Chapter IV Conclusion
4.2 Indonesian Student in Bridging the New Public Diplomacy
國
立 政 治 大 學
‧
N a tio na
l C h engchi U ni ve rs it y
67
set out in the introductory chapter. The discussion of findings identifies the original contributions of this study to our understanding of Indonesian student activities in Taiwan, people-to-people relations between Indonesia and Taiwan, Taiwan public diplomacy, and the field of public diplomacy as a whole. It explains the activities of Indonesian students and relates it to a theoretical framework. The policy relevance of the findings will be explored, and the chapter will close with a discussion of future research directions.
4.2 Indonesian Student in Bridging the New Public Diplomacy
The public diplomacy approach transforms old public diplomacy to new public diplomacy through debate on the role of actors and issues. Currently, public diplomacy scholars emphasize that the actors of public diplomacy are not only the state but also non-state actors, such as NGOs, private companies, and individual citizens. In addition, public diplomacy theory and practice also expands the issues of public diplomacy from merely focusing on state propaganda to the collaborative cooperation between actors.
However, as noted by Nancy Snow (2009), R.S Zaharna (2009), Jen Melissen (2005), Ethan Gilboa (2008) and other scholars, the concept and practice of public diplomacy still requires further development.
Most of the public diplomacy literature consists of descriptive institutional histories and policy recommendations that lack analytical depth. Much of the literature on public diplomacy has been written by former practitioners and is based on their observations. Few studies have applied the theories to the practice of public diplomacy.
However, recently there have been several attempts from scholars (Melissen, 2005;
Gilboa, 2008; Snow, 2009; Zaharna, 2013; Molly L Bettie, 2014) to build a theoretical framework to analyze public diplomacy, especially after the introduction of the term new public diplomacy. The scholars have suggested using an interdisciplinary approach to understand public diplomacy.
‧ 國
立 政 治 大 學
‧
N a tio na
l C h engchi U ni ve rs it y
68
According to Mellisen (2007, p.106), new public diplomacy must be seen as
“the process by which direct relations with people in the country are pursued to advance the interests and extend the values of those being represented”. R.S Zaharna (2009) complemented this idea and encouraged the perspective of seeing “public diplomacy as a social process of building a relationship and fostering harmony” (p. 91). This perspective led to the relational framework of public diplomacy focusing on identifying and building relationship. The public are viewed as active participants, stakeholders, or even constituencies. Public diplomacy aims to establish interactive communication channels then enhance or expand those channels. This framework favors educational exchange as a kind of public diplomacy initiative (categorized as the first tier of public diplomacy).
As mentioned in Chapter 1, this thesis is carried out from the relational framework perspective of public diplomacy. In this regard, public diplomacy is seen as a process, not a product (Zaharna, 2009, p. 92). In addition, this thesis supports the view that the public are active participants, stakeholders, and constituencies of public diplomacy. In this thesis, the public being discussed is Indonesian students. This thesis examined to what extent Indonesian students participated in public diplomacy, how their participation has contributed to public diplomacy, and how they established interactive communication channels then enhanced or expanded those channels. This thesis also shows the transformation of Taiwan’s public diplomacy from the first tier of public diplomacy into the second tier of public diplomacy through the active involvement of Indonesian students.
Drawn from the explanation in Chapter 2, this thesis has confirmed that Taiwan public diplomacy activities after the 2000s increased the number of Indonesian students in Taiwan. In addition to the need for Taiwan’s education to improve its quality through
‧ 國
立 政 治 大 學
‧
N a tio na
l C h engchi U ni ve rs it y
69
internationalization, the recruitment of international students also aims to increase Taiwan visibility in international communities, thus not only overseas Chinese but also non-overseas Chinese have been targets of recruitment (Ma, 2011). From the data on Indonesian student numbers, we can see an increase in student numbers after the 2000s from before that period. The numbers of Indonesian student in Taiwan mostly showed positive growth after the 2000s in line with several initiatives taken by the Taiwan government in terms of international student recruitment, financial allocation, scholarship awards, and bilateral educational cooperation. Indonesia is among the top five home countries of foreign students in Taiwan. This data has shown that there is an attempt by the Taiwan government to establish interactive communication with Indonesian counterparts by way of people-to-people relations. Under the relational public diplomacy framework, this attempt is categorized as the first tier of public diplomacy.
In Chapter 3, this thesis explained the four types of Indonesian student associations in Taiwan. The first type is identity-based organizations. The second type is an organization which is based on religious background. The third type is based on services to the community. The fourth type is organizations that are established at the university-level. The identity-based Indonesian student associations can be further divided into three types. They are ethnic-based student associations (PERPITA), organizations that established based on national identity (PPI Taiwan), and organizations which have membership based on their original residence (Ranup Lampuan and PPSU). This thesis has focused on FORMMIT to explain the organization based on religious background. The service-based organizations have been divided into two organizations that are the autonomous bodies of PPI Taiwan. They are UTT and PKBM PPI Taiwan. Furthermore, there are almost twenty Indonesian students’
‧ 國
立 政 治 大 學
‧
N a tio na
l C h engchi U ni ve rs it y
70
associations across several Taiwan campuses. Among them are the three biggest Indonesian student associations in terms of student numbers and activity. They are ISA at NTUST, PPI NCU, and PPI NCKU. All of these student associations were initiated, established, and run by the students as independent institutions with limited support from the government.
Indonesian students have established several associations that aim to serve their interests and solve their problems. However, these associations have transformed to not only serve their members’ needs but also to conduct several activities. Through their associations, Indonesian students hold several activities such as cultural activities, educational activities, religious activities, and networking initiative activities. Despite the absence of diplomatic recognition and limited support from the government, the presence of Indonesian students in Taiwan indirectly enhances Indonesia-Taiwan relations. Indonesian students introduce Indonesian culture to Taiwanese and other members of the international community through the cultural events organized by several PPI Campus groups. In addition, via their associations, Indonesian students facilitate education activity for migrant workers through formal and informal institutions. Moreover, they actively engage in religious activities to facilitate Muslim activities and at the same time bridge the relations among Muslims, as well as between Muslims/non-Muslims and Indonesian/Taiwanese.
Through their activities, Indonesian students have indirectly increased Taiwan’s visibility in Indonesian and international society, which is the main goal of Taiwan public diplomacy and their internationalization of education. The student activities are published in social media, television, radio, mass media, and news outlets. It increases the discourse about Taiwan in Indonesia. The active involvement of the students in their transnational organizations and their activities while identifying as Indonesian students
‧ 國
立 政 治 大 學
‧
N a tio na
l C h engchi U ni ve rs it y
71
studying in Taiwan also promotes Taiwan’s image. Moreover, OISAA Asia-Oceania allowed PPI Taiwan to organize the Asia-Oceania regional symposium despite the uncertainty of diplomatic recognition. In addition, the effect of their activities such as UTT, PKBM, and other educational activities have also been widely published and recognized. These activities increase Taiwan’s image as a good destination for Indonesian migrant workers. Moreover, the Indonesian student religious activity also promotes Taiwan as a Muslim-friendly country to the international community.
Looking into the research question outlined in the introductory chapter, this study has offered the answer about the role of Indonesian students in enhancing Indonesia-Taiwan relations. Based on their activities we can conclude that there are three roles for Indonesian student in bridging the relationship between Indonesia and Taiwan: (1) strengthening people-to-people relations (2) bridging mutual understanding (3) increasing the visibility and positive image. This thesis has shown that Indonesian students are active participants and stakeholders in Taiwan public diplomacy. They have initiated networking among themselves and with other communities (Taiwanese and international public) without any requirement from the Taiwan government. The uniqueness of Indonesian students’ participation in Taiwan public diplomacy is through their voluntary participation in building a better international environment, a main goal of the relational new public diplomacy. Indonesian students can maximize the benefit of public diplomacy to continue, sustain, and enhance the relationship. The Taiwan government initiated the first-tier public diplomacy through the educational exchange.
Then Indonesian students contributed to transforming it into second-tier public diplomacy in terms of building the non-political networking scheme by volunteering to establish the student association and conduct several activities.
In addition, the second research question considers the reason Indonesian
‧ 國
立 政 治 大 學
‧
N a tio na
l C h engchi U ni ve rs it y
72
students actively participated in Taiwan public diplomacy. Through the explanation in Chapter 3, it is shown that there are three factors leading Indonesian students to establish their associations and conduct their activities: (1) their tradition of communal work (gotong-royong) as social capital (2) the demands of Indonesian migrant workers and students (3) support from various institutions, such as the Indonesian government especially IETO, the universities, and the Taiwan government. The three factors are important and are related to each other. Because of these three factors, Indonesian students can carry out their activities.
Students are aware that they promote Indonesia in Taiwan and at the same time promote Taiwan in Indonesia. However, Indonesian students rarely realize the significance of the public diplomacy in their organizations and activities. As a consequence, their activities are still sporadic, not well organized, and lack public diplomacy vision. In addition, even though Taiwan has stated that the internationalization of their educational institutions is a part of public diplomacy, their efforts to maximize the student presence in Taiwan as a tool of public diplomacy is still limited. Furthermore, the Indonesian government also did not maximize the student presence in Taiwan to strengthen their public diplomacy. It has been shown that the government reluctantly responds to students’ demands to assign an educational official, responsible for Indonesian student affairs in Taiwan.