Review of Baloch et al. (2021) and Its Relevance to PNG’s Higher Education Exchange with China

In their article, Long-Term Impact of Higher Education on Pak-China Relations: Focusing on Educational Exchange Policies, Baloch, Salim, and Ambreen (2021) provide an in-depth analysis of the role of educational exchanges in strengthening diplomatic and economic ties between Pakistan and China. Using social exchange theory as their analytical framework, they argue that educational exchanges create long-term benefits by fostering mutual understanding, cultural diplomacy, and economic cooperation. Their research highlights how the China-Pakistan Economic Corridor (CPEC) has provided a platform for deeper academic collaboration, which has not only benefited individual students but has also contributed to Pakistan’s broader development goals. The lessons from this study offer valuable insights for PNG as it seeks to leverage its educational partnerships with China to improve the quality of higher education and promote internationalization.

A screenshot of the journal article by Baloch, Salim, and Ambreen.

Baloch et al. emphasize the critical role of higher education in shaping international relations, noting that countries increasingly use educational exchanges as a form of soft power. China has strategically positioned itself as an attractive destination for higher education through scholarships, research collaborations, and language programs. Similarly, PNG has seen a growing number of students studying in China under the Chinese Government Scholarship Program, but as the study on Pakistan indicates, more structured long-term strategies are needed to maximize these opportunities. PNG could benefit from establishing formal academic partnerships with Chinese universities, not only to send students abroad but also to facilitate faculty exchanges and collaborative research initiatives.

One of the key findings of the article is that China’s higher education strategy in Pakistan has led to the rapid expansion of research collaborations and joint degree programs. Through the CPEC Knowledge Corridor, Pakistani universities have been able to establish research centers, conduct joint studies, and co-host academic conferences with Chinese institutions. This model could be adapted for PNG, particularly in fields such as marine science, environmental conservation, and resource management—areas where China has extensive expertise. By establishing a PNG-China Academic Collaboration Initiative, PNG could build stronger academic networks, enhance the research capabilities of its universities, and increase the global visibility of its higher education institutions.

Moreover, PNG could work with China to develop modern educational infrastructure similar to the Butuka Academy in Port Moresby, a state-of-the-art school funded by the Chinese government. The success of Butuka Academy demonstrates how China’s investment in PNG’s education sector can improve access to quality learning facilities. Expanding this model across the country, particularly in rural and underdeveloped areas, would help address educational disparities and create more opportunities for students to excel. Establishing similar institutions in other provinces would not only enhance basic education but also prepare students for higher education and future international study opportunities, particularly in China. This approach would ensure that PNG’s human capital development aligns with its broader economic and diplomatic objectives.

The study also highlights the economic incentives associated with educational exchanges, arguing that investment in human capital through scholarships and training programs contributes to economic growth. In Pakistan, many students who study in China return with skills that help them integrate into the local workforce, particularly in industries linked to Chinese investments. For PNG, a similar approach could be taken by aligning scholarship programs with national development priorities. For instance, scholarships could be directed toward students pursuing degrees in engineering, agriculture, and technology—fields that are critical for PNG’s long-term economic development. PNG policymakers could engage in discussions with China to design targeted scholarship programs that align with PNG’s workforce needs.

A key theoretical perspective employed in the article is social exchange theory, which explains how relationships are formed and maintained based on reciprocal benefits. In the context of higher education exchanges, this theory suggests that China and Pakistan both benefit from their educational collaboration—Pakistan gains access to affordable, high-quality education, while China strengthens its influence and builds goodwill. Applying this theory to PNG’s context, the country should negotiate partnerships where academic exchanges offer mutual advantages. For example, PNG universities could host Chinese researchers conducting Pacific-focused studies, while PNG students and academics gain access to Chinese institutions for advanced training.

One of the concerns raised by Baloch et al. is the potential for dependency on China in higher education, which could limit a country’s academic autonomy. To mitigate this risk, PNG should pursue a diversified internationalization strategy by engaging with multiple countries, while still strengthening its partnerships with China. Establishing collaborative frameworks with Australian, New Zealand, and Japanese universities, in addition to Chinese institutions, could help PNG balance its international engagements and maintain academic independence.

In conclusion, the insights from Baloch et al. (2021) provide a strong foundation for PNG to enhance its higher education sector through collaboration with China. By adopting a strategic approach to educational exchanges—focusing on research partnerships, targeted scholarships, and language training—PNG can leverage China’s expertise to improve its universities while ensuring long-term benefits for its national development. The study underscores the importance of structuring these exchanges to align with domestic priorities, ensuring that educational diplomacy serves as a tool for both academic advancement and national progress.