Pub Date : 2023-12-15DOI: 10.1177/09504222231222256
Elisa Salvador, R. Comunian
{"title":"Special Issue of industry & higher education “Cultural and creative industries and the challenge of sustainable development: Opportunities for higher education, businesses and communities” Introduction by the Guest Editors Prof Elisa Salvador and Prof Roberta Comunian","authors":"Elisa Salvador, R. Comunian","doi":"10.1177/09504222231222256","DOIUrl":"https://doi.org/10.1177/09504222231222256","url":null,"abstract":"","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"87 10","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998570","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 : 2023-12-14DOI: 10.1177/09504222231222251
Jen Snowball, Fiona J. Drummond, Delon Tarentaal
This case study presents a critical reflection on the way COVID-19 lockdowns in 2020-2022 brought the festival industry in South Africa closer to higher education (HE) via a new and innovative collaboration. The research design allowed an international team to facilitate knowledge sharing and research support during a very challenging time for the industry. The project saw the development of a collaboration with seven festivals across South Africa. During the 15 months project, the collaboration allowed participants to build a new knowledge base - and a collaborative network - to survive the challenging times. Rather than a more extractive, top-down approach that saw festivals as “research subjects”, they were involved as research partners. Cultural organisations and members of the South African team acted as intermediaries, who used their existing networks and reputations to build a collaborative, trust-based relationship between industry partners and researchers where mutually beneficial outcomes were possible. The project thus became part of the South Africa festival ecosystem, creating opportunities for collaboration and knowledge exchange between festivals, cultural producers and academic researchers. The outcomes of the research helped to build a stronger creative economy and support its future development.
{"title":"Supporting the festival industry in troubled times: Higher education research and collaboration with festivals in South Africa during COVID-19","authors":"Jen Snowball, Fiona J. Drummond, Delon Tarentaal","doi":"10.1177/09504222231222251","DOIUrl":"https://doi.org/10.1177/09504222231222251","url":null,"abstract":"This case study presents a critical reflection on the way COVID-19 lockdowns in 2020-2022 brought the festival industry in South Africa closer to higher education (HE) via a new and innovative collaboration. The research design allowed an international team to facilitate knowledge sharing and research support during a very challenging time for the industry. The project saw the development of a collaboration with seven festivals across South Africa. During the 15 months project, the collaboration allowed participants to build a new knowledge base - and a collaborative network - to survive the challenging times. Rather than a more extractive, top-down approach that saw festivals as “research subjects”, they were involved as research partners. Cultural organisations and members of the South African team acted as intermediaries, who used their existing networks and reputations to build a collaborative, trust-based relationship between industry partners and researchers where mutually beneficial outcomes were possible. The project thus became part of the South Africa festival ecosystem, creating opportunities for collaboration and knowledge exchange between festivals, cultural producers and academic researchers. The outcomes of the research helped to build a stronger creative economy and support its future development.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"17 7","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002526","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 : 2023-12-11DOI: 10.1177/09504222231221530
Judy Wynekoop, Kazuo Nakatani
Critical thinking has been identified as a key ability in most professions, yet employers find college graduates deficient in critical thinking skills. Research on the effect of college on students’ critical thinking ability has been contradictory. This study empirically examines the impact of the immersion approach to teach critical thinking used in an undergraduate curriculum designed to improve students’ general and discipline-specific critical thinking skills necessary for entry-level positions in information systems and technology. The results show this approach improved both students’ generalizable and information systems-specific critical thinking. The benefits of the immersion approach to close the education-industry skills gap are discussed.
{"title":"Critical thinking skills for computing professionals: Closing the education – industry gap","authors":"Judy Wynekoop, Kazuo Nakatani","doi":"10.1177/09504222231221530","DOIUrl":"https://doi.org/10.1177/09504222231221530","url":null,"abstract":"Critical thinking has been identified as a key ability in most professions, yet employers find college graduates deficient in critical thinking skills. Research on the effect of college on students’ critical thinking ability has been contradictory. This study empirically examines the impact of the immersion approach to teach critical thinking used in an undergraduate curriculum designed to improve students’ general and discipline-specific critical thinking skills necessary for entry-level positions in information systems and technology. The results show this approach improved both students’ generalizable and information systems-specific critical thinking. The benefits of the immersion approach to close the education-industry skills gap are discussed.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"66 10","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979141","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 : 2023-12-04DOI: 10.1177/09504222231219002
Carl Evans, Nigel Jackson
Charities are facing a crisis in recruiting board trustees. Additionally, boards have been criticised for lacking diversity and being unrepresentative of society. The purpose of this paper is to propose a solution to the problem of trustee recruitment, by considering university business students as trustees. Through an analysis of advertised trustee jobs, the proposal is evaluated against degree subject benchmark statements. The findings identify some key person characteristics specified by charities when recruiting trustees. The generic criteria could be met by most students and many of the personal skills are developed by students while at university. However, to address some of the experience criteria, may require additional training and some yielding by charities. The paper offers originality in its proposition of appointing university business students as trustees and in its approach to examining the feasibility of that proposition through an analysis of trustee jobs.
{"title":"University business students as charity trustees: A win-win for all?","authors":"Carl Evans, Nigel Jackson","doi":"10.1177/09504222231219002","DOIUrl":"https://doi.org/10.1177/09504222231219002","url":null,"abstract":"Charities are facing a crisis in recruiting board trustees. Additionally, boards have been criticised for lacking diversity and being unrepresentative of society. The purpose of this paper is to propose a solution to the problem of trustee recruitment, by considering university business students as trustees. Through an analysis of advertised trustee jobs, the proposal is evaluated against degree subject benchmark statements. The findings identify some key person characteristics specified by charities when recruiting trustees. The generic criteria could be met by most students and many of the personal skills are developed by students while at university. However, to address some of the experience criteria, may require additional training and some yielding by charities. The paper offers originality in its proposition of appointing university business students as trustees and in its approach to examining the feasibility of that proposition through an analysis of trustee jobs.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"1 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603612","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 : 2023-12-01DOI: 10.1177/09504222231219250
Elisa Salvador, R. Comunian
Considering the role played by Higher Education Institutions (HEIs) and Cultural and Creative Industries (CCIs), we recognize that more knowledge is needed to provide a better understanding of their relationship, collaborations and work in relation to sustainable development. The aim of this article is to highlight why and how Higher Education (HE) is key to CCIs’sustainable development. Academic research in this specific field is scarce and we aim at soliciting more attention towards this niche research sector, given the potential positive spillovers that it could originate. Through retracing the arising of interest towards the CCIs in general and recently towards sustainability issues linked to the CCIs facing the challenge of Sustainable Development Goals (SDGs), we show how these matters are inextricably associated to the essential role played by HE and HEIs. Thanks to the strong link between HEIs and CCIs’ sustainable development, we can expect that a sort of mimetic isomorphism process will happen in the coming years, with a choice of a strategy of imitation instead of differentiation.
{"title":"“Why and how higher education is so important for cultural and creative industries’ sustainable development?”","authors":"Elisa Salvador, R. Comunian","doi":"10.1177/09504222231219250","DOIUrl":"https://doi.org/10.1177/09504222231219250","url":null,"abstract":"Considering the role played by Higher Education Institutions (HEIs) and Cultural and Creative Industries (CCIs), we recognize that more knowledge is needed to provide a better understanding of their relationship, collaborations and work in relation to sustainable development. The aim of this article is to highlight why and how Higher Education (HE) is key to CCIs’sustainable development. Academic research in this specific field is scarce and we aim at soliciting more attention towards this niche research sector, given the potential positive spillovers that it could originate. Through retracing the arising of interest towards the CCIs in general and recently towards sustainability issues linked to the CCIs facing the challenge of Sustainable Development Goals (SDGs), we show how these matters are inextricably associated to the essential role played by HE and HEIs. Thanks to the strong link between HEIs and CCIs’ sustainable development, we can expect that a sort of mimetic isomorphism process will happen in the coming years, with a choice of a strategy of imitation instead of differentiation.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":" 75","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138620449","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 : 2023-10-26DOI: 10.1177/09504222231208436
Arsheed Ahmad Dar, Shabir Ahmad Hurrah, Aamir Hassan, BB Mansuri, Ambreen Saleem
This study aims to examine the impact of students’ entrepreneurial self-efficacy on their opportunity recognition capability after their exposure to classroom-based entrepreneurship education, leading to the development of intention to undertake an entrepreneurial activity. A detailed questionnaire was used to collect data from 351 students pursuing undergraduate and postgraduate courses. Results confirm that the student’s entrepreneurial self-efficacy positively influences their intention to undertake an entrepreneurial activity directly and indirectly via their opportunity recognition capability. Also, entrepreneurship education significantly moderates the link between students’ entrepreneurial self-efficacy and opportunity recognition capability. These results have practical implications for universities and policymakers, as universities that are not providing entrepreneurship education can adopt the same module of classroom education. Also, policymakers can frame policies directing institutions to start similar kinds of entrepreneurship education programs, even at the intermediate level, particularly in lower-middle-income countries.
{"title":"Entrepreneurial intention of university students: A moderated approach using entrepreneurship education","authors":"Arsheed Ahmad Dar, Shabir Ahmad Hurrah, Aamir Hassan, BB Mansuri, Ambreen Saleem","doi":"10.1177/09504222231208436","DOIUrl":"https://doi.org/10.1177/09504222231208436","url":null,"abstract":"This study aims to examine the impact of students’ entrepreneurial self-efficacy on their opportunity recognition capability after their exposure to classroom-based entrepreneurship education, leading to the development of intention to undertake an entrepreneurial activity. A detailed questionnaire was used to collect data from 351 students pursuing undergraduate and postgraduate courses. Results confirm that the student’s entrepreneurial self-efficacy positively influences their intention to undertake an entrepreneurial activity directly and indirectly via their opportunity recognition capability. Also, entrepreneurship education significantly moderates the link between students’ entrepreneurial self-efficacy and opportunity recognition capability. These results have practical implications for universities and policymakers, as universities that are not providing entrepreneurship education can adopt the same module of classroom education. Also, policymakers can frame policies directing institutions to start similar kinds of entrepreneurship education programs, even at the intermediate level, particularly in lower-middle-income countries.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"52 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381470","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 : 2023-10-23DOI: 10.1177/09504222231208969
Bruno Siano Rêgo, Diogo Lourenço, Fernando Moreira, Carla Santos Pereira
Digital transformation (DT) is raising new challenges. This article seeks to understand how DT has changed business strategies, requiring a new profile of professionals, analyzing the most sought-after skills and identifying opportunities for future professionals. Also, it studies whether universities have incorporated in their training the new skills required by the labor market impacted by DT. To these ends, a systematic literature review dealing with digital transformation, competence, and education was conducted. The existing literature was categorized into seven main areas of investigation: digital literacy; skills identification; use of digital technologies in teaching; learning models; workforce qualification or re-skilling; digital technologies in the labor market; and undergraduate course analysis. This structuring then lays the groundwork for capturing gaps in the literature and proposing future research.
{"title":"Digital transformation, skills and education: A systematic literature review","authors":"Bruno Siano Rêgo, Diogo Lourenço, Fernando Moreira, Carla Santos Pereira","doi":"10.1177/09504222231208969","DOIUrl":"https://doi.org/10.1177/09504222231208969","url":null,"abstract":"Digital transformation (DT) is raising new challenges. This article seeks to understand how DT has changed business strategies, requiring a new profile of professionals, analyzing the most sought-after skills and identifying opportunities for future professionals. Also, it studies whether universities have incorporated in their training the new skills required by the labor market impacted by DT. To these ends, a systematic literature review dealing with digital transformation, competence, and education was conducted. The existing literature was categorized into seven main areas of investigation: digital literacy; skills identification; use of digital technologies in teaching; learning models; workforce qualification or re-skilling; digital technologies in the labor market; and undergraduate course analysis. This structuring then lays the groundwork for capturing gaps in the literature and proposing future research.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405044","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 : 2023-10-20DOI: 10.1177/09504222231208439
Justina Nnanna, Michael B Charles, David Noble, Robyn Keast
Public universities have sought to leverage innovation hubs as physical environments to enable new collaboration models and partnerships between students, academics, budding entrepreneurs, and wider industry. In particular, innovation hubs have allowed public universities to position themselves as active participants in the entrepreneurial arena. These innovation hubs, however, experienced a tremendous degree of disruption because of COVID-19-induced lockdowns, social distancing, closed borders, and a reduced number of persons allowed in a given space. Thus, it is essential to gain an understanding of how innovation hubs in public institutions have responded to these issues, ascertain the degree to which such disruption has impacted them, and identify the strategies that have allowed hubs to stay operational in such a disruptive environment. To do this, personnel involved in the management and administration of such hubs were interviewed, together with a selection of industry experts. This qualitative interrogation allowed a thematic analysis to be undertaken, thereby resulting in several emergent themes that contributed to identifying key learnings that could assist the operation of these innovation hubs in times of future disruption.
{"title":"Innovation hubs in Australian public institutions: An exploratory study of their resilience in a time of disruption","authors":"Justina Nnanna, Michael B Charles, David Noble, Robyn Keast","doi":"10.1177/09504222231208439","DOIUrl":"https://doi.org/10.1177/09504222231208439","url":null,"abstract":"Public universities have sought to leverage innovation hubs as physical environments to enable new collaboration models and partnerships between students, academics, budding entrepreneurs, and wider industry. In particular, innovation hubs have allowed public universities to position themselves as active participants in the entrepreneurial arena. These innovation hubs, however, experienced a tremendous degree of disruption because of COVID-19-induced lockdowns, social distancing, closed borders, and a reduced number of persons allowed in a given space. Thus, it is essential to gain an understanding of how innovation hubs in public institutions have responded to these issues, ascertain the degree to which such disruption has impacted them, and identify the strategies that have allowed hubs to stay operational in such a disruptive environment. To do this, personnel involved in the management and administration of such hubs were interviewed, together with a selection of industry experts. This qualitative interrogation allowed a thematic analysis to be undertaken, thereby resulting in several emergent themes that contributed to identifying key learnings that could assist the operation of these innovation hubs in times of future disruption.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"32 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567810","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 : 2023-10-20DOI: 10.1177/09504222231208435
Deanna Grant-Smith, Tanya Weiler
Enhancing graduate employability is an increasing focus within higher education, however, although part-time work is a majority experience for students the skills gained through non-professional employment are often treated as having limited value in constructions of graduate employability. This paper engages in dialogue with a series of viewpoint and research articles in this journal advocating the accreditation of this work by higher education institutions to increase its influence in graduate recruitment. Specifically, these articles challenge students to improve their employability by reflecting on and documenting their part-time work experiences in support of this accreditation approach. In doing so, it is assumed employers will value this work experience and that such accreditation will improve graduates’ employment prospects. In response, reflecting on a study of Australian business students ( N = 92), this paper highlights tensions associated with students’ part-time work and the perceived employability-enhancing value of what is typically characterised by employers as non-relevant, and therefore non-valuable, work experience. The paper concludes by suggesting that shifting the challenge for recognising the value of non-professional work experience away from students and universities and toward industry and employers is more likely to yield improved graduate employment results for students transitioning from education to graduate employment.
{"title":"Recognising the value of non-professional part-time work in assessing graduate employability: A challenge to employers","authors":"Deanna Grant-Smith, Tanya Weiler","doi":"10.1177/09504222231208435","DOIUrl":"https://doi.org/10.1177/09504222231208435","url":null,"abstract":"Enhancing graduate employability is an increasing focus within higher education, however, although part-time work is a majority experience for students the skills gained through non-professional employment are often treated as having limited value in constructions of graduate employability. This paper engages in dialogue with a series of viewpoint and research articles in this journal advocating the accreditation of this work by higher education institutions to increase its influence in graduate recruitment. Specifically, these articles challenge students to improve their employability by reflecting on and documenting their part-time work experiences in support of this accreditation approach. In doing so, it is assumed employers will value this work experience and that such accreditation will improve graduates’ employment prospects. In response, reflecting on a study of Australian business students ( N = 92), this paper highlights tensions associated with students’ part-time work and the perceived employability-enhancing value of what is typically characterised by employers as non-relevant, and therefore non-valuable, work experience. The paper concludes by suggesting that shifting the challenge for recognising the value of non-professional work experience away from students and universities and toward industry and employers is more likely to yield improved graduate employment results for students transitioning from education to graduate employment.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"37 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135568038","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 : 2023-10-18DOI: 10.1177/09504222231209259
Sergii Kovachov, Ihor Bohdanov, Yana Suchikova
This opinion piece delves into the intricate challenges facing higher education in nanotechnology, particularly in Ukraine, a country currently embroiled in geopolitical unrest. Through a reflective lens, the article examines the complexities of preparing graduates for an uncertain job market while also considering the pressing national imperatives that demand specialized expertise. Beyond the Ukrainian context, the article escalates the discussion to a global scale, calling for an immediate yet thoughtful reassessment of how we approach specialized education in a rapidly changing world. The piece confronts uncomfortable questions and proposes calls to action for policymakers, educators, and the global community. By framing Ukraine’s struggle as indicative of a broader global challenge, it aims to catalyze meaningful discussions and reforms in how specialized higher education is approached and implemented worldwide.
{"title":"Nano or Na-No? Ukraine’s crisis of opportunity in nanotechnology education","authors":"Sergii Kovachov, Ihor Bohdanov, Yana Suchikova","doi":"10.1177/09504222231209259","DOIUrl":"https://doi.org/10.1177/09504222231209259","url":null,"abstract":"This opinion piece delves into the intricate challenges facing higher education in nanotechnology, particularly in Ukraine, a country currently embroiled in geopolitical unrest. Through a reflective lens, the article examines the complexities of preparing graduates for an uncertain job market while also considering the pressing national imperatives that demand specialized expertise. Beyond the Ukrainian context, the article escalates the discussion to a global scale, calling for an immediate yet thoughtful reassessment of how we approach specialized education in a rapidly changing world. The piece confronts uncomfortable questions and proposes calls to action for policymakers, educators, and the global community. By framing Ukraine’s struggle as indicative of a broader global challenge, it aims to catalyze meaningful discussions and reforms in how specialized higher education is approached and implemented worldwide.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"27 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825356","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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