Pub Date : 2021-01-02DOI: 10.1080/13538322.2020.1815284
Riaan Dirkse van Schalkwyk, Jeanette Elizabeth Maritz, R. Steenkamp
ABSTRACT The need for private higher education in South Africa is reflected by the explosive growth of newly registered private higher education institutions. This is coupled with a need for corporate quality management of service quality for students and academics. This article elaborates on service quality from a corporate sociotechnical perspective. The research was part of the development of a framework for the holistic management of service quality by means of a corporate total quality service approach. The total quality service framework was developed following a comprehensive sequential research process. This article focuses on the final part of the process: a qualitative open-ended question to identify additional service-quality needs, utilising 499 responses from 647 students and academics. It is concluded that a holistic approach to service quality and the total quality service framework includes quality of work life as a performance objective based on sociotechnical needs beyond the traditional dimensions.
{"title":"Sociotechnical service quality for students and academics at private higher education institutions in South Africa","authors":"Riaan Dirkse van Schalkwyk, Jeanette Elizabeth Maritz, R. Steenkamp","doi":"10.1080/13538322.2020.1815284","DOIUrl":"https://doi.org/10.1080/13538322.2020.1815284","url":null,"abstract":"ABSTRACT The need for private higher education in South Africa is reflected by the explosive growth of newly registered private higher education institutions. This is coupled with a need for corporate quality management of service quality for students and academics. This article elaborates on service quality from a corporate sociotechnical perspective. The research was part of the development of a framework for the holistic management of service quality by means of a corporate total quality service approach. The total quality service framework was developed following a comprehensive sequential research process. This article focuses on the final part of the process: a qualitative open-ended question to identify additional service-quality needs, utilising 499 responses from 647 students and academics. It is concluded that a holistic approach to service quality and the total quality service framework includes quality of work life as a performance objective based on sociotechnical needs beyond the traditional dimensions.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88028198","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 : 2021-01-02DOI: 10.1080/13538322.2021.1857900
Mehmet A. Orhan
ABSTRACT Increasingly more scholars are voicing concerns over fraudulent events and incidences of malpractice in academic research. Disappointingly, but unsurprisingly, research fraud is a consequence or even a rational response to fitting into a malfunctioning research environment that is fetishised globally. The current system creates a toxic ecosystem for research in which short-term individual interests and institutional goals override long-terms ones. In addition, perverse incentive systems, unequal power balances and barriers to academic freedom define the rules of research. In response to Professor Lee Harvey bringing this debate with many unique examples to light, this commentary extends the conversation by emphasising the factors that create the pressure behind fraudulent studies, as well as listing the latent problems that establish socially acceptable albeit unethical norms that have led to a dysfunctional and destructive research culture in academia.
{"title":"Dynamic interactionism between research fraud and research culture: a commentary to Harvey’s analysis","authors":"Mehmet A. Orhan","doi":"10.1080/13538322.2021.1857900","DOIUrl":"https://doi.org/10.1080/13538322.2021.1857900","url":null,"abstract":"ABSTRACT Increasingly more scholars are voicing concerns over fraudulent events and incidences of malpractice in academic research. Disappointingly, but unsurprisingly, research fraud is a consequence or even a rational response to fitting into a malfunctioning research environment that is fetishised globally. The current system creates a toxic ecosystem for research in which short-term individual interests and institutional goals override long-terms ones. In addition, perverse incentive systems, unequal power balances and barriers to academic freedom define the rules of research. In response to Professor Lee Harvey bringing this debate with many unique examples to light, this commentary extends the conversation by emphasising the factors that create the pressure behind fraudulent studies, as well as listing the latent problems that establish socially acceptable albeit unethical norms that have led to a dysfunctional and destructive research culture in academia.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89666431","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 : 2020-11-23DOI: 10.1080/13538322.2021.1830474
Ahmed A. Al-Imarah, R. Shields, Richard Kamm
ABSTRACT Both innovation and quality assurance are prominent concerns in higher education institutions but research is ambiguous with respect to the relationship between quality assurance and innovation. Specifically, it is unclear whether quality assurance supports innovation or, conversely, acts as a hindrance. As a relatively new innovation, massive open online courses (MOOCs) yield insights into the relationship between quality assurance and innovation in higher education institutions. This article explores how quality assurance is adapted to accommodate MOOCs based on case studies in five universities in the United Kingdom. Our findings suggest that quality assurance does not support innovations such as MOOCs because most universities use a relatively superficial approach that focuses on technical requirements rather than academic quality. The study provides suitable empirical evidence to support a cogent argument that universities should evaluate MOOCs through quality assurance, both to identify strengths and to expose weaknesses that need to be developed.
{"title":"Is quality assurance compatible with technological innovation? Case studies of massive open online courses (MOOCs) in United Kingdom higher education","authors":"Ahmed A. Al-Imarah, R. Shields, Richard Kamm","doi":"10.1080/13538322.2021.1830474","DOIUrl":"https://doi.org/10.1080/13538322.2021.1830474","url":null,"abstract":"ABSTRACT Both innovation and quality assurance are prominent concerns in higher education institutions but research is ambiguous with respect to the relationship between quality assurance and innovation. Specifically, it is unclear whether quality assurance supports innovation or, conversely, acts as a hindrance. As a relatively new innovation, massive open online courses (MOOCs) yield insights into the relationship between quality assurance and innovation in higher education institutions. This article explores how quality assurance is adapted to accommodate MOOCs based on case studies in five universities in the United Kingdom. Our findings suggest that quality assurance does not support innovations such as MOOCs because most universities use a relatively superficial approach that focuses on technical requirements rather than academic quality. The study provides suitable empirical evidence to support a cogent argument that universities should evaluate MOOCs through quality assurance, both to identify strengths and to expose weaknesses that need to be developed.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82318273","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 : 2020-11-13DOI: 10.1080/13538322.2020.1833419
Sayed Ahmad Javid Mussawy, Gretchen B. Rossman
ABSTRACT This research investigated the implementation of accreditation at public teaching and research universities in Afghanistan. A qualitative multi-case study design was used to interview 46 individuals from five universities. The findings revealed that participants conceptualise quality assurance and accreditation as organisational sensemaking that emphasises contextual circumstances in exploring meaning construction. Accreditation is a community effort at research universities while engagement with accreditation seemed partial at teaching universities given that only the leadership and quality assurance units were involved in the process. The implications are that (a) a serious involvement of senior leadership in the process maximises employees’ engagement with accreditation and (b) factors such as limited budget and autonomy, scarce resources, lack of awareness and resistance of academic staff challenge accreditation in Afghanistan universities. The study recommends an increased budget and autonomy for universities, management training for university leaders and revision of the accreditation framework to be flexible to teaching and research universities.
{"title":"Quality assurance and accreditation in Afghanistan: exploring sensemaking and sensegiving in policy implementation","authors":"Sayed Ahmad Javid Mussawy, Gretchen B. Rossman","doi":"10.1080/13538322.2020.1833419","DOIUrl":"https://doi.org/10.1080/13538322.2020.1833419","url":null,"abstract":"ABSTRACT This research investigated the implementation of accreditation at public teaching and research universities in Afghanistan. A qualitative multi-case study design was used to interview 46 individuals from five universities. The findings revealed that participants conceptualise quality assurance and accreditation as organisational sensemaking that emphasises contextual circumstances in exploring meaning construction. Accreditation is a community effort at research universities while engagement with accreditation seemed partial at teaching universities given that only the leadership and quality assurance units were involved in the process. The implications are that (a) a serious involvement of senior leadership in the process maximises employees’ engagement with accreditation and (b) factors such as limited budget and autonomy, scarce resources, lack of awareness and resistance of academic staff challenge accreditation in Afghanistan universities. The study recommends an increased budget and autonomy for universities, management training for university leaders and revision of the accreditation framework to be flexible to teaching and research universities.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86744939","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 : 2020-11-12DOI: 10.1080/13538322.2020.1833417
Pietro Previtali, P. Cerchiello
ABSTRACT Accreditation is a main pillar for the educational sector and its quality assurance system. The aim of this article is to study how corporate governance affects the responsiveness of public and private organisations to adopting new accreditation standards. The survey was conducted on a sample of more than 500 vocational education and training providers in the Lombardy Region of Italy. The results show that the responsiveness of the providers to the adaptation of new accreditation standards does depend on corporate governance factors. In particular, the most influential factors are the functioning and composition of the supervisory board. Finally, this work deals with an innovation in accreditation standards: a new rating measure of the level of responsiveness and compliance with anticorruption law.
{"title":"Corporate governance and the responsiveness of organisations to a change in accreditation standards","authors":"Pietro Previtali, P. Cerchiello","doi":"10.1080/13538322.2020.1833417","DOIUrl":"https://doi.org/10.1080/13538322.2020.1833417","url":null,"abstract":"ABSTRACT Accreditation is a main pillar for the educational sector and its quality assurance system. The aim of this article is to study how corporate governance affects the responsiveness of public and private organisations to adopting new accreditation standards. The survey was conducted on a sample of more than 500 vocational education and training providers in the Lombardy Region of Italy. The results show that the responsiveness of the providers to the adaptation of new accreditation standards does depend on corporate governance factors. In particular, the most influential factors are the functioning and composition of the supervisory board. Finally, this work deals with an innovation in accreditation standards: a new rating measure of the level of responsiveness and compliance with anticorruption law.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83837624","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 : 2020-11-09DOI: 10.1080/13538322.2020.1838406
Ayaka Noda, Sounghee Kim, Angela Yung Chi Hou, I-Jung Grace Lu, Hua-Chi Chou
ABSTRACT This study probes the execution of internal quality assurance vis-à-vis learning outcome assessments in Japanese and Taiwanese universities. To this end, it applies Elken and Stensaker’s theoretical framework of ‘quality work’ to ascertain the following: (1) how universities build internal quality assurance; (2) what learning outcome assessments are embedded in internal quality assurance mechanisms; (3) how universities perceive internal quality assurance in relation to learning outcome assessments. Both nations offer shared perspectives on the correlations between internal quality assurance and learning outcome assessments: (i) tasks are simultaneously performed; (ii) internal quality assurance is the purpose and learning outcome assessment is a means to achieve it; (iii) the two tasks are decoupled. However, only Japan evinces the internal quality assurance as supply (assessment) and demand (outcomes). The finding initiates discourse on the purpose of internal quality assurance and cautions against their construction solely in response to external requirements.
{"title":"The relationships between internal quality assurance and learning outcome assessments: challenges confronting universities in Japan and Taiwan","authors":"Ayaka Noda, Sounghee Kim, Angela Yung Chi Hou, I-Jung Grace Lu, Hua-Chi Chou","doi":"10.1080/13538322.2020.1838406","DOIUrl":"https://doi.org/10.1080/13538322.2020.1838406","url":null,"abstract":"ABSTRACT This study probes the execution of internal quality assurance vis-à-vis learning outcome assessments in Japanese and Taiwanese universities. To this end, it applies Elken and Stensaker’s theoretical framework of ‘quality work’ to ascertain the following: (1) how universities build internal quality assurance; (2) what learning outcome assessments are embedded in internal quality assurance mechanisms; (3) how universities perceive internal quality assurance in relation to learning outcome assessments. Both nations offer shared perspectives on the correlations between internal quality assurance and learning outcome assessments: (i) tasks are simultaneously performed; (ii) internal quality assurance is the purpose and learning outcome assessment is a means to achieve it; (iii) the two tasks are decoupled. However, only Japan evinces the internal quality assurance as supply (assessment) and demand (outcomes). The finding initiates discourse on the purpose of internal quality assurance and cautions against their construction solely in response to external requirements.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76523881","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 : 2020-11-02DOI: 10.1080/13538322.2021.1830534
S. Wollscheid, Berit Lødding, P. Aamodt
ABSTRACT This article explores beginner student and staff perspectives of study preparedness across higher education institutions and disciplines in Norway, focusing on writing, reading and academic working skills. Drawing on focus group interviews among academic staff and students, findings show a certain academic unpreparedness by beginner students. Students apparently are not used to working hard or independently enough, struggling to read large text amounts, showing a lack of academic writing and reading skills. For hard-working students, findings show differences between non-selective and selective study programmes. Selective programmes, for example, law, seem to be more structured and aligned with upper-secondary school. Students in these programmes are a positively selected group, expected to be better prepared than their counterparts in open programmes. The article contributes to a combined perspective by students and staff on study preparedness across disciplines and institutions, with implications for further research and quality in higher education.
{"title":"Prepared for higher education? Staff and student perceptions of academic literacy dimensions across disciplines","authors":"S. Wollscheid, Berit Lødding, P. Aamodt","doi":"10.1080/13538322.2021.1830534","DOIUrl":"https://doi.org/10.1080/13538322.2021.1830534","url":null,"abstract":"ABSTRACT This article explores beginner student and staff perspectives of study preparedness across higher education institutions and disciplines in Norway, focusing on writing, reading and academic working skills. Drawing on focus group interviews among academic staff and students, findings show a certain academic unpreparedness by beginner students. Students apparently are not used to working hard or independently enough, struggling to read large text amounts, showing a lack of academic writing and reading skills. For hard-working students, findings show differences between non-selective and selective study programmes. Selective programmes, for example, law, seem to be more structured and aligned with upper-secondary school. Students in these programmes are a positively selected group, expected to be better prepared than their counterparts in open programmes. The article contributes to a combined perspective by students and staff on study preparedness across disciplines and institutions, with implications for further research and quality in higher education.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83316338","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 : 2020-09-27DOI: 10.1080/13538322.2020.1824312
E. Vesce, M. Cisi, T. Gentile, I. Stura
ABSTRACT Quality is a multidimensional and transversal concept also in the field of higher education. This and other considerations revealed some problems during application of quality principles to study programmes, emerged from the first accreditation experience in Italy. The objective of this article is to provide a simple self-assessment tool for professors who have to implement study programme quality, in order to understand their position with respect to accreditation requirements. To do this, a general procedure to create the self-evaluation questionnaire is explained. It is composed of six points: (1) studying literature or indications about the objective; (2) creating a schema of categories and sub-categories, (3) weighting the sub-categories, (4) creating a questionnaire, (5) creating a formula in order to synthesise the questionnaire in a graduation scale and finally (6) robustness analysis. A full example, based on Italian experience, is therefore developed in detail.
{"title":"Quality self-assessment processes in higher education: from an Italian experience to a general tool","authors":"E. Vesce, M. Cisi, T. Gentile, I. Stura","doi":"10.1080/13538322.2020.1824312","DOIUrl":"https://doi.org/10.1080/13538322.2020.1824312","url":null,"abstract":"ABSTRACT Quality is a multidimensional and transversal concept also in the field of higher education. This and other considerations revealed some problems during application of quality principles to study programmes, emerged from the first accreditation experience in Italy. The objective of this article is to provide a simple self-assessment tool for professors who have to implement study programme quality, in order to understand their position with respect to accreditation requirements. To do this, a general procedure to create the self-evaluation questionnaire is explained. It is composed of six points: (1) studying literature or indications about the objective; (2) creating a schema of categories and sub-categories, (3) weighting the sub-categories, (4) creating a questionnaire, (5) creating a formula in order to synthesise the questionnaire in a graduation scale and finally (6) robustness analysis. A full example, based on Italian experience, is therefore developed in detail.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90380914","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 : 2020-09-01DOI: 10.1080/13538322.2020.1815285
I. Shcheglova, E. Gorbunova, I. Chirikov
ABSTRACT Quality assurance in higher education often emphasises the importance of lowering student attrition. The first year of study is a crucial period for mitigating risks of attrition as this is the time when students develop a sense of belonging, and academic and personal connections. This study explores the long-term effects of the first-year student experience on attrition during their four years of study using two longitudinal datasets from a highly selective Russian university. First-year student data from the Student Experience in the Research University (SERU) survey for two cohorts of students with graduation data four years later were combined to identify factors that increase attrition. Student disengagement and lower academic aspirations during the first year of study are associated with student attrition in both cohorts. Policy implications of the findings for Russia and post-communist higher education systems with attrition linked to academic performance are discussed.
{"title":"The role of the first-year experience in student attrition","authors":"I. Shcheglova, E. Gorbunova, I. Chirikov","doi":"10.1080/13538322.2020.1815285","DOIUrl":"https://doi.org/10.1080/13538322.2020.1815285","url":null,"abstract":"ABSTRACT Quality assurance in higher education often emphasises the importance of lowering student attrition. The first year of study is a crucial period for mitigating risks of attrition as this is the time when students develop a sense of belonging, and academic and personal connections. This study explores the long-term effects of the first-year student experience on attrition during their four years of study using two longitudinal datasets from a highly selective Russian university. First-year student data from the Student Experience in the Research University (SERU) survey for two cohorts of students with graduation data four years later were combined to identify factors that increase attrition. Student disengagement and lower academic aspirations during the first year of study are associated with student attrition in both cohorts. Policy implications of the findings for Russia and post-communist higher education systems with attrition linked to academic performance are discussed.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73327361","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 : 2020-09-01DOI: 10.1080/13538322.2020.1820126
L. Harvey
ABSTRACT This account explores the form and extent of research fraud, the time it takes to investigate these frauds and the inadequacy of university investigations. There also appears to be reluctance to communicate details about fraudulent papers to the scientific community. The sensationalist reporting of fraud is explored. Underlying the analysis is the question as to whether the structure of rewards in higher education encourages research fraud. The analysis addresses the structure of rewards in higher education and the impact that has on researchers, creating the potential for the normalisation of research fraud.
{"title":"Research fraud: a long-term problem exacerbated by the clamour for research grants","authors":"L. Harvey","doi":"10.1080/13538322.2020.1820126","DOIUrl":"https://doi.org/10.1080/13538322.2020.1820126","url":null,"abstract":"ABSTRACT This account explores the form and extent of research fraud, the time it takes to investigate these frauds and the inadequacy of university investigations. There also appears to be reluctance to communicate details about fraudulent papers to the scientific community. The sensationalist reporting of fraud is explored. Underlying the analysis is the question as to whether the structure of rewards in higher education encourages research fraud. The analysis addresses the structure of rewards in higher education and the impact that has on researchers, creating the potential for the normalisation of research fraud.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87927062","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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