Pub Date : 2019-05-30DOI: 10.1108/S1479-364420190000023003
Neysa Figueroa, S. Vaught
This study draws on three major findings. First, the chapter explores why the presidential commission structure is a powerful mechanism for improving dialogue about racial and ethnic issues on campus. Former commissioners discuss its potential for addressing the complex and interlocking concerns of faculty, staff, and students of color. Second, although the commission’s structure is promising, we present numerous problems that require further attention. We discuss how the emphasis on dialogue and less dedication to targeted actions and policies may actually undermine the goals of commissions like these and further frustrate aggrieved faculty, staff, and students. Third, the chapter highlights successful and unsuccessful strategies for sustaining fruitful dialogue that lead to an increased understanding and acceptance of diverse viewpoints and perspectives. These findings have specific relevance for international faculty and faculty of color interested in ways to be more proactive in shaping existing programs, policies, and approaches to meet the diverse needs of university life.
{"title":"Talk Is Cheap: The Prospects and Problems with Campus Conversations on Race","authors":"Neysa Figueroa, S. Vaught","doi":"10.1108/S1479-364420190000023003","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023003","url":null,"abstract":"This study draws on three major findings. First, the chapter explores why the presidential commission structure is a powerful mechanism for improving dialogue about racial and ethnic issues on campus. Former commissioners discuss its potential for addressing the complex and interlocking concerns of faculty, staff, and students of color. Second, although the commission’s structure is promising, we present numerous problems that require further attention. We discuss how the emphasis on dialogue and less dedication to targeted actions and policies may actually undermine the goals of commissions like these and further frustrate aggrieved faculty, staff, and students. Third, the chapter highlights successful and unsuccessful strategies for sustaining fruitful dialogue that lead to an increased understanding and acceptance of diverse viewpoints and perspectives. These findings have specific relevance for international faculty and faculty of color interested in ways to be more proactive in shaping existing programs, policies, and approaches to meet the diverse needs of university life.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41525952","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 : 2019-05-30DOI: 10.1108/S1479-364420190000023005
Ann E. Lopez
Demographic shifts and increasing diversity have increased calls for more Black women in higher education teaching and leadership in Canada. This chapter examines how I navigate my practical and theoretical journey in academe through my ontological experiences as a Black female immigrant in large university in Southern Ontario Canada. Drawing on critical race theory (CRT) as a theoretical frame, I explore and theorize my resistance to racial microaggressions through what I describe as “navigational moves.” These “navigational moves” include decolonizing education, spirituality, self-care, and developing a supportive network. These “navigational moves” are grounded in my history and experiences. The chapter explores notions of resistance, empowerment, and sustenance as important factors in challenging racial microaggressions in academe.
{"title":"Walk Steady, Keep Going: Navigational Moves of Empowerment, Resistance, and Sustenance in the Academy","authors":"Ann E. Lopez","doi":"10.1108/S1479-364420190000023005","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023005","url":null,"abstract":"Demographic shifts and increasing diversity have increased calls for more Black women in higher education teaching and leadership in Canada. This chapter examines how I navigate my practical and theoretical journey in academe through my ontological experiences as a Black female immigrant in large university in Southern Ontario Canada. Drawing on critical race theory (CRT) as a theoretical frame, I explore and theorize my resistance to racial microaggressions through what I describe as “navigational moves.” These “navigational moves” include decolonizing education, spirituality, self-care, and developing a supportive network. These “navigational moves” are grounded in my history and experiences. The chapter explores notions of resistance, empowerment, and sustenance as important factors in challenging racial microaggressions in academe.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460638","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 : 2019-05-30DOI: 10.1108/s1479-3644201923
R. Heaggans
This volume is written as a treatise to dismantle the powers of discriminatory incubuses that have haunted institutions of higher learning, one narrative at a time.
这本书是一篇论文，旨在消除困扰高等教育机构的歧视性组织的权力，一次一个故事。
{"title":"Diversity and Triumphs of Navigating the Terrain of Academe","authors":"R. Heaggans","doi":"10.1108/s1479-3644201923","DOIUrl":"https://doi.org/10.1108/s1479-3644201923","url":null,"abstract":"This volume is written as a treatise to dismantle the powers of discriminatory incubuses that have haunted institutions of higher learning, one narrative at a time.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-3644201923","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42472723","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 : 2019-05-30DOI: 10.1108/S1479-364420190000023004
Lucy Effeh Attom
This chapter examines the experiences of Ghanaian PhD graduates from various universities across the globe. A qualitative research model was therefore designed and used to explore factors that motivated the PhD graduates to pursue their programs, challenges they faced in the course of their study, effects of these challenges on them, and how they dealt with the challenges. Purposive and convenience sampling techniques were employed to select 20 participants for the study. The theoretical focus of the study was on human capital theory. The data were analyzed using a thematic approach. It emerged from the study that job placement and security, the academic environment, family aspiration and expectation, personal desire to stand out to be visible, and availability of scholarships were factors that motivated Ghanaian PhD graduates to pursue their programs. The findings also revealed that Ghanaian PhD graduates lost most of their acquaintances deliberately, missed their families and social life, and had difficulty managing supervisor/student relationship, battling with theories, data management, and analysis. It became obvious that as part of PhD students’ orientation, they should be made to understand that uncertainty, doubt, and disappointments are parts of the PhD experience and they should not be derailed by those conditions. Universities running PhD programs should provide counseling centers and programs that are tailored toward reduction in stress factors accompanying PhD programs.
{"title":"Navigating Through PhD Programs: Experiences of Ghanaian PhD Graduates from Universities Across the Globe","authors":"Lucy Effeh Attom","doi":"10.1108/S1479-364420190000023004","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023004","url":null,"abstract":"This chapter examines the experiences of Ghanaian PhD graduates from various universities across the globe. A qualitative research model was therefore designed and used to explore factors that motivated the PhD graduates to pursue their programs, challenges they faced in the course of their study, effects of these challenges on them, and how they dealt with the challenges. Purposive and convenience sampling techniques were employed to select 20 participants for the study. The theoretical focus of the study was on human capital theory. The data were analyzed using a thematic approach. It emerged from the study that job placement and security, the academic environment, family aspiration and expectation, personal desire to stand out to be visible, and availability of scholarships were factors that motivated Ghanaian PhD graduates to pursue their programs. The findings also revealed that Ghanaian PhD graduates lost most of their acquaintances deliberately, missed their families and social life, and had difficulty managing supervisor/student relationship, battling with theories, data management, and analysis. It became obvious that as part of PhD students’ orientation, they should be made to understand that uncertainty, doubt, and disappointments are parts of the PhD experience and they should not be derailed by those conditions. Universities running PhD programs should provide counseling centers and programs that are tailored toward reduction in stress factors accompanying PhD programs.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42479498","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 : 2019-05-15DOI: 10.1108/S1479-364420190000023007
N. Wane, Zuhra E. Abawi, Z. N. Ndwiga
The chapter addresses the questions surrounding the politics of the academe as a reflective process. The three authors’ experiences are very different – spanning from tenured professor to sessional instructor to professor in an African university. The narratives from the authors inform the readers of their goals to join the academy as faculty; their job search; being members of the staff and then; their experiences as members of the teaching force at various universities. The chapter is based on their experiences of navigating the politics of the academe. This chapter provides their narratives of what it means to be a professor, mentor, colleague, and researcher. Each story is told from their particular standpoint: two females and one male teaching in North American universities and Africa, respectively, two Black and one racialized female who can pass, but cannot because of her name. The analysis will address numerous complications involved in addressing expectations, establishing common grounds as educators from an international perspective, and providing narratives of how we have managed to maintain our goals and aspirations as members of the academe. The tensions involved will be problematized and explored from within the context of the academy and the associated constraints therein (Tatum, 1999). The objective of this chapter is to theorize the significance of navigating the politics of the academe to deflate arising tensions that may delay your passion for teaching. The chapter is informed by an anticolonial theoretical framework in light of converges and divergences of varying colonial contexts embedded in colonial Canadian society. The anticolonial framework draws on the specific settler-colonial Canadian context (Tuck & Yang, 2012). The chapter is divided into six parts: (1) introduction that provides a general overview of what it means to be faculty at a university, (2) situating ourselves, (3) theoretical framework, (4) Universities in general and more specifically, Canadian system and Kenyan, (5) discussion that provides an analysis or synthesis of our experiences, and (6) conclusion.
{"title":"Navigating the Politics of the Academe","authors":"N. Wane, Zuhra E. Abawi, Z. N. Ndwiga","doi":"10.1108/S1479-364420190000023007","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023007","url":null,"abstract":"The chapter addresses the questions surrounding the politics of the academe as a reflective process. The three authors’ experiences are very different – spanning from tenured professor to sessional instructor to professor in an African university. The narratives from the authors inform the readers of their goals to join the academy as faculty; their job search; being members of the staff and then; their experiences as members of the teaching force at various universities. The chapter is based on their experiences of navigating the politics of the academe. This chapter provides their narratives of what it means to be a professor, mentor, colleague, and researcher. Each story is told from their particular standpoint: two females and one male teaching in North American universities and Africa, respectively, two Black and one racialized female who can pass, but cannot because of her name. The analysis will address numerous complications involved in addressing expectations, establishing common grounds as educators from an international perspective, and providing narratives of how we have managed to maintain our goals and aspirations as members of the academe. The tensions involved will be problematized and explored from within the context of the academy and the associated constraints therein (Tatum, 1999). The objective of this chapter is to theorize the significance of navigating the politics of the academe to deflate arising tensions that may delay your passion for teaching. The chapter is informed by an anticolonial theoretical framework in light of converges and divergences of varying colonial contexts embedded in colonial Canadian society. The anticolonial framework draws on the specific settler-colonial Canadian context (Tuck & Yang, 2012). The chapter is divided into six parts: (1) introduction that provides a general overview of what it means to be faculty at a university, (2) situating ourselves, (3) theoretical framework, (4) Universities in general and more specifically, Canadian system and Kenyan, (5) discussion that provides an analysis or synthesis of our experiences, and (6) conclusion.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47664178","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 : 2019-02-28DOI: 10.1108/S1479-364420190000022001
Tyrslai M. Williams, Melissa B. Crawford, L. Hooper‐Bùi, Stephanie Givens, Heather Lavender, S. Watt, I. Warner
Abstract Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.
{"title":"LSU Office of Strategic Initiatives: A Great Equalizer for Broadening Participation in STEM","authors":"Tyrslai M. Williams, Melissa B. Crawford, L. Hooper‐Bùi, Stephanie Givens, Heather Lavender, S. Watt, I. Warner","doi":"10.1108/S1479-364420190000022001","DOIUrl":"https://doi.org/10.1108/S1479-364420190000022001","url":null,"abstract":"Abstract \u0000Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000022001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923818","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 : 2019-02-28DOI: 10.1108/S1479-364420190000022003
M. Kanipes, Guoqing Tang, Faye E. Spencer-Maor, Zakiya S. Wilson-Kennedy, G. Byrd
Abstract This chapter highlights the creation of a STEM Center of Excellence for Active Learning (SCEAL) at North Carolina Agricultural and Technical State University. The overarching goal of the STEM Center is to transform pedagogy and institutional teaching and learning in order to significantly increase the production of high-achieving students who will pursue careers and increase diversity in the STEM workforce. Some of the STEM Center’s efforts to reach its goals included supporting active learning classroom and course redesign efforts along with providing professional development workshops and opportunities to garner funding to cultivate student success projects through the development of an Innovation Ventures Fund. Outcomes from this Center have led to several publications and external grant funding awards to continue implementation, assessment, and refinement of active learning innovations and interventions for STEM student success for years to come.
{"title":"Advancing STEM by Transforming Pedagogy and Institutional Teaching and Learning: The Creation of a STEM Center of Excellence for Active Learning","authors":"M. Kanipes, Guoqing Tang, Faye E. Spencer-Maor, Zakiya S. Wilson-Kennedy, G. Byrd","doi":"10.1108/S1479-364420190000022003","DOIUrl":"https://doi.org/10.1108/S1479-364420190000022003","url":null,"abstract":"Abstract \u0000This chapter highlights the creation of a STEM Center of Excellence for Active Learning (SCEAL) at North Carolina Agricultural and Technical State University. The overarching goal of the STEM Center is to transform pedagogy and institutional teaching and learning in order to significantly increase the production of high-achieving students who will pursue careers and increase diversity in the STEM workforce. Some of the STEM Center’s efforts to reach its goals included supporting active learning classroom and course redesign efforts along with providing professional development workshops and opportunities to garner funding to cultivate student success projects through the development of an Innovation Ventures Fund. Outcomes from this Center have led to several publications and external grant funding awards to continue implementation, assessment, and refinement of active learning innovations and interventions for STEM student success for years to come.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000022003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43553271","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 : 2019-02-28DOI: 10.1108/S1479-364420190000022005
M. Claville, Sainath Babu, Brandon C. Parker, Emorcia V. Hill, Eric W. Claville, Michelle Penn-Marshall
Abstract The Nanoscience Project at Hampton University (NanoHU) responds to the international call for more workers in the field of science, technology, engineering, and mathematics (STEM) who are nano-savvy and prepared for engagement in the fourth industrial revolution. The project’s initial intent to answer statewide and national initiatives was congruent with Hampton University’s (HU) desire for increased diversification of research interests across HU and enhanced the preparation of its students for doctoral degrees. Funded by the National Science Foundation, the five-year project (2012–2017) purposed to develop and systematically implement an integrated, multidisciplinary STEM research and education program in nanoscience at HU. Evidence of NanoHU’s success is demonstrated in the following accomplishments at the University: (1) a new Nanoscience Minor, (2) a new “Introduction to Nanoscience” course that has had a total enrollment of 82 students from STEM and non-STEM fields, (3) the NanoHU Scholars Program that has prepared 23 Scholars for entry into graduate programs and 12 NanoHU Fellows for similar pursuits, (4) a Faculty Development Program that has supported a total of 20 STEM and non-STEM faculty members, (5) a NanoHU Seminar Series that has informed the HU community about the science, business, legal, and ethical topics pertaining to nanoscience and nanotechnology, and (6) a viable outreach program that has prepared high school students (NanoHU Pioneers) for successful matriculation as STEM majors at the college level and stimulated STEM interest in the surrounding community. It is worth emphasizing that execution of the project also resulted in engagement between STEM and non-STEM constituents of the University, establishing a platform for a formal science, technology, engineering, arts, and mathematics (STEAM) institutional initiative. Efforts to communicate the importance of nanoscience to the HU community through seminars resulted in an infusion of nanoscience modules in STEM and non-STEM courses including courses in English, Journalism, Ethics, and other pre-law courses. Although NanoHU is specific to the needs of HU, its collaborative construct promises to be an innovative model for STEM and STEAM programs at other institutions with a similar construct.
{"title":"NanoHU: A Successful Collaborative STEM Model Preparing African Americans for Engagement in Nanoscience, Laying the Foundation for Transformative, Institutional Steam Engagement","authors":"M. Claville, Sainath Babu, Brandon C. Parker, Emorcia V. Hill, Eric W. Claville, Michelle Penn-Marshall","doi":"10.1108/S1479-364420190000022005","DOIUrl":"https://doi.org/10.1108/S1479-364420190000022005","url":null,"abstract":"Abstract \u0000The Nanoscience Project at Hampton University (NanoHU) responds to the international call for more workers in the field of science, technology, engineering, and mathematics (STEM) who are nano-savvy and prepared for engagement in the fourth industrial revolution. The project’s initial intent to answer statewide and national initiatives was congruent with Hampton University’s (HU) desire for increased diversification of research interests across HU and enhanced the preparation of its students for doctoral degrees. Funded by the National Science Foundation, the five-year project (2012–2017) purposed to develop and systematically implement an integrated, multidisciplinary STEM research and education program in nanoscience at HU. Evidence of NanoHU’s success is demonstrated in the following accomplishments at the University: (1) a new Nanoscience Minor, (2) a new “Introduction to Nanoscience” course that has had a total enrollment of 82 students from STEM and non-STEM fields, (3) the NanoHU Scholars Program that has prepared 23 Scholars for entry into graduate programs and 12 NanoHU Fellows for similar pursuits, (4) a Faculty Development Program that has supported a total of 20 STEM and non-STEM faculty members, (5) a NanoHU Seminar Series that has informed the HU community about the science, business, legal, and ethical topics pertaining to nanoscience and nanotechnology, and (6) a viable outreach program that has prepared high school students (NanoHU Pioneers) for successful matriculation as STEM majors at the college level and stimulated STEM interest in the surrounding community. It is worth emphasizing that execution of the project also resulted in engagement between STEM and non-STEM constituents of the University, establishing a platform for a formal science, technology, engineering, arts, and mathematics (STEAM) institutional initiative. Efforts to communicate the importance of nanoscience to the HU community through seminars resulted in an infusion of nanoscience modules in STEM and non-STEM courses including courses in English, Journalism, Ethics, and other pre-law courses. Although NanoHU is specific to the needs of HU, its collaborative construct promises to be an innovative model for STEM and STEAM programs at other institutions with a similar construct.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000022005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955294","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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