Pub Date : 2022-08-31DOI: 10.1080/21568235.2022.2094817
B. Lepori, Victor M. H. Borden, H. Coates
ABSTRACT This paper discusses empirical comparisons of higher education institutions across world regions. It argues that institutional data systems have the potential for complementing global comparisons promoted by rankings by providing sensible information on institutional size, budgets, staffing, enrolments and activity profiles. With this perspective in hand, this paper tackles three questions. First, how is it feasible to identify Higher Education Institutions (HEIs) given their complex structures? Second, how is it feasible to define the perimeter of HEI sectors? Third, what kinds of data could be used for comparison, and where are the main data gaps? By analysing institutional data systems across the United States, Europe and Asia, the paper concludes that institutional data systems display some remarkable similarities that make them an important resource for global comparisons; however, variation in the context of data production and usage implies differences in the higher education perimeter and on institutional delimitation; sensible comparisons, therefore, require explicit knowledge of the institutional context in which data have been borne.
{"title":"Opportunities and challenges for international institutional data comparisons","authors":"B. Lepori, Victor M. H. Borden, H. Coates","doi":"10.1080/21568235.2022.2094817","DOIUrl":"https://doi.org/10.1080/21568235.2022.2094817","url":null,"abstract":"ABSTRACT This paper discusses empirical comparisons of higher education institutions across world regions. It argues that institutional data systems have the potential for complementing global comparisons promoted by rankings by providing sensible information on institutional size, budgets, staffing, enrolments and activity profiles. With this perspective in hand, this paper tackles three questions. First, how is it feasible to identify Higher Education Institutions (HEIs) given their complex structures? Second, how is it feasible to define the perimeter of HEI sectors? Third, what kinds of data could be used for comparison, and where are the main data gaps? By analysing institutional data systems across the United States, Europe and Asia, the paper concludes that institutional data systems display some remarkable similarities that make them an important resource for global comparisons; however, variation in the context of data production and usage implies differences in the higher education perimeter and on institutional delimitation; sensible comparisons, therefore, require explicit knowledge of the institutional context in which data have been borne.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"18 1","pages":"373 - 390"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87171955","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 : 2022-08-25DOI: 10.1080/21568235.2022.2116066
Christina Nygren-Landgärds, L. Mårtensson, Riitta Pyykkö, John Olav Bjørnestad, Roald von Schoultz
{"title":"Quality culture at Nordic Universities","authors":"Christina Nygren-Landgärds, L. Mårtensson, Riitta Pyykkö, John Olav Bjørnestad, Roald von Schoultz","doi":"10.1080/21568235.2022.2116066","DOIUrl":"https://doi.org/10.1080/21568235.2022.2116066","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80479160","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 : 2022-08-07DOI: 10.1080/21568235.2022.2105372
T. Paulissen, B. Fraussen, S. Van Hecke
{"title":"Individual and collective representation: the organisational form of higher education lobbying in the European Union","authors":"T. Paulissen, B. Fraussen, S. Van Hecke","doi":"10.1080/21568235.2022.2105372","DOIUrl":"https://doi.org/10.1080/21568235.2022.2105372","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80720447","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 : 2022-08-03DOI: 10.1080/21568235.2022.2105371
Teresa Carvalho, S. Diogo, Bruno Vilhena
ABSTRACT This paper discusses how the emergence and assumption of the knowledge society as an ideological integration in the European Union (EU) and in the European Research Area (ERA), along with Managerialism and Neoliberalism influences, resulted in precarious and insecure employment relations in the Portuguese scientific system. The knowledge society as a policy idea and discourse has been encouraging the European states to design political initiatives to foster Innovation and Research to promote economic prosperity and social advancement. As a result of Europeanisation policies aiming at fostering Science and Technology (S&T), there has been a significant increase in the number of PhD graduates. Drawing on a quantitative study based on the data analysis of secondary data, this study shows how the design of knowledge society policies transformed a higher education and research system and induced an increasing number of doctorates, leading, along with managerialism and neoliberalism to the Uberisation of their working conditions. These doctorates have been mainly integrated into the higher education system with short-term contracts to develop tasks within research projects. This association with research projects along with their precarious working conditions turned them into invisible workers inside Higher Education Institutions (HEI), questioning the sustainability of the system.
{"title":"Invisible researchers in the knowledge society – the Uberisation of scientific work in Portugal","authors":"Teresa Carvalho, S. Diogo, Bruno Vilhena","doi":"10.1080/21568235.2022.2105371","DOIUrl":"https://doi.org/10.1080/21568235.2022.2105371","url":null,"abstract":"ABSTRACT This paper discusses how the emergence and assumption of the knowledge society as an ideological integration in the European Union (EU) and in the European Research Area (ERA), along with Managerialism and Neoliberalism influences, resulted in precarious and insecure employment relations in the Portuguese scientific system. The knowledge society as a policy idea and discourse has been encouraging the European states to design political initiatives to foster Innovation and Research to promote economic prosperity and social advancement. As a result of Europeanisation policies aiming at fostering Science and Technology (S&T), there has been a significant increase in the number of PhD graduates. Drawing on a quantitative study based on the data analysis of secondary data, this study shows how the design of knowledge society policies transformed a higher education and research system and induced an increasing number of doctorates, leading, along with managerialism and neoliberalism to the Uberisation of their working conditions. These doctorates have been mainly integrated into the higher education system with short-term contracts to develop tasks within research projects. This association with research projects along with their precarious working conditions turned them into invisible workers inside Higher Education Institutions (HEI), questioning the sustainability of the system.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"15 1","pages":"393 - 414"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76627780","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 : 2022-08-02DOI: 10.1080/21568235.2022.2105370
R. Deem
ABSTRACT The paper explores how doctoral education and doctoral researchers in Europe are currently positioned, in relation to changes in the conditions of academic work and in the context of recent critiques of the doctorate (Cardoso, S., O. Tavares, C. Sin, and T. Carvalho. 2020. Structural and Institutional Transformations in Doctoral Education: Social, Political and Student Expectations. Palgrave Macmillan/Springer Nature; Whittington, K., and S. Barnes. 2021. “The Changing Face of Doctoral Education.” In The Future of Doctoral Education, edited by R. Bongaart, and A. Lee, 5–17. Routledge.). Two research questions, one about doctoral researcher visibility/invisibility and the other concerning how holistic changes to doctoral education might be approached, are posed. The paper first considers the extent to which doctoral researchers are rendered invisible in their universities and what the negative and positive consequences of this are for doctoral candidates. A conceptual framework for examining invisible paid or unpaid work, drawing on Hatton’s (Hatton, E. 2017. “Mechanisms of Invisibility: Rethinking the Concept of Invisible Work.” Work, Employment and Society 31 (2): 336–351) research about invisible paid work and disadvantage, is used to shape this discussion. The same framework is used to explore both existing critiques of the doctorate and recent significant changes to academic work and how they may have shaped or should shape, doctoral education. Finally, the paper examines a possible holistic reframing of the doctorate, drawing on work by Morley (Morley, L. 2013. Women and Higher Education Leadership: Absences and Aspirations), exploring how doctoral candidates and supervisors as people, universities as organisations and the knowledge that feeds into doctoral theses, could all be changed for the better.
本文探讨了欧洲博士教育和博士研究人员目前的定位，与学术工作条件的变化以及最近对博士学位的批评(Cardoso, S.， O. Tavares, C. Sin和T. Carvalho. 2020)有关。博士教育的结构和制度变革:社会、政治和学生期望。Palgrave Macmillan/Springer Nature;惠廷顿，K.和S.巴恩斯，2021。“博士教育的变化。”《博士教育的未来》，R. Bongaart和A. Lee主编，第5-17页。劳特利奇)。提出了两个研究问题，一个是关于博士研究人员的可见性/不可见性，另一个是关于如何全面改变博士教育。本文首先考虑了博士研究人员在其大学中被忽视的程度，以及这种情况对博士生的消极和积极后果。一个概念框架，用于检查无形的有偿或无偿工作，借鉴哈顿(哈顿，E. 2017)。“隐形的机制:对隐形工作概念的再思考”。工作，就业和社会31(2):336-351)关于无形有偿工作和劣势的研究，被用来塑造这个讨论。同样的框架被用来探讨现有的对博士学位的批评和最近学术工作的重大变化，以及它们如何影响或应该影响博士教育。最后，本文根据Morley (Morley, L. 2013)的工作，对博士学位进行了可能的整体重构。《女性与高等教育领导力:缺位与抱负》一书探讨了博士候选人和导师作为人，大学作为组织，以及博士论文中的知识如何变得更好。
{"title":"On doctoral (in)visibility and reframing the doctorate for the twenty-first century","authors":"R. Deem","doi":"10.1080/21568235.2022.2105370","DOIUrl":"https://doi.org/10.1080/21568235.2022.2105370","url":null,"abstract":"ABSTRACT The paper explores how doctoral education and doctoral researchers in Europe are currently positioned, in relation to changes in the conditions of academic work and in the context of recent critiques of the doctorate (Cardoso, S., O. Tavares, C. Sin, and T. Carvalho. 2020. Structural and Institutional Transformations in Doctoral Education: Social, Political and Student Expectations. Palgrave Macmillan/Springer Nature; Whittington, K., and S. Barnes. 2021. “The Changing Face of Doctoral Education.” In The Future of Doctoral Education, edited by R. Bongaart, and A. Lee, 5–17. Routledge.). Two research questions, one about doctoral researcher visibility/invisibility and the other concerning how holistic changes to doctoral education might be approached, are posed. The paper first considers the extent to which doctoral researchers are rendered invisible in their universities and what the negative and positive consequences of this are for doctoral candidates. A conceptual framework for examining invisible paid or unpaid work, drawing on Hatton’s (Hatton, E. 2017. “Mechanisms of Invisibility: Rethinking the Concept of Invisible Work.” Work, Employment and Society 31 (2): 336–351) research about invisible paid work and disadvantage, is used to shape this discussion. The same framework is used to explore both existing critiques of the doctorate and recent significant changes to academic work and how they may have shaped or should shape, doctoral education. Finally, the paper examines a possible holistic reframing of the doctorate, drawing on work by Morley (Morley, L. 2013. Women and Higher Education Leadership: Absences and Aspirations), exploring how doctoral candidates and supervisors as people, universities as organisations and the knowledge that feeds into doctoral theses, could all be changed for the better.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"1 1","pages":"373 - 392"},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88434184","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 : 2022-07-29DOI: 10.1080/21568235.2022.2105369
T. Næss, J. Wiers-Jenssen
ABSTRACT The future of the humanities has been the subject of debate in several countries where it is often stated that too many students are accepted into courses that offer relatively poor employment opportunities. In this article, we examine the development in mismatch among master’s graduates in Norway for the period 1995–2015, to see whether this situation is reflected here, and if it applies to all subfields of the humanities. Two types of market mismatch among new graduates are investigated: unemployment and over-education. The findings indicate that master’s graduates in the humanities are slightly more exposed to unemployment than other graduates and clearly more exposed to over-education. The proportion of over-educated graduates increased during the latter part of the 1990s but has been relatively stable since 2003. Graduates in language studies are less frequently mismatched, while graduates in literature, culture studies and philosophy face more challenges. Combined with the fact that labour market mismatch of graduates in the humanities in Norway is substantially lower than neighbouring countries, this suggests that transition from higher education to the labour market for graduates in the humanities should not be perceived as challenging per se, but depends on subfields and contextual factors.
{"title":"Labour market mismatch among master’s graduates in the humanities from 1995 to 2015 in Norway","authors":"T. Næss, J. Wiers-Jenssen","doi":"10.1080/21568235.2022.2105369","DOIUrl":"https://doi.org/10.1080/21568235.2022.2105369","url":null,"abstract":"ABSTRACT The future of the humanities has been the subject of debate in several countries where it is often stated that too many students are accepted into courses that offer relatively poor employment opportunities. In this article, we examine the development in mismatch among master’s graduates in Norway for the period 1995–2015, to see whether this situation is reflected here, and if it applies to all subfields of the humanities. Two types of market mismatch among new graduates are investigated: unemployment and over-education. The findings indicate that master’s graduates in the humanities are slightly more exposed to unemployment than other graduates and clearly more exposed to over-education. The proportion of over-educated graduates increased during the latter part of the 1990s but has been relatively stable since 2003. Graduates in language studies are less frequently mismatched, while graduates in literature, culture studies and philosophy face more challenges. Combined with the fact that labour market mismatch of graduates in the humanities in Norway is substantially lower than neighbouring countries, this suggests that transition from higher education to the labour market for graduates in the humanities should not be perceived as challenging per se, but depends on subfields and contextual factors.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79690749","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 : 2022-07-29DOI: 10.1080/21568235.2022.2106262
Q. Dang
ABSTRACT This paper contributes to the theoretical debate over a global upsurge in higher education (HE) regionalisms which pursue different region-building processes and create policy spaces beyond national boundaries. Focusing on the Nordic countries, the paper studies parallel processes of intra-Nordic and European HE and research cooperation. Although individual Nordic countries opt for different kinds of relationships with the European Union (EU), they have participated in the Europeanisation process of HE and research while intensifying their Nordic regional identity. Drawing on spatial logics in European integration and HE regionalism theories, the concept of ‘Nordic added value’ (NAV) and three Nordic flagship programmes, this paper addresses two questions: What are the links and outcomes of parallel regionalising processes of the EU-Nordic and intra-Nordic cooperation in HE and research? How has ‘Nordic added value’ been utilised to strengthen Nordic HE regionalism? The paper argues that spatial logics provide new and holistic understandings of rationales for region-building processes, whereas NAV, being a floating signifier, generates regionalising ideas and functions as a distinctive mechanism of Nordic HE regionalism. Both spatial logics and NAV render opportunities for Nordic regional imaginaries, identity-building and Nordic-EU mutual policy learning.
{"title":"‘Nordic added value’: a floating signifier and a mechanism for Nordic higher education regionalism","authors":"Q. Dang","doi":"10.1080/21568235.2022.2106262","DOIUrl":"https://doi.org/10.1080/21568235.2022.2106262","url":null,"abstract":"ABSTRACT\u0000 This paper contributes to the theoretical debate over a global upsurge in higher education (HE) regionalisms which pursue different region-building processes and create policy spaces beyond national boundaries. Focusing on the Nordic countries, the paper studies parallel processes of intra-Nordic and European HE and research cooperation. Although individual Nordic countries opt for different kinds of relationships with the European Union (EU), they have participated in the Europeanisation process of HE and research while intensifying their Nordic regional identity. Drawing on spatial logics in European integration and HE regionalism theories, the concept of ‘Nordic added value’ (NAV) and three Nordic flagship programmes, this paper addresses two questions: What are the links and outcomes of parallel regionalising processes of the EU-Nordic and intra-Nordic cooperation in HE and research? How has ‘Nordic added value’ been utilised to strengthen Nordic HE regionalism? The paper argues that spatial logics provide new and holistic understandings of rationales for region-building processes, whereas NAV, being a floating signifier, generates regionalising ideas and functions as a distinctive mechanism of Nordic HE regionalism. Both spatial logics and NAV render opportunities for Nordic regional imaginaries, identity-building and Nordic-EU mutual policy learning.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"47 1","pages":"142 - 160"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88498444","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 : 2022-07-28DOI: 10.1080/21568235.2022.2105373
H. Horta, J.M. Santos, P. M. Loureiro
ABSTRACT The involvement of non-academics in academic research is key to boosting knowledge exchange and ensuring that academic research is more effective in contributing to tackling the challenges faced by organizations and citizens. Although incentives, together with new organizational and knowledge producing modes, have fostered this involvement, the literature has found that the willingness of academics to collaborate with non-academics is mixed and related to individual traits and preferences, conflicting working logics, and other constraints. This study contributes to this literature by assessing the strategic research agendas of academics as a novel factor in determining their willingness to involve non-academic peers in research activities. The findings underlined the critical importance of academics’ strategic research agendas in determining their engagement with non-academics in their research. The findings also showed conflicting logics, suggesting that PhD training, career progression, and organizational incentives fostering knowledge output activities need to be considered and adapted.
{"title":"The strategic research agenda of academics and the involvement of non-academic peers in research in regimes of academic nested hybridity","authors":"H. Horta, J.M. Santos, P. M. Loureiro","doi":"10.1080/21568235.2022.2105373","DOIUrl":"https://doi.org/10.1080/21568235.2022.2105373","url":null,"abstract":"ABSTRACT The involvement of non-academics in academic research is key to boosting knowledge exchange and ensuring that academic research is more effective in contributing to tackling the challenges faced by organizations and citizens. Although incentives, together with new organizational and knowledge producing modes, have fostered this involvement, the literature has found that the willingness of academics to collaborate with non-academics is mixed and related to individual traits and preferences, conflicting working logics, and other constraints. This study contributes to this literature by assessing the strategic research agendas of academics as a novel factor in determining their willingness to involve non-academic peers in research activities. The findings underlined the critical importance of academics’ strategic research agendas in determining their engagement with non-academics in their research. The findings also showed conflicting logics, suggesting that PhD training, career progression, and organizational incentives fostering knowledge output activities need to be considered and adapted.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"18 1","pages":"355 - 372"},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77985370","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 : 2022-07-25DOI: 10.1080/21568235.2022.2093240
A. Pogorelskaya
ABSTRACT Drawing on theoretical discussions on identity construction, the article studies the interrelation between academic mobility and the creation of a common (supranational) identity in the post-Soviet space, which is fragmented by cooperation projects and state-level educational policies. Based on the concept of educational regionalism, the article discusses the idea of common identity creation and regional consolidation through educational integration and academic mobility. The research covers the ways in which academic mobility participants perceive their identity, as well as the prerequisites for and obstacles to common identity creation. A case study based on interviews with staff and alumni of a joint master's programme in Eurasian integration, run by Russian, Kazakhstani and Kyrgyzstani universities, argues in favour of the positive influence of academic mobility on young people's perceptions of their counterparts from other post-Soviet states.
{"title":"Academic mobility for region-building and the creation of a Eurasian identity","authors":"A. Pogorelskaya","doi":"10.1080/21568235.2022.2093240","DOIUrl":"https://doi.org/10.1080/21568235.2022.2093240","url":null,"abstract":"ABSTRACT Drawing on theoretical discussions on identity construction, the article studies the interrelation between academic mobility and the creation of a common (supranational) identity in the post-Soviet space, which is fragmented by cooperation projects and state-level educational policies. Based on the concept of educational regionalism, the article discusses the idea of common identity creation and regional consolidation through educational integration and academic mobility. The research covers the ways in which academic mobility participants perceive their identity, as well as the prerequisites for and obstacles to common identity creation. A case study based on interviews with staff and alumni of a joint master's programme in Eurasian integration, run by Russian, Kazakhstani and Kyrgyzstani universities, argues in favour of the positive influence of academic mobility on young people's perceptions of their counterparts from other post-Soviet states.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"67 1","pages":"161 - 178"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72704834","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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