Understanding the Seven Survey Groups: Who Should Participate in My PhD Research?

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As part of my PhD research at Divine Word University, I’m examining how China’s Higher Education Exchange Programs (HEEPs) are influencing PNG’s bilateral relationship with China. These programs include scholarships, language courses, and public sector training opportunities. To capture the breadth of experiences, I designed my survey to target seven distinct participant groups. This structure ensures I collect nuanced data that reflects the different pathways through which Papua New Guineans engage with China’s educational diplomacy.

The first group consists of PNG students currently studying in China. This includes those on Chinese Government Scholarships (CGSP), those sponsored by PNG’s STEM program, those funded by their district or provincial governments, and privately sponsored students. Many of these students have been reached through WeChat groups, LinkedIn, and university contacts. Their experiences are key to understanding China’s appeal and influence on future PNG professionals while they are still in the program.

The second group is alumni of Chinese universities and training programs. These are individuals who previously studied in China, regardless of how they were funded—be it through CGSP, STEM, district or private sponsors. This group also includes those who attended short-term training programs both in China and in PNG organized by Chinese institutions, such as Huawei or government ministries. Their retrospective views offer insight into the long-term impact of HEEPs on personal development, career pathways, and national engagement.

Groups three and four are the Chinese Language Program (CLP) students at the University of Technology and the University of Goroka. These university-based programs are supported by the Chinese government and aim to promote Mandarin language learning and cultural understanding among PNG students. The survey aims to understand how participation in these local programs shapes attitudes toward China and perceptions of future opportunities.

The fifth group includes personnel from the Department of Defence and the PNG Defence Force who have undertaken Chinese language or training programs, such as those held at Murray Barracks. These training programs are part of China’s soft power outreach to government institutions and play an important role in building military-to-military and civil-defense engagement between the two countries.

The sixth group includes employees from the National Department of Health who participated in health-related training programs supported by the Chinese government. These programs have focused on areas such as public health, leadership and management. They reflect China’s strategic engagement with PNG’s public sector and provide important feedback on capacity-building outcomes.

The final group includes staff from the Special Economic Zones Authority (SEZA) who attended training programs in China. These programs were aimed at strengthening PNG’s ability to manage and develop its economic zones, aligning with China’s Belt and Road Initiative and broader development goals. SEZA participants bring an economic and governance perspective that is valuable for understanding how education exchange supports broader policy alignment.

Each group has a unique survey link to ensure clean data collection. However, the internal structure of the survey—particularly Question 8—allows for participants to be properly categorized even if they access the wrong link. The aim is to give everyone who has taken part in these programs a voice in this research. By clearly outlining these seven groups, I hope all participants will better understand where they fit and why their insights matter in shaping how we understand China–PNG relations through the lens of education.

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