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K
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f
o
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m
th
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f
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f
o
r
in
s
titu
tio
n
al
tr
an
s
f
o
r
m
atio
n
[
1
]
,
[
2
]
.
T
h
e
p
er
ce
p
tio
n
an
d
im
p
lem
e
n
tatio
n
o
f
lead
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r
s
h
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b
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h
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ca
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c
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tex
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h
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lv
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n
i
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ican
tly
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ar
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lead
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h
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co
n
ce
p
tu
alize
d
an
d
e
x
ec
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ted
[
3
]
,
[
4
]
.
Sk
ills
an
d
s
k
ill
o
r
ien
tatio
n
ar
e
co
n
ce
p
tu
al
f
o
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n
d
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s
th
at
n
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d
to
b
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clea
r
ly
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in
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in
s
cien
tific
m
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ag
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As
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y
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tated
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k
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p
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co
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ab
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ased
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r
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15
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Feb
r
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20
2
6
:
327
-
341
328
u
n
d
er
s
tan
d
i
n
g
an
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m
a
n
ag
in
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in
ter
p
er
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s
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ip
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,
as
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p
r
ec
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o
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s
k
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f
o
r
m
ain
tain
in
g
g
o
al
-
o
r
ie
n
ted
ac
tiv
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[
5
]
.
I
n
th
e
o
r
g
an
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n
al
co
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tex
t,
m
e
ta
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s
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d
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tes
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g
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id
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d
b
y
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m
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s
k
ill
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s
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al
s
t
r
ateg
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th
at
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s
is
ten
tly
d
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elo
p
s
th
ese
ab
ilit
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as
a
m
an
ag
em
en
t
to
o
l
[
6
]
.
T
h
is
o
r
ien
tatio
n
h
as
m
o
v
e
d
awa
y
f
r
o
m
th
e
c
o
n
v
e
n
tio
n
al
a
d
m
in
is
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ativ
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m
o
d
el
a
n
d
em
p
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asized
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e
im
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o
r
tan
ce
o
f
s
elf
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in
g
i
n
s
titu
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n
s
th
at
p
o
s
s
ess
em
o
tio
n
s
an
d
ca
n
lear
n
.
Par
ticu
lar
l
y
in
h
ig
h
er
e
d
u
ca
tio
n
m
an
a
g
em
en
t
,
m
eta
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s
k
ill
o
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f
r
o
m
t
h
e
p
er
s
p
ec
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o
f
in
teg
r
ated
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licies
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er
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f
r
am
ewo
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k
o
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r
ac
tices
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f
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s
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th
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f
o
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m
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f
th
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co
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m
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cies,
s
u
p
p
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tin
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b
o
th
p
er
s
o
n
al
an
d
in
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titu
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al
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p
m
en
t w
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i
n
co
m
p
lex
ed
u
ca
tio
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al
f
r
am
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wo
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k
s
[
7
]
.
An
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s
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f
p
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tial
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s
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ip
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lex
i
n
ter
p
la
y
b
etwe
en
o
r
g
an
izatio
n
al
s
tr
u
ctu
r
e
an
d
lea
d
er
s
h
ip
ef
f
ec
tiv
en
ess
[
8
]
.
T
h
e
cy
b
er
n
etic
n
atu
r
e
o
f
ac
ad
em
ic
o
r
g
a
n
izatio
n
s
an
d
th
e
m
ec
h
an
is
m
s
o
f
ac
ad
em
ic
lead
er
s
h
ip
p
r
o
v
id
e
cr
u
cial
f
r
am
ewo
r
k
s
f
o
r
u
n
d
er
s
tan
d
in
g
i
n
s
titu
tio
n
al
m
an
ag
em
e
n
t
[
9
]
,
[
1
0
]
.
T
h
is
u
n
d
er
s
tan
d
in
g
is
f
u
r
th
er
en
h
a
n
ce
d
b
y
co
n
te
m
p
o
r
ar
y
p
e
r
s
p
ec
tiv
es
o
n
o
r
g
an
izatio
n
al
r
ef
r
am
in
g
an
d
th
e
ev
alu
atio
n
o
f
m
an
ag
em
en
t
e
f
f
ec
tiv
en
ess
ac
r
o
s
s
m
u
ltip
le
s
ec
to
r
s
[
1
1
]
,
[
1
2
]
.
R
ec
en
t
r
esear
ch
h
as
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
lead
er
s
h
ip
o
r
ien
tatio
n
in
s
tr
u
m
en
ts
in
ass
ess
in
g
an
d
d
ev
el
o
p
in
g
i
n
s
titu
tio
n
al
ca
p
ab
ilit
ies [
1
3
]
.
T
h
e
in
teg
r
atio
n
o
f
m
eta
-
s
k
ill
s
in
to
ed
u
ca
tio
n
al
f
r
am
ew
o
r
k
s
r
ep
r
esen
ts
a
s
ig
n
if
ican
t
ev
o
lu
tio
n
in
ac
ad
em
ic
m
an
ag
e
m
en
t
ap
p
r
o
ac
h
es
[
1
4
]
.
T
h
is
d
ev
el
o
p
m
en
t
n
ec
ess
itates
r
o
b
u
s
t
r
esear
ch
m
eth
o
d
o
l
o
g
ies
an
d
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
in
e
d
u
ca
tio
n
al
lea
d
er
s
h
ip
[
1
5
]
,
[
1
6
]
.
T
h
e
i
n
f
lu
en
ce
o
f
g
l
o
b
a
l
is
o
m
o
r
p
h
is
m
o
n
g
o
v
er
n
an
ce
r
ef
o
r
m
an
d
th
e
a
p
p
licatio
n
o
f
in
s
titu
tio
n
al
th
e
o
r
y
in
h
ig
h
er
ed
u
ca
tio
n
r
ese
ar
ch
h
av
e
b
ec
o
m
e
in
cr
ea
s
in
g
ly
r
elev
a
n
t
in
u
n
d
er
s
tan
d
in
g
th
ese
tr
an
s
f
o
r
m
ati
o
n
s
[
1
7
]
,
[
1
8
]
.
T
h
e
co
n
te
x
tu
aliza
tio
n
o
f
h
ig
h
er
ed
u
ca
tio
n
with
in
b
r
o
ad
er
s
o
ci
etal
f
r
am
ewo
r
k
s
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
s
o
p
h
is
ticated
m
a
n
a
g
em
en
t
ap
p
r
o
ac
h
es
th
at
ca
n
ad
d
r
ess
b
o
th
ed
u
ca
tio
n
al
an
d
s
o
cieta
l d
em
a
n
d
s
[
1
9
]
.
T
h
e
d
is
tin
ctio
n
b
etwe
en
ed
u
ca
tio
n
al
m
an
a
g
em
en
t
an
d
lead
er
s
h
ip
h
as
b
ec
o
m
e
p
ar
ticu
lar
l
y
s
ig
n
if
ican
t
as
in
s
titu
tio
n
s
ad
o
p
t
m
o
r
e
co
m
p
r
eh
en
s
iv
e
r
esear
c
h
d
esig
n
s
[
2
0
]
,
[
2
1
]
.
T
h
e
em
e
r
g
en
ce
o
f
cr
ea
tiv
e
m
eta
-
s
k
ills
as
a
cr
u
cial
co
m
p
o
n
e
n
t
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
c
o
in
c
id
es
with
th
e
in
cr
ea
s
in
g
em
p
h
asis
o
n
ex
ce
llen
ce
an
d
d
iv
er
s
ity
in
in
s
titu
tio
n
al
g
o
v
er
n
an
ce
[
2
2
]
,
[
2
3
]
.
T
h
is
ev
o
lu
tio
n
is
p
ar
ticu
lar
ly
e
v
id
e
n
t
in
th
e
ch
an
g
in
g
d
y
n
am
ics
o
f
s
tate
in
v
o
lv
em
en
t
in
h
ig
h
er
ed
u
ca
tio
n
an
d
th
e
ess
en
tial
s
k
ills
r
eq
u
ir
ed
f
o
r
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
lead
er
s
h
ip
[
2
4
]
,
[
2
5
]
.
C
o
n
tem
p
o
r
ar
y
r
esear
ch
o
n
in
s
titu
tio
n
al
lead
er
s
h
ip
h
as
h
ig
h
lig
h
ted
th
e
co
m
p
lex
i
n
ter
p
la
y
b
etwe
en
d
if
f
er
en
t
a
d
m
in
is
tr
ativ
e
r
o
les
an
d
r
esp
o
n
s
ib
ilit
ies
[
2
6
]
,
[
2
7
]
.
His
to
r
ical
an
aly
s
es
o
f
in
s
titu
tio
n
al
d
y
n
am
ics
p
r
o
v
id
e
v
alu
ab
le
i
n
s
ig
h
ts
in
to
th
e
d
ev
elo
p
m
en
t
o
f
cu
r
r
en
t
m
an
ag
em
en
t
s
tr
u
ctu
r
es
[
2
8
]
,
[
2
9
]
.
T
h
e
ass
er
tio
n
o
f
g
lo
b
al
lead
e
r
s
h
ip
i
n
h
i
g
h
er
ed
u
ca
tio
n
r
eq
u
ir
es
ca
r
ef
u
l
c
o
n
s
id
er
atio
n
o
f
lead
er
s
h
ip
o
r
ien
tatio
n
s
an
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
lead
e
r
s
h
ip
an
d
o
r
g
a
n
izatio
n
al
tr
u
s
t [
3
0
]
–
[
3
2
]
.
T
h
is
r
esear
ch
aim
s
to
ex
am
in
e
th
e
r
ec
o
n
s
tr
u
ctio
n
o
f
ac
ad
e
m
ic
m
an
ag
em
e
n
t
m
o
d
els
in
H
E
I
s
th
r
o
u
g
h
a
m
eta
-
s
k
ills
-
o
r
ien
ted
p
er
s
p
e
ctiv
e.
B
y
s
y
n
th
esizin
g
estab
lis
h
ed
th
eo
r
ies
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
with
co
n
tem
p
o
r
ar
y
a
n
aly
tical
ap
p
r
o
ac
h
es,
th
is
s
tu
d
y
s
ee
k
s
to
d
ev
elo
p
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
in
s
titu
tio
n
al
s
tr
u
ctu
r
es
ca
n
b
e
o
p
tim
ized
to
f
ac
ilit
ate
m
eta
-
s
k
ills
d
ev
elo
p
m
en
t
wh
ile
m
ai
n
tain
in
g
ac
ad
e
m
ic
ex
ce
llen
ce
an
d
in
s
titu
tio
n
al
ef
f
ec
tiv
en
ess
[
3
3
]
,
[
3
4
]
.
T
h
e
ch
an
g
i
n
g
r
o
les
o
f
in
s
titu
tio
n
al
lead
er
s
an
d
th
e
u
n
iq
u
e
c
h
ar
ac
ter
is
tics
o
f
ed
u
ca
tio
n
al
m
an
ag
em
e
n
t
in
d
if
f
er
en
t
co
n
tex
ts
p
r
o
v
id
e
cr
u
ci
al
in
s
ig
h
ts
f
o
r
th
is
in
v
esti
g
atio
n
[
3
5
]
–
[
3
8
]
.
T
h
e
ex
am
in
atio
n
o
f
g
o
v
er
n
an
ce
r
ef
o
r
m
s
an
d
m
an
ag
e
m
en
t
p
r
a
ctice
s
wi
th
in
HE
I
s
o
f
f
er
s
v
alu
a
b
le
p
er
s
p
ec
tiv
es
o
n
p
o
ten
tial
p
ath
s
f
o
r
war
d
[
3
9
]
–
[
4
2
]
.
Un
d
er
s
tan
d
in
g
th
e
h
is
to
r
ical
d
ev
elo
p
m
en
t
o
f
lead
er
s
h
ip
r
esear
ch
an
d
th
e
r
o
le
o
f
e
m
b
ed
d
ed
ag
e
n
cy
in
in
s
titu
tio
n
al
in
n
o
v
atio
n
p
r
o
v
id
es
ess
en
tial
co
n
tex
t
f
o
r
d
ev
elo
p
in
g
ef
f
ec
tiv
e
m
an
a
g
em
en
t
m
o
d
els
th
at
ca
n
a
d
d
r
e
s
s
co
n
tem
p
o
r
a
r
y
c
h
allen
g
es
w
h
ile
p
r
ep
a
r
in
g
f
o
r
f
u
tu
r
e
d
ev
elo
p
m
en
ts
in
h
ig
h
er
ed
u
ca
tio
n
[
4
3
]
,
[
4
4
]
.
T
h
e
ev
o
lu
tio
n
o
f
ac
a
d
em
ic
m
an
ag
em
en
t
a
n
d
m
eta
-
s
k
ills
in
h
ig
h
er
ed
u
ca
tio
n
r
ef
lects
a
r
ic
h
b
o
d
y
o
f
th
eo
r
etica
l
d
ev
elo
p
m
en
t
a
n
d
em
p
ir
ical
in
q
u
ir
y
.
E
a
r
ly
a
n
aly
s
es
o
f
lead
er
s
h
ip
i
n
ac
ad
em
ic
in
s
titu
tio
n
s
estab
lis
h
ed
f
o
u
n
d
atio
n
al
f
r
a
m
ewo
r
k
s
f
o
r
u
n
d
er
s
tan
d
in
g
ad
m
in
is
tr
ativ
e
d
y
n
am
ics,
p
ar
ticu
lar
ly
with
r
esp
ec
t
to
d
iv
er
s
e
lead
er
s
h
ip
ap
p
r
o
ac
h
es
in
u
n
iv
er
s
ity
s
ettin
g
s
[
4
5
]
.
T
h
is
lin
e
o
f
in
q
u
ir
y
was
f
u
r
th
e
r
ex
ten
d
ed
t
h
r
o
u
g
h
co
m
p
ar
ativ
e
an
aly
s
es
o
f
h
ig
h
er
ed
u
ca
tio
n
s
y
s
tem
s
ac
r
o
s
s
d
if
f
er
en
t
cu
ltu
r
al
c
o
n
tex
ts
,
u
n
d
e
r
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
in
s
titu
tio
n
al
ap
p
r
o
ac
h
es
to
s
k
ill
d
e
v
elo
p
m
e
n
t
an
d
o
r
g
an
izatio
n
al
o
u
tco
m
e
s
[
4
6
]
.
C
o
n
ce
p
tu
al
tr
ea
tm
en
ts
o
f
h
ig
h
er
ed
u
ca
tio
n
as
a
f
o
r
m
al
in
s
titu
tio
n
p
r
o
v
i
d
e
ess
en
tial
th
eo
r
etica
l
g
r
o
u
n
d
in
g
f
o
r
i
n
ter
p
r
etin
g
o
r
g
an
izatio
n
al
s
tr
u
ctu
r
es
an
d
g
o
v
er
n
an
ce
m
ec
h
a
n
is
m
s
[
4
7
]
.
Mo
r
e
r
ec
en
tly
,
p
o
licy
-
o
r
ie
n
te
d
f
r
am
ewo
r
k
s
h
av
e
in
cr
ea
s
in
g
ly
em
p
h
asized
th
e
s
tr
ateg
ic
im
p
o
r
tan
ce
o
f
m
e
ta
-
s
k
ills
d
ev
elo
p
m
en
t
with
in
h
ig
h
er
ed
u
ca
tio
n
s
y
s
tem
s
[
4
8
]
.
I
n
p
ar
allel,
em
p
ir
ical
r
esear
ch
h
as
f
o
cu
s
ed
o
n
th
e
in
teg
r
atio
n
o
f
m
eta
-
s
k
ills
tr
ain
in
g
with
in
ed
u
ca
tio
n
al
c
o
n
tex
ts
,
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
tec
h
n
o
lo
g
y
-
e
n
ab
led
an
d
p
s
y
c
h
o
lo
g
ically
in
f
o
r
m
ed
s
tr
ateg
ies
in
s
u
p
p
o
r
tin
g
s
k
ill d
ev
elo
p
m
en
t [
4
9
]
.
L
ea
d
er
s
h
ip
co
m
p
ete
n
cies
r
eq
u
ir
ed
in
co
n
tem
p
o
r
a
r
y
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
d
em
o
n
s
tr
ate
th
e
ev
o
lv
in
g
n
atu
r
e
o
f
ac
ad
em
ic
m
an
ag
em
en
t
d
em
an
d
s
[
5
0
]
.
An
aly
tical
ap
p
licatio
n
s
o
f
m
u
lti
-
f
r
am
e
lead
er
s
h
ip
m
o
d
els
h
av
e
p
r
o
v
id
e
d
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
e
s
tr
u
ctu
r
al
an
d
o
r
g
an
izatio
n
al
d
im
e
n
s
io
n
s
o
f
lead
er
s
h
i
p
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
Meta
-
s
kills
-
o
r
ien
ted
a
ca
d
emic
ma
n
a
g
eme
n
t i
n
h
ig
h
er e
d
u
c
a
tio
n
:
ev
id
e
n
ce
fr
o
m
C
h
in
ese
HE
I
s
… (
C
h
i Ch
e
)
329
ef
f
ec
tiv
en
ess
with
in
co
lleg
iate
p
r
o
g
r
a
m
s
[
5
1
]
.
C
r
o
s
s
-
cu
ltu
r
al
ex
am
in
atio
n
s
o
f
o
r
g
an
izatio
n
al
co
m
m
itm
en
t a
n
d
lead
er
s
h
ip
o
r
ien
tatio
n
s
f
u
r
th
er
illu
m
in
ate
h
o
w
in
s
titu
tio
n
al
d
y
n
am
ics
ar
e
s
h
ap
ed
b
y
co
n
t
ex
tu
al
f
ac
to
r
s
[
5
2
]
.
R
ec
en
t
d
ev
elo
p
m
e
n
ts
in
m
e
ta
-
s
k
ills
r
esear
ch
h
av
e
in
c
r
e
asin
g
ly
f
o
cu
s
ed
o
n
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itiv
e
ca
p
ab
ilit
ies
an
d
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
53
]
,
[
54
]
.
T
h
is
b
o
d
y
o
f
wo
r
k
h
as
b
ee
n
co
m
p
lem
en
ted
b
y
s
tu
d
ies
e
x
am
in
in
g
lead
er
s
h
ip
p
r
ac
tices
in
co
m
m
u
n
ity
c
o
lleg
e
an
d
s
im
ilar
in
s
titu
tio
n
al
s
ettin
g
s
,
o
f
f
er
i
n
g
in
s
ig
h
ts
in
to
th
e
p
r
ac
tical
im
p
l
em
en
tatio
n
o
f
m
an
ag
e
m
en
t th
eo
r
ies [
55
]
.
B
r
o
ad
er
a
n
aly
s
es o
f
p
u
b
lic
lead
er
s
h
ip
m
eta
-
s
k
ills
f
u
r
th
er
ex
ten
d
th
is
d
is
cu
s
s
io
n
b
y
s
itu
atin
g
s
k
ill
d
ev
elo
p
m
en
t
with
in
wid
e
r
in
s
titu
tio
n
al
an
d
g
o
v
er
n
an
ce
co
n
tex
ts
[
56
].
Qu
alitativ
e
in
v
esti
g
atio
n
s
o
f
lead
er
s
h
ip
p
r
ac
tices
h
av
e
p
r
o
v
id
ed
d
etailed
in
s
ig
h
ts
in
to
t
h
e
o
p
er
atio
n
a
l
d
im
en
s
io
n
s
o
f
u
n
iv
er
s
ity
m
a
n
ag
em
en
t
[
57
]
,
wh
ile
e
x
am
in
at
io
n
s
o
f
lead
er
s
h
ip
o
r
ien
tatio
n
an
d
d
iv
e
r
s
ity
h
av
e
co
n
tr
ib
u
ted
im
p
o
r
tan
t
p
er
s
p
e
ctiv
es
o
n
e
q
u
ity
a
n
d
r
ep
r
ese
n
tatio
n
in
ac
ad
em
ic
lead
er
s
h
ip
s
tr
u
ctu
r
es
[
58
]
.
T
h
e
ap
p
licatio
n
o
f
m
u
lti
-
f
r
am
e
an
aly
tical
m
o
d
els
to
ac
ad
em
ic
lead
er
s
h
ip
co
n
tex
ts
co
n
tin
u
es
to
d
em
o
n
s
tr
ate
th
e
r
elev
an
ce
o
f
s
tr
u
ctu
r
ed
th
e
o
r
etica
l
ap
p
r
o
ac
h
es
f
o
r
u
n
d
er
s
tan
d
in
g
in
s
titu
tio
n
al
m
a
n
ag
em
en
t
p
r
o
ce
s
s
es
[
59
]
.
Stu
d
ies
o
f
h
ig
h
er
ed
u
ca
tio
n
g
o
v
er
n
an
ce
f
u
r
th
er
h
ig
h
lig
h
t
th
e
co
m
p
le
x
in
ter
p
la
y
b
etwe
en
in
s
titu
tio
n
al
au
to
n
o
m
y
an
d
m
an
ag
e
m
en
t
ef
f
ec
tiv
en
ess
[
60
]
.
I
n
ad
d
itio
n
,
cr
o
s
s
-
cu
ltu
r
al
an
aly
s
es
o
f
tr
u
s
t,
d
ec
is
io
n
-
m
ak
in
g
,
an
d
o
r
g
an
izatio
n
al
b
eh
a
v
io
r
o
f
f
er
v
alu
a
b
le
p
er
s
p
ec
tiv
es
o
n
t
h
e
cu
ltu
r
al
d
im
en
s
io
n
s
s
h
ap
in
g
ac
a
d
em
ic
m
an
ag
em
en
t
p
r
ac
tices
[
61
]
.
His
to
r
ical
an
aly
s
es
o
f
in
s
titu
t
io
n
al
lead
er
s
h
ip
d
e
v
elo
p
m
e
n
t
p
r
o
v
id
e
im
p
o
r
tan
t
co
n
tex
tu
al
g
r
o
u
n
d
in
g
f
o
r
u
n
d
e
r
s
tan
d
in
g
co
n
tem
p
o
r
ar
y
c
h
allen
g
es in
h
ig
h
er
ed
u
ca
tio
n
g
o
v
e
r
n
an
ce
[
62
].
T
h
e
b
r
o
ad
er
g
lo
b
al
c
o
n
tex
t
o
f
p
u
b
lic
a
d
m
in
is
tr
atio
n
a
n
d
h
ig
h
er
ed
u
ca
tio
n
p
o
licy
p
r
o
v
i
d
es
cr
itical
p
er
s
p
ec
tiv
es
o
n
d
iv
er
s
ity
,
in
clu
s
iv
ity
,
an
d
in
s
titu
tio
n
al
l
ea
d
er
s
h
ip
[
63
]
,
[
64
]
.
An
aly
s
es
o
f
b
u
r
ea
u
cr
atic
s
tr
u
ctu
r
es
with
in
HE
I
s
,
alo
n
g
s
id
e
ex
am
in
atio
n
s
o
f
id
eo
lo
g
i
ca
l
in
f
lu
en
ce
s
o
n
ed
u
ca
tio
n
al
g
o
v
er
n
an
ce
,
f
u
r
th
e
r
illu
m
in
ate
th
e
m
u
ltifa
ce
ted
n
atu
r
e
o
f
i
n
s
titu
tio
n
al
m
an
a
g
em
en
t
[
65
]
,
[
66
]
.
R
ec
en
t
em
p
ir
ical
r
esear
ch
ad
d
r
ess
in
g
in
s
titu
tio
n
al
au
to
n
o
m
y
,
lead
e
r
s
h
ip
s
elec
tio
n
m
ec
h
an
is
m
s
,
an
d
ac
a
d
em
ic
f
r
ee
d
o
m
d
em
o
n
s
tr
ates
th
e
in
ter
co
n
n
ec
ted
n
ess
o
f
g
o
v
er
n
an
ce
,
lead
er
s
h
ip
,
an
d
o
r
g
a
n
iz
atio
n
al
cu
ltu
r
e
with
in
h
ig
h
e
r
ed
u
ca
tio
n
s
y
s
tem
s
[
67
]
–
[
69
]
.
E
x
p
lo
r
atio
n
s
o
f
a
lter
n
ativ
e
in
s
titu
tio
n
al
m
o
d
el
s
o
f
f
er
v
alu
ab
le
in
s
ig
h
ts
in
t
o
p
o
te
n
tial
f
u
tu
r
e
d
ir
ec
tio
n
s
f
o
r
u
n
iv
e
r
s
ity
d
ev
elo
p
m
en
t,
p
ar
ticu
lar
l
y
with
r
esp
ec
t
to
th
e
in
teg
r
atio
n
o
f
m
eta
-
s
k
ills
with
in
ac
ad
em
ic
m
an
ag
e
m
en
t f
r
a
m
e
wo
r
k
s
[
70
].
Sy
n
th
esizin
g
r
esear
ch
o
n
m
e
ta
-
s
k
ills
d
ev
elo
p
m
en
t,
ac
ad
e
m
ic
m
an
ag
em
en
t,
an
d
h
ig
h
e
r
ed
u
ca
tio
n
lead
er
s
h
ip
h
i
g
h
lig
h
ts
a
n
ee
d
f
o
r
m
o
r
e
i
n
teg
r
ated
ac
ad
em
ic
m
an
ag
em
en
t
ap
p
r
o
ac
h
es
t
h
at
ca
n
f
o
s
ter
m
eta
-
s
k
ills
wh
ile
s
u
s
tain
in
g
in
s
titu
tio
n
al
ef
f
ec
tiv
en
ess
an
d
ac
ad
em
ic
ex
ce
llen
ce
.
B
u
ild
in
g
o
n
th
is
liter
atu
r
e,
th
e
p
r
esen
t
s
tu
d
y
co
n
ce
p
tu
alize
s
m
eta
-
s
k
i
lls
o
r
ien
tatio
n
as
a
n
in
s
titu
tio
n
al
m
an
ag
em
e
n
t
lo
g
ic
r
ath
e
r
th
an
s
o
lely
a
lear
n
er
-
lev
el
o
u
tco
m
e
an
d
o
p
er
ati
o
n
a
lizes
ac
ad
em
ic
m
an
ag
em
e
n
t
t
h
r
o
u
g
h
B
o
lm
an
an
d
Dea
l
[
3
]
f
o
u
r
-
f
r
am
e
m
o
d
el
(
s
tr
u
ctu
r
al,
h
u
m
a
n
r
eso
u
r
ce
,
p
o
liti
ca
l,
a
n
d
s
y
m
b
o
lic)
[
7
1
]
,
tr
ea
ti
n
g
t
h
ese
d
im
e
n
s
io
n
s
as
o
r
g
a
n
izatio
n
al
m
ec
h
an
is
m
s
th
r
o
u
g
h
wh
ich
m
eta
-
s
k
ills
o
r
ien
tatio
n
in
f
lu
en
ce
s
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
.
T
h
is
r
esp
o
n
d
s
to
two
g
ap
s
:
m
eta
-
s
k
ills
s
ch
o
lar
s
h
ip
h
as
lar
g
ely
em
p
h
asized
s
tu
d
en
t
-
lev
el
o
u
tco
m
es
(
lear
n
in
g
,
em
p
l
o
y
ab
ilit
y
,
p
ed
ag
o
g
y
)
with
lim
ited
ev
id
e
n
ce
o
n
in
s
titu
tio
n
al
en
ac
tm
en
t,
an
d
ac
ad
em
ic
m
an
a
g
em
en
t f
r
a
m
ewo
r
k
s
ar
e
o
f
ten
ex
am
in
ed
s
ep
ar
ately
f
r
o
m
co
m
p
eten
ce
-
b
ased
p
ar
ad
i
g
m
s
,
y
i
eld
in
g
f
r
a
g
m
en
te
d
ex
p
la
n
atio
n
s
o
f
h
o
w
p
r
i
o
r
ities
tr
an
s
late
in
to
o
u
tco
m
es.
Acc
o
r
d
in
g
l
y
,
th
e
s
tu
d
y
ad
v
a
n
ce
s
an
d
v
alid
ates
a
m
eta
-
s
k
ills
-
o
r
ien
ted
ac
ad
e
m
ic
m
an
ag
em
en
t
f
r
am
ewo
r
k
u
s
in
g
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
ac
r
o
s
s
m
u
ltip
le
HE
I
ty
p
es,
co
n
tr
ib
u
tin
g
th
eo
r
etica
lly
(
i
n
teg
r
atin
g
m
eta
-
s
k
ills
an
d
m
a
n
ag
em
e
n
t
p
e
r
s
p
ec
tiv
es),
em
p
ir
ically
(
lar
g
e
-
s
ca
le
m
o
d
el
test
in
g
)
,
an
d
an
al
y
tically
(
test
in
g
m
ed
i
atio
n
v
ia
m
an
ag
e
m
en
t
f
r
am
es
an
d
m
o
d
e
r
atio
n
b
y
in
s
titu
tio
n
al
ty
p
e)
to
in
f
o
r
m
ev
id
en
ce
-
b
ased
ac
ad
em
ic
m
a
n
ag
em
en
t r
ef
o
r
m
.
T
h
e
p
r
o
p
o
s
ed
r
esear
ch
f
r
a
m
ewo
r
k
ass
u
m
es
th
at
a
s
tr
o
n
g
er
i
n
s
titu
tio
n
al
o
r
ien
tati
o
n
to
war
d
m
eta
-
s
k
ills
—
en
co
m
p
ass
in
g
m
etac
o
g
n
itiv
e
ca
p
ac
ity
,
em
o
tio
n
al
in
tellig
en
ce
,
an
d
m
o
tiv
ati
o
n
al
co
m
p
eten
ce
—
en
h
an
ce
s
ac
ad
e
m
ic
m
an
a
g
em
en
t
p
r
ac
tices
ac
r
o
s
s
f
o
u
r
o
r
g
an
izatio
n
al
f
r
am
es
(
s
tr
u
ctu
r
al
,
h
u
m
a
n
r
eso
u
r
ce
,
p
o
liti
ca
l,
an
d
s
y
m
b
o
lic)
.
T
h
ese
ac
ad
em
ic
m
a
n
ag
em
en
t
f
r
am
es
ar
e
e
x
p
ec
ted
to
co
n
tr
ib
u
te
p
o
s
itiv
ely
to
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
o
u
tc
o
m
es.
Acc
o
r
d
in
g
ly
,
th
e
f
o
llo
w
in
g
h
y
p
o
th
eses
ar
e
p
r
o
p
o
s
ed
:
H1
:
m
eta
-
s
k
ills
o
r
ien
tatio
n
h
a
s
a
p
o
s
itiv
e
e
f
f
ec
t
o
n
t
h
e
s
tr
u
ctu
r
al
f
r
a
m
e
o
f
ac
a
d
em
ic
m
a
n
ag
em
en
t
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
(
HE
I
s
)
.
H
2
:
m
e
t
a
-
s
k
i
l
ls
o
r
i
e
n
ta
t
i
o
n
h
a
s
a
p
o
s
i
t
i
v
e
e
f
f
e
c
t
o
n
t
h
e
h
u
m
a
n
r
e
s
o
u
r
c
e
f
r
a
m
e
o
f
a
c
a
d
e
m
i
c
m
an
a
g
e
m
e
n
t
i
n
H
E
I
s
.
H3
:
m
eta
-
s
k
ills
o
r
ien
tatio
n
h
a
s
a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
p
o
liti
ca
l f
r
am
e
o
f
ac
ad
em
ic
m
a
n
ag
e
m
en
t in
HE
I
s
.
H4
:
m
eta
-
s
k
ills
o
r
ien
tatio
n
h
a
s
a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
s
y
m
b
o
lic
f
r
am
e
o
f
ac
ad
em
ic
m
an
ag
em
en
t in
HE
I
s
.
H5
:
th
e
s
tr
u
ctu
r
al
f
r
a
m
e
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
o
u
tco
m
es.
H6
:
th
e
h
u
m
a
n
r
eso
u
r
ce
f
r
am
e
h
as a
p
o
s
itiv
e
ef
f
ec
t
o
n
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
o
u
tco
m
es.
T
h
is
f
r
am
ewo
r
k
e
n
ab
les
a
s
y
s
tem
atic
ex
am
in
atio
n
o
f
h
o
w
m
eta
-
s
k
ills
o
r
ien
tatio
n
is
ass
o
ciate
d
with
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
th
r
o
u
g
h
s
p
ec
if
ic
ac
a
d
em
ic
m
a
n
ag
em
en
t
m
ec
h
an
is
m
s
,
p
r
o
v
id
in
g
a
th
eo
r
etica
lly
g
r
o
u
n
d
ed
b
asis
f
o
r
em
p
ir
ical
t
esti
n
g
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
327
-
341
330
2.
M
E
T
H
O
D
2
.
1
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
Sev
er
al
th
eo
r
etica
l
f
ac
ets
wer
e
in
teg
r
ated
to
cr
ea
te
a
th
o
r
o
u
g
h
an
aly
tical
s
tr
u
ctu
r
e
in
th
e
t
h
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
r
eb
u
ild
i
n
g
ac
ad
em
ic
m
an
ag
e
m
en
t
m
o
d
els
u
n
d
er
a
m
eta
-
s
k
ills
o
r
ien
tatio
n
.
T
h
e
f
r
am
ewo
r
k
estab
lis
h
ed
in
ter
co
n
n
ec
tio
n
s
b
etwe
en
m
eta
-
s
k
ills
d
ev
elo
p
m
en
t,
in
s
titu
tio
n
al
g
o
v
er
n
a
n
c
e,
an
d
o
r
g
a
n
izatio
n
al
tr
an
s
f
o
r
m
atio
n
in
HE
I
s
.
As
s
h
o
wn
in
Fig
u
r
e
1
,
th
e
f
r
am
ew
o
r
k
co
n
s
is
ted
o
f
th
r
ee
p
r
im
ar
y
th
eo
r
etica
l
lay
er
s
:
th
e
f
o
u
n
d
atio
n
al
m
eta
-
s
k
ills
lay
er
,
th
e
in
s
titu
tio
n
al
m
a
n
ag
em
en
t la
y
er
,
an
d
th
e
o
r
g
a
n
izatio
n
al
o
u
tco
m
e
lay
e
r
.
T
h
e
m
e
t
a
-
l
ea
r
n
i
n
g
c
o
m
p
e
t
e
n
c
es
l
a
y
e
r
p
r
i
m
a
r
i
l
y
o
p
e
r
a
t
i
o
n
a
li
ze
s
t
h
r
e
e
c
r
u
c
i
al
e
le
m
e
n
t
s
,
w
h
ic
h
i
n
c
l
u
d
e
m
o
t
i
v
a
t
i
o
n
a
l
c
o
m
p
e
te
n
c
e
s
,
e
m
o
t
i
o
n
a
l
i
n
t
e
ll
i
g
e
n
c
e
,
a
n
d
m
e
ta
co
g
n
i
t
i
v
e
s
k
i
ll
s
.
A
s
d
e
m
o
n
s
t
r
a
te
d
i
n
c
o
n
t
e
m
p
o
r
a
r
y
e
d
u
c
a
t
i
o
n
a
l
p
s
y
c
h
o
l
o
g
y
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
l
e
a
r
n
i
n
g
t
h
e
o
r
y
,
th
e
c
h
o
i
c
e
o
f
t
h
es
e
t
r
i
-
c
o
m
p
o
n
e
n
t
s
is
n
o
t
h
a
p
h
a
z
a
r
d
[
72
]
,
[
73
]
.
A
m
a
l
g
a
m
a
t
i
o
n
o
f
m
e
t
a
c
o
g
n
i
t
i
v
e
s
k
i
l
ls
s
e
r
v
es
a
s
a
c
o
g
n
i
t
i
v
e
a
n
c
h
o
r
o
n
t
h
e
b
a
s
i
s
o
f
w
h
i
c
h
a
p
e
r
s
o
n
c
a
n
s
e
l
f
-
m
o
n
i
t
o
r
a
n
d
s
e
l
f
-
r
e
g
u
l
a
t
e
t
h
ei
r
l
e
a
r
n
i
n
g
c
o
m
p
o
n
en
t
s
w
h
il
e
e
m
o
ti
o
n
a
l
i
n
t
el
l
i
g
e
n
c
e
h
e
l
p
s
t
o
a
c
h
i
e
v
e
e
f
f
e
c
t
i
v
e
i
n
t
e
r
ac
t
i
o
n
a
n
d
m
a
n
a
g
e
m
e
n
t
o
f
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
.
T
h
e
m
o
t
i
v
a
t
i
o
n
a
l
c
o
m
p
e
t
e
n
c
es
f
ac
t
o
r
s
e
e
k
s
t
o
a
d
d
r
e
s
s
t
h
i
s
c
o
r
e
g
a
p
w
h
ic
h
i
s
t
h
e
a
b
i
l
ity
t
o
m
a
i
n
t
a
i
n
m
o
t
i
v
at
i
o
n
a
n
d
d
i
s
p
l
a
y
g
o
a
l
-
d
i
r
e
ct
e
d
b
e
h
a
v
i
o
r
to
w
a
r
d
s
i
n
s
t
i
t
u
t
i
o
n
a
l
ad
v
an
ce
m
e
n
t.
T
h
ese
co
m
p
o
n
en
ts
h
av
e
b
ee
n
p
r
e
v
io
u
s
ly
t
ested
an
d
co
n
f
ir
m
e
d
f
o
r
e
d
u
ca
tio
n
al
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
wh
ich
in
tu
r
n
we
r
e
in
d
icativ
e
o
f
s
tr
o
n
g
co
r
r
elat
io
n
with
o
r
g
an
izatio
n
al
p
e
r
f
o
r
m
an
ce
[
74
]
.
T
h
ese
k
ey
m
eta
-
s
k
ill
co
m
p
o
n
en
ts
an
ch
o
r
th
e
in
s
titu
tio
n
al
m
an
ag
em
en
t
lay
e
r
wh
ich
co
n
s
is
t
s
o
f
th
e
s
tr
u
ctu
r
al,
h
u
m
a
n
r
eso
u
r
ce
,
p
o
liti
ca
l,
an
d
s
y
m
b
o
lic
asp
ec
ts
o
f
ac
ad
em
ic
m
a
n
ag
em
en
t.
I
n
t
h
is
co
n
tex
t,
h
u
m
a
n
r
eso
u
r
ce
m
an
ag
e
m
en
t
(
HR
M
)
r
ef
er
s
to
th
e
s
p
ec
tr
u
m
o
f
u
n
i
v
er
s
ity
s
taf
f
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
m
in
g
wh
ic
h
is
tar
g
eted
at
b
o
t
h
ac
ad
em
ic
a
n
d
ad
m
in
is
tr
ativ
e
s
taf
f
.
T
h
is
ty
p
e
o
f
ap
p
r
o
ac
h
is
n
ec
ess
ar
y
in
th
e
lig
h
t
o
f
k
n
o
wled
g
e
ec
o
n
o
m
y
wh
er
e
f
ac
u
lties
an
d
ad
m
in
is
tr
ativ
e
s
taf
f
ar
e
em
b
ed
d
ed
with
in
th
e
g
lo
b
al
h
ig
h
er
ed
u
ca
tio
n
s
y
s
tem
an
d
b
o
t
h
a
r
e
co
n
tr
ib
u
to
r
s
to
th
e
h
ig
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
[
75
]
,
[
76
]
.
T
h
e
p
o
licies
o
n
HR
M
s
p
ec
if
ically
r
esp
o
n
d
to
th
e
d
if
f
e
r
e
n
t
n
ee
d
s
o
f
em
p
lo
y
ee
s
at
v
a
r
io
u
s
s
tag
es
o
f
th
e
b
u
s
in
ess
p
r
o
ce
s
s
wh
ile
en
ab
lin
g
co
h
er
en
ce
to
b
r
o
ad
er
o
r
g
a
n
izatio
n
al
g
o
als [
77
].
T
h
is
m
u
lti
-
lay
er
ed
th
eo
r
etica
l
s
tr
u
ctu
r
e
en
ab
led
th
e
e
x
am
in
atio
n
o
f
b
o
th
v
e
r
tical
in
teg
r
atio
n
(
b
etwe
en
lay
er
s
)
an
d
h
o
r
izo
n
tal
in
ter
ac
tio
n
(
with
in
lay
er
s
)
.
T
h
e
f
r
am
ewo
r
k
ac
k
n
o
wled
g
ed
th
e
d
y
n
am
ic
n
atu
r
e
o
f
ac
ad
em
ic
in
s
titu
tio
n
s
an
d
th
e
n
ec
ess
ity
f
o
r
ad
ap
tiv
e
m
an
ag
em
en
t
ap
p
r
o
ac
h
es
th
at
ca
n
r
esp
o
n
d
to
ev
o
l
v
in
g
ed
u
ca
tio
n
al
d
em
a
n
d
s
.
As
illu
s
tr
ated
in
Fig
u
r
e
1
,
th
e
b
id
ir
ec
tio
n
al
ar
r
o
ws
in
d
icate
d
th
e
r
ec
u
r
s
iv
e
n
atu
r
e
o
f
th
ese
r
elatio
n
s
h
ip
s
,
wh
er
e
o
u
tco
m
es
in
f
lu
en
ce
m
an
ag
em
e
n
t
ap
p
r
o
ac
h
es,
wh
ich
in
tu
r
n
af
f
ec
t
m
eta
-
s
k
ills
d
ev
elo
p
m
e
n
t
p
r
io
r
ities
.
T
h
e
d
iag
r
am
illu
s
tr
ates
th
e
th
r
ee
-
lay
er
th
e
o
r
etica
l
f
r
am
e
wo
r
k
s
h
o
win
g
t
h
e
r
elatio
n
s
h
ip
s
b
etwe
en
m
eta
-
s
k
ills
co
m
p
o
n
en
ts
,
m
an
ag
e
m
en
t
d
im
en
s
io
n
s
,
a
n
d
o
r
g
an
izatio
n
al
o
u
tco
m
es.
So
lid
lin
es
r
ep
r
esen
t
d
ir
ec
t
r
elatio
n
s
h
ip
s
,
wh
ile
b
id
ir
ec
tio
n
al
ar
r
o
ws
in
d
icate
r
ec
u
r
s
iv
e
in
ter
ac
ti
o
n
s
.
T
h
e
f
r
am
ewo
r
k
em
p
h
asizes
th
e
in
teg
r
atio
n
o
f
m
eta
-
s
k
ills
d
ev
elo
p
m
en
t
wit
h
tr
ad
itio
n
al
m
a
n
ag
em
e
n
t
ap
p
r
o
ac
h
es
to
ac
h
ie
v
e
d
esire
d
in
s
titu
tio
n
al
o
u
tco
m
es.
Fig
u
r
e
1
.
T
h
eo
r
etica
l f
r
a
m
ewo
r
k
f
o
r
m
eta
-
s
k
ills
o
r
ien
ted
ac
a
d
em
ic
m
an
ag
e
m
en
t r
ec
o
n
s
tr
u
c
tio
n
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
Meta
-
s
kills
-
o
r
ien
ted
a
ca
d
emic
ma
n
a
g
eme
n
t i
n
h
ig
h
er e
d
u
c
a
tio
n
:
ev
id
e
n
ce
fr
o
m
C
h
in
ese
HE
I
s
… (
C
h
i Ch
e
)
331
2
.
2
.
Resea
rc
h m
e
t
ho
d
2
.
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
q
u
a
n
titativ
e,
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
to
ex
am
i
n
e
h
o
w
m
eta
-
s
k
ills
o
r
ien
tatio
n
f
u
n
ctio
n
s
as
an
in
s
titu
tio
n
al
m
an
ag
em
en
t
o
r
ien
ta
tio
n
an
d
h
o
w
it
r
elate
s
to
ac
ad
em
ic
m
an
ag
em
e
n
t
d
im
en
s
io
n
s
an
d
in
s
titu
tio
n
al
p
er
f
o
r
m
a
n
ce
in
HE
I
s
.
T
h
e
d
esig
n
en
ab
les
th
eo
r
y
test
in
g
th
r
o
u
g
h
laten
t
-
v
a
r
iab
le
m
o
d
elin
g
a
n
d
is
ap
p
r
o
p
r
iate
f
o
r
ev
alu
atin
g
d
ir
ec
t,
m
ed
ia
tin
g
,
an
d
m
u
lti
-
g
r
o
u
p
r
elatio
n
s
h
ip
s
am
o
n
g
k
ey
co
n
s
tr
u
cts
u
s
in
g
SEM
.
Me
ta
-
s
k
ills
o
r
ien
tatio
n
was
o
p
er
ati
o
n
alize
d
as
an
o
r
g
a
n
izatio
n
al
co
n
s
tr
u
ct
ca
p
t
u
r
in
g
h
o
w
s
tr
o
n
g
ly
a
n
HE
I
in
s
titu
tio
n
alize
s
m
etac
o
g
n
itiv
e
ca
p
ac
ity
,
em
o
tio
n
al
in
tellig
en
ce
,
an
d
m
o
tiv
atio
n
al
co
m
p
eten
ce
as
p
r
io
r
ities
in
its
p
o
licies,
g
o
v
er
n
an
ce
r
o
u
ti
n
es,
an
d
r
eso
u
r
ce
d
ec
is
io
n
s
(
i.e
.
,
an
o
r
ien
tatio
n
to
war
d
cu
ltiv
atin
g
m
eta
-
s
k
ills
r
ath
er
th
an
s
tu
d
en
ts
’
m
eta
-
s
k
ills
th
em
s
elv
es).
T
h
e
f
o
u
r
ac
ad
em
ic
m
an
ag
em
e
n
t
f
r
am
es
wer
e
m
ea
s
u
r
ed
as
d
is
tin
ct
ex
ec
u
tio
n
m
ec
h
an
is
m
s
—
h
o
w
th
e
in
s
titu
tio
n
s
tr
u
ctu
r
es,
s
u
p
p
o
r
ts
p
eo
p
le,
alig
n
s
s
tak
eh
o
ld
er
s
,
an
d
s
u
s
tain
s
m
ea
n
in
g
/leg
itima
cy
in
ac
ad
em
ic
wo
r
k
—
wh
ile
in
s
titu
tio
n
al
p
er
f
o
r
m
a
n
ce
was
m
ea
s
u
r
ed
as
a
s
ep
ar
ate
o
u
t
co
m
e
co
n
s
tr
u
ct
r
e
f
lectin
g
p
er
ce
iv
ed
o
r
g
an
izatio
n
al
e
f
f
ec
tiv
en
ess
.
I
n
s
h
o
r
t,
th
e
co
n
s
tr
u
cts
ar
e
b
o
u
n
d
ed
as:
or
ien
tatio
n
(
wh
at
is
p
r
io
r
itized
)
→
f
r
am
es
(
h
o
w
it
is
im
p
lem
en
ted
)
→
p
er
f
o
r
m
an
ce
(
w
h
at
is
ac
h
iev
e
d
)
.
2
.
2
.
2
.
P
a
rt
icipa
nts a
nd
da
t
a
co
llect
io
n
Data
wer
e
co
llected
o
v
er
a
12
-
m
o
n
th
p
er
io
d
u
s
in
g
a
s
tr
atif
ied
s
am
p
lin
g
ap
p
r
o
ac
h
to
en
s
u
r
e
r
ep
r
esen
tatio
n
ac
r
o
s
s
in
s
titu
tio
n
al
tier
s
in
th
e
C
h
in
ese
h
i
g
h
er
ed
u
ca
tio
n
s
y
s
tem
.
T
h
e
f
i
n
al
s
am
p
le
in
clu
d
ed
6
0
HE
I
s
,
co
m
p
r
is
in
g
n
atio
n
al
k
ey
u
n
iv
er
s
ities
,
p
r
o
v
in
cial
i
n
s
titu
tio
n
s
,
an
d
r
eg
u
lar
u
n
d
er
g
r
ad
u
ate
c
o
lleg
es.
T
h
e
s
tan
d
ar
d
ize
d
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
to
ac
ad
em
ic
ad
m
in
is
tr
ato
r
s
an
d
f
ac
u
lty
m
e
m
b
er
s
,
r
esu
ltin
g
in
2
,
4
0
6
v
alid
r
esp
o
n
s
es
(
r
esp
o
n
s
e
r
ate
8
2
.
3
%).
Prio
r
to
f
u
ll
d
ep
lo
y
m
en
t,
th
e
s
u
r
v
e
y
u
n
d
er
wen
t
ex
p
er
t
r
e
v
iew
an
d
a
p
ilo
t
test
(
n
=
120)
to
r
ef
in
e
item
clar
ity
a
n
d
c
o
n
tex
tu
a
l
r
elev
an
ce
.
I
n
ter
n
al
co
n
s
is
ten
cy
r
esu
lts
f
r
o
m
th
e
m
ain
s
tu
d
y
in
d
icate
d
s
atis
f
ac
to
r
y
r
eliab
ilit
y
ac
r
o
s
s
th
e
p
r
in
c
ip
al
co
n
s
tr
u
cts,
in
cl
u
d
in
g
ac
a
d
em
ic
m
an
a
g
em
en
t
o
r
ien
tatio
n
s
(
α
=
0.
8
9
)
,
m
eta
-
s
k
ills
o
r
ien
tatio
n
(
α
=
0
.
9
2
)
,
an
d
in
s
titu
t
io
n
al
p
er
f
o
r
m
an
ce
in
d
ic
ato
r
s
(
α
=
0
.
8
7
)
.
2
.
2
.
3
.
M
ea
s
ures a
nd
in
s
t
rum
ent
dev
elo
pm
ent
Me
ta
-
s
k
ills
o
r
ien
tatio
n
was
o
p
er
atio
n
alize
d
as
an
in
s
titu
tio
n
a
l
-
lev
el
co
n
s
tr
u
ct
r
ef
lectin
g
th
e
ex
ten
t
to
wh
ich
an
HE
I
em
p
h
asizes
h
i
g
h
er
-
o
r
d
er
ca
p
a
b
ilit
ies
as
p
ar
t
o
f
its
m
a
n
ag
em
e
n
t
an
d
g
o
v
er
n
an
ce
p
r
io
r
ities
.
I
n
lin
e
with
th
e
th
e
o
r
etica
l
f
r
am
ewo
r
k
,
m
eta
-
s
k
ills
o
r
ien
t
atio
n
was
m
ea
s
u
r
ed
th
r
o
u
g
h
th
r
ee
d
im
en
s
io
n
s
:
m
etac
o
g
n
itiv
e
co
m
p
eten
ce
,
e
m
o
tio
n
al
in
tellig
en
ce
,
a
n
d
m
o
tiv
atio
n
al
co
m
p
eten
ce
.
I
tem
s
wer
e
ad
ap
ted
f
r
o
m
estab
lis
h
ed
liter
atu
r
e
o
n
m
eta
-
s
k
ills
,
s
e
lf
-
r
eg
u
lated
lear
n
in
g
/m
etac
o
g
n
itio
n
,
em
o
tio
n
al
in
tellig
en
ce
in
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
co
n
tex
ts
,
an
d
m
o
tiv
atio
n
al
t
h
eo
r
y
.
T
o
en
s
u
r
e
r
elev
an
ce
t
o
th
e
C
h
in
ese
HE
I
co
n
tex
t,
item
wo
r
d
i
n
g
was
r
ef
in
ed
th
r
o
u
g
h
e
x
p
er
t
co
n
s
u
ltati
o
n
a
n
d
p
ilo
t
test
in
g
,
with
em
p
h
asis
o
n
ca
p
t
u
r
in
g
in
s
titu
tio
n
al
p
r
ac
tices
an
d
o
r
ie
n
tatio
n
s
r
ath
er
t
h
an
in
d
iv
id
u
al
s
tu
d
en
t
o
u
tco
m
es.
R
esp
o
n
s
es
wer
e
r
ec
o
r
d
ed
o
n
a
f
iv
e
-
p
o
in
t L
ik
er
t scale
(
1
=str
o
n
g
ly
d
is
ag
r
ee
to
5
=
s
tr
o
n
g
ly
a
g
r
ee
)
.
Aca
d
em
ic
m
an
ag
em
en
t
was
m
ea
s
u
r
ed
u
s
in
g
f
o
u
r
d
im
en
s
io
n
s
d
er
iv
ed
f
r
o
m
B
o
lm
an
an
d
Dea
l
[
3
]
f
o
u
r
-
f
r
am
e
m
o
d
el:
s
tr
u
ctu
r
al,
h
u
m
an
r
eso
u
r
ce
,
p
o
liti
ca
l,
an
d
s
y
m
b
o
lic
f
r
am
es.
Scale
item
s
wer
e
ad
a
p
ted
f
r
o
m
p
r
io
r
em
p
ir
ical
s
tu
d
ies
ap
p
ly
in
g
th
e
f
o
u
r
-
f
r
a
m
e
ap
p
r
o
ac
h
in
ed
u
ca
tio
n
al
lead
er
s
h
ip
a
n
d
h
ig
h
er
ed
u
ca
tio
n
m
an
ag
em
en
t.
T
h
e
ad
a
p
tatio
n
f
o
cu
s
ed
o
n
r
ep
r
esen
tin
g
in
s
titu
tio
n
al
m
an
ag
em
e
n
t
p
r
o
ce
s
s
es
(
e.
g
.
,
s
tr
u
ctu
r
e,
s
taf
f
d
ev
elo
p
m
e
n
t
s
y
s
tem
s
,
g
o
v
er
n
a
n
ce
an
d
d
ec
is
io
n
p
r
o
ce
s
s
es,
an
d
cu
ltu
r
al
-
s
y
m
b
o
lic
p
r
ac
tices)
r
ath
er
th
an
in
d
iv
id
u
al
lead
e
r
s
h
ip
s
ty
le
alo
n
e.
I
n
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
was
o
p
er
atio
n
alize
d
as
p
e
r
ce
iv
ed
o
r
g
a
n
izatio
n
al
o
u
tco
m
es
ali
g
n
ed
with
h
ig
h
er
ed
u
ca
tio
n
ef
f
ec
tiv
en
ess
an
d
d
ev
elo
p
m
en
t
p
r
io
r
ities
.
I
n
th
e
i
n
s
titu
tio
n
al
-
ty
p
e
a
n
aly
s
is
,
p
er
f
o
r
m
an
ce
was
also
s
u
m
m
ar
ized
th
r
o
u
g
h
c
o
m
p
ar
ativ
e
in
d
icato
r
s
r
ef
lectin
g
ac
ad
em
ic
ex
ce
llen
ce
,
in
n
o
v
atio
n
ca
p
ac
ity
,
an
d
s
u
s
tain
ab
ilit
y
-
o
r
ien
ted
d
e
v
elo
p
m
en
t,
e
n
ab
lin
g
c
r
o
s
s
-
in
s
titu
tio
n
al
co
m
p
a
r
is
o
n
in
lin
e
with
th
e
s
tu
d
y
’
s
m
u
lti
-
g
r
o
u
p
d
esig
n
.
T
o
estab
lis
h
co
n
ten
t
v
alid
ity
,
th
e
p
r
elim
in
ar
y
in
s
tr
u
m
en
t
was
r
ev
ie
wed
b
y
an
ex
p
er
t
p
an
el
with
ex
p
er
tis
e
in
ed
u
ca
tio
n
al
lead
er
s
h
ip
an
d
h
ig
h
er
ed
u
ca
tio
n
m
an
a
g
em
en
t.
Min
o
r
r
ev
is
io
n
s
wer
e
m
ad
e
to
im
p
r
o
v
e
co
n
s
tr
u
ct
alig
n
m
en
t,
clar
ity
,
an
d
co
n
te
x
tu
al
a
p
p
r
o
p
r
iaten
ess
.
A
p
ilo
t
s
tu
d
y
(
n
=
1
2
0
)
was
th
en
co
n
d
u
cte
d
to
ev
al
u
ate
item
p
er
f
o
r
m
an
ce
an
d
i
n
ter
n
al
co
n
s
is
te
n
cy
p
r
i
o
r
to
lar
g
e
-
s
ca
le
d
is
tr
ib
u
tio
n
.
2
.
2
.
4
.
Co
nfir
m
a
t
o
ry
f
a
ct
o
r
a
na
ly
s
is
a
nd
m
ea
s
urem
ent
qu
a
lity
A
two
-
s
tep
SEM
p
r
o
ce
d
u
r
e
was
ap
p
lied
.
First,
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
wa
s
co
n
d
u
cted
t
o
v
alid
ate
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
p
r
io
r
to
test
in
g
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
.
C
FA
wa
s
p
er
f
o
r
m
ed
in
AM
OS
2
6
.
0
.
T
h
e
m
ea
s
u
r
e
m
en
t
m
o
d
el
d
e
m
o
n
s
tr
ated
e
x
ce
llen
t
f
it
to
th
e
d
ata
(
C
FI=
0
.
9
6
8
,
R
MS
E
A=
0
.
0
4
2
)
,
s
u
p
p
o
r
ti
n
g
th
e
ad
eq
u
ac
y
o
f
th
e
s
p
ec
if
ied
f
ac
to
r
s
tr
u
ctu
r
e.
C
o
n
v
er
g
en
t
v
alid
ity
was
ev
id
en
ce
d
b
y
s
tr
o
n
g
,
s
tatis
tically
s
ig
n
if
ican
t
s
tan
d
ar
d
ized
f
ac
t
o
r
lo
ad
in
g
s
(
λ
=
0
.
7
5
–
0
.
8
6
,
a
ll
p<
0
.
0
0
1
)
,
alo
n
g
s
id
e
s
atis
f
ac
to
r
y
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
an
d
a
v
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
.
C
o
n
s
is
ten
t
with
th
e
d
escr
i
p
tiv
e
m
ea
s
u
r
em
e
n
t
s
u
m
m
ar
y
,
as
s
h
o
wn
in
T
ab
le
1
,
i
n
t
e
r
n
a
l
c
o
n
s
i
s
t
e
n
c
y
w
as
h
i
g
h
a
c
r
o
s
s
c
o
n
s
t
r
u
c
ts
(
C
r
o
n
b
ac
h
’
s
alp
h
a=
0
.
8
2
–
0
.
9
4
)
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
327
-
341
332
CR
v
alu
es
r
an
g
ed
f
r
o
m
0
.
7
6
to
0
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8
9
,
an
d
AVE
v
al
u
es
r
an
g
ed
f
r
o
m
0
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6
1
to
0
.
7
2
,
ex
ce
e
d
in
g
r
ec
o
m
m
en
d
ed
th
r
esh
o
ld
s
an
d
i
n
d
icatin
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r
o
b
u
s
t c
o
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s
tr
u
ct
r
elia
b
ilit
y
an
d
c
o
n
v
er
g
en
t
v
alid
ity
.
T
ab
le
1
.
Stan
d
a
r
d
ized
C
FA
item
lo
ad
in
g
s
an
d
r
eliab
ilit
y
s
tatis
tics
C
o
n
st
r
u
c
t
I
t
e
m
c
o
d
e
S
t
d
.
l
o
a
d
i
n
g
(
λ
)
S
M
C
(
R
²=
λ
²)
CR
AVE
M
e
t
a
-
s
k
i
l
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a
t
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9
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2
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S
3
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t
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me
SF1
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7
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6
0
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SF2
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8
4
0
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7
1
SF3
0
.
8
1
0
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6
6
H
u
ma
n
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e
s
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e
f
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me
H
R
1
0
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8
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0
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6
4
0
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5
0
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H
R
2
0
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R
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N
o
t
e
:
a
l
l
st
a
n
d
a
r
d
i
z
e
d
l
o
a
d
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n
g
s
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r
e
si
g
n
i
f
i
c
a
n
t
(
p
<
0
.
0
0
1
)
.
2
.
2
.
5
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
p
r
o
ce
ed
ed
in
f
i
v
e
s
tag
es.
First,
d
escr
ip
tiv
e
s
tatis
tics
an
d
p
r
elim
in
ar
y
s
cr
ee
n
in
g
wer
e
co
n
d
u
cte
d
,
in
clu
d
in
g
ch
ec
k
s
f
o
r
m
is
s
in
g
v
alu
es,
o
u
tlier
s
,
an
d
d
is
tr
ib
u
tio
n
al
ass
u
m
p
tio
n
s
.
Seco
n
d
,
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
was
test
ed
v
ia
C
FA
to
c
o
n
f
ir
m
r
eliab
ilit
y
an
d
v
alid
ity
.
T
h
i
r
d
,
th
e
s
tr
u
ctu
r
al
m
o
d
el
was
test
ed
u
s
in
g
SEM
to
ex
a
m
in
e
th
e
h
y
p
o
t
h
esized
d
ir
ec
t
an
d
m
e
d
iated
r
elatio
n
s
h
i
p
s
b
etwe
en
m
eta
-
s
k
ills
o
r
ien
tatio
n
,
ac
ad
em
ic
m
an
a
g
em
en
t
f
r
am
es,
an
d
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
.
Mo
d
el
f
it
was
ev
alu
ated
u
s
in
g
s
tan
d
ar
d
in
d
ices,
in
clu
d
i
n
g
C
FI,
T
L
I
,
R
MSE
A,
SR
M
R
,
an
d
χ²/d
f
.
Fo
u
r
th
,
m
ed
iatio
n
ef
f
ec
ts
wer
e
test
ed
u
s
in
g
b
o
o
ts
tr
ap
p
in
g
with
5
,
0
0
0
r
esa
m
p
les
to
esti
m
ate
in
d
ir
ec
t
e
f
f
ec
ts
an
d
c
o
n
f
id
e
n
ce
i
n
ter
v
als.
Fifth
,
in
s
titu
tio
n
al
d
if
f
er
en
ce
s
we
r
e
ex
a
m
in
ed
u
s
in
g
m
u
lti
-
g
r
o
u
p
SEM
ac
r
o
s
s
th
r
ee
ca
teg
o
r
ies
(
n
atio
n
al
k
ey
u
n
i
v
er
s
ities
,
p
r
o
v
in
cial
i
n
s
titu
tio
n
s
,
an
d
r
e
g
u
lar
u
n
d
er
g
r
ad
u
ate
co
lleg
es)
to
ev
alu
ate
wh
eth
er
in
s
titu
tio
n
al
ty
p
e
m
o
d
e
r
ates
k
ey
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
in
al
s
am
p
le
co
m
p
r
is
ed
2
,
4
0
6
r
esp
o
n
d
en
ts
f
r
o
m
6
0
C
h
in
ese
HE
I
s
,
r
ep
r
esen
tin
g
a
d
iv
er
s
e
cr
o
s
s
-
s
ec
tio
n
o
f
th
e
h
ig
h
er
ed
u
ca
tio
n
s
ec
to
r
.
T
h
e
d
e
m
o
g
r
ap
h
ic
c
o
m
p
o
s
itio
n
r
ef
l
ec
ted
a
b
alan
ce
d
r
ep
r
esen
tatio
n
ac
r
o
s
s
in
s
titu
tio
n
al
ty
p
es,
ad
m
in
is
tr
ativ
e
lev
els,
an
d
ac
ad
em
ic
d
is
cip
lin
es.
As
s
h
o
wn
in
T
ab
le
2
,
th
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
(
4
2
.
3
%)
wer
e
f
r
o
m
n
atio
n
al
k
ey
u
n
iv
e
r
s
ities
,
f
o
llo
wed
b
y
p
r
o
v
in
cial
in
s
titu
tio
n
s
(
3
5
.
8
%)
an
d
r
eg
u
lar
u
n
d
er
g
r
ad
u
ate
c
o
lleg
es
(
2
1
.
9
%).
T
h
e
g
en
d
er
d
is
tr
ib
u
tio
n
in
d
icate
d
a
s
lig
h
t
m
ajo
r
ity
o
f
m
ale
r
esp
o
n
d
en
ts
(
5
4
.
2
%),
wi
th
a
m
ea
n
a
g
e
o
f
4
3
.
6
y
ea
r
s
(
SD=
8
.
7
)
.
T
h
e
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
o
f
p
ar
ti
cip
a
n
ts
av
er
ag
ed
1
5
.
3
y
ea
r
s
(
SD=
7
.
2
)
i
n
h
ig
h
er
e
d
u
ca
tio
n
,
with
6
8
.
4
%
h
o
ld
in
g
d
o
cto
r
al
d
eg
r
e
es.
T
h
e
in
s
titu
tio
n
al
d
is
tr
ib
u
tio
n
an
d
r
esp
o
n
d
en
t
ch
ar
ac
ter
is
tics
s
u
g
g
ested
a
r
ep
r
esen
tativ
e
s
am
p
le
o
f
th
e
C
h
in
ese
h
ig
h
er
e
d
u
ca
tio
n
s
y
s
tem
,
as ill
u
s
tr
ated
in
Fig
u
r
e
2
.
T
ab
le
2
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
s
u
r
v
ey
r
esp
o
n
d
en
ts
C
h
a
r
a
c
t
e
r
i
s
t
i
c
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
I
n
st
i
t
u
t
i
o
n
t
y
p
e
N
a
t
i
o
n
a
l
k
e
y
1
,
0
1
8
4
2
.
3
P
r
o
v
i
n
c
i
a
l
8
6
1
3
5
.
8
R
e
g
u
l
a
r
c
o
l
l
e
g
e
5
2
7
2
1
.
9
Ed
u
c
a
t
i
o
n
l
e
v
e
l
D
o
c
t
o
r
a
l
1
,
6
4
6
6
8
.
4
M
a
s
t
e
r
’
s
6
4
2
2
6
.
7
B
a
c
h
e
l
o
r
’
s
1
1
8
4
.
9
A
d
mi
n
i
s
t
r
a
t
i
v
e
r
o
l
e
S
e
n
i
o
r
a
d
m
i
n
3
1
2
1
3
.
0
M
i
d
-
l
e
v
e
l
a
d
mi
n
8
6
4
3
5
.
9
F
a
c
u
l
t
y
1
,
2
3
0
5
1
.
1
Ex
p
e
r
i
e
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c
e
>
2
0
y
e
a
r
s
5
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3
2
4
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2
10
–
2
0
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e
a
r
s
1
,
1
2
4
4
6
.
7
<
1
0
y
e
a
r
s
6
9
9
2
9
.
1
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
Meta
-
s
kills
-
o
r
ien
ted
a
ca
d
emic
ma
n
a
g
eme
n
t i
n
h
ig
h
er e
d
u
c
a
tio
n
:
ev
id
e
n
ce
fr
o
m
C
h
in
ese
HE
I
s
… (
C
h
i Ch
e
)
333
Fig
u
r
e
2
.
Dis
tr
ib
u
tio
n
o
f
s
u
r
v
e
y
r
esp
o
n
d
en
ts
b
y
i
n
s
titu
tio
n
ty
p
e
3.
1
.
Descript
iv
e
s
t
a
t
is
t
ics
T
h
e
d
escr
ip
tiv
e
an
al
y
s
is
r
ev
e
aled
r
o
b
u
s
t
p
atter
n
s
in
th
e
m
ea
s
u
r
em
en
t
o
f
k
ey
co
n
s
tr
u
cts
ac
r
o
s
s
th
e
s
am
p
le.
As
p
r
esen
ted
in
T
ab
l
e
3
,
all
m
ajo
r
v
ar
iab
les
d
e
m
o
n
s
tr
ated
s
atis
f
ac
to
r
y
r
eliab
ilit
y
with
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
icien
ts
r
an
g
in
g
f
r
o
m
0
.
8
2
t
o
0
.
9
4
.
T
h
e
m
eta
-
s
k
ills
o
r
ien
tatio
n
s
ca
le
s
h
o
wed
t
h
e
h
ig
h
est
m
ea
n
s
co
r
e
(
M=
3
.
9
2
,
SD=
0
.
6
8
)
,
i
n
d
icat
in
g
a
s
tr
o
n
g
em
p
h
asis
o
n
m
eta
-
s
k
ills
d
ev
elo
p
m
en
t
a
cr
o
s
s
in
s
titu
tio
n
s
.
Ma
n
ag
em
en
t
ef
f
ec
tiv
en
ess
m
e
asu
r
es
ex
h
ib
ited
m
o
d
er
ate
to
h
ig
h
s
co
r
es,
with
s
tr
u
ctu
r
al
f
r
a
m
e
im
p
lem
en
tatio
n
s
h
o
win
g
th
e
h
ig
h
est
av
er
ag
e
r
atin
g
(
M=
4
.
1
2
,
SD=
0
.
7
1
)
.
T
h
e
co
r
r
elatio
n
p
atter
n
s
,
as
d
e
p
icted
in
Fig
u
r
e
3
,
d
em
o
n
s
tr
ate
s
ig
n
if
ican
t
p
o
s
itiv
e
ass
o
ciatio
n
s
b
etwe
en
m
eta
-
s
k
ills
o
r
ien
tatio
n
an
d
m
a
n
ag
em
en
t
ef
f
ec
tiv
en
ess
in
d
icato
r
s
(
r
r
a
n
g
in
g
f
r
o
m
0
.
4
5
to
0
.
6
8
,
p
<
0
.
0
1
)
.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
an
d
r
eliab
ilit
y
o
f
k
ey
co
n
s
tr
u
ct
s
C
o
n
st
r
u
c
t
M
e
a
n
SD
S
k
e
w
n
e
ss
K
u
r
t
o
si
s
α
R
VE
M
e
t
a
-
s
k
i
l
l
s
o
r
i
e
n
t
a
t
i
o
n
3
.
9
2
0
.
6
8
−
0
.
3
4
0
.
2
1
0
.
9
4
0
.
9
5
0
.
7
2
S
t
r
u
c
t
u
r
a
l
f
r
a
me
4
.
1
2
0
.
7
1
−
0
.
4
5
0
.
3
3
0
.
8
9
0
.
9
1
0
.
6
8
H
u
ma
n
r
e
s
o
u
r
c
e
f
r
a
me
3
.
8
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7
4
−
0
.
2
8
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1
9
0
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8
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0
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9
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0
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6
5
P
o
l
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t
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c
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l
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e
3
.
7
8
0
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8
2
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0
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3
1
0
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2
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0
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8
6
0
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8
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0
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6
3
S
y
mb
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a
me
3
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9
4
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7
−
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3
8
0
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2
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0
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8
2
0
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8
5
0
.
6
1
Fig
u
r
e
3
.
C
o
r
r
elatio
n
h
ea
t
m
a
p
o
f
k
ey
s
tu
d
y
v
ar
iab
les
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
327
-
341
334
3.
2.
H
y
po
t
hes
is
t
esting
T
h
e
h
y
p
o
th
esis
test
in
g
r
esu
lts
d
em
o
n
s
tr
ated
s
tr
o
n
g
s
u
p
p
o
r
t
f
o
r
th
e
p
r
o
p
o
s
ed
th
eo
r
etica
l
f
r
am
ewo
r
k
lin
k
in
g
m
eta
-
s
k
ills
o
r
ien
tatio
n
to
ac
ad
em
ic
m
an
ag
em
en
t
ef
f
ec
tiv
en
ess
.
SEM
an
al
y
s
is
r
ev
ea
led
s
ig
n
i
f
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
m
eta
-
s
k
ills
o
r
ien
tatio
n
an
d
all
f
o
u
r
m
a
n
ag
em
e
n
t
f
r
am
es,
as
s
h
o
wn
in
T
ab
le
4
.
T
h
e
s
tr
o
n
g
est
ef
f
ec
t
was
o
b
s
er
v
ed
b
etwe
en
m
eta
-
s
k
ills
o
r
ien
tatio
n
an
d
s
tr
u
ctu
r
al
f
r
a
m
e
im
p
le
m
en
tatio
n
(
β=0
.
6
8
5
,
p
<
0
.
0
0
1
)
,
f
o
llo
we
d
b
y
HR
M
(
β=0
.
5
7
3
,
p
<
0
.
0
0
1
)
.
T
h
e
p
at
h
an
al
y
s
is
,
as
illu
s
tr
ated
in
Fig
u
r
e
4
,
co
n
f
ir
m
e
d
th
e
m
ed
iatin
g
r
o
le
o
f
m
a
n
ag
em
e
n
t
p
r
ac
tices
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
eta
-
s
k
ills
o
r
ien
tatio
n
an
d
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
o
u
tc
o
m
es.
All
h
y
p
o
th
esized
d
ir
ec
t
ef
f
ec
ts
wer
e
s
ig
n
if
ican
t
at
p
<
0
.
0
0
1
lev
el,
with
s
tan
d
ar
d
ized
p
ath
co
e
f
f
icien
t
s
r
an
g
in
g
f
r
o
m
0
.
4
1
2
to
0
.
6
8
5
,
in
d
icatin
g
s
tr
o
n
g
s
u
p
p
o
r
t
f
o
r
th
e
th
e
o
r
etica
l
m
o
d
el.
T
ab
le
4
.
Hy
p
o
th
esis
test
in
g
r
esu
lts
an
d
p
ath
co
ef
f
icien
ts
H
y
p
o
t
h
e
s
i
s
P
a
t
h
S
t
d
.
C
o
e
f
f
i
c
i
e
n
t
t
-
v
a
l
u
e
p
-
v
a
l
u
e
R
e
s
u
l
t
H1
M
e
t
a
-
s
k
i
l
l
s
→
S
t
r
u
c
t
u
r
a
l
0
.
6
8
5
1
5
.
4
2
<
0
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0
0
1
S
u
p
p
o
r
t
e
d
H2
M
e
t
a
-
s
k
i
l
l
s
→
H
R
0
.
5
7
3
1
3
.
8
6
<
0
.
0
0
1
S
u
p
p
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r
t
e
d
H3
M
e
t
a
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s
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i
l
l
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→
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o
l
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t
i
c
a
l
0
.
4
1
2
9
.
7
4
<
0
.
0
0
1
S
u
p
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r
t
e
d
H4
M
e
t
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i
l
l
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→
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y
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o
l
i
c
0
.
5
2
4
1
1
.
9
3
<
0
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0
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1
S
u
p
p
o
r
t
e
d
H5
S
t
r
u
c
t
u
r
a
l
→
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e
r
f
o
r
m
a
n
c
e
0
.
4
8
6
1
0
.
8
2
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
H6
H
R
→
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e
r
f
o
r
ma
n
c
e
0
.
4
4
5
9
.
9
6
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
Fig
u
r
e
4
.
Stan
d
a
r
d
ized
p
ath
co
ef
f
icien
ts
o
f
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
3.
3
.
I
ns
t
it
utio
na
l t
y
pe
a
na
ly
s
is
a
nd
perf
o
rm
a
nce
o
utc
o
mes
T
h
e
n
ex
t
s
tag
e
ex
am
in
e
d
m
eta
-
s
k
ills
o
r
ien
tatio
n
an
d
m
a
n
ag
em
en
t
e
f
f
ec
tiv
en
ess
with
r
esp
ec
t
to
in
s
titu
tio
n
al
in
f
lu
en
ce
o
n
th
e
af
o
r
em
en
tio
n
ed
r
elatio
n
s
h
ip
a
s
s
p
ec
if
ied
in
th
e
m
eth
o
d
o
lo
g
ical
an
aly
s
is
.
T
h
is
was
an
aly
ze
d
th
r
o
u
g
h
m
u
lti
-
g
r
o
u
p
s
tr
u
ctu
r
al
e
q
u
atio
n
m
o
d
e
llin
g
f
o
r
th
r
ee
n
atio
n
al
ca
teg
o
r
ies
:
i
)
n
atio
n
al
k
ey
u
n
iv
er
s
ities
(
n=
1
0
1
8
);
ii)
p
r
o
v
in
cial
in
s
titu
tio
n
s
(
n=
861
);
an
d
iii
)
r
eg
u
lar
u
n
d
er
g
r
ad
u
ate
co
lleg
es
(
n=
527
)
.
Sig
n
if
ican
t
v
ar
iatio
n
s
wer
e
o
b
s
er
v
ed
ac
r
o
s
s
in
s
titu
tio
n
al
c
ateg
o
r
ies.
T
h
e
o
r
ie
n
tatio
n
to
war
d
s
th
e
s
tr
u
ctu
r
al
im
p
lem
en
tatio
n
o
f
th
e
f
r
a
m
ewo
r
k
was
s
tr
o
n
g
est
in
n
at
io
n
al
k
ey
u
n
i
v
er
s
ities
,
f
o
llo
wed
b
y
p
r
o
v
in
cial
in
s
titu
tio
n
s
,
an
d
last
ly
r
e
g
u
l
ar
u
n
d
er
g
r
ad
u
ate
co
lleg
es
(
β=0
.
7
1
2
,
p
<0
.
0
0
1
;
β=0
.
6
5
4
,
p
<0
.
0
0
1
;
β=
0
.
5
8
9
,
p
<
0
.
0
0
1
)
.
T
h
is
tr
en
d
in
d
icate
s
th
at
in
s
titu
tio
n
s
h
av
in
g
r
eso
u
r
ce
s
,
an
d
th
e
ap
p
licatio
n
o
f
s
u
c
h
r
eso
u
r
ce
s
with
in
th
eir
o
r
g
a
n
izatio
n
al
en
tity
,
a
f
f
ec
t o
r
m
o
d
er
ate
m
eta
-
s
k
ills
-
o
r
ien
ted
m
an
ag
e
m
en
t p
r
ac
tices.
T
h
e
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
o
f
th
e
in
s
titu
tio
n
s
was e
v
alu
ated
th
r
o
u
g
h
v
ar
i
o
u
s
p
er
f
o
r
m
an
ce
i
n
d
icato
r
s
,
wh
ich
in
clu
d
e
d
:
in
n
o
v
atio
n
ca
p
ac
ity
,
s
u
s
tain
ab
le
d
ev
el
o
p
m
e
n
t
in
d
icato
r
s
,
am
o
n
g
o
th
er
s
.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
an
in
cr
ea
s
e
in
th
e
m
eta
-
s
k
ills
o
r
ien
tatio
n
s
co
r
e
co
r
r
elate
s
with
im
p
r
o
v
ed
p
er
f
o
r
m
a
n
ce
ac
r
o
s
s
m
u
ltip
le
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
Meta
-
s
kills
-
o
r
ien
ted
a
ca
d
emic
ma
n
a
g
eme
n
t i
n
h
ig
h
er e
d
u
c
a
tio
n
:
ev
id
e
n
ce
fr
o
m
C
h
in
ese
HE
I
s
… (
C
h
i Ch
e
)
335
in
d
icato
r
s
.
Natio
n
al
k
ey
le
v
el
u
n
iv
er
s
ities
h
ad
a
s
tr
o
n
g
er
ass
o
ciatio
n
with
m
eta
-
s
k
ills
o
r
ien
ta
tio
n
an
d
in
n
o
v
atio
n
ca
p
ac
ity
(
r
=0
.
6
8
4
,
p
<
0
.
0
0
1
)
c
o
m
p
ar
e
d
t
o
p
r
o
v
in
cial
in
s
titu
tio
n
s
,
wh
er
e
th
e
ass
o
ciatio
n
with
s
u
s
tain
ab
le
d
ev
el
o
p
m
e
n
t
o
u
t
co
m
es
was
s
tr
o
n
g
er
(
r
=0
.
6
2
3
,
p
<
0
.
0
0
1
)
.
All
o
th
er
p
er
f
o
r
m
an
ce
in
d
icato
r
s
co
n
tr
ib
u
ted
s
ig
n
if
ican
tly
;
h
o
wev
er
,
f
o
r
r
eg
u
lar
u
n
d
e
r
g
r
a
d
u
ate
co
lleg
es,
th
is
was
f
o
u
n
d
to
b
e
m
o
r
e
p
r
o
n
o
u
n
ce
d
,
as
p
r
esen
ted
i
n
T
ab
le
5
.
R
esu
lts
f
r
o
m
ANOV
A
wer
e
s
ig
n
if
ican
tly
d
if
f
er
e
n
t
ac
r
o
s
s
ty
p
es
o
f
in
s
titu
tio
n
s
wh
en
lo
o
k
in
g
at
p
er
f
o
r
m
an
ce
o
u
tco
m
es
with
F
eq
u
atin
g
t
o
2
4
.
5
3
wh
en
p
<
0
.
0
0
1
.
I
n
s
titu
tio
n
al
t
y
p
e
ac
co
u
n
ted
f
o
r
ap
p
r
o
x
im
ately
1
8
%
o
f
th
e
v
ar
ian
ce
in
p
er
f
o
r
m
an
ce
o
u
tc
o
m
es.
As
s
u
p
p
o
r
ted
b
y
t
h
e
f
in
d
in
g
s
,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
m
eta
-
s
k
ills
an
d
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
ca
n
b
e
s
ee
n
;
h
o
wev
e
r
,
th
is
r
elatio
n
s
h
ip
s
tr
en
g
th
en
s
o
r
wea
k
e
n
s
d
ep
e
n
d
in
g
o
n
th
e
ty
p
e
o
f
in
s
titu
tio
n
an
d
th
e
r
eso
u
r
ce
s
av
ailab
le
to
it.
T
ab
le
5
.
C
r
o
s
s
-
in
s
titu
tio
n
al
p
e
r
f
o
r
m
a
n
ce
m
etr
ics co
m
p
a
r
is
o
n
ac
r
o
s
s
d
if
f
er
en
t t
y
p
es o
f
HE
I
s
(
2
0
2
4
)
P
e
r
f
o
r
ma
n
c
e
me
t
r
i
c
N
a
t
i
o
n
a
l
k
e
y
P
r
o
v
i
n
c
i
a
l
R
e
g
u
l
a
r
A
c
a
d
e
mi
c
e
x
c
e
l
l
e
n
c
e
i
n
d
e
x
0
.
8
4
5
0
.
7
6
2
0
.
6
9
8
I
n
n
o
v
a
t
i
o
n
c
a
p
a
c
i
t
y
sc
o
r
e
0
.
8
1
2
0
.
7
3
4
0
.
6
4
5
S
u
st
a
i
n
a
b
i
l
i
t
y
r
a
t
i
n
g
0
.
7
8
9
0
.
8
0
1
0
.
6
8
7
3.
4
.
M
o
del v
a
lid
a
t
io
n
T
h
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
e
l
d
em
o
n
s
tr
ated
ex
ce
llen
t
f
it
with
th
e
em
p
ir
ical
d
ata
ac
r
o
s
s
m
u
ltip
le
in
d
ices,
as
d
etailed
in
T
ab
l
e
6
.
T
h
e
C
FA
r
ev
ea
led
s
tr
o
n
g
c
o
n
s
tr
u
ct
v
alid
ity
,
with
all
item
s
lo
ad
in
g
s
ig
n
if
ican
tly
o
n
th
eir
r
esp
ec
ti
v
e
f
ac
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5
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Da
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e
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ev
e
lo
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m
en
t
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d
to
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lis
h
m
o
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r
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er
s
tan
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itiv
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ab
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en
h
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ce
in
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titu
tio
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ap
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ticu
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ates
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f
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ate
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ly
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ar
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ated
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e
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f
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am
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k
wh
ile
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licab
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s
e
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.
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h
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h
lig
h
t
th
e
cr
u
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ed
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g
r
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le
o
f
m
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t
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to
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d
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ican
t
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0
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a
nd
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4
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0
.
0
0
1
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to
p
er
f
o
r
m
a
n
ce
m
ea
s
u
r
es.
T
h
ese
r
esu
lts
ex
ten
d
p
r
ev
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u
s
r
esear
ch
o
n
ac
ad
em
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m
a
n
ag
e
m
en
t
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y
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em
o
n
s
tr
atin
g
h
o
w
m
eta
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s
k
ills
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ca
n
s
er
v
e
as
a
ca
taly
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t
f
o
r
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r
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izatio
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a
n
s
f
o
r
m
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,
wh
ile
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alin
g
th
e
co
m
p
lex
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ter
p
lay
b
etwe
en
v
ar
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u
s
m
an
ag
em
en
t
d
im
en
s
io
n
s
in
f
a
cilitatin
g
in
s
titu
tio
n
al
d
ev
el
o
p
m
en
t.
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h
e
s
tr
o
n
g
co
n
s
tr
u
ct
v
alid
ity
an
d
r
elia
b
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en
h
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atin
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e
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im
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ta
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ce
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ills
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m
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to
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tr
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m
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u
g
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g
th
at
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ch
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ly
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d
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3
.
6
.
Co
m
pa
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wit
h pre
v
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s
t
ud
i
es
T
h
e
f
in
d
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g
s
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with
th
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m
u
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f
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am
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p
r
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p
o
s
itio
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t
h
a
t
ef
f
ec
tiv
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co
m
p
lex
e
d
u
ca
tio
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al
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an
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s
is
b
est
ex
p
lain
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th
r
o
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g
h
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e
co
m
b
i
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ed
u
s
e
o
f
s
tr
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g
le
m
a
n
ag
em
e
n
t
l
o
g
ic.
T
h
is
is
co
n
s
is
ten
t
with
th
e
f
o
u
n
d
atio
n
al
m
u
lti
-
f
r
am
e
ef
f
ec
tiv
e
n
ess
ar
g
u
m
en
t
b
y
B
o
lm
an
an
d
Dea
l
[
3
]
an
d
with
h
ig
h
er
ed
u
ca
tio
n
a
p
p
licatio
n
s
s
h
o
win
g
th
at
lead
er
s
o
f
ten
o
p
e
r
ate
ac
r
o
s
s
f
r
am
es
an
d
th
at
in
teg
r
a
ted
f
r
am
e
u
s
e
is
lin
k
ed
to
s
tr
o
n
g
er
p
er
ce
iv
ed
ef
f
ec
tiv
en
ess
[
1
3
]
,
[
2
2
]
,
[
2
5
]
.
E
x
ten
d
in
g
th
is
lin
e
o
f
wo
r
k
,
th
e
p
r
esen
t
s
tu
d
y
s
u
g
g
ests
th
at
m
eta
-
s
k
ills
o
r
ien
tatio
n
f
u
n
ctio
n
s
as
an
u
p
s
tr
ea
m
in
s
titu
tio
n
al
lo
g
ic
th
at
s
y
s
tem
atica
lly
s
tr
en
g
th
en
s
ac
ad
em
ic
m
an
ag
e
m
en
t
en
ac
tm
en
t a
cr
o
s
s
f
r
am
es,
r
at
h
er
th
an
r
e
f
lectin
g
in
d
i
v
id
u
al
le
ad
er
s
h
ip
p
r
e
f
er
en
ce
al
o
n
e.
I
n
th
e
m
eta
-
s
k
ills
liter
atu
r
e,
m
eta
-
s
k
ills
ar
e
ty
p
ically
c
o
n
ce
p
tu
alize
d
as
lear
n
in
g
o
u
tco
m
es
o
r
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
d
e
v
elo
p
ed
th
r
o
u
g
h
cu
r
r
icu
lu
m
a
n
d
p
e
d
ag
o
g
y
(
e.
g
.
,
lear
n
i
n
g
o
u
tco
m
es/me
ta
-
s
k
ills
an
d
cr
ea
tiv
e
m
eta
-
s
k
ills
)
[
4
]
,
[
8
]
.
T
h
ey
ar
e
c
o
m
m
o
n
ly
d
ef
in
ed
as
h
ig
h
er
-
o
r
d
er
ca
p
ac
ities
in
teg
r
atin
g
m
etac
o
g
n
itio
n
,
em
o
tio
n
al
in
t
ellig
en
ce
,
an
d
m
o
tiv
atio
n
[
3
6
]
,
[
64
]
,
[
67
]
.
T
h
e
p
r
esen
t
s
tu
d
y
ex
ten
d
s
th
is
s
ch
o
lar
s
h
ip
b
y
e
m
p
ir
ically
p
o
s
itio
n
in
g
m
eta
-
s
k
ills
as
a
n
in
s
titu
tio
n
al
m
an
ag
em
e
n
t
o
r
ien
tatio
n
th
at
is
ass
o
ciate
d
with
ac
ad
em
ic
m
an
ag
em
en
t
p
r
ac
tices
at
th
e
o
r
g
a
n
izatio
n
al
lev
el,
th
er
eb
y
m
o
v
in
g
b
ey
o
n
d
o
u
tco
m
e
s
tatem
en
ts
s
u
ch
as
“m
eta
-
s
k
i
lls
m
atter
”
to
war
d
s
p
ec
if
y
in
g
th
e
m
an
ag
em
en
t
m
ec
h
a
n
is
m
s
th
r
o
u
g
h
wh
ich
m
eta
-
s
k
ills
p
r
io
r
ities
ar
e
en
ac
ted
[
3
6
]
,
[
64
].
T
h
e
m
e
d
iatio
n
p
atter
n
—
wh
er
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
eta
-
s
k
ills
o
r
ien
tatio
n
a
n
d
p
er
f
o
r
m
an
ce
is
m
o
s
t
s
tr
o
n
g
ly
ass
o
ciate
d
with
th
e
s
tr
u
ctu
r
al
an
d
h
u
m
an
r
eso
u
r
ce
f
r
a
m
es,
wh
ich
is
th
eo
r
etica
lly
co
h
er
e
n
t
with
d
is
tin
ctio
n
s
b
etwe
en
ed
u
ca
tio
n
al
m
an
a
g
em
en
t
a
n
d
lead
er
s
h
ip
th
at
em
p
h
asize
th
e
jo
in
t
im
p
o
r
tan
ce
o
f
f
o
r
m
al
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