🎓 Unpacking the Questions: The Thinking Behind My PhD Research on China–PNG Education Ties

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In recent years, PNG has expanded its educational engagement with China through a growing number of scholarship and training opportunities. These include not only the Chinese Government Scholarship Programs (CGSPs), Chinese Language Programs (CLPs), and Public Sector Training Programs (PSTPs), but also students who are privately sponsored, supported by their district development funds, or recipients of the PNG Government’s STEM scholarship program. As a PhD candidate at Divine Word University, my research seeks to understand how all these diverse forms of higher education exchanges collectively influence the nature of Sino–PNG relations.

Presenting my research proposal during my PhD confirmation seminar.
Photo courtesy of Lake Media.

The title of my study is: “The Influence of China’s Higher Education Exchange Programs on Sino–Papua New Guinea Relations: A Soft Power Analysis.” I am using soft power as a theoretical lens to examine how education functions not just as a tool for human development, but also as a mechanism for diplomacy. Whether participants are funded by the Chinese state, PNG districts, the private sector, or the PNG Government’s STEM initiative, the fact that they pass through Chinese institutions means they become part of a broader, strategic dynamic that merits deeper investigation.

The main research question guiding my study is: How do China’s Higher Education Exchange Programs (HEEPs) influence Sino–PNG relations? This overarching question provides space to analyze how educational exchange shapes not just individual outcomes but bilateral relationships. It allows me to study whether and how shared learning experiences in China translate into greater mutual understanding, closer cooperation, and potential shifts in diplomatic alignment between PNG and China.

To sharpen this inquiry, I have developed three supporting questions. The first supporting question asks: What is the nature and scope of the CGSPs, CLPs, and PSTPs in PNG? Here, I aim to map the types of programs available, who is accessing them, and how they are administered. Importantly, I’ve expanded this definition of HEEPs to include students on private and district sponsorship, as well as the PNG Government’s STEM scholarship program, because these pathways—though not initiated by China—still lead recipients into Chinese institutions and create direct or indirect linkages with China’s education system.

The second supporting question is: How do these HEEPs influence PNG’s foreign policy towards China? This examines whether PNG’s engagement with China through education affects how it positions itself diplomatically. I am particularly interested in whether individuals who return from these programs—regardless of who funded their studies—develop new attitudes, relationships, or insights that influence the way PNG institutions view and work with China. This may include alumni now working in government, foreign affairs, education, or trade.

The third supporting question asks: How do these HEEPs shape Sino–PNG relations? This question takes a broader view and focuses on the relational effects of educational exchange. Do these programs foster goodwill? Do they promote long-term cooperation and people-to-people connections? Are PNG citizens who participate in these programs more likely to view China as a trustworthy partner? This part of the research captures the softer dimensions of diplomacy, from cultural respect to institutional collaboration.

By including privately sponsored students and those supported by PNG’s own district or national scholarship schemes like STEM, I aim to ensure that my study is inclusive and reflects the full spectrum of PNG participants in Chinese higher education. Each of these groups experiences Chinese institutions differently, and their perceptions—while shaped by the same cultural context—may diverge depending on the type of program, level of support, and purpose of study. Capturing these differences is key to understanding the true impact of HEEPs on PNG–China relations.

Together, these research questions form the analytical backbone of my project. They inform my survey instrument, shape my interview questions, and structure the way I plan to analyze both qualitative and quantitative data. More importantly, they are rooted in the reality that PNG’s foreign policy must be informed by grounded evidence and the lived experiences of its citizens. As I continue this journey, these questions remain my guide—helping me connect the dots between education, influence, and international partnership.

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