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ti
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se
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rc
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ra
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o
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e
n
tratio
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th
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Un
i
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d
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tate
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th
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it
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d
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g
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m
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d
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str
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li
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,
with
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IT
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iv
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rsity
e
m
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rg
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ll
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Un
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m
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s
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rg
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th
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q
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te
th
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irec
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o
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s sh
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s o
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stu
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ts,
h
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d
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c
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ti
o
n
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n
d
t
h
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io
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e
m
p
h
a
siz
in
g
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h
e
m
e
s su
c
h
a
s c
u
rricu
l
u
m
,
lea
rn
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g
,
a
n
d
s
k
il
ls.
K
ey
w
o
r
d
s
:
Acc
o
u
n
tin
g
e
d
u
ca
tio
n
B
ib
lio
m
etr
ic
an
aly
s
is
Geo
g
r
ap
h
ic
c
o
n
ce
n
t
r
atio
n
Ma
jo
r
co
n
tr
ib
u
to
r
s
Pu
b
licatio
n
tr
en
d
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Gu
o
jin
g
Hu
Sch
o
o
l o
f
B
u
s
in
ess
an
d
E
co
n
o
m
ics,
Un
iv
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s
iti Pu
tr
a
Ma
lay
s
ia
4
3
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0
0
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g
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r
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ail: g
s
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y
1.
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c
e
[
1
]
.
T
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
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h
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v
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r
s
[
2
]
.
P
a
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c
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o
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n
a
l
s
[
3
]
.
H
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,
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c
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o
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.
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[
4
]
.
R
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t
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.
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l
.
[
5
]
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x
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.
A
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l
.
[
6
]
d
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m
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s
t
r
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t
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d
t
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t
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1
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Fo
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[
8
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Qs):
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ex
am
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tr
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s
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R
Q
1
)
;
ii)
ex
p
lo
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co
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to
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RQ
2
)
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iii)
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ajo
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to
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RQ
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n
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.
2.
M
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[
1
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[
1
6
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[
1
7
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e
s
ea
r
ch
s
tr
ateg
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
cc
o
u
n
tin
g
ed
u
c
a
tio
n
fr
o
m
1
9
6
0
to
2
0
2
3
:
a
b
ib
lio
metric revie
w
(
Gu
o
jin
g
Hu
)
851
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
RQ
1
:
wha
t
a
re
t
he
curr
ent
s
t
a
t
es a
nd
ev
o
lutio
n t
re
nd
s
o
f
a
cc
o
un
t
ing
educa
t
io
n r
esea
rc
h?
3
.
1
.
1
.
Curre
nt
s
t
a
t
e
s
As
p
r
esen
ted
i
n
T
a
b
le
1
,
t
h
e
m
ajo
r
ity
o
f
p
u
b
licatio
n
s
co
n
s
is
t
o
f
o
r
ig
in
al
r
esear
c
h
ar
ticles
(
5
1
4
,
7
1
.
6
9
%).
Fo
llo
win
g
clo
s
ely
ar
e
b
o
o
k
c
h
ap
ter
s
(
6
7
,
9
.
3
4
%),
wh
ich
s
ig
n
if
ican
tly
d
ev
i
ate
in
q
u
an
tity
f
r
o
m
jo
u
r
n
al
ar
ticles.
C
o
n
f
er
e
n
ce
p
ap
er
s
an
d
n
o
tes
co
n
tr
ib
u
te
5
.
5
8
%
an
d
5
.
3
0
%,
r
esp
ec
tiv
e
ly
,
to
th
e
b
o
d
y
o
f
ac
co
u
n
tin
g
ed
u
ca
tio
n
liter
atu
r
e.
Fu
r
th
er
m
o
r
e,
o
t
h
er
d
o
cu
m
e
n
t
ty
p
es
co
llectiv
ely
co
n
s
titu
te
less
th
an
1
0
%
o
f
th
e
to
tal.
T
h
e
s
tatis
t
ical
d
ata
p
r
esen
ted
in
T
ab
le
2
u
n
m
is
t
ak
ab
ly
h
ig
h
lig
h
ts
th
at
jo
u
r
n
al
s
s
tan
d
o
u
t
as
th
e
p
r
ed
o
m
i
n
an
t
s
o
u
r
ce
o
f
d
o
cu
m
en
t
ty
p
e
p
u
b
licatio
n
s
,
co
m
m
a
n
d
in
g
th
e
m
ajo
r
ity
o
f
s
o
u
r
ce
t
y
p
es
(
5
9
9
,
8
3
.
5
4
%).
I
n
co
n
tr
ast,
th
e
r
e
m
ain
in
g
th
r
ee
d
o
c
u
m
en
t
t
y
p
es
(
b
o
o
k
s
,
co
n
f
e
r
en
ce
p
r
o
ce
e
d
in
g
s
,
an
d
b
o
o
k
s
er
ies)
co
llectiv
ely
co
n
tr
ib
u
te
o
n
ly
1
6
.
4
6
% (
1
1
8
)
.
C
o
n
s
eq
u
en
tly
,
ar
t
icles a
n
d
jo
u
r
n
als ar
e
th
e
p
r
im
ar
y
d
o
c
u
m
en
ts
an
d
s
o
u
r
ce
s
f
o
r
d
o
cu
m
en
tin
g
r
e
s
ea
r
ch
in
ac
co
u
n
tin
g
ed
u
ca
t
io
n
,
o
f
f
er
in
g
s
ch
o
lar
s
ess
en
tial
r
ef
er
en
ce
s
an
d
s
u
b
s
tan
tial r
esear
ch
v
alu
e.
T
ab
le
1
.
Do
c
u
m
en
t
ty
p
es f
o
r
a
cc
o
u
n
tin
g
ed
u
ca
tio
n
r
esear
ch
D
o
c
u
me
n
t
t
y
p
e
s
To
t
a
l
p
u
b
l
i
c
a
t
i
o
n
s
P
e
r
c
e
n
t
a
g
e
(
%)
A
r
t
i
c
l
e
5
1
4
7
1
.
6
9
B
o
o
k
c
h
a
p
t
e
r
67
9
.
3
4
C
o
n
f
e
r
e
n
c
e
p
a
p
e
r
40
5
.
5
8
N
o
t
e
38
5
.
3
0
Ed
i
t
o
r
i
a
l
34
4
.
7
4
R
e
v
i
e
w
22
3
.
0
7
B
o
o
k
2
0
.
2
8
To
t
a
l
7
1
7
1
0
0
.
0
0
T
ab
le
2
.
So
u
r
ce
ty
p
es f
o
r
ac
co
u
n
tin
g
e
d
u
ca
tio
n
r
esear
ch
S
o
u
r
c
e
t
y
p
e
s
To
t
a
l
p
u
b
l
i
c
a
t
i
o
n
s
P
e
r
c
e
n
t
a
g
e
(
%)
Jo
u
r
n
a
l
5
9
9
8
3
.
5
4
B
o
o
k
60
8
.
3
7
C
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
30
4
.
1
8
B
o
o
k
s
e
r
i
e
s
28
3
.
9
1
To
t
a
l
7
1
7
1
0
0
.
0
0
3
.
1
.
2
.
E
v
o
lutio
n
t
re
nd
s
o
f
pu
bli
ca
t
io
ns
T
h
e
s
ca
r
city
o
f
ea
r
ly
-
s
tag
e
p
u
b
licatio
n
s
is
ev
i
d
en
t
i
n
Fig
u
r
e
2
,
wh
er
e
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
b
ef
o
r
e
1
9
9
2
co
n
s
is
ten
tly
r
em
ain
ed
b
elo
w
5
ea
ch
y
ea
r
.
No
t
ab
ly
,
in
1
9
6
0
,
1
9
7
7
,
1
9
8
0
,
1
9
8
1
,
an
d
1
9
8
5
,
o
n
ly
o
n
e
d
o
cu
m
en
t
was
r
ec
o
r
d
e
d
ea
ch
.
I
t
was
n
o
t
u
n
til
1
9
9
2
th
at
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
f
ir
s
t
ex
ce
ed
ed
2
0
,
m
ar
k
in
g
th
e
i
n
itial a
d
v
an
ce
m
e
n
t in
ac
co
u
n
tin
g
r
esear
ch
.
T
h
e
r
ef
o
r
e,
th
e
p
er
io
d
f
r
o
m
1
9
6
0
to
1
9
9
2
was d
ef
in
ed
as
th
e
“
em
er
g
in
g
p
er
io
d
”
o
f
ac
co
u
n
tin
g
ed
u
ca
tio
n
liter
atu
r
e,
ch
ar
ac
ter
ized
b
y
s
lo
w
g
r
o
wth
an
d
lim
ited
p
r
o
d
u
ctiv
ity
in
ac
co
u
n
tin
g
e
d
u
ca
tio
n
p
u
b
licatio
n
s
.
Ho
we
v
er
,
th
e
s
u
b
s
eq
u
e
n
t
s
tag
e,
l
ab
elled
th
e
“
R
ap
i
d
g
r
o
wth
p
er
io
d
”
,
witn
ess
ed
a
s
ig
n
if
ican
t
s
u
r
g
e
in
p
u
b
licatio
n
s
,
to
talin
g
6
6
4
,
ac
co
u
n
ti
n
g
f
o
r
o
v
er
9
0
%.
No
tab
ly
,
th
is
s
u
r
g
e
i
n
clu
d
e
d
y
ea
r
s
s
u
ch
as
2
0
1
3
,
with
o
v
er
3
0
p
u
b
licatio
n
s
,
2
0
1
4
,
with
o
v
er
4
0
p
u
b
licatio
n
s
,
2
0
2
0
,
with
o
v
er
5
0
p
u
b
licatio
n
s
,
an
d
2
0
2
3
,
s
u
r
p
ass
in
g
th
e
6
0
m
ar
k
s
.
Mo
r
e
o
v
er
,
th
er
e
h
a
s
b
ee
n
a
c
o
n
s
is
ten
t
ex
ce
ed
in
g
o
f
4
0
an
n
u
al
p
u
b
l
icatio
n
s
s
in
ce
2
0
2
0
.
T
h
is
in
d
icate
s
th
at
r
ec
en
t
y
ea
r
s
h
a
v
e
s
ee
n
r
em
ar
k
ab
le
p
r
o
d
u
ctiv
ity
in
th
e
f
ield
o
f
ac
co
u
n
tin
g
e
d
u
ca
tio
n
.
I
t
u
n
co
v
er
s
th
e
lo
n
g
s
tan
d
in
g
h
i
s
to
r
y
o
f
ac
co
u
n
tin
g
ed
u
ca
tio
n
liter
atu
r
e
a
n
d
th
e
tr
en
d
o
f
s
tead
y
g
r
o
wth
in
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
f
r
o
m
1
9
6
0
to
2
0
2
3
,
h
ig
h
lig
h
tin
g
th
e
ex
te
n
s
iv
e
d
is
cu
s
s
io
n
an
d
citatio
n
o
f
th
e
r
esear
ch
to
p
ic
am
o
n
g
s
ch
o
lar
s
.
3
.
2
.
RQ
2
:
wha
t
t
o
pic a
re
a
s
ha
v
e
been
dis
cus
s
ed
i
n a
cc
o
un
t
ing
educa
t
io
n r
esea
rc
h?
3
.
2
.
1
.
M
a
in s
ub
j
ec
t
a
re
a
I
n
th
e
co
n
tem
p
o
r
ar
y
ac
ad
em
i
c
lan
d
s
ca
p
e,
r
esear
ch
o
n
ac
c
o
u
n
tin
g
ed
u
ca
tio
n
en
c
o
m
p
ass
es
d
iv
er
s
e
s
u
b
ject
ar
ea
s
.
Fig
u
r
e
3
ca
te
g
o
r
izes
d
o
cu
m
en
ts
b
ased
o
n
th
eir
s
u
b
ject
ar
ea
s
,
r
ev
ea
li
n
g
th
at
ac
co
u
n
tin
g
ed
u
ca
tio
n
d
o
cu
m
e
n
ts
ar
e
p
r
e
d
o
m
in
an
tly
cl
u
s
ter
ed
in
b
u
s
in
ess
,
m
an
ag
em
en
t,
an
d
ac
co
u
n
tin
g
(
5
9
7
,
4
1
.
4
6
%)
an
d
s
o
cial
s
cien
ce
s
(
4
5
5
,
3
1
.
6
0
%).
R
em
ar
k
ab
ly
,
th
ese
two
r
esear
ch
d
o
m
ain
s
co
llectiv
ely
co
n
tr
ib
u
te
to
o
v
er
7
0
%
o
f
th
e
to
tal.
Nex
t
is
th
e
f
ield
o
f
ec
o
n
o
m
ics,
ec
o
n
o
m
etr
ics,
an
d
f
in
an
ce
,
wh
ic
h
ac
co
u
n
ts
f
o
r
1
3
.
1
3
%.
Su
b
s
eq
u
en
tly
,
co
m
p
u
ter
s
cie
n
ce
,
d
ec
is
io
n
s
cien
ce
s
,
en
g
in
ee
r
in
g
,
en
v
ir
o
n
m
en
tal
s
cien
ce
,
ag
r
icu
ltu
r
al
an
d
b
io
lo
g
ical
s
cien
ce
s
ea
ch
r
e
p
r
e
s
en
t le
s
s
th
an
5
%,
wh
ile
th
e
r
e
m
ain
in
g
s
u
b
ject
ar
ea
s
co
n
tr
ib
u
te
to
less
th
an
1
%.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
849
-
8
6
1
852
Fig
u
r
e
2
.
T
r
en
d
o
f
p
u
b
lis
h
ed
d
o
cu
m
en
ts
f
r
o
m
1
9
6
0
t
o
2
0
2
3
Fig
u
r
e
3
.
Su
b
ject
ar
e
a
3
.
2
.
2
.
K
ey
wo
rds
a
na
ly
s
is
I
n
th
is
s
ec
tio
n
,
th
e
s
tu
d
y
em
p
l
o
y
ed
VOSv
iewe
r
to
co
n
s
tr
u
ct
a
b
ib
lio
m
etr
ic
n
etwo
r
k
a
n
d
an
aly
ze
d
th
e
n
etwo
r
k
v
is
u
aliza
tio
n
o
f
a
u
th
o
r
k
e
y
wo
r
d
s
.
E
s
tab
lis
h
in
g
a
n
o
cc
u
r
r
e
n
ce
th
r
esh
o
ld
o
f
a
m
in
im
u
m
o
f
1
0
tim
es,
Fig
u
r
e
4
illu
s
tr
ates
th
e
r
esu
l
tin
g
n
etwo
r
k
v
is
u
aliza
tio
n
g
r
ap
h
,
wh
ic
h
was
f
u
r
th
er
u
tili
ze
d
to
g
en
er
ate
a
co
-
wo
r
d
m
a
p
ca
teg
o
r
izin
g
a
u
th
o
r
k
e
y
wo
r
d
s
in
to
th
r
ee
cl
u
s
ter
s
.
T
o
en
h
an
ce
clar
ity
,
t
h
ese
clu
s
ter
s
wer
e
d
ef
in
ed
as
“
ac
co
u
n
tin
g
ed
u
ca
t
io
n
b
ased
o
n
s
tu
d
en
ts
,
”
“
ac
co
u
n
tin
g
ed
u
ca
tio
n
b
ased
o
n
h
i
g
h
er
ed
u
ca
tio
n
an
d
p
r
o
f
ess
io
n
,
”
an
d
“
ac
c
o
u
n
tin
g
ed
u
ca
tio
n
b
ased
o
n
C
OVI
D
-
19.
”
T
h
e
co
lo
r
o
f
th
e
co
n
n
ec
ti
n
g
lin
es,
cir
cle
s
ize,
f
o
n
t
s
ize,
a
n
d
lin
e
th
ick
n
ess
r
e
p
r
esen
t
th
e
r
elatio
n
s
h
ip
s
b
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r
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s
[
1
8
]
.
C
lu
s
ter
1
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h
ig
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ed
,
ce
n
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alize
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en
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with
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lty
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cu
r
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atu
r
e
r
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r
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e
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ter
2
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is
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g
u
is
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k
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d
s
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lv
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u
n
d
ac
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g
h
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ed
u
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th
e
ac
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ex
p
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im
en
tal
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a
n
d
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ed
a
g
o
g
y
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C
lu
s
ter
3
,
r
ep
r
esen
ted
b
y
g
r
ee
n
k
ey
wo
r
d
s
,
em
p
h
asizes
ac
co
u
n
tin
g
,
ed
u
ca
tio
n
,
an
d
C
OVI
D
-
1
9
.
Ho
we
v
e
r
,
p
u
b
lic
atten
tio
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t
o
C
OVI
D
-
1
9
h
as
d
im
i
n
is
h
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v
er
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e.
C
o
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s
eq
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as
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es
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s
tu
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ies
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OVI
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1
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th
o
u
g
h
a
p
r
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m
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t
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s
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n
s
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d
en
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an
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ig
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e
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u
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n
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Fig
u
r
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4
.
Netwo
r
k
v
is
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aliza
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n
m
ap
o
f
au
th
o
r
k
ey
wo
r
d
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o
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r
r
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ce
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≥
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3
.
2
.
3
.
T
it
le
a
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a
bs
t
ra
ct
a
na
l
y
s
is
T
h
is
s
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d
y
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m
p
r
e
h
en
s
iv
ely
ex
am
in
ed
b
o
th
titl
es
an
d
ab
s
tr
ac
ts
,
as
illu
s
tr
ated
in
Fig
u
r
e
5
(
a)
,
an
d
s
o
lely
titl
es,
a
s
d
ep
icted
in
Fig
u
r
e
5
(
b
)
,
in
th
e
co
llected
d
o
cu
m
en
ts
.
I
t
ass
ess
ed
th
e
f
r
eq
u
e
n
cy
an
d
c
o
-
o
cc
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r
r
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ce
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ter
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t
h
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g
h
VOSv
iewe
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.
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h
e
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ar
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n
tin
g
m
et
h
o
d
,
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ettin
g
ter
m
s
to
ap
p
ea
r
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m
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im
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m
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f
1
5
tim
es
to
co
n
s
tr
u
ct
th
e
co
-
o
cc
u
r
r
e
n
ce
n
etwo
r
k
f
o
r
titl
e
an
d
a
b
s
tr
ac
t
f
ield
s
.
I
n
th
is
ap
p
r
o
ac
h
,
all
n
o
u
n
p
h
r
ases
wer
e
tr
ea
ted
eq
u
ally
in
ter
m
s
o
f
co
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o
cc
u
r
r
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ce
,
ir
r
esp
ec
tiv
e
o
f
th
ei
r
f
r
eq
u
e
n
cy
.
Fig
u
r
e
5
(
a)
v
is
u
ally
r
e
p
r
ese
n
ts
th
e
ter
m
co
-
o
cc
u
r
r
en
ce
n
etwo
r
k
ce
n
ter
e
d
ar
o
u
n
d
“
r
e
s
ea
r
ch
”
with
in
th
e
ac
co
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n
tin
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e
d
u
ca
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n
etwo
r
k
.
No
tab
ly
,
k
e
y
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o
d
es
s
u
ch
as
“
s
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”
“
ed
u
ca
to
r
,
”
an
d
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is
s
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e
”
em
er
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e
p
r
o
m
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e
n
tly
,
estab
lis
h
in
g
th
ei
r
ce
n
tr
ality
in
a
cc
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n
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.
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h
e
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r
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ed
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er
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ter
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s
am
e
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lo
r
f
r
e
q
u
en
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c
o
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o
cc
u
r
;
f
o
r
in
s
tan
ce
,
“
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“
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“
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r
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d
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in
b
lu
e
ter
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s
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.
VOSv
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th
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s
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m
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u
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d
ab
s
tr
ac
ts
,
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f
o
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r
d
is
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ct
clu
s
ter
s
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if
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co
lo
r
s
.
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n
co
n
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ast
to
th
e
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o
f
Fig
u
r
e
5
(
a
)
,
Fig
u
r
e
5
(
b
)
e
m
p
h
asizes
th
at
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co
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ce
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ter
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i
n
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o
cc
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r
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ce
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etwo
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k
f
o
r
th
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tu
d
y
o
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e
f
ield
s
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t
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en
tifie
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a
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tal
o
f
8
item
s
an
d
3
clu
s
ter
s
.
Sp
ec
if
ically
,
th
e
g
r
ee
n
clu
s
ter
s
ig
n
if
ies
im
p
ac
t,
th
e
r
e
d
clu
s
ter
d
e
n
o
tes
ch
an
g
es,
an
d
th
e
b
lu
e
clu
s
ter
s
f
o
c
u
s
o
n
r
el
ev
an
t
liter
atu
r
e
an
d
s
tu
d
en
ts
.
T
h
is
d
is
cr
ep
an
cy
ca
n
b
e
attr
ib
u
ted
to
th
e
ex
clu
s
io
n
o
f
an
ab
s
tr
ac
t
s
ec
tio
n
in
Fig
u
r
e
5
(
b
)
,
wh
ich
f
o
cu
s
es so
lely
o
n
th
e
r
esear
ch
titl
e
f
ield
.
3
.
3
.
RQ
3
:
who
a
re
t
he
m
a
j
o
r
pro
du
ct
iv
e
co
ntr
ibu
t
o
rs t
o
a
cc
o
un
t
ing
educa
t
io
n r
esea
rc
h?
3
.
3
.
1
.
M
o
s
t
pro
du
ct
iv
e
co
un
t
ries
I
n
t
h
i
s
s
e
ct
i
o
n
,
w
e
c
o
n
d
u
c
t
a
c
o
m
p
r
e
h
e
n
s
i
v
e
a
n
a
l
y
s
i
s
e
m
p
h
a
s
i
z
i
n
g
t
h
e
10
m
o
s
t
p
r
o
d
u
c
t
i
v
e
a
n
d
i
n
f
l
u
e
n
t
i
a
l
co
u
n
tr
ies
in
th
e
r
ea
lm
o
f
ac
co
u
n
tin
g
ed
u
ca
tio
n
r
esear
ch
.
As
s
h
o
wn
in
T
ab
le
3
,
th
e
U
n
ited
States
(
1
9
8
p
u
b
licatio
n
s
,
3
,
3
3
2
citatio
n
s
)
,
th
e
Un
ited
K
i
n
g
d
o
m
(
1
2
4
p
u
b
l
i
c
a
t
i
o
n
s
,
2
,
1
5
6
c
i
t
a
ti
o
n
s
)
,
a
n
d
A
u
s
t
r
a
l
i
a
(
1
1
8
p
u
b
l
i
c
a
t
i
o
n
s
,
2
0
2
7
c
i
t
a
ti
o
n
s
)
em
e
r
g
e
a
s
t
h
e
t
o
p
t
h
r
e
e
i
n
f
l
u
e
n
t
ia
l
n
a
t
i
o
n
s
.
E
ac
h
o
f
th
ese
co
u
n
tr
ies
h
as
co
n
tr
i
b
u
te
d
o
v
er
1
0
0
p
u
b
licatio
n
s
a
n
d
2
,
0
0
0
citatio
n
s
,
p
la
y
in
g
p
iv
o
ta
l
r
o
les
in
s
h
ap
in
g
th
e
lan
d
s
ca
p
e
o
f
ac
c
o
u
n
tin
g
e
d
u
c
a
t
i
o
n
r
esear
ch
.
I
n
co
n
t
r
ast,
th
e
r
em
ai
n
in
g
co
u
n
tr
ies
,
in
c
lu
d
in
g
New
Z
ea
lan
d
,
C
an
ad
a,
C
h
in
a,
I
n
d
o
n
esia,
I
taly
,
Ma
lay
s
ia
,
an
d
Sau
d
i
Ar
ab
ia,
ex
h
ib
it
lo
wer
p
r
o
d
u
ctiv
it
y
,
r
esu
ltin
g
in
a
co
m
p
ar
ativ
el
y
s
m
aller
im
p
ac
t
o
n
th
e
liter
atu
r
e
in
ac
co
u
n
tin
g
ed
u
ca
tio
n
r
esear
ch
f
r
o
m
a
g
lo
b
a
l
p
er
s
p
ec
tiv
e.
T
h
e
h
-
in
d
ex
r
ef
lects
a
r
esear
ch
er
'
s
ac
ad
em
ic
o
u
tp
u
t
an
d
co
n
t
r
ib
u
tio
n
,
wh
ile
th
e
g
-
in
d
ex
,
as
a
co
m
p
r
eh
en
s
iv
e
in
d
icato
r
,
p
r
o
v
i
d
es
a
b
etter
ev
alu
atio
n
o
f
a
r
esear
ch
er
'
s
in
f
lu
en
ce
.
I
n
th
is
s
ec
tio
n
,
b
o
t
h
th
e
h
-
i
n
d
ex
an
d
g
-
in
d
e
x
s
er
v
e
as
s
u
p
p
lem
e
n
tar
y
in
d
icato
r
s
ef
f
ec
tiv
ely
m
ea
s
u
r
i
n
g
an
a
u
th
o
r
'
s
in
f
lu
en
ce
in
th
e
f
ield
o
f
ac
c
o
u
n
tin
g
ed
u
ca
tio
n
r
esear
ch
.
Fig
u
r
e
6
p
r
o
v
id
es
a
g
eo
g
r
ap
h
ical
d
is
tr
ib
u
tio
n
m
a
p
o
f
ac
c
o
u
n
tin
g
ed
u
ca
tio
n
p
u
b
licatio
n
s
,
u
tili
zin
g
co
lo
r
co
d
in
g
t
o
d
e
n
o
te
p
r
o
d
u
c
tiv
ity
lev
els
ac
r
o
s
s
wo
r
ld
r
e
g
io
n
s
.
Dar
k
b
lu
e
ar
ea
s
,
i
n
clu
d
in
g
th
e
Un
ited
States
,
th
e
Un
ited
Kin
g
d
o
m
,
an
d
A
u
s
tr
alia,
s
ig
n
if
y
th
e
h
ig
h
est
p
r
o
d
u
ctiv
ity
,
wh
ile
lig
h
t
-
co
l
o
r
ed
r
eg
io
n
s
in
d
icate
lo
wer
p
r
o
d
u
ctiv
ity
an
d
g
r
a
y
a
r
ea
s
r
ep
r
esen
t
n
o
av
ailab
le
d
a
ta.
T
h
e
m
ap
in
teg
r
ates
wo
r
d
c
lo
u
d
s
d
er
iv
ed
f
r
o
m
p
u
b
licatio
n
titl
es
in
th
e
to
p
th
r
ee
p
r
o
d
u
ctiv
e
co
u
n
tr
ies.
No
tab
ly
,
U.
S.
r
esear
ch
in
ac
co
u
n
tin
g
e
d
u
ca
tio
n
f
o
cu
s
es
o
n
lear
n
in
g
,
liter
atu
r
e
r
ev
iew,
an
d
a
cc
o
u
n
tin
g
e
d
u
ca
tio
n
liter
atu
r
e,
wh
ile
th
e
UK
em
p
h
asizes
p
r
o
f
ess
io
n
alis
m
,
lear
n
in
g
,
a
n
d
s
k
ills
.
Au
s
tr
alian
r
esear
ch
co
m
b
in
es
elem
en
ts
f
r
o
m
th
e
U.
S.
an
d
th
e
UK,
with
an
ad
d
itio
n
al
em
p
h
asis
o
n
h
i
g
h
er
ac
co
u
n
tin
g
ed
u
ca
tio
n
.
Fig
u
r
e
7
,
g
en
e
r
ated
u
s
in
g
VOSv
iewe
r
s
o
f
twar
e,
p
r
esen
ts
a
n
etwo
r
k
v
is
u
aliza
ti
o
n
m
ap
o
f
au
th
o
r
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s
o
C
o
l
l
e
g
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o
f
B
u
si
n
e
ss
US
2
0
0
1
-
2
0
2
3
16
6
7
3
[
4
4
]
–
[5
4
]
W
a
t
t
y
D
e
a
k
i
n
B
u
s
i
n
e
ss Sc
h
o
o
l
A
u
st
r
a
l
i
a
2
0
0
5
-
2
0
2
1
11
1
8
4
[
2
6
]
–
[
3
5
]
D
o
r
mi
n
e
y
Jo
h
n
C
h
a
m
b
e
r
s
C
o
l
l
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g
e
o
f
B
u
s
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n
e
ss
a
n
d
Ec
o
n
o
m
i
c
s
US
2
0
1
3
-
2
0
2
2
10
3
9
2
[
3
7
]
,
[
3
8
]
,
[
4
0
]
,
[
5
5
]
–
[
6
1
]
W
i
l
s
o
n
Lo
u
g
h
b
o
r
o
u
g
h
U
n
i
v
e
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si
t
y
UK
1
9
9
2
-
2
0
1
6
10
1
1
3
[
6
2
]
–
[
7
0
]
S
a
n
g
st
e
r
U
n
i
v
e
r
si
t
y
o
f
A
b
e
r
d
e
e
n
B
u
s
i
n
e
ss
S
c
h
o
o
l
UK
1
9
9
2
-
2
0
2
0
9
2
5
5
[
1
9
]
–
[
2
1
]
,
[
7
1
]
–
[
7
6
]
S
t
o
u
t
V
i
l
l
a
n
o
v
a
U
n
i
v
e
r
s
i
t
y
US
1
9
9
1
-
2
0
1
8
9
4
1
4
[
7
7
]
–
[
8
4
]
P
a
i
se
y
A
d
a
m Sm
i
t
h
B
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si
n
e
ss
S
c
h
o
o
l
UK
2
0
0
3
-
2
0
1
8
8
1
3
3
[
8
5
]
–
[
9
1
]
B
o
y
c
e
La
Tr
o
b
e
B
u
s
i
n
e
ss S
c
h
o
o
l
A
u
st
r
a
l
i
a
2
0
0
1
-
2
0
1
9
7
2
4
4
T
ab
le
6
.
Nu
m
b
er
o
f
au
t
h
o
r
(
s
)
p
er
d
o
c
u
m
en
t
A
u
t
h
o
r
c
o
u
n
t
≤
5
To
t
a
l
p
u
b
l
i
c
a
t
i
o
n
s
P
e
r
c
e
n
t
a
g
e
(
%)
A
u
t
h
o
r
c
o
u
n
t
>
5
To
t
a
l
p
u
b
l
i
c
a
t
i
o
n
s
P
e
r
c
e
n
t
a
g
e
(
%)
1
2
6
1
3
6
.
4
0
6
5
0
.
7
0
2
2
2
8
3
1
.
8
0
7
5
0
.
7
0
3
1
3
5
1
8
.
8
3
8
4
0
.
5
6
4
62
8
.
6
5
9
1
0
.
1
4
5
12
1
.
6
7
0*
4
0
.
5
6
N
o
t
e
:
I
n
c
o
n
f
e
r
e
n
c
e
r
e
v
i
e
w
d
o
c
u
m
e
n
t
s ma
r
k
e
d
w
i
t
h
0
*
,
n
o
a
u
t
h
o
r
i
s
l
i
s
t
e
d
3
.
3
.
4
.
M
o
s
t
a
c
t
iv
e
s
o
urce
t
it
l
es
T
h
i
s
s
ec
tio
n
u
n
v
eils
th
e
to
p
1
0
m
o
s
t
im
p
a
ctf
u
l
s
o
u
r
ce
t
itles
en
g
ag
ed
in
ac
c
o
u
n
tin
g
ed
u
ca
tio
n
r
esear
ch
,
p
r
im
a
r
ily
p
u
b
lis
h
ed
b
y
th
r
ee
g
lo
b
ally
r
en
o
wn
e
d
p
u
b
lis
h
in
g
co
m
p
an
ies:
T
ay
lo
r
&
Fra
n
cis,
E
m
er
ald
Pu
b
lis
h
in
g
,
an
d
E
ls
ev
ier
.
T
ab
le
7
r
ev
ea
ls
th
at
“
Acc
o
u
n
tin
g
E
d
u
ca
tio
n
”
lead
s
th
e
lis
t
wit
h
1
7
0
p
u
b
licatio
n
s
,
ac
co
u
n
tin
g
f
o
r
2
3
.
7
1
%,
f
o
ll
o
wed
b
y
“
J
o
u
r
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al
o
f
Acc
o
u
n
tin
g
E
d
u
ca
tio
n
”
(
8
3
,
1
1
.
5
8
%)
an
d
“
I
s
s
u
es
in
Acc
o
u
n
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g
E
d
u
ca
tio
n
”
(
3
7
,
5
.
1
6
%),
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R
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tled
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e
C
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m
p
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io
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”
(
1
9
,
2
.
6
5
%),
“
C
r
itical
Per
s
p
ec
tiv
es
on
Acc
o
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n
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g
”
(
1
8
,
2
.
5
1
%),
“
Asi
an
R
ev
iew
o
f
Acc
o
u
n
t
in
g
”
(
1
6
,
2
.
2
3
%),
“
I
n
ter
n
atio
n
al
J
o
u
r
n
al
o
f
Ph
y
t
o
r
em
ed
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n
”
(
1
4
,
1
.
9
5
%),
“
J
o
u
r
n
al
o
f
E
d
u
ca
tio
n
f
o
r
B
u
s
in
ess
”
(
1
2
,
1
.
6
7
%),
“
Ad
v
an
ce
s
in
Acc
o
u
n
tin
g
E
d
u
ca
tio
n
:
T
ea
ch
in
g
an
d
C
u
r
r
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lu
m
I
n
n
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v
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n
s
”
(
9
,
1
.
2
6
%),
an
d
“
B
r
itis
h
Acc
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u
n
tin
g
R
ev
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”
(
9
,
1
.
2
6
%).
T
h
e
C
ite
Sco
r
e
s
p
a
n
s
f
r
o
m
1
.
5
to
7
.
9
.
B
ased
o
n
th
e
2
0
2
2
Sco
p
u
s
d
ata
b
ase'
s
cite
s
co
r
e
r
an
k
in
g
s
,
h
alf
o
f
t
h
e
ar
ticles
ar
e
class
if
ied
as
Q
1
,
wh
ile
th
e
r
est
ar
e
ca
te
g
o
r
i
ze
d
as
Q2
a
n
d
Q3
,
s
u
g
g
esti
n
g
th
at
p
r
o
m
in
e
n
t
s
o
u
r
ce
s
in
th
e
r
ea
lm
o
f
ac
co
u
n
tin
g
ed
u
ca
tio
n
m
ain
tain
a
h
ig
h
lev
el
o
f
q
u
ality
.
Sig
n
if
ican
tly
,
as
a
b
o
o
k
p
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li
ca
tio
n
,
th
e
“
R
o
u
tle
d
g
e
C
o
m
p
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io
n
to
Acc
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n
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ti
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o
t
ass
ess
ed
with
in
th
e
cite
s
co
r
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r
an
k
in
g
s
.
T
ab
le
7
.
T
o
p
1
0
m
o
s
t a
ctiv
e
s
o
u
r
ce
titl
es
S
o
u
r
c
e
t
i
t
l
e
P
u
b
l
i
s
h
e
r
TPs
P
e
r
c
e
n
t
a
g
e
(
%)
CS
C
S
r
a
n
k
A
c
c
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u
n
t
i
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g
Ed
u
c
a
t
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n
Ta
y
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r
& Fr
a
n
c
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s
1
7
0
2
3
.
7
1
6
.
0
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Jo
u
r
n
a
l
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f
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c
c
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d
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t
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se
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ssu
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s i
n
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c
c
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5
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Q3
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si
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16
2
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2
3
2
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Q2
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n
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l
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1
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5
6
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9
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u
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Ta
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c
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s
12
1
.
6
7
2
.
8
Q2
A
d
v
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n
c
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s
i
n
A
c
c
o
u
n
t
i
n
g
E
d
u
c
a
t
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n
:
Te
a
c
h
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g
a
n
d
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u
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m I
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2
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t
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g
R
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v
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w
El
se
v
i
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r
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1
.
2
6
7
.
2
Q1
N
o
t
e
s
:
TPs
=
t
o
t
a
l
p
u
b
l
i
c
a
t
i
o
n
s
;
C
S
=
c
i
t
e
sc
o
r
e
;
C
S
r
a
n
k
=
h
i
g
h
e
st
c
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t
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r
a
n
k
f
r
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m S
c
o
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2
0
2
2
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metric revie
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(
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jin
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)
857
3
.
4
.
RQ
4
:
wha
t
a
re
t
he
influent
ia
l c
it
a
t
io
ns
in a
cc
o
un
t
ing
educa
t
io
n r
esea
rc
h?
T
h
e
au
th
o
r
r
etr
iev
ed
7
1
7
d
o
c
u
m
en
ts
f
r
o
m
th
e
Sco
p
u
s
d
ata
b
ase
in
R
I
S
f
o
r
m
at
a
n
d
im
p
o
r
ted
th
em
in
to
Har
zin
g
’
s
Pu
b
lis
h
o
r
Per
i
s
h
to
c
o
m
p
ile
citatio
n
m
et
r
ics
f
o
r
ac
co
u
n
tin
g
ed
u
ca
tio
n
liter
atu
r
e.
T
h
is
p
r
o
ce
s
s
y
ield
ed
9
1
7
4
citatio
n
s
,
av
er
ag
in
g
1
4
3
.
3
4
citatio
n
s
p
er
y
ea
r
a
n
d
1
2
.
7
9
citatio
n
s
p
er
p
ap
er
.
T
ab
le
8
o
u
tlin
es
th
e
1
0
m
o
s
t
f
r
e
q
u
en
tly
cited
d
o
cu
m
en
ts
in
ac
co
u
n
tin
g
ed
u
ca
tio
n
liter
atu
r
e
r
esear
ch
,
em
p
h
asi
zin
g
th
e
n
u
m
b
er
o
f
citatio
n
s
as
th
e
p
r
im
ar
y
m
etr
i
c.
T
o
p
p
i
n
g
th
e
lis
t
is
th
e
ex
p
l
o
r
ato
r
y
s
tu
d
y
o
n
ac
co
u
n
tin
g
e
d
u
ca
tio
n
b
y
B
u
i
an
d
Po
r
ter
[
9
2
]
,
g
ar
n
e
r
in
g
1
7
5
ci
tatio
n
s
.
Fo
llo
win
g
clo
s
ely
is
Ho
wieso
n
[
9
3
]
em
p
ir
ical
s
tu
d
y
o
n
ac
co
u
n
tin
g
p
r
ac
tice
in
th
e
n
ew
m
illen
n
iu
m
.
San
g
s
ter
et
a
l.
[
6
2
]
s
ec
u
r
ed
th
e
th
ir
d
s
p
o
t
with
th
eir
r
esear
ch
ar
ticle
o
n
ac
co
u
n
tin
g
ed
u
ca
tio
n
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
p
u
b
lis
h
ed
in
t
h
e
jo
u
r
n
al
o
f
ac
c
o
u
n
tin
g
ed
u
c
ati
o
n
.
No
tab
ly
,
th
is
ar
ticle
b
o
asts
th
e
h
ig
h
est
citatio
n
s
p
er
y
ea
r
(
3
9
.
2
5
)
,
r
ef
lectin
g
t
h
e
h
eig
h
ten
e
d
in
ter
est
an
d
r
a
p
id
d
is
s
em
in
atio
n
o
f
k
n
o
wled
g
e
in
th
e
f
ield
am
id
s
t
th
e
C
OVI
D
-
1
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4
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5
3
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5
.
RQ
5
:
wha
t
f
u
t
ure
re
s
ea
rc
h direc
t
io
ns
s
ho
uld
be
ex
pl
o
re
d in t
he
f
ield o
f
a
cc
o
un
t
ing
educa
t
io
n?
T
h
is
b
ib
lio
m
etr
ic
r
ev
iew
p
a
p
er
p
r
o
p
o
s
es
s
p
ec
if
ic
r
esear
ch
d
ir
ec
tio
n
s
b
ased
o
n
ex
is
tin
g
liter
atu
r
e
r
esear
ch
.
Acc
o
r
d
in
g
t
o
th
e
r
esu
lts
o
f
k
ey
wo
r
d
an
al
y
s
is
as
p
r
esen
ted
in
Fig
u
r
e
4
,
it
clu
s
ter
s
all
au
th
o
r
k
ey
wo
r
d
s
i
n
to
th
r
e
e
f
o
ca
l
ar
e
as:
s
tu
d
en
ts
,
h
ig
h
er
ed
u
ca
tio
n
,
an
d
th
e
p
r
o
f
ess
io
n
,
with
an
ad
d
itio
n
al
cl
u
s
ter
ce
n
ter
ed
o
n
C
OVI
D
-
19.
H
o
wev
er
,
as
d
is
cu
s
s
ed
in
p
r
ev
i
o
u
s
s
ec
tio
n
s
,
th
e
p
o
p
u
lar
ity
o
f
C
OVI
D
-
19
-
r
elate
d
to
p
ics
ex
ten
s
iv
ely
d
is
cu
s
s
ed
ac
r
o
s
s
v
ar
io
u
s
r
esear
ch
f
ield
s
i
s
tr
an
s
ien
t
.
T
h
er
e
f
o
r
e,
th
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
t
h
e
en
d
u
r
in
g
s
ig
n
if
ican
ce
o
f
to
p
i
cs
r
elate
d
to
s
tu
d
en
ts
,
h
ig
h
er
ed
u
ca
tio
n
,
a
n
d
th
e
p
r
o
f
ess
io
n
in
f
u
tu
r
e
r
esear
c
h
.
Ad
d
itio
n
ally
,
n
etwo
r
k
an
aly
s
is
id
en
tifie
s
k
ey
wo
r
d
s
s
u
ch
as
ac
co
u
n
tin
g
,
ed
u
ca
tio
n
,
lea
r
n
in
g
,
c
u
r
r
icu
lu
m
,
s
k
ills
,
an
d
th
e
p
r
o
f
ess
io
n
as
p
iv
o
tal
an
d
e
n
d
u
r
in
g
ar
ea
s
f
o
r
f
u
r
th
er
ex
p
lo
r
atio
n
.
I
n
s
p
ec
i
f
ic,
f
u
t
u
r
e
r
esear
ch
d
ir
ec
tio
n
s
in
th
e
f
ield
o
f
ac
c
o
u
n
tin
g
e
d
u
ca
tio
n
s
h
o
u
ld
r
ev
o
lv
e
ar
o
u
n
d
s
tu
d
en
ts
,
h
ig
h
er
ed
u
ca
tio
n
,
an
d
th
e
p
r
o
f
ess
io
n
as
p
r
im
ar
y
r
esear
ch
s
u
b
jects,
with
a
d
ed
icate
d
f
o
cu
s
o
n
c
r
itical
ar
ea
s
s
u
ch
as
ac
c
o
u
n
tin
g
,
ed
u
ca
tio
n
,
lear
n
in
g
,
cu
r
r
ic
u
lu
m
,
s
k
ills
,
an
d
th
e
p
r
o
f
ess
io
n
.
4.
CO
NCLU
SI
O
N
Dep
ar
tin
g
f
r
o
m
th
e
tr
ad
itio
n
al
liter
atu
r
e
r
ev
iew
m
eth
o
d
,
th
is
b
ib
lio
m
etr
ic
an
aly
s
is
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
o
v
e
r
v
iew
o
f
a
cc
o
u
n
tin
g
ed
u
ca
tio
n
s
tu
d
ies,
h
ig
h
lig
h
tin
g
s
ig
n
if
ican
t
tr
e
n
d
s
,
k
ey
co
n
tr
i
b
u
to
r
s
,
an
d
n
o
tewo
r
t
h
y
to
p
ics.
B
ased
o
n
a
d
ataset
o
f
7
1
7
p
u
b
licatio
n
s
,
o
u
r
r
ev
iew
d
em
o
n
s
tr
ates
in
cr
ea
s
in
g
s
ch
o
lar
ly
in
ter
est
in
ac
co
u
n
tin
g
ed
u
ca
ti
o
n
,
p
ar
ticu
lar
ly
in
r
ec
e
n
t
y
ea
r
s
,
in
d
icatin
g
g
r
o
win
g
r
ec
o
g
n
itio
n
o
f
th
is
f
ield
wo
r
ld
wid
e.
T
h
e
r
esu
lts
also
h
ig
h
lig
h
t
m
ain
s
u
b
jects
in
b
u
s
i
n
ess
,
m
an
ag
em
en
t,
an
d
th
r
ee
k
ey
clu
s
ter
s
r
elate
d
to
s
tu
d
en
ts
,
h
ig
h
e
r
ed
u
ca
tio
n
,
an
d
C
OVI
D
-
1
9
.
Mo
r
e
o
v
e
r
,
v
is
u
al
r
ep
r
esen
tatio
n
s
o
f
t
er
m
co
-
o
cc
u
r
r
e
n
ce
n
etwo
r
k
s
r
ev
ea
l
k
e
y
wo
r
d
s
s
u
ch
as
“
s
k
ill
”
an
d
“
ed
u
ca
to
r
”
with
in
titl
e
an
d
ab
s
tr
ac
t
s
ec
ti
o
n
s
,
co
n
tr
asti
n
g
with
“
ac
co
u
n
tin
g
ed
u
ca
tio
n
,
”
wh
ic
h
ap
p
ea
r
s
s
o
lely
in
titl
e
f
ield
s
.
T
h
e
f
in
d
in
g
s
o
f
th
is
co
m
p
r
e
h
en
s
iv
e
b
ib
lio
m
etr
ic
r
ev
iew
h
av
e
s
ig
n
if
ican
t
th
eo
r
etica
l
im
p
licatio
n
s
f
o
r
th
e
f
ield
o
f
ac
co
u
n
ti
n
g
ed
u
ca
tio
n
b
y
an
aly
zin
g
r
esear
ch
tr
en
d
s
,
k
ey
co
n
tr
i
b
u
to
r
s
,
a
n
d
citatio
n
p
atter
n
s
u
s
in
g
s
cien
to
m
etr
ic
an
aly
s
is
,
ad
d
r
ess
in
g
r
e
s
ea
r
ch
g
ap
s
in
th
e
liter
atu
r
e.
I
d
en
tify
in
g
f
r
eq
u
en
tly
cited
in
f
lu
en
tial
wo
r
k
s
,
s
u
ch
as
B
u
i
an
d
Po
r
ter
,
allo
ws
f
u
tu
r
e
r
esear
ch
to
b
u
ild
o
n
th
is
f
o
u
n
d
atio
n
an
d
p
r
o
v
id
es
a
th
eo
r
etica
l
b
asis
f
o
r
u
n
d
er
s
tan
d
i
n
g
t
h
e
f
o
u
n
d
atio
n
al
tex
ts
an
d
k
ey
co
n
tr
ib
u
tio
n
s
th
at
h
av
e
s
h
a
p
e
d
th
e
f
ield
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
o
f
f
er
s
a
h
is
to
r
ical
o
v
er
v
iew
o
f
ac
co
u
n
tin
g
ed
u
ca
tio
n
p
u
b
licatio
n
s
o
v
e
r
6
4
y
ea
r
s
,
em
p
lo
y
in
g
to
o
ls
lik
e
Har
zin
g
’
s
Pu
b
lis
h
o
r
Per
i
s
h
an
d
VOSv
iewe
r
.
I
t
also
h
as
p
r
ac
tical
im
p
licatio
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s
b
y
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en
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g
e
o
g
r
a
p
h
ical
(
e.
g
.
,
th
e
U
n
ited
S
tates
,
Evaluation Warning : The document was created with Spire.PDF for Python.
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8
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14
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1
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[
3
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H
.
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a
n
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R
.
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.
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.
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n
d
D
.
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o
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[
4
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E.
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C
a
mm
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n
d
J.
I
.
G
o
n
z
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[
5
]
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.
[
6
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.
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.
[
7
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H
.
M
.
A
l
-
H
a
t
t
a
mi
,
“
U
n
d
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s
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a
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d
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[
8
]
B
.
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,
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.
T.
C
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,
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.
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ssel
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.
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sze
w
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(
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)
,
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.
[
9
]
P
.
T
h
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r
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,
R
.
C
a
mp
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:
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–
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0
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0
,
”
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Pe
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.
[
1
0
]
R
.
Ta
n
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o
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o
,
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Th
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