Bridging Research and Practice: Why UoG and UoT Are Central to My PhD Study

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The growing influence of China’s Higher Education Exchange Programs (HEEPs) in PNG is no longer confined to theory or abstract policy discussion. It is unfolding in real time through the partnerships, programs, and student engagement facilitated by institutions like the University of Goroka (UoG) and the University of Technology (UoT). These two universities have become important actors in PNG’s education diplomacy, working with Chinese institutions and government partners to enhance language education, expand international linkages, and improve the quality of higher education. It is precisely this real-world engagement that my PhD research seeks to study, understand, and support.

My research is not merely about assessing impact from afar. It is designed to provide evidence-based insights into how PNG’s participation in Chinese education programs is shaping bilateral relations, especially in the areas of diplomacy, cultural exchange, and development cooperation. UoG and UoT—through their Chinese Language Programs and growing institutional ties with universities in China—are at the heart of this process. These partnerships represent the frontline of PNG’s internationalization efforts and form the practical foundation upon which broader education diplomacy unfolds.

Staff of the Somare Research Institute at the University of Goroka preparing for the upcoming China–Pacific Teacher Education Forum. Their work highlights UoG’s active role in education diplomacy and its growing partnerships with Chinese institutions. 

The presence of Confucius Institute-affiliated language programs at both UoG and UoT demonstrates a shift from passive exchange to active engagement. Chinese language instruction is not just about teaching vocabulary; it is a tool of soft power and intercultural understanding. Both universities are giving students access to new linguistic, cultural, and academic opportunities that may shape their views of China, influence their career paths, and inform PNG’s foreign policy in the long term. Understanding the experiences and perceptions of the students involved is therefore critical—and that is where my research comes in.

The aim of my study is to systematically collect and analyze data from students, alumni, and public servants who have taken part in these and other HEEPs. By doing so, I am not just mapping trends—I am providing a mirror for institutions like UoG and UoT to see how their initiatives are being experienced and understood by those who participate. This feedback loop is essential for continuous improvement, especially when universities are navigating complex international partnerships and shifting geopolitical dynamics.

Rather than observe from the sidelines, I have worked to engage directly with staff and students in these programs. I’ve shared my survey through formal university channels, posted flyers with QR codes on notice boards, and reached out to educators and coordinators who administer the programs. The response has been encouraging in some areas but limited in others. Yet I remain committed to the idea that research and practice must speak to each other—and that the best way forward is through collaboration, not distance.

I understand the demands placed on academic staff and the heavy teaching loads that often accompany program delivery. I also understand that students may be unsure about what the research is for or how their input will be used. This blog is a way of clarifying intentions: my research is not an audit or evaluation—it is a shared effort to help PNG’s universities build stronger international education frameworks that are both responsive and sustainable.

In this light, I hope that staff and students at UoG and UoT will see participation in this research not as an obligation, but as an opportunity to shape how future partnerships are designed and supported. The data collected will inform recommendations that can help refine program delivery, improve student support, and guide institutional strategy in line with national and regional policy goals.

Ultimately, my PhD is not just about higher education exchanges—it is about the future of PNG’s place in the world, and how our universities can be empowered to lead that journey. UoG and UoT have already taken bold steps in that direction. My role is to study those efforts closely, and provide meaningful insights that help all of us move forward with clarity and purpose.

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