviewee: My experience of learning with team members from abroad is fun
because I can make friends and this friendship continues today. But I do not make
friends with all team members because I know there are two team members who do
not like the Indonesian culture and have a bad perception of me because of negative
news overseas. There is one person from USA who always feels that his culture is
higher and tends to impose his ideas and impress his opinion.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Saya merasa kurang kreatif ketika bekerja karena kita tidak bisa
bertemu sehingga cukup susah untuk bisa menyampaikan ide saya dan membuat
sesuatu yang kreatif. Selain itu juga ada deadline dimana kita harus menyelesaikan
projek tersebut sehingga kita lebih fokus untuk menyelesaikan projek dibandingkan
harus memberikan sesuatu yang kreatif.
Interviewee: I feel less creative when working online because I cannot meet face to
face with the other members so it is quite difficult to be able to convey my ideas and
make something creative but it can be accepted by all members of the teams.
Moreover, I am the typical person who is able to learn face to face directly. In
addition, there are deadlines that we have to finish the project so that I focus more on
completing the project than giving something creative that just delay the work
because we have to discuss the idea hard to be accepted by all team members.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Pengalaman saya belajar dengan GVT model itu merupakan hal yang
menyenangkan. Tentunya dengan sering diadakan seperti ini, kami dapat mengasa
kemampuan berpikir kami dan kemampuan berbahasa kami sehingga kami dapat
mampu bekerja dengan lebih baik di kemudian hari. Hanya saja terkadang anggota
tim ada yang jarang berkomunikasi dan tiba-tiba ketika sudah hampir mendekati
deadline dia langsung muncul dan tiba-tiba tidak setuju dengan ide awal yang sudah
disetujui oleh sebagian anggota tim sehingga hal tersebut merusak keharmonisan
team. Namun kami belajar bagaimana bernegosiasi dengan anggota tim dengan
berbagai background budaya.
Interviewee: My experience of learning by GVT model was fun. Of course, by
frequently having this learning, we could improve our thinking ability and language
skill so that we could be able to work better in the future. Sometimes there were team
members who rarely communicated and suddenly came when the deadline almost
came, she suddenly did not agree with the initial idea that had been approved by
some team members so that it undermined the harmony of the team. But we learned
how to negotiate with team members with different cultural background.
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8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Menurut saya lebih mudah belajar dengan tatap muka dikelas karena
mungkin kami belum terbiasa dengan konsep GVT model. Namun untuk kedepannya
mungkin cara seperti ini dapat menjadi solusi untuk dunia pendidikan terutama
karena biaya untuk IT semakin murah dan biaya perkuliahan yang semakin
meningkat. Perbedaan dengan belajar tatap muka adalah ada flexibilitas waktu dan
tempat, saya bisa lebih aktif belajar dan tidak lagi pasif sehingga menurut saya
proses belajar menjadi lebih menyenangkan.
Interviewee: I think it was easier to have learning by face-to-face class because we
might be unfamiliar with GVT model concept. But in the future, perhaps this way can
be a solution for the world of education primarily due to the cost of more affordable IT
and increasing tuition. Its difference with face-to-face learning was that there was no
flexibility of time and place in this model; I could be more active and no longer had
passive learning so that I thought the learning process was more enjoyable.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Iya. Karena perbedaan waktu yang sangat jauh membuat kita susah
megatur jadwalnya. Selain itu karena tidak pernah bertatap muka sehingga kami
tidak bisa menemui mereka atau memotivasi mereka untuk harus on time untuk
bertemu.
Interviewee: Yes. Because of the big time difference between us, it made us hard to
setup the schedule quickly. In addition, because we had never met face to face so,
we could not see them or motivate them to be on time for the meeting.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Agak sulit bagi saya untuk mempercayai anggota team saya walaupun
pada akhirnya saya belajar untuk mempercayai anggota team karena saya sadar
saya bekerja sebagai satu team. Ketidakpercayaan saya ini dikarenakan saya tidak
mengetahui seperti apa sifat, kebiasaan dan kualitas kerja mereka atau dengan kata
lain saya tidak mengenal dekat anggota tim yang ada. Terkadang saya merasa tidak
nyaman dan kuatir terutama ketika mendekati deadline.
Interviewee: It was hard for me to trust my team members even though in the end I
learned to trust the team members because I realized that I was working as a team. I
distrusted them because I did not know what their characteristics, habits, and quality
of their work were or in other words I did not know closely the existing team
members. Sometimes I felt uncomfortable and anxious, especially when the deadline
came.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Menurut saya sudah baik karena sudah ada proses peer evaluation
dimana kita saling menilai serta ada kriteria penilaian yang jelas sehingga kami bisa
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mengetahui bagaimana kami dinilai. Namun menurut saya bobot dari report harus
lebih besar daripada presentasi
Interviewee: I think it is good because there is a process of peer evaluation in which
we judge each other, and there are clear assessment criteria so that we can know
how we are assessed. But I think the weight of the reports must be greater than the
presentation
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Mungkin perlu GVT model diteruskan karena saya merasakan
manfaatnya namun harus dikombinasikan dengan pembelajaran tatap muka. Saya
merasa saya dapat belajar budaya, cara negosiasi, mempraktekan teori bahkan
meningkatkan Bahasa inggris saya sehingga saya tidak kalah saing dengan teman-
teman yang ada di luar negeri
Interviewee: The GVT model may need to be continued because I find that it is useful
but it must be combined with face-to-face learning. I feel I can learn cultures, practice
negotiation, practice theories and even improve my English so that I do not lose the
competitiveness with friends from abroad
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S05
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: GVT model membantu saya mempraktekan teori di kelas karena GVT
model menfasilitasi saya untuk bertukar ide dan pikiran dengan mahasiswa di
negara lain yang juga melaksanakan GVT model. Adanya kebiasaan dan budaya
yang berbeda juga dari setiap anggota team membantu saya untuk menerapkan teori
ke dalam ide bisnis tersebut. Kesempatan untuk dapat saling berbagi pengetahuan
dengan mahasiswa asing membantu saya untuk lebih memahami teori. Sebagai
contoh inovasi makanan dan minuman untuk McDonald, McDonald di Indonesia
menyajikan ayam dan nasi, sedangkan di beberapa negara lain tidak, dengan saling
bertukar pikiran dapat diputuskan inovasi yang terbaik dan disesuaikan dengan
budaya setempat. Disinilah saya dapat mempraktekan teori dari buku dengan lebih
efektif.
Interviewee: GVT model helped me practice the theories in classroom because GVT
model facilitated me to exchange my ideas and thoughts with students from other
countries who were also implementing GVT model. The existence of different custom
and cultures of each team member also helped me apply the theories to the business
idea. The opportunity to be able to share knowledge with foreign students helped me
understand the theories better. For example, food and beverage innovation for
McDonald's, McDonald's in Indonesia presented chicken and rice, while in some
other countries did not, by exchanging ideas it could be decided the best innovation
which could be adapted to the local culture. This was the opportunity in which I could
practice the theories of books more effectively.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Saya dapat lebih memahami budaya dari masing masing anggota team
ketika kita saling berbagi pengetahuan mengenai budaya setempat masing masing
anggota. Selain itu GVT model mambantu saya untuk ingin memahami budaya
mereka karena terkadang budaya mereka mempengaruhi keputusan untuk
menentukan ide bisnis yang tepat sebagai contoh ketika saya ingin membangun
bisnis di bidang pakaian untuk dipasarkan di pasar negara eropa, saya dapat
menginformasikan produk dengan budaya Indonesia yang khas yaitu produk batik
dan menanyakan ke anggota team lain apakah batik bisa cocok dengan selera
masyarakat di Europa dan bila tidak apa yang perlu diubah. Proses tukar menukar
informasi di antara anggota tim mengenai budaya tiap negara tempat kita berdomisili
meningkatkan pemahaman dan kesediaan saya menerima budaya lain.
Interviewee: I can understand the culture of each team member better when we
share knowledge about the local culture of each member. In addition, GVT model
helps me understand their cultures because their culture sometimes affect the
decision to determine the right business idea, for example when I want to make a
business in the field of clothing to be sold in the market for European countries, I can
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inform the products with the typical culture of Indonesia such as batik and ask other
team members whether batik can match the taste of people in Europe and if cannot,
what needs to be changed. The process of information exchange among the team
members about the culture of each country in which they live increases my
understanding and willingness to accept other cultures.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Keahlian yang saya peroleh adalah saya lebih berani untuk
mengungkapkan ide saya dan tidak takut salah dibandingkan ketika saya belajar di
kelas. Teman satu team juga mendukung saya dengan mengatakan ide tersebut
masih bisa dikembangkan walaupun masih ide kasar sehingga lebih termotivasi
untuk belajar. Selain itu GVT model juga melatih kesabaran dan kemampuan
komunikasi saya ketika menghadapi anggota tim dengan kinerja yang lambat dan
sebaliknya saya juga belajar bagaimana memotivasi mereka agar dapat mengikuti
kinerja kita.
Interviewee: The skill I gained was that I became more courageous in expressing my
ideas and not be afraid of making mistakes compared to learning in classroom. The
friends of the team also supported me by saying that my ideas needed to be
developed, although my ideas were still rough so that I was more motivated to learn.
In addition, GVT model also trained my patience and communication skill when I
faced the team member's performance which was slow and vice versa. I also learned
how to motivate them to follow our team performance.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Walaupun saya dapat bekerja dimana saja dan kapan saja namun
sebenarnya dari segi waktu dan tempat belajarnya kurang fleksibel, karena zona
waktu yang berbeda antar negara memberikan hambatan ketika kita ingin
berkomunikasi dalam waktu yang sama bersama.
Interviewee: Although I can work anywhere and anytime, actually in term of time and
place of learning it is less flexible, because the different time zones across the
countries provide obstacles when we want to communicate at the same time
together.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: GVT model ini memberikan pengalaman baru bagi saya dan terkait
dengan international networking, saya setuju bahwa GVT model ini membantu saya
memperoleh kenalan mahasiswa asing yang sangat berguna dikemudian hari
Interviewee: GVT model provides me a new experience and, related to international
networking, I agree that this GVT model help me gain acquaintances of foreign
students, I am sure that this is very useful in the future because I can get information
of the local countries of the team members and have friends to exchange ideas and
establish networking related to my work in the future.
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6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Kalau sebelumnya saya kurang innovative dalam menggunakan
teknologi untuk bekerja sekarang dengan terlibat di GVT model saya memperoleh
informasi dan menggunakan teknologi secara effektif sebagai contoh saya belajar
menggunakan dropbox yang sebelumnya saya tidak pernah tahu dan tidak pernah
menggunakan, hal ini menjadi hal baru dan memberi kemudahan dalam menyimpan
file sehingga kerja saya lebih efektif.
Interviewee: Before I join the GVT model, I feel less innovative in using technology to
work but now after joining model GVT, I get information and use technology
effectively, for example I use dropbox which I have never known and used before,
this becomes a new thing and provides convenience in saving files so that my work is
more effective. In addition, I am given a space to work independently and freedom to
be creative so that the creative ideas emerge automatically.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Menyenangkan karena sebelumnya saya tidak pernah berkomunikasi
dengan mahasiswa asing dan saya bisa berteman dengan mereka. Selain itu saya
juga menjadi paham bahwa meskipun kita berasal dari negara yang berbeda, baik
negara maju ataupun berkembang, saya akan lebih di hargai ketika memiliki suatu
ide yang baik dan mampu mengutarakan ide kita.
Interviewee: It was exciting because I had never communicated with foreign students
before and I could be friends with them. In addition, I came to understand that even
though we came from different countries, either developed or developing countries, I
would be appreciated when I had good ideas and could express our ideas, without
seeing my educational background, age, and race.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Cukup sulit karena di GVT model tugas diselesaikan dengan diskusi
bersama, dan apabila ada hal-hal yang tidak mengerti kita tidak dapat langsung
berbicara tatap muka. Selain itu ada kendala waktu juga sehingga bila ingin bertanya
atau berdiskusi kita harus mencari waktu yang sesuai untuk setiap anggota team dan
kita hanya dapat berkomunikasi ketika mereka sedang online.
Interviewee: It was quite difficult because in GVT model the assignment was solved
by discussion, and if there were things that could not be understood, we could not
directly talk face to face. In addition, there were time differences as well so if we
wanted to ask or discuss, we had to find the appropriate time for each team member
and we could only communicate when they were online.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Saya mengalami kesulitan dalam mengatur jadwal pertemuan karena
mereka memiliki kesibukan masing-masing dan hanya bisa berkomunikasi dengan 1
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atau 3 orang di waktu yang bersamaan dengan menggunakan teknologi video
conference karena kendala lambatnya internet akses.
Interviewee: I loved learning by GVT model although I had difficulty in setting the
meetings because they had their own business and we could only communicate with
1 or 3 people at the same time using video conference technology, moreover, other
constraint was the slow internet access. Most of our communication was done by e-
mail so that we could still communicate without constrained by time to meet. It was
different from learning by face-to-face in which we could respond and got answers
directly from the supervisor and not depend on technology.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Saya percaya karena pembagian tugas sudah dilakukan di awal dan
kami memiliki tanggung jawab masing-masing dalam mengerjakan tugas tersebut,
selain itu ada 1 orang yang bertugas untuk menggabungkan semuanya. Kami semua
juga turut aktif berpartisipasi memberikan ide.
Interviewee: I believed in them because the division of the assignments had already
done in the beginning of teamwork and we had responsibility in doing every
assignment, in addition there was one person whose job was combining all the
assignments. We all also actively participated by giving ideas.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Menurut saya sistim penilaian di GVT model sudah bagus karena ide
bisnis yang kita berikan untuk team melewati seleksi yang ketat oleh seluruh anggota
team dimana dipilih ide yang terbaik dan memungkinkan untuk direalisasikan. Selain
itu Kita dinilai dengan peer evaluation dan ada kriteria penilaian yang jelas dari
dosen sehingga sudah cukup adil. Namun ke depan saya kira hasil dari report perlu
dikembalikan ke kita beserta feedback sehingga kita bisa belajar dari kesalahan yang
dulu.
Interviewee: I think the assessment system in the GVT model is good for business
ideas that we give to the team have already passed a rigorous selection by all team
members in which all members select the best idea and allow it to be realized. In
addition, we are assessed by peer evaluation and there are assessment criteria
which are clear from the lecturers so that it is fair enough. But in the future I think the
result of the report needs to be returned to us along with the feedback so that we can
learn from the mistakes.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: GVT model sudah baik, namun sebaiknya ketika membentuk team
dipilih anggota team dari beberapa negara yang memiliki zona waktu tidak berbeda
jauh sehingga komunikasi antar anggota tema jauh lebih mudah.
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Interviewee: the GVT model has been good already but it is better to form teams
having selected team members from several countries without big time difference so
that the communication among members can run easier.
S06
1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: GVT model dapat membantu saya mempraktekan teori bisnis international
karena dengan GVT model saya langsung mempraktekan teori dari buku ke projek GVT
yang saya buat bersama dengan teman-teman. Saya juga belajar teori karena saya
diharuskan mendukung opini saya dan menganalisa sebuah perusahaan berdasarkan
pada fakta di lapangan dan teori.
Interviewee: the GVT model could help me practiced the theories of international
business because with this GVT model I could practice directly the theories of books to
the GVT project which I made with my friends. I also learned theories since I was required
to support my opinions and analyse a company based on the facts in the field and
theories.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Saya lebih memahami budaya lain karena ketika terlibat di GVT model saya
baru menyadari bahwa budaya antar anggota tim yang berasal dari berbagai negara itu
ternyata berbeda. Agar projek GVT model yang saya buat bersama sama dengan
anggota tim lain berhasil maka saya berusaha mengetahui dan belajar untuk
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menghormati perbedaaan budaya. Proses memahami budaya masing-masing anggota
kelompok membuat tidak terjadinya kesalahpahaman antar anggota team terutama
ketika kita harus memberikan masukan ide-ide dan saran pada anggota kelompok.
Toleransi terhadap budaya yang berbeda juga membantu kita dapat menghidari
pertentangan akibat budaya yang berbeda antar negara yang satu dengan yang lainnya.
Interviewee: I understand other cultures better because when I am involved in GVT
model, I just realize that the cultures among the team members coming from various
countries are different. In order to finish the project of GVT model in which I work together
with other team members successfully, I try to find out and learn to respect the cultural
differences. The process of understanding the cultures of the team member makes no
misunderstanding among the team members, especially when we have to give input
ideas and advice to the team members. Being tolerance to different cultures can also
help us avoid conflicts caused by the different cultures of one country to another.
3. Interviewer: What was your experience of the value of the GVT model in
teaching real-world skills?
Interviewee: Keahlian yang saya peroleh selama terlibat di GVT model adalah saya
memperoleh informasi-informasi mengenai budaya masing-masing anggota team
sehingga ini membantu saya untuk menciptakan ide-ide usaha yang berbeda dan kreatif
karena ide yang biasa dan umum dikombinasikan dengan beraneka ragam budaya dari
masing masing anggota. Sebaliknya ide ide dari anggota team yang lain dapat
disesuaikan dengan budaya di Indonesia sehingga dapat diterapkan di Indonesia.
Keahlian untuk menciptakan ide-ide dengan penyesuaian budaya dari anggota team
yang lain inilah merupakan keahlian yang menurut saya dapat digunakan ketika saya
bekerja.
Interviewee: The skill I gained during involved in GVT model was that I obtained
information about the culture of each team member, which helped me create different
new ideas and creative business because the ordinary and common ideas were
combined with various culture of each member. In contrast the ideas from other team
members could be adapted to the culture in Indonesia that could be implemented in
Indonesia. The skill to create new ideas with cultural adjustment of other team members
is the skill I can use when I work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Ya, GVT model memberikan flexibilitas waktu dan tempat kerja bagi saya
namun apabila tidak ada penyesuaian waktu yang konsisten antar anggota maka timbul
perselisihan dalam melakukan penerapan waktu kerja. Hal ini karena tiap anggota team
berada di berbagai lokasi dengan time-zone yang berbeda.
Interviewee: Yes, the GVT model gives me flexibility of time and work but if there is no
adjustment of consistent time among disputes members, there will arise conflicts in the
working time application. This is because the team members have various locations with
different time zones.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
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Interviewee: Pengalaman saya komunikasi dan interaksi yang terus menerus diantara
anggota team membantu saya untuk menjalin pertemanan yang erat dengan anggota
team lainnya. Bahkan kita masih terus kontak walaupun tidak seintensif sewaktu
mengerjakan projek. Beberapa anggota team bahkan terus update mengenai keadaan
mereka disana dan menanyakan mengenai keadaan saya di Indonesia. Ke depan saya
percaya pertemanan ini akan membantu saya membentuk sebuah networking yang
sangat berguna ketika saya lulus.
Interviewee: My experience of communication and interaction continually among team
members help me establish close friendships with other team members. In fact we still
keep in contact although not as intensive as we undertake the project. Moreover, some
team members continue to update their information and ask me the situation in
Indonesia. In the future I believe that these relationships will help me establish a very
useful networking when I graduate.
6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: Ketika saya terlibat di GVT model kelompok saya melakukan inovasi dengan
membuat green garden di dalam ruangan sehingga kesegaran dalam ruangan dengan
alami dapat terasa. Ini merupakan ide bisnis yang menurut saya cukup kreatif dan dapat
diterapkan ke berbagai perusahaan.
Interviewee: When I am involved in GVT model, my team make innovation by making
green garden indoors so a room with natural freshness can be felt. I think this is a pretty
creative business idea and can be applied to various companies.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Dalam hal ini seperti yang sudah saya sampaikan sebelumnya adanya
masalah perbedaan waktu membuat terjadi perselisihan pada pembuatan jadwal kerja
kelompok, adanya anggota kelompok yang suka bekerja secara lambat menjadi
hambatan pada pembuatan projek tersebut. adanya ide-ide yang tidak diterima pada
anggota kelompok.
Interviewee: Challenging because we all were from different countries, cultures and time,
we learned to understand each other. In addition, the team members who worked slowly
became an obstacle in the making of the project since there were ideas that were not
accepted by team members. If we did not understand the culture of each team member
when we submitted our business ideas, our ideas became less precise and sometimes
raised communication errors among the team members
8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: Oleh karena ketika saya terlibat di GVT model saya banyak melakukan
komunikasi dengan email atau tertulis maka kemampuan kita dalam berkomunikasi
secara tertulis sangat mempengaruhi pesan yang akan ditangkap oleh masing-masing
orang. Ketika tidak memahami budaya masing-masing anggota team maka ketika kita
menyampaikan ide-ide bisnis maka ide yang kita sampaikan menjadi kurang tepat dan
terkadang terjadi kesalahan komunikasi antar anggota team.
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Interviewee: Working face-to-face was easier than working with technology. When I was
involved in the GVT model, I often did communication via e-mail or written so that my
communication skill in writing highly affected the messages that would be captured by
each person.
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: Ya pada saat awal bekerja kelompok saya mengalami kesulitan dalam
menyusun jadwal pertemuan dengan anggota team terutama ketika mereka berasal dari
negara dengan timezone berbeda dan yang lebih sulit lagi ketika mahasiswa dari negara
lain tersebut mempunyai kesibukan yang berbeda. Beberapa mahasiswa memandang
projek international yang harus kita kerjakan di GVT model ini berbeda karena komposisi
nilai yang mereka dapat berbeda misalnya di Ma Chung report bisnis ini bernilai 50% dari
total nilai mata kuliah sedangkan bagi anggota team lain mereka hanya memperoleh 30%
dari total nilai dari report ini sehingga mereka terkadang bekerja kurang keras karena
mereka ingin fokus pada mata kuliah lain yang bobotnya lebih besar.
Interviewee: Yes, at the beginning of my team work I had difficulty in scheduling meetings
with the team members, especially when they came from countries with different time-
zone, moreover when those students from other countries still had different activities.
Some students viewed that the international project we had to do in this GCT model was
different because the composition of the grade was different, for example in Ma Chung
University the business report‘s grade was 50% of the total grade of the course while the
other team members only got 30% of the total score of this report so that sometimes they
worked less hard because they wanted to focus on other subjects having greater score.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Ada yang dapat dipercaya dan ada yang tidak. Saya dapat mempercayai
mereka yang bekerja dengan terlihat tingkat keseriusan tinggi dan mempunyai
kemampuan untuk menyelesaikan report. Menurut saya tingkat kepercayaan saya
terhadap masing-masing anggota tergantung pada individu masing masing. Tingkat
kepercayaan terhadap anggota team lain dapat kita toleransi misalnya dengan
memberikan tenggang waktu pada anggota kelompok.
Interviewee: There were team members who were credible and some were not. I could
trust the team members working with high level of seriousness that I could recognize and
had the ability to complete the report. I think my trust level to each member depended on
the individual performance. The trust level to other team members could be tolerated, for
example by giving a deadline to the team members.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Sistem pembelajarannya menyenangkan dan sistem penilaiannya
seharusnya harus dijalankan secara obyektif oleh dosen dari dalam negeri maupun
dosen luar negeri sehingga mahasiswa tidak hanya dinilai oleh dosen dari univesitasnya
namun juga dari universitas yang lain.
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Interviewee: The learning system is fun and scoring system should be run objectively by
lecturers from both domestic and foreign universities so that the students are not only
judged by the lecturers from their university but also from other universities.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Menurut saya tambahan terkait yang dapat dilakukan oleh pihak universitas
adalah dengan memberikan fasilitas berupa email khusus dan menyediakan fasilitas
berupa alat komunikasi seperti skype, facebook (google plus), dan Yahoo. Saya
sarankan universitas dapat memberikan fasilitas penunjang misalnya buku panduan,
serta mentoring sehingga kita mempunyai seseorang yang dapat memberikan saran dan
masukan terhadap ide-ide yang kita punya. Dengan pembimbingan dan panduan yang
jelas ini dapat meminimalisir kesalahpahaman yang dapat terjadi antar anggota.
Interviewee: I think the related additional aspect done by the university is to provide
facilities such as particular e-mail and communication tools like skype, facebook (Google
plus), and Yahoo. I suggest the university to provide supported facilities such as guidance
books and mentoring so that we have someone who can provide advice and input to the
ideas that students have. These guidance and clear guidelines can minimize
misunderstandings that can occur among members.
S07
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1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: Saya dapat mempraktekan teori dari buku melalui diskusi dengan anggota
team yang berasal dari luar negeri di mana dengan bertukar pengetahuan dan informasi.
Dengan cara tersebut kita dapat saling melengkapi pemahaman teori kita. Apabila
sebelumnya saya hanya mendapatkan teori dari dosen di kelas dan membaca buku
namun tidak pernah mempraktekannya karena tidak ada sarana untuk mengaplikasikan
teori tersebut. GVT model menfasilitasi saya untuk mempraktekan teori dari buku untuk
mensupport ide saya.
Interviewee: I could practice the theories of books through discussions with the team
members coming from foreign countries in which there were exchange of knowledge and
information. In this way we could complete our theoretical understanding. Before I joined
GVT model I only got the theories from lecturers in classroom and reading books but
never put them into practices because there were no facility to apply them. GVT model
facilitated me to practice the theories of books to support my ideas.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Saya dapat meningkatkan pemahaman lintas budaya saya dengan cara
melakukan kolaborasi dengan orang luar negeri yang memiliki perbedaan budaya.
Sebagai contoh sewaktu saya terlibat di GVT model saya mendapatkan anggota team
dari berbagai negara. Salah satunya saya bekerja sama dengan orang Korea. Sewaktu
saya bekerja dengan mereka saya menjadi tahu bahwa dalam berdiskusi mereka lebih
aktif dan mengutarakan ide mereka secara langsung. Hal berbeda dengan orang
Indonesia yang cenderung pasif dan kurang berani mengutarakan ide maupun pendapat
secara langsung. GVT model memberikan saya pengalaman berinteraksi dan
mengetahui perbedaan budaya.
Interviewee: I can improve my cross-cultural understanding by doing collaboration with
foreign people having different cultures. For example, when I was involved in GVT model
I, got team members from various countries. One of them is Korean whom I worked
together with. When I worked with them, I knew that they were more active in the
discussion and expressed their ideas directly. It is different with Indonesian people who
tend to be passive and less courageous to express ideas and opinions directly. GVT
model gives me experience of interacting and knowing different cultures.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Saya mendapatkan keahlian praktis yaitu keahlian komunikasi dengan orang
yang berbeda budaya, meningkatkan kemampuan bahasa inggris saya karena Bahasa
yang dipakai di projek tersebut adalah Bahasa inggris dan saya belajar bekerja sama
dalam sebuah team yang anggotanya berasal dari berbagai suku bangsa.
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Interviewee: I got practical skills such as having communication with people from different
cultures, improving English because the language used in the project is English, and
working together in a team whose members come from various countries.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Menurut saya GVT model sangat flexible dari segi waktu dan tempat belajar.
Ketika saya mengikuti GVT model saya hanya masuk kelas untuk mendapatkan
informasi mengenai projek, beberapa konsep yang harus saya pakai dan konsultasi dan
setelahnya saya mengerjakan projek ini kapanpun dan dimanapun asalkan ada jaringan
internet.
Interviewee: I think GVT model is very flexible in term of time and place of learning. When
I join GVT model, I just go to classroom to get information about the project, several
concepts that I should use, and consultation, next, I work this project anytime and
anywhere as long as there is internet connection.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Pengalaman saya di GVT model saya mendapatkan teman-teman baru
ketika terlibat di GVT model namun pertemanan ini tidak berlanjut setelah projek karena
kita tidak pernah bertemu muka dan terlalu fokus pada projek.
Interviewee: My experience at GVT model is that I get new friends when I am involved in
GVT model but this friendship does not continue after the project because we have never
met face to face and only focus on the project since the project deadline is short.
However, if I was given longer time, I was sure that I could make friends that would be
very important for networking.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Kreatifitas yang saya dapatkan selama mengikuti GVT model adalah saya
lebih kreatif dalam berdiskusi secara online. Selain itu saya menjadi lebih kreatif
menggunakan berbagai sosial media dan fasilitas lainnya di internet untuk mendukung
diskusi. Bentuk kreatifitas dalam berdiskusi online ini tidak saya dapatkan selama saya
belajar di kelas yang cenderung monoton dan tidak memaksa saya untuk mencari cara
cara kreatif dalam berkomunikasi dan berdiskusi.
Interviewee: The creativity that I get during GVT model is that I become more creative in
online discussions. In addition, I become more creative to use various social media and
other internet facilities to support the discussions. This form of creativity in online
discussions has never been got during my study in classroom of which tends to be
monotonous and do not require me to look for creative ways on how to communicate and
discuss.
7. Interviewer: What was it like working with a cultural diverse GVT?
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Interviewee: Menurut saya kesulitan utama di GVT model yang mana kita bekerja sama
dengan anggota team yang berbeda budaya terletak pada komunikasi. Sebagai contoh
dikarenakan bahasa inggris saya tidak terlalu bagus maka saat saya harus
berkomunikasi secara online (chat dan email) apabila ada kata atau kalimat yang saya
tidak mengerti maka saya perlu melakukan translate dahulu sehingga memakan waktu
lebih lama. Apalagi cara komunikasi anggota team dari tiap negara yang berbeda-beda
sehingga timbul kesalahpahaman.
Interviewee: I think the main difficulty in GVT model lies in the communication since we
work together with the team members having different cultures. For example, because my
English was not good, when I had to communicate online (chatting and e-mailing), there
were words or phrases that I did not understand and needed to be translated first so it
took much longer. Especially, the ways of communication of the team members coming
from different countries were different so that misunderstandings came up.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Menurut saya belajar secara tatap muka langsung memang jauh lebih
meyakinkan dan nyaman, karena bisa saya bisa melihat ekspresi dari dosen atau teman
teman anggota team, namun sebenarnya setelah saya mengikuti GVT model ternyata
belajar atau bekerja sama tanpa tatap muka saya juga bisa belajar dan diskusi secara
effektif walaupun harus ada pembiasaan terlebih dahulu. Namun sayangnya terkadang
terdapat rasa tidak percaya terhadap anggota team lain karena saya tidak dapat melihat
secara lanngsung anggota team tersebut.
Interviewee: I think face-to-face learning is extremely more convincing and comfortable
because I could see the expression of the lectures and team members. However, actually
after I joined GVT model, I realized that by studying or working together without face to
face I could also study and discuss effectively even though habituation was needed at the
beginning. Unfortunately sometimes there was distrust of other team members because I
could not see them directly.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Waktu awal bekerja di GVT model saja hal ini terjadi karena kita lebih
banyak berkomunikasi secara online dan baru mengenal satu sama lain namun
berikutnya proses menyusun jadwal pertemuan sangatlah mudah karena kita sudah
membuat sebuah kesepakatan waktu dan bagaimana kita bisa menyelesaikan projek
tersebut.
Interviewee: Only at the beginning of working on GVT model, it happened because we
communicated online and already got to know each other but in the next meeting the
scheduling process was easy because we dealt the time and how we could finish the
project.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Awalnya saya masih ada keraguan apakah anggota team punya komitmen
yang sama dengan saya untuk menyelesaikan projek tersebut, namun seiring
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berjalannya waktu dan saya mulai mengenal anggota team tersebut maka saya tidaklah
ragu lagi bahkan lebih percaya kepada mereka. Komitmen, komunikasi dan tindakan real
dari setiap anggota team ini yang membuat saya percaya dengan mereka.
Interviewee: At the beginning there was doubt whether the team members had the same
commitment with me to complete the project but over time I knew the team members
closely so that there was no doubt anymore, moreover, I trusted them more.
Commitment, communication, and real action of each team member made me believe in
them.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Sistem penilaian waktu itu sudah adil dan memuaskan karena sudah ada
kriteria dan peer evaluation. Apalagi sudah ada juga presentasi di akhir projek sehingga
saya merasa puas dengan sistim penilaian dari GVT model
Interviewee: The assessment system is fair and satisfactory because of the existing
criteria and peer evaluation. Moreover, there is also presentation in the end of the project
so that I am satisfied with the scoring system of GVT model.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Sistem monitoring yang lebih baik lagi dari dosen pembimbing untuk
mengevaluasi kinerja kami sehingga kami tahu mana yang benar dan mana yang salah
sejak dari awal. Sebagai contoh untuk memonitor kinerja atau progress kita bisa
diadakan jadwal konsultasi secara periodic atau bila tidak dengan tatap muka langsung
bisa juga dosen membuka sebuah forum diskusi secara periodic sehingga kami bisa
belajar dari permasalahan yang mungkin dihadapi oleh teman dari team lain dan
mengajukan pertanyaan ke dosen tanpa perlu tatap muka.
Interviewee: There should be better monitoring system from the supervisor to evaluate
our performance so that we know which one is true and which one is wrong from the
beginning. For example, to monitor the performance or progress we can arrange
schedule for consultation periodically or when it is not by face to face, the lecturers can
open up a discussion forum periodically so that we can learn from the problems that may
be encountered by friends from another team and ask questions to the lecturers without
needing to be face to face.
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S08
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: Saya dapat mempraktekan teori bisnis international karena GVT model
menfasilitasi kita untuk mempraktekan teori di kelas melalui projek yang harus saya
buat bersama dengan anggota team. Selain itu struktur dari projek ini mengharuskan
kita untuk mencari teori-teori pendukung ide bisnis sehingga secara tidak langsung
kita belajar teori di kelas
Interviewee: I could practice the theories of international business because the GVT
model facilitated us to practice the theories in classroom through a project that I had
to make together with the team members. In addition, the structure of this project
required us to look for theories that supported the business ideas so that indirectly we
learned the theories in classroom.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: GVT model meningkatkan pemahaman saya terhadap budaya anggota
team yang lain karena perbedaan budaya antar anggota team ini membuat saya
belajar untuk mengetahui dan menghargai budaya lain
Interviewee: GVT model improves my understanding of cultures of other team
members because the different cultures among team members make me learn to
know and appreciate other cultures.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
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Interviewee: Menurut saya keahlian praktis yang saya dapatkan dari mengikuti GVT
model adalah leadership, kemampuan berkomunikasi dalam berbahasa asing
tentunya dan manajemen waktu agar semua bisa saling berkomunikasi. Saya
memperoleh keahlian tersebut karena GVT model memaksa kita untuk dapat bekerja
dengan deadline yang jelas dan anggota tim dari berbagai negara. Oleh karena
semua anggota team semua beda negara, sehingga bahasa dan waktu menjadi
faktor yang penting untuk diperhatikan. Dari sanalah saya belajar.
Interviewee: The practical skills I got from joining GVT model were leadership,
communication in foreign language, and time management so that one could
communicate each other. I got these skills since GVT model required us to be able to
work with clear deadlines and team members from various countries. Because all
team members came from different countries, the language and time became the
important factors to be considered. I learn a lot from this.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Tentu saja ada flexibilitas waktu dan tempat. Dengan GVT model kita
bisa belajar atau bekerja sama dengan anggota team di rumah, ataupun di semua
tempat yang tersambung dengan koneksi internet, dan waktu kerja yang fleksibel
sesuai dengan kesepakatan kelompok.
Interviewee: Of course there are flexibility of time and place. By joining the GVT
model we can learn or work with team members at home or in all places connected
with internet network, and flexible working time in accordance with the agreement of
the team.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Selama belajar dengan GVT model ini saya mendapatkan banyak sekali
teman teman baru dan kita tetap menjalin komunikasi setelah projek ini berakhir.
Pertemanan dengan orang dari luar negeri membawa manfaat karena saya dapat
menambah skill dalam berbahasa inggris baik percakapan maupun dalam tulisan.
Memperoleh pengetahuan mengenai budaya luar yang beragam, memperoleh
pengetahuan megenai perusahaan luar negeri yang kita buat project. Di diskusi kita
selama terlibat di GVT model terkadang pertemanan yang terjalin walaupun masih
baru dapat mencairkan suasana dan kita lebih toleran satu sama lain.
Interviewee: During learning with this GVT model I get a lot of new friends and we still
keep in touch after this project ends. Friendships with people from abroad bring
advantages because I can improve my English skill both in speaking and writing. We
also acquire knowledge of various foreign cultures and foreign company that we use
for the project. In the discussion during involved in GVT model, the friendship that we
make, although it is still new, can break the ice and we can be more tolerant one
another.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
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Interviewee: Kreativitas menulis laporan bisnis dengan menggunakan bahasa inggris
secara formal, benar dan tepat. Kreativitas dalam bekerja team secara online dan
memenuhi deadline projek. Dengan kata lain saya menjadi kreatif bagaimana
mengatur waktu, berkomunikasi dan menulis report bisnis yang menjual, inovatif ide
bisnisnya, rasional dan dapat dipakai oleh perusahaan.
Interviewee: The creativity of writing business report using formal English, well and
correctly. The creativity of working in team work online and meeting the project
deadlines. In other words I become creative on how to manage time, communicate
and write selling business report, produce rational and innovative business idea
which can be used by the company.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Karena kami semua dari berbagai negara yang berbeda, maka budaya
dan waktu pun berbeda. Kami belajar untuk saling mengerti satu sama lain dengan
perbedaan waktu yang ada. Tetapi bagi kami untuk mendapatkan keputusan waktu
yang tepat untuk kami dapat berdisuksi bersama tidaklah sulit,karena semua saling
bertoleransi satu dengan yang lainnya.
Interviewee: Because we were all from different countries, cultures and time, we
learned to understand each other due to the existing time differences. However, to
get the decision of the right time for discussion is not difficult because all members
tolerate each other.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Menurut saya kedua model pembelajaran tersebut hampir sama. Oleh
karena yang ingin saya dapatkan dari kedua model pembelajaran itu adalah makna
dan inti dari pembelajaran tersebut maka saya sebenarnya bisa menerima metode
tatap muka maupun GVT model. Menurut saya tatap muka atau tidak tidak terlalu
signifikan untuk pembelajaran saya namun, yang terpenting adalah apakah dosen
dapat mengemas pembelajaran itu secara efektif sehingga kita paham dengan teori
dari buku.
Interviewee: I think both learning models are almost the same. Because what I
wanted to get from both learning models were the meaning and essence of the
learning, I could accept face-to-face method and the GVT model. I think having face
to face or not was not very significant for my study; however, the important thing was
whether the lectures could pack the learning effectively so that we were familiar with
the theories in books.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Tidak. Karena justru di GVT model saya belajar untuk saling mengerti
satu sama lain dengan perbedaan waktu yang ada. Bagi kami untuk mendapatkan
keputusan waktu yang tepat untuk kami agar dapat berdiskusi bersama tidaklah
sulit,karena semua anggota team kebetulan dapat saling bertoleransi satu dengan
yang lainnya.
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Interviewee: No. Instead, in GVT model I learned to understand each other due to the
existing time differences. For us to get the decision of the right time for discussion is
not difficult because all team members tolerate each other.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Tentu saja. Bagi saya jika tidak ada kepercayaan di antara kita satu tim
maka tidak akan ada penyelesaian dari laporan project yang kami buat. Sehingga dari
awal saya sudah menetapkan diri untuk mempercayai anggota team lainnya.
Interviewee: Of course. For me, if there was no trust among us, we cannot complete
the project report so from the beginning I set myself to trust in other team members.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Cukup adil. Saya menyadari di GVT model dosen yang menilai kinerja
kami tidak mungkin akan melihat kami satu per satu pada saat kami kerja sehingga
cukup adil bila yang dinilai dari kami adalah output (hasil akhir report bisnis) dan
kontribusi kami sebagai anggota team (peer evaluation). Dengan penilaian seperti itu
sepertinya sudah cukup adil bagi kami semua.
Interviewee: It is fair enough. I realize that in the GVT model the lecturers assessing
the performance of our team may not see us one by one at the time we are working
so that it is fair enough when we are assessed from the output (the final result of the
business report) and our contribution as a team member (peer evaluation). By this
kind of assessment it seems fair enough for all of us.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Anggota kelompok diperbanyak karena semakin byk anggota semakin
banyak ide yang bisa didapatkan namun perlu seleksi mahasiswa yang mengikuti
karena kualitas dari anggota team mempengaruhi kualitas report. Sehingga ada
variasi ide. Pilihan perusahaan juga diperbanyak sehingga ada tantangan. Pihak
universitas perlu mengeluarkan surat resmi sehingga apabila kebetulan perusahaan
yang kita pilih dapat kita kunjungi kita bisa lebih mudah melakukan interview atau
mengambil data langsung dari perusahaan sehingga data bukan hanya dari internet.
Interviewee: It is better to add group members because there are more ideas that can
be obtained. However, it is required selection of the students who want to join
because the quality of team members affects the quality of the report since there are
variations of ideas. The company options should also be added so there are more
challenges. The university needs to issue a formal letter so that if by chance the
company that we choose can be visited, we can more easily conduct interviews or
take the data directly from the company so that the data are not only taken from the
internet.
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S09
1. Interviewer: In what ways were you able to apply international business theory using
the GVT model?
Interviewee: GVT model membantu saya dalam mempraktekan teori bisnis internasional
dengan cara menuntut saya untuk berkomunikasi dan melakukan brainstorming antar
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anggota tim dari latar belakang budaya dan persepsi yang berbeda-beda. Dengan
demikian secara tidak langsung saya belajar mempraktekan bagaimana bernegosiasi
dan melakukan kesepakatan kerja dengan kolega dari berbagai negara.
Interviewee: GVT model helped me apply the theories of international business by
requiring me to communicate and doing brainstorming among team members having
different cultures and perceptions. Thus, indirectly I learned how to practice negotiation
and agreement of work with colleagues from various countries.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Model GVT mendorong saya untuk dapat bekerjasama dengan tim yang
anggotanya terdiri dari latar belakang kultur dan persepsi yang berbeda-beda untuk
menemukan sebuah pemecahan masalah (inovasi produk). Dengan demikian model
GVT ini secara otomatis membantu saya untuk bisa paham budaya lain.
Interviewee: GVT model encourages me to cooperate with the team members having
different cultural background and perception to find out problem solvings (innovation of
product). Thus, this GVT model automatically helps me understand other cultures.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: saya mendapatkan banyak manfaat dari mengikuti GVT model. Saya
merasa saya meningkat Pemahaman saya terhadap budaya lain. Dengan bekerja
dengan mahasiswa/I dari berbagai negara, saya bisa belajar menyamakan persepsi antar
satu anggota dgn anggota lain, bagaimana tiap mahasiswa dari tiap negara memiliki
caranya masing-masing dalam memandang sbuah permasalahan Selain itu saya belajar
bagaimana menentukan perimeter, objektif dan target-target untuk mencapai tujuan
bersama. Selain itu dikarenakan GVT model ini bertipe seperti Project yang hanya
dibatasi oleh deadline saja, tanpa ada batas kehadiran atau semacamnya, ini membuat
saya dan tim saya lebih mandiri karena kami harus menentukan sendiri target-target
progressif dan perimeter tiap bulannya, apa yang harus selesai pada tanggal sekian dan
semacamnya supaya pekerjaan bisa selesai tepat waktu
Interviewee: I got a lot of advantages by joining GVT model. I think my understanding
about other cultures got increased. By working with students from various countries I
learned how to synchronize perceptions one to another members, how each student from
each country had their own way of looking at problems. Furthermore, I learned how to
determine the perimeter, objective, and target to reach the main goal together. In
addition, since GVT model was the Project limited by deadline only, there was no
limitation such as attendance etc., this made me and my team independent because we
had to determine our own the progressive targets and perimeters every month, what
should have been done on the certain date etc., in order to finish the project on time.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible learning
in terms of time and location?
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Interviewee: Ya, dikarenakan project ini berorientasi pada output. Sehingga proses
pengerjaan project ini bisa ditentukan dan diatur oleh masing masing tim sesuai dengan
kondisi dan perbedaan waktu pada tiap negara anggota timnya.
Interviewee: Yes, because this project is output oriented, the process of working the
project can be determined and managed by each team member according to the
condition and time difference of the members‘ country. I can work anywhere and anytime
as long as there is internet connection, this is very nice.
5. Interviewer: How would you describe your experiences working in a GVT international
network?
Interviewee: Merupakan sebuah pengalaman tak terlupakan, dimana saya dapat bekerja
dengan mahasiswa dari luar negeri dan proses kerja yang saya lakukan juga tidak seperti
proses kerja yang saya lakukan biasanya, lebih seperti bekerja dengan shift, sebagai
contoh ketika di Indonesia berada pada jam produktif, di Amerika berada pada jam
istirahat, alhasil saya harus bekerja dahulu, lalu anggota tim saya yang berada di amerika
mengkoreksi pekerjaan saya dan mengerjakan bagiannya, besoknya saya akan
mengkoreksi pekerjaannya dan mengerjakan bagian saya, begitu seterusnya
Interviewee: It is an unforgettable experience in which I can work with students from
abroad and the working process I have done is not the same with what I usually do, it is
like shift working, for example when in Indonesia is in working hours, in America is in
resting time, so that I have to work first and the team members in America correct my
work and do their parts. For the next day I correct their works and do my own part, and so
on.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Kreatifitas saya terbentuk dalam hal pengaturan jadwal kerja di
pembelajaran GVT model ini. Berkat GVT model saya dapat meningkatkan kemampuan
time management saya dikarenakan saya harus mencapai target target tertentu dalam
project disamping kegiatan harian saya.
Interviewee: My creativity is built in term of arranging working schedule in GVT learning
model. It is because of the GVT model I can increase my time management skill, since I
have to reach the particular targets of the project in my daily activities.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Menarik, saya dapat melihat bagaimana dinamika yang terjadi setiap timbul
sebuah permasalahan dalam project, disamping karakteristik masing masing anggota,
bagiaimana kultur dan budaya negara berpengaruh pada pemecahan sebuah masalah.
Interviewee: It was interesting. I could see the dynamics in multicultural team in which a
problem is easier to come compared to the team having same culture, besides, the
characteristic of each member, cultures of countries affect the problem solving.
8. Interviewer: What were your experiences working with technology in the GVT? How
does this compare with meeting face-to-face?
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Interviewee: Saya rasa GVT model ini lebih menuntut mahasiswa untuk lebih mandiri.
Saya rasa pembelajaran model seperti ini jauh lebih efektif daripada belajar tatap muka di
kelas, asalkan setiap mahasiswa memiliki visi dan misi yang sama, tidak ada yang
menjadi beban dan semua ikut berperan
Interviewee: I think the GVT model requires students to be more independent. I think this
type of learning is highly more effective than face to face learning in classroom, as long
as each student has the same vision and mission so that none of them become the
burden and all students take a part.
.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Tidak, karena tim kami sudah memikirkan itu sejak awal, dan ketua tim kami
membuat jadwal pertemuaan. Hal ini yang membuat tim tidak kesulitan untuk berdiskusi
dalam menyelesaikan projek,
Interviewee: No, because our team had thought about it from the beginning and our team
leader made the meeting schedule. It made the team did not find significant difficulties to
have discussion to finish the project.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Saya mempercayai sepenuhnya anggota tim saya, dikarenakan mereka
semua juga mahasiswa yang ingin mendapatkan nilai yang baik dalam proyek ini.
Sehingga tidak ada alasan untuk saya tidak mempercayai anggota team saya.
Interviewee: Absolutely I trusted all my team members because they were also students
who wanted to get good grade in this project so that there was no reason not to trust
them.
11. Interviewer: What do you think of the assessment of your GVT model experience?
Interviewee: Cukup fair dan transparan, namun menurut saya, akan lebih baik jika
orientasi penilaian tidak pada output saja, namun proses pengerjaan juga patut
dipertimbangkan (lewat logbook mingguan dsb)
Interviewee: It is quite fair and transparent, however, it will be better if the assessment
orientation is not on the output only but the working process is also considered (by
weekly logbook etc.).
12. Interviewer: Is there anything else you would like to add about your GVT experience?
Interviewee: Saya cukup puas, dan saya harap Model GVT ini bisa menjadi pelopor
pembelajaran yang revolusioner, menggantikan pembelajaran tatap muka yang
konvensional. Ke depan saya sarankan agar mahasiswa diberikan teori yang relevan
dengan projek di depan sehingga kita bisa fokus dalam mengerjakan projek karena
umumnya di awal kita masih bingung teori apa yang kira-kira dapat digunakan.
Interviewee: I am quite satisfied and I expect that GVT model can be a pioneer of
revolutionary learning replacing the conventional face to face learning. For the future, I
suggest that the students should be given relevant theories to the project in advance so
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that they can focus more in doing the project because generally at the beginning we are
still confused on what theories to use.
S10
1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: Dengan cara membuat suatu bussiness plan dengan teman teman negara
lain dan dengan begitu saya benar benar bisa mempraktekkan teori bisnis international
karena dengan GVT model saya dituntut untuk menganalisa, menyelesaikan masalah
dan memberikan solusi atau ide untuk dituangkan di business report. Dengan melakukan
hal tersebut saya jadi lebih terpacu untuk aktif belajar dan membaca lagi teori yang ada.
Interviewee: By making a business plan with friends from other countries I could really put
into practice the theories of international business because using GVT model I was
required to analyse, solve problems, and provide solutions or ideas to be applied in the
business report. By doing so I became more motivated to learn and read the existing
theories actively.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Dengan cara bekerjasama dengan baik dengan anggota kelompok yang lain
yang berbeda negara dengan kita, tentu saja hal ini membuat saya menjadi mengerti
tentang budaya negara lain, dan di tiap tiap negara memiliki budaya yang berbeda beda
dan kita harus bisa menyesuaikan
Interviewee: By having a good cooperation with other team members having different
countries of course it makes me come to understand about the cultures of other
countries, and each country has a different culture so that we should be able to adjust
ourselves.
3. Interviewer: What was your experience of the value of the GVT model in
teaching real-world skills?
Interviewee: Saya mendapatkan keahlian menulis bisnis report, lebih bisa memahami
teori, komunikasi dan cara berkomunikasi dengan orang yang berbeda budaya. Keahlian
ini saya dapatkan ketika mengikuti GVT model karena saya berinteraksi secara intensif
dengan anggota team.
Interviewee: I got business report writing skill, able to understand the theories more,
communication skill and how to communicate with people having different cultures. I got
these skills while joining GVT model because I interacted intensively with the team
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members. In addition, I got practical skills when working on a report for the company. For
example I knew the working culture at Gramedia, its history, people involved, etc. of
which would help me work in this company in the future.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Dapat memberikan fleksibilitas waktu dan tempat karena kita dapat
mengerjakannya kapan saja dan dimana saja, tidak terikat oleh waktu dan jam tertentu.
Interviewee: It can provide flexibility of time and place because we can do the project of
GVT model anytime and anywhere, not bound by time.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Proses pembelajaran ini sangat menyenangkan, karena saya dapat diberi
kesempatan untuk bekerja sama membuat suatu bussiness plan bersama anggota team
yang berasal dari negara lain. Mereka bukan hanya partner bekerja tapi juga karena
interaksi terus menerus saya menjalin pertemanan dengan beberapa anggota team dan
dari pertemanan ini saya mendapatkan informasi mengenai negara mereka dan tawaran
untuk berkunjung ke negara mereka. Ke depan saya yakin teman-teman yang se team
dengan saya akan banyak membantu saya terutama apabila saya berencana bekerja di
negara mereka.
Interviewee: The learning process is so much fun because I can be given opportunities to
work together to make a business plan with team members from other countries. They
are not only as working partner but also as friends since the constant interaction that we
have made; from this I get information about countries and offers from them to visit their
countries. In the future, I am sure that my team friends will help me a lot, especially if I
have plans to work in their countries.
6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: Saya mempunyai kesempatan untuk mencari lebih banyak ide ide kreatif
untuk projek GVT model. Keahlian untuk membuat ide ide baru inilah yang saya kira
merupakan bagian dari manfaat mengikuti GVT model. Selain itu saya jadi bisa belajar
bagaimana bekerja secara team work dan online, bernegosiasi dan lebih fasih dalam
berbahasa inggris.
Interviewee: I have chances to look for more creative ideas for the project of GVT model.
The skills to create new ideas are parts of the benefits of joining GVT model. In addition, I
can learn how to work in a team work and online, negotiate, and be fluent in using
English.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Waktu itu team saya berisi 7 orang dan semuanya dari negara yang
berbeda, pengalaman yang saya dapatkan antara lain waktu itu harus mensesuaikan
waktu bekerja dengan teman negara lain karena waktu yang berbeda beda, saya dari
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indonesia harus bangun jam 4 pagi agar bisa komunikasi dengan mereka, tetapi itu
menyenangkan dan saya jadi bisa bangun pagi.
Interviewee: At that time my team consisted of 7 people and all of them were from
different countries, I learned their culture and their working habit. Overall, it was quite
interesting experience.
8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: Tentu saja pada awalnya saya mengalami beberapa kesulitan karena tidak
pernah bertatap muka secara langsung dan hanya berkomunikasi melalui media sosial,
saya jadi tidak mengerti karakter orangnya dan cara bicaranya, tetapi menjadi lebih
fleksibel dalam waktu bekerjanya, kalau di kelas lebih mudah karena kita dapat bertatap
muka dan dapat mengerti dengan jelas apa yang dimaksud dan di inginkan, tetapi jadi
terpaku dengan waktu yang ditetapkan dan tempatnya pun pasti di kelas saja.
Interviewee: Of course at the first time I had some difficulties because we had never met
face to face directly and only communicated through social media, so that I did not
understand the team members‘ character and way of speech, but the working hours was
more flexible. If we compared to the learning in the classroom, learning in the classroom
was easier because we could meet face to face and be able to clearly understand what
was meant and wanted, but we were bound to the set of time and place, definitely in the
classroom only.
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: Cukup kesulitan karena di saat saya ada jam kosong, teman kelompok saya
justru sedang ada kegiatan dan seterusnya. Tetapi pada akhirnya kami bisa
menyesuaikan dengan jadwal masing masing anggota kelompok dan menyelesaikan
projek tersebut.
Interviewee: I had difficulties because when I had free time, my team members had
activities and vice versa. However, finally we were able to adjust the schedule of each
team member and finished the project.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Sangat mempercayai mereka, karena sejak awal mereka menunjukan
inisiatifnya untuk dapat bekerjasama dengan sangat baik dengan saya sebagai
contohnya mereka aktif dalam diskusi online, apabila saya menghadapi masalah maka
selalu ada seseorang di team membantu saya menyelesaikannya serta ada pembagian
kerja dari awal. Oleh karena itu saya tidak merasa bekerja sendiri dan walaupun bekerja
dengan online saya merasa dapat bekerja sama dengan mereka.
Interviewee: I trusted them because from the beginning they showed their initiative to
cooperate very well with me, for example, they were active in online discussion. Thus, if I
faced a problem then there always someone in the team help me to solve the problems.
and there was division of the assignment from the beginning. Therefore I did not feel work
alone.
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11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Menurut saya sistem penilaian dari GVT model sudah cukup bagus dan adil,
karena dapat dinilai dari bobot isi bussiness plan dari kelompok kita dan dari situ tiap
anggota kelompok menuliskan tentang kontribusi masing masing angggota, jadi sistem
penilaian nya cukup bagus.
Interviewee: I think the assessment system of the GVT model is pretty good and fair, as it
can be assessed from the weight of the business plan content from our team, and from
that each team member writes the contributions of each member, so it is a pretty good
assessment system.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Secara keseluruhan pengalaman bekerja di GVT Model sangat
menyenangkan karena memberi kita kesempatan untuk bekerja dengan orang luar
negeri. Mungkin kedepan perlu ada feedback dari dosen untuk apa yang mahasiswa
kerjakan di tengah proses pembuatan report dan bukan hanya feedback atau penilaian
hasil akhir report. Selain itu perlu ada assistant dosen dari mahasiswa yang pernah
terlibat di GVT model atau staff khusus untuk menjadi mentor.
Interviewee: Overall the experience of working in the GVT model is very nice because it
gives us opportunities to work with people overseas. Maybe in the future it needs to have
feedback from lecturers for what students have done in the middle of the process of
making the report and not just in the end of the result of the report. Besides, there is
lecturer assistant of students who have been involved in the GVT model or special staff to
be the mentors.
S11
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: GVT memberikan sebuah pengalaman belajar yang berbeda dengan
pengalaman belajar di kelas. GVT model memberikan kesempatan kepada saya untuk
mempraktekkan teori yang telah dipelajari selama kuliah ke dalam dunia bisnis
internasional yang sebenarnya. Hal ini karena di GVT model ini yang menjadi rekan kerja
saya dalam mengerjakan report bisnis merupakan mahasiswa dari berbagai belahan di
dunia sehingga saya dapat lebih mengetahui tentang praktik2 bisnis apa saja yang ada di
dunia internasional sehingga dapat meningkatkan pemahaman saya terhadap teori dari
buku.
Interviewee: GVT provided a learning experience that was different from learning
experience in classroom. GVT model gave me opportunities to practice the theories I had
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learned during the lectures to the real world of international business. This was because
in this GVT model my partners in doing the business report were students from different
parts of the world so that I could be more aware of what kind of business practice existing
in international world so that it could increase my understanding of the theories from
books.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Saya dapat lebih memahami crosscultural karena rekan-rekan kerja saya
tidak berasal dari Indonesia melainkan dari beberapa negara yang ada di benua yang
berbeda-beda sehingga saya dapat memahami budaya yang berbeda pula.
Interviewee: I can have better cross-cultural understanding because my partners of the
working project do not come from Indonesia but from several countries on different
continents. I can communicate, share and learn their culture so that I can understand
different cultures.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Keahlian berbahasa Inggris merupakan salah satu keahlian yang dapat saya
asah melalui GVT model ini karena untuk berkomunikasi dengan rekan-rekan kerja saya
yang berasal dari berbagai negara maka saya harus dapat berbahasa Inggris dengan
baik agar komunikasi dapat terjalin dengan lancar. Keahlian praktis yang lain yang saya
dapatkan adalah keahlian dalam menulis report bisnis, leadership, memanage orang,
bekerja secara teamwork.
Interviewee: English skill was the one that I could improve through this GVT model
because to communicate with partners from different countries I had to be able to speak
English well so that the communication could be established smoothly. Other practical
skills I got were skills of writing business reports, leadership, managing people, and
working in a team work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: GVT model memungkinkan pembelajaran yang lebih fleksibel karena kita
dapat terhubung melalui media online untuk belajar sehingga dari segi waktu dan tempat
belajar menjadi flexible. Selain itu dengan GVT model saya menghemat waktu, uang dan
tidak perlu stress lagi karena tidak perlu harus datang ke universitas hanya untuk belajar.
Apalagi dengan semakin macetnya kota malang, GVT model ini sangat membantu
proses belajar saya. Walaupun terkadang flexibilitas ini juga menyebabkan saya merasa
kurang mendapatkan support dari anggota lain terutama ketika saya diharuskan kerja
sendiri dan mentolerir jadwal bertemu dari anggota lain yang tidak sama.
Interviewee: GVT model allows a more flexible learning because we can connect through
online media to learn so that in terms of time and place it is flexible. In addition, through
GVT model I save time, money, and do not feel stress anymore because it does not
necessarily have to come to the university to learn. Moreover, due to the traffic jam in
Malang city this GVT model is very helpful in my learning process. Although sometimes
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this flexibility makes me feel that I get less support from other members, especially when I
am required to work alone and tolerate the meeting schedules of other members having
time differences.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Selama mengikuti GVT model, saya bisa mendapatkan pengalaman
pembelajaran yang menarik karena bisa mendapatkan kesempatan untuk membentuk
networking yang sangat berguna ke depan. Sejak dari awal bergabung di team saya
sudah berniat untuk menjalin pertemanan dengan anggota team lain karena bagi saya ini
merupakan kesempatan yang tidak saya dapatkan bila belajar di kelas. Oleh karena itu
saya berinteraksi secara intensif dengan teman-teman di negara lain dan tidak hanya
fokus mengenai projek yang kita akan buat namun juga berdiskusi mengenai hal-hal di
luar projek.
Interviewee: During the GVT model I can get interesting learning experiences because I
can get a chance to form a very useful network for the future. From the very beginning of
the project I intend to make friendships with other team members because, for me, this is
an opportunity that I do not get when learning in the classroom. Therefore, I interact
intensively with friends from other countries and do not just focus on the project that we
will make, but we also discuss other things, outside the project.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Saya merasa ketika bekerja di sebuah team yang anggotanya berasal dari
berbagai negara saya bisa membuat ide bisnis yang berbeda dan tidak monoton
misalnya: Kelompok saya memilih project untuk perusahaan McD. Sebelumnya saya
tidak pernah membayangkan sebuah restoran yang memiliki layanan cuci mobil, namun
teman saya yang berasal dari Rusia berkata bahwa di negaranya hal tersebut merupakan
hal yang lazim sehingga pada akhirnya kelompok saya memilih untuk membuat car wash
pada McD. Selain itu karena saya dibebaskan untuk bekerja dan berkreasi tanpa
supervise yang ketat dari dosen saya maka saya dapat memunculkan ide-ide yang
kreatif.
Interviewee: While I am working in a team having members from various countries, I can
make different and not monotonous business ideas, for example, my team chose a
project for Mc Donald Company. In the beginning of the project I had never imagined that
a restaurant could have car wash service; my friend from Russia said that in his country it
was a common thing so that finally my team chose to make car wash at Mc Donald. In
addition, it is because I have freedom to generate ideas and work in the project of the
GVT model with less supervision from my lecturers thus I can generate many creative
ideas.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Ada beberapa teman saya yang sangat rajin dalam mengerjakan tugas,
namun ada juga beberapa yang sulit untuk diajak bekerja. Hal tersebut terjadi karena itu
setiap anggota team mempunyai budaya dan ritme kerja masing masing. Seperti
misalnya teman saya yang berasal dari USA mayoritas relatif cepat dalam
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menyelesaikan tugas mereka karena mereka telah terbiasa mengerjakan tugas dengan
timeline yang ketat di kampus mereka. Selain itu saya juga mengalami ada satu atau dua
anggota yang berasal dari negara tertentu cenderung mendominasi diskusi dan
mengambil keputusan.
Interviewee: There were several friends very diligent in doing the assignment but there
were also some which were difficult to do their assignment. This happened because each
team member had different culture and rhythm of working. For example, the majority of
my friends from USA were relatively fast in completing their assignments because they
had been accustomed to do assignments with a strict timeline on their campus. In
addition, also I found that there were members from certain countries tended to dominate
the discussion and take the decision.
8. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Pengalaman belajar secara virtual lebih seru jika dibandingkan dengan
pembelajaran secara tatap muka karena lebih fleksibel dari segi waktu serta tempat. Ada
bebeapa hal yang berbeda dengan belajar tatap muka. Yang pertama ketika kita belajar
dengan teknologi maka kita tergantung pada teknologi sehingga apabila infrastruktur
tidak bagus maka akan terjadi delay dan ini bisa menyebabkan kesalahpahaman, selain
itu walaupun teknologi untuk komunikasi sudah berkembang namun kita tetap menyukai
email dan facebook untuk komunikasi. Saya juga merasa berkomunikasi dengan tatap
muka untuk belajar tetap lebih nyaman dibandingkan virtual walaupun kita bisa
menggunakan teknologi video conference. Yang menyenangkan dengan belajar secara
virtual adalah kita tidak mengalami discriminasi dalam hal kemampuan, usia, ras dll
sehingga lebih bebas mengungkapkan pendapat.
Interviewee: The virtual learning experience is more exciting compared to face-to-face
learning because it is more flexible in terms of time and place. There are more different
things than learning by face to face. First, when we learn by technology, we depend on
technology so that if the infrastructure is not good, there will be delay and this can lead to
misunderstanding, besides, though the technology for communication has grown, we still
like e-mail and facebook for communication. I also feel that communicating by face-to-
face for learning is still more comfortable than virtual although we can use video
conference technology. The fun thing with virtual learning is that we do not experience
any discrimination in terms of ability, age, race, etc., and it gives more freedom to express
opinions.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Pada awalnya terjadi kesulitan karena terjadi perbedaan waktu yang
signifikan namun hal itu dapat diatasi dengan menggunakan layanan group chat di
facebook sehingga anggota tim yang lain dapat mengikuti perkembangan pengerjaan
project. Komitmen untuk menyelesaikan pekerjaan sangat penting ketika saya bekerja
dengan orang lain yang tinggal di suatu negara dengan perbedaan waktu 24 jam.
Interviewee: At the beginning there was difficulty due to the significant time difference but
it could be solved using group chat service on facebook so that the team members could
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follow the development of project. The commitment to complete the job was very
important when I worked with other people living in countries with 24-hour time difference.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Saya mempercayai anggota tim saya karena merupakan project bersama
sehingga apabila mereka malas maka nilai mereka pun juga akan buruk. Selain itu
mereka sudah menunjukan kinerja, komitmen mereka dari awal. Kita juga sudah
membagi tugas untuk masing-masing anggota dari awal sehingga saya tidak terlalu
kuatir.
Interviewee: I trusted my team members because it was a joint project so if they were
lazy, their grade would also be bad. In addition, they had already shown their working
performance, their commitment from the beginning. We also divided the assignment for
each member from the beginning so I did not have to feel worried.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Sudah cukup baik, hanya saja perlu dikembangkan sistem penilaian yang
dapat menilai kinerja anggota kelompok secara individual sehingga dapat terlihat
keaktifan masing-masing anggota dalam mengerjakan project.
Interviewee: It is pretty good, things needed to develop is the assessment system that
can assess the performance of group members individually so it can be seen the
activeness of each member in doing the project.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Kalau bisa negara yang bergabung dalam project GVT model ditambah
sehingga pemahaman saya tentang crosscultural pun juga semakin meningkat.
Interviewee: If possible, it is better to add other countries to join the project of GVT model
so that my cross-cultural understanding is also increased.
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S12
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: Saya mempraktekan teori bisnis international karena GVT model membantu
saya untuk lebih aktif belajar dan mengemukan pendapat. Ketika saya harus
mengemukan pendapat maka untuk mendukung pendapat saya maka saya harus
mempersiapkan diri dengan membaca teori yang relevan dengan ide saya terlebih
dahulu. Dari sinilah saya belajar teori dari buku atau kelas secara effektif.
Interviewee: I practiced the theories of international business because GVT model helped
me be more active in learning and expressing opinions. When I had to express opinions,
to support my opinions, I had to make preparations by reading the theories relevant with
my ideas first. From this I learned the theories from books or class effectively.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: Mengikuti GVT model membuat saya lebih paham budaya lain karena ketika
saya berkomunikasi dengan anggota team yang lain saya juga belajar mengenai
kebiasaan kerja mereka, budaya dan bahasa mereka. Sehingga saya yang semula
hanya mengenal budaya Indonesia melalui GVT model ini saya diperkenalkan dengan
budaya baru dan menjadi lebih paham serta toleran dengan budaya tersebut.
Interviewee: By joining GVT model I become more aware of other cultures because when
I communicate with my other team members I also learn about their working habits,
cultures, and languages. Before I join GVT model, I only know the culture of Indonesia,
after I join this model, I am introduced to new cultures and have understanding and more
tolerant with those cultures.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Saya bisa berkomunikasi dengan baik dengan orang yang berasal dari
negara lain, saya bisa membuat report bisnis dengan baik serta belajar bagaimana
menggunakan teknologi untuk bekerja sebagai sebuah team. Keahlian ini yang saya
dapatkan selama bekerja di GVT model dan sangat berguna ke depan.
Interviewee: I could communicate well with people from other countries; I could make
good business report as well as learn how to use technology to work as a team. I got
these skills while working at GVT model and those are very useful in the future.
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4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Menurut saya walaupun kita bisa bekerja dimana saja namun apabila dilihat
dari segi waktu pembelajaran ini kurang flexible karena model pembelajaran GTV
melibatkan mahasiswa/I lintas Negara. Dimana untuk menentukan jam bertemu yang
tepat saja sangat sulit. Dengan kata lain sebenarnya saya harus mengikuti jadwal
anggota team yang lain. Akan tetapi apabila flexibilitas dilihat dari segi tempat model
pembelajaran ini cukup flexible karena kita bisa bekerja dimana saja.
Interviewee: I think even though we can work anywhere, it is less flexible. It is because
the GVT model involves students across countries. The time differences cause students
face difficulties to determine the appropriate time for online meetings. In other words, I
have to follow the schedule of other team members. However, when it is viewed in terms
of flexibility, this model is quite flexible because we can work anywhere.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Pengalaman saya dalam pembelajaran GTV model ini saya bisa mengenal
orang dari Negara yang berbeda bahasa serta budaya dan menjalin pertemanan dengan
mereka. Walaupun hanya berkomunikasi secara online misalnya melalui online sosial
media namun ternyata GVT model ini cukup effektif membantu saya menjalin
pertemanan dengan anggota team atau dengan kata lain kita tidak hanya bekerja untuk
menyelesaikan sebuah projek tapi kita memulai sebuah hubungan pertemanan juga.
Interviewee: My experience in learning this GTV model is that I can know people from
different countries, languages, and culture, also make friends with them. Although we
only communicate online, for example through online social media, this GVT model is
quite effective to help me make friends with the team members or in other words we do
not only work to finish a project but we start friendships as well.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Melalui model GTV ini saya dan anggota yang lain dituntut untuk memikirkan
produk yang belum pernah dibuat pada perusahaan tersebut. sebagai contoh: seperti
yang masyarakat ketahui perusahaan Toyota adalah perusahaan jepang yang membuat
mobil akan tetapi pernahkan kita mendengar sepeda motor merk Toyota? Karena Toyota
belum pernah membuat sepeda motor maka saya dan anggota mencoba untuk
membahas sepeda motor merk Toyota tentu saja yang kami bahas adalah dari segi
biaya, pemasaran, dll
Interviewee: Through this GTV model we are required to think of a product that has not
been made by the company yet, for example, the public knows that Toyota Company is a
Japanese company that makes cars but have we heard that there are motorcycles with
Toyota brand? Because Toyota has never made a motorcycle, we try to discuss the
Toyota brand for motorcycle, of course we discuss in term of cost, marketing, etc.
7. Interviewer: What was it like working with a cultural diverse GVT?
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Interviewee: Berdasarkan pengalaman saya, model pembelajaran ini cukup
menyenangkan. Karena melalui pembelajaran ini kita dapat mengetahui budaya dari tiap
– tiap Negara yang berbeda. Dari GVT model ini kita belajar bagaimana berkomunikasi,
bertoleransi dengan perbedaan yang ada dan menyelesaikan masalah yang timbul
karena perbedaaan budaya tersebut.
Interviewee: Based on my experience, this model was quite enjoyable because through
this study we could know the different cultures of each member. From this GVT model we
learned how to communicate, tolerate differences, and resolve problems arising from
cultural differences.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Dari pengalaman saya selama mengikuti GVT model sedikit ada hambatan
dalam belajar karena perbedaan waktu diantara anggota sehingga apabila kita ingin
berdiskusi harus menunggu cukup lama. Jika kita bertatap muka langsung, kita dapat
langsung berdiskusi dan menemukan solusi dari setiap permasalahan dengan cepat.
Interviewee: Based on my experience during joining GVT model, there were small
obstacles in the learning due to the time difference among members so if we wanted to
have discussion, we had to wait for a long time. If we had face to face meeting, directly
we could discuss and found solutions to any problem quickly.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Saat pembelajaran tersebut saya sedikit mengalami kesulitan khususnya
pada anggota yang berada di Amerika Serikat dan Amerika Latin. Karena perbedaan
waktu antara Indonesia dan Amerika jauh jadi itu membuat kami jarang bisa online
bersama.
Interviewee: During the learning process I had a little difficulties, especially with the
members from United States and Latin America. Because of the time difference between
Indonesia and America, it made us rarely get online together.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Ya, saya mempercayai anggota tim saya. Karena di kelompok saya sudah
dibagi tugasnya masing-masing. Setiap anggota juga sudah menunjukan kontribusi dan
niat bekerja dari awal.
Interviewee: Yes, I trusted my team members. Because in my team there was
assignment division for each member, each member showed the contribution and initial
intention to work.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Sudah baik namun saya sarankan ada evaluasi diri sendiri dalam bentuk
note mengenai apa yang sudah saya pelajari, capai dan ingin dicapai, seberapa besar
pencapaian tersebut.
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Interviewee: It is good but I suggest there is self-evaluation in the form of notes on what I
have learned, achieved, and to be achieved, and how high the achievement is.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Melalui pembelajaran ini saya dapat mengetahui bahwa perbedaan
pemikiran dalam kelompok memang sering terjadi. akan tetapi perbedaan itu harus di
tangani dengan baik agar tidak ada anggota team yang kecewa.
Interviewee: Through this learning I can find out that the different thoughts in the group
frequently happened, but those differences should be handled properly so that no one
from the team members feels disappointed.
S13
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: GVT model memberikan aktifitas berupa projek dimana saya termotivasi
untuk membaca teori dari buku atau dari kelas dan mempraktekannya ke dalam projek
GVT model. Saya termotivasi karena ketika terlibat di projek karena saya harus
mendukung ide-ide bisnis saya dengan data dan teori.
Interviewee: GVT model provided an activity in the form of a project in which I was
motivated to read theories from books or classes and practiced them on the project of
GVT models. I was motivated because when joining the project I had to support my
business ideas with data and theories.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: GVT model memberikan saya kesempatan untuk mengenal budaya dari
teman-teman team yang berasal dari negara berbeda. Ketika bekerja di projek GVT
model saya harus berkomunikasi dengan anggota tim yang berasal dari budaya lain
sehingga secara tidak langsung saya belajar mengenai budaya, Bahasa dan kebiasaan
anggota team lainnya.
Interviewee: GVT model gives me opportunities to know the cultures of team members
from different countries. While I am working on my project of GVT model, I must
communicate with the team members from other cultures so that I indirectly learn about
cultures, languages, and customs of other team members.
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3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: Iya karena ketika terlibat di GVT model saya mempraktekan teori
international business ke dalam report bisnis sehingga menurut saya GVT model ini
membantu saya meningkatkan daya analisa, kemampuan menulis report bisnis dan
komunikasi. Keahlian tersebut adalah keahlian yang penting untuk dunia kerja ke depan.
Saya mendapatkan keahlian tersebut dari proses belajar dan mengerjakan projek GVT
model. Format dari projek yang mengharuskan saya mencari ide bisnis, mendukung ide
bisnis tersebut dengan teori dan data itu yang meningkatkan kemampuan analisa saya.
Interviewee: Yes, because when I was involved in GVT model, I practiced the theories of
international business on my business report of GVT model so that I think this helped me
improve my analysis skill, writing business report skill, and communicating skill. These
skills were important for the future in the world of work. I got those skills through the
process of learning and doing projects of GVT model. The format of the project required
me to find business ideas supported by theories and data that could improve my analysis
skill.
4. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Iya, karena saya dapat bekerja di mana saja dan kapan saja tanpa batasan
waktu walaupun di GVT model ini saya harus menghadiri kelas pada umumnya akan
tetapi ketika pengerjaan projek GVT model saya mengerjakan projek dengan teman-
teman team secara online. Kelemahannya adalah terkadang saya merasa mengerjakan
projek ini sendiri dan merasa kurang mendapatkan support dari anggota team yang lain
karena kita tidak pernah bertemu dan mengerjakan secara independent dan online.
Interviewee: Yes, because I can work anywhere and anytime without time limit although
in GVT model I have to attend the class in general, but I work on the project of GVT
model, I work with the team members online. The weakness is sometimes I feel that I do
this project by myself and have less support from other team members because we have
never met and we work independently and online.
5. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: saya mendapatkan pengalaman belajar yang menarik dan lain dibandingkan
belajar di kelas karena saya dapat menjalin hubungan dan interaksi dengan mahasiswa
dari negara lain walaupun secara online. Dengan mengikuti GVT Saya belajar bukan
dengan membaca buku namun saya belajar bagaimana berteman dengan anggota team
yang lain dan mengemukan pendapat saya kepada anggota team. Cara belajar ini
menurut saya lebih menarik dan tidak membosankan dibandingkan belajar secara
individual. Selain itu kemampuan bahasa saya meningkat terutama karena saya jadi
mengetahui idiom-idiom dalam bahasa inggris yang mana sering digunakan oleh anggota
team yang lain.
Interviewee: I get more interesting learning experiences than learning in classroom
because I can make friends and interactions with students from other countries in spite of
online. By joining GVT model I learn not just from books but I learn how to make friends
405
with other team members and express my opinions to the team members. I think this way
of learning is more interesting and less boring than learning individually. Besides, my
language skill is increased because I know idioms in English frequently used by other
team members.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Kreatifitas yang saya dapatkan selama terlibat di GVT model adalah saya
belajar mencari ide-ide bisnis yang kreatif namun dapat diapplikasikan ke perusahaan
sehingga ide bisnis tersebut bukan hanya ide yang brillian namun juga masuk akal.
Interviewee: The creativity I get during involved in the GVT model is that I learn to find
creative business ideas that can be applied to companies so that the business ideas are
not only brilliant but also make sense.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: pengalaman saya bekerja di GVT model yang multicultural adalah saya
belajar banyak mengenai Bahasa, budaya dan cara kerja anggota tim lainnya. Pada
waktu pertama bekerja dengan mereka yang berbeda budaya saya mengalami kesulitan
karena tidak pernah bertemu muka dan kendala Bahasa. Dikarenakan karena bahasa
inggris saya yang terbatas maka saya seringkali salah mengerti mengenai apa yang
mereka diskusikan. Apalagi selama bekerja di GVT model kita tidak bertemu muka satu
dengan yang lain sehingga ada saya tidak dapat mengetahui emosi, keseriusan mereka
ketika mengungkapkan pendapat atau menanggapi ide bisnis saya. Sejalan dengan
waktu saya akhirnya dapat bekerja secara online karena kita sudah berkomunikasi
secara intensif sehingga lebih mengenal satu sama lain dan lebih percaya.
Interviewee: My experience of working in multicultural GVT model was that I learned a lot
about language, culture and way of working of other team members. At the first time of
working with people having different cultures I had problems because we had never met
face to face and we had languages constraints. Due to my limited English I often
misunderstood about what they were discussing. Moreover, during working in GVT
model, we did not meet face to face one another so that I could not know their emotion
and seriousness when expressing opinions or responding to my business ideas. Over
time, finally I could work online because we had to communicate intensively in order to
know each other and had more trust.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Terkadang ada yang sesuatu yang hilang ketika kita berkomunikasi atau
belajar dengan teknologi atau online dimana kita tidak dapat tatap muka secara
langsung. Saya terkadang lebih nyaman berkomunikasi secara tatap muka karena saya
lebih melihat mimic muka anggota team lainnya. Namun terkadang karena kendala
Bahasa maka saya lebih nyaman berkomunikasi dengan email karena ada waktu untuk
berpikir dan tidak harus langsung menjawab pertanyaan. Ini membuat saya lebih percaya
diri. Dibandingkan dengan belajar tatap muka di kelas menurut saya sebenarnya sama
saja karena ketika kita belajar tatap muka dikelaspun terkadang kita belum siap dan
kebanyakan kita datang ke kelas tanpa persiapan. Di GVT model ini kita dapat
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memanfaatkan teknologi misalnya email atau facebook untuk komunikasi atau
mengungkapkan pendapat kita dan ketika ditanya kita punya waktu untuk berpikir dan
tidak harus langsung menjawab. Namun pembelajaran tatap muka membuat kita lebih
nyaman karena kita bisa langsung melihat mimik muka seseorang dan ada ikatan
emosional yang lebih dalam.
1.
Interviewee: Sometimes there was something missing when we communicated or learned
using technology or online in which we did not have face to face meeting. Sometimes I
was more comfortable in communicating face to face because I preferred seeing gestures
of other team members. However, sometimes due to language constraints then I was
more comfortable communicating by e-mail because there was time to think and I did not
have to answer the questions directly. It made me more confident. Compared to face-to-
face learning in the classroom, in my opinion it was the same as when we learned face to
face, sometimes in the classroom we were not ready and most of us came to the class
without preparation. In this GVT model we could use technology such as e-mail or
facebook to communicate or express our opinions, when we were asked, we had time to
think and did not have to answer directly. However, face-to-face learning made us more
comfortable because directly we could see the expression on the person‘s face and there
was deeper emotional bond.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Iya karena setiap anggota tim berasal dari negara-negara yang berbeda
sehingga ada perbedaan waktu. Apalagi kita bekerja online sehingga kita sangat
tergantung dengan teknologi bila anggota yang tidak menjawab kapan kita bertemu maka
akan terjadi delay. Namun dengan teknologi saya bisa mengambil keputusan lebih cepat
karena keputusan bisa dikirim melalui email dan tidak perlu harus bertemu muka.
Interviewee: Yes, because every team member came from different countries so that
there was time differences. Moreover, we worked online so that we were very dependent
on technology, when there were members who did not give answers and respond when
we could meet, there would be delay. However, by using technology I could make
decisions more quickly because the decisions could be sent via e-mail and did not
necessarily have to meet face to face.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Pertama kali saya ragu-ragu karena kita tidak pernah bertemu namun
setelah tugas tiap anggota kelompok dibagi dan kita selalu berkomunikasi mengenai
progress dari apa yang kita lakukan maka saya bisa mempercayai mereka.
Interviewee: At the first time I was hesitant because we never met but after the
assignments were divided to each team member, we had intensive communication about
the progress of what we were doing, and then I could trust them.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Sudah cukup bagus menurut saya karena sudah ada peer evaluation,
presentation dan penilaian report bisnis.
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Interviewee: It has been pretty good in my opinion because there is peer evaluation,
presentation and assessment of the business reports.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: menurut saya jangka waktu 2 bulan untuk membuat projek GVT model
terlalu singkat maka harusnya 1 semester karena pengerjaan projek ini tidak mudah dan
membutuhkan waktu dan tenaga lebih untuk menyelesaikannnya.
Interviewee: I think the period of 2 months to make the project of the GVT model is too
short, it should be 1 semester because working with this project is not easy and needs
much time and efforts to complete it.
S14
1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: GVT model membantu saya mempraktekan teori International business
karena saya langsung praktek teori ke report projek. Saya dimotivasi untuk mencari teori-
teori yang relevan dengan report bisnis yang saya kerjakan. Dari sanalah saya belajar
banyak mengenai teori-teori International business dan menjadi paham relevansi teori di
buku dengan kenyataan. Saya juga paham tujuan dan manfaat dari teori ketika saya
langsung mempraktekan ke projek di GVT model.
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Interviewee: The GVT model helped me practice the theories of International Business
because I practiced the theories directly to the project. I was motivated to look for
theories relevant to the business report in which I was working on. From which, I learned
a lot about international business theories and came to understand the relevance of the
theories in books with the reality. I also understood the purpose and benefits of the
theories when I practiced them to the project in GVT models directly.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: GVT model meningkatkan pemahaman saya terhadap budaya lain karena
GVT model menfasilitasi saya untuk berkomunikasi dan berinteraksi dengan anggota
team yang berasal dari negara lain walaupun secara online. Pengalaman bekerja sama
dan komunikasi intensif ini yang membuat saya mengetahui dan berusaha memahami
budaya mereka.
Interviewee: The GVT model improves my understanding of other cultures since it
facilitates me to communicate and interact with team members from other countries in
spite of online. The experience of working together and having intensive communication
make me know and try to understand their cultures.
3. Interviewer: What was your experience of the value of the GVT model in
teaching real-world skills?
Interviewee: Iya,keahlian yang saya dapatkan selama bekerja di GVT model adalah
keahlian untuk membuat bisnis report dengan daftar pustaka atau dengan kata lain bisnis
report yang saya buat dapat dipertanggung jawabkan. GVT model memotivasi saya
untuk memunculkan ide baru dan mendukung ide tersebut dengan data dan teori.
Interviewee: Yes, the skills I got while joining the GVT model were the skill of making a
business report with bibliography or in other words the business report I made was
accountable. The GVT model motivated me to have new ideas and support those ideas
with data and theories.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Iya, karena pengerjaan dari projek mengikuti schedule yang disetujui oleh
seluruh anggota team. Kita tidak terikat dengan waktu dan tempat belajar karena semua
proses dilakukan dengan online
Interviewee: Yes, because the work of project follows the schedule approved by all team
members. We are not bound by time and place to learn because all processes are done
online.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Saya mendapatkan pengalaman belajar dan bekerja sama dengan anggota
team yang berasal dari berbagai negara yang mana saya mendapatkan informasi
mengenai budaya dan kehidupan di tiap negara. Hal ini memperluas wawasan saya
mengenai negara lain yang sangat berguna untuk memperkaya ide bisnis yang saya buat
untuk bisnis report GVT model. Saya mendapatkan banyak teman yang mana kita tetap
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berkomunikasi melalui facebook walaupun tidak seintensif dulu sewaktu masih terlibat di
projek GVT model.
Interviewee: I get learning and working experiences with team members from different
countries in which I get information about cultures and life styles in each country. These
broaden my insight of other countries, very useful to enrich business ideas I make for my
business report of GVT model. I get a lot of friends and we still keep in touch via
facebook although it is less intensive than when we were involved in the project of GVT
model.
6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: Saya menjadi kreatif dalam mengemukakan pendapat saya serta ide ide
saya. Kalau sebelumnya ketika belajar di kelas saya tidak mempunyai kesempatan untuk
mengemukan pendapat saya karena kebanyakan orang orang tertentu di kelas
mendominasi namun di GVT model setiap orang diharuskan mengemukan pendapat dan
ide mereka.
Interviewee: I become creative in expressing my opinions and ideas. Before I join GVT
model, I did not have opportunities to express my opinions because there were certain
people who dominated the class but in GVT model every person is required to express
their opinions and ideas.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: sangat menantang karena kalau bisanya saya hanya bergaul dengan
teman-teman Indonesia. GVT model ini menfasilitasi saya untuk berkomunikasi dan
berinteraksi dengan teman teman dari lain negara. Ketika terlibat di GVT model ini saya
juga dapat menjalin pertemanan dengan mereka walaupun secara online. Bahkan ketika
saya sudah menyelesaikan projek kita tetap saling menyapa dan menanyakan keadaan
masing masing.
Interviewee: It was very challenging because usually I just had friends from Indonesia.
This GVT model facilitated me to communicate and interact with friends from other
countries. When I was involved in this GVT model, I could also make friends with them
even though it was online. Moreover, when I completed the project, we still kept in touch
by greeting.
8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: Sangat menyenangkan karena saya sangat suka belajar dengan teknologi.
Selain saya dapat belajar di mana saya dan kapan saja, saya dapat mencari informasi
terlebih dahulu sebelum berdiskusi sehingga lebih siap. Dengan internet informasi yang
saya cari lebih spesifik sehingga bisa langsung saya gunakan untuk menjawab atau
berdiskusi. Namun sayangnya kadang di GVT model kita tidak dapat tatap muka
langsung sehingga terkadang terjadi salah paham. Dibandingkan belajar di kelas, GVT
model lebih menarik walaupun kelemahannya di kelas kita bisa langsung komunikasi
langsung sehingga saya merasa lebih dekat dengan orang yang saya ajak
berkomunikasi.
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Interviewee: It was fun because I really liked learning by technology. Besides I could
learn anywhere and anytime, I could look for the information first before discussing it so
that I had better preparation. By using internet I could get specific information I was
looking for so that I could immediately use it to answer questions or have discussion.
Unfortunately, in the GVT model we could not have face to face meeting so that
sometimes there was misunderstanding. Compared to learning in the classroom, GVT
model was more interesting though in the classroom we could have direct communication
so that I felt closer to people that I communicated with.
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: Saya tidak mengalami kesulitan karena sejak awal kita sudah mengadakan
pembagian tugas dan schedule untuk berkomunikasi. Apabila ada yang tidak bisa
berdiskusi maka mereka dapat memonitor dari forum kita di facebook.
Interviewee: I did not have problems because since the beginning we divided the
assignment and arranged schedule to communicate. If there were members who could
not attend the discussion, they could monitor our forum on facebook.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: saya percaya karena ada pembagian tugas serta schedule yang jelas.
Apalagi komunikasi terjalin secara intensif karena komunikasi sangat penting dalam kerja
kelompok dan bekerja tanpa tatap muka. Di kelompok saya semua anggota bekerja
dengan baik dan tidak ada seorang pun yang mendominasi atau tidak bekerja.
Interviewee: I believed in them because there was division of assignment and clear
schedule. Moreover, the communication was intensive because it was very important in
the team work since the working was done without face to face. In my team all members
worked well and there was no one who dominated or did not work.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Bagi saya sudah ideal karena kinerja saya dimonitor selain oleh dosen
namun juga anggota team. Ini fair karena anggota team yang mengetahui kinerja saya.
Di akhir projek kita juga diminta untuk presentasi atas nama kelompok sehingga dosen
mengetahui seberapa besar kita paham bisnis report yang dibuat bersama sama dan
seberapa besar kinerja kita di bisnis report tersebut.
Interviewee: For me it is ideal because my performance is monitored not only by lecturers
but also team members. This is fair because the team members know my work. At the
end of the project we are also asked for a presentation on behalf of the group so that the
lecturers know how far we understand the business report we have made together and
how big our work in the business report is.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
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Interviewee: Saya sarankan ada kombinasi tatap muka dan online. Apabila dimungkinkan
anggota team dapat bertemu. Tentu saja mungkin team dari Indonesia di gabung dengan
anggota team dari negara berdekatan.
Interviewee: I suggest there should be a combination between face-to-face and online
meeting. If possible, team members can meet each other. Of course, team members from
Indonesia are probably combined with team members from neighbouring countr
S15
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: GVT model membantu saya mempraktekan teori karena saya diberikan
kesempatan untuk bekerja sama dengan anggota team membuat bisnis report untuk
perusahaan dimana dari bisnis report tersebut saya mencoba mengingat kembali atau
mencari teori-teori dari buku yang sesuai dengan kebutuhan saya. Dari sinilah saya
dapat mempraktekan teori IB.
Interviewee: GVT model helped me practice the theories because I was given
opportunities to work closely with team members to make a business report for the
company from which I tried to recall or search for theories from the books related to my
needs. This way, I could practice the theories of IB.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: pemahaman saya terhadap budaya negara lain meningkat dikarenakan saya
difasilitasi untuk bekerja sama dengan anggota team yang memiliki budaya dan Bahasa
yang berbeda. Dari kerja bersama ini saya mengenal dan belajar banyak mengenai
budaya dari negara lain dan lebih toleran serta menghargai budaya negara lain.
Interviewee: My understanding of other countries cultures is increased because I am
facilitated to work closely with team members who have different cultures and languages.
By this cooperation I know and learn a lot about other countries cultures and become
more tolerant and respect them.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: iya saya mendapatkan keahlian yang dapat saya gunakan di dunia kerja
misalnya saya belajar bagaimana membuat report bisnis yang baik, bernegosiasi dengan
anggota team, bekerja sama secara team, belajar bagaimana berkomunikasi online
secara effektif. Keahlian tersebut saya peroleh dari proses kerja sama secara online
dengan anggota team yang berbeda budaya dan negara.
Interviewee: Yes, I got the skills I could use in the working world, for example I learned
how to make a good business report, negotiate with team members, work together as a
team, and how to communicate online effectively. I got the skills from the process of
online cooperation with team members having different cultures and countries.
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4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Iya GVT model ini memberikan saya flexibilitas bekerja dimana saja dan
kapan saja dengan menggunakan internet tanpa perlu harus ke kampus ketika
mengerjakan projek ini.
Interviewee: Yes, the GVT model gives me flexibility to work anywhere and anytime using
the internet without having to go to campus while working on this project of GVT model.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Saya mempunyai pengalaman yang menyenangkan selama bekerja di GVT
model dan ini pengalaman belajar yang berharga karena saya dapat mempunyai
kesempatan bekerja sama dengan anggota team yang berbeda budaya dan Bahasa.
Dari GVT model ini saya mendapatkan banyak teman dan banyak membantu saya
bahkan untuk hal-hal di luar projek. Misalnya ketika saya diminta mencari sebuah artikel
jurnal yang tidak dapat saya akses melalui universitas mereka dengan senang hati
mencari dan men-email artikel tersebut ke saya. Kedepan saya yakin pertemanan yang
sudah saya jalin akan sangat berguna.
Interviewee: I have pleasant experience while working at the GVT model and this is a
valuable learning experience because I can have opportunities to work closely with team
members having different cultures and languages. From this GVT model I get a lot of
friends and it helps me do many things outside the project. For example, when I am
asked to find a journal articles I cannot access, they search, download, and send via e-
mail the articles to me happily through their university. In the future I am sure that this
friendship will be very useful.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Kreatifitas yang saya dapatkan adalah kreatifitas untuk mengolah waktu
bekerja dikarenakan setiap anggota mempunyai waktu yang berbeda untuk bekerja
sehingga kita harus kreatif menentukan jam kerja kelompok. Selain itu saya belajar
memberikan ide ide kreatif serta saya lebih kreatif dalam mencari fakta-fakta atau
informasi yang mendukung ide bisnis saya sehingga tidak melulu dari buku saja.
Interviewee: The creativity I get is the creativity to manage working time since each
member has different time for working so that we have to be creative in determining the
working time for the team. In addition, I learn to make creative ideas as well as find facts
or information supporting my business idea so that it is not merely from books only.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: pengalaman menarik bekerja dengan orang memiliki budaya yang berbeda
adalah saya mendapatkan informasi yang tidak saya dapatkan apabila saya belajar di
kelas. Misalnya teman saya dari amerika memberikan informasi mengenai teknologi yang
belum masuk ke Indonesia. Ini memperkaya wawasan saya. Selain itu saya
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mendapatkan banyak masukan mengenai budaya dan Bahasa dari anggota team ketika
bekerja di GVT model.
Interviewee: My interesting experience in working with people having different cultures
was that I got information I could not get when I learned in classroom. For example, my
friend from America provided information on technologies that were been used in
Indonesia. It enriched my insight. In addition, I got a lot of feedback about cultures and
languages of the team members while working in GVT model.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: ketika kita belajar dengan menggunakan teknologi saya harus memahami
teknologi apa yang cocok dengan kebutuhan saya serta fasilitas yang ada. Seringkali kita
juga tidak dapat menggunakan teknologi yang modern karena fasilitas atau memanga
tidak sesuai kebutuhan. Misalnya video conference jarang kita pakai karena tiap anggota
berada di time zone yang berbeda. Hal ini menyebabkan belajar dengan teknologi ini
lebih rumit dibandingkan belajar di tatap muka kelas dimana kita bisa langsung melihat
dosen dan mahasiswa secara visual sangat jelas. Kita mampu memahami mereka
karena mimik muka dan expresi jelas. Di GVT model terkadang kita malas atau hanya
menggunakan teknologi yang terbatas untuk komunikasi.
Interviewee: When we learned to use technology, I had to understand what technology
appropriate to my needs and existing facilities. Frequently, we also could not use modern
technology because of the facility or it was not in accordance with the needs. For
example, we often used video conference because each member had different time zone.
This lead us to learn with technology more complicated than learning in face-to-face class
where we could directly see lectures and students very clearly. We were able to
understand them because of clear expression on the face. In GVT model sometimes we
were lazy or just used limited technology to communicate.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Saya tidak mengalami kesulitan dalam menyusun jadwal karena dari
pertama kita sudah ada meeting untuk penentuan jadwal pertemuan sehingga kita sudah
tahu jadwal masing2 anggota dan coba mencocokan jadwal tersebut. Bila ada 1-2
anggota tidak dapat hadir di pertemuan tersebut maka kita memberikan rangkuman hasil
rapat melalui email dan bisanya pada hari berikutnya mereka memberikan feedback dan
bekerja berdasarkan hasil rapat.
Interviewee: I had no difficulty in scheduling because at the first meeting we have
determined the meeting schedule so we already knew the schedule of each member and
tried to match the schedule. When there was 1 or 2 member(s) that could not be present
at the meeting, we provided a summary of the meeting via e-mail and usually the next
day they gave feedback and worked based on the results of meeting.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
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Interviewee: Saya percaya karena anggota team saya mempunyai keahlian di bidang
masing2 dan komitmen untuk menyelesaikan report bisnis. Selain itu kita berkomunikasi
secara intensif melalui email maupun skype.
Interviewee: I believed in them because my team members had expertise in their field of
study and commitment to complete each business report. In addition, we communicated
via e-mail and skype intensively.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Sudah baik karena sudah melibatkan anggota team dalam penilaian
sehingga adil. Saya sarankan sebagai anggota team kita diberikan kesempatan untuk
melaporkan anggota team sejak dari awal sehingga bukan hanya di peer evaluation saja.
Dengan demikian kita bisa bekerja secara efektif dan tidak perlu menunggu anggota
team yang tidak jelas keberadaan dan motivasi untuk bekerja.
Interviewee: It is good because it involves the team members in the assessment so that it
is fair. I suggest that each team member should be given opportunities to report other
team members from the beginning of the project so that it is not just in the peer
evaluation. Thus we can work effectively and do not need to wait for the team members
who do not attend and have good motivation to work.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Menurut saya GVT model ini melatih saya untuk belajar bagaimana bekerja
sama secara online dengan anggota team yang berasal dari berbagai negara. Menurut
saya keberhasilan menyelesaikan projek dari GVT model ini ditentukan oleh komunikasi
yang intensif dan effektif oleh karena itu saya berharap pihak universitas menfasilitasi
kami dengan menyediakan ruangan khusus untuk video conference.
Interviewee: I think this GVT model trains me to learn how to collaborate online with team
members from different countries. I think the success of completing the project of this
GVT model is determined by the intensive and effective communication, therefore, I
expect that the university can facilitate us to provide a particular room for video
conference.
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1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: GVT model memberikan kesempatan untuk mengaplikasikan teori yang ada
karena saya diharuskan mengerjakan bisnis plan dimana saya harus membaca kembali
teori yang ada di buku dan mengapplikasikan teori itu langsung ke bisnis plan. Hal ini
membantu saya dalam hal applikasi teori karena saya tidak melulu belajar teori dari buku
tapi bisa langsung mempraktekan teori yang ada untuk mendukung ide ide bisnis saya.
Interviewee: GVT model provided opportunities to apply the existing theories because I
had to work on a business plan in which I had to re-read the existing theories in books
and apply them directly to the business plan. This helped me apply the theories because I
did not learn the theories from books only but I practiced the existing theories directly to
support my business ideas.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: GVT model ini memberikan kesempatan kepada saya untuk lebih percaya
ke org lain yang berbeda budaya. Sebelumnya saya hanya bergaul dengan sesama
mahasiswa Indonesia sehingga kurang mengenal budaya lain. Ketika terlibat di GVT
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model saya diharuskan berinteraksi dengan mereka yang berbeda negara,bahasa dan
budaya sehinga secara tidak langsung saya mengetahui budaya mereka, berusaha
memahami budaya mereka dan belajar pula budaya mereka.
Interviewee: This GVT model provides me opportunities to be more confident in trusting
people having different cultures. Before I join this program I only interact with Indonesian
students so that I am less familiar with other cultures. When I join GVT model, I have to
interact with people from different countries, languages and cultures so that indirectly I
know their cultures, try to understand and also learn their culture.
3. Interviewer: What was your experience of the value of the GVT model in
teaching real-world skills?
Interviewee: Keahlian yang saya dapatkan ketika terlibat di GVT model adalah keahlian
saya untuk berpikir kritis dan analitik meningkat, bahasa inggris saya meningkat, dan
GVT model ini meningkatkan keahlian saya untuk bernegosiasi dan memasarkan ide
saya ke orang lain yang berbeda budaya dan bahkan umur. Saya mendapatkannya
karena saya terlibat disebuah projek yang mengharuskan saya untuk aktif mengemukan
pendapat, belajar independent dan menulis report bisnis.
Interviewee: The skill I got while joining GVT models was that my critical and analytic
thinking skill increased, my English skill improved, and this GVT model also increased my
skills of negotiation and marketing my idea to other people from different cultures and
ages. I got those skills since I was involved in a project that required me to be active in
expressing opinions, studying independently, and writing a business report.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: saya dapat bekerja dimana saja dan kapan saya sesuai dengan schedule
yang kita tetapkan. Namun flexibilitas waktu ini juga kadang membuat saya tertekan
karena saya terkadang tidak mempunyai waktu tetap untuk bekerja seperti halnya bila
kita belajar di kelas. Apabila anggota team menginginkan kita bekerja pada malam hari
maka secara tidak langsung ini mengganggu jam saya untuk melakukan hal lain
Interviewee: I can work anywhere and anytime in accordance with the schedule that we
have set. However, this time flexibility also sometimes makes me depressed because I do
not have fixed time to work like when we learn in classroom. If we want the team
members to work at night, this indirectly bothers my time to do anything else.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Pengalaman saya selama belajar di GVT model adalah saya belajar banyak
belajar budaya, bahasa dan kebiasaan orang orang yang berada di luar Indonesia, saya
merasa lebih percaya diri apabila harus berhadapan dengan orang dari luar negeri. Kalau
sebelumnya saya masih kurang percaya diri untuk menjalin pertemanan dengan orang
dari luar Indonesia dg GVT model ini saya sudah terlatih. Bahkan selama mengerjakan
projek saya dapat berteman dengan anggota team dan ini sangat menyenangkan dan
memperluas network saya sehingga ke depan apabila saya bekerja di luar negeri saya
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dapat memanfaatkan networking untuk mendapatkan informasi secara cepat, membantu
saya untuk settle down atau membantu saya mendapatkan networking orang lokal.
Interviewee: My experience during studying at GVT model is that I learn a lot about
cultures, languages, and customs of people who are not from Indonesia, I feel more
confident if I face people from abroad. Before I join GTV model, I was still lack of
confidence to make friends with foreign people, after I join this model, I have been trained
to be more confident. While working in the project, I can make friends with the team
members and it is very fun and expands my network so that in the future when I work
abroad I can use the network to obtain information quickly and help me settle down or
help me get the local people network.
6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: yang jelas saya lebih kreatif dalam membuat ide bisnis. Bila semula saya
hanya fokus untuk menghapal teori, setelah mengikuti GVT model saya menjadi paham
bahwa teori yang saya dapatkan dari kelas itu bisa mendukung ide bisnis dan mencari
ide bisnis yang rasional dan berguna membutuhkan kreatifitas dan daya analisa yang
tinggi.
Interviewee: Clearly, I am more creative in making business ideas. In the past I only
focused on memorizing theories, after joining GVT model I can understand the theories I
get from class in which they can support my business ideas and look for business ideas
that are rational and useful required for high creativity and analysis
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Saya belajar komunikasi dengan org yang tidak kenal, berbeda budaya dan
berusaha mempercayai mereka untuk mengerjakan tugas bersama. Saya juga jadi
mengetahui budaya dan kebiasaan kerja anggota team sehingga suatu ketika bila
bertemu dengan orang dari luar negeri saya tidak lagi merasa canggung dan asing
dengan budaya mereka.
Interviewee: I learned to communicate with people I did not know, having different
cultures, and try to trust them to do the work together. I also became aware of the
cultures and working habits of the team members so that if I met with people from
abroad, I no longer felt awkward and strange to their cultures
8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: Ketika saya terliat di GVT model saya mengalami kesulitan berkomunikasi
bukan disebabkan karena anggota team namun karena fasilitas di universitas Ma Chung
untuk berkomunikasi online kadang tidak stabil terutama jaringan internet sehingga
apabila saya diundang untuk melakukan komunikasi dengan skype saya tidak bisa.
Namun belajar di GVT model ini sangat menarik dan tidak membosankan terutama
karena saya dipacu untuk terus belajar oleh anggota team lainnya dan tidak melulu
diminta untuk menghapalkan teori tapi lebih pada mempraktekan teori. Bila dibandingkan
dengan belajar di kelas saya lebih memilih GVT model karena terkadang di kelas saya
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lebih banyak pasif dan tidak konsentrasi dan apabila ada diskusi itu lebih banyak
didominasi oleh orang orang tertentu
Interviewee: When I joined GVT model, I had difficulty in communicating not because of
the team members but the facilities at the University of Ma Chung were less sophisticated
for online communication since the internet network was sometimes unstable particularly
while I was invited to communicate using skype, I could not come. However, this GVT
model of learning was very interesting and not boring because I was encouraged to
continue to learn with other team members and not merely asked to memorize theories
but rather on practicing the theories. Compare to learning in classroom, I preferred GVT
model because sometimes learning in classroom made me more passive and not
concentrated and the discussions were dominated by particular person
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: saya tidak mengalami kesulitan karena meeting sudah di jadwalkan
sebelumnya dan kita berusaha mencari waktu yang pas untuk semua. Walaupun tidak
semua pertemuaan yang kita adakan berjalan lancar karena ada beberapa anggota yang
tidak dapat mengikuti disebabkan kesibukan dan perbedaan waktu. Ini kita siasati
dengan selalu menyimpan record percakapan kita dan mengirim hasil rapat ke semua
email anggota team. Dikarena kita menggunakan forum sehingga ini sangat membantu
bagi mereka yang terlambat atau tidak dapat online di waktu diskusi karena mereka tetap
bisa melihat history percakapan.
Interviewee: I did not have any problems because the meeting was scheduled before and
we tried to find the right time for all. Although not all meeting we had could run well, there
were some members who could not attend due to their business and time difference. We
solved these problems by always keeping on recording our conversation and sending the
results of each meeting to all team members by e-mail. Because we used a forum so
team members who were not online at the time of discussion they can check the history
of our conversation
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Saya mempercayai teman satu team karena kita mempunyai tujuan
bersama untuk menyelesaikan report tersebut. Apalagi mereka sudah menunjukan itikad
baiknya dari awal projek GVT model. Saya juga mempercayai mereka karena rata-rata
anggota team sudah lebih tua dari saya dan ketika saya berkomunikasi dengan mereka
saya mengetahui bahwa masing masing anggota memiliki pemahaman yang kuat di
bidang international business sehingga saya tidak meragukan mereka.
Interviewee: I trusted the team members because we had common goal to complete the
report. Moreover, they already showed their good faith from the beginning of the project
of GVT model. I also trusted them because the average age of the members were older
than me and when I communicated with them I knew that each member had strong
understanding in the field of international business so I did not doubt them.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
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Interviewee: Menurut saya sistim penilaian di GVT model sudah adil karena evaluasi di
lakukan oleh dosen dan anggota team.
Interviewee: I think the assessment system of GVT model is fair because the evaluation
is done by lectures and also team members.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Dari pengalaman saya GVT model sudah bagus karena mempersiapkan
saya untuk siap bekerja namun sayangnya projek GVT model hanya sebentar yaitu 2
bulan dan tidak ada kelanjutan. Saya sarankan diadakan training Bahasa inggris karenaa
kebanyakan mahasiswa memiliki kemampuan bahasa inggris yang masih kurang.
Terakhir, dosen harus menekankan kepada seluruh anggota team bahwa projek GVT
model ini penting karena ada beberapa anak yang tidak merasa penting bagi mereka dan
tidak niat bekerja.
Interviewee: Based on my experience in GVT model I think this model is good since it has
prepared me to be ready to work but unfortunately the project of GVT model is short, that
is only 2 months and there is no continuation. I suggest that there should be English
training since most students still have poor English skill. Finally, the lecturers should
emphasize to all members of the project team that this GVT model is important because
there are some students who do not know its significance for them and have no intention
to work in the project.
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1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: Saya dapat mengapplikasikan teori international bisnis karena saya terlibat
di sebuah kerja kelompok yang anggotanya berasal dari berbagai negara untuk
menyelesaikan sebuah report bisnis. Dengan terlibat di sebuah pembuatan bisnis report
saya bisa langsung mempraktekan teori IB yang saya dapat dikelas karena sewaktu
membuat bisnis report saya harus membaca dan mengingat kembali teori yang diberikan
di kelas dan kemudian memakai teori yang relevan untuk mendukung ide saya.
Interviewee: I could apply the theories of international business because I was involved in
a working group in which the members were from various countries in order to complete a
business report. By involved in the making of a business report, I could immediately
practice the theories I got in class because when I made a business report, I had read
and recalled the theories given in class and then put on the relevant theories to support
my idea.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: GVT model membantu saya memahami budaya lain karena saya diharuskan
berkomunikasi dan berinteraksi dengan anggota team yang berasal dari negara lain.
Interaksi yang intensif ini walaupun dilakukan secara online ini yang membantu saya
memahami budaya lain.
Interviewee: GVT model helps me understand other cultures because I have to
communicate and interact with team members from other countries. This intensive
interaction, though it is done online, helps me understand other cultures.
3. Interviewer: What was your experience of the value of the GVT model in
teaching real-world skills?
Interviewee: Ketika saya terlibat di GVT model saya banyak memperoleh manfaat, salah
satunya adalah GVT model ini bisa membekali kita dengan keahlian yang dibutuhkan
untuk bekerja di dunia kerja yang semakin global, misalnya keahlian bahasa inggris saya
meningkat. Menurut saya ketika bekerja di dunia kerja yang semakin global saya harus
bisa berbahasa inggris dengan baik. Selain itu GVT model melatih kita bekerja team
dengan berbagai problematika misalnya adanya perbedaan waktu, budaya yang berbeda
dan sekaligus belajar bagaimana menggunakan alat komunikasi online.
Interviewee: When I was involved in GVT model, I got a lot of advantages, one of them
was GVT model could provide us skills needed to work in increasingly global world of
working, for example, my English skill was increased. I think, when working in the
increasingly global world of working, I had to be able to speak English well. In addition,
GVT model trained us to work in a team with various problems such as difference in time,
cultures, and learning how to use online communication tools.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
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Interviewee: Iya, karena dengan menggunakan teknologi maka saya dapat bekerja
dimana saja dan kapan saja dan tidak perlu harus bertemu tatap muka dengan anggota
team yang lain. Ini sangat membantu saya dikarenakan saya harus bekerja part time
sekaligus berkuliah sehingga waktu saya sangat terbatas.
Interviewee: Yes, because by using technology I can work anywhere, anytime, and do not
necessarily have to meet face to face with other team members. This really helps me
because I have to work part-time and study at the university so that my time is very
limited.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: selama bekerja di GVT model saya mendapatkan banyak teman. Walaupun
berkomunikasi secara online ternyata kita tetap bisa berteman. Dengan difasilitasi oleh
GVT model dimana anggota team berasal dari luar negeri maka saya mendapatkan
banyak manfaat misalnya informasi mengenai negara mereka, pasar disana dll, bahasa
dan pertemanan.
Interviewee: During working at GVT model I get a lot of friends. Although we
communicate online, we can still be friends. GVT model facilitates us to have team
members from abroad, moreover, I get a lot advantages such as information about their
countries, market, language, and friendship etc.
6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: Kreatifitas dalam membentuk sebuah ide bisnis yang rasional, berguna bagi
perusahaan serta di didukung oleh data serta teori.
Interviewee: Creativity in generating a business idea that is rational and useful for
companies as well as supported by data and theory.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: saya mendapatkan pengalaman bahwa bekerja dengan orang yang
berbeda budaya tidak mudah sebagai contoh, kendala bahasa dan budaya membuat
penyampaian ide saya terkadang menjadi kurang pas dan kurang bisa dipahami
walaupun menurut saya ide bisnis tersebut bagus sehingga saya menjadi kecewa karena
ide bisnis tersebut tidak bisa diterima oleh anggota team yang lain. Apalagi kita
menggunakan teknologi untuk berkomunikasi dan ide dan diskusi sering dilakukan
secara tertulis sehingga saya susah mengetahui expresi dan bahasa tubuh dari masing
masing anggota.
Interviewee: I learned that working with people having different cultures was not easy, for
example, language and cultural obstacles made the delivery of my ideas sometimes
became less appropriate and less understandable even though I thought that the
business idea was good, therefore, I was sometimes disappointed because my business
idea could not be accepted by other team members. Moreover, we used technology to
communicate the idea, and frequently the discussions were done in writing form so that it
was difficult for me to know their expressions and body language.
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8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: Belajar dengan menggunakan teknologi sangat menyenangkan karena kita
bisa belajar dimana saja dan kapan saja. Selain itu kita juga bisa mencari informasi
terlebih dahulu melalui internet sebelum berdiskusi sehingga lebih siap. Tanpa tatap
muka saya juga lebih percaya diri dan merasa status atau derajat kita sama. Namun
infrastruktur terutama jaringan internet di universitas harus menunjang kita untuk belajar
karena sering kali internet lambat atau tidak stabil sehingga mengganggu proses belajar.
Dibandingkan pembelajaran di kelas maka saya lebih menyukai belajar dengan GVT
model. Walaupun menurut saya merasa nyaman kalau teori teori yang akan saya
gunakan untuk projek diberikan terlebih dahulu di kelas sebelum saya mengerjakan
projek.
Interviewee: Learning by using technology was very exciting because we could learn
anywhere and anytime. In addition, we could also look for information via the internet
before having discussion, thus we were ready for it. Without face to face, I was also more
confident and we felt that we had the same status or degree. However, the Internet
infrastructure, especially internet connection in the university had to support us to learn
because the connection was often slow or unstable so that it disrupted the learning
process. I preferred learning by GVT model than learning in classroom. Although I felt
comfortable if the theories which I would use for the project of GVT model had been
taught first in classroom before I worked on the project.
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: Saya mengalami kendala menyusun jadwal pertemuan karena setiap
anggota mempunyai jadwal kerja yang berbeda dan mereka juga tinggal di berbagai
negara dimana ada perbedaaan waktu antar anggota. Apabila perbedaaan waktu hanya
1-2 jam ini tidak menjadi masalah tapi apabila perbedaan waktu lebih dari 8 jam ini akan
membuat kita kesulitan menentukan jadwal pertemuan yang cocok untuk semua anggota
team.
Interviewee: I had a problem in arranging meeting schedule because each member had
different working schedule and they also lived in different countries where there were time
differences among members. If the time difference was only 1-2 hour, it was not a
problem but if the time difference was more than 8 hours, it made us difficult to determine
the suitable meeting schedule for all team members.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: pertama kali saya ragu2 karena saya hanya berkomunikasi secara online
misalnya melalui sosial media,email, yahoo messager. Apalagi kita memiliki bahasa dan
budaya yang berbeda sehingga ada rasa tidak nyaman. Namun karena kebetulan di
kelompok saya ada satu anggota kelompok yang rajin sehingga ini memotivasi anggota
lain untuk berkomunikasi secara intensif sehingga timbul kepercayaan. Selain itu
walaupun tetap ada anggota kelompok yg susah untuk bekerja sama namun karena dari
awal sudah ada pembagian tugas sehingga saya bisa lebih percayai anggota team yg
lain.
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Interviewee: For the first time I doubted it because we only communicated online such as
through social media, e-mail, and yahoo messenger. Moreover, we had different
languages and cultures so that there was discomfort feeling. However, because in my
group there was one member of the group who was diligent, he motivated other members
to communicate intensively so that it resulted in trust. In addition, although there
remained a group member difficult to work together, I could trust other team members
because the assignment division was done previously.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Menurut saya sudah bagus. Mungkin yang perlu ditambahkan adalah harus
ada pembuktian bahwa setiap anggota team aktif dari awal misalnya dengan men-
capture (print screen) percakapan dan diskusi di facebook ,email, forum,skype dll dan
dijadikan lampiran di bisnis report
Interviewee: I think it is good. I think what should be added is the evidence stating that
each member is active from the beginning in the group such as by capturing (print
screen) the conversation and discussion on facebook, e-mail, forums, skype etc. and
uses it as the attachment in the business report.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: GVT model yang sudah ada sudah bagus. Saran saya mahasiswa bisa
diberi contoh hasil report yang baik sehingga mahasiswa mendapatkan gambaran seperti
apa bisnis report yang baik.
Interviewee: The existing GVT model is good. I suggest that students should be given an
example of a good report so that students get description of a good business rep
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S18
1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: Saya dapat mengaplikasikan teori yang saya dapatkan dari kelas karena
saya di fasilitasi untuk langsung mengaplikasikan teori tersebut dengan pemberian tugas
membuat bisnis plan. Tugas ini mengharuskan saya untuk memikirkan teori apa yang
cocok dan dapat mendukung ide bisnis saya.
Interviewee: I could apply the theories I got from class because I was facilitated to apply
directly the theories by given an assignment of making a business plan. This assignment
made me think about suitable theories that can support my business idea.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: setelah saya mengikuti GVT model pemikiran saya terhadap budaya luar
lebih terbuka karena saya diberi kesempatan untuk mengenal dan berinteraksi serta
menjalin pertemanan dengan anggota team yang berasal dari luar negeri. Kalau
sebelumnya saya belum pernah berinteraksi dengan orang dari luar negeri, GVT model
ini memberikan kesempatan ini kepada saya walaupun masih secara online.
Interviewee: After I join GVT model my thought of foreign cultures is more open because I
am given opportunities to know and interact as well as make friends with team members
from abroad. Previously I have never interacted with people from abroad; GVT model
provides me this opportunity even though it is online.
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3. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Keahlian yang saya dapatkan ketika mengikuti GVT model adalah saya
dapat berkomunikasi dan bekerja sama dengan anggota team yang multibudaya,
kemudian Bahasa inggris saya meningkat dan saya lebih percaya diri berkomunikasi
dengan orang dari luar negeri. Saya juga belajar bagaimana menggunakan teknologi
untuk berkomunikasi dengan orang dari luar negeri.
Interviewee: The skills I get from joining GVT model are that I am able to communicate
and work together with multicultural team members, I increase my English and it makes
me more confident to communicate with people from abroad, I also learn how to use
technology to communicate with people from abroad.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Iya pasti karena GVT model ini tidak mengharuskan saya untuk menghadiri
kelas namun saya dapat bekerja dimana saja dan kapan saja asalkan ada jaringan
internet dan computer.
Interviewee: Yes, definitely. Because this GVT model does not require me to attend a
class, I can work anywhere and anytime as long as there are internet connection and
personal computer.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: GVT model membantu saya untuk dapat belajar dari anggota team yang
berasal dari berbagai negara dimana mereka mempunyai bahasa, budaya serta
kebiasaan yang berbeda beda. Karena terpisah oleh jarak dan waktu maka kita harus
mengandalkan teknologi. Namun justru dengan anggota yang berasal dari berbagai
negara ini saya mendapatkan networking karena mereka sering berbagi informasi yang
sedang update dinegara mereka, pasar di negara mereka, budaya dll. Ini memperkaya
wawasan saya.
Interviewee: GVT model helps me be able to learn from the team members from various
countries in which they have different language, culture, and customs. Because it is
separated by distance and time, we have to rely on technology. Nevertheless, of these
members from different countries I can get networks because they often share updates of
information, markets, culture in their country, etc. These enrich my insight.
6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: Yang jelas saya bisa memberikan ide –ide bisnis yang kreatif namun tetap
rasional. Selain setelah terlibat di GVT model saya lebih kreatif dalam berargumen dan
menjual ide saya ke anggota team.
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Interviewee: Obviously I can give creative business ideas but still rational. After I have
been involved in the GVT model, I become more creative in arguing and selling my ideas
to the team members.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Bekerja di sebuah team multicultural ternyata tidak mudah. Seringkali kita
menghadapi konflik misalnya di team kita ada anggota kelompok yang tidak koperatif
karena tersinggung dengan perlakuan anggota lain sehingga pekerjaan dia harus
dikerjakan oleh anggota lain. Bahasa yang berbeda juga menyebabkan kita tidak bisa
leluasa mengungkapkan pendapat kita ke anggota lain.
Interviewee: Working in a multicultural team was not easy. Often we faced conflict, for
example in our team there were members who were not cooperative because of being
offended by other members‘ acts so that their works had to be done by another member.
Different languages also made us cannot freely express our opinions to other members.
8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: krn pada dikelas pada wkt menerangkan bermain hp atau tidak
mendengarkan. Sebalinya di GVT model ini mahasiswa dimotivasi untuk berpikir dan
menganalisa karena ada rasa sungkan dengan anggota team bila tidak bisa aktif di
diskusi sehingga bisa lebih belajar dengan lebih menyenangkan.
Interviewee: I preferred learning with GVT model because when the theories were
explained in classroom, the students were playing with their cell phone or not listening. In
contrast, in this GVT model the students were motivated to think and analyse because
there was a feeling of hesitate to other team members when they were not active in the
discussion, so we could learn with more fun.
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: IYa saya mengalami hal tersebut karena perbedaan timezone antar anggota
team. Hal ini menyebabkan mahasiswa tidak dapat bertemu di skype atau video
conference karena sebagai contoh di tempat salah satu anggota masih jam 1am di
tempat anggota yang lain sudah 8pm dan sebaliknya. Pada awalnya kita mengalami
kekacauan untuk memutuskan waktu bertemu sehingga kita mengadakan meeting untuk
mencari waktu meeting yang sesuai untuk semua anggota agar bisa bertemu
Interviewee: Yes, I experienced it because of different time zone among the team
members. This made students could not meet through skype or video conference, for
example, the time in a place of one member was still at 1 am, in another member was at
8 pm, and vice versa. At first we had difficulties to determine time to meet so we decided
to hold a meeting to find the meeting time appropriate for all members.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Saya percaya karena ada deadline kapan kita harus selesaikan projek GVT
model dan kita sudah menyusunschedule yang disetujui dari awal. Kedua hal ini
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membuat saya bisa percaya dan yakin mereka bekerja. Dari komunikasi sebenarnya juga
bisa mengetahui yg mana anggota yang bekerja dengan baik dan tidak.
Interviewee: I believed them since there was deadline when we had to finish the project
of GVT model and we already arranged schedule committed from the beginning. Both of
these made me believed and sure that they worked. From the communication, actually it
could also be known who the members working well and not.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Sudah bagus karena sudah ada kombinasi aktifitas kerja, report dan
presentasi sehingga kita dinilai secara kerja kelompok dan secara individu.
Interviewee: It is good because there is a combination of working activities, reports, and
presentations so that we are assessed in both individual and group work.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: menurut saya anggota team (6-7 orang ) terlalu banyak sehingga tidak
effektif karena memungkinkan ada anggota yg hanya tidak bekerja (free riding). Oleh
karena itu 4 orang dalam satu team sudah cukup. Waktu pengerjaan seharusnya jangan
2 bln tapi satu semester penuh sehingga ada waktu yang lebih untuk mahasiswa
mengerjakan projek dengan baik.
Interviewee: I think the number of team (6-7 people) is too many so that it is not effective
because it allows the possibility of a member who does not work (free riding). Therefore,
4 people in one team are enough. The working time should not be only in 2 months but it
should be one full semester so that there is remaining time for students to work on the
project well.
S19
1. Interviewer: In what ways were you able to apply international business
theory using the GVT model?
Interviewee: Saya dapat mempraktekan teori yang saya dapatkan di kelas karena GVT
model membantu saya untuk dapat langsung terjun membuat projek dan memikir teori
apa yg digunakan Dari pengalaman mengerjakan projek ini saya belajar lebih banyak dan
aktif untuk membaca teori dibandingkan belajar di kelas yang kadang membosankan.
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Interviewee: I could practice the theories that I got in class because GVT model could
help me act directly to create a project and think what theories used. From the experience
of doing this project I learned more and read theories more actively compared to learning
in the classroom sometimes boring.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: melalui pengalaman berkomunikasi dan berinteraksi online dengan anggota
team lain saya lebih dapat memahami budaya mereka.
Interviewee: Through the experience of communicating and interacting online with other
team members I know their cultures more.
3. Interviewer: What was your experience of the value of the GVT model in
teaching real-world skills?
Interviewee: Ada beberapa keahlian praktis yang saya dapatkan dari mengikuti GVT
model yaitu saya menjadi lebih paham cara membuat bisnis report, Bahasa inggris saya
baik tulis dan komunikasi meningkat.
Interviewee: There were some practical skills I got from joining GVT model, such as I
knew how to create business reports, my English both in written and communication
became better.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Iya, karena saya menggunakan teknologi untuk bekerja dengan anggota
team lain sehingga saya dapat melakukan proses belajar dimana saja walaupun kadang
saya butuh mentor karena terkadang saya merasa sendirian dan tidak termotivasi karena
semuanya dilakukan secara online.
Interviewee: Yes, because I use technology to work with other team members, I do the
process of learning anywhere, although sometimes I need a mentor because sometimes I
feel alone and have no motivation because everything is done online.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Projek GVT model yang pernah saya ikuti membuka international
networking misalnya saya bisa mendapatkan informasi dari teman2 disana mengenai
produk apa yang sedang booming, kebiasaan konsumen disana, mengetahui budaya
kerja yang mana hal ini tidak dapat saya dapatkan ketika belajar di kelas. Selain itu saya
dapat menjalin pertemanan dengan orang luar negeri pada waktu kerja di GVT model.
Interviewee: The project of GVT model I have ever joined can open international
networking, for example, I get information from my friends (team members) about
products booming at that time, consumer habits there, knowing working culture of which I
cannot get when learning in classroom. In addition I can make friends with foreigners
while working in GVT model.
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6. Interviewer: Can you describe any creativity you might have experienced
working with the GVT model?
Interviewee: kreatifitas dalam membuat ide-ide bisnis baru yang innovative namun juga
dapat di terima oleh pasar. Bekerja secara team membuat saya lebih kreatif karena ada
banyak masukan dibandingkan bekerja sendiri. Selain itu GVT model ini memberikan
kebebasan bagi saya untuk berkreasi sehingga ide ide yang saya keluarkan bisa lebih
kreatif. Selain itu saya lebih kreatif dalam hal menyampaikan pendapat dan ide saya ke
anggota team yang berasal dari berbagai negara.
Interviewee: The creativity in making new business idea that is innovative and also can
be accepted by the market. Working as a team makes me more creative because there
are a lot of inputs got than working alone. In addition, the GVT model gives me freedom
to be creative so that the ideas I produce are more creative. In addition, I am more
creative in expressing my ideas to team members coming from various countries.
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Terlibat di sebuah GVT model yang multicultural ini meningkatkan
kemampuan berbahasa inggris, pemahaman budaya dan cara berpikir yg berbeda yang
dimiliki oleh anggota kelompok sehingga pemikiran saya lebih terbuka dan saya bisa
menerima budaya lain. Kendala yang sering terjadi adalah kendala bahasa, budaya serta
terkadang ada anggota yang suka mendominasi dan ingin agar ide dia diikuti. Disini
dibutuhkan kesabaran, kedewasaan dan komunikasi. Hal ini yang saya banyak belajar
dari mengikuti GVT model.
Interviewee: Involved in the GVT model increased English skills, understood different
cultures and way of thinking owned by the team so that I had more open minded thought
and could accept other cultures. The obstacles that often happened were language,
culture, and sometimes there were members who wanted to dominate and wanted other
members to follow his/her ideas. Here, it was needed patience, maturity, and
communication. These were what I learned a lot of joining GVT model.
8. Interviewer: What were your experiences working with technology in the
GVT? How does this compare with meeting face-to-face?
Interviewee: Pengalaman saya terlibat di GVT model adalah sering terjadi miss
komunikasi antar anggota. Selain itu jaringan internet yang lambat kadang kadang
membuat saya tidak bisa berkomunikasi dengan skype karena sering error. Namun
belajar tanpa tatap muka selain menantang namun juga menyenangkan karena ada
flexibilitas waktu dan tempat, kita juga lebih percaya diri mengungkapkan ide kita, kita
bisa menggunakan applikasi untuk mendukung ide kita. Hal ini kita tidak dapatkan ketika
kita belajar secara tatap muka di kelas. Ketika belajar di kelas terkadang kita menjadi
bosan dan membuang waktu karena tidak bisa aktif. Namun hal yang baik dengan belajar
di kelas adalah kita bisa mengemukan pendapat dengan lebih lancar, bisa tatap muka
sehingga kita lebih mudah menangkap ekspresi orang yang kita ajak bicara dan bila ada
masalah bisa langsung ditanyakan.
Interviewee: My experience of involved in GVT model was that there was
miscommunication often happening among members; the internet connection was slow
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sometimes so that it was impossible to communicate using skype due to frequent errors.
However, learning without face-to-face was challenging but fun because there was
flexibility of time and place, we were also more confident in expressing our ideas, we
could use applications to support our idea. These could not be achieved if we had face to
face learning in classroom. Studying in the classroom sometimes made us bored and it
was time wasting because we could not be active. However, the good thing of learning in
the classroom was that we could express our opinion more smoothly since we had face
to face learning with other students so that we could capture people‘s expression more
easily and if there was a problem, we could ask directly.
9. Interviewer: Did you face any difficulties in scheduling meeting with your
team members?
Interviewee: Saya mengalami kesulitan pada awal bekerja di GVT model karena
perbedaan waktu antar anggota sehingga saya sulit menyesuaikan waktu untuk bertemu
online dan berkomunikasi.
Interviewee: I had a problem at the beginning of working on GVT model due to time
difference among members, that I could not adjust the time to meet and communicate
online.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Saya mempercayai karena kita banyak terlibat di diskusi yang aktif sehingga
tidak ada masalah dengan komunikasi antar anggota. Saya juga melihat background dari
tiap anggota yang cukup baik di bidang masing masing serta saya bisa mempercayai
anggota lain karena mereka sudah menunjukan kinerja yang baik dimulai dari awal
pengerjaan projek GVT model.
Interviewee: I believed them because we were involved in many active discussions and
there was no problem with the communication among members. I also saw the
background of each member quite good in his/her field of study and I could trust other
members because they already showed their good performance from the beginning of
working the project of GVT model.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
Interviewee: Saya pikir sudah bagus namun untuk penilaian Presentasi saya kira tidak
perlu karena pada projek ini saya fokus mengerjakan bagian saya sehingga apabila saya
hrs menjelaskan bagian orang lain maka saya takut penjelasan saya justru salah. Apabila
butuh penilaian presentasi maka yang harus dinilai adalah presentasi untuk bagian saya
saja dan presentasi bagian anggota team lain hanya untuk pengantar saja.
Interviewee: I think students did not need to do the presentation because in this GVT
model, I focused on doing my part so if I have to explain other team members‘ part, I am
afraid that my explanation can be wrong. If presentation assessment is needed, it is
better to assess only the presentation from my own part/working result, and the
presentation of other team members is only for introduction.
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12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Projek GVT model ini sudah cukup bagus dan sangat bermanfaat namun
menurut saya kurang ada pengakuan dari perusahaan bahwa kita sudah mengerjakan
report jadi harus ada kerja sama dengan perusahaan dengan universitas dan ada reward
dari perusaahan misalnya sertifikat atau piala sehingga bisa melengkapi CV mahasiswa.
Interviewee: The project of this GVT model is quite good and very helpful but I think there
is less admission from the company of that we have done the report, so there should be
cooperation between university and company, and a reward from the company such as a
certificate or trophy so that it can enrich students‘ CV.
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S20
1. Interviewer: In what ways were you able to apply international business theory
using the GVT model?
Interviewee: Saya bisa mengaplikasikan teori yang saya dapat dikelas karena GVT
model mendorong saya untuk aktif belajar sebagai contoh ketika terlibat di GVT model
saya lebih aktif mencari teori-teori yang relevan dengan projek GVT model. Selain itu
saya juga menemukan bahwa apabila teori yang saya dapatkan dikelas langsung
diterapkan ke projek atau sebuah permasalahan maka kita bisa memahami teori tersebut
lebih jelas dibandingkan belajar di kelas.
Interviewee: I could apply the theories I got in the class because GVT model encouraged
me to learn actively, for example when I was involved in GVT model I was more active in
searching for theories relevant to the project of GVT model. In addition, I also found that
the theories I got in the class could be applied directly to the projects or problems so that
we could understand the theories more clearly than learning in classroom.
2. Interviewer: In what ways has the GVT model impacted your cross-cultural
understanding?
Interviewee: GVT model memberikan saya pengalaman international dimana saya
berinteraksi dengan berbagai anggota yang berasal dari berbagai negara. Walaupun
interaksi hanya dilakukan secara online namun saya mendapatkan banyak informasi
termasuk informasi mengenai budaya dan kebiasaan dari tiap anggota. Dari interaksi ini
saya mengetahui dan memahami budaya lain.
Interviewee: GVT model gives me international experience from which I can interact with
various members from different countries. Although the interaction is only done online, I
get a lot of information including information about cultures and customs of each member.
From this interaction I know and understand other cultures.
3. Interviewer: What was your experience of the value of the GVT model in teaching
real-world skills?
Interviewee: GVT model membantu saya untuk mendapatkan softskill misalnya
bagaimana bekerja sama dalam sebuah team dengan org luar negeri yang berbeda
bahasa dan budaya, bagimana menyelesaikan masalah yang terjadi sebuah teamwork
serta komunikasi.
Interviewee: GVT model helped me get soft skills such as how to work together in a team
with foreigners having different languages and cultures, how to solve problems occurring
in a teamwork and communication.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
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Interviewee: Iya, GVT model memberikan flexibilitas dari segi waktu dan tempat belajar
karena kita tidak harus belajar dan bertemu dengan anggota team secara langsung.
Semua aktifitas kerjasama bisa dilakukan secara online.
Interviewee: Yes, GVT model provides flexibility in terms of time and place for learning
because we do not have to learn and meet with the team members directly. All
cooperation activities can be done online.
5. Interviewer: How would you describe your experiences working in a GVT
international network?
Interviewee: Saya mendapatkan international networking dengan mengikuti GVT model
ini. Pemikiran saya juga lebih terbuka karena bekerja sama dengan org beda budaya.
Selain itu saya juga dapat menjalin pertemanan dan walaupun projek ini sudah berakhir
komunikasi antar anggota team tetap berjalan bahkan saya mendapatkan manfaat ketika
saya travel ke negara salah satu anggota, dia membantu saya menunjukan tempat-
tempat yang tidak banyak dikunjungi oleh turis asing.
Interviewee: I get international network by following this GVT model. I get more open
minded thought because of the cooperation with people having different cultures. In
addition, I can also make friends and although this project has ended, the communication
among team members still continue, moreover I get advantages when I can have a travel
in a country of one of the members, he helped me show places not visited by many
international tourists.
6. Interviewer: Can you describe any creativity you might have experienced working
with the GVT model?
Interviewee: Dari pengalaman saya selama terlibat di GVT model, ide-ide dan pemikiran
baru muncul ketika saya bekerja sama dengan anggota yang berbeda budaya. Sehingga
bila saya simpulkan maka saya lebih kreatif dalam bidang ide generation karena
pengaruh dari anggota team yang berbeda budaya.
Interviewee: From my experience during involved in GVT model, new ideas and thoughts
come when I am working closely with members of different cultures. Therefore, I conclude
that I am more creative in generating idea because I worked with team members who
have different cultures and perspectives
7. Interviewer: What was it like working with a cultural diverse GVT?
Interviewee: Sangat menantang karena saya bekerja di sebuah team yang mana kita
tidak perna bertatap muka dan memiliki perbedaan bahasa dan budaya. Hal yang
menjadi tantangan ketika bekerja di GVT model adalah dua hal yaitu budaya dan bahasa
karena tidak semua anggota team termasuk saya menguasai bahasa inggris yang baik
sehingga sering terjadi salah paham antar kita. Budaya yang berbeda mempengaruhi kita
dalam penyampaian pendapat sehingga terkadang ada anggota yang tersinggung.
Interviewee: It was challenging because I worked in a team that we never met face to
face and had different languages and cultures. There were two things becoming the
challenges when working at GVT model, they were: culture and language, because not
all team members, including me, mastered English well so that misunderstandings
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among us often happened. Different cultures affected us in delivering opinions that
sometimes there were members got offended.
8. Interviewer: What were your experiences working with technology in the GVT?
How does this compare with meeting face-to-face?
Interviewee: Dengan teknologi melatih mahasiswa untuk dapat belajar sendiri atau
mandiri sehingga ada flexibilitas waktu dan tempat belajar. Dengan terlibat di GVT model
saya dapat aktif belajar dan belajar banyak dari interaksi dengan anggota lainnya.
Apabila dibandingkan dengan belajar di kelas maka saya lebih suka belajar dengan GVT
model walaupun terkadang karena tidak pernah bertatap muka maka saya merasa ada
sesuatu yang hilang misalnya saya tidak dapat melihat expressi tiap anggota,
kesalahpahaman dan saya tidak nyaman karena sudah terbiasa belajar dengan tatap
muka.
Interviewee: By using technology, it trained students to be able to learn their own or
independently so there was flexibility of time and place of learning. By involved in the
GVT model, I could learn actively and learned a lot of interactions with other members.
Compared to learning in a classroom, I preferred learning by GVT model, because I
never met face to face, I felt there was something missing, for example I could not see
the expression of each member, misunderstandings, and uncomfortable feeling because I
used to learn face-to-face.
9. Interviewer: Did you face any difficulties in scheduling meeting with your team
members?
Interviewee: Untuk pertama kali saya mengalami kesulitan karena kita tidak pernah
bertemu muka dan terkadang anggota team susah dihubungi. Namun sejalan dengan
waktu kita dapat menyesuaikan waktu bertemu sehingga tidak lagi jadi masalah. Apalagi
kita juga mempunyai komitmen yang kuat karena kita kita punya tujuan yang sama yaitu
menyelesaikan projek GVT model.
Interviewee: For the first time I had difficulty because we never met face to face and
sometimes it was difficult to reach team members. But over time we could adjust the time
for meeting so that it was no longer a problem. Moreover, we also had a strong
commitment because we had the same goal of completing the project of GVT model.
10. Interviewer: Did you feel a sense of trust working with other GVT members?
Interviewee: Pertama kali saya masih ragu ragu namun saya mulai mempercayai
anggota team yang lain sejak mereka menunjukan komitmen dan sudah terjadi
komunikasi yang intensif antar anggota.
Interviewee: At the first time I was in doubt, but I began to trust other team members
since they showed their commitment and intensive communication occurred among
members.
11. Interviewer: What do you think of the assessment of your GVT model
experience?
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Interviewee: saya pikir sudah cukup baik karena anggota team saling mengevaluasi satu
sama lain. Saya pikir ini sudah cukup adil karena report akhir dari projek dinilai
berdasarkan kinerja karena tidak semua anggota team bekerja. Namun untuk lebih
detail peer evaluation harus dilampiri oleh bukti screen shoot chat ketika anggota team
berkomunikasi sehingga anggota team yang tidak aktif tidak mendapatkan nilai baik
berdasarkan belas kasihan dari anggota team yang lain.
Interviewee: I think it is pretty good because the team members evaluate each other
mutually. I think this is fair enough because the final report of the project is assessed
based on the performance because not all members of the team work. However, for more
detailed peer evaluation, it must be attached by the proof of chat screen shoot when the
team members do the communication so that the team members not active do not get
good grade based on the sympathy of other team members.
12. Interviewer: Is there anything else you would like to add about your GVT
experience?
Interviewee: Menurut saya dengan bobot kesulitan dari projek yang cukup berat maka
waktu pengerjaan projek kalau bisa diperpanjang dan harus ada lebih banyak lagi dosen
yg bisa membimbing mahasiswa dalam projek ini.
Interviewee: I think with the project that is heavy enough, thus the project working time
should be extended and added more lecturers to supervise students in the project of the
GVT model.
L-01
1. Interviewer: In what ways were your students able to apply international business theory using the GVT model?
Interviewee: Dengan GVT model saya dapat lebih mudah mengarahkan mahasiswa untuk mempraktekan teori dari buku. Dengan GVT model mahasiswa dapat mempraktekan teori bisnis international karena mereka secara langsung mempraktekan teori yg saya berikan sewaktu mereka membuat bisnis report dan sekaligus belajar secara nyata bagaimana bekerja sama sebagai sebuah tim yang multicultural. Sebagai contoh dengan membuat sebuah perencanaan bisnis yang diharuskan ketika mereka mengikuti GVT model, mahasiswa dapat belajar secara nyata bagaimana menghadapi anggota tim dengan budaya berbeda, bernegosiasi, memilih teori yang dibutuhkan dan mempraktekkan teori-teori di buku. Menurut saya GVT model ini lebih efektif karena transfer ilmu ke mahasiswa bukan hanya melalui pembelajaran di kelas namun dengan mendorong mahasiswa untuk praktek langsung sehingga mereka lebih memahami teori yang diterangkan di metode tatap muka. Selain itu mahasiswa dapat belajar bekerjasama sebagai tim yang multicultural yang tidak didapatkan secara teori.
Interviewee: By using the GVT model I could direct students more easily to practice the theories of books. With the GVT model, students could practice the theories of international business because they directly practiced the theories I had given when they made business report and learned markedly at the same time how to work together as a multicultural team. For example, by creating a business plan they were required to join the GVT model, students could learn how to deal with the real team members with different cultures, negotiate, select the necessary theories and practice theories of books. I think this GVT model was more effective because the transfer of knowledge to the students was not only in the classroom but also by encouraging students to practice
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immediately so that they better understood the theories described in face-to-face method. In addition, students could learn how to work together as a multicultural team. Students cannot gain this experience by learning theory.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural understanding?
Interviewee: Saya merasa model GVT ini sangat baik karena mahasiswa terlibat secara langsung dalam interaksi bersama anggota team yang memiliki budaya dan bahasa yg berbeda. Dengan adanya interaksi dengan anggota tim yang berbeda budaya dan negara ini membuat mahasiswa lebih mudah memahami budaya masing-masing anggota tim sekaligus belajar bagaimana cara berkomunikasi dengan anggota tim berbeda budaya, mengetahui dan menerima perbedaaan- perbedaan budaya, kebiasaan dan bahasa diantara sesama anggota tim.
Interviewee: I think this GVT model is very good because students are directly involved in the interaction with team members having different cultures and languages. This multicultural communication makes students easily to understand the culture of each team member as well as to learn how to communicate with team members having different cultures so that knowing and accepting the cultural differences, customs and languages among fellow team members.
3. Interviewer: How has the GVT model impacted student acquisition of real-world skills?
Interviewee: Dengan terlibat di GVT model, mahasiswa saya secara langsung belajar bagaimana bekerja membuat sebuah perencanaan bisnis dengan teamwork bukan hanya individual. Dengan demikian sebenarnya GVT model mempersiapkan mahasiswa bekerja di dunia kerja. Sebagai contoh mereka belajar beberapa softskills terkait dengan dunia kerja misalnya leadership, negosiasi, teamwork yang mana mereka tidak dapatkan di kelas. Keahlian softskill tersebut yang sebenarnya di butuhkan di dunia kerja sehingga dengan GVT model, mahasiswa terlibat dalam sebuah pembelajaran praktis untuk mempersiapkan mereka bekerja di lingkungan kerja yang global dan multiculture. Interviewee: By joining the GVT model, my students learn directly how to make a business plan with their team members, not only by individual. Thus, the GVT model prepares students to work in the world of work. For example, they learn some soft skills related to the world of work such as leadership, negotiation, teamwork of which they do not get in the classroom. In the GVT model, students are involved in a practical learning to prepare them to work in a global and multicultural work environment.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible learning in terms of time and location?
Interviewee: Menurut saya, GVT model ini memberikan fleksibilitas waktu dan tempat, mahasiswa dapat bekerja di mana saja selama ada teknologi yang memadai. Namun metode ini juga diperlukan kedisplinan dan koordinasi waktu serta komunikasi yang baik dari masing-masing anggota tim sehingga metode ini dapat berjalan dengan baik dan sesuai dengan yang diharapkan. Interviewee: I think the GVT model provides the flexibility of time and place; students can work anywhere as long as there is adequate technology. However, this GVT model also needs discipline, time coordination and good communication from each team member so that this GVT model can work well and as expected.
5. Interviewer: How would you describe the GVT model as creating an international network?
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Interviewee: Menurut saya model GVT sangat effektif menciptakan networking bagi mahasiswa sehingga akan sangat berguna untuk masa depan mahasiswa. Networking ini tercipta karena mahasiswa memulainya dengan interaksi dan komunikasi antar anggota team. GVT model ini menfasilitasi adanya komunikasi yang terus menerus antar anggota team karena mereka memiliki kepentingan yang sama yaitu menyelesaikan projek GVT model. Ketika masing2 anggota dimotivasi untuk bekerjasama secara terus menerus maka mereka akan menciptakan international network. Interviewee: I think the GVT model is very effective in creating networking for students that will be very useful for the future of students. The networking is created since they start with interaction and communication among team members. This GVT model facilitates continuous communication among team members because they have the same interests, namely completing the project of GVT model. When each member is motivated to continuously do cooperation then they will create an international network.
6. Interviewer: Can you describe any creativity students might have acquired working with the GVT model?
Interviewee: Kreatifitas yang nyata adalah muncul ide baru yang terwujud dari kombinasi antar budaya. Kreatifitas mahasiswa dapat terwujud dengan mengikuti GVT model ketika mereka berdiskusi dengan mahasiswa dari berbagai Negara. Mahasiswa dipacu untuk berdiskusi dan tukar pikiran mewujudkan ide-ide baru Interviewee: The real creativity is emergence of new ideas from the combination of cultures. The students‘ creativity can be realized by joining GVT model when they discuss with students from various countries. Students are encouraged to discuss and exchange ideas to realize new ideas.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Saya setuju dengan pernyataan tersebut karena GVT model ini dapat menghemat waktu dan biaya terutama biaya transportasi mahasiswa untuk datang ke universitas, selain itu universitas juga menghemat biaya operasional universitas sebagai contoh biaya listrik dll. Dengan memanfaatkan teknologi maka universitas dapat menyelenggarakan pendidikan yang lebih ekonomis untuk mahasiswa. GVT model sangat effektif untuk mengajarkan mahasiswa tentang international bisnis karena mereka tidak perlu harus ke luar negeri untuk mendapatkan pengalaman tentang budaya dari luar. Interviewee: I agree with the statement because this GVT model can save time and costs, especially the cost of transportation of students to come to the university, in addition, it also saves the cost of operation of the university, for example the cost of electricity etc. By utilizing technology the university can hold education to be more economical for students. The GVT model is efficient pedagogy to teach students about IB because students do not need to go to overseas to experience different cultures.
8. Interviewer: How has the GVT model impacted student acquisition of cross cultural understanding and real-world skills?
Interviewee: Menurut saya GVT model ini membantu mereka untuk memahami budaya lain karena mereka berinteraksi dengan anggota tim lain yang berbeda budaya. Melalui interaksi tersebut terjadi transfer informasi, budaya dll yang menyebabkan mereka dapat menerima budaya lain. Selain model pembelajaran ini membantu mempersiapkan mahasiswa untuk bekerja karena sekarang ini dunia kerja menjadi global dan kemampuan untuk berkomunikasi lintas budaya menjadi sangat penting.
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Interviewee: I think this GVT model helps them understand other cultures as they interact with other team members having different cultures. Through these interactions there will be transfers of information, culture, etc. that enable them to accept other cultures. In addition, this GVT model helps to prepare students to work since the world of work now becomes global and the ability to communicate across cultures becomes very important.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Menurut saya mahasiswa sebenarnya sudah siap karena mereka memiliki bekal kemampuan bahasa inggris lisan dan tulis yang cukup baik. Namun mungkin karena mereka belum terbiasa dan kurang percaya diri maka mereka akan sedikit merasa canggung pada awalnya. Penguasaan teknologi mahasiswa pada umumnya juga cukup baik dan bahkan mereka sebenarnya sudah terbiasa oleh karena itu GVT model ini sebenarnya sudah cocok untuk generasi mahasiswa sekarang. Interviewee: I think students are actually ready to work in the GVT model since they have skill of oral and written English which is quite good. However, perhaps because they are not accustomed to and less confident, they will feel a little awkward at first. Students‘ mastery of technology in general is also quite good and even they are actually accustomed to. Therefore, this GVT model is already suitable for the generation of students now.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the GVT model?
Interviewee: Menurut saya peer evaluation yang sudah ada harus diteruskan karena dengan peer evaluation sesama anggota menilai anggota lainnya dengan form penilaian yg diberikan dosen ttg kinerja temannya dlm grup namun mungkin peer-evaluation dibuat spesifik dan bukan hanya di akhir projek tapi perlu ada peer-evaluation pada setiap kali mereka menyelesaikan satu bagian dari projek GVT model. Selain itu kriteria dan bobot di setiap point penilaian di form penilaian harus adil dan untuk ini dibutuhkan masukan dari dosen lain maupun mahasiswa. Interviewee: I think the existing peer evaluation must be continued because by peer evaluation, the fellow members assess other members using the assessment form given by lecturers containing the performance of their friends in groups, but for peer-evaluation may be it is made specific and not just at the end of the project, and there needs to be a peer-evaluation on each time when they complete one part of the project in GVT model. In addition, the criteria and quality at each point in the assessment form should be a fair assessment and require input from other lecturers and students.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
Interviewee: Menurut saya pihak universitas harus mendukung GVT model karena model pembelajaran ini cukup bagus. Dukungan dari universitas berupa kompensasi secara financial untuk memotivasi dosen terlibat, pelatihan mengenai penggunaan IT untuk mengajar serta memberikan fasilitas yang memadai terutama untuk jaringan internet. Banyak dosen yang mengeluh karena ketika mereka terlibat di GVT model ini justru menjadi beban bagi mereka karena jam kerja dosen bertambah dan banyak mahasiswa yang ingin berkonsultasi sedangkan beban pengajaran rata-rata dosen adalah minimal 12 sks atau 3-4 kelas dan belum lagi tugas-tugas lain sudah cukup berat. Oleh karena itu perlu ada dukungan juga dari universitas untuk memberikan beban pengajaran yang seimbang sehingga proses pembimbingan dan pengajaran di GVT model ini benar-benar serius
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Interviewee: I think the university should support GVT model because this model is quite good. Support from the university in the form of financial compensation to motivate lecturers is involved, training on the use of IT for teaching and providing adequate facilities especially for Internet network are also needed. Many lecturers complain because when they are involved in this GVT model, it becomes a burden for them because the working hours are increased and there are many students who need to consult while the average teaching capacity of a lecturer is minimum 12 credits or 3-4 class and other assignments which are hard enough. Therefore there needs to be support also from the university to provide a balanced teaching capacity for lecturers so that the processes of supervising and teaching in this GVT model become effective.
L02
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1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Mahasiswa dapat berdiskusi dengan mahasiswa dari negara lain
mengenai studi kasus yang terjadi perusahaan internasional dan dapat menerapkan
teori bisnis internasional untuk memecahkan persoalan yang dibahas.
Interviewee: Students can have discussion with other students from other countries
regarding case studies of international companies and can apply the theories of
international businesses to solve the problems discussed.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: GVT model membantu mahasiswa untuk memahami budaya anggota
team yang berasal dari negara lain dan memahami praktik bisnis internasional
dengan konteks budaya yang berbeda, sehingga mahasiswa dapat menjelaskan
perilaku pelaku bisnis dengan latar budaya berbeda. Pemahaman ini dapat
diterapkan ketika mahasiswa lulus dan menghadapi dunia bisnis internasional
Interviewee: GVT model help students understand the culture of team members who
come from another country and understand international business practices with
different cultural context, so that students can explain the behaviour of business
people with different cultural backgrounds. This understanding can be applied when
students graduate and encounter the world of international business
3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: Dengan GVT model, mahasiswa dituntut tidak hanya memahami teori
namun praktek langsung. Salah satu keahlian yang dibutuhkan di dunia kerja bagi
seorang lulusan S1 adalah keahlian dalam memecahkan persoalan (problem solving)
serta menciptkan ide bisnis kreatif bagi perusahaan. GVT model menuntut seorang
mahasiswa berpikir kritis dan mampu memecahkan persoalan yang menjadi bahan
diskusi, dan belajar bekerja dalam tim dengan anggota tim yang lebih heterogen,
yang mungkin akan mereka hadapi di dunia kerja.
Interviewee: With the GVT model, students are required not only to understand the
theories but to practice directly. One of the skills needed in the working world for
undergraduate is expertise in problem solving as well as creating creative business
ideas for companies. The GVT model requires students to think critically and be able
to solve problems becoming discussion material, and learn to work in teams with
more heterogeneous team members, that they may encounter in the workplace.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: The GVT model memberikan fleksibilitas dari segi waktu dan tempat
belajar karena tidak ada jadwal rutin yang ditentukan. Jadwal dan tempat dapat
disesuaikan dengan kebutuhan peserta namun target pertemuan selama semester
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tetap dapat tercapai karena sesuai dengan aturan dari DIKTI ada minimal 16
pertemuan dalam satu semester.
Interviewee: The GVT model provides flexibility in terms of time and place to learn
because there is no regular schedule specified. Schedule and place can be adjusted
to the needs of participants, but the target of meeting during a semester can still be
achieved in accordance with the rules from Dikti (The Indonesian Higher Education
Institution), namely 16 meetings in one semester.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: The GVT model memberikan peluang bagi mahasiswa untuk menjalin
kerjasama dengan mahasiswa di luar negeri. Diharapkan kerjasama ini tidak hanya
selesai ketika proses elajar berakhir, namun akan terus berkelanjutan. Selain itu
diharapkan dapat membuka peluang untuk melakukan kerjasama penelitian antar
dosen.
Interviewee: The GVT model provides opportunities for students to cooperate with
students abroad. It is expected that this cooperation is not finished when the learning
process ends, but it will be continuous. In addition, it is expected to open up
opportunities for research collaboration among lecturers.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: Kreatifitas seperti halnya munculnya ide-ide baru yang di luar ide yang
ada diharapkan keluar ketika mahasiswa terlibat di sebuah diskusi dengan suasana
yang menyenangkan.
Interviewee: Creativity as well as the emergence of new ideas beyond the existing
ideas is expected to come out when students are involved in a discussion with a
pleasant atmosphere.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: GVT model dapat beroperasi dengan dana terbatas asalkan ada
fasilitas teknologi terutama jaringan internet yang memadai karena instruktur internet
yang baik dapat memperlancar komunikasi dan proses penyelesaian projek secara
teamwork, namun juga tidak membutuhkan dana yang besar karena biaya internet
sekarang sudah menurun dan semakin murah sehingga mahasiswa international
bisnis dapat belajar dan bekerja sama dengan mahasiswa lain online.
Interviewee: The GVT model can be operated with limited funds, as long as there is
technological facility especially adequate internet connection because good internet
instructors can facilitate communication and project completion process in teamwork,
but it also does not require large funds because the internet cost has been decreased
and increasingly cheap now so IB students can learn and work with other students
online.
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8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: Pemahaman lintas budaya dapat diperoleh secara efektif ketika
mahasiswa langsung berkomunikasi dengan orang lain yang berasal dari latar
belakang budaya yang berbeda. Pemahaman ini dapat berguna ketika mahasiswa
menghadapi dunia kerja yang lebih heterogen, baik dari sisi budaya organisasi
maupun bagaimana menghadapi orang lain dengan latar belakang berbeda.
Interviewee: Cross-cultural understanding can be gained effectively when students
communicate directly with others coming from different cultural backgrounds. This
understanding can be useful when students face the world of work more
heterogeneous, both in terms of organizational culture and how to deal with other
people with different backgrounds.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Mahasiswa masih memerlukan kesiapan lebih dalam hal ketrampilan
berkomunikasi sehingga program ini dapat berjalan dengan baik, dan mahasiswa
dapat mengikuti perkuliahan dengan GVT model lebih baik
Interviewee: Students still need more preparation in terms of communication skills so
that this GVT model can run well.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Selain penilaian secara kelompok, penilaian secara individu juga
dipakai untuk mengurangi terjadinya potensi free riding. Penilaian individu dapat
dilakukan dengan metoda self-assessment, dan peer assessment. Pengajar juga
dapat mengamati keseharian mahasiswa ketika melakukan diskusi.
Interviewee: In addition to assessment group, individual assessment is also used to
reduce the potential for free riding. Individual assessment can be carried out by the
method of self-assessment, and peer assessment. Teachers can also observe their
student when they are doing discussion.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
Interviewee: Struktur dari GVT model ini sudah cukup bagus namun harus
melibatkan lebih banyak dosen untuk menjadi mentor bagi mahasiswa. Fasilitas
terutama jaringan internet diperbaiki dan ruang untuk bisa melakukan video
conference dengan mahasiswa dari luar negeri harus didirikan.
Interviewee: The structure of this GVT model is good enough, but it must involve
more lecturers to be mentors for students. Facilities, primarily internet network, are
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fixed and rooms to be able to do video conference with students abroad must be
made.
L03
1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Dalam menganalisis permasalahan yang harus dipecahkan bersama di
dalam kelompok, mahasiswa menggunakan teori bisnis internasional yang sudah
dipelajari di kelas. Pada saat mereka berdiskusi dengan mahasiswa dari negara lain,
mereka akan bertukar informasi dan ide terkait dengan teori yang mereka gunakan,
sehingga terjadi transfer knowledge antar mahasiswa dari negara yang berbeda.
Interviewee: In analyzing problems to be solved together in a group, students used the
theories of international business which had been studied in class. By the time they were
discussing with students from other countries, they would exchange information and
ideas related to the theories that they used, resulting in the transfer of knowledge among
students from different countries.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: Mahasiswa menjadi berani dan mampu berinteraksi dengan mahasiswa dari
negara lain. Interaksi tersebut melibatkan cara berkomunikasi, bertukar ide dan
menyusun report bersama-sama secara online.
Interviewee: Students become courageous and able to interact with students from other
countries. This interaction involves how to communicate, exchange ideas and develop
reports together online.
3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: GVT model membantu mahasiswa dalam mengembangkan softskill mereka
tentang cara berkomunikasi secara lintas budaya (karena mereka harus berkomunikasi
dengan mahasiswa dari negara lain). Kemampuan ini bermanfaat bagi mereka untuk
mampu beradaptasi dengan globalisasi dimana mereka pasti akan berhubungan dengan
rekan kerja/network dari negara lain.
Interviewee: GVT model helps students develop their soft skills on how to communicate
across cultures (because they have to communicate with students from other countries).
This ability is useful for them to be able to adapt to globalization in which they must be in
touch with colleagues / networks of other countries.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
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Interviewee: Ya. Meskipun terjadi perbedaan waktu antar negara tetapi GVT Model dapat
diapplikasikan dengan menggunakan sarana teknologi dan akses internet yang sangat
memungkinkan untuk bisa dilaksanakan kapan saja dan dimana saja.
Interviewee: Yes. Despite the time difference between countries, GVT model can be
applied by means of technology and Internet access that is possible to be done anytime
and anywhere.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: Mahasiswa mampu berinteraksi langsung dengan mahasiswa dari negara
lain. Ini membantu mereka untuk memulai dan membangun international networking
mereka.
Interviewee: Students are able to interact directly with students from other countries. It
helps them get started and build their international networking.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: dari pengamatan saya ke mahasiswa ketika terlibat di GVT model mereka
menjadi lebih kreatif dalam tiga hal berikut yaitu: Kreatifitas dalam berkomunikasi;
kreatifitas dalam menyelesaikan kasus dengan menggunakan teori yang relevan;
kreatifitas dalam menggunakan perangkat teknologi
Interviewee: From my observations on students when involved in GVT model, they
become more creative in the following three things, namely: creativity in communication;
creativity in solving cases using relevant theories; creativity in the use of technological
devices
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Menurut saya GVT Model tidak bisa dilaksanakan dengan dana yang
terbatas karena sistim belajar virtual seperti ini membutuhkan fasilitas yang harus bisa
memperlancar proses pembelajaran yaitu penyediaan sarana komputer/laptop dengan
kecepatan tinggi dan kapasitas besar, akses internet yang cepat, dan perangkat keras
lainnya yang mendukung seperti headset untuk berkomunikasi langsung. Menurut saya
penerapan GVT model sangat memerlukan dukungan teknologi yang biayanya masih
mahal di Indonesia.
Interviewee: I think GVT model cannot be implemented with limited funds as a virtual
learning system like this requires facility that the must be able to facilitate the learning
process, namely the provision of a computer/ laptop with high speed and large capacity,
fast internet access, and other supporting hardware such as headset to communicate
directly. I think the application of GVT model needs technology support of which the cost
is still expensive in Indonesia.
8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: GVT model membantu mahasiswa dalam mengembangkan softskill mereka
tentang cara berkomunikasi secara lintas budaya (karena mereka harus berkomunikasi
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dengan mahasiswa dari negara lain). Mereka mengalami sendiri perbedaan cara
berkomunikasi dengan orang lain yang berasal dari negara lain. Mereka juga belajar
berinteraksi secara online. Kemampuan ini bermanfaat bagi mereka untuk beradaptasi
dalam era globalisasi dimana mereka pasti akan berhubungan dengan rekan
kerja/network dari negara lain.
Interviewee: GVT model help students develop their soft skills on how to communicate
across cultures (because they have to communicate with students from other countries).
They experience their own different ways of communicating with other people from other
countries. They also learn to interact online. This ability is useful for them to adapt to the
era of globalization in which they must be in touch with colleagues / networks of other
countries.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Menurut saya, mahasiswa saya belum 100% siap bekerja di GVT model
karena selama ini mereka hanya 1x melakukannya. Sedangkan menurut saya, model
pembelajaran ini perlu dilakukan beberapa kali agar mahasiswa terbiasa dengan model
ini dan lebih bisa memperbaiki kekurangannya pada pembelajaran yang lalu misalnya
memperbaiki cara berkomunikasi, mengatur waktu berinteraksi dan memaksimalkan
penggunaan perangkat komunikasi misalnya Skype.
Interviewee: I think my students have not been 100% ready to work in GVT model
because they only do it once so far. Meanwhile, in my opinion, this model needs to be
done several times to make students familiar with this model and able to improve the
weaknesses in the past learning such as improving how to communicate, manage time to
interact and maximize the use of communication device such as Skype.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Memang sulit untuk mengontrol terjadinya free-riding dalam GVT model
karena yang tampak oleh reviewer adalah hasil akhirnya berupa report dan presentasi
mahasiswa. Free-riding sangat mungkin terjadi karena dalam 1 kelompok terdiri dari 5-6
individu yang mungkin memiliki perbedaan motivasi dan komitmen sehingga sangat
memungkinkan terjadinya ketimpangan kontribusi dan adanya free-rider. Kemungkinan
ini diperbesar dengan sistim virtual. Munculnya free-rider mungkin saja bisa diminimalkan
misalnya dengan membagi topik diskusi untuk setiap individu dan menunjuk individu
tersebut untuk menjadi PIC (person in charge) dalam sub bab yang dikerjakan.
Interviewee: It's hard to control the occurrence of free-riding in the GVT model because
what students submitted is the final result of the business report. Free-riding is very likely
to occur because one group consists of 5-6 individuals that may have different
motivations and commitment so it allows contribution inequality and existence of free-
rider. This possibility is magnified by the virtual system. The emergence of free-rider
might be minimized, for example by dividing the topic of discussion for each individual
and appoint the individual to be PIC (person in charge) in the subchapter that is done.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
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Interviewee: Ada tiga hal yang ingin saya tambahkan untuk meningkatkan kualitas dari
GVT model yaitu: Dari segi teknis, harus didukung perangkat teknologi yang memadai;
Dari segi materi, antar dosen yang berasal dari universitas yang berbeda dapat
mengkonfirmasi terlebih dahulu tentang topik yang akan dibahas agar pemahaman
mahasiswa yang berasal dari universitas dan negara yang berbeda memiliki
pengetahuan yang serupa/sejalan tentang materi/teori yang diperlukan; terakhir harus
ada evaluasi dari pihak dosen pembmbing terhadap dosen pembimbing yang lain.
Interviewee: There are three things I want to add to improve the quality of GVT models:
from a technical perspective, it must be supported by adequate technology devices; in
terms of material, inter lecturers from different universities can confirm in advance of the
topics to be discussed so that the students from different universities and countries have
similar knowledge/ in line on the material / theories required; the last there should be an
evaluation from an supervisor on another supervisor.
L04
1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Menurut saya dengan ada nya model GVT ini, mahasiswa dapat
menggunakan teori-teori bisnis international yang telah dijelaskan dengan metode
tatap muka maupun dari buku sebagai dasar dalam melaksanakan diskusi
perencanaan bisnis internasional. Selain itu mereka belajar mengimplementasikan
teori ke perusahaan di Indonesia dan mendapatkan masukan dari teman-teman
anggota tim dari berbagai negara. Masukan dari anggota tim ini membantu
mahasiswa mengetahui tata kelola perusahaaan di luar negeri yang kemudian
mereka dapat applikasikan ke studi kasus Indonesia. Dengan demikian pemahaman
mahasiswa tentang teori menjadi mendalam.
Interviewee: I think with the existence of this GVT model, students could use the
theories of international business which had been described by the method of face-
to-face or from books as a basis for implementing international business planning
discussions. In addition, they learned to implement the theories into companies in
Indonesia and get feedback from friends of team members from various countries.
Feedback from these team members helps students determine company governance
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abroad then they can apply to Indonesian case study. Thus the student's
understanding of the theories becomes profound.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: Dengan seringnya mahasiswa saya melakukan diskusi dengan anggota
tim yang berbeda Negara , maka mahasiswa dapat memahami kebudayaan dan cara
berpikir dari berbagai daerah . Pada akhirnya pemahaman mahasiswa terhadapan
budaya negara–negara lain dapat membantu mereka saat bekerja project
international.
Interviewee: Because my students often have discussions with team members from
different countries, they can understand the culture and way of thinking of various
regions. Eventually, student understanding on other country cultures can help them
while working international project.
3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: Menurut saya, GVT model apabila sering direalisasikan maka dapat
melatih mahasiswa untuk bernegosiasi , memahami cara pikir orang yang berbeda
budaya, terbiasa untuk menyelesaikan masalah dengan pemikiran yang terbuka yang
pada akhirnya hal-hal ini berguna untuk mahasiswa mengambil keputusan saat
berada di dunia kerja.
Interviewee: I think if the GVT model is often implemented it can train students to
negotiate, understand people mind-set having different cultures, used to resolve
problems with open mind that in the end these things are useful for students to make
decisions while being in the world of work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Menurut saya , GVT model ini memberikan fleksibilitas waktu dan
tempat belajar. Misalnya mahasiswa saya yang rumah nya jauh dari kampus tidak
harus ke kampus yang menghabiskan waktu (misal terkena macet) untuk berdiskusi
dengan dosen karena dapat dilaksanakan di rumah .
Interviewee: I think the GVT model provides the flexibility of time and place of
learning. For example, my students whose house are away from campus do not have
to go to campus that can spend time (such as being traffic jam), to discuss with
lecturers because it can be done at home.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: Keterlibatan mahasiswa dalam GVT model ini berpotensi menciptakan
international networking dengan cara menfasilitasi komunikasi antara anggota tim
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yang berasal dari berbagai Negara. Dengan membiasakan mereka untuk
berkomunikasi serta percaya diri dalam mejalin hubungan dengan anggota tim yang
berasal dari berbagai Negara mereka dapat secara effektif membentuk networking.
Interviewee: Student involvement in the GVT model has the potential to create
international networking by facilitating communication among team members from
different countries. By getting them to communicate as well as become confidence in
their relation with team members from different countries they can effectively
establish networking.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: Dengan banyaknya pemikiran dari anggota tim dari berbagai Negara,
maka dapat memacu munculnya ide-ide baru yang dapat di pergunakan untuk
membuat sebuah sebuah bisnis report yang berstandar international .
Interviewee: With so many ideas of team members from different countries, it can
stimulate the emergence of new ideas that can be used to create a business report
with international standard.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Saya setuju bila GVT model ini dapat menghemat biaya, karena
mahasiswa hanya perlu untuk mempunyai laptop dan jaringan internet yang
didapatkan dimana saja . Dengan GVT model mahasiswa dapatkan pengalaman
bekerja sama dengan mahasiswa luar dan belajar budaya tanpa perlu harus datang
ke tiap Negara. Ini menghemat banyak pengeluaran mahasiswa. Selain itu dengan
model pembelajaran ini mengurangi pembangunan kelas untuk belajar mengajar
serta biaya-biaya terkait dengan belajar mengajar misalnya listrik, investasi di
peralatan mengajar.
Interviewee: I agree if this GVT model can save costs, because students only need to
have laptop and internet network obtained anywhere. With the GVT model students
can get experience to work with overseas students without need to go overseas so
they can save a lot of money. In addition, this model reduces the construction of
classroom for teaching and learning as well as the costs associated with learning
such as electricity, investment in teaching equipment.
8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: Jelas dengan terlibat di GVT model dimana mereka terlibat membuat
report bisnis dengan anggota tim yang berasal dari berbagai negara, mahasiswa
akan lebih toleran dan memahami budaya negara lain walaupun saya tidak
mengetahui seberapa besar tingkat toleransi mereka namun yang pasti mereka bisa
mengetahui budaya dari negara lain, merasakan bagaimana bekerja sama,
bernegosiasi serta menyesuaikan budaya mereka dengan anggota tim lainnya. Bagi
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saya jelas keahlian dalam Bahasa inggris, komunikasi, negosiasi, pemahaman teori
yang lebih baik dari mahasiswa akan membantu mereka bekerja di dunia kerja.
Interviewee: It is obvious that by involved in GVT model in which they are involved to
make business report with team members from different countries, students will be
more tolerant and understand the culture of other countries, although I do not know
how high their tolerance level is, they can know cultures from other countries, feel
how to work together, negotiate and adjust their culture with other team members.
For me it is obvious that the expertise in English, students‘ communication,
negotiation, the theories understanding which are better will help them work in the
world of work.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Menurut saya, diperlukan sosialisasi terhadap mahasiswa sehingga
mahasiswa lebih siap dalam terlibat di GVT model, misalnya membiasakan
berkomunikasi dengan bahasa inggris pada saat kuliah tatap model
Interviewee: I think, socialization to students is necessary so that students are better
prepared to be involved in GVT model, such as getting used to communicate using
English during face to face lecturing of the model.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Sistem penilaian yang efektif adalah system penilaian yang melibatkan
dosen dan mahasiswa. Misalnya peer evaluation perlu tetap dilakukan. Kriteria-
kriteria penilaian perlu ditetapkan secara detail serta bobot penilaian dari setiap point
juga harus di tetapkan sesuai dengan tingkat kesulitan. Sistem penilaian ini
sebaiknya didiskusikan antara dosen, diskusi dengan perusahaan dan mahasiswa
perlu juga dilibatkan.
Interviewee: Effective assessment system is the assessment system that involves
lecturers and students, for instance, peer evaluation that should remain to do.
Assessment criteria need to be specified in detail as well as the weight of each point
must also be set in accordance with the difficulty level. This scoring system should be
discussed among lecturers, with companies and students should also be involved.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
Interviewee: Saya sarankan agar mensosialisasikan project GVT model ke
mahasiswa jauh jauh hari sehingga mahasiswa lebih siap dan memahami konsep
pembelajaran GVT model ini. Selain itu mindset dosen dan mahasiswa terhadap
pembelajaran GVT model yang berbasis teknologi perlu di bangun terlebih dahulu
dengan pelatihan dan pihak universitas harus memberikan kompensasi financial
yang sesuai terhadap dosen dan bobot nilai ke mahasiswa yang sesuai sehingga
memotivasi mereka mengikuti GVT model.
450
Interviewee: I suggest that GVT model project is socialized to students long before so
that students are better prepared and understand the learning concept of this GVT
model. In addition, lecturers and students‘ mindset on learning technology-based
GVT model needs to be built by training and university must provide appropriate
financial compensation to lecturers and appropriate grade weight to students that
motivate them to follow GVT model.
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L05
1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Kebanyakan dari mahasiswa dapat mengaplikasikan teori bisnis
international karena mereka dipaksa untuk mempraktekan secara langsung teori yang
ada di buku ke dalam projek international di GVT model. Dikarenakan sebelum mengikuti
GVT model, mereka sudah menguasai matakuliah yang sifatnya dasar di semester awal
sehingga mereka mudah untuk mengaplikasikan teori teori tersebut. Kebanyakan dari
mereka sebenarya paham akan teori namun tidak paham bagaimana untuk
mengaplikasikan teori tersebut dan menggunakan teori. Dengan GVT model ini mereka
difasilitasi untuk menganalisa, membuat ide bisnis dengan didukung dengan teori yang
ada.
Interviewee: Most students could apply the theories of international business because
they were forced to practice the theories in books directly into the international project in
GVT model. Because before joining GVT model they had mastered the subjects that
were basic in the beginning of the semester, it was easy for them to apply the theories.
Most of them actually understood the theories but did not understand how to apply the
theories and used it. With this GVT model they were facilitated to analyse, create
business ideas supported by existing theory.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: Pada dasarnya dengan GVT model mereka dapat memahami budaya dari
tiap anggota team karena team mereka berasal dari berbagai negara. Misalnya
mahasiswa dapat belajar bagaimana kebiasaan kerja dari partner mereka yang berasal
dari negara lain. Mereka juga belajar bagaimana bernegosiasi, menjual ide kepada
anggota team yang lain maupun menyampaikan ide ide mereka dengan cara yang sopan
tanpa menyakiti perasaan anggota team. Tekanan selama bekerja di GVT model untuk
bisa bekerja sama dengan anggota team dari negara lain membuat mereka bisa
bertoleransi dan belajar untuk paham budaya lain.
Interviewee: Basically with GVT model they can understand the culture of each member
of the team because their team are from different countries. For example, students can
learn how the work habits of their partners from other countries. They also learn how to
negotiate, sell idea to other team members and convey their ideas in a polite way without
hurting the feelings of other team members. Pressure during working in GVT model to
work together with team members from other countries make them able to tolerate and
learn to understand other cultures.
3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: GVT model membantu mahasiswa memperoleh keahlian yang kelak
dibutuhkan di dunia kerja misalnya di GVT model mereka diharuskan membuat bisnis
report sehingga sebenarnya mereka itu dipaksa untuk bisa menulis repor dalam Bahasa
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inggris serta didukung data data yang akurat dan teori sehingga mereka diharapkan
punya keahlian di bidang penulisan report bisnis. Mereka juga belajar bagaimana bekerja
teamwork, Ini adalah keahlian yang sangat penting karena bekerja teamwork dengan
orang yang berbeda budaya tidak mudah dan untuk bisa mendapatkan keahlian ini
dibutuhkan pengalaman. GVT model ini membantu mahasiswa mendapatkan soft kills
yang dibutuhkan ketika bekerja ke depannya.
Interviewee: GVT model helps students get the skills needed in the future world of work,
for example in GVT model, they are required to make business report so that they are
actually forced to be able to write report in English and supported by accurate data and
theories so that they are expected to have expertise in the field of business report writing.
They also learn how to work in teamwork. This is a very important skill for working in
teamwork with people from different cultures is not easy and to be able to get this skill
needs experience. GVT model helps students get soft kills needed when working in the
future.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Jelas bisa, karena dengan menggunakan teknologi maka mahasiswa dapat
bekerja dimana saja dan kapan saja. Bahkan mahasiswa dari berbagai negara yang
terpisahkan oleh waktu dan jarak bisa bekerja sama, sharing ilmu dan informasi serta
belajar bersama. Oleh karena itu GVT model memberikan fleksibilitas waktu dan tempat.
Walaupun tetap ada kelas untuk menyampaian teori dan mentoring namun sebagian
besar waktu yang digunakan oleh mahasiswa untuk menyelesaikan projek adalah diluar
kelas dan mereka diberikan kebebasan kapan untuk berkomunikasi, berdiskusi dan
mengerjakan projek.
Interviewee: Obviously you can, because by using technology, students can work
anywhere and anytime. Even students from various countries separated by time and
distance can work together, share knowledge and information, and learn together.
Therefore GVT model gives the flexibility of time and place. Although there remains
classrooms to deliver the theories and mentoring, but most of the time used by the
students for completing the project is outside the classroom and they are given freedom
when to communicate, discuss and work on projects.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: Mahasiswa mendapatkan international networking karena rata-rata mereka
mengatakan bahwa dengan GVT model mereka dapat menjalin pertemanan secara
online misalnya ketika terlibat di GVT model mereka berbagi kontak yang biasanya email
dan facebook. Mereka mengatakan mendapatkan teman dari berbagai Negara dan
kesempatan ini tidak mereka dapatkan sewaktu belajar di mata kuliah yang lain karena
mereka hanya belajar dengan mahasiswa di kelas. Dikarenakan mereka bekerja sama
dalam kurun waktu 2 bulan maka mereka mengatakan pertemanan ini berlanjut sampai
projek di GVT model berakhir. Sehingga kalau bisa dibilang GVT model ini sangat efektif
dalam menciptakan network international bagi mahasiswa.
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Interviewee: Students say that by the GVT model they can make friends online, for
example when they are involved in GVT model they usually share their email and
facebook contact. They say they can make international friends, they did not get this
opportunity in other course because they only study with friends from same class.
Because they work together in a span of 2 months then they say this friendship continue
until the project in GVT model is finished. So it can be said that this GVT model is very
effective in creating international networks for students.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: Kreatifitas yang mereka dapatkan adalah munculnya ide ide baru yang
sebelumnya tidak terpikir. Hal ini karena mereka melakukan diskusi atau brainstorming
dengan anggota tim yang berbeda budaya. Selain itu mereka tidak tersupervisi secara
ketat sehingga mereka ada kebebasan dan ruang untuk berpikir secara kreatif. Dalam
GVT model mereka juga tidak dibatasi kreatifitasnya atau dengan kata lain mereka bisa
meengeluarkan ide ide baru untuk menyelesaikan masalah atau membuat produk dan
service baru asal didukung dengan teori dan data stastistik.
Interviewee: The creativity they get is the emergence of new ideas that were not
previously thought of. This is because they do a discussion or brainstorming with team
members of different cultures. In addition, they are not strictly supervised so that they
have freedom and space to think creatively. In GVT model, their creativity is also not
restricted or in other words they can produce new ideas to solve problems or create new
products and services as long as supported by the theories and statistic data.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Saya setuju bahwa GVT model ini dapat beroperasi dengan dana terbatas
karena apabila GVT model ini diterapkan maka ada penghematan dari segi penggunaan
kelas, biaya overhead misalnya listrik. Selain itu dosen bisa mengajar lebih banyak
mahasiswa karena menggunakan teknologi. Namun kita harus menghitung berapa besar
investasi di teknologi misalnya bandwith untuk internet akses, computer dll. Ditambah
lagi kita harus mengadakan training untuk melatih dosen agar bisa mengajar secara
online. Saya percaya untuk jangka waktu panjang biaya untuk mengoperasikan GVT
model ini akan semakin kecil dengan kemajuan teknologi yang cepat serta jumlah
mahasiswa yang diajar semakin besar. Dengan bantuan internet mahasiswa dapat
belajar budaya dan berkomunikasi dengan orang luar yang sebelumnya dengan biaya
murah. Ini sebelumnya mustahil untuk dilakukan.
Interviewee: I agree that GVT model can be operated with limited funds because if this
GVT model is applied then there are savings in terms of the use of classroom, overhead
cost such as electricity. In addition, lecturers can teach more students for using
technology. But we have to calculate how much the investment in technology is such as
bandwidth for the Internet access, computers etc. Plus, we have to conduct training to
train lecturers in order to teach online. I believe for the long term, the cost to operate this
GVT model will be smaller with rapid technological advances and the number of students
taught is greater. With internet, students can learn culture and how to communicate with
people from overseas with low cost. This was impossible before.
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8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: Dampak GVT model terhadap pemahaman mahasiswa terhadap budaya
sangat besar karena dengan adanya kerjasama yang sifatnya multicultural jelas akan
membantu mahasiswa untuk mengetahui dan paham budaya lain. Selain itu dari interaksi
dan komunikasi mereka dapat keahlian praktis yang dapat digunakan di dunia kerja
sebagai contoh kemampuan bekerja team work, problem solving serta kemampuan untuk
bernegosiasi dan menulis bisnis report.
Interviewee: The impact of GVT model on students' understanding on culture is very big
because multicultural cooperation will definitely help students know and understand other
cultures. In addition, from interaction and communication, they get skills that can be used
in the world of work such as the ability to work in team, problem solving and the ability to
negotiate and write a business report.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Mahasiswa relative sudah siap untuk bisa belajar dengan GVT model. Hal
ini karena teknologi komunikasi seperti email, facebook dll di Indonesia bukan hal baru
dan sebagian besar mahasiswa melek teknologi. Mahasiswa bahkan sudah terbiasa
menggunakan teknologi internet untuk mencari informasi dibandingkan membaca buku.
Namun untuk penguasaan teori mereka terkadang tidak mendalam sehingga bila terlibat
di GVT model dimana teori sudah tidak lagi banyak diberikan dari dosen ke mahasiswa
maka perlu ada pembimbing yang menjadi advisor mereka.
Interviewee: Students are relatively ready to learn using GVT model. This is because
communication technologies such as email, facebook etc. in Indonesia are not new and
most of the students are technology literate. Students are already accustomed to use the
Internet to search for information than reading books. However, for the mastery of
theories, they sometimes don not get it deeply so that when involved in GVT model in
which many theories are no longer given by lecturers to students, then it is needed
advisors.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Sistem penilaian yang efektif untuk mengurangi terjadinya free-riding adalah
adanya evaluasi secara berkala jadi misalnya projek yang di GVT model ini dievaluasi
secara bertahap sehingga kita mengetahui progress dari masing masing mahasiswa.
Mahasiswa harusnya juga diharapkan membuat sebuah memo yang menceritakan apa
yang mereka pelajari dan kerjakan bukan hanya kita menilai dari hasil akhir report. Selain
itu jelas peer evaluation serta kriteria penilaian harus jelas.
Interviewee: The effective assessment system to reduce free-riding is the existence of
regular evaluation, so, if the project of this GVT model is evaluated in stages, we can
know the progress of each student. Students should also be expected to make a memo
telling what they are learning and doing, it is not only assessed from the results of final
report. Also, the peer evaluation and assessment criteria should be clear.
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11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
Interviewee: Saya sarankan ada sesi bimbingan untuk mahasiswa sehingga mahasiswa
walaupun bekerja secara online namun ketika mereka mengalami masalah mereka dapat
datang ke mentor masing–masing. Kemudian harus ada pembiasaan dan training ke
dosen-dosen agar mampu menggunakan teknologi ketika mereka mengajar.
Interviewee: I recommend there is advice session for students so that students, in spite of
working online, they can come to their mentor. Then there must be habituation and
training to lecturers to be able to use technology when they teach.
L06
1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Menurut saya mahasiswa bisa mempraktekan teori baik dari buku dan kelas
karena di GVT model mahasiswa diberikan sebuah tantangan yang mana dalam
menyelesaikan projek atau tantangan tersebut mereka perlu membuat ide, menganalisa
didukung dengan teori dan data sehingga mereka secara otomatis harus membaca
kembali teori dari buku. Misalkan ketika mahasiswa diberi tugas untuk menganalisa
kelayakan bisnis ‗penjualan online‘ suatu perusahaan maka dalam mengerjakan tugas
ini, teori bisnis internasional bisa dipraktekkan secara langsung.
Interviewee: I think students could practice the theories both from books and classrooms
because in GVT model students were given a challenge in which they needed to make
ideas in completing the project, do analysis supported by the theories and data so that
they automatically had to reread the theory of books. For instance, when students were
given tasks to analyse the feasibility of 'online sales' business of a company, in this task,
the theories of international business could be practiced directly.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: Dampak signifikan dari GVT model terkait dengan budaya adalah
mahasiswa akan mengetahui variasi budaya di negara yang berbeda setelah melakukan
komunikasi yang intens dalam pengerjaan proyek GVT model. Selain itu, mahasiswa
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juga akan mengetahui dan belajar mengenai karakteristik setiap individu di negara yang
berbeda.
Interviewee: The significant impact of the GVT model associated with culture is that
students will know the cultural variations in different countries after an intense
communication in working GVT model project. In addition, students will know and learn
about the characteristics of each individual in a different country.
3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: Komunikasi intens dengan anggota kelompok biasanya tidak hanya terpaku
dengan proyek yang sedang dikerjakan. Terlebih lagi apabila anggota kelompok yang
diajak bekerjasama berasal dari beberapa negara yang berbeda. Pastinya, topik yang
akan dibicarakan berkembang luas, selain topic mengenai proyek yang sedang
dikerjakan, misalnya topik tentang gaya hidup dan peluang kerja di suatu negara.
Dengan mengalirnya diskusi ini, maka mahasiswa akan mengetahui tentang peluang
kerja dan keahlian apa yang dibutuhkan untuk dapat bersaing di dunia kerja.
Interviewee: Intense communication with group members usually do not only focus on the
project doing. Moreover, if the group members come from several different countries,
obviously, the topic discussed will expand to the topic other than the project doing, such
as the topic of lifestyle and work opportunities in a country. With the flow of this
discussion, students will know the job opportunities and what skills needed to be able to
compete in the world of work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Ya. Pastinya mahasiswa memperoleh fleksibilitas dalam belajar, karena
dapat dilakukan tanpa batasan tempat pengerjaan dan waktu asalkan ada jaringan
internet yang baik. Provider provider di Indonesia sekarang memberikan paket internet
yang cukup murah terutama untuk penggunaan internet di handphone sehingga menurut
saya hal ini mendukung penerapan GVT model. Di Ma Chung juga tersedia fasilitas
internet yang cukup bagus walaupun kita belum mempunyai ruangan khusus untuk video
conference. Namun setidaknya hal ini mendukung pembelajaran mahasiswa.
Interviewee: Yes. Surely students get flexibility to learn, because it can be done without
the boundary of time and place, as long as there is a good internet connection. Providers
in Indonesia now provide internet packages reasonably cheap, especially for the use of
internet in mobile so I think this supports the application of GVT model. At Ma Chung
there is also internet facility quite good, although we do not have a special room for video
conference, but at least it supports student learning.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: Menurut saya, jelas terlihat bahwa dengan sistem pembelajaran berbasis
GVT model akan dapat membuka peluang dalam menciptakan international networking.
Hal ini disebabkan karena secara umum walaupun proyek yang dikerjakan telah berakhir,
namun hubungan pertemanan pasti akan tetap berlanjut. Terdapat kecenderungan
bahwa kita (tidak hanya mahasiswa) akan berusaha menjaga relasi yang ada karena
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semakin luas relasi (networking) yang kita miliki akan memberikan dampak yang positif
tidak hanya dalam karir (bisnis), tapi juga dalam kehidupan secara umum.
Interviewee: I think it's clear that the GVT model based learning system can increase the
opportunities of creating international networking. This is because in general, although
the project is finished, the friendship will surely continue. There is a tendency that we (not
only students) will try to keep the relationship as the more extensive the relationships
(networking) are, the bigger the positive impacts are, not only in a career (business), but
also in life in general.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: Dengan mengikuti GVT model ini mahasiswa dapat memahami mengenai
International standard untuk reporting style & reporting format dalam pengerjaan bisnis
report yang sebelumnya mereka tidak dapatkan. Mereka juga lebih kreatif dalam
menggunakan teknologi untuk komunikasi online yang semula hanya dengan email
namun setelah mengikuti GVT model ini mereka menggunakan dropbox,googledoc,
skype dll.
Interviewee: By involving in the GVT model, students can understand the International
standards for reporting style and reporting format in doing business report that they do
not get before. They are also more creative in using technology for online communication
that was originally only by email, but after following GVT model, they use dropbox,
GoogleDoc, skype etc.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Sebenarnya, GVT model sangat mudah dilakukan karena tanpa batasan
waktu dan tempat. Hanya saja, system pembelajaran ini pastinya membutuhkan sarana
yang utama yaitu laptop dan jaringan internet (wifi). Memang benar saat ini, hampir
semua mahasiswa memiliki laptop, namun masih ada pula mahasiswa yang belum
mampu untuk membeli (tidak memiliki) laptop. Demikian pula halnya dengan jaringan
internet. Apabila ada sarana utama ini disediakan oleh pihak universitas maka akan
sangat bagus.
Interviewee: Actually, the GVT model is very easy to do because without limitation of time
and place. Only, this learning system requires primary facilities of laptop and internet
connection (Wi-Fi). It is true that today, almost all students have laptops, but there are still
students who have not been able to buy (not having) a laptop, similarly the Internet
network. If these primary facilities are provided by the university it will be very nice.
8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: seperti yang saya sebutkan sebelumnya mahasiswa mengetahui budaya
dan karakteristik tiap anggota kelompok karena ada interaksi yang intens antar anggota.
Keahlian yang dibutuhkan di dunia kerja bisa didapatkan bila mahasiswa dapat informasi
lebih luas bukan sekedar teori dan projek namun gaya hidup,cara komunikasi, negosiasi
dll dari anggota tim yang lain.
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Interviewee: As I have mentioned earlier, students know the culture and characteristics of
each member of the group because there is an intense interaction among members.
Skills required in the world of work can be obtained if students can get more extensive
information not only theory and project but also lifestyle, way of communication,
negotiation, etc. from other team members.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Menurut saya, syarat utama untuk bisa mengikuti sistem pembelajaran ini
adalah kemampuan berkomunikasi dalam bahasa asing (Inggris, umumnya). Syarat
berikutnya adalah kemauan dan kemampuan bekerjasama dengan anggota kelompok
dengan latar belakang budaya yang berbeda. Sekiranya mahasiswa menguasai kedua
hal ini, maka mahasiswa tersebut dinyatakan siap untuk mengikuti program ini.
Interviewee: I think the main requirement to be able to join this learning system is the
ability to communicate in a foreign language (English, in general). The next requirement
is the willingness and ability to cooperate with group members with different cultural
backgrounds. If students master these two things, they are considered ready to join the
program.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Dikarenakan pengerjaan secara online sehingga free-riding akan mudah
terjadi sebagai contoh bisa saja mahasiswa tidak mengerjakan namun meminta bantuan
teman dia untuk berkomunikasi dan menggarap report. Mungkin sebaiknya, ketika final
report dari mahasiswa, dosen yang bersangkutan juga ikut bergabung (secara online)
dengan seluruh anggota kelompok dan menanyakan kepada masing-masing mahasiswa
apakah benar memang mahasiswa ini yang diajak berkomunikasi dan bekerjasama
selama ini (konfirmasi secara fisik kepada semua anggota kelompok). Selain itu kedepan
harus ada channel atau fasilitas bagi mahasiswa untuk meng-komplain langsung ke
dosen bila terjadi anggota team yang tidak bekerja sehingga mahasiswa tidak menunggu
sampai projek GVT selesai.
Interviewee: Due to online work, free-riding will easily occur, for example students might
not work but ask their friends‘ help to communicate and work the report. Probably it is
better at the time of final report of students, the related lecturers also join (online) with all
members of the group and ask each student whether it is true that certain students invited
do the communication and cooperation so far (physical confirmation to all members of the
group ). In addition, there should be channel or facility for students to complain directly to
lecturers in the event of team members who do not work so that students do not wait until
the GVT project is complete.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
Interviewee: Walaupun sudah ada perkembangan namun Infrastruktur terutama jaringan
internet di Indonesia tetap harus ditingkatkan. Sebelum projek GVT model di laksanakan
harus diadakan terlebih dahulu saringan sehingga kita mengetahui mahasiswa yang
punya motivasi dan kurang memiliki motivasi. Di awal projek GVT model mungkin perlu
diadakan training terkait dengan projek dan training bahasa inggris karena berdasarkan
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pengalaman mahasiswa terkadang kurang percaya diri ketika harus berkomunikasi
dengan mahasiswa dari luar negeri.
Interviewee: Although there has been progress but for the infrastructure especially the
Internet network in Indonesia needs to be improved. Before GVT project model is carried
on, there should be selection so that we know students who have motivation and lack of
motivation. At the beginning of the GVT model project, probably it is necessary to hold
English training because from the experience, sometime students lack of confidence
when having to communicate with students from abroad.
L07
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1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Mahasiswa dapat mempraktekan teori bisnis international ketika mereka
mempraktekan teori dari buku secara langsung ke projek yang mereka lakukan. Dari
hasil pengamatan saya rata rata mahasiswa suka belajar ketika mereka merasa dapat
mempraktekan teori yang mereka dapatkan di kelas dibandingkan hanya mendengar
teori-teori dari dosen di kelas. Selain itu mereka dapat memahami teori ketika mereka
diberikan sebuah tantangan untuk menyelesaikan masalah. Ketika mereka tertantang
untuk menyelesaikan masalah, mereka cenderung untuk kembali membaca buku
International business atau mencari informasi untuk menjawab masalah yang mereka
hadapi.
Interviewee: Students could practice the theory of international business when they
practiced theory of books directly to the project they were doing. From my observation,
the average students liked to learn when they felt able to practice the theories they had
learned in classroom than just listened to the theories from lecturers in classroom. In
addition, they could understand the theories when they were given a challenge to solve
problems. When they were challenged to solve problems, they tended to reread books of
International business or look for information to answer the problems they face.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: Dengan adanya GVT model ini tentu saja mereka dapat lebih memahami
budaya bangsa lain karena mereka dipaksa untuk bekerja sama dengan mahasiswa dari
negara lain sepanjang terlibat di GVT model. Lain halnya bila mereka hanya belajar di
kelas dimana majoritas mahasiswa berasal dari Indonesia yang memiliki budaya relative
sama. Menurut saya pemahaman budaya ini tercipta karena ada komunikasi, interaksi
dan sharing antar anggota tim.
Interviewee: With the GVT model, they can better understand the culture of other nations
because they work together with students from other countries who involved in the GVT
model. They did not get the same experience when they only learn in classroom where
the majority of students come from Indonesia that has relatively similar culture. In my
understanding, the understanding of this culture is created because there is
communication, interaction and sharing among team members.
3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: Dunia kerja sekarang adalah dunia kerja yang global dimana perusahaan
sekarang membutuhkan karyawan yang memiliki perspektif global, bisa berkomunikasi
secara effektif dengan partner mereka di luar negeri serta memiliki kemampuan untuk
berkomunikasi dengan teknologi atau melek teknologi. Model pembelajaran ini
merupakan latihan bagi mereka untuk memiliki keahlian-keahlian yang dibutuhkan oleh
perusahaan atau dunia kerja.
Interviewee: The world of work today is the global one where companies now require
employees who have global perspective, can communicate effectively with their partners
abroad and have the ability to communicate with technology or technology literate. This
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learning model is an exercise for them to have skills needed by companies or the world of
work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Dengan menggunakan teknologi maka jelas model pembelajaran ini
memberikan flexibilitas dari segi waktu dan tempat. Mahasiswa yang terlibat di GVT
model ini dapat bekerja di mana saja dan kapan saja tentu saja harus memenuhi
deadline yang telah ditentukan. Kelas hanya dihadiri untuk memperoleh informasi dari
dosen namun sebagian besar kerja dilakukan diluar kelas dan tidak ada batasan waktu
bagi siswa untuk bekerja. Selama mereka mau mereka dapat belajar.
Interviewee: By using technology, it is obvious that this learning model provides flexibility
in terms of time and place. Students involved in GVT this model can work anywhere and
anytime, of course they must meet the predetermined deadlines. Classrooms are only
attended to obtain information from lecturers but the majority of work is done outside
classrooms and there is no time limit for students to work. As long as they are willing to,
they can learn.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: International networking terwujud ketika mereka terlibat dan menjalin
pertemanan dengan anggota tim yang lain. International networking terwujud karena
anggota tim berasal dari berbagai negara. Dengan bantuan teknologi atau sosial media
mereka tetap dapat menjalin hubungan dengan teman teman dari negara lain dan
hubungan ini bisa berkelanjutan dalam jangka lama. Sebagian besar mahasiswa saya
mengatakan mereka tetap menjaga kontak dengan anggota tim lain setelah projek ini
berakhir.
Interviewee: International networking is formed when they get involved and make friends
with other team members. International networking is formed because team members
come from various countries. With the help of technology or social media they can keep
the relation with friends from other countries and this relation can be sustained in the long
term. Most of my students say they still keep contact with other team members after this
project ends.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: Kreatifitas yang dibentuk dari model pembelajaran ini adalah kreatifitas
untuk memasarkan ide mereka ke anggota tim lain dengan teknik komunikasi yang sopan
namun terarah, di model pembelajaran ini mereka juga dituntut untuk menciptakan ide
ide bisnis baru yang selain kreatif juga harus profitable. Model pembelajaran ini juga
membantu mereka untuk menjadi kreatif dalam menyusun laporan serta jam kerja
sehingga semua anggota yang berada di lokasi berbeda dengan timezone berbeda dapat
tetap bekerja.
Interviewee: Creativity formed from this learning model is creativity to market their ideas
to other team members with polite but effective communication techniques, in this
learning model they are also required to create new business ideas which are creative
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and profitable. This learning model also helps them become creative in preparing reports
and working hours so that all members in different locations with different time zone can
keep working.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Menurut saya GVT model ini mempunyai keunggulan yaitu model
pembelajaran ini dapat menjangkau lebih banyak jumlah mahasiswa sehingga apabila
peserta ini banyak maka biaya dapat di tekan. Sebagai contoh di universitas lain seperti
IM Telkom yang sedang membangun e-learning mereka mampu menekan biaya kelas e-
learning menjadi 40jt. Ini lebih murah dibandingkan kelas regular dimana biaya nya
adalah 55 jt. Ada penghematan 15 jt untuk setiap siswa. Investasi pertama untuk fasilitas
mungkin tinggi namun dalam jangka waktu yang panjang nominal penghematan biaya
jauh lebih besar dari investasi. E-learning yang sudah dibangun di IMtelkom seharusnya
juga diapplikasikan di Universitas Ma Chung dan GVT model bisa menjadi bagian dari
pembelajaran e-learning di Universitas Ma Chung.
Interviewee: I think this GVT model has advantages, this learning model can reach more
number of students so that if there are a lot of participants, the costs can be minimized.
For example, in other universities such as IM Telkom, currently building e-learning, they
are able to reduce the cost of e-learning classrooms into 40 million. It is cheaper than
regular classrooms where its cost is 55 million. There is a saving of 15 million for each
student. The first investment for facility may be high but in the long term, the nominal of
cost savings is much higher than the investment. E-learning already built at IM Telkom
should also be applied at Ma Chung University and GVT model can be part of e-learning
at this university.
8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: GVT model ini memaksa mahasiswa bekerja sama dengan mahasiswa dari
negara lain sehingga secara tidak langsung memberikan kesempatanbagi mereka untuk
memahami dan bertoleransi terhadap budaya yg berbeda. Walaupun pada awalnya
mereka mengalami kesulitan dan malas untuk bekerja sama dengan mahasiswa dari luar
namun karena aturan dari projek di GVT model di mana 1 kelompok hanya boleh ada 1-2
org dari negara yang sama maka dengan terpaksa mereka harus bekerja sama,
mengetahui dan memahami budaya org lain. Pada akhirnya banyak mahasiswa yang
menikmati pengalaman bekerja sama dengan mahasiswa dari negara lain. GVT model ini
membantu mereka mendapatkan keahlian yang dibutuhkan di dunia kerja misalnya
keahlian di bidang komunikasi, Bahasa inggris yang mereka tidak dapatkan ketika belajar
di kelas.
Interviewee: GVT model forces students to work together with students from other
countries and thus indirectly provide opportunities for them to understand and tolerate
different cultures. Although at first they have difficulty and lazy to work together with
students from outside, due to the rules of project in GVT model that in one group should
only be there 1-2 people from the same country, then they should be forced to work
together, to know and understand cultures of other people. Eventually, many students
enjoy the experience of working together with students from other countries. This GVT
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model helps them get the skills needed in the world of work such as the skills of
communication, English that they do not get when learning in classrooms.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Beberapa mahasiswa sudah siap karena mereka sudah memiliki
background akademik yang baik dan kemampuan Bahasa inggris yang lancar namun
beberapa dari mahasiswa tidak siap sehingga menurut saya mereka perlu disaring
shingga mahasiswa yang ikut projek ini benar2 mahasiswa yang memiliki kemapuan dan
serius. Selain itu budaya untuk belajar dengan menggunakan teknologi ini perlu dibina
karena tidak semua mahasiswa itu mau untuk belajar diluar kelas dan belajar secara tim.
Interviewee: Some students are ready because they already have a good academic
background and fluent English ability, but some of them are not ready so I think they
need to be screened so that students participating in this project are the ones who have
ability and serious. In addition, the culture of learning using this technology needs to be
fostered because not all students want to learn outside classrooms and learn as a team.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Penilaian yang effektif untuk mengurangi terjadinya free- riding adalah peer
evaluation dimana mahasiswa menilai mahasiswa lain. Ini sudah diterapkan di GVT
model dan sangat bagus. Selain mahasiswa juga diharapkan menuliskan pengalaman
mereka bekerja dan apa yang mereka kerjakan, sampai mana mereka puas dengan
pencapaian mereka sehingga dengan hal ini dosen mengetahui perkembangan anak
didik mereka serta mengurangi free riding di GVT model.
Interviewee: The effective assessment to reduce the occurrence of free-riding is peer
evaluation in which students will assess other students. It has been applied in GVT model
and it is very nice. In addition, they are also expected to write down their experiences of
working and what they are doing, how far they are satisfied with their achievement so
with these, lecturers know their students' progress and reduce free riding in GVT model.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
Interviewee: Kebanyakan dosen kurang menguasai teknologi dan teknik mengajar atau
membimbing mahasiswa secara online. Oleh sebab itu perlu dilakukan training dan
pembiasaan kepada dosen yang terlibat di GVT model. Selain itu harus dibangun sarana
untuk video conference di Universitas Ma Chung sehingga bukan hanya mahasiswa
namun dosen juga bisa melakukan komunikasi secara visual dengan dosen serta
mahasiswa lain dari luar negeri. Selain itu perlu ada meeting rutin baik antar dosen
maupun mahasiswa secara online dan bersama sama dalam satu ruangan untuk
mengetahui progress dari masing-masing mahasiswa.
Interviewee: Most lecturers do not really master technology and teaching techniques or
advise students online. Therefore, it is necessary to have training and habituation to
lecturers involved in GVT model. In addition it should be built facilities for video
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conference at Ma Chung University, so that it is not only students but also lecturers that
can communicate visually with lecturers and other students from abroad. In addition,
there should be regular meetings among lecturers or students online and together in one
room to determine the progress of each student.
L08
1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Menurut saya mahasiswa dapat mempraktekan teori bisnis international
dengan menggunakan GVT model karena model pembelajaran ini memberikan
kesempatan kepada mahasiswa untuk mempraktekan teori yang mereka pelajari di
kelas ke projek di mana mereka terlibat. GVT memfasilitasi mahasiswa saya untuk
menyelesaikan masalah atau membuat ide bisnis untuk perusahaan. Untuk
menyelesaikan masalah yang ada atau membuat ide bisnis di projek yang ada di
GVT model mereka tentu harus mengemukan pendapat maupun ide mereka dengan
didukung oleh teori yang ada di buku.
Interviewee: I think students could practice the theories of international business by
using GVT model because this model provided opportunities for students to practice
the theories learned in classroom to the project in which they were involved. GVT
facilitated my students to solve problems or made business ideas to a company. To
solve problems or make business ideas in the project of GVT model they had to
express their opinion and ideas supported by the existing theories in the books.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
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Interviewee: GVT model membantu mahasiswa memahami budaya dari anggota lain
yang berasal dari negara lain karena mereka mendapatkan pengalaman international
walaupun mereka bekerjasama secara online. Pengalaman international yang
maksud adalah pengalaman bekerja sama dan berkomunikasi dengan mahasiswa
dari bangsa lain. Disinilah pikiran dan perspektif mahasiswa terbuka terhadap budaya
lain dan kemudian pada akhirnya mereka bukan hanya mengetahui budaya yang
mungkin berbeda dengan budaya mereka namun juga bertoleransi terhadap budaya
lain. Dengan demikian menurut saya ada pemahaman terhadap budaya lain ketika
mereka diberikan kesempatan untuk berkomunikasi dan berinteraksi secara intensif.
GVT model menfasilitasi hal ini terjadi.
Interviewee: GVT model helps students understand the cultures of the team
members coming from other countries because they gain an international experience
even though they work together online. The international experience meant is the
experience of working together and communicating with students coming from other
nations. This is where the mind and perspective of students are exposed to other
cultures then in the end they do not only know the cultural differences but also
tolerant to other cultures. Thus I think there is cross-cultural understanding when they
are given opportunities to communicate and interact intensively. GVT model
facilitates this to happen.
3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: GVT model membantu mahasiswa mendapatkan keahlian yang mereka
butuhkan di dunia kerja sebagai contohnya keahlian untuk berkomunikasi dengan
Bahasa inggris, bernegosiasi, bekerja secara team work serta membuat bisnis report.
Keahlian Soft skills inilah yang akan dibutuhkan ketika mahasiswa bekerja. GVT
model menfasilitasi mahasiswa untuk memperoleh keahlian ini dengan cara
memberikan training berupa projek international kepada mahasiswa dimana mereka
harus mengaplikasikan teori, berkomunikasi dan bekerja sama dengan anggota tim
lain. Dengan projek ini sebenarnya mahasiswa belajar secara tidak langsung untuk
mendapatkan softskills yang akan mereka butuhkan ketika bekerja.
Interviewee: GVT model helps students gain skills they need in the world of work, for
example, the skills to communicate by English, negotiate, work in a team work and
create a business report. These soft skills are what students need when they work.
This GVT model facilitates them to acquire these skills by providing training to
students in the form of international project in which they have to apply the theories,
communicate and collaborate with other team members. By this project students
actually learn indirectly to get the soft skills they will need when they work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Jelas GVT model ini memberikan mahasiswa flesibilitas dari segi waktu
dan tempat belajar karena mahasiswa dapat belajar dimana dan kapan saja. Tentu
saja ketika GVT model ini melibatkan anggota tim dari banyak negara akan ada
kesulitan untuk mengatur waktu (timezone berbeda) atau mereka juga jarang
bertatap muka sehingga flesibilitas waktu dan tempat akan menimbulkan kesulitan
untuk berkomunikasi. Namun secara garis besar dengan kemajuan teknologi dan
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kebebasan yang diberikan oleh unversitas yang menerapkan model pembelajaran ini
jelas mahasiswa dapat lebih flexible menentukan waktu untuk belajar dan bekerja
karena merka tidak dibatasi untuk berada di kelas.
Interviewee: Clearly this GVT model gives students flexibility in term of time and
place of learning because they can learn anytime and anywhere. Of course when this
GVT model involves team members coming from many countries, it will be difficult to
set the time (different time zones) or they also rarely meet face to face so that the
flexibility of time and place will cause problems to communicate. However, in general,
due to the advances in technology and freedom given by the universities
implementing this learning model, students can be more flexible in determining the
time to learn and work as they are not restricted to be in classroom.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: Menurut saya cukup efektif karena mahasiswa saya yang hanya belajar
di kelas mereka hanya memiliki teman yang berasal dari satu negara. Lain halnya
dengan mahasiswa saya yang mengikuti GVT model mereka dapat memiliki
kesempatan untuk berteman dengan anggota team yang berasal dari lain negara
sehingga menurut saya jelas GVT model ini lebih berpotensi untuk menciptakan
international networking bagi mahasiswa.
Interviewee: I think it is quite effective because my students learning only in the
classroom only have friends coming from one country. In contrast my students joining
this GVT model can have opportunities to make friends with team members coming
from other countries so I think this GVT model is clearly potential for creating
international networking for students.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: Kreatifitas dibentuk dengan adanya kolaborasi antar anggota yang
berbeda budaya dan berasal dari berbagai negara. Saya mengamati mahasiswa
banyak yang mengatakan bahwa mereka mendapatkan banyak informasi berharga
ketika bekerja dengan mahasiswa lain yang berbeda negara. Sebagai contohnya
ketika mereka membuat projek GVT mereka berdiskusi membuat sebuah ide untuk
perusahaan. Dari diskusi tersebut mereka mendapatkan masukan terkait dengan ide
bisnis yang mereka buat. Ada informasi baru yang terkait dengan budaya, cara
kerja, kebiasaan dari setiap anggota yang kemudian memperkaya ide bisnis
tersebut. Dengan kata lain kreatifitas dari mahasiswa yang berkolaborasi dengan
mahasiswa yang berbeda background budaya akan lebih besar dibandingkan
mahasiswa yang hanya bekerja sama dengan mahasiswa dengan background yang
sama.
Interviewee: The creativity is formed by the collaboration among members having
different cultures and from countries. I notice a lot of students saying that they get a
lot of valuable information when they work with other students coming from different
countries. For example, when they make their project of GVT they discuss to make
an idea for the company. From the discussion, they get feedbacks related to their
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business idea made. There is new information relating to the cultures, ways of wok,
and habits of each member, this model then enriches business ideas. In other words,
the creativity of students collaborating with students having different cultural
background will be greater than students only working together with students having
the same cultural background.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Saya percaya GVT model ini dapat beroperasi dengan dana terbatas
karena menggunakan teknologi. Teknologi yang semakin maju akan membantu
mahasiswa belajar cross-cultural lebih efektif karena apabila sebelumnya mereka
hanya membaca buku sekarang setidaknya mereka mendapatkan pengalaman
bekerja sama dengan mahasiswa luar negeri. Sebagai tambahan, universitas dapat
menghemat investasi di pembangunan gedung yang semakin hari semakin mahal
selain itu jangkauan universitas juga lebih luas. Pengajaran konvensional tatap muka
mengharuskan mahasiswa datang setiap hari ke kelas maka kapasitas kelas
menentukan berapa banyak mahasiswa yang akan diterima untuk masuk ke
universitas. GVT model ini merupakan solusi untuk mengurangi ketidak seimbangan
pendapatan, akses ke pendidikan apalagi untuk Indonesia yang secara geographic
merupakan negara kepulauan.
Interviewee: I believe that GVT model can be operated with limited funds because it
uses technology. The increasingly advanced technology will help students to learn
cross-culture. If before they only learn from the class now they get experience on how
to work together with overseas students. In addition, universities can save the
investment of building construction of which it is increasingly expensive; in addition, it
also has a wider participant range of universities. The conventional face-to-face
learning requires students to come every day to the classes. Thus, the capacity of
classrooms determines the number of students that can be accepted by the
university. This GVT model is a solution to reduce the imbalance of income and
access to higher education especially for Indonesia as an archipelago.
8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: GVT model dapat membantu mahasiswa dalam memahami budaya
yang berbeda dari mahasiswa lain karena memang GVT model ini menfasilitasi
interaksi mahasiswa dari luar negera dengan mahasiswa luar negeri. Mengenai
keahlian yang dibutuhkan di dunia kerja, menyelesaikan projek di GVT model tidak
menjamin mereka mendapatkan keahlian yang dibutuhkan di dunia kerja. Namun
tentu saja apabila mereka mengerjakan dengan sungguh-sungguh mereka akan
memiliki pemahaman teori international business sehingga membantu mereka ketika
bekerja. Saya melihat keahlian analisa, menulis report, komunikasi dan pengusahaan
Bahasa inggris mungkin yang bisa menjadi keahlian tambahan yang mereka
dapatkan ketika selesai terlibat di GVT model.
Interviewee: GVT model can help students understand the different cultures of other
students because this GVT model facilitates them to have interaction with foreign
students. Regarding the skills needed in the world of work, completing this project of
GVT model does not guarantee whether they get the skills required in the world of
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work. However, of course, if they work with earnest, they will have the understanding
of the international business theories that can help them when they work. I think that
the skills of analysis, writing report, communication and using English can possibly be
the additional skills after they get involved in GVT model.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Menurut saya mahasiswa di Ma Chung siap untuk terlibat di GVT model
karena rata-rata mereka sudah memiliki kemampuan Bahasa inggris yang cukup
bagus walaupun tidak fasih sebagaimana teman anggota tim mereka yang native
speaker namun kemampuan Bahasa mereka sudah cukup untuk terlibat di GVT
model. Kedua, mereka juga sudah familiar dalam menggunakan teknologi untuk
belajar .berdasarkan alasan tersebut maka saya berpendapat mahasiswa sudah
siap. Yang menjadi kekuatiran saya adalah kebanyakan mahasiswa masih belum
percaya diri bekerja dengan anggota tim yang berasal dari luar negeri sehingga
mereka relative pasif kalau dibandingkan anggota tim lain. Kedua, mahasiswa
banyak yang tidak terbiasa bekerja secara independen (mandiri) dan lebih nyaman
untuk dibimbing oleh dosen mereka secara terus menerus sehingga ketika mereka
harus bekerja secara mandiri mereka terkadang menjadi malas dan tidak memiliki
komitmen untuk menyelesaikan projek.
Interviewee: I think the students at Ma Chung are ready to be involved in GVT model
because on average they already have pretty good English skill although not fluent as
their team members who are English native speakers, but their English skill is enough
to join in GVT model. Second, they are also already familiar of using technology for
learning. Based on these reasons I believe that the students are ready. Things
becoming my concern are that most students are still not confident to work with team
members coming from abroad so that they are relatively passive compared to other
team members, second, many students are not used to work independently and more
comfortable to be guided by their lecturers continuously so that when they have to
work independently, they often become lazy and do not have a commitment to
complete the project.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Menurut saya harus ada sistem peer-evaluation yang melibatkan
anggota tim sehingga jelas. Selain itu saya melihat banyak mahasiswa yang aktif
ketika sudah mendekati deadline sehingga proses evaluasi dari dosen harus
dilakukan terus menerus dan bertahap sepanjang projek tersebut dilakukan bukan
hanya pada akhir dari projek GVT model.
Interviewee: I think there should be peer-evaluation system involving team members
so that it becomes clear. In addition, I think there are a lot of students active when the
deadline is approaching so that the process of evaluation of the lectures should be
done continuously and gradually throughout the project and carried out not only at the
end of the project of GVT model.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
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Interviewee: Berdasarkan pengalaman saya ada beberapa mahasiswa yang kurang
siap baik karena itu kendala bahasa, pengalaman yang kurang maupun fondasi teori
yang kurang kuat sehingga saya sarankan GVT model ini ditempatkan di semester
akhir atau mendekati semester akhir sehinggga mahasiswa yang ikut itu benar benar
mahasiswa tahap akhir yang sudah mapan dan memiliki pondasi teori yang kuat
juga. Selain itu fasilitas jaringan internet di universitas di perkuat, ada fasilitas khusus
untuk video conference serta pembiasaan ke dosen untuk mengajar di GVT model.
Interviewee: Based on my experience there are some students who are less
prepared either because of language constraint, lack of experience, or lack of strong
theoretical basis so that I suggest that this GVT model is set in the final semester or
approaching final semester so that the students involved are the real students of the
final stage, that have been already well established in and have strong theoretical
basis. In addition, the facility of internet network at the university should be
strengthened; there are special facilities for video conference as well as habituation
for lecturers to teach by using GVT model.
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L09
1. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Mahasiswa saya dapat mempraktekan teori bisnis international karena GVT
model karena saya mengharuskan mereka untuk membaca dan memakai teori bisnis
international dari buku untuk mendukung ide atau pendapat mereka. Dengan kata lain
setiap ide dan pendapat harus didukung dengan data di lapangan dan teori dari buku
sehingga secara otomatis mahasiswa saya dipaksa untuk membaca kembali teori dari
buku ketika terlibat di projek GVT model dan memilah milah teori mana yang akan
mereka pakai. Selain itu ada proses refleksi dimana ketika terlibat di GVT model mereka
mengingat kembali teori yang mereka dapatkan dari kelas dan kemudian merenungkan
kembali teori mana yang cocok untuk mendukung analisa dan ide mereka. Beberapa
mahasiswa juga mengatakan bahwa justru dengan praktek langsung seperti yang
mereka lakukan di GVT model ini pikiran mereka terbuka dan mereka lebih paham dan
ingat teori yang mereka pelajari dibandingkan hanya mendengarkan dosen mengajar
mereka di kelas.
Interviewee: My students could practice the theories of international business because in
GVT model I asked them to read and use the theories of international business from
books to support their ideas or opinions. In other words, every idea and opinion had to be
supported by data in the field and theories of books so that my students would
automatically be forced to reread the theories of books when they were involved in the
project of GVT model and sort out which theories used by them. In addition there was a
process of reflection when they were involved in GVT model in which they recalled the
theories learned from the class and then reflected theories suitable to support the
analysis and their ideas. Some students also said that by doing direct practice as they do
in this GVT model, they opened their minds and understood and remembered more the
theories learned than just listening to lecturers teaching them in classroom.
2. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: GVT model mempengaruhi mahasiswa saya untuk lebih dapat menerima
budaya lain serta lebih paham budaya yang berbeda dengan budaya mereka. Dengan
kolaborasi international mereka diharuskan bekerja sama dengan anggota team yang
berbeda budaya. Pertama tama mereka merasa tidak nyaman namun sejalan dengan
waktu mereka dapat bertoleransi dan semakin memahami budaya anggota team yang
lain. Menurut saya pemahaman lintas budaya didapatkan oleh mahasiswa melalui
pengalaman dan tidak bisa hanya diajarkan melalui buku. Ketika mereka mengalami
bekerja di sebuah environment yang multicultural maka pemahamana mereka terhadap
budaya semakin tinggi.
Interviewee: GVT model affects my students to be able to accept other cultures and
better understand the cultures which are different from their own culture. By international
cooperation it is required to work together with team members coming from different
cultures. At first they are not comfortable but over time they can tolerate and understand
the cultures of other team members. I think the cross-cultural understanding obtained by
the students through this experience cannot only be taught through books. When they
have to work in a multicultural environment, their cultural-understanding is increased.
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3. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: GVT model memberikan pelatihan kepada mahasiswa untuk bekerja sama
secara team, berkomunikasi dengan Bahasa inggris, menyelesaikan masalah atau
menciptakan ide bisnis serta menjual ide tersebut ke anggota tim lain. Keahlian tersebut
merupakan keahlian praktis yang dibutuhkan oleh mahasiswa di dunia kerja
Interviewee: GVT model provides training to the students to work together as a team,
communicate by using English, solve problems or create business ideas as well as sell
ideas to other team members. These skills are practical skills needed by students in the
world of work.
4. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: Menurut saya GVT model memberikan flexibilitas dari segi waktu dan tempat
belajar. Walaupun kita masih ada kelas mentoring atau tutorial untuk membimbing
mahasiswa namun sebenarnya dengan bantuan teknologi maka mahasisw sebenarnya
dapat bekerja secara independent dan tidak menutup kemungkinan kelas ditiadakan.
Tanpa kelaspun sebenarnya GVT model ini dapat tetap berjalan dengan baik.
Interviewee: I think GVT model provides flexibility in term of time and place of learning.
Although we still have mentoring or tutorial class to guide students, in fact by using
technology the students can work independently and it is possible that classrooms are
closed. Without classroom actually this GVT model can still run well.
5. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: International networking terbentuk ketika ada kesempatan bagi mahasiswa
untuk berinteraksi dan berkomunikasi dengan anggota team lain yang berasal dari
berbagai negara. Lain halnya ketika mereka hanya dikelas otomatis teman-teman hanya
berasal dari satu bangsa. Dengan GVT model mereka terfasilitasi untuk bekerja sama
berkomunikasi dan menjalin hubungan yang dalam dengan mahasiswa lain. Tentu saja
tidak semua mahasiswa memiliki hubungan yang terus menerus dengan mahasiswa dari
negara lain. Namun apabila mahasiswa aktif maka sebenarnya mereka dapat menjalin
pertemanan bahkan setelah mereka menyelesaikan projek GVT dan dari pertemanan
tersebut walaupun secara online dapat mengarah ke international networking. Dengan
kata lain sebenarnya GVT model ini adalah media yang efektif untuk membentuk
international networking bagi mahasiswa.
Interviewee: International networking is built when there is an opportunity for students to
interact and communicate with other team members coming from different countries.
Another case when they are only in a class, it is automatic that they have classmates only
coming from one caountry. By GVT model they are facilitated to work together by
communicating and making friends with other students. Of course, not all students have
continuous friendship with students from another country. However, if the students are
actually active, they can make friends even after they complete the project of the GVT
model although it is online friendship, it can lead to international networking. In other
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words, actually this GVT model is an effective medium to make international networking
for students.
6. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: Dengan mengikuti GVT model mahasiswa dapat belajar bagaimana
berkomunikasi secara online dengan mahasiswa lain. Bahkan mereka kemudian menjadi
lebih kreatif mencari media apa yang paling efektif untuk komunikasi. Beberapa
mahasiswa saya yang sebelumnya tidak familiar dengan website atau software
komunikasi online ternyata melalui GVT model mereka menjadi terbiasa menggunakan
media media yang efektif untuk sharing file, komunikasi, video screaming dll. Bahkan
beberapa mahasiswa menjadi kreatif dalam menyajikan materi presentasi atau report
bisnis mereka. Dengan kata lain mereka menjadi kreatif dalam penggunaan teknologi,
presentasi, penulisan report dll karena GVT model tidak bertujuan mentransfer
knowledge namun memberikan pelatihan yang mendorong mahasiswa secara bebas
berkreasi dengan ide bisnis namun tetap memperhatikan kaidah akademik
Interviewee: By following GVT model the students can learn how to communicate online
with other students. In fact, they then become more creative to find what the most
effective medium for communication is. Some of my students, who were not familiar with
website or online communication software before, by joining this GVT model they become
accustomed to use effective media for sharing files, communicating, video screaming etc.
moreover, some of the students become creative in presenting a presentation or their
business report. In other words, they become creative in using technology, doing
presentation, writing report etc. because GVT model does not aim to transfer knowledge,
it provides training that encourages students to be creative freely with business ideas but
still take into account to the academic rules.
7. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Saya setuju dengan pendapat tersebut apabila model ini dilakukan secara
massive karena GVT model berbasis teknologi dan Indonesia rata-rata dosen masih
mempunyai mental teacher centric sehingga butuh pelatihan untuk membiasakan dosen
dengan metode ini yang mana investasi uang dan waktu tidak murah. Kedua model ini
tergantung dengan teknologi sehingga perlu ada pembangunan infrastructure. Kalau
GVT model ini diterapkan terbatas pada institusi tertentu saja maka tentu saja tidak
effesien. Sebaliknya bila banyak mahasiswa yang mengikuti maka jumlah investasi yang
dikeluarkan akan lebih murah untuk ke depannya.
Interviewee: I agree with this opinion if this GVT model is carried out massively because
GVT model is technology-based and in average Indonesian people still have teacher
centric mental so that it needs a training to familiarize lecturers with this method in which
the investment of money and time are not cheap. Next, this GVT model depends on
technology so that it needs to develop infrastructures. If this GVT model is applied limited
to particular institutions, of course it is not efficient. Conversely, if there are many
students join this model, the cost of investment used will be cheaper for the future.
8. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
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Interviewee: GVT model membantu mahasiswa memahami budaya dan mendapatkan
keahlian yang dibutuhkan di dunia kerja karena model pembelajaran ini memberikan
pengalaman belajar serta memaksa mahasiswa untuk lebih berani mengemukan
pendapat, berdiskusi dan memasarkan ide-ide bisnis mereka dengan cara yang dapat
diterima oleh mahasiswa dengan budaya berbeda sehingga ada toleransi budaya.
Interviewee: GVT model helps students understand cultures and gain skills required in
the world of work because this model gives a learning experience as well as force
students to be brave in expressing opinions, discussing and marketing their business
ideas by using ways acceptable to students having different cultures so that there is a
culture of tolerance.
9. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Menurut saya sebagian besar mahasiswa di Ma Chung masih terbiasa
belajar di kelas sehingga apabila mereka harus belajar dengan GVT model maka perlu
ada pembiasaan untuk mengubah cara pandang mereka terhadap bagaimana belajar
secara independent dan teamwork. Walaupun di bebeberapa kelas sudah kita biasakan
untuk belajar secara aktif sesuai dengan anjuran dari DIKTI untuk menerapkan students
active learning namun secara praktek belum bisa 100% mahasiswa menerima model
pembelajaran ini. Selain itu karena bahasa yang kita gunakan di kelas adalah bahasa
Indonesia sehingga untuk menulis report dan komunikasi banyak dari mahasiswa yang
masih belum percaya diri dan mengalami kesulitan.
Interviewee: I think most of Ma Chung students still used to learn in classroom so that
when they have to learn in GVT model, it is necessary to change their perspectives on
how to learn independently and in a team work. Although in some classes they have
been used to learn actively in accordance with the recommendation of the Higher
Education to apply active learning for students but in practice it cannot be 100% of
students to receive this learning model. In addition, because of the language used in the
class is Bahasa Indonesia, for writing reports and communication, many students are still
not confident and have difficulties.
10. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: GVT model ini rentan dengan adanya free riding karena dikerjakan secara
kelompok dan online. Walaupun ada peer evaluation namun kita tidak bisa memonitor
kinerja mahasiswa secara individual dan karena yang dinilai adalah kerja kelompok maka
tentu saja tidak mudah untuk menilai kinerja individual. Menurut saya tetap harus ada
peniliaian invidual misalnya dengan presentasi, refleksi note dan peer evaluation.
Interviewee: this GVT model is susceptible to the presence of free riding because it is
done in a team work and online. Although there is peer evaluation, we cannot monitor the
individual student performance and because the assessment is for the team work, it is not
easy to assess the individual performance. I think there should be an individual
assessment such as presentation, note reflection, and peer evaluation.
11. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
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Mengajar di GVT model berbeda dengan ketika mengajar di kelas atau tatap muka
karena kita diharapkan mampu memotivasi mahasiswa agar mereka mau bekerja secara
independent, aktif dan lebih percaya diri mengemukan pendapat. Disinilah sebagai dosen
kita menghadapi kendala karena kita sudah terbiasa dan nyaman dengan budaya
teacher center learning. Oleh karena itu perlu ada pembiasaaan dan motivasi dari pihak
fakultas misalnya berupa training, financial rewards serta bantuan administrasi berupa
assisten yang dapat membantu dosen ketika berhalangan untuk mentoring mahasiswa.
Selain itu fasilitas IT harus di tingkatkan juga karena GVT model sangat tergantung pada
kualitas infrastruktur yang ada di universitas.
Teaching in the GVT model is different from teaching in the classroom or face-to-face
because we are expected to motivate students to get them to work independently,
actively, and more confident in expressing opinions. Here, we, as lecturers, encounter
obstacles because we have become accustomed and comfortable with centre teacher
learning culture. Therefore, it needs to have habituation and motivation from the
college/school parties, for example in the form of training, financial reward, as well as
administrative assistance that can help lectures when they are absent for mentoring
students. In addition, the IT facilities should be improved because the GVT model is very
dependent on the quality of the existing infrastructure in universities.
L10
12. Interviewer: In what ways were your students able to apply international business
theory using the GVT model?
Interviewee: Pembelajaran dan praktek mengenai teori bisnis international didapatkan
melalui beberapa hal yaitu materi kasus adalah perusahaan berkelas international
sehingga mahasiswa dapat memahami seperti apakah aktivitas yang dilakukan
perusahaan international dengan orientasi bisnis international. Yang kedua adalah
masukan-masukan yang disampaikan setiap mahasiswa dari negara yang berbeda
sesuai dengan fakta praktek bisnis, peraturan yang berlaku, etika bisnis, dan observasi
yang dilakukan masing-masing di negaranya memberikan gambaran praktek nyata dari
teori bisnis international.
Interviewee: Learning and practicing the theories of international business were obtained
through providing case study so that students could understand the activities undertaken
by an international company. The second was the inputs delivered by students coming
from different countries are in accordance with the facts of business practices,
regulations, business ethics, and observations conducted in each country by giving an
overview of the actual practice of international business theories.
13. Interviewer: In what ways has the GVT model impacted student cross-cultural
understanding?
Interviewee: Proses pembelajaran (learning) dan diskusi antara mahasiswa beda negara
sehingga memberikan pengalaman suasana diskusi, debat (perbedaan pendapat), serta
konflik yang sangat mungkin berbeda mengingat perbedaan latar belakang negara,
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budaya dari masing-masing mahasiswa yang memperkaya proses pembelajaran
berorientasi internasional.
Interviewee: The processes of learning and discussion among students from different
countries provide experiences of the atmosphere of discussion, debate (difference of
opinions), as well as conflicts likely different since the difference of countries
backgrounds and cultures of each student can enrich the learning process of international
oriented business.
14. Interviewer: How has the GVT model impacted student acquisition of real-world
skills?
Interviewee: GVT model ini sangat membantu mahasiswa untuk mendapatkan gambaran
dunia kerja di lingkup international. Setidaknya mereka mendapatkan gambaran awal
seperti apa praktek bisnis yang dilakukan di setiap negara yang disampaikan mahasiswa
lain di negara mereka sehingga mahasiswa kita dapat mempersiapkan diri jika suatu saat
berkesempatan bekerja di luar negeri.
Interviewee: This GVT model helps students get an overview of the world of work in the
international stage. At least they get a preliminary picture of how the business practices is
conducted in each country delivered by other students in their countries, thus our
students can prepare themselves if one day they have opportunities to work abroad.
15. Interviewer: Do you think the GVT model provides the opportunity for flexible
learning in terms of time and location?
Interviewee: GVT model ini jelas memberikan fleksibilitas dari sisi waktu dan tempat
belajar selama mereka memiliki koneksi internet yang baik. Mereka dapat menyepakati
waktu yang sesuai bagi mereka untuk melakukan komunikasi dan diskusi dan dapat
dilakukan di tempat yang mereka inginkan. Hanya saja dimungkinkan adanya kendala
perbedaan waktu yang cukup jauh, misalnya untuk mahasiswa Indonesia dan Amerika
yang perbedaan waktunya cukup mencolok (12 jam), sehingga perlu pengorbanan dalam
menyepakati waktu diskusinya.
Interviewee: Clearly this GVT model gives flexibility in term of time and place of learning
as long as they have good internet connection. They can make an agreement on a
suitable time for them for communication and discussion, and do it in a place that they
want. The possible constraint considered is time difference, for example, Indonesian and
American students have quite striking time difference (12 hours) so that it needs to have
sacrifice in agreeing the time for discussion.
16. Interviewer: How would you describe the GVT model as creating an international
network?
Interviewee: Kita mengharapkan bahwa mahasiswa kita dapat sukses dalam karirnya
nanti, dan kami yakin juga bagi mahasiswa di negara lain yang bekerjasama di dalam
GVT model. Artinya program ini sangat jelas membantu efektivitas penciptaan
international networking bagi mereka ketika berkarir (baik sebagai karyawan maupun
wiraswasta) dan membangun bisnis mereka berorientasi global / international.
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Interviewee: We expect that our students can be successful in their career in the future,
and we also believe in students in other countries cooperating in GVT model. It means
that this program definitely help the effective creation of international networking for them
when they have career (either as an employee or self-employed) and build their
global/international oriented business.
17. Interviewer: Can you describe any creativity students might have acquired
working with the GVT model?
Interviewee: GVT model ini membuat mahasiswa harus mencari cara kreatif dalam
berkomunikasi, berdiskusi, dan berbagi tugas secara virtual. Tentunya hal ini sangat
berbeda ketika dilakukan untuk kegiatan yang bertemu langsung secara fisik, dimana kita
bisa mengetahui persetujuan / ketidaksetujuan setiap anggota diskusi secara tatap muka.
Dalam aktivitas virtual, mereka harus mencari tahu apakah diskusi yang mereka lakukan
sudah sesuai dengan keinginan masing-masing, bagaimana monitoring progress tugas
yang sudah dibagi dapat dilakukan dengan baik, dsb.
Interviewee: this GVT model makes the students have to find creative ways to
communicate, discuss, and share the assignments virtually. Obviously this is very
different when it is done for activities such as direct meeting physically in which we can
determine the approval/disapproval of each member of the discussion face to face. In the
virtual activity they should find out whether the discussions they do are in accordance
with everyone needs and how to monitor the progress of the assignment that has been
divided can be done well, and so on.
18. Interviewer: What do you think about the statement that the GVT model can be
operated with limited resources?
Interviewee: Menurut saya the GVT model dapat beroperasi dengan dana yang terbatas
dikarena kan menggunakan teknologi. Dengan GVT mahasiswa sekarang tidak perlu
jauh-jauh keluar negeri untuk belajar mengenai IB, mendapatkan pengalaman dan
belajar budaya lain. Mereka dapat menggunakan the GVT model ini untuk belajar budaya
dan berkomunikasi dengan orang luar. GVT model ini sangat efektif dalam pembelajaran
IB
Interviewee: In my opinion. The GVT model can be operated with limited resources
because the GVT model using technology. With the GVT model students do not need to
go abroad to learn culture and get experience how to work and communicate with others
from different culture. This GVT model is effective tools to learn culture and
communication and effective pedagogy to learn International business
19. Interviewer: How has the GVT model impacted student acquisition of cross
cultural understanding and real-world skills?
Interviewee: Seperti yang saya ungkapkan sebelumnya GVT model ini sangat membantu
mahasiswa untuk mendapatkan gambaran dunia kerja di lingkup international.
Setidaknya mereka mendapatkan gambaran awal seperti apa praktek bisnis yang
dilakukan di setiap Negara
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Interviewee: As I have mentioned before this GVT model helps students get an overview
of the world of work in the international stage. At least they get a preliminary picture of
how the business practices are carried out in each country.
20. Interviewer: How prepared are your students for work following participation in
the GVT model?
Interviewee: Saya sangat yakin bahwa mahasiswa kami sangat siap untuk pembelajaran
model ini. Perkembangan teknologi saat ini, khususnya teknologi seluler / mobile, dengan
makin terjangkaunya smartphone dan dukungan akses internet yang mudah dan relatif
murah, maka saya sangat yakin mahasiswa dapat memanfaatkan ini untuk kegiatan
pembelajaran berbasis GVT dengan baik. Apalagi dengan kurikulum pendidikan tinggi
yang sekarang ini diarahkan untuk menggunakan model SCL (student centered learning)
dapat meningkatkan kapabilitas dan motivasi mahasiswa untuk menjalankan
pembelajaran GVT ini.
Interviewee: I am very confident that our students are ready to learn this model. The
development of today's technology, especially the technology of cellular/mobile phone,
with the increasing affordability of smart phones and internet access can support it easily
and they are relatively cheap. Therefore, I am very sure the students can utilize this for
GVT based learning activities as well. Moreover, the current curriculum of higher
education is directed to use the model of SCL (student centred learning) which can
improve the capability and motivation of students to carry out this GVT learning.
21. Interviewer: What kind of assessment do you think might reduce free-riding in the
GVT model?
Interviewee: Beberapa cara penilaian, misalnya adalah peer-review (melakukan penilaian
secara silang dari setiap anggota kelompok), monitoring dari dosen pembimbing project,
menggunakan teknologi video conference (skype, dan sejenisnya), dll.
Interviewee: Some ways of assessment, for example, are peer-reviewed (cross-
assessment of each team member), monitoring of the project by supervisors, the use of
video conference technology (skype, and the like), etc.
22. Interviewer: Is there anything else you would like to add about your experience
with the GVT model?
Interviewee: Menurut saya GVT model ini membutuhkan fasilitas terutama jaringan
internet yang memadai sehingga pihak universitas harus menyediakan fasilitas tersebut.
Universitas Ma Chung belum mempunyai ruangan khusus untuk video conference yang
menurut saya ini sangat perlu. Selain itu perlu ada mentoring secara periodic sehingga
mahasiswa lebih memahami karena berdasarkan pengalaman saya sering kali
mahasiswa tidak paham dan malas bertanya ke dosen.
Interviewee: I think the GVT model requires facilities especially adequate internet network
so that the university should provide such facilities. Ma Chung University does not have a
special room for video conference, which I think it is very necessary. Besides, there is
mentoring conducted periodically so that students can understand better because based
on my experience students frequently do not understand and hesitate to ask their
lecturers.
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B-01
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1. Interviewer: How do you think the GVT model might help you to recruit qualified
employees for international business?
Interviewee: Menurut saya GVT model dapat membantu saya dalam mendapatkan calon
karyawan yang berpotensi baik sehingga mahasiswa bisa kita didik lebih cepat agar bisa
mempunyai kompetensi di bidang bisnis international. Selain itu dari GVT model kita
dapat memperoleh banyak info tentang calon karyawan (mahasiswa) yang dapat kita
rekrut untuk bekerja di bidang international bisnis. Ini lebih effektif dibandingkan kita
harus merekrut mahasiswa dari awal. Dengan kata lain dengan GVT model kita terbantu
untuk mengetahui kinerja, kemampuan, semangat kerja dari mahasiswa yg akan kita
rekrut dengan mudah karena mereka sudah membuktikan kemampuan mereka dengan
terlibat di GVT model. Namun tentu saja kita tetap perlu melakukan test serta training
lanjutan terlebih dahulu kepada calon karyawan agar kemampuan mereka secara
keseluruhan di bidang international business sesuai dengan kebutuhan kita
Interviewee: I think the GVT model can help me recruit prospective employees
possessing good potential so that university students can be educated more quickly in
order to have competence in the field of international business. In addition, we can obtain
much information about prospective employees (students) to work in the field of
international business. It is more effective rather than we have to recruit students from the
beginning. In other words, the GVT model helps us determine performance, capability,
working spirit of students who will be recruited easily because they have proven their
ability by involving themselves in the GVT model. Indeed, we still need to do a test and
training to synchronize their overall ability in the field of international business with our
needs.
2. Interviewer: How, in your experience, does the GVT assist with intercultural
competence and networking?
Interviewee: Untuk masalah kompetensi mahasiswa di bidang lintas budaya, saya sangat
yakin GVT model ini dapat membantu mereka mendapatkan kompetensi dibidang lintas
budaya karena ketika terlibat di GVT model mereka harus bisa berhubungan dengan
banyak orang dari berbagai macam negara yang tentunya memiliki kebudayaan dan
perilaku yang berbeda antara yang satu dan yang lainnya. Bagi saya ini cukup jelas
bahwa dengan GVT model ini mereka lebih toleran dan tidak bingung ketika harus
bernegosisasi, bertemu dan berkomunikasi dengan orang yang berasal dari negara lain.
Sedangkan untuk networking saya juga sangat setuju, karena mahasiswa yang belajar di
GVT model akan terlatih melakukan lobi-lobi dan menjalin networking secara langsung
ketika bekerja sama dengan mahasiswa yang berbeda negara sehingga saya yakin
mahasiswa yang terlibat di GVT model ini memiliki kompetensi networking yang lebih
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baik dibandingkan mahasiswa yang hanya belajar di kelas. Walaupun saya sadar bahwa
belum tentu networking yang mereka sudah jalin ketika bekerja di GVT model bisa sesuai
dengan kebutuhan kita namun bagi saya mereka yang terlibat di GVT model mempunyai
nilai tambah lebih tinggi dibandingkan mahasiswa yang pasif dan tidak memiliki network
sama sekali.
Interviewee: I am definitely sure that this GVT model can help them gain competence in
the field of cross-culture because when they involved in the GVT model, they should get
in touch with many people from various countries which must have different culture and
behaviour. For me it is quite clear that through this GVT model they can be more tolerant
and not confused when they have to negotiate, meet and communicate with people from
other countries. As for the networking, I also strongly agree, because students studying in
GVT model will be trained to lobby and directly establish networking when working with
students from different countries so I'm sure that students involved in GVT model have
better networking competency compared to students who only learn in classroom.
Although I am aware that it is not necessarily that the networking they have created while
working in the GVT model could suit our needs, for me those involved in the GVT model
have a higher added value than students who are passive and have no network at all.
3. Interviewer: Do you think the GVT model is an effective tool for teaching students
to work virtually?
Interviewee: Menurut saya sangat efektif, karena mahasiswa akan praktek langsung
dalam berhubungan dan berkomunikasi secara virtual dengan mahasiswa dari luar negeri
sehingga secara tidak langsung mahasiswa akan terlatih untuk mengunakan semua
media online yang ada dan apabila mereka menemukan hambatan atau gangguan dalam
komunikasi secara online maka mereka akan berusaha menemukan alat - alat atau
media komunikasi yang efektif yang lain yang memungkinkan terbinanya komunikasi
yang efektif antar anggota team. Menurut saya GVT model ini akan memupuk atau
meningkatkan kemampuan seseorang untuk memecahkan masalah bersama serta dapat
meningkatkan kemampuan seseorang dalam menjalin kerja sama meskipun secara
virtual.
Interviewee: I think it is very effective, since the students will practice directly in
associating and communicating virtually with students from abroad so that indirectly they
will be trained to use all existing online media and if they find obstacles or difficulties in
online communications, they will try to find other tools or effective communication media
that can develop effective communication among team members. I think this GVT model
will foster or improve a person's ability to solve common problems and can improve a
person's ability to collaborate even though it is performed virtually.
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4. Interviewer: What are the advantages and disadvantages of the GVT model
compared to traditional face-to-face teaching?
Interviewee: Menurut saya kelebihan dari GVT model dibandingkan pembelajaran face-
to-face adalah sebagai berikut: pertama GVT model ini merupakan model pembelajaran
yang lebih hemat dari segi waktu dan biaya karena menggunakan media online. Kedua,
mahasiswa dapat belajar lebih banyak tentang cara berkomunikasi online, cross culture
dan memecahkan masalah yg tidak terduga dan terjadi ketika mereka dalam sebuah
team. Selain itu GVT model melatih mahasiswa untuk lebih kreatif, inovatif dan
mengasah kemampuan berbahasa asing. Ketiga, GVT model membantu mahasiswa
belajar dimana saja, kapan saja. Terakhir, saya yakin GVT model menfasilitasi
mahasiswa untuk bisa memperoleh relasi, teman atau kenalan jauh lebih luas sehingga
dapat memudahkan mahasiswa untuk berkerja dengan pihak luar serta sekaligus dapat
dengan mudah mempromosikan dirinya ke luar. Sebaliknya kekurangan dari GVT model
dibandingkan dengan pembelajaran face-to-face antara lain: GVT model lebih pada
pembelajaran praktis sehingga apabila kemampuan mahasiswa yang masih kurang
ketika terlibat di sebuah projek bisnis (GVT model) maka output / bisnis report yang
dihasilkan tidak maksimal. Selain itu secara umum budaya belajar dari mahasiswa
Indonesia adalah merasa nyaman bila belajar dengan tatap muka di kelas sehingga
mahasiswa kita lebih serius menanggapi sesuatu atau berdiskusi apabila mereka
bertemu muka langsung. Selain itu jaringan internet yang kurang stabil dan masih sering
mengalami gangguan di indonesia terutama di kota kota kecil membuat GVT model
sudah untuk dapat di applikasikan secara effektif ke semua daerah di Indonesia.
Interviewee: I think the advantages of GVT model compared to face-to-face learning are
as follows: First, the GVT model is a learning model that is more efficient in terms of time
and cost for using online media. Second, students can learn more about how to
communicate online, study cross culture, and solve problems occurring unexpectedly and
when they are in a team. In addition, the GVT model trains students to be more creative,
innovative, and improve skills in foreign languages. Third, the GVT model helps students
learn anywhere, anytime. Finally, I believe that the GVT model can facilitate students to
obtain relations, friends or acquaintances which are much wider so as to facilitate
students to work with outsiders and simultaneously can easily promote themselves to the
outside world. Conversely, the weaknesses of the GVT model compared to face-to-face
learning, are: the GVT model is more on practical learning ability so that when students‘
ability is still less when involved in a business project (the GVT model) then the
output/business report generated is not maximum. In addition, the general learning
culture of Indonesian students is that they feel comfortable when learning using face-to-
face in classroom so that they are more serious in responding or discussing something
482
when they meet face to face directly. In addition, the internet connection in Indonesia is
less stable and frequently has problems, especially in small cities or towns so that it
makes the GVT model hard to apply effectively to all regions in Indonesia.
5. Interviewer: Has the GVT model helped create new business ideas and if so,
how?
Interviewee: Menurut saya bisa, karena dari GVT model mahasiswa bisa bertemu
dengan banyak orang dari luar negeri dan kenalan baru yang mereka belum kenal
sebelumnya. Dan dari sana mahasiswa bisa mengenal banyak kebudayaan dan
kesempatan bisnis yang sebelumnya mereka tidak tahu atau yang mereka cari selama
ini.
Interviewee: I think it is possible, because students can meet many people from abroad
and new acquaintances that they have not known before. With the GVT model, they can
know many cultures and business opportunities that they haven‘t known previously or
that they have already searched for.
6. Interviewer: Is it realistic to think that the GVT model can help Indonesia to
increase student access to higher education?
Interviewee: Menurut saya GVT model sangat membantu mahasiswa untuk
mempersiapkan diri untuk bekerja di bisnis international, karena mahasiswa bisa belajar
banyak dengan mudah dan bisa secara langsung mempraktekan ilmu mereka ke projek
GVT model. Praktek langsung ini membantu mahasiswa untuk bisa mengetahui dan
merasakan secara langsung tantangan tantangan yang akan mereka hadapi kelak di
dunia kerja sehingga setelah mereka selesai belajar nanti diharapkan mereka bisa
menjadi tenaga kerja yang terlatih dan memiliki kompetensi yang dibutuhkan oleh
perusahaan.
Interviewee: I think the GVT model can help students get ready for working in
international business, because students can learn a lot of things easily and practice their
knowledge directly to the project of the GVT model. Practising theory helps students be
able to see and feel directly the challenges they will face in the future world of working so
that after they finish their study, later they are expected to be skilful employees and have
the competencies required by the companies.
7. Interviewer: Is it realistic to expect the GVT model to impact the cost of higher
education? What needs to be done to achieve such cost reduction?
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Interviewee: Saran saya, pembelajaran GVT model ini bisa diapplikasikan di universitas
lain dan kalau bisa diterapkan secara nasional di Indonesia, mengingat pasar bebas yang
sudah berlangsung dan Indonesia butuh pembelajaran yang melatih mahasiswa agar
memiliki kompetensi di bidang international business. Tentunya diawal penerapan GVT
model ini nanti mahasiswa tentu harus di bimbing terus oleh dosen, karena ini program
tergolong baru di Indonesia. Selain itu report bisnis yang merupakan hasil akhir dari GVT
model sebaiknya di publikasikan agar dapat bermanfaat untuk dunia bisnis dan agar
mahasiswa bisa dengan lebih mudah mempromosikan kompetensi diri ke kalangan
bisnis. Bila dimungkinkan mahasiswa di beri reward misalnya sertifikat tambahan,
beasiswa, piala untuk peserta yg berprestasi sehingga memacu mereka belajar lebih baik
ke depan. Terakhir, harus dilakukan perbaikan struktur dari GVT model secara
berkelanjutan.
Interviewee: My suggestion, the GVT model can be applied in other universities and if
possible it could be applied nationally, since the free-trade has been already underway
and Indonesia needs a pedagogy that trains students to have competence in the field of
international business. Of course, at the beginning of application of this GVT model,
students must be guided or supervised by lecturers, because this program is relatively
new in Indonesia. In addition, the business report becoming the end result of the GVT
model should be published to be useful to the business world and help students promote
their competences more easily to companies. If possible, students are given additional
rewards such as certificates, scholarships, and trophies for participants having good
achievement so that they can boost students to learn better in the future. Finally, the
structure of the GVT model should be improved on an on-going basis.
8. Interviewer: Is there anything else you would like to add about the implementation
of the GVT model in higher education?
Interviewee: Mungkin ke depan sewaktu mahasiswa melakukan presentasi kita bisa
diundang untuk menilai dan memberikan masukan ke mahasiswa. Selain itu kita bisa
dilibatkan untuk memberikan informasi mengenai projek atau ide bisnis apa yang kita
butuhkan sehingga mahasiswa bisa membuat ide bisnis yang lebih spesifik dan sesuai
dengan kebutuhan kita dan tidak monoton pada satu jenis projek saja.
Interviewee: Probably for next project, when students do presentations, we could be
invited to assess and provide feedbacks to them. In addition, we could be involved to
provide information related to the project or business idea that we need so that students
could make more specific business idea that is suitable with our needs and not
monotonous on only one type of project.
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B-02
1. Interviewer: How do you think the GVT model might help you to recruit qualified
employees for international business?
Interviewee: GVT model sangat membantu saya mendapatkan calon karyawan karena
dengan model pembelajaran ini saya bisa mendapatkan karyawan yang memiliki
perspektif atau pandangan yang global karena ketika mahasiswa terlibat di GVT model
mereka bekerja bersama sama dengan mahasiswa dari berbagai negara membuat bisnis
report sehingga dari sanalah mereka belajar banyak dan terpengaruh oleh ide ide dan
pandangan dari mahasiswa yang berasal dari luar negeri. Ini yang membedakan mereka
yang belajar di kelas dengan mereka yang belajar dengan GVT model. Selain itu dengan
terlibat di GVT model, Bahasa inggris mereka meningkat, belajar bagaimana bekerja di
sebuah tim global serta bekerja secara virtual dengan rekan-rekan mereka. Ini
memberikan mereka nilai tambah dibandingkan calon karyawan yang lain.
Interviewee: The GVT model really helps me get prospective employees because with
this model I can get employees who have global perspective because when students
involved in the GVT model they worked together with students from different countries to
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make the business report, from which they learn a lot and they are influenced by ideas
and views of students coming from abroad. This is what distinguishes those who learn in
classroom with those who learn with the GVT model. In addition, by involved in the GVT
model, they improve their English, learning how to work in a global team and work
virtually with their peers. It gives them added value compared to other employees.
2. Interviewer: How, in your experience, does the GVT assist with intercultural
competence and networking?
Interviewee: GVT model membantu saya mendapatkan karyawan dengan kompetensi di
bidang lintas budaya karena pada model pembelajaran ini mengharuskan mahasiswa
yang kelak akan menjadi calon karyawan kita bekerja dengan rekan-rekan yang terdiri
dari berbagai negara sehingga cara kerja, cara pandang mereka secara tidak langsung
dipengaruhi oleh budaya dari setiap anggota. Selain itu kita berharap ada networking
yang dapat dibentuk ketika mahasiswa mengikuti GVT model karena saya yakin bahwa
GVT model dapat membantu mahasiswa mendapatkan international networking karena
setiap anggota tim berasal dari berbagai negara. Networking ini juga terbentuk karena
setiap anggota tim harus bekerja sama dengan anggota lain dengan intensive ketika
mereka mengerjakan report bisnis. Kebersamaan ini akan secara tidak langsung
membentuk networking yang akan berguna bagi mahasiswa ke depan.
Interviewee: The GVT model helps me get employees with competence in cross-cultural
field because this GVT model requires students to work with colleagues from different
countries so that they have international perspectives. In addition, I expect the networking
can be formed when students follow the GVT model because every member of the team
come from a variety of countries and each member of the team must work closely with
other members intensively when they are doing the business report. This togetherness
will indirectly establish networking that will be useful for future students.
3. Interviewer: Do you think the GVT model is an effective tool for teaching students
to work virtually?
Interviewee: Iya, menurut saya GVT model ini sangat efektif untuk membantu
mahasiswa belajar bagaimana bekerja kelompok secara online serta belajar
menggunakan teknologi untuk berkomunikasi, koordinasi dan mengerjakan project
secara virtual karena ketika mengerjakan report bisnis untuk perusahaan kita, setiap
anggota tim dituntut untuk dapat mengerjakan project secara virtual dan berinteraksi
secara virtual pula. Pada dasarnya hal ini sama dengan yang kita lakukan di perusahaan,
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di era globalisasi dan perkembangan komunikasi yang pesat maka kita mengharapkan
karyawan kita dapat menguasai teknologi dan bekerja virtual secara effektif.
Interviewee: Yes, I think this GVT model is very effective to help students learn working
virtually and learn to use technology for communication, coordination when they are
doing business report for our company. In addition, in the GVT model, each team
member requires to work on the project virtually and interact virtually as well. Basically it
is the same activities as we do in company. In the era of globalization and the rapid
development of communication, we expect our employees able to master the technology
and do the virtual work effectively.
4. Interviewer: What are the advantages and disadvantages of the GVT model
compared to traditional face-to-face teaching?
Interviewee: Menurut saya kelebihan dari GVT model ini adalah memberikan sudut
pandang, ide serta pemikiran yang global kepada mahasiswa. Mahasiswa mendapatkan
hal ini dengan menjalin interaksi dengan mahasiswa yang berasal dari berbagai negara
memiliki budaya serta ciri khas yang beragam. Kelebihan yang lain dalah kemampuan
anggota tim untuk bekerja serta berinteraksi secara virtual. Sebaliknya kekurangan dari
GVT model ini adalah model pembelajaran ini lebih rumit karena tidak ada tatap muka,
sebagai contoh: mahasiswa sering sekali mendapatkan halangan berkomunikasi
dikarenakan perbedaan waktu. Anggota tim berasal dari berbagai negara yang lokasinya
berbeda dan saling berjauhan menyebabkan waktu pengerjaan yang tidak sama dari
setiap anggota serta membuat mereka sulit untuk berinteraksi dan berkomunikasi secara
langsung. Selain tidak mudah belajar secara online karena tidak semua mahasiswa
dapat mempercayai anggota yang lain tanpa tatap muka selain itu setiap anggota tim
memiliki budaya berbeda serta sudut pandang yang berbeda tentang bagaimana
menyelesaikan tugas kelompok, cara berkomunikasi yang berbeda akibatnya mereka
harus menegosiasikan setiap ide bisnis mereka agar mencapai kesepakatan. Proses ini
memakan waktu lebih lama dan terkadang ide akhir bisa tidak sesuai dengan kebutuhan
lokal perusahaan.
Interviewee: I think the advantage of this GVT model is to provide global viewpoints,
ideas and thinking to students. Students gain these skills by establishing interaction with
students from different countries who have various cultures and characteristic. Other
advantage is team members' ability to work and interact virtually. Conversely, the
disadvantage of this GVT model is that the GVT model is more complicated than face-to-
face learning because there is no face-to-face activity, for example: students often get
difficulties to communicate because of time difference. Team members come from a
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variety of countries, which are located far from each other, this leads to unequal
processing time of each member and makes them difficult to interact and communicate
directly. In addition, it is not easy to study online because not all students can trust other
members without face-to-face interaction; each team member has different cultures and a
perspective on how to accomplish the group task. The different way of communicating
requires them to negotiate any of their business ideas in order to reach mutual
agreement. This process takes longer time and sometimes the final idea is not meet with
the needs of companies.
5. Interviewer: Has the GVT model helped create new business ideas and if so,
how?
Interviewee: GVT model ini sangat membantu perusahaan saya untuk mendapatkan
ide bisnis baru . Seringkali saya kaget karena ternyata mahasiswa mampu memberikan
ide bisnis yang semula kita tidak pikirkan. Menurut saya hal ini karena mahasiswa bukan
bagian internal perusahaan sehingga mereka memiliki pemikiran yang segar dan berani.
Tidak adanya pengaruh dari atasan dan bebas berkreasi inilah yang menurut saya
membuat mahasiswa justru mampu memberikan kita ide segar. Selain itu di GVT model
ini mahasiswa berasal dari beragamnya latar belakang budaya dan bahasa sehingga
saya menduga hal ini yang membuat ide bisnis yang diberikan oleh mahasiswa yang
terlibat di GVT model sangat kreatif dan lain dari ide yang hanya dihasilkan oleh anggota
tim yang berasal dari satu budaya. Ide bisnis yang lebih beragam ini terjadi karena
adanya pengaruh sudut pandang, budaya lokal masing masing anggota team dan
pengalaman anggota team yang berbeda.
Interviewee: The GVT model helps my company get a new business idea. Frequently, I
am surprised because it turns out that students are able to provide business ideas that
we do not think before. This is because the students are not part of internal company so
they have fresh and bold thinking. The lack of influence of superiors and the freedom to
be creative make the students able to give us fresh ideas. In addition, in the GVT model,
students come from various cultural and language backgrounds so I guess these factors
make students can provide more creative business ideas compare to the ideas that are
generated by a team that consists of members who come from same culture. These more
diverse business ideas are due to the influence of viewpoint, the local culture of each
team member and different experiences of team members.
6. Interviewer: Is it realistic to think that the GVT model can help Indonesia to
increase student access to higher education?
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Interviewee: Menurut saya GVT model merupakan sistim pembelajaran yang sangat
efektif untuk mempersiapkan mahasiswa bekerja di bidang bisnis international karena
dengan sistim pembelajaran ini mereka belajar secara tidak langsung bagaimana untuk
bernegosiasi, berkomunikasi, memasarkan ide bisnis mereka ke anggota team lain yang
berasal dari berbagai negara. Model pembelajaran ini sebenarnya merupakan pelatihan
awal yang sangat efektif bagi mahasiswa untuk mempersiapkan mereka bekerja di
bidang international bisnis karena sebenarnya apa yang mereka lakukan di GVT model
ini sama dengan apa yang akan mereka lakukan ketika mereka bekerja di lingkungan
bisnis international sesungguhnya
Interviewee: I think the GVT model is an effective learning system to prepare students to
work in the field of international business because with this learning system they indirectly
learn how to negotiate, communicate, and market their business ideas to other team
members from different countries. The learning model is actually a very effective initial
training for students to prepare themselves to work in the field of international business
because what they actually do in this GVT model is equal to what they would do when
they work in the real international business environment.
7. Interviewer: Is it realistic to expect the GVT model to impact the cost of higher
education? What needs to be done to achieve such cost reduction?
Interviewee: Saran saya adalah saya sangat berharap ada kerjasama antara
universitas dan perusahaan ketika merancang sistim atau struktur di GVT model ini
karena yang sekarang berlangsung kita tidak dilibatkan dari penyusunan sistim di GVT
model, sebagai contoh sering kali mahasiswa datang meminta informasi dimana kita
tidak bisa memberikan karena kita tidak dapat membuka informasi untuk umum dan tidak
ada kerja sama dengan universitas. Selain itu mahasiswa juga sering datang ke
perusahaan tanpa persiapan sehingga kita cukup direpotkan. Hal ini karena saya belum
menjadwalkan waktu saya untuk mahasiswa. Menurut saya kerjasama ini akan
memberikan legalitas bagi perusahaan untuk memberikan informasi kepada mahasiswa
sehingga ketika mereka membutuhkan informasi sehingga mahasiswa bukan hanya
mendapatkan informasi dari internet untuk membuat report sebaliknya informasi
didapatkan langsung dari pihak perusahaan. Selain itu akan lebih baik kami juga minta
dilibatkan dalam proses evaluasi sehingga kami bisa memberikan masukan serta
sekaligus membantu kita untuk mendapatkan calon karyawan baru. Dengan kata lain kita
mempunyai data base mahasiswa yang menurut kita berpotensi menjadi karyawan dan
menghemat biaya recruitment serta membantu kita ketika melakukan proses seleksi
calon karyawan
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Interviewee: I really hope there is cooperation between universities and companies when
designing a system or structure in the GVT model because from the one in progress now,
we are excluded from the system designing in GVT model. Students often come to ask
for information that we cannot provide because without cooperation with the university,
we cannot disclose information to the public. In addition, students also often come to the
company without enough preparation so that we are often bothered. This is because I
have not scheduled my time for students. I think this cooperation will provide legality for
the company to provide information to students so that when they need information they
do not only get it from the internet to create a report, instead, the information is obtained
directly from the company. In addition it would be better if we are involved in the
evaluation process so that we can give input to students. It would be better if we are
involved in the evaluation process so that we can give input to students. From the
assessment, we also can know the potential students whom could be recruited to be our
employees. In other words, we have a data base of students who we think have the
potential to become employees and save recruitment costs as well as to help us when
doing the selection process of prospective employees
8. Interviewer: Is there anything else you would like to add about the implementation
of the GVT model in higher education?
Interviewee: GVT model yang ada sudah cukup bagus karena bisa membantu
mahasiswa international business untuk lebih memahami teori serta menunjukkan
kompetensi mereka di bidang international bisnis kepada kita selaku pelaku bisnis. GVT
model juga bagus untuk media untuk menerapkan teori dikelas oleh karena itu sebaiknya
GVT model dijadikan sebagai bagian dari tugas akhir atau diterapkan untuk mahasiswa
akhir yaitu mahasiswa semester 6-8 karena sering kali mahasiswa yang datang ke kami
masih belum memiliki fondasi ilmu yang kuat.
Interviewee: the existing GVT model is pretty good because it can help international
business students understand better the theory and demonstrate their competence in the
field of international business to us as business people. The GVT model is also good
medium to apply the theory in classroom, therefore, the GVT model should be used as
part of the final project or applied to final year students, because they have already
finished basic courses so they have a good foundation.
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G01
1. Interviewer: What advantages might accrue from the broader adoption of the
GVT model in higher education?
Interviewee: Menurut saya penerapan GVT model ini mempunyai beberapa manfaat bagi
dunia pendidikan diantaranya: Yang pertama GVT model ini membantu pemerintah
khususnya departemen pendidikan untuk memenuhi kebutuhan dalam kemerataan
pendidikan, sebagai contohnya Indonesia yang secara geografis terdiri dari banyak
pulau serta heterogenitas yang tinggi sehingga membutuhkan tenaga pengajar yang
banyak. Namun sayangnya penyebaran tenaga pengajar tidak merata antar daerah dan
berfokus di kota kota besar di Jawa, oleh karena itu dengan adanya GVT model ini,
tenaga pengajar dari kota kota besar di Jawa dapat tetap memberikan pendidikan secara
online tanpa harus pindah ke daerah yang kekurangan tenaga kerja tersebut. Yang
kedua GVT model ini dapat membantu mahasiswa di satu daerah untuk bekerja sama
dan berdiskusi secara online dengan mahasiswa dari daerah lain tanpa perlu melakukan
tatap muka Yang ketiga, model pembelajaran berbagai GVT ini dapat membantu
mahasiswa untuk belajar di mana saja tanpa perlu datang secara periodik ke universitas
sehingga menghemat waktu , tenaga, serta biaya. Yang keempat; metode pembelajaran
ini dapat membantu meningkatkan kualitas dosen-dosen di daerah lain karena adanya
information sharing dan interaksi. Bahkan menurut saya dengan di fasilisasi oleh GVT
model agara dosen dan mahasiswa dapat berinteraksi secara intensive maka mutu
dosen dan mahasiswa bukan hanya meningkat namun interaskis ini dapat mengarah ke
bentuk kerjasama sebagai contohnya penelitian bersama atau kerja sama antar
universitas. Selain itu dengan GVT model yang mengedepankan proses interaksi dan
teamwork ini dapat meningkatkan daya serap mahasiswa terhadap teori yang ada di
buku. Secara teori, dengan terlibat di sebuah diskusi yang aktif daya serap mahasiswa
meningkat 80%, ini jauh lebih tinggi dibandingkan dengan daya serap terhadap
pembelajaran tatap muka yang hanya 40%.
Interviewee: I think the application of GVT model has some benefits for education
including: First, this GVT model assists the government in particular department of
education to meet the needs of educational equity, for example Indonesia geographically
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composed of many islands and high heterogeneity requires a lot of teachers.
Unfortunately the deployment of teachers is uneven among regions and focuses on the
big cities in Java, therefore by the existence of the GVT model, teachers from big cities in
Java can continue to provide online education without having to move to areas having
teacher shortage. Second, the GVT model can help students in regions work together
and discuss online with students from other areas without the need for face-to-face.
Third, GVT model can help students learn anywhere without the need to come
periodically to universities thus it saves time, effort, and cost. Fourth, this learning method
can help improve the quality of lecturers in other areas because of information sharing
and interaction. I think, facilitated by the GVT model, to make lecturers and students
interact intensively then the quality of pedagogy is not only improved but it can lead to a
form of cooperation such as joint research or cooperation among universities. In addition,
by GVT model that emphasizes the process of interaction and teamwork, it can improve
the absorption capacity of students upon theories in books. Theoretically, by involved in
an active discussion, the absorption capacity of students is improved by 80%, this is
much higher than the absorption capacity of face-to-face learning that is only 40%.
2. Interviewer: What disadvantages might result from the broader adoption of the
GVT model in higher education?
Menurut saya GVT model ini juga mempunyai kekurangan misalnya metode ini kurang
cocok untuk daerah–daerah di Indonesia dengan fasilitas infrastruktur yang belum
memadai, misalnya belum adanya jaringan internet dan listrik yang memadai di daerah-
daerah tertentu, di GVT model ini saya juga melihat kurang adanya interaksi secara
emosional antara dozen dan mahasiswa karena minimnya tatap muka selain itu untuk
kondisi di Indonesia, kita kekurangan dosen yang mampu menggunakan media online
untuk mendukung model pembelajaran ini, selain itu belum adanya peraturan pemerintah
yang memberikan dukungan penuh ke model pembelajaran ini sehingga dosen tidak
aktif terlibat dalam realisasi GVT model, misalnya : dosen dan mahasiswa lebih menyukai
model pembelajaran tatap muka, dan dosen belum melihat adanya manfaat secara
financial untuk aktif terlibat di GVT model. Walaupun sejak tahun lalu pemerintah
memberikan insentif sebesar 25 jt untuk pembukaan mata kuliah berbasis e-learning.
Saya juga melihat apabila model pembelajaran ini diterapkan di Indonesia tanpa
melibatkan negara lainpun, kemungkinan dosen dan mahasiswa akan mengalami
kesulitan dalam komunikasi dikarenakan adanya perbedaan waktu antar daerah di
Indonesia, misal daerah Indonesia bagian barat mempunyai perbedaan waktu 2 jam
dengan Indonesia bagian timur.
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I think this GVT model also has disadvantages, for instance, the method is less suitable
for areas in Indonesia with inadequate infrastructure facilities, such as the lack of internet
connection and inadequate electricity in certain areas, in this GVT model I also see the
lack of emotional interaction between lecturers and students due to the lack of face-to-
face. In addition, for the conditions in Indonesia, we lack of lecturers able to use online
media to support this learning model, as well as the absence of the government
regulations that provide full support to this GVT model so that lecturers are not actively
involved in the realization of the GVT model, for example: lecturers and students prefer
face-to-face learning model, and lecturers have not seen any financial benefits to be
actively involved in GVT model, although since last year the government have provided
incentives amounted to 25 Million for the opening of e-learning based courses. I also see
if this model is applied in Indonesia without involving another countries, it is possible if
lecturers and students will have little bit difficulty in communication due to the time
difference among regions in Indonesia, for instance, the time of western part of Indonesia
has 2 hour time differences with the eastern part of Indonesia.
3. Interviewer: How might the GVT model promote tolerance, diversity and pluralism
in Indonesia?
Interviewee: menurut saya, secara konsep kemajemukan dan toleransi dapat dibangun
dengan GVT model. Berdasarkan survey yang kita adakan untuk pelaksanaan metode
pembelajaran e-learning di Kementerian Pendidikan beberapa waktu lalu kita
memperoleh hasil positif. Metode pembelajaran ini serupa dengan GVT model walaupun
tidak sama dan kita gunakan untuk mendidik guru di berbagai SMA di Indonesia. Hasil
survey terhadap projek kita ini menunjukan ada pengaruh yang positif dari projek
terhadap tingkat toleransi budaya antar anggota team. Namun, sayangnya seberapa
besar tingkat pengaruh projek yang berbasis teamwork dan multi budaya terhadap
toleransi antar anggota belum kita teliti
Interviewee: I think the concept of pluralism and tolerance can be built using GVT model
because the students can get real experiences to work and interact with other students
from different cultural background and nationality. Based on the survey we have
conducted for the implementation of e-learning methods in the Ministry of Education
some time ago, we have obtained positive results. This learning method is similar to the
GVT model, although it is not the same and we use it to educate teachers in various high
schools in Indonesia. The results of our survey of this project show that there is a positive
effect of the project on cultural tolerance level among team members. However,
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unfortunately, how high the influence level of teamwork and multicultural based project on
the tolerance among team members has not been studied yet.
4. Interviewer: How might the GVT model contribute to national economic goals?
Interviewee: GVT model berpotensi melahirkan tenaga kerja yang berkualitas tinggi dan
berkompeten di bidang ekonomi terutama international business. Kompetensi ditunjukan
dari kemampuan mahasiswa dalam bekerja secara teamwork, online, kemampuan
Bahasa, sosialisasi, komumikasi dll. Kemampuan yang dibutuhkan ketika mereka bekerja
di sebuah institusi. Kompetensi inilah sebenarnya membantu mahasiswa lebih mudah
mendapatkan pekerjaan dan berkontribusi ke ekonomi karena mengurangi
pengangguran. Selain itu model pembelajaran ini juga berpotensi memajukan aktivitas
ekonomi di daerah –daerah di Indonesia karena adanya investasi untuk membangun
fasilitas teknologi dan komunikasi yang menunjang GVT model. Dalam jangka panjang
adanya peningkatan akses dan fasilitas komunikasi dan teknologi ini memacu munculnya
bisnis baru di sekitar daerah tersebut sebagai contoh munculnya warung internet (kedai
internet), resto dll. Selain itu saya yakin GVT model ini dapat meningkatkan kreatifitas
mahasiswa sehingga memicu munculnya ide-ide membuka lapangan kerja baru dan
berpotensi mengubah cara pandang mahasiswa yang semula hanya ingin menjadi
pegawai dan mulai berpikir untuk menjadi seorang entrepreneur. Oleh karena saya
percaya itu ide inovatif akan mengurangi pengangguran di Indonesia. Mahasiswa
Indonesia harus menjadi manusia kreatif bila mereka ingin bersaing di pasar
international.
Interviewee: The GVT model potentially provides high-quality and competent employees
in the field of business management, especially international business. The competence
is demonstrated from the students' ability to work in teamwork, online, the ability of
speaking different languages, communication, etc. These Skills are needed when they
are working in an institution. This competence actually helps students get jobs easier and
contribute to the national economic goal because it reduces unemployment. In addition,
this model also has potentials to promote economic activities in local areas in Indonesia
because of the investments to build communication and technology facilities that support
GVT model. In long term, this increased access and facilities of communication and
technology will spur the emergence of new businesses in the surrounding area such as
the emergence of internet cafes, restaurant etc. In addition, I believe this GVT model can
enhance students‘ creativity that lead to the emergence of new ideas. I suppose the
innovative ideas can create new jobs and has the potentials to change the mind-set of
students not only think to be employees but start to think to be entrepreneurs. Thus, I
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believe the innovative ideas can reduce an unemployment rate in Indonesia. Indonesian
students need to be a creative person if they want to compete in the international market
5. Interviewer: Is it realistic to think that the GVT model can help Indonesia to
increase student access to higher education?
Interviewee: Seperti yang saya jelaskan sebelumnya Indonesia secara geography
membutuhkan model pembelajaran yang berbasis pada teknologi seperti GVT model ini.
Hal ini dikarenakan karena Indonesia terdiri dari ribuan pulau sehingga sangat sulit untuk
membangun universitas di setiap pulau. Cara yang paling effektif adalah menggunakan
teknologi untuk menjangkau setiap daerah di Indonesia. Menurut saya GVT model ini
sangat efektif karena selain menggunakan teknologi, GVT model juga menfasilitasi
interaksi dan kerjasama antar staff pengajar sehingga mensubsidi kekurangan staff
pengajar di daerah-daerah.
Interviewee: As I explained previously, geographically Indonesia requires a learning
model based on technology such as this GVT model. This is because Indonesia consists
of thousands of islands so it is very difficult to build universities in each island. The most
effective way is to use technology to reach every area in Indonesia. I think this GVT
model is very effective because in addition to using technology, GVT model also
facilitates interaction and cooperation among teaching staffs so that it subsidies the
shortage of teaching staffs in local areas.
6. Interviewer: Is it realistic to expect the GVT model to impact the cost of higher
education? What needs to be done to achieve such cost reduction?
Interviewee: Biaya untuk investasi mungkin bisa lebih besar dari tatap muka namun biaya
investasi pertama ini akan lebih murah apabila digunakan oleh banyak orang. Semakin
banyak pemakai maka semakin murah biaya yang dikeluarkan oleh setiap mahasiswa.
Biaya yang terbesar adalah investasi di fasilitas dan infrastruktur yang diperlukan untuk
model pembelajaran berbasis e-learning. Namun untuk jangka panjang investasi ini jauh
lebih murah dari pada metode perkuliahan tatap muka( mengurangi biaya transportasi,
pembangunan kelas lebih sedikit.), sehingga sebaiknya model pembelajaran ini dibangun
secara masif dan harus didukung oleh banyak universitas.
Interviewee: the cost for investment for the GVT model may be greater than the face-to-
face learning but this first investment cost will be cheaper if it is used by many people.
The more the users are, the cheaper the cost paid by each student is. The biggest cost is
an investment in facilities and infrastructure necessary for e-learning based learning
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model. However, for long-term, this investment is much cheaper than face-to-face
lecturing method (reducing transportation costs, classroom building), so the pedagogy
based on technology such as the GVT model probably need to be built on a large scale
and should be supported by many universities.
7. Interviewer: Is there anything else you would like to add about the implementation
of the GVT model in higher education?
Interviewee: Menurut saya GVT model ini harus mendapatkan dukungan dari pemerintah
misalnya dengan memberikan sertifikasi kepada dosen atau benefit financial yang jelas
kepada dosen sehingga mereka mau aktif terlibat di model pembelajaran ini. Selain itu
akses internet perlu ditingkatkan di setiap daerah agar dapat menerima model
pembelajaran ini. Apabila akses internet dan infrastruktur di beberapa daerah belum
memadai maka model pembelajaran ini sebaiknya di kembangkan terlebih dahulu di kota
kota besar di Indonesia. Apabila dalam waktu dekat GVT model ini diharapkan dapat
menjangkau seluruh daerah di Indonesia maka harus ada toleransi penggunaan fasilitas
informasi dan komunikasi dari kota besar ke kota kecil. Yang saya maksud dengan
toleransi adalah misalnya apabila fasiltas video online masih blm bisa diterapkan oleh
universitas di kota kecil maka seharusnya dosen atau mahasiswa di kota besar
bertoleransi untuk menggunakan email untuk komunikasi. Apabila jaringan internet di
kota atau daerah di luar blm bagus maka toleransi nya adalah menggunakan telpon atau
sms untuk berkomunikasi. Dengan demikian GVT model ini dapat diterima dan
diterapkan di seluruh universitas di Indonesia dengan segala kekurangan dan
kelebihannya.
Interviewee: I think this GVT model should get support from the government, for example
by providing certification to lecturers or obvious benefit financial to lecturers so they want
to be actively involved in this learning model. In addition, Internet access needs to be
improved in every area in order to receive this learning model. If the internet access and
infrastructure in some areas is not adequate then this model should be developed first in
big cities in Indonesia. If the GVT model is expected to reach all areas in Indonesia in the
near future, then there must be tolerance of the use of information and communication
facilities from big cities to small towns. What I mean by tolerance is for example if the
facility of online video has not still been able to be applied by universities in small towns
then lecturers or students in major cities should be tolerant to use email for
communication. If the Internet network in cities or outside areas is not quite good, the
tolerance is using telephone or SMS to communicate. Thus, this GVT model can be
accepted and implemented in all universities in Indonesia with all its disadvantages and
advantages.
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