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Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
The Evolution of Electronic Commerce Education
Julie Burkey
To cite this article: Julie Burkey (2007) The Evolution of Electronic Commerce Education, Journal of Education for Business, 82:5, 276-281, DOI: 10.3200/JOEB.82.5.276-281 To link to this article: http://dx.doi.org/10.3200/JOEB.82.5.276-281
Published online: 07 Aug 2010.
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ABSTRACT.
ABSTRACT.Businessschoolsbegan introducingelectroniccommerceprograms inthelate1990satunprecedentedrates. Inthisstudy,theauthorexaminedtheevo-lutioninelectroniccommerceprograms offeredbyAACSB-accreditedcollegesand universitiesfrom2001to2005.Although theseprogramsaredeclininginnumber, theyprovidethenecessaryskillsand knowledgerequiredintoday’sdigitalecon-omy.Thefindingsofthisstudysuggestthat theessentialskillsandknowledgeincluded intheseprogramshavechangedlittleover theperiodsexamined.Theauthorhaspro-videdprofilesoftheskillsandknowledge includedinmasterofbusinessadministra-tion(MBA)andbachelor’sprogramsin electroniccommerceonthebasisofthe 2005curricula.
Keywords:curriculumcontent,curriculum studies,electroniccommerce
Copyright©2007HeldrefPublications
lectronic commerce is changing the business world dramatically. Shaw,Gardner,andThomas(1997)stat-ed, “In short, much of what we know about doing business will change. All companies, large and small, will face theinevitablechallengesbroughtabout by these technological developments” (p.149).
Companiesareunabletoignoreelec-tronic commerce. Bakos (1991) held that“Electronicmarketplacesareafact oflifeandarebecomingmoreprevalent everyday.…Electronicmarketsystems arelikelyeventuallytobecomeastrate-gic necessity and part of an industry’s infrastructure”(p.308).
Fromannualreportspreparedbythe U.S.BureauoftheCensus(2005,2006) thatexaminefoursectorsoftheecono-my(manufacturingshipments,merchant wholesaletradesales,retailtradesales, and selected services revenue), it can be discerned that electronic commerce sales increased 16.2% from 2003 to 2004. Total electronic commerce sales inthefoursectorswere$1.9trillionin 2004.Thisindicatedthattheeconomic impactfromelectroniccommerceactiv-itieswassignificant.
Thedemandforknowledgeablework-ersincreasesasmorebusinessesengage in electronic commerce activities. This growthintheelectroniccommercejob market has spurred the demand for electronic commerce educational
pro-grams. Business schools began intro-ducing electronic commerce programs (degreeandnondegree)atunprecedent-ed rates in the late 1990s (Association toAdvanceCollegiateSchoolsofBusi-ness [AACSB], 2000).The importance ofthisnewbusinessdisciplinewasrec-ognized by AACSB, the international association for management education, when it dedicated a portion of itsWeb sitetopromotethecontinuedintroduc-tionofelectroniccommerceeducational programs.This rapid adoption of elec-troniccommerceprogramsbybusiness colleges and universities has been a cause of concern (Lajoie, 2000). Busi-ness school authorities must carefully weigh the content of curricula in such programs to provide a good quality product.
Manybusinesseducationresearchers haveexploredthecontentofprograms in computer information systems and management information systems (e.g., Gambill & Jackson, 1992; Gill &Hu,1999;Maier&Gambill,1996), marketing (Koch, 1997; Lamont & Friedman1997),management(Day& Glick, 2000; Floyd & Gordon, 1998), accounting(Lee&Blaszczynski,1999; Oliver&Que,1996),aswellasother business disciplines. Morrison and Oladunjoye (2002) explored the inte-gration of electronic commerce topics into traditional business courses. Few researchers,though,haveexploredthe
TheEvolutionofElectronicCommerce
Education
JULIEBURKEY
GOLDEY-BEACOMCOLLEGE WILMINGTON,DELAWARE
E
content of electronic commerce pro-grams.Williams,Kwak,Morrison,and Oladunjoye (2000) proposed several discussionpointsthatwererelevantto electronic commerce education. Dur-labhji and Fusilier (2002) examined thetechnicalaspectsofelectroniccom-merce master’s programs finding that suchprogramstendedtobenontechni-cal in nature. The researchers did not explore the specific skills and knowl-edgeelementsinsuchprograms.They alsodidnotexploretypesofelectronic commerce programs, other than the master’sprograms.
Muchisatstakewiththeseelectron-ic commerce programs. The failure of many electronic commerce companies hasbeendirectlylinkedtotheinability of such companies to find qualified, experienced workers (Vizard, 2000). Erik Brynjolfsson of the Sloan School of Management (Nickell, 1999) con-tendedthat
We can expect fundamental shifts in the waymanyproductsaremarketed,priced, delivered and purchased over the next decade. These changes have profound implications for the business economics forallmarketparticipants.This[electron-iccommerce]initiativewillexplorethese critical management issues and develop the managers who can understand and manage these new ways of doing busi-ness.(para.6)
In this longitudinal study, I attempt tomorethoroughlyexaminethecontent and adaptation of electronic commerce business programs, thus adding to the literatureinthisarea.
METHOD
In this study, my purpose is to determine how electronic commerce programs evolved in the period from 2001 to 2005. I selected a random sampleof100AACSB-accreditedcol-legesanduniversitiesinJune2001and obtained the curricula for each elec-tronic commerce program and related course descriptions via the schools’ Websitesin2001and2005.Iinclud-ed only programs offerWebsitesin2001and2005.Iinclud-ed by business schools or departments and examined theprogramswhosetitleswereclearly related to electronic commerce (e.g., e-business,e-marketing).Toverifythe reliability of the data from the Web
sites,Icomparedcurriculaandcourse descriptions from 33 of the 63 pro-grams included in this study to appli-cable hardcopy catalogs or bulletins publishedbythecollegesanduniversi-ties and found that theWeb site post-ings versus hardcopy catalogs or bul-letinstobe100%consistent.Thishigh
Content analysis techniques were usedtoexaminethecoursedescriptions inanefforttodeterminetheskillsand knowledge included in each program. Skills and knowledge elements were used rather than course titles because of the variations in course titles in the area of electronic commerce. Course titleswereusedforthosecoursestradi-tionally offered in business disciplines (e.g.,marketing,management,financial management). The skills and knowl-edge specifically related to electronic commerce were noted. No distinction wasmadebetweenrequiredandelective skillsandknowledgeelements.
Content analysis, also calledtextual analysis ,isdefinedasaresearchmeth- odologythatallowsoneto“makeinfer-encesaboutvariablesbysystematically andobjectivityanalyzingthecontentor process of communications” (Sproull, 1995, p. 246). I developed a coding frame or matrix, with the assistance of 30 experts in the field of electronic commerce, who identified potential skillsandknowledgeelementsinelec-troniccommerceprograms,andformed alistofelementsviaathree-roundDel-phiprocess.Thiswasnecessarybecause the existing literature did not provide a list of possible skills and knowledge elements in electronic commerce pro- grams.Afterthecodingframewascre-ated,Ianalyzedthecoursedescriptions and entered the codes for the skills and knowledge elements in the coding frame(e.g.,1=Yes,ifpresentand0=
No, if absent). The author conducted theanalysis,whereasapanelofexperts developed the classification scheme. Thespecificfocusofcertainskillsand knowledgeelements(e.g.,thediscipline of a specific element or the specificity of an element toward electronic
com-mercearediscussedwhenapplicableto betterdistinguishbetweenandenhance understanding of the listed elements. For example, many business programs of study require a course in marketing management that does not specifically address electronic commerce, whereas many of the electronic commerce pro-grams include marketing management courses that focus solely on electronic commerce issues. Both courses cover marketingdiscipline,althoughtheman-ner in which these topics are covered differs.Thefocuswasdeterminedwhen analyzingthecoursedescriptions.
The research questions addressed in this study include (a) Are electronic commerceprogramsaspopularin2005 comparedto2001?(b)Whatskillsand knowledge tended to be included in electroniccommerceprogramsin2001 and 2005? (c) What are the similari-ties and differences between electronic commerce programs offered in 2001 and2005?
RESULTS
Thirty-oneofthe100schoolsinthe sample offered electronic commerce programs in 2001 versus 26 in 2005. This indicated a 16.1% decline. Many of these schools offered multiple elec-troniccommerceprograms.In2001,31 schoolsoffered51programs.Thenum-berofprogramsinthesampledeclined to 37 in 2005, representing a 27.5% decline. The greatest decline in elec-tronic commerce programs occurred in the graduate degree area. The number ofgraduatedegreeprogramswentfrom 36 to 21 in 2001 and 2005, respec-tively. However, there was an increase of 42.9% in undergraduate programs duringthetimeframeofthestudy.
Graduateprogramsweremorecom-mon than undergraduate programs in both years. In 2001, 84.3% of all electronic commerce programs were graduate programs, and 15.7% were undergraduate programs. In 2005, 73% of the programs were graduate programs,and27%wereundergradu-ate programs. The results show that although graduate programs are still morecommon,thegapbetweengrad-uate and undergradmorecommon,thegapbetweengrad-uate programs has narrowed. Of the graduate programs,
MBA programs with concentrations or specializations in electronic com-mercehaveconsistentlybeenthemost prevalenttype,makingup51%ofthe total programs in 2001 and 43.2% in 2005.
Iincludeddegreeandcertificatepro-grams in the samples for both years. Degree programs were more common thancertificateprogramsinbothyears. In2001,8(15.7%)ofthe51programs were certificate programs. Schools offered one certificate program at the undergraduatelevelandsevenprograms atthegraduatelevel.In2005,6(16.2%) ofthe37programswerecertificatepro-grams,allatthegraduatelevel.
Researchers have discussed the appropriate terminology for this field. In both the years under study, researchers used electronic com-merce to describe the area of study in program titles, with 31 of the 51 (60.8%) programs in 2001, and 18 of the 37 (48.6%) programs in 2005 bearingthatname.Thiswasfollowed bye-business at 31.4% and 35.1% in 2001 and 2005, respectively. E-mar-ketingwasnextwith7.8%and10.8%, respectively.In2005researchersused
e-strategyande-service.
Although I identified 37 programs inthe2005sample,thisdoesnotmean that all of the programs were in exis- tencein2001.In2005,schoolscontin-uedtoofferonly21programsthatwere offeredin2001.Ofthe21programs,5 remainedconsistentwithregardtocon-tent.Theremaining16hadeitherminor (14.3%) or major (61.9%) changes in content.
The program types for the 21 con-tinuing programs included MBA pro-grams (n = 12), bachelor’s programs (n = 5), master’s programs other than MBA programs (n = 2), and graduate certificates programs (n = 2). Rank-ing these as a percentage of program types for 2001, the largest percentage of continuing programs was bachelor’s programs (62.5%), followed by MBA programs(46.2%),graduatecertificates (28.6%), and master’s programs other thanMBAprograms(20.0%).
Of the 51 programs in existence in 2001, 30 were discontinued. More MBAprograms(n =13)werediscon-tinued than any other program type.
This was followed by other master’s programs(n=9),graduatecertificate programs(n=5),bachelor’sprograms (n=3),andundergraduatecertificate programs(n =1).Withrankasaper-centage of 2001 programs, schools discontinuedmoreundergraduatecer-tificate programs (100.0%), followed bymaster’sprogramsotherthanMBA programs (90.0%), graduate certifi-cate programs (71.4%), MBA grams (50.0%), and bachelor’s pro-grams(42.9%).
In 2005, the schools in the sample had16newprogramsthatdidnotexist in 2001. Of the 16 new programs, the majority (31.4%) of growth was in bachelor’sprograms,followedbyMBA programs (25.5%), graduate certificate programs (25.5%), and other master’s programs(19.6%).
2005ProgramProfiles
Because MBA programs are the most prevalent and bachelor’s pro-grams are the fastest growing types of electronic commerce programs, I
profiledbothonthebasisof2005cur-ricula and compare these profiles to 2001curricula.
ProfileofMBAProgramsinElectronic Commerce
Table 1 shows the percentages of MBA programs that offered specific skillsandknowledgeelementsin2001 and2005,sortedindescendingorderby 2005percentages.Thetableshowsonly thepercentagesforelementsincludedin atleast30%oftheprograms.Noskills and knowledge elements were focused onelectroniccommerceunlessspecifi-cally stated. The results showed that a common business core and two elec-troniccommerceelementstendedtobe includedintheMBAprograms.
Thecommon business core is com-posed of accounting, economics, finance, management, and marketing. A business statistics or quantitative analysis course was also sometimes included in common business core. Thetwoelectroniccommerceelements included an introduction to electronic commercefromaninformationtechnol-ogy focus and marketing management
TABLE1.PercentageofMasterofBusinessAdministration(MBA) ProgramsThatOfferedSpecificSkillsandKnowledgeElementsin 2001and2005
Skillsandknowledgeelement 2005% 2001%
Accountingprinciples
Managerial 68.8 68.0
Financial 56.3 64.0
Financialmanagement 68.8 72.0
Marketingmanagement 56.3 64.0
Strategicmanagement 56.3 60.0
Electroniccommercefocus — 36.0
Statisticsorquantitativebusinessanalysis 50.0 32.0
Operationsmanagement 50.0 64.0
Economics 43.8 76.0
Organizationalbehavior 43.8 52.0
Introductiontoelectroniccommerce
Informationtechnologyfocus 37.5 —
Businessfocus — 52.0
Marketingmanagement(electroniccommercefocus) 37.5 80.0
Leadership 31.3 —
Supplychainandlogisticsmanagement 31.3 —
Electroniccommercefocus — 36.0
Internationalbusinessormanagement — 52.0
Businesslaw — 32.0
Electroniccommercefocus — 40.0
Databasemanagement — 40.0
Changemanagement — 36.0
Systemsanalysisanddesign — 36.0
Managementinformationsystem — 32.0
Telecommunicationsandnetworks — 32.0
withanelectroniccommercefocus.The level of importance of these two ele-ments was equal (included in 37.5% of MBA programs). Table 2 shows all skills and knowledge elements specifi-cally focused on electronic commerce fortheMBAandbachelor’sprograms. Thetableshowstheelementsinalpha- beticalorderwiththepercentageofpro-grams that included each element. In additiontothetwoelectroniccommerce elements commonly included, 18.8% of MBA programs in 2005 also con-tained(a)businesslawwithafocuson electronic commerce, (b) introduction to electronic commerce with a busi-nessfocus,and(c)electroniccommerce independentstudy,practicum,orintern-ship. Only one of the five electronic commerce specific skills and knowl-edge elements was technical in nature. ThiswasconsistentwithDurlabhjiand Fusilier’s (2002) finding that master’s programs tended to be nontechnical in nature.
MBA curricula also included an expectedcommonbusinesscorein2001. However,theresultsshowedmoreagree-mentastotheimportanceofelementsin the common business core in 2001, as opposedto2005.Forexample,although generaleconomicstopicswereincluded in the MBA programs for both years understudy,thesetopicswererequiredin 76%oftheprogramsin2001compared to 43.8% in 2005. The results showed differences in specific electronic com-merceelements.In2001,80%ofMBA programs included marketing manage-ment with an electronic commerce focus. The results showed significantly less agreement as to its importance in 2005(37.5%).Table1andTable2also include the following electronic com-merce elements for 2001 in descend-ingorderofimportance:(a)introduction to electronic commerce with a business focus (52.0%), (b) business law with an electronic commerce focus (40.0%), (c) strategic management with an
elec- troniccommercefocus(36.0%),(d)sup-ply chain or logistics management with an electronic commerce focus (36.0%), (e)managingelectroniccommercecom-panies (theories, models, etc.; 28.0%), (f)introductiontoelectroniccommerce with an information technology focus (24.0%), (g) electronic commerce tech- nologyfoundations(20.0%),and(h)sys-tems analysis and design with an elec-troniccommercefocus(20.0%).
Thisshowsthattherewasmuchmore variety and agreement in MBA pro-grams regarding the electronic com-merceskillsandknowledgeelementsin 2001comparedto2005.
ProfileofBachelor’sProgramsin ElectronicCommerce
Table 3 shows the percentages of bachelor’s programs offering specific skillsandknowledgeelementsfor2001 and2005,sortedindescendingorderby 2005percentages.Thetableshowsonly percentages for elements included in at least 40.0% of the programs. No skills and knowledge elements were focused on electronic commerce unless specifi-cally stated. I found that (a) a common business core tended to be included in bachelor’sprograms,(b)acommongen-eraleducationcoretendedtobeincluded inbachelor’sprograms,and(c)twoelec-tronic commerce elements tended to be includedinbachelor’sprograms.
The common business and general education core courses were those tra-ditionally required in bachelor’s pro-grams in business fields that provided awidebreadthofskillsandknowledge.
As with the MBA programs, there was significantly less agreement as totheimportanceofthebusinessand general education core elements in 2005,comparedwith2001.However, if ranked by the percentages shown in Table 3, the order of ranking was relatively the same in both years. There were also differences in the specific electronic commerce
ele-TABLE2.PercentageofProgramsIncludingEachElectronicCommerce SkillsandKnowledgeElementfortheMasterofBusinessAdministration (MBA)andBachelor’sPrograms
MBA Bachelor’s
Skillsandknowledgeelement 2005% 2001% 2005% 2001%
Accountingforelectroniccommercecompanies — — 20.0 28.6
Businesslawa 18.8 40.0 10.0 14.3
Business-to-businesssupplychainmanagementa — — 10.0 —
Business-to-consumersupplychainmanagementa — — 10.0 —
Customerandsupplierrelationshipmanagementa — — 20.0 28.6
Electroniccommerceapplicationdevelopment — — 20.0 —
Electronictrading — — 10.0 14.3
Ethicsa — — 10.0 14.3
Informationtechnologysecuritya — — 10.0 14.3
Introductiontoelectroniccommerceb 18.8 52.0 50.0 57.1
Introductiontoelectroniccommercec 37.5 24.0 40.0 28.6
Interactiveelectroniccommercemarketing — — 10.0 14.3 Electroniccommerceindependentstudy,
practicumorinternship 18.8 — 20.0 —
Electroniccommercetechnologyfoundations — 20.0 — 28.6
Entrepreneurshipa — — 20.0 28.6
Managingelectroniccommercecompanies
(e.g.,theories,models) — 28.0 — —
Marketingmanagementa 37.5 80.0 30.0 57.1
Marketingstrategya — — — 28.6
Paymentsystemsforelectroniccommerce — — 10.0 14.3 Startupanddevelopmentofelectronic
commercecompanies — — 20.0 28.6
Strategicmanagementa — 36.0 10.0 28.6
Supplychainandlogisticsmanagementa — 36.0 20.0 28.6
Systemsanalysisanddesigna — 20.0 — —
aElectroniccommercefocus.bBusinessfocus.cInformationtechnologyfocus.
mentsincludedinthe2years.Table2 shows the additional electronic com-merce specific elements for 2001. Overalltheretendedtobelessagree-ment as to the essential electronic commerce skills and knowledge that should have been included in bache-lor’s programs in 2005. Fifteen skills and knowledge elements specific to electroniccommerceappearedinboth years.Addedin2005wereelectronic commerce independent study, practi-cum,orinternship(20.0%)electronic commerce application development (20.0%) business-to-business supply chain management with an electronic commerce focus (10.0%) and busi-ness-to-consumer supply chain man-agementwithanelectroniccommerce focus (10.0%). Also of note is that the rankings no longer included the two electronic commerce specific elements. These two elements were technology foundations and market-ing strategy—both bemarket-ing specific to
electroniccommerce.Bachelor’spro-gramsinelectroniccommercetended to be nontechnical in both years, as didtheMBAprograms.
DISCUSSION
Electronic commerce programs that are offered by colleges and universi-ties in the United States have evolved overtheyears.Theresultsofthisstudy highlightthechangesintheseprograms from 2001 to 2005. The changes were inthenumberofprogramsoffered,the typesofprogramsoffered,andthecon-tentoftheprogramsoffered.Evolution, though, is a slow process. Although somechangestookplace,thosechanges perhapsdidnotcomeasquicklyaswas expected.
Although critical skills and knowl-edgearerequiredinthedigitalbusiness environment,thenumberofelectronic commerce programs offered indicates thattheyarenotaspopularastheyonce were. The number of electronic com-merceprogramsofferedbytheschools
inthesamplehasdeclinedsignificantly since2001.Theonlyexceptiontothis isthebachelor’sprogramsinelectron-ic commerce which increased slightly in number. The most common type of program in electronic commerce was—and continues to be—the MBA program.
Ariguzo,Mallach,andWhite(2006) documentedthattherehasbeensignifi-cantchangeine-businessmodelsover the last decade. It is surprizing that though the essential skills and knowl-edge included in electronic commerce bachelor’s and MBA programs have changed very little since 2001. How-ever, the level of agreement as to the essentialskillsandknowledgeincluded in electronic commerce programs of studyhasdeclined.Somenewelectron- iccommerceskillsandknowledgeele-ments have emerged. Given that little change has occurred in the skills and knowledge elements included in elec-tronic commerce programs from 2001 to 2005, it is doubtful that the signifi-cantchangesobservedinthee-business modelshavebeenconsidered.In2001 and 2005, overall essential skills and knowledgeinbothbachelor’sandMBA programs were nontechnical in nature. The skills and knowledge specific to electronic commerce in the MBA programs also tend to be nontechni-calwithoutspecifictracksemergingin specificdiscipline.Threedistincttracks have emerged in the bachelor’s pro-gramswithintheskillsandknowledge elements specific to electronic com-merce that include information tech-nology, management, and marketing topicareas(seeTable2).Ofinterestis theinclusionofhands-onexperiencein electroniccommerceprograms.
Thesefindingshaveimplicationsfor various stakeholder groups. Students interestedincareersinelectroniccom-merce should be aware that programs with the same or similar names vary significantly in content. Students must carefullyselectanelectroniccommerce program that focuses on their career objectives. In addition, students must be mindful when choosing electives to select those aimed toward the desired careerfield.
The business community also must
beawarethattherearesignificantdiffer-TABLE3.PercentageofBachelor’sProgramsIncludingEachSkillsand KnowledgeElement
Skillsandknowledgeelement 2005% 2001%
Accountingprinciples(financialandmanagerial) 70.0 100.0
Businesslaw 70.0 100.0
Economics 70.0 100.0
Financialmanagement 70.0 100.0
Marketingmanagement 70.0 100.0
Operationsmanagement 70.0 100.0
Oralcommunications 70.0 85.7
Statisticsandquantitativebusinessanalysis 70.0 85.7
Writtencommunications 70.0 85.7
Introductiontoinformationsystemsor 60.0 71.4 informationtechnology
Mathematics 60.0 100.0
Socialsciences 60.0 71.4
Businesspolicyandstrategy 50.0 42.9
Introductiontoelectroniccommerce(businessfocus) 50.0 57.1
Principlesofmanagement 50.0 71.4
Principlesofbusiness 40.0 —
Introductiontoelectroniccommerce(information 40.0 — technologyfocus)
Managementinformationsystems 40.0 —
Arts — 57.1
Strategicmanagement — 57.1
Marketingmanagement(electroniccommercefocus) — 57.1
Consumerbehavior — 42.9
Databasemanagement — 42.9
SQL — 42.9
Humanities — 42.9
Note.SQL=StructuredQueryLanguage.
ences in the content of these electronic commerce programs. When recruiting andhiring,businessesmustbeawarethat
In addition, colleges and universi-ties must create electronic commerce programsthatcanadapttothequickly cation also should consider adapting programnamestomoreclearlyportray specificcontenttostakeholders.
In this study, I did not attempt to identifyandprofileuniqueorinnovative electronic commerce programs. I also did not attempt to explore pedagogical approaches used by the schools in the sample, and also did not explore the extent to which electronic commerce topics are covered in traditional busi-ness courses. Researchers should con-sider these issues in the future. I can provide a complete list of skills and knowledgeelementsuponrequest.
Electroniccommerceprogramsarein their infancy. These programs have not yetemergedasaseparatediscipline.Itis stillunclearwhethertheseprogramswill continue to exist as separate programs or whether electronic commerce topics
willbeincorporatedintotraditionalbusi-ness courses. The future of the digital economy depends on the availability of
skilled,knowledgeableemployees.Busi-Julie Burkey, DBA, is a CPA. She teaches financial accounting and auditing. Her research interestiselectroniccommerce.
Correspondence concerning this article should be addressed to Julie Burkey, Goldey-Beacom College,4701LimestoneRoad,Wilmington,DE 19808.
E–mail:burkeyj@gbc.edu
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