Pub Date : 2022-12-23DOI: 10.1177/17454999221145781
Vítězslav Lounek, Radim Ryška
Ensuring comparability of Likert-style items across different countries is a widespread challenge for authors of large-scale international surveys. Using data from the EUROGRADUATE Pilot Survey, this study employs a series of latent class analyses to explore which response patterns emerge from self-assessment of acquired and required skills of higher education graduates and how these patterns vary between eight participating countries. Results show that countries differ in the number of classes which most accurately fit the data structure. The effort to overcome national specifics by combining the levels of acquired and required skills into a single measurement of skill surplus/deficit reduces heterogeneity of patterns across countries and slightly increases comparability, yet the notion that respondents understand the scale in the same way across countries (measurement invariance) is not supported.
{"title":"Juxtaposing Acquired and Required Skills: Latent Class Analysis of Self-Assessment Scales in an International Survey","authors":"Vítězslav Lounek, Radim Ryška","doi":"10.1177/17454999221145781","DOIUrl":"https://doi.org/10.1177/17454999221145781","url":null,"abstract":"Ensuring comparability of Likert-style items across different countries is a widespread challenge for authors of large-scale international surveys. Using data from the EUROGRADUATE Pilot Survey, this study employs a series of latent class analyses to explore which response patterns emerge from self-assessment of acquired and required skills of higher education graduates and how these patterns vary between eight participating countries. Results show that countries differ in the number of classes which most accurately fit the data structure. The effort to overcome national specifics by combining the levels of acquired and required skills into a single measurement of skill surplus/deficit reduces heterogeneity of patterns across countries and slightly increases comparability, yet the notion that respondents understand the scale in the same way across countries (measurement invariance) is not supported.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"147 - 169"},"PeriodicalIF":2.1,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48410236","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 : 2022-12-19DOI: 10.1177/17454999221145545
Adela García-Aracil, R. Isusi-Fagoaga, I. Navarro-Milla
This paper explores the employability of young Higher Education (HE) graduates in Belarus, from the point of view of employers. Graduate employability can be defined by six items: starting a job; learning at work; performing work tasks; improving professional prospects; improving personal development; and developing entrepreneurial capacity. The FOSTERC database contains representative information on 261 employers in 2018 derived from an employer questionnaire. The questionnaire includes a specific section, which asked about 24 competencies associated with obtaining a job after graduation, and the competency levels required by employers. The responses to these questions allow analysis of employability based on HE achievements and subsequent workplace learning. The 24 competencies are grouped into five categories: entrepreneurial, leadership, interdisciplinary, cognitive and adaptability. The findings provide strong support for the assumption that the match between individual human capital competencies and the characteristics of the firms and organisations matters.
{"title":"Employers’ perceptions of young higher education graduates’ employability in Belarus","authors":"Adela García-Aracil, R. Isusi-Fagoaga, I. Navarro-Milla","doi":"10.1177/17454999221145545","DOIUrl":"https://doi.org/10.1177/17454999221145545","url":null,"abstract":"This paper explores the employability of young Higher Education (HE) graduates in Belarus, from the point of view of employers. Graduate employability can be defined by six items: starting a job; learning at work; performing work tasks; improving professional prospects; improving personal development; and developing entrepreneurial capacity. The FOSTERC database contains representative information on 261 employers in 2018 derived from an employer questionnaire. The questionnaire includes a specific section, which asked about 24 competencies associated with obtaining a job after graduation, and the competency levels required by employers. The responses to these questions allow analysis of employability based on HE achievements and subsequent workplace learning. The 24 competencies are grouped into five categories: entrepreneurial, leadership, interdisciplinary, cognitive and adaptability. The findings provide strong support for the assumption that the match between individual human capital competencies and the characteristics of the firms and organisations matters.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"104 - 122"},"PeriodicalIF":2.1,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43894779","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 : 2022-12-17DOI: 10.1177/17454999221146385
Siyuan Li
In the field of international education and development, International Language and Culture Promotion Organisations (ILCPOs) have played an important part for more than a century. More than 40 countries and regions have set up such organisations. Despite the diversity of these ILCPOs, few comparative studies have been conducted to examine their operations and impacts. In contrast to the existing literature that usually evaluates the role of these organisations from the perspectives of cultural diplomacy, public diplomacy and soft power, this research proposes a ‘smart power’ analytical framework and compares China’s Confucius Institute with its European counterparts – France’s Alliance Française, the UK’s British Council and Germany’s Goethe-Institut – in Africa from six critical dimensions: relationship with parent countries; operational mode; accessibility to local people; scope of activities; main internal issues; and local people’s needs, in an attempt to evaluate their operations and performance.
{"title":"China’s Confucius Institute and its European counterparts in Africa: A six-dimensional comparative study","authors":"Siyuan Li","doi":"10.1177/17454999221146385","DOIUrl":"https://doi.org/10.1177/17454999221146385","url":null,"abstract":"In the field of international education and development, International Language and Culture Promotion Organisations (ILCPOs) have played an important part for more than a century. More than 40 countries and regions have set up such organisations. Despite the diversity of these ILCPOs, few comparative studies have been conducted to examine their operations and impacts. In contrast to the existing literature that usually evaluates the role of these organisations from the perspectives of cultural diplomacy, public diplomacy and soft power, this research proposes a ‘smart power’ analytical framework and compares China’s Confucius Institute with its European counterparts – France’s Alliance Française, the UK’s British Council and Germany’s Goethe-Institut – in Africa from six critical dimensions: relationship with parent countries; operational mode; accessibility to local people; scope of activities; main internal issues; and local people’s needs, in an attempt to evaluate their operations and performance.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"419 - 440"},"PeriodicalIF":2.1,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47085283","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 : 2022-12-07DOI: 10.1177/17454999221143847
M. Kouhsari, Junjun Chen, Shahin Baniasad
The current study examines how teachers’ professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers’ instructional practices and teachers’ professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals’ leadership, school climate and workload and teachers’ instructional practices and teachers’ professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers’ professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers’ professional wellbeing are discussed.
{"title":"Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data","authors":"M. Kouhsari, Junjun Chen, Shahin Baniasad","doi":"10.1177/17454999221143847","DOIUrl":"https://doi.org/10.1177/17454999221143847","url":null,"abstract":"The current study examines how teachers’ professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers’ instructional practices and teachers’ professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals’ leadership, school climate and workload and teachers’ instructional practices and teachers’ professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers’ professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers’ professional wellbeing are discussed.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":"395 - 418"},"PeriodicalIF":2.1,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48119721","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 : 2022-12-01DOI: 10.1177/17454999221112231
Edith Mukudi Omwami, R. Shields
Comparative and international education (CIE) claims to be an interdisciplinary field embracing a diversity in methodologies and theoretical perspectives. Over the years, there has been an expansion in the range of theoretical perspectives employed in scholarship, as new scholars bring with them interests, expertise and positionalities. Our analysis maps the development of theoretical perspectives in doctoral theses in CIE at North American universities since 1990. We find that theory has changed considerably in this time, with a greater emphasis on critical perspectives and standpoint theories and a declining interest in economically focused perspectives. We also note that the role of doctoral advisors is primarily in terms of theoretical perspective, rather than context or methodology. These findings improve our understanding of the field in North America and potentially hold relevance to scholarship in other parts of the world.
{"title":"The development of theory in comparative and international education: An analysis of doctoral theses at North American universities","authors":"Edith Mukudi Omwami, R. Shields","doi":"10.1177/17454999221112231","DOIUrl":"https://doi.org/10.1177/17454999221112231","url":null,"abstract":"Comparative and international education (CIE) claims to be an interdisciplinary field embracing a diversity in methodologies and theoretical perspectives. Over the years, there has been an expansion in the range of theoretical perspectives employed in scholarship, as new scholars bring with them interests, expertise and positionalities. Our analysis maps the development of theoretical perspectives in doctoral theses in CIE at North American universities since 1990. We find that theory has changed considerably in this time, with a greater emphasis on critical perspectives and standpoint theories and a declining interest in economically focused perspectives. We also note that the role of doctoral advisors is primarily in terms of theoretical perspective, rather than context or methodology. These findings improve our understanding of the field in North America and potentially hold relevance to scholarship in other parts of the world.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"17 1","pages":"566 - 582"},"PeriodicalIF":2.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839263","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 : 2022-11-11DOI: 10.5206/cieeci.v51i1.14226
Anil M. Varughese, S. Schwartz, Nisha Sheen
The number of international students from India in Canada has increased rapidly in the last five years. Students from India now comprise 34 percent of Canada’s international students. This article places the remarkable growth of Indian international students within the broader context of Canada’s internationalization of higher education. Drawing from a national survey, qualitative interviews, and secondary data, it examines the changing profile of Indian international students and the major trends and challenges experienced by Indian international students in Canada during COVID-19. The paper identifies a recent trend of “vocationalization” of Indian international students and several associated vulnerabilities due to the increasing commercialization of international education. Our findings also point to the complex intersections of psychosocial, academic, and economic disruptions during the pandemic, exacerbating the precarious position of Indian international students.
{"title":"“Sitting with myself by myself”: Indian students in Canada during the pandemic","authors":"Anil M. Varughese, S. Schwartz, Nisha Sheen","doi":"10.5206/cieeci.v51i1.14226","DOIUrl":"https://doi.org/10.5206/cieeci.v51i1.14226","url":null,"abstract":"The number of international students from India in Canada has increased rapidly in the last five years. Students from India now comprise 34 percent of Canada’s international students. This article places the remarkable growth of Indian international students within the broader context of Canada’s internationalization of higher education. Drawing from a national survey, qualitative interviews, and secondary data, it examines the changing profile of Indian international students and the major trends and challenges experienced by Indian international students in Canada during COVID-19. The paper identifies a recent trend of “vocationalization” of Indian international students and several associated vulnerabilities due to the increasing commercialization of international education. Our findings also point to the complex intersections of psychosocial, academic, and economic disruptions during the pandemic, exacerbating the precarious position of Indian international students.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"162 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78417232","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 : 2022-11-11DOI: 10.5206/cieeci.v51i1.14195
V. Tavares
Framed as a narrative inquiry, this investigation focuses on the lived experiences of Seth, a 24-year-old international student from Macau at a university in Ontario prior to the pandemic. Semi-structured interviews were employed to explore the participant’s experiences of belonging and identity formation over the course of his transnational journey. Seth’s story highlights the importance of social interaction for the sociocultural adjustment and academic performance of international students. As universities in Canada prepare to welcome international students for face-to-face instruction in the fall of 2021, this investigation becomes a timely reminder of the importance of adequate socio-academic support for international students.
{"title":"From Macau to the United States and Canada","authors":"V. Tavares","doi":"10.5206/cieeci.v51i1.14195","DOIUrl":"https://doi.org/10.5206/cieeci.v51i1.14195","url":null,"abstract":"Framed as a narrative inquiry, this investigation focuses on the lived experiences of Seth, a 24-year-old international student from Macau at a university in Ontario prior to the pandemic. Semi-structured interviews were employed to explore the participant’s experiences of belonging and identity formation over the course of his transnational journey. Seth’s story highlights the importance of social interaction for the sociocultural adjustment and academic performance of international students. As universities in Canada prepare to welcome international students for face-to-face instruction in the fall of 2021, this investigation becomes a timely reminder of the importance of adequate socio-academic support for international students.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"18 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74969110","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 : 2022-11-11DOI: 10.5206/cieeci.v51i1.14220
N. Mandell, Janice Phonepraseuth, J. Borras, Larry Lam
When coming to Canada to pursue post-secondary education, international students experience academic, financial, employment, and social and emotional challenges. Drawing on social network studies and studies of social anchoring, twenty-three in-depth interviews with South Asian and Chinese international students reveal the ways they navigate these issues in their post-secondary school environments. We find that international students work hard to establish social networks by making new connections at school, and students turn to their institutional networks for assistance. However, institutional networks alone are inadequate, and international students must also find support and advice through their family and community networks. We conclude that having strong institutional, family, and community networks are crucial to the social anchoring of international students in Canadian society. Social networks mitigate the challenges that international students encounter as they build their futures through post-secondary education.
{"title":"Challenges of South Asian and Chinese International Students: Becoming Anchored in Networks of Support","authors":"N. Mandell, Janice Phonepraseuth, J. Borras, Larry Lam","doi":"10.5206/cieeci.v51i1.14220","DOIUrl":"https://doi.org/10.5206/cieeci.v51i1.14220","url":null,"abstract":"When coming to Canada to pursue post-secondary education, international students experience academic, financial, employment, and social and emotional challenges. Drawing on social network studies and studies of social anchoring, twenty-three in-depth interviews with South Asian and Chinese international students reveal the ways they navigate these issues in their post-secondary school environments. We find that international students work hard to establish social networks by making new connections at school, and students turn to their institutional networks for assistance. However, institutional networks alone are inadequate, and international students must also find support and advice through their family and community networks. We conclude that having strong institutional, family, and community networks are crucial to the social anchoring of international students in Canadian society. Social networks mitigate the challenges that international students encounter as they build their futures through post-secondary education. ","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"16 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74103095","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 : 2022-11-11DOI: 10.5206/cieeci.v51i1.14497
Marion Magnan, Roberta De Oliveira Soares, Yifan Liu, Fabiola Melo Araneda
Cette étude qualitative documente les expériences vécues à l’université dans des universités francophones à Montréal par des étudiantes et étudiants internationaux chinois. Les résultats révèlent que ces étudiantes et étudiants doivent gérer non seulement du racisme lié à la pandémie dans l’espace urbain et, plus spécifiquement, dans les universités, mais aussi des frontières vis-à-vis du groupe majoritaire québécois francophone, des frontières s’articulant autour des marqueurs linguistiques, raciaux et ethnoculturels. L’analyse des données met également en exergue une tendance, pour ces étudiantes et étudiants, à minimiser leurs expériences de racisme ordinaire. Nous concluons avec des pistes encourageant l’autoréflexion chez les membres du groupe dominant francophone au sujet des frontières à l’université et ce, afin qu’ultimement des pratiques d’équité et de justice sociale soient déployées envers les étudiantes et étudiants internationaux fréquentant des universités montréalaises.
{"title":"Expériences d’étudiantes et étudiants internationaux chinois dans les universités avant et pendant la COVID-19 : frontières et racisme ordinaire vis-à-vis une « majorité fragile » québécoise","authors":"Marion Magnan, Roberta De Oliveira Soares, Yifan Liu, Fabiola Melo Araneda","doi":"10.5206/cieeci.v51i1.14497","DOIUrl":"https://doi.org/10.5206/cieeci.v51i1.14497","url":null,"abstract":"Cette étude qualitative documente les expériences vécues à l’université dans des universités francophones à Montréal par des étudiantes et étudiants internationaux chinois. Les résultats révèlent que ces étudiantes et étudiants doivent gérer non seulement du racisme lié à la pandémie dans l’espace urbain et, plus spécifiquement, dans les universités, mais aussi des frontières vis-à-vis du groupe majoritaire québécois francophone, des frontières s’articulant autour des marqueurs linguistiques, raciaux et ethnoculturels. L’analyse des données met également en exergue une tendance, pour ces étudiantes et étudiants, à minimiser leurs expériences de racisme ordinaire. Nous concluons avec des pistes encourageant l’autoréflexion chez les membres du groupe dominant francophone au sujet des frontières à l’université et ce, afin qu’ultimement des pratiques d’équité et de justice sociale soient déployées envers les étudiantes et étudiants internationaux fréquentant des universités montréalaises.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"88 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89319079","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 : 2022-11-11DOI: 10.5206/cieeci.v51i1.14829
Soma Chatterjee, Shirin Shahrokni, B. Gomez, Monisha Poojary
The aspirational postsecondary strategies of Indigenizing and internationalization claim to address pressing political questions such as racism and systemic inequities in the university. Through close examination of these initiatives in two key postsecondary institutions in Toronto, Canada, we show how these priorities instead betray strategic investment in diversity in three specific ways: First, universities are positioned as a horizontal ‘community of changemakers’ that are themselves disarticulated from global relations of inequities. Next, international and Indigenous students’ welcome is made conditional and contingent on their becoming ‘diversity informants’ for the university and its normative membership. Related to that, the claims of curricular diversity remain ‘performative’ and thereby reify established epistemic hierarchies. Finally, while the university is cast as a ‘fraternal community’ these various strategic priorities are managed and executed separately, thereby foreclosing opportunities for robust conversations across the university communities.
{"title":"Another university is possible?","authors":"Soma Chatterjee, Shirin Shahrokni, B. Gomez, Monisha Poojary","doi":"10.5206/cieeci.v51i1.14829","DOIUrl":"https://doi.org/10.5206/cieeci.v51i1.14829","url":null,"abstract":"The aspirational postsecondary strategies of Indigenizing and internationalization claim to address pressing political questions such as racism and systemic inequities in the university. Through close examination of these initiatives in two key postsecondary institutions in Toronto, Canada, we show how these priorities instead betray strategic investment in diversity in three specific ways: First, universities are positioned as a horizontal ‘community of changemakers’ that are themselves disarticulated from global relations of inequities. Next, international and Indigenous students’ welcome is made conditional and contingent on their becoming ‘diversity informants’ for the university and its normative membership. Related to that, the claims of curricular diversity remain ‘performative’ and thereby reify established epistemic hierarchies. Finally, while the university is cast as a ‘fraternal community’ these various strategic priorities are managed and executed separately, thereby foreclosing opportunities for robust conversations across the university communities. \u0000 ","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"15 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83450196","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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