Refining the Research: Lessons from My Pilot Survey on China’s Higher Education Exchange Programs

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From November 22 to December 22, 2024, I conducted a pilot survey as part of my PhD research on how China’s Higher Education Exchange Programs (HEEPs) influence Sino–PNG relations. The pilot involved 20 participants and was designed to test the structure, clarity, and effectiveness of my survey instrument. It aimed to uncover how programs like the Chinese Government Scholarship Program (CGSP), Chinese Language Programs (CLPs), and Public Sector Training Programs (PSTPs) shape educational diplomacy and soft power in PNG. This preparatory step helped identify ways to refine the methodology before launching the main survey.

Participants were recruited through purposive sampling using my personal and professional networks, including contacts on LinkedIn. I invited 30 individuals to participate and 20 responded. Of those, 55% were male and 45% were female. The average completion time was 22.35 minutes. Despite the limited number, their feedback was critical in exposing gaps and ambiguities that would have otherwise gone unnoticed. More importantly, the pilot affirmed the relevance of the topic and highlighted participants’ general interest in the growing influence of China’s education offerings in PNG.

One of the most significant lessons from the pilot was the need to expand the list of exchange programs covered. Originally, the survey focused only on the CGSP, CLPs, and PSTPs. However, several participants noted that other programs—such as the MOFCOM Scholarship, the Youth of Excellence Scheme, and sponsorships provided by PNG districts and the national STEM program—were also relevant. This feedback was crucial. I revised the questionnaire to include these additional streams in order to reflect the broader reality of PNG student participation in China’s higher education landscape.

A second lesson was related to demographics. Initially, the survey asked participants about their current region of residence. Respondents suggested that it would be more meaningful to ask about their permanent region of origin. For example, a PNG student temporarily living in China might not be counted as part of their home region if the survey only recorded current residency. I took this advice seriously and adjusted the demographic section of the main survey to reflect permanent regional affiliation, ensuring better representation for provinces and regions in the final data.

The third major lesson related to the structure of Likert-scale questions. Some participants found the phrasing repetitive and suggested that similar questions be merged or reworded to improve clarity. In response, I simplified overlapping items and reduced the total number of questions in each thematic section while retaining the original analytical depth. This change not only streamlined the user experience but also aligned the questions more precisely with my core research objectives.

The pilot did not attempt to provide generalizable findings but still offered useful preliminary insights. For instance, 85% of respondents (17 out of 20) had participated in the CGSP, while only one each had experience with a CLP, a PSTP, or another program. Despite this imbalance, most participants agreed that HEEPs positively influence perceptions of China in PNG and contribute to personal development and bilateral cooperation. These early patterns affirmed the importance of conducting a larger, more representative survey to explore these themes in greater depth.

Screenshot of Question 10 from the pilot survey, which asked participants to identify the specific Chinese Higher Education Exchange Program they had participated in.

The pilot survey also tested the suitability of using Microsoft Forms for digital data collection and SPSS for basic analysis. This technical trial proved effective and confirmed that both tools would serve well for the main study. Importantly, I was also able to assess the viability of digital outreach as a recruitment method—something that has continued with the ongoing survey rollout through targeted LinkedIn messages, WeChat groups, email, and academic networks.

This pilot phase has been instrumental in shaping the next stages of my research. The revised main survey now includes multiple pathways for student participation, clearer demographic categories, a wider range of scholarship types, and streamlined questions. These updates aim to improve response rates and data quality. I am confident that with these improvements, the main survey will yield valuable insights into how China’s education diplomacy is influencing PNG’s foreign policy and international engagement.

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