Pub Date : 2023-03-23DOI: 10.5206/cie-eci.v51i2.14223
Jonathan Worae, J. Edgerton
Every year a growing number of international students move abroad, predominantly to western countries, to pursue university education. They are motivated by various factors both in their home country as well in the prospective host countries and universities. Many of these reasons can be generally characterized in term of push-pull factors, impelling students to leave home and incentivizing them to pursue university education in other countries. However, upon arrival, international students may encounter a myriad of challenges over the course of their university studies. A substantial body of research has documented international student challenges but few studies have focused on their experiences in the Canadian context. The current descriptive survey study focuses on international students’ experiences – challenges, personal and institutional supports – during studies at a Canadian university, as well as their suggestions for what additional supports they think would be helpful. An online survey (n = 712) examined international students challenges within a number of domains: language, financial, academic, environmental and cultural, and personal-social. The majority of the international students reported financial, personal-social challenges. Covid-19 presented additional challenges for most international students. Student employment of various coping strategies (e.g. staying in touch with family) and institutional supports (e.g. international students centre) were also examined. Finally, summarizing the suggestions of student respondents a number of recommendations are made regarding how to improve supports for international students. Study limitations and suggestions for future research are discussed.
{"title":"A Descriptive Survey Study of International Students’ Experiences at a Canadian University: Challenges, Supports and Suggested Improvements","authors":"Jonathan Worae, J. Edgerton","doi":"10.5206/cie-eci.v51i2.14223","DOIUrl":"https://doi.org/10.5206/cie-eci.v51i2.14223","url":null,"abstract":"Every year a growing number of international students move abroad, predominantly to western countries, to pursue university education. They are motivated by various factors both in their home country as well in the prospective host countries and universities. Many of these reasons can be generally characterized in term of push-pull factors, impelling students to leave home and incentivizing them to pursue university education in other countries. However, upon arrival, international students may encounter a myriad of challenges over the course of their university studies. \u0000A substantial body of research has documented international student challenges but few studies have focused on their experiences in the Canadian context. The current descriptive survey study focuses on international students’ experiences – challenges, personal and institutional supports – during studies at a Canadian university, as well as their suggestions for what additional supports they think would be helpful. \u0000An online survey (n = 712) examined international students challenges within a number of domains: language, financial, academic, environmental and cultural, and personal-social. The majority of the international students reported financial, personal-social challenges. Covid-19 presented additional challenges for most international students. Student employment of various coping strategies (e.g. staying in touch with family) and institutional supports (e.g. international students centre) were also examined. Finally, summarizing the suggestions of student respondents a number of recommendations are made regarding how to improve supports for international students. Study limitations and suggestions for future research are discussed. ","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89193367","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 : 2023-03-19DOI: 10.1177/17454999231163447
I. Irham, Ribut Wahyudi
The desire to improve institutional profile and students’ linguistic skills leads to the growth of English as a Medium of Instruction (EMI). While studies regarding EMI have been sufficiently documented, little is known about Arabic as a Medium of Instruction (AMI) in the expanding circles. To fill in the gap, our study examines EMI and AMI at IIU University (Indonesian Islamic University) using semi-structured interviews with six alumni of the program. Data were analyzed through Phan’s (2017) conceptualization of adjusted desire and transformative mediocrity. The findings demonstrate that EMI and AMI are strategically employed to symbolically legitimize the “international” profile. In practice, both EMI and AMI likely result in below-mediocre quality education. However, the participants still hold the (limited) power of transformation, as they view their recent teaching position and recognition as having been impacted by their below-mediocre EMI and EMI programs.
{"title":"Promises and realities of foreign language medium instruction in the light of internationalization: A case study on EMI and AMI at an Indonesian Islamic University","authors":"I. Irham, Ribut Wahyudi","doi":"10.1177/17454999231163447","DOIUrl":"https://doi.org/10.1177/17454999231163447","url":null,"abstract":"The desire to improve institutional profile and students’ linguistic skills leads to the growth of English as a Medium of Instruction (EMI). While studies regarding EMI have been sufficiently documented, little is known about Arabic as a Medium of Instruction (AMI) in the expanding circles. To fill in the gap, our study examines EMI and AMI at IIU University (Indonesian Islamic University) using semi-structured interviews with six alumni of the program. Data were analyzed through Phan’s (2017) conceptualization of adjusted desire and transformative mediocrity. The findings demonstrate that EMI and AMI are strategically employed to symbolically legitimize the “international” profile. In practice, both EMI and AMI likely result in below-mediocre quality education. However, the participants still hold the (limited) power of transformation, as they view their recent teaching position and recognition as having been impacted by their below-mediocre EMI and EMI programs.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"277 - 291"},"PeriodicalIF":2.1,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46549441","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 : 2023-03-10DOI: 10.1177/17454999231162728
Mai Thi Kim Khanh, Chau Huy Ngoc
The quest for global ranking has motivated higher education institutions (HEIs) in Vietnam to increase the number of international students in their enrolments. However, little is known about experiences of current international students in Vietnamese HEIs. This article offers a mosaic of international student experiences (ISE) in a Vietnamese-taught course offered by a Vietnamese university. The data show that teaching staffs play a crucial role in the satisfaction of international students, however, services and physical facilities are areas that need significant improvement. It also discusses other interactive aspects of ISE before presenting the case of an international student with disability to show how international mobility, aspiration, and personal determination can navigate him through a journey that was nothing short of extraordinary. This article is also to answer the recent scholarly call for a more geographically diverse and transformation-centred ISE literature, which is believed to remain relevant in the future.
{"title":"International students in the lesser-known part of Asia: The mosaic of experiences in a Vietnamese higher education institution","authors":"Mai Thi Kim Khanh, Chau Huy Ngoc","doi":"10.1177/17454999231162728","DOIUrl":"https://doi.org/10.1177/17454999231162728","url":null,"abstract":"The quest for global ranking has motivated higher education institutions (HEIs) in Vietnam to increase the number of international students in their enrolments. However, little is known about experiences of current international students in Vietnamese HEIs. This article offers a mosaic of international student experiences (ISE) in a Vietnamese-taught course offered by a Vietnamese university. The data show that teaching staffs play a crucial role in the satisfaction of international students, however, services and physical facilities are areas that need significant improvement. It also discusses other interactive aspects of ISE before presenting the case of an international student with disability to show how international mobility, aspiration, and personal determination can navigate him through a journey that was nothing short of extraordinary. This article is also to answer the recent scholarly call for a more geographically diverse and transformation-centred ISE literature, which is believed to remain relevant in the future.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"206 - 227"},"PeriodicalIF":2.1,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44233303","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 : 2023-03-03DOI: 10.1177/17454999231158901
Suraiya Hameed, B. Lingard, S. Creagh
This article draws on a qualitative comparative research study of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia. This paper focuses on the implementation of GCE within the two specific school contexts, Singapore and Australia, examining the tensions which existed between neo-liberal market rationales and the critical democratic ideologies at each site. The paper explored in-depth how the neo-liberal market agenda influenced and shaped the societal imaginaries specifically in relation to their GCE commitments. Despite each schools’ commitments to critical democratic GCE ideals, they were very mindful about being distinctive and remaining competitive within their respective educational markets. To that extent, the schools were neo-liberal market actors. Empirical data shows the complexity of a more hybridised or a continuum existence between these two ideologies, thus providing a more nuanced insight of the binary within the school sites.
{"title":"Global citizenship education practices in Singapore and Australia: Tensions between educational and market rationales","authors":"Suraiya Hameed, B. Lingard, S. Creagh","doi":"10.1177/17454999231158901","DOIUrl":"https://doi.org/10.1177/17454999231158901","url":null,"abstract":"This article draws on a qualitative comparative research study of global citizenship education (GCE) in two primary schools, an international school in Singapore and an independent school in Australia. This paper focuses on the implementation of GCE within the two specific school contexts, Singapore and Australia, examining the tensions which existed between neo-liberal market rationales and the critical democratic ideologies at each site. The paper explored in-depth how the neo-liberal market agenda influenced and shaped the societal imaginaries specifically in relation to their GCE commitments. Despite each schools’ commitments to critical democratic GCE ideals, they were very mindful about being distinctive and remaining competitive within their respective educational markets. To that extent, the schools were neo-liberal market actors. Empirical data shows the complexity of a more hybridised or a continuum existence between these two ideologies, thus providing a more nuanced insight of the binary within the school sites.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"465 - 484"},"PeriodicalIF":2.1,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65539672","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 : 2023-03-01DOI: 10.1177/17454999231158586
K. Wessling, Rolf van der Velden
transition and a
过渡和
{"title":"Introduction to the special issue on ‘European higher education graduates – acquisition, formation, and suitability of skills’","authors":"K. Wessling, Rolf van der Velden","doi":"10.1177/17454999231158586","DOIUrl":"https://doi.org/10.1177/17454999231158586","url":null,"abstract":"transition and a","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"3 - 7"},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41379324","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 : 2023-02-25DOI: 10.1177/17454999231159469
Elok D. Malay, S. Otten, Robert J. Coelen
Despite years of investigation on international students’ adjustment, cultural distance and cultural intelligence, the definitions of and the relationship between these concepts are not yet sufficiently well established. This article further explores the three concepts and their possible interrelations. We propose a hypothesized model that considers subjectively perceived cultural distance (PCD) a variable of specific importance, and wherein we assume that the relationship between PCD and international students’ adjustment is moderated by students’ cultural intelligence (CQ). Our model aims to better explain the dynamics between these variables; it posits that students’ CQ level will affect whether and how PCD may influence international students’ psychological, sociocultural and academic adjustment in the host country. Consequently, the model offers several implications for future research and possible interventions to support international students’ adjustment in higher education.
{"title":"Predicting adjustment of international students: The role of cultural intelligence and perceived cultural distance","authors":"Elok D. Malay, S. Otten, Robert J. Coelen","doi":"10.1177/17454999231159469","DOIUrl":"https://doi.org/10.1177/17454999231159469","url":null,"abstract":"Despite years of investigation on international students’ adjustment, cultural distance and cultural intelligence, the definitions of and the relationship between these concepts are not yet sufficiently well established. This article further explores the three concepts and their possible interrelations. We propose a hypothesized model that considers subjectively perceived cultural distance (PCD) a variable of specific importance, and wherein we assume that the relationship between PCD and international students’ adjustment is moderated by students’ cultural intelligence (CQ). Our model aims to better explain the dynamics between these variables; it posits that students’ CQ level will affect whether and how PCD may influence international students’ psychological, sociocultural and academic adjustment in the host country. Consequently, the model offers several implications for future research and possible interventions to support international students’ adjustment in higher education.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"485 - 504"},"PeriodicalIF":2.1,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45153241","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 : 2023-02-24DOI: 10.1177/17454999231158042
Giampiero Passaretta, P. Sauer, U. Schwabe, K. Wessling
Evidence on gender inequality in the labor market is extensive. However, little is known about the potential role of overeducation and horizontal mismatch in explaining women’s labor-market disadvantages. We draw on recent data from the Eurograduate pilot survey to investigate the role of overeducation, field-of-study mismatch and field-specific overskilling for gender gaps in labor income in the European landscape. We found considerable variations in the extent of both gender earning gaps (GEGs) and wage gaps (GWGs) across countries. However, our decomposition analyses show that neither overeducation nor horizontal mismatch contribute to explaining these gender gaps. The lack of mediation seems related to either the absence of gender differences in overeducation and horizontal mismatch, or to the nonexistence of income penalties associated with the mismatch.
{"title":"The role of overeducation and horizontal mismatch for gender inequalities in labor income of higher education graduates in Europe","authors":"Giampiero Passaretta, P. Sauer, U. Schwabe, K. Wessling","doi":"10.1177/17454999231158042","DOIUrl":"https://doi.org/10.1177/17454999231158042","url":null,"abstract":"Evidence on gender inequality in the labor market is extensive. However, little is known about the potential role of overeducation and horizontal mismatch in explaining women’s labor-market disadvantages. We draw on recent data from the Eurograduate pilot survey to investigate the role of overeducation, field-of-study mismatch and field-specific overskilling for gender gaps in labor income in the European landscape. We found considerable variations in the extent of both gender earning gaps (GEGs) and wage gaps (GWGs) across countries. However, our decomposition analyses show that neither overeducation nor horizontal mismatch contribute to explaining these gender gaps. The lack of mediation seems related to either the absence of gender differences in overeducation and horizontal mismatch, or to the nonexistence of income penalties associated with the mismatch.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"123 - 146"},"PeriodicalIF":2.1,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44701812","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 : 2023-02-15DOI: 10.1177/17454999231157160
Kai Mühleck, Andreas Hadjar
Higher education is expected to contribute to graduates becoming active citizens of democratic societies. Still, little is known about how heterogeneities within higher education are connected to political participation. This study centres on differences in the type of institution, kind of degree and field of study and their relationship with variations in political participation. Considering five European countries – Austria, Croatia, the Czech Republic, Malta and Norway – it investigates how civic skills and social background explain differences in political participation. The results indicate an impact of higher education characteristics on political participation. University graduates, master’s-level graduates and graduates in humanities and social sciences have higher participation levels. Counter-intuitively, there is no universal association of civic skills with participation. The comparative perspective reveals that mechanisms differ by country. Norway, as a less segregated country, shows a weaker association of political participation and type of institution than Austria, as a more segregated country.
{"title":"Higher education and active citizenship in five European countries: How institutions, fields of study and types of degree shape the political participation of graduates","authors":"Kai Mühleck, Andreas Hadjar","doi":"10.1177/17454999231157160","DOIUrl":"https://doi.org/10.1177/17454999231157160","url":null,"abstract":"Higher education is expected to contribute to graduates becoming active citizens of democratic societies. Still, little is known about how heterogeneities within higher education are connected to political participation. This study centres on differences in the type of institution, kind of degree and field of study and their relationship with variations in political participation. Considering five European countries – Austria, Croatia, the Czech Republic, Malta and Norway – it investigates how civic skills and social background explain differences in political participation. The results indicate an impact of higher education characteristics on political participation. University graduates, master’s-level graduates and graduates in humanities and social sciences have higher participation levels. Counter-intuitively, there is no universal association of civic skills with participation. The comparative perspective reveals that mechanisms differ by country. Norway, as a less segregated country, shows a weaker association of political participation and type of institution than Austria, as a more segregated country.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"32 - 54"},"PeriodicalIF":2.1,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41788566","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 : 2023-01-30eCollection Date: 2023-06-01DOI: 10.1177/17454999221143976
Feifei Gu, Wenqin Shen, Kun Zhang
This paper draws attention to the current and possible effects of COVID-19 on the mobility trajectories of mainland Chinese students studying in Asia. By drawing on 35 biographical interviews, this paper focuses on their decision to study in Asian countries and regions. Particularly, it calls for more attention to Asia in global student mobilities and discusses whether COVID-19 has changed the position of Asia in the global landscape of student mobility. Results show that even if COVID-19 provides an opportunity for Asian universities to embrace more international students, Asia still lacks the capability to attract great numbers of them. Finally, the study argues that college students' choice of mobility destinations is shaped by their perception of the central-periphery structure of higher education, which is hard to be shaken by the pandemic.
{"title":"A regionalism shift? Chinese undergraduate students' choice of study in Asia Under COVID-19.","authors":"Feifei Gu, Wenqin Shen, Kun Zhang","doi":"10.1177/17454999221143976","DOIUrl":"10.1177/17454999221143976","url":null,"abstract":"<p><p>This paper draws attention to the current and possible effects of COVID-19 on the mobility trajectories of mainland Chinese students studying in Asia. By drawing on 35 biographical interviews, this paper focuses on their decision to study in Asian countries and regions. Particularly, it calls for more attention to Asia in global student mobilities and discusses whether COVID-19 has changed the position of Asia in the global landscape of student mobility. Results show that even if COVID-19 provides an opportunity for Asian universities to embrace more international students, Asia still lacks the capability to attract great numbers of them. Finally, the study argues that college students' choice of mobility destinations is shaped by their perception of the central-periphery structure of higher education, which is hard to be shaken by the pandemic.</p>","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"186-205"},"PeriodicalIF":2.1,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9902805/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43431799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.1177/17454999221150316
Adedapo T Aladegbaiye, M. D. de Jong, A. Beldad
Research routinely suggests that international students often struggle in engaging with other student groups. This study, therefore, examines to what extent and how the intercultural attitudes and intentions of new international students in three Dutch educational institutions related to their acculturation orientation preferences (AOPs) during the “honeymoon” stage. Their AOPs were investigated across four social contact domains: living, schoolwork, friendships, and general interactions. Using structural equation modelling, results from 198 respondents indicate that intercultural intentions predicted their AOPs, with multicultural integration the most preferred strategy and marginalization the least preferred. Results of a simple mediation analysis show that intercultural intentions mediated the effect of intercultural attitudes for students adopting multicultural integration and separation strategies. Interview findings from 25 participants indicate that students sometimes adopted different orientations across the social contact domains. Internationally oriented higher education institutions should further support new students in their planning for intercultural interactions.
{"title":"“Honeymoon” acculturation orientation preferences of new international students: Influence of intercultural attitudes and intentions in an international learning environment","authors":"Adedapo T Aladegbaiye, M. D. de Jong, A. Beldad","doi":"10.1177/17454999221150316","DOIUrl":"https://doi.org/10.1177/17454999221150316","url":null,"abstract":"Research routinely suggests that international students often struggle in engaging with other student groups. This study, therefore, examines to what extent and how the intercultural attitudes and intentions of new international students in three Dutch educational institutions related to their acculturation orientation preferences (AOPs) during the “honeymoon” stage. Their AOPs were investigated across four social contact domains: living, schoolwork, friendships, and general interactions. Using structural equation modelling, results from 198 respondents indicate that intercultural intentions predicted their AOPs, with multicultural integration the most preferred strategy and marginalization the least preferred. Results of a simple mediation analysis show that intercultural intentions mediated the effect of intercultural attitudes for students adopting multicultural integration and separation strategies. Interview findings from 25 participants indicate that students sometimes adopted different orientations across the social contact domains. Internationally oriented higher education institutions should further support new students in their planning for intercultural interactions.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"441 - 464"},"PeriodicalIF":2.1,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47834667","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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