Pub Date : 2023-08-30DOI: 10.1177/15344843231199129
M. van Woerkom, D. Kooij, R. Kanfer
Research findings indicate an age-related decline in worker’s growth and learning. In this paper, we investigate to what extent these results may be affected by measures (e.g., growth need strength scale) that are influenced by educational approaches to workplace learning, framing learning as intentional processes of knowledge acquisition guided by educators. Based on Human Resource Development (HRD) and non-HRD literature, we propose that these measures may not fully capture learning processes of older workers who seemingly prefer learning outside of formal educational contexts (e.g., spontaneous, strengths-based, and collaborative forms of learning). We examine measures of growth motives and learning behaviors and conclude that these are strongly influenced by an educational perspective, encouraging inaccurate conclusions regarding older workers’ learning interest and activity. We provide suggestions for the development of new measures inspired by a noneducational perspective on work-related learning, for instance by tapping into spontaneous, strengths-based, and collaborative forms of learning.
{"title":"Growth Motives and Learning Behaviors Among Older Workers: Toward a More Comprehensive Assessment","authors":"M. van Woerkom, D. Kooij, R. Kanfer","doi":"10.1177/15344843231199129","DOIUrl":"https://doi.org/10.1177/15344843231199129","url":null,"abstract":"Research findings indicate an age-related decline in worker’s growth and learning. In this paper, we investigate to what extent these results may be affected by measures (e.g., growth need strength scale) that are influenced by educational approaches to workplace learning, framing learning as intentional processes of knowledge acquisition guided by educators. Based on Human Resource Development (HRD) and non-HRD literature, we propose that these measures may not fully capture learning processes of older workers who seemingly prefer learning outside of formal educational contexts (e.g., spontaneous, strengths-based, and collaborative forms of learning). We examine measures of growth motives and learning behaviors and conclude that these are strongly influenced by an educational perspective, encouraging inaccurate conclusions regarding older workers’ learning interest and activity. We provide suggestions for the development of new measures inspired by a noneducational perspective on work-related learning, for instance by tapping into spontaneous, strengths-based, and collaborative forms of learning.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":" ","pages":""},"PeriodicalIF":6.4,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43548713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-26DOI: 10.1177/15344843231198361
Tijmen M. Schipper, Kars Mennens, P. Preenen, M. Vos, Marieke van den Tooren, Nienke Hofstra
Human Resource Development (HRD) finds itself at a critical juncture given the rapidly changing landscape of work and a shift of focus in HRD research and practices. This provides momentum for the HRD discipline to explore new models of workplace learning that exceed the boundaries of one’s own organization. Public and private organizations increasingly understand that by joining forces and cocreating knowledge, they are better able to address these challenges and thereby stay innovative. In this paper, we propose a conceptual framework for Public-Private Learning Communities (PPLCs) as a promising approach to prepare organizations and employees for the rapidly changing future. By drawing on the concept of interorganizational learning and learning-network theory, we distinguish essential building blocks that relate to the PPLCs’ strategy, structure, process, and culture. With this conceptual paper, we aim to break new ground for HRD theory-building and offer novel directions for HRD researchers and practitioners.
{"title":"Interorganizational Learning: A Conceptualization of Public-Private Learning Communities","authors":"Tijmen M. Schipper, Kars Mennens, P. Preenen, M. Vos, Marieke van den Tooren, Nienke Hofstra","doi":"10.1177/15344843231198361","DOIUrl":"https://doi.org/10.1177/15344843231198361","url":null,"abstract":"Human Resource Development (HRD) finds itself at a critical juncture given the rapidly changing landscape of work and a shift of focus in HRD research and practices. This provides momentum for the HRD discipline to explore new models of workplace learning that exceed the boundaries of one’s own organization. Public and private organizations increasingly understand that by joining forces and cocreating knowledge, they are better able to address these challenges and thereby stay innovative. In this paper, we propose a conceptual framework for Public-Private Learning Communities (PPLCs) as a promising approach to prepare organizations and employees for the rapidly changing future. By drawing on the concept of interorganizational learning and learning-network theory, we distinguish essential building blocks that relate to the PPLCs’ strategy, structure, process, and culture. With this conceptual paper, we aim to break new ground for HRD theory-building and offer novel directions for HRD researchers and practitioners.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":" ","pages":""},"PeriodicalIF":6.4,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49145258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1177/15344843231188820
R. McWhorter
The purpose of this article is to promote knowledge and understanding about the concept and utility of Virtual Human Resource Development (VHRD) for both research and practice in Human Resource Development (HRD). This article begins with a brief history of VHRD, defines VHRD, and then presents an appendix that summarizes key insights from 36 VHRD peer-reviewed publications located across five academic journals and 52 authors associated with this line of inquiry. The article then discusses challenges and opportunities associated with VHRD as a result of this summary which may be insightful for researchers and practitioners. It concludes by considering the implications of VHRD along with offering directions for future research in the VHRD space.
{"title":"Virtual Human Resource Development: Definitions, Challenges, and Opportunities","authors":"R. McWhorter","doi":"10.1177/15344843231188820","DOIUrl":"https://doi.org/10.1177/15344843231188820","url":null,"abstract":"The purpose of this article is to promote knowledge and understanding about the concept and utility of Virtual Human Resource Development (VHRD) for both research and practice in Human Resource Development (HRD). This article begins with a brief history of VHRD, defines VHRD, and then presents an appendix that summarizes key insights from 36 VHRD peer-reviewed publications located across five academic journals and 52 authors associated with this line of inquiry. The article then discusses challenges and opportunities associated with VHRD as a result of this summary which may be insightful for researchers and practitioners. It concludes by considering the implications of VHRD along with offering directions for future research in the VHRD space.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":" ","pages":""},"PeriodicalIF":6.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49644491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/15344843231188220
Yonjoo Cho, Beth Hyatt
Human Resource Development Review (HRDR) is the latest to join the AHRDsponsored journals aiming at theory building in HRD and publish four types of non-empirical research articles: theory/conceptual, literature review, historical, and research methods (Holton, 2002). During our term in the years between 2020 (September) and 2023 (September), we have published a total of 88 articles including 23 editorials/guest editorials, 39 peer-reviewed articles: literature reviews (17), theory/ conceptual articles (13), historical articles (2), and research methods (7), 18 Instructor’s Corner articles for teaching and learning about theory and theory building in HRD, and 8 others (reactions and the editor’s notes) (see Appendix 1 for the keyword mapping of four types of articles).
《人力资源开发评论》(Human Resource Development Review, HRDR)是最新加入ahrd赞助的期刊，旨在建立人力资源开发的理论，并发表四种非实证研究文章:理论/概念、文献综述、历史和研究方法(Holton, 2002)。在2020年(9月)至2023年(9月)的任期内，我们共发表了88篇文章，其中社论/客座社论23篇，同行评审文章39篇;文献综述(17篇)，理论/概念文章(13篇)，历史文章(2篇)，研究方法(7篇)，讲师角文章18篇，用于教授和学习HRD中的理论和理论构建，以及其他8篇(反应和编辑笔记)(见附录1四类文章的关键词映射)。
{"title":"Reflection on the Past Three Years (2020-2023)","authors":"Yonjoo Cho, Beth Hyatt","doi":"10.1177/15344843231188220","DOIUrl":"https://doi.org/10.1177/15344843231188220","url":null,"abstract":"Human Resource Development Review (HRDR) is the latest to join the AHRDsponsored journals aiming at theory building in HRD and publish four types of non-empirical research articles: theory/conceptual, literature review, historical, and research methods (Holton, 2002). During our term in the years between 2020 (September) and 2023 (September), we have published a total of 88 articles including 23 editorials/guest editorials, 39 peer-reviewed articles: literature reviews (17), theory/ conceptual articles (13), historical articles (2), and research methods (7), 18 Instructor’s Corner articles for teaching and learning about theory and theory building in HRD, and 8 others (reactions and the editor’s notes) (see Appendix 1 for the keyword mapping of four types of articles).","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"22 1","pages":"311 - 320"},"PeriodicalIF":6.4,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43505816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-11DOI: 10.1177/15344843231189318
Sami Jabarkhail
In this article, I examine and evaluate the human resource development (HRD) theorization presented by Wang and Doty (2022a), as well as the reactions it received from Russ-Eft (2022), Yoon (2022), and Poell (2022), and the response provided by Wang and Doty (2022b). I observe that the principal criticism of the current HRD framework proposed by Wang and Doty revolves around the significance of culture within the host institution system (HIS). They argue that culture holds little to no importance in the HIS. However, upon examining the definition of HIS presented in this paper, it becomes apparent that the role of culture cannot be easily dismissed in any discussion pertaining to HIS, thereby calling for further theorizing and research. The suggestions put forth in this article have the potential to contribute to the advancement of the current theorization into a genuinely dynamic framework for the HRD discipline.
{"title":"The State of Theorizing Human Resource Development (HRD) in Extended Context: A Review","authors":"Sami Jabarkhail","doi":"10.1177/15344843231189318","DOIUrl":"https://doi.org/10.1177/15344843231189318","url":null,"abstract":"In this article, I examine and evaluate the human resource development (HRD) theorization presented by Wang and Doty (2022a), as well as the reactions it received from Russ-Eft (2022), Yoon (2022), and Poell (2022), and the response provided by Wang and Doty (2022b). I observe that the principal criticism of the current HRD framework proposed by Wang and Doty revolves around the significance of culture within the host institution system (HIS). They argue that culture holds little to no importance in the HIS. However, upon examining the definition of HIS presented in this paper, it becomes apparent that the role of culture cannot be easily dismissed in any discussion pertaining to HIS, thereby calling for further theorizing and research. The suggestions put forth in this article have the potential to contribute to the advancement of the current theorization into a genuinely dynamic framework for the HRD discipline.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"22 1","pages":"451 - 469"},"PeriodicalIF":6.4,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43624385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1177/15344843231188248
Heeyoung Han, D. Papanagnou, Yonjoo Cho
{"title":"Bridging Human Resource Development and Health Professions Education Through Action Learning","authors":"Heeyoung Han, D. Papanagnou, Yonjoo Cho","doi":"10.1177/15344843231188248","DOIUrl":"https://doi.org/10.1177/15344843231188248","url":null,"abstract":"","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"1 1","pages":""},"PeriodicalIF":6.4,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/15344843231186629
Karen E. Watkins, V. Marsick
Workplace learning models were historically developed in a relatively stable, predictable, somewhat compartmentalized world. But today we live in radical uncertainty and contingency. The world is a real-time, real-consequences, multiplayer, high stakes gaming table. No one living through the Global Reset (Schwab & Malleret, 2020) of COVID-19 would have any trouble agreeing that we are in an age of such complexity that it is likely to require a rethinking of all that we do. Complexity has changed the workplace learning playing field. Complexity derives from the Latin word complexus—meaning “surrounding, encompassing”; the past participle of complecti—meaning “to encircle, embrace”; and plectere—meaning “to weave, braid, twine, entwine”. The word complex is “a whole comprised of interconnected parts” (Online Etymology Dictionary) that are also interdependent. Scholars (e.g., Lee, 2003; Weick & Sutcliffe, 2001) began examining complexity’s impact on work and organizations decades ago. What brings it to the fore today? And how in particular is complexity changing workplace learning and development? What features of complexity are impacting their design and implementation? These are the questions we sought to answer in Rethinking Workplace Learning and Development (Watkins & Marsick, 2023). Our book features responses to these questions by a purposeful sample of L&D leaders, who joined us for remote coffee and conversations. We subsequently invited a purposeful sample of leading Workplace Learning & Development practitioners and Chief Learning Officers (CLOs) to discuss how they see Learning & Development adapting to support change in organizations and systems. In this article, we share some of their stories, views and predictions about learning in organizations of different sizes, purposes, and cultures.
{"title":"Rethinking Workplace Learning and Development Catalyzed by Complexity","authors":"Karen E. Watkins, V. Marsick","doi":"10.1177/15344843231186629","DOIUrl":"https://doi.org/10.1177/15344843231186629","url":null,"abstract":"Workplace learning models were historically developed in a relatively stable, predictable, somewhat compartmentalized world. But today we live in radical uncertainty and contingency. The world is a real-time, real-consequences, multiplayer, high stakes gaming table. No one living through the Global Reset (Schwab & Malleret, 2020) of COVID-19 would have any trouble agreeing that we are in an age of such complexity that it is likely to require a rethinking of all that we do. Complexity has changed the workplace learning playing field. Complexity derives from the Latin word complexus—meaning “surrounding, encompassing”; the past participle of complecti—meaning “to encircle, embrace”; and plectere—meaning “to weave, braid, twine, entwine”. The word complex is “a whole comprised of interconnected parts” (Online Etymology Dictionary) that are also interdependent. Scholars (e.g., Lee, 2003; Weick & Sutcliffe, 2001) began examining complexity’s impact on work and organizations decades ago. What brings it to the fore today? And how in particular is complexity changing workplace learning and development? What features of complexity are impacting their design and implementation? These are the questions we sought to answer in Rethinking Workplace Learning and Development (Watkins & Marsick, 2023). Our book features responses to these questions by a purposeful sample of L&D leaders, who joined us for remote coffee and conversations. We subsequently invited a purposeful sample of leading Workplace Learning & Development practitioners and Chief Learning Officers (CLOs) to discuss how they see Learning & Development adapting to support change in organizations and systems. In this article, we share some of their stories, views and predictions about learning in organizations of different sizes, purposes, and cultures.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"22 1","pages":"333 - 344"},"PeriodicalIF":6.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41544763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.1177/15344843231184101
Kevin J. Rose
The U.S. Department of Education utilizes a standard classification system for all post-secondary degree programs. This system, the Classification of Instructional Programs (CIP), is utilized in a multitude of ways to gather and report academic program data. These data can include degree completions, career prospects for graduates, and instructional salaries. Understanding what a program’s CIP code is and how to obtain program data based on CIP code can help HRD faculty build and maintain quality academic programs as well as conduct research related to HRD education. In this article, I provide some background on CIP codes and several use cases that might be helpful for faculty and program leaders.
{"title":"Using Classification of Instructional Program Codes in Human Resource Development","authors":"Kevin J. Rose","doi":"10.1177/15344843231184101","DOIUrl":"https://doi.org/10.1177/15344843231184101","url":null,"abstract":"The U.S. Department of Education utilizes a standard classification system for all post-secondary degree programs. This system, the Classification of Instructional Programs (CIP), is utilized in a multitude of ways to gather and report academic program data. These data can include degree completions, career prospects for graduates, and instructional salaries. Understanding what a program’s CIP code is and how to obtain program data based on CIP code can help HRD faculty build and maintain quality academic programs as well as conduct research related to HRD education. In this article, I provide some background on CIP codes and several use cases that might be helpful for faculty and program leaders.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"22 1","pages":"428 - 444"},"PeriodicalIF":6.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45792971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-18DOI: 10.1177/15344843231184746
Dawisa Sritanyarat, Asma Tehmarn, Wanida Thongteera, Thawanporn Marin, G. McLean
Leisure and work are often thought of as independent parts of life. While leisure has the potential of contributing to HRD and vice versa, it has received limited attention in HRD. Therefore, in this study, we used an integrative literature review to explore how leisure can contribute to HRD and become an HRD intervention. To search the literature, we used keywords relating to leisure, work, and HRD. One among several leisure types found was serious leisure. Serious leisure requires engagement in the activity with a sense of self-development. The results from serious leisure could include knowledge and skill development, which might not be related directly to short-term work performance improvement. Despite this, it allows for intrinsically sustainable self-development. Such self-development can yield positive results in every element of life, including work. To facilitate serious leisure as an HRD intervention, practitioners and policymakers need to eliminate leisure constraints.
{"title":"Serious Leisure as Human Resource Development Intervention","authors":"Dawisa Sritanyarat, Asma Tehmarn, Wanida Thongteera, Thawanporn Marin, G. McLean","doi":"10.1177/15344843231184746","DOIUrl":"https://doi.org/10.1177/15344843231184746","url":null,"abstract":"Leisure and work are often thought of as independent parts of life. While leisure has the potential of contributing to HRD and vice versa, it has received limited attention in HRD. Therefore, in this study, we used an integrative literature review to explore how leisure can contribute to HRD and become an HRD intervention. To search the literature, we used keywords relating to leisure, work, and HRD. One among several leisure types found was serious leisure. Serious leisure requires engagement in the activity with a sense of self-development. The results from serious leisure could include knowledge and skill development, which might not be related directly to short-term work performance improvement. Despite this, it allows for intrinsically sustainable self-development. Such self-development can yield positive results in every element of life, including work. To facilitate serious leisure as an HRD intervention, practitioners and policymakers need to eliminate leisure constraints.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"22 1","pages":"388 - 413"},"PeriodicalIF":6.4,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47653230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1177/15344843231183194
K. P. Kuchinke
That all academic writing should be based on a comprehensive review of previous research is well understood. Yet how to accomplish this task given the burgeoning literature in our field and in the many contributing fields of study has received surprisingly little attention in publishing guidelines in HRD and related fields. To encourage the development of HRD scholarship as a distinct and yet interdisciplinary body of knowledge, discernment, justification, and clarity about the selection and representation of the existing literature are needed in three areas. Domain specificity is concerned with the link to the HRD disciplinary base, practice relevance situates the work in a recognized HRD practice domain, and communicative interest clarifies the author’s value stance. The conclusion addresses implications for novice and experienced writers, the training of graduate and professional students, and the editorial policies of the leading HRD journals.
{"title":"Grounding and Deepening Academic Writing in Human Resource Development: The Role of Selecting and Representing the Supporting Literature","authors":"K. P. Kuchinke","doi":"10.1177/15344843231183194","DOIUrl":"https://doi.org/10.1177/15344843231183194","url":null,"abstract":"That all academic writing should be based on a comprehensive review of previous research is well understood. Yet how to accomplish this task given the burgeoning literature in our field and in the many contributing fields of study has received surprisingly little attention in publishing guidelines in HRD and related fields. To encourage the development of HRD scholarship as a distinct and yet interdisciplinary body of knowledge, discernment, justification, and clarity about the selection and representation of the existing literature are needed in three areas. Domain specificity is concerned with the link to the HRD disciplinary base, practice relevance situates the work in a recognized HRD practice domain, and communicative interest clarifies the author’s value stance. The conclusion addresses implications for novice and experienced writers, the training of graduate and professional students, and the editorial policies of the leading HRD journals.","PeriodicalId":51474,"journal":{"name":"Human Resource Development Review","volume":"22 1","pages":"414 - 427"},"PeriodicalIF":6.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44537577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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