Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1904665
Teodoro Luque-Martínez
The analysis of where the university is going, will go or should go is incessant; it has long been present, in any circumstance. And it certainly should be. It is complex because of the need to consider both people and the organization (university institution), as well as society and the context within which it operates. After an analysis of how we have arrived at the institution we have today, the article in question with this evocative title examines the future by emphasizing four challenges, namely: new social echelons’ access to higher education, the exponential growth in information, the influence of business management and the bureaucratization of university work. Naturally, other challenges could also be included, but it is reasonable to limit them. Before addressing these challenges, the author reflects on the forerunners. The current situation of the university, where it is today, is the result of the past. The future is the horizon; now in our space it is Europe’s Horizon. In summary, the current situation is the outcome of a range of factors (LuqueMartínez, 2020), some of them sociodemographic, either social (population structure, concentration, spread of university education, etc.) or specific to the university (academic mobility, ageing, attracting talent, access, etc.). Other factors are economic, also either in society in general (income level and distribution, scholarship policy, economic context, economic consequences of the pandemic, etc.) or specific to the university (financial structure, available resources, fees, management). Another important factor is internationalization (being part of the European area) and the process of globalization, with all the tensions stemming therefrom. Coupled with the latter, one particularly disruptive factor is technological change, due to its implications on society, the economy, the university and the teaching–learning process. This is what is called the digital transformation and Industry 4.0, which encompasses concepts like artificial intelligence, the Internet of Things, robotics, 3D printing, augmented reality and others. Finally, we should include universities’ commitment to engaging in activities with their communities (such as by fulfiling the Sustainability Development Goals, SDGs) and with the COVID-19 pandemic. The health crisis (and its consequent economic crisis) is leading us to reconsider the what and how of university activities, shifting the focal
{"title":"Response to Quo vadis university? University Horizon (Réplica a ¿Quo vadis universidad? Horizonte Universidad)","authors":"Teodoro Luque-Martínez","doi":"10.1080/11356405.2021.1904665","DOIUrl":"https://doi.org/10.1080/11356405.2021.1904665","url":null,"abstract":"The analysis of where the university is going, will go or should go is incessant; it has long been present, in any circumstance. And it certainly should be. It is complex because of the need to consider both people and the organization (university institution), as well as society and the context within which it operates. After an analysis of how we have arrived at the institution we have today, the article in question with this evocative title examines the future by emphasizing four challenges, namely: new social echelons’ access to higher education, the exponential growth in information, the influence of business management and the bureaucratization of university work. Naturally, other challenges could also be included, but it is reasonable to limit them. Before addressing these challenges, the author reflects on the forerunners. The current situation of the university, where it is today, is the result of the past. The future is the horizon; now in our space it is Europe’s Horizon. In summary, the current situation is the outcome of a range of factors (LuqueMartínez, 2020), some of them sociodemographic, either social (population structure, concentration, spread of university education, etc.) or specific to the university (academic mobility, ageing, attracting talent, access, etc.). Other factors are economic, also either in society in general (income level and distribution, scholarship policy, economic context, economic consequences of the pandemic, etc.) or specific to the university (financial structure, available resources, fees, management). Another important factor is internationalization (being part of the European area) and the process of globalization, with all the tensions stemming therefrom. Coupled with the latter, one particularly disruptive factor is technological change, due to its implications on society, the economy, the university and the teaching–learning process. This is what is called the digital transformation and Industry 4.0, which encompasses concepts like artificial intelligence, the Internet of Things, robotics, 3D printing, augmented reality and others. Finally, we should include universities’ commitment to engaging in activities with their communities (such as by fulfiling the Sustainability Development Goals, SDGs) and with the COVID-19 pandemic. The health crisis (and its consequent economic crisis) is leading us to reconsider the what and how of university activities, shifting the focal","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"35 1","pages":"425 - 430"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85044841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1904654
Gustavo Vargas-Silva, A. Barroso-Caro
ABSTRACT In recent years, Spain has been far and away the leader in records of publications on education in indexed international journals. For several years, the accreditation requirements of university professorates have included publications on education in indexed journals. This study reports that Spain’s leadership in publications on education dovetails in time with the inclusion of these requirements in the regulations on access to the university professorate. Likewise, the number of education journals headquartered in Spain was also analysed, and significant increases have been found in the number of these journals during the period analysed; Spain is ranked near the top worldwide on this indicator as well. The main conclusion of this study is that the requirement to publish on teaching in the university professorate accreditation processes in recent years has significantly influenced the publication figures in indexed journals as well as the number of indexed journals headquartered in Spain.
{"title":"University accreditations and publication of articles on education in Spain (Acreditaciones universitarias y publicación de artículos sobre educación en España)","authors":"Gustavo Vargas-Silva, A. Barroso-Caro","doi":"10.1080/11356405.2021.1904654","DOIUrl":"https://doi.org/10.1080/11356405.2021.1904654","url":null,"abstract":"ABSTRACT In recent years, Spain has been far and away the leader in records of publications on education in indexed international journals. For several years, the accreditation requirements of university professorates have included publications on education in indexed journals. This study reports that Spain’s leadership in publications on education dovetails in time with the inclusion of these requirements in the regulations on access to the university professorate. Likewise, the number of education journals headquartered in Spain was also analysed, and significant increases have been found in the number of these journals during the period analysed; Spain is ranked near the top worldwide on this indicator as well. The main conclusion of this study is that the requirement to publish on teaching in the university professorate accreditation processes in recent years has significantly influenced the publication figures in indexed journals as well as the number of indexed journals headquartered in Spain.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"136 1","pages":"292 - 315"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86435445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1904655
Pilar Moreno-Crespo, Celia Corchuelo-Fernández, C. M. A. Cejudo-Cortés, O. Moreno-Fernández
ABSTRACT We present an analysis of the productive structure of Spanish research catalogued with the descriptor ‘teacher training and employment’, carrying out a bibliometric analysis of 905 works using the TESEO database as well as the publications derived from these works and the h-index of their authors and directors in Scopus and WoS. The data have been codified under a categorical system elaborated ad hoc and with the statistical program SPSS, and describing the results according to the universities, directors, evaluators, language of the works, sex of the doctoral students, European mention of the title, published articles, h-index. The conclusions are that the incorporation of the teaching career into the university environment leads to an increase in interest in research on teacher training reflected in an increase in publications in recent years.
{"title":"Teacher training and employment in Spanish scientific research from 1977 to 2019 (Formación y empleo de profesores en la investigación científica española de 1977 a 2019)","authors":"Pilar Moreno-Crespo, Celia Corchuelo-Fernández, C. M. A. Cejudo-Cortés, O. Moreno-Fernández","doi":"10.1080/11356405.2021.1904655","DOIUrl":"https://doi.org/10.1080/11356405.2021.1904655","url":null,"abstract":"ABSTRACT We present an analysis of the productive structure of Spanish research catalogued with the descriptor ‘teacher training and employment’, carrying out a bibliometric analysis of 905 works using the TESEO database as well as the publications derived from these works and the h-index of their authors and directors in Scopus and WoS. The data have been codified under a categorical system elaborated ad hoc and with the statistical program SPSS, and describing the results according to the universities, directors, evaluators, language of the works, sex of the doctoral students, European mention of the title, published articles, h-index. The conclusions are that the incorporation of the teaching career into the university environment leads to an increase in interest in research on teacher training reflected in an increase in publications in recent years.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"288 1","pages":"259 - 291"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82782887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1905957
Jon Olaskoaga-Larrauri, Leire Guerenabarrena-Cortazar, E. Cilleruelo-Carrasco
ABSTRACT The literature on integrating sustainability in higher education curricula has identified a series of circumstances that can hinder or slow down the transition towards education for sustainable development. This article assesses the influence of two of these circumstances in Spanish universities: teachers’ insufficient support for the principles and objectives of sustainable development and their reluctance to consider conveying values as part of their teaching duties. The article collects evidence from the opinions of instructors obtained via a survey, and it concludes that neither of the two circumstances can explain the slowness with which the principles of education for sustainable development are permeating university curricula.
{"title":"Academic staff attitudes and barriers to integrating sustainability in the curriculum at Spanish universities (Actitudes del profesorado y barreras a la sostenibilización curricular en la universidad española)","authors":"Jon Olaskoaga-Larrauri, Leire Guerenabarrena-Cortazar, E. Cilleruelo-Carrasco","doi":"10.1080/11356405.2021.1905957","DOIUrl":"https://doi.org/10.1080/11356405.2021.1905957","url":null,"abstract":"ABSTRACT The literature on integrating sustainability in higher education curricula has identified a series of circumstances that can hinder or slow down the transition towards education for sustainable development. This article assesses the influence of two of these circumstances in Spanish universities: teachers’ insufficient support for the principles and objectives of sustainable development and their reluctance to consider conveying values as part of their teaching duties. The article collects evidence from the opinions of instructors obtained via a survey, and it concludes that neither of the two circumstances can explain the slowness with which the principles of education for sustainable development are permeating university curricula.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"578 1","pages":"373 - 396"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85735235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1905979
Liliana Tolchinsky
ABSTRACT The articles in this monograph explore different aspects of how universities work in light of their fundamental missions and the challenges that this institution is facing in the post-pandemic era. Members of different universities in Spain with extensive experience in teaching, research, transfer, management and participation on governing teams respond with their reflections, document studies and fieldwork in Culture and Education’s invitation to examine the ‘secrets of the tribe’.
{"title":"The university: challenges, trade-offs and possible transformations (La universidad: retos, disyuntivas y posibles transformaciones)","authors":"Liliana Tolchinsky","doi":"10.1080/11356405.2021.1905979","DOIUrl":"https://doi.org/10.1080/11356405.2021.1905979","url":null,"abstract":"ABSTRACT The articles in this monograph explore different aspects of how universities work in light of their fundamental missions and the challenges that this institution is facing in the post-pandemic era. Members of different universities in Spain with extensive experience in teaching, research, transfer, management and participation on governing teams respond with their reflections, document studies and fieldwork in Culture and Education’s invitation to examine the ‘secrets of the tribe’.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"354 1","pages":"217 - 228"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78095686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1904656
Nuria González, M. Colmenero
ABSTRACT Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We administered the ‘Diver-Form-Questionnaire on Diversity and University Education’ survey to 431 professors from the University of Jaén. The results show that the instructors implement inclusive educational processes in their teaching practice, although there are significant differences in their attitudes regarding gender and training when implementing these inclusive actions. The conclusions indicate that it is necessary to rethink their teacher training in order to move towards educational inclusion and diversity at university.
{"title":"Snapshot of inclusion at the university from the perspective of academic staff (Visión global de la inclusión en la universidad desde la perspectiva del personal académico)","authors":"Nuria González, M. Colmenero","doi":"10.1080/11356405.2021.1904656","DOIUrl":"https://doi.org/10.1080/11356405.2021.1904656","url":null,"abstract":"ABSTRACT Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We administered the ‘Diver-Form-Questionnaire on Diversity and University Education’ survey to 431 professors from the University of Jaén. The results show that the instructors implement inclusive educational processes in their teaching practice, although there are significant differences in their attitudes regarding gender and training when implementing these inclusive actions. The conclusions indicate that it is necessary to rethink their teacher training in order to move towards educational inclusion and diversity at university.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"71 1","pages":"345 - 372"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90363510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1904659
Juana M. Sancho-Gil
ABSTRACT The topics in this special issue and my own experience as a university teacher and researcher, now emerita, have led me to revisit a series of questions which have interested me for some time on the role, meaning and challenges of the university in today’s society. In the past 40 years, the unprecedented development of digital information and communication technologies, globalization and the increasing power of large corporations have disrupted value scales that were believed to be solidly entrenched. The way we create, store, access and assess information and knowledge; the world of work and knowledge; the competences and skills needed to access and remain in the university; and the ways we research and the very meaning of research have all been transformed. And the question is: What role does the university play today? Because the issues related to the ways academic responsibility and quality are assessed, the mechanisms of hiring and promoting teaching and research staff, support for innovation and scientific advancement and the role of scholarly publications in academic promotion may have very different answers depending on the institution’s mission, vision and ambition. In this text, I examine the four challenges of today’s university which I consider the most important, related to ‘excessive’ numbers of students, the exponential growth in information, the influence of business management and the bureaucratization of university work.
{"title":"Quo vadis university? (¿Quo vadis universidad?)","authors":"Juana M. Sancho-Gil","doi":"10.1080/11356405.2021.1904659","DOIUrl":"https://doi.org/10.1080/11356405.2021.1904659","url":null,"abstract":"ABSTRACT The topics in this special issue and my own experience as a university teacher and researcher, now emerita, have led me to revisit a series of questions which have interested me for some time on the role, meaning and challenges of the university in today’s society. In the past 40 years, the unprecedented development of digital information and communication technologies, globalization and the increasing power of large corporations have disrupted value scales that were believed to be solidly entrenched. The way we create, store, access and assess information and knowledge; the world of work and knowledge; the competences and skills needed to access and remain in the university; and the ways we research and the very meaning of research have all been transformed. And the question is: What role does the university play today? Because the issues related to the ways academic responsibility and quality are assessed, the mechanisms of hiring and promoting teaching and research staff, support for innovation and scientific advancement and the role of scholarly publications in academic promotion may have very different answers depending on the institution’s mission, vision and ambition. In this text, I examine the four challenges of today’s university which I consider the most important, related to ‘excessive’ numbers of students, the exponential growth in information, the influence of business management and the bureaucratization of university work.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"13 1","pages":"397 - 411"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85198552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1904658
Eva M. De la Torre, Carmen Pérez-Esparrells, Teresa Romero-Madrid
ABSTRACT University systems with a high level of academic inbreeding tend to be closed to attracting (inter)national talent, while instead prioritizing retention of the human factor in the institution and the stabilization and continuity of internal bureaucratic dynamics. The literature suggests that levels of academic inbreeding depend on both institutional and structural factors within the universities themselves, as well as contextual factors in the country and/or region. In this study, we empirically analyse the causal relationship between levels of academic inbreeding at Spanish public universities and the characteristics of the university context and their institutional features. Our results show that the variables that most influence the level of endogamy of Spanish public universities are their age and their specialization by field of knowledge. Furthermore, the academic inbreeding in Spain seems more related to the chair-holding dynamics by which professors gain power than to any other factor.
{"title":"Academic inbreeding in the Spanish public university system: a review of its institutional and context determinants (Endogamia en el sistema universitario público español: una revisión de sus determinantes institucionales y contextuales)","authors":"Eva M. De la Torre, Carmen Pérez-Esparrells, Teresa Romero-Madrid","doi":"10.1080/11356405.2021.1904658","DOIUrl":"https://doi.org/10.1080/11356405.2021.1904658","url":null,"abstract":"ABSTRACT University systems with a high level of academic inbreeding tend to be closed to attracting (inter)national talent, while instead prioritizing retention of the human factor in the institution and the stabilization and continuity of internal bureaucratic dynamics. The literature suggests that levels of academic inbreeding depend on both institutional and structural factors within the universities themselves, as well as contextual factors in the country and/or region. In this study, we empirically analyse the causal relationship between levels of academic inbreeding at Spanish public universities and the characteristics of the university context and their institutional features. Our results show that the variables that most influence the level of endogamy of Spanish public universities are their age and their specialization by field of knowledge. Furthermore, the academic inbreeding in Spain seems more related to the chair-holding dynamics by which professors gain power than to any other factor.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"46 1","pages":"229 - 258"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73494767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/11356405.2021.1904660
J. Perera
In the first three sections of the article, the author offers the general framework to situate her reflection on the role that the university is playing in today’s society, and more specifically on...
{"title":"Response to Quo vadis university? On challenges and potentialities (Réplica a ¿Quo vadis universidad? Sobre retos y potencialidades)","authors":"J. Perera","doi":"10.1080/11356405.2021.1904660","DOIUrl":"https://doi.org/10.1080/11356405.2021.1904660","url":null,"abstract":"In the first three sections of the article, the author offers the general framework to situate her reflection on the role that the university is playing in today’s society, and more specifically on...","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"30 1","pages":"418 - 424"},"PeriodicalIF":1.1,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85119213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The management field needs to develop creative and problem-solving capabilities among students and practitioners. In this context, and after recognizing the research methods as a cognitive process part of decision-making, we propose a step-by-step method to conduct applied research in organizational engineering and business management. With this goal, we first conduct a literature review about research methods in an organizational or business context. Subsequently, we explain the theoretical and empirical process that we followed to construct our step-by-step method. Moreover, finally, we present our ‘step-by-step’ method for applied research in organizations and businesses. We are convinced that research methods are tools that must serve and support researchers, so in our proposal, we detail the activities that must be conducted by a research student, from an eclectic perspective.
{"title":"‘Step-by-step’ method to conduct applied research in organizational engineering and business management (Método ‘paso a paso’ para la investigación aplicada en el ámbito de la ingeniería organizacional y la gestión empresarial)","authors":"Manuela Escobar-Sierra, Luis-Augusto Lara-Valencia, Pilar ValenciaDeLara","doi":"10.1080/11356405.2020.1859735","DOIUrl":"https://doi.org/10.1080/11356405.2020.1859735","url":null,"abstract":"ABSTRACT The management field needs to develop creative and problem-solving capabilities among students and practitioners. In this context, and after recognizing the research methods as a cognitive process part of decision-making, we propose a step-by-step method to conduct applied research in organizational engineering and business management. With this goal, we first conduct a literature review about research methods in an organizational or business context. Subsequently, we explain the theoretical and empirical process that we followed to construct our step-by-step method. Moreover, finally, we present our ‘step-by-step’ method for applied research in organizations and businesses. We are convinced that research methods are tools that must serve and support researchers, so in our proposal, we detail the activities that must be conducted by a research student, from an eclectic perspective.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"09 1","pages":"28 - 77"},"PeriodicalIF":1.1,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86048608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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