QUALITY ASSURANCE IN EDUCATION最新文献

{"title":"Enhancing academic support for students in higher education","authors":"Kasun Gomis, M. Saini, C. Pathirage, Mohammed Arif","doi":"10.1108/qae-07-2023-0128","DOIUrl":"https://doi.org/10.1108/qae-07-2023-0128","url":null,"abstract":"Purpose\u0000The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.\u0000\u0000Design/methodology/approach\u0000A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.\u0000\u0000Findings\u0000The study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.\u0000\u0000Practical implications\u0000The identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.\u0000\u0000Originality/value\u0000Novelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140652080","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}

{"title":"Empowering educational policy management: understanding student emotions and sentiments","authors":"Juan Antonio Dip","doi":"10.1108/qae-08-2023-0143","DOIUrl":"https://doi.org/10.1108/qae-08-2023-0143","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students’ emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words “virtual”, “virtual classroom”, “virtual classes” and “professor”. Two significant issues were identified: teachers’ inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the “virtual classroom”.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569616","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}

{"title":"Quality in preschools through systematic quality work – a principal’s perspective","authors":"Ingela Bäckström, Pernilla Ingelsson, Anna Mårtensson, Kristen M. Snyder","doi":"10.1108/qae-08-2023-0135","DOIUrl":"https://doi.org/10.1108/qae-08-2023-0135","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This research is based on answers collected from 18 principals in one municipality in Sweden.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140099252","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}

{"title":"Managing quality assurance at community colleges in Ontario, Canada: experiences and perspectives of front-line quality managers","authors":"Laura Jarrell, Dale Kirby","doi":"10.1108/qae-11-2023-0194","DOIUrl":"https://doi.org/10.1108/qae-11-2023-0194","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to examine the roles of quality managers at community colleges, their experiences balancing accountability and improvement and their insights into the future of quality assurance.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This phenomenological, qualitative study used semi-structured interviews with eight community college quality managers to investigate their roles, experiences and perspectives. A reflexive thematic approach was used to analyze the interview data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Four themes were identified from participant responses: quality managers frame and enable program quality, quality managers drive program change, quality managers cultivate a culture of quality and quality managers seek system change. The findings illustrate the roles played by quality managers as they work to improve college education at program, institution and system-wide levels.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The decision of participants to accept the recruitment invitation might reflect particular attitudes, perspectives or experiences.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Quality assurance has emerged as a key mechanism for ensuring postsecondary programs are current, relevant and meeting the evolving needs of students and employers. This study advances the understanding of how quality assurance processes play out at the operational level and explores the experiences of quality managers as they navigate various quality tensions.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Quality managers play key roles in leading, evaluating and influencing quality assurance processes in postsecondary education yet they are underrepresented in the literature. The findings of this study shed new light on the aspirational and influential roles they play in advancing quality assurance.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019856","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}

{"title":"Smart choice with smart device: the use of apps in accelerated online education for nontraditional students","authors":"Lei Wen, Danya Mi","doi":"10.1108/qae-10-2023-0173","DOIUrl":"https://doi.org/10.1108/qae-10-2023-0173","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139910109","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}

{"title":"Advice from the editor’s desk: an introductory guide to success in education publishing","authors":"Jeffrey W. Alstete, Heidi Flavian","doi":"10.1108/qae-09-2023-0161","DOIUrl":"https://doi.org/10.1108/qae-09-2023-0161","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate basic/core principles and practical tools behind successful manuscript writing for education journals. Drawing on the insights of journal editors and related literature, this paper seeks to clarify the craft of preparing quality manuscripts to meet the expectations of academic journals.\u0000\u0000\u0000Design/methodology/approach\u0000This paper uses an interpretivist framework by incorporating a qualitative analysis of the literature with the authors’ experiences to identify key principles and issues in academic publishing. These narratives provide an empirical basis for understanding the mechanics and essence of effective manuscript crafting. The study integrates theoretical knowledge with actionable strategies, focusing on identifying the objectives and processes of writing, determining common challenges and directing readers toward comprehensive resources for guidance in article writing.\u0000\u0000\u0000Findings\u0000This study reveals that manuscript rejections often transcend technical shortcomings. Issues that are central to nonacceptance include misalignment with a journal’s thematic focus, absence of a coherent and persuasive argument, methodological weaknesses and insufficient evidence underpinning the assertions. Successful publication depends not just on data presentation and adherence to submission norms but also on developing a narrative that enriches the prevailing scholarly discourse. Our findings advocate for manuscripts that strike an appropriate balance between lucidity and analytical rigor, avoid superfluous technical language and express a mix of assertiveness and scholarly modesty.\u0000\u0000\u0000Originality/value\u0000Although there is literature on academic writing, very few recent articles have been uncovered that probe the intricacies of crafting education manuscripts and point to resources.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139847847","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}

{"title":"Advice from the editor’s desk: an introductory guide to success in education publishing","authors":"Jeffrey W. Alstete, Heidi Flavian","doi":"10.1108/qae-09-2023-0161","DOIUrl":"https://doi.org/10.1108/qae-09-2023-0161","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate basic/core principles and practical tools behind successful manuscript writing for education journals. Drawing on the insights of journal editors and related literature, this paper seeks to clarify the craft of preparing quality manuscripts to meet the expectations of academic journals.\u0000\u0000\u0000Design/methodology/approach\u0000This paper uses an interpretivist framework by incorporating a qualitative analysis of the literature with the authors’ experiences to identify key principles and issues in academic publishing. These narratives provide an empirical basis for understanding the mechanics and essence of effective manuscript crafting. The study integrates theoretical knowledge with actionable strategies, focusing on identifying the objectives and processes of writing, determining common challenges and directing readers toward comprehensive resources for guidance in article writing.\u0000\u0000\u0000Findings\u0000This study reveals that manuscript rejections often transcend technical shortcomings. Issues that are central to nonacceptance include misalignment with a journal’s thematic focus, absence of a coherent and persuasive argument, methodological weaknesses and insufficient evidence underpinning the assertions. Successful publication depends not just on data presentation and adherence to submission norms but also on developing a narrative that enriches the prevailing scholarly discourse. Our findings advocate for manuscripts that strike an appropriate balance between lucidity and analytical rigor, avoid superfluous technical language and express a mix of assertiveness and scholarly modesty.\u0000\u0000\u0000Originality/value\u0000Although there is literature on academic writing, very few recent articles have been uncovered that probe the intricacies of crafting education manuscripts and point to resources.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139787897","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}

{"title":"Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programs","authors":"Fiskia Rera Baharuddin, Amiruddin Amiruddin, Nurlaela Nurlaela, Wirawan Setialaksana","doi":"10.1108/qae-08-2023-0136","DOIUrl":"https://doi.org/10.1108/qae-08-2023-0136","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139561060","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}

{"title":"Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs","authors":"Satumari John Wafudu, Yusri Bin Kamin","doi":"10.1108/qae-11-2023-0184","DOIUrl":"https://doi.org/10.1108/qae-11-2023-0184","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139561081","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}

{"title":"Enhancing the assessment and the feedback in higher education","authors":"Kasun Gomis, Mandeep Saini, Mohammed Arif, Chaminda Pathirage","doi":"10.1108/qae-01-2023-0004","DOIUrl":"https://doi.org/10.1108/qae-01-2023-0004","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138685664","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}