Abstract
Individual adaptability towards communication media in Higher Education institutions as organizational entities could be reviewed from social semiotic perspective. Following Kress, social semiotic is a theory focuses on how semiotic resources in a varied social situation and locations become meaningful signs regulating human interaction. The theory was adapted in this research to translate patterns and activities of communication occurred in internationalization initiatives recorded in Whatsapp Group PSIK FISIP Universitas Brawijaya, as an artefact of communication. Non-participant observation was conducted towards series of 7 months conversations on Whatsapp Group as sequences of communicative act, and then analysed using Van Leeuwen’s four Dimension of Semiotic Analysis. Results indicate that there were distinction between administrative staff and lecturers with added function in the way they post their messages, indexing “doers” and “thinkers” that further conforming to their offline interaction standpoints when collaborating for internationalization activities.
Highlights
It is inevitable to consider the role of media as “institutionalization and materialization of practice of communication” (Hepp, Breiter & Hasebrink, 2018) in the context of education globalization
This paper presents how one of unit handling international collaboration initiatives at Faculty of Social and Political Science (FISIP) Universitas Brawijaya (UB) called PSIK FISIP UB communicates for collaboration activities in 2017-2018 by analysing the Whatsapp group chat as a communication artefact
This study found that based on the discourse dimension, messages sent by members in Whatsapp group (WAG) PSIK FISIP UB involved both words and emoticons, reciprocating formal-informal condition in a face-to-face communication processes
Summary
It is inevitable to consider the role of media as “institutionalization and materialization of practice of communication” (Hepp, Breiter & Hasebrink, 2018) in the context of education globalization. Wide-ranging collaboration initiatives held by most of the host universities with other foreign educational institutions are mostly drawn from recurring mediated communication via emails, personal chats, and Skype. It is marked that the staff are unprepared to establish interactions with foreign guests using English in some of the in-bound mobility programs held by UB, resulting the engagement of faceto-face communications becomes the monopolized role of lecturer with added functions. This created a contribution gap between staff and lecturer with added functions in collaboration initiatives, as the staffs mostly were left idle during events
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