Pub Date : 2022-07-01DOI: 10.1177/23476311221109324
Manulal P. Ram, Deepika Lakshman, A.N. Manoharan, Resmi Varghese
Despite the high level of literacy, near universal enrolment in elementary education, and higher indices of social and human development among Indian States, Kerala has not made an impressive headway in higher education. Several studies show that there is ubiquitous relationship between ‘place’ and educational opportunities. Learners’ choice in enrolling to a programme and or an institution of study is largely driven by the geography and physical access to these institutions. This aspect has been widely covered in the Western context, but there are not many studies in the Indian context, especially so in Kerala. In this article, we propose a spatial-metric tool to assess disparity in educational opportunities by assigning a fixed dimension to define the ‘catchment’ area of an institution. We integrated our results with a model of higher education opportunity markets proposed in earlier studies for better understanding. This provides information about the graded nature in the choice of opportunities available in a region and its spatial distribution. Such regions are further classified as regions of negligible opportunities (education deserts) and abundant opportunities (education oases). The spatial-analytical tool proposed here can be recreated and applied across different regions employing various socio-economic and other relevant components of interest. This can have significant implications in educational planning and administration of a region.
{"title":"Deserts and Oases: Geospatial Analytics of Higher Education Access","authors":"Manulal P. Ram, Deepika Lakshman, A.N. Manoharan, Resmi Varghese","doi":"10.1177/23476311221109324","DOIUrl":"https://doi.org/10.1177/23476311221109324","url":null,"abstract":"Despite the high level of literacy, near universal enrolment in elementary education, and higher indices of social and human development among Indian States, Kerala has not made an impressive headway in higher education. Several studies show that there is ubiquitous relationship between ‘place’ and educational opportunities. Learners’ choice in enrolling to a programme and or an institution of study is largely driven by the geography and physical access to these institutions. This aspect has been widely covered in the Western context, but there are not many studies in the Indian context, especially so in Kerala. In this article, we propose a spatial-metric tool to assess disparity in educational opportunities by assigning a fixed dimension to define the ‘catchment’ area of an institution. We integrated our results with a model of higher education opportunity markets proposed in earlier studies for better understanding. This provides information about the graded nature in the choice of opportunities available in a region and its spatial distribution. Such regions are further classified as regions of negligible opportunities (education deserts) and abundant opportunities (education oases). The spatial-analytical tool proposed here can be recreated and applied across different regions employing various socio-economic and other relevant components of interest. This can have significant implications in educational planning and administration of a region.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"150 - 168"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48252992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/23476311221108230
Sasiprova Machahary, Amar Upadhyaya
The increasing nature of global knowledge has made higher education move to a closer relationship with the industries. Universities in India have been given paramount importance for the country’s development; hence, recommendations were forwarded by various educational commissions and policies to focus on university–industry relations (UIR). The article attempts to understand UIR by highlighting its opportunities and challenges. The present article studied the recommendation of policy documents of higher education in India on UIR in the post-independence period, focusing on the roles of university education. The documents in this article include the reports of various educational commissions, namely the University Education Commission 1948–49, the Education Commission of 1964–66 and the National Knowledge Commission of 2005 and also the documents of significant educational policies of India, namely the National Policy on Education 1968, National Policy on Education 1986 and National Education Policy 2020. Documents analysis as a method was used to understand the recommendation on UIR. The growing concern of university–industry collaboration can be seen in policy documents.
{"title":"Trends of Shifting Role of University Education towards University–Industry Relations","authors":"Sasiprova Machahary, Amar Upadhyaya","doi":"10.1177/23476311221108230","DOIUrl":"https://doi.org/10.1177/23476311221108230","url":null,"abstract":"The increasing nature of global knowledge has made higher education move to a closer relationship with the industries. Universities in India have been given paramount importance for the country’s development; hence, recommendations were forwarded by various educational commissions and policies to focus on university–industry relations (UIR). The article attempts to understand UIR by highlighting its opportunities and challenges. The present article studied the recommendation of policy documents of higher education in India on UIR in the post-independence period, focusing on the roles of university education. The documents in this article include the reports of various educational commissions, namely the University Education Commission 1948–49, the Education Commission of 1964–66 and the National Knowledge Commission of 2005 and also the documents of significant educational policies of India, namely the National Policy on Education 1968, National Policy on Education 1986 and National Education Policy 2020. Documents analysis as a method was used to understand the recommendation on UIR. The growing concern of university–industry collaboration can be seen in policy documents.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"203 - 215"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44560339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/23476311221110342
A comprehensive description of knowledge translation (KT) defining its meaning, mechanisms, methods and measures is much wanted in the field of research across disciplines. It is indispensable to collate ideas drawn out from the extant literature and formulate a standard definition useful for researchers in all domains of knowledge. In its simplest form, KT means putting knowledge to productive uses. Knowledge has always been in use for quality decision-making, but the kind of KT we mean in the present context is the institutionalized, professional and iterative form of knowledge ready for services, products and property. It involves a smooth but complicated relations of exchange of needs and ideas between the people (the consumers of knowledge) and the researcher (the producer of knowledge), facilitating translation of knowledge into uses of ethical justification. In short, KT signifies a judicious action to turn research outcomes into practice, a dynamic and iterative process of linking knowledge with its application, yielding products, services and intellectual property. What makes KT unprecedentedly enterprising today is the context of the Knowledge Economy (KE) that has embraced the world. It has made knowledge the basic economic resource and the acquisition of it the most important economic process.
{"title":"Knowledge Translation: A Challenge in Research","authors":"","doi":"10.1177/23476311221110342","DOIUrl":"https://doi.org/10.1177/23476311221110342","url":null,"abstract":"A comprehensive description of knowledge translation (KT) defining its meaning, mechanisms, methods and measures is much wanted in the field of research across disciplines. It is indispensable to collate ideas drawn out from the extant literature and formulate a standard definition useful for researchers in all domains of knowledge. In its simplest form, KT means putting knowledge to productive uses. Knowledge has always been in use for quality decision-making, but the kind of KT we mean in the present context is the institutionalized, professional and iterative form of knowledge ready for services, products and property. It involves a smooth but complicated relations of exchange of needs and ideas between the people (the consumers of knowledge) and the researcher (the producer of knowledge), facilitating translation of knowledge into uses of ethical justification. In short, KT signifies a judicious action to turn research outcomes into practice, a dynamic and iterative process of linking knowledge with its application, yielding products, services and intellectual property. What makes KT unprecedentedly enterprising today is the context of the Knowledge Economy (KE) that has embraced the world. It has made knowledge the basic economic resource and the acquisition of it the most important economic process.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"129 - 131"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43065547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/23476311221108228
J. Belur, S. V. Patil, Shashidhar S Mahantshetti, S. Patil
The higher education system, particularly management education institutions (MEIs), is recognized as a significant source of creative talent for organizations. Organizations have to carefully select the necessary talent from MEIs. In this light, MEIs would seek to maximize their students’ creativity competencies. This exploratory research study identifies the significant boosters of creativity-competencies employing a sample survey among 269 student-respondents on the verge of completing their MBA programmes. The relationships between the identified boosters were modelled using structural equation modelling. The study found that adaptive-thinking and teamwork serve as the foundation for various other competencies, eventually fostering creativity competencies among the MBA students. The study restricts the assessment of creativity competencies concerning selected MBA institutions. The model created will serve as the basis for developing creativity-competencies in management education. This study is new to examine the relationship among the individual competencies and traits boosting the creativity competencies and test the model in MEIs.
{"title":"The Boosters That Foster Creativity-Competencies Among MBA Students: Identifying and Modelling the Relationships","authors":"J. Belur, S. V. Patil, Shashidhar S Mahantshetti, S. Patil","doi":"10.1177/23476311221108228","DOIUrl":"https://doi.org/10.1177/23476311221108228","url":null,"abstract":"The higher education system, particularly management education institutions (MEIs), is recognized as a significant source of creative talent for organizations. Organizations have to carefully select the necessary talent from MEIs. In this light, MEIs would seek to maximize their students’ creativity competencies. This exploratory research study identifies the significant boosters of creativity-competencies employing a sample survey among 269 student-respondents on the verge of completing their MBA programmes. The relationships between the identified boosters were modelled using structural equation modelling. The study found that adaptive-thinking and teamwork serve as the foundation for various other competencies, eventually fostering creativity competencies among the MBA students. The study restricts the assessment of creativity competencies concerning selected MBA institutions. The model created will serve as the basis for developing creativity-competencies in management education. This study is new to examine the relationship among the individual competencies and traits boosting the creativity competencies and test the model in MEIs.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"216 - 233"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/23476311211052117
D. Stoten
Research undertaken has reported profound differences in the studying practices of students across the globe. This research has ascribed difference to cultural dimension theory and the idea that there are clear differences in the way that certain societies approach teaching and learning. Cultural dimension theory has contributed to the bifurcation of learning into convenient classifications. ‘Asian’ practices have been described as excessively teacher-centred and preoccupied with knowledge transmission, whereas teaching and learning in western societies is portrayed as being more student-centred and knowledge creation. The purpose of this article is to test these generalizations through empirical research with reference to Sri Lankan students enrolled onto a blended degree in Business and Management. The principal research question for this research is as follows: In what ways do national culture influence study behaviours of Sri Lankan management students? The findings suggest that instead of accepting stereotypes of students, we should search for a deeper understanding of how, as individuals, contemporary students learn.
{"title":"How Relevant Is Cultural Dimensions Theory? An Empirical Study of Sri Lankan Undergraduate Business and Management Students","authors":"D. Stoten","doi":"10.1177/23476311211052117","DOIUrl":"https://doi.org/10.1177/23476311211052117","url":null,"abstract":"Research undertaken has reported profound differences in the studying practices of students across the globe. This research has ascribed difference to cultural dimension theory and the idea that there are clear differences in the way that certain societies approach teaching and learning. Cultural dimension theory has contributed to the bifurcation of learning into convenient classifications. ‘Asian’ practices have been described as excessively teacher-centred and preoccupied with knowledge transmission, whereas teaching and learning in western societies is portrayed as being more student-centred and knowledge creation. The purpose of this article is to test these generalizations through empirical research with reference to Sri Lankan students enrolled onto a blended degree in Business and Management. The principal research question for this research is as follows: In what ways do national culture influence study behaviours of Sri Lankan management students? The findings suggest that instead of accepting stereotypes of students, we should search for a deeper understanding of how, as individuals, contemporary students learn.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"132 - 149"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47732326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/23476311221111442
Afaq Ahmad Mir, A. Waheed
Using interpretative phenomenological approach, this article aims to explore the experiences of students with disabilities within the context of their higher education in India. The study aims to understand the question of inclusive education of the disabled students and discusses the challenges and opportunities these students face within universities. The findings are drawn from qualitative data collected from 24 participants using semi-structured interviews. The results revealed complex accounts on specific issues such as perceptions about inclusive education, infrastructure accessibility, physical access, institutional support networks and issues of teacher’s attitude towards learning. The findings reveal that disabled students face lot of challenges while accessing higher education in Indian universities. We also found that students with disabilities are capable of dialogue about the challenges faced by proposing suggestions/alternatives for the future development of their education. In conclusion, the findings suggest that to be inclusive, institutions need to reconsider and reframe their inclusive policies and practices and eliminate the barriers that hinder the participation and learning of students at the university level.
{"title":"Experiences of Students with Disabilities in Indian Higher Education: An Interpretative Phenomenological Study","authors":"Afaq Ahmad Mir, A. Waheed","doi":"10.1177/23476311221111442","DOIUrl":"https://doi.org/10.1177/23476311221111442","url":null,"abstract":"Using interpretative phenomenological approach, this article aims to explore the experiences of students with disabilities within the context of their higher education in India. The study aims to understand the question of inclusive education of the disabled students and discusses the challenges and opportunities these students face within universities. The findings are drawn from qualitative data collected from 24 participants using semi-structured interviews. The results revealed complex accounts on specific issues such as perceptions about inclusive education, infrastructure accessibility, physical access, institutional support networks and issues of teacher’s attitude towards learning. The findings reveal that disabled students face lot of challenges while accessing higher education in Indian universities. We also found that students with disabilities are capable of dialogue about the challenges faced by proposing suggestions/alternatives for the future development of their education. In conclusion, the findings suggest that to be inclusive, institutions need to reconsider and reframe their inclusive policies and practices and eliminate the barriers that hinder the participation and learning of students at the university level.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"186 - 202"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48884910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/23476311221108808
Varghese Panthalookaran
Rendering learners future-ready has always been one of the primary purposes of education. It makes a critical appreciation of the emerging societal scenarios a necessary prerequisite for defining essential features of the conduct of education at any age. VUCA is an acronym that describes some salient features of modern day, characterized by Volatility, Uncertainty, Complexity and Ambiguity. VUCA exerts its influence on every field of human activity, including education. VUCA may also be interpreted in terms of quantity and quality of information, which make turbulent transitions in a globalized and digitalized world. The current article explores different responses toward VUCA and identifies the best-fit response for a VUCA-driven world of information. It also investigates different aspects of intellectual formation of the new generation of learners, that shall equip them to conduct their lives and careers in a VUCA-driven world. The article concludes by sketching a blueprint for a pedagogy of the digital natives founded on their very intrinsic motivations for learning. An entrepreneurial pedagogy may help new generation learners develop an entrepreneurial mindset in them, making them future-ready.
{"title":"Education in a VUCA-driven World: Salient Features of an Entrepreneurial Pedagogy","authors":"Varghese Panthalookaran","doi":"10.1177/23476311221108808","DOIUrl":"https://doi.org/10.1177/23476311221108808","url":null,"abstract":"Rendering learners future-ready has always been one of the primary purposes of education. It makes a critical appreciation of the emerging societal scenarios a necessary prerequisite for defining essential features of the conduct of education at any age. VUCA is an acronym that describes some salient features of modern day, characterized by Volatility, Uncertainty, Complexity and Ambiguity. VUCA exerts its influence on every field of human activity, including education. VUCA may also be interpreted in terms of quantity and quality of information, which make turbulent transitions in a globalized and digitalized world. The current article explores different responses toward VUCA and identifies the best-fit response for a VUCA-driven world of information. It also investigates different aspects of intellectual formation of the new generation of learners, that shall equip them to conduct their lives and careers in a VUCA-driven world. The article concludes by sketching a blueprint for a pedagogy of the digital natives founded on their very intrinsic motivations for learning. An entrepreneurial pedagogy may help new generation learners develop an entrepreneurial mindset in them, making them future-ready.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"234 - 249"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46317484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-12DOI: 10.1177/23476311211017744
S. Amirtharaj, G. Chandrasekaran, K. Thirumoorthy, K. Muneeswaran
The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational objectives (PEOs) in institutions of higher learning. Recently, OBE and choice-based credit system (CBCS) have become prevalent in institutions of higher learning. The significance and benefits of OBE and CBCS are recognized by all stakeholders, including accrediting agencies. The process for establishing and refining, the vision and mission of the institution, vision and mission of the department offering the programme, COs, POs and PEOs are discussed. The procedure and rubrics for assessing the attainment of the outcomes are also discussed. Accreditation is an honouring mechanism used to assess the standards and quality of the education offered by a programme to a student at an institution of higher learning. The article discusses a systematic approach for assessment of attainment of outcomes by graduates of a programme in an autonomous engineering college following OBE with CBCS.
{"title":"A Systematic Approach for Assessment of Attainment in Outcome-based Education","authors":"S. Amirtharaj, G. Chandrasekaran, K. Thirumoorthy, K. Muneeswaran","doi":"10.1177/23476311211017744","DOIUrl":"https://doi.org/10.1177/23476311211017744","url":null,"abstract":"The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational objectives (PEOs) in institutions of higher learning. Recently, OBE and choice-based credit system (CBCS) have become prevalent in institutions of higher learning. The significance and benefits of OBE and CBCS are recognized by all stakeholders, including accrediting agencies. The process for establishing and refining, the vision and mission of the institution, vision and mission of the department offering the programme, COs, POs and PEOs are discussed. The procedure and rubrics for assessing the attainment of the outcomes are also discussed. Accreditation is an honouring mechanism used to assess the standards and quality of the education offered by a programme to a student at an institution of higher learning. The article discusses a systematic approach for assessment of attainment of outcomes by graduates of a programme in an autonomous engineering college following OBE with CBCS.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"8 - 29"},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45845189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1177/23476311211049855
P. Veluvali, Jayesh Surisetti
Online education helped resume learning that had come to a momentary and uncertain pause with the onset of COVID-19 pandemic across the globe. Since then, learning in many educational institutions continued through synchronous and asynchronous modes, with teaching being undertaken remotely on digital platforms. In this large-scale migration towards online mode of curriculum delivery induced by the pandemic, the institutional learning management system (LMS) had a critical role to play in ensuring uninterrupted learning and student engagement. By drawing heavily from extant works, learnings from MOOC platforms, observations from the LMS applications in corporate training, the present article synthesis the extant literature on how the effective use of LMS can make the learning process interactive, student centric, catering to the needs of diverse learners in higher education.
{"title":"Learning Management System for Greater Learner Engagement in Higher Education—A Review","authors":"P. Veluvali, Jayesh Surisetti","doi":"10.1177/23476311211049855","DOIUrl":"https://doi.org/10.1177/23476311211049855","url":null,"abstract":"Online education helped resume learning that had come to a momentary and uncertain pause with the onset of COVID-19 pandemic across the globe. Since then, learning in many educational institutions continued through synchronous and asynchronous modes, with teaching being undertaken remotely on digital platforms. In this large-scale migration towards online mode of curriculum delivery induced by the pandemic, the institutional learning management system (LMS) had a critical role to play in ensuring uninterrupted learning and student engagement. By drawing heavily from extant works, learnings from MOOC platforms, observations from the LMS applications in corporate training, the present article synthesis the extant literature on how the effective use of LMS can make the learning process interactive, student centric, catering to the needs of diverse learners in higher education.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"107 - 121"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41875213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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