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\title{Does Quality Matters? Trends in Internationalization of Universities}
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             \author[1]{Muhammad  Asif}

             \affil[1]{  COMSATS Institute of Information Technology}

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\date{\small \em Received: 6 December 2013 Accepted: 31 December 2013 Published: 15 January 2014}

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\begin{abstract}
        


Internationalization is imperative for the future development of the universities. By internationalization we share our insights and knowledge and seek to learn from the experience, cultures and research of others. The purpose of this study is to discuss common trends and patterns of internationalization and analyze empirically that how internationalization of university is important for university prestige and excellence in education and research. The common trends in higher education are the expansion of education, the assurance of education standards and a quality education, encouraging of competition to promote excellence and to promote research and development internationally. The empirical evidences show that internationalization of universities is significantly important for the promotion of education and research as a symbol of excellence.

\end{abstract}


\keywords{internationalization, trends, presence, openness, excellence, quality of education.}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
ccording to one survey total population of whole world is about seven billion and the way the population is increasing," in 2050 the total population of whole world will be about nine billion. There will be increase of only two billion. Most of the population working today will retire in 2050 and few will be working to support the elders the way medical facilities are being provided to rescue diseases"  {\ref (Dubrin, 2010)}. "There is one child law in China and even in west people don't prefer to have babies so according to this survey most of the older population will be in China and in west because of less fertility. Fertility rate is very high in countries like Pakistan, India, Middle East, and Arab World. According to one survey about seventy percent of population of these countries is below twenty five means that they are going to universities or are about to start their university life \hyperref[b14]{(Robbins, 1993)}.\par
"Better education these days is been provided in western countries and people prefer to take admission in universities in these countries because of that. Local universities either don't have that level of education system or are struggling to achieve that standard" \hyperref[b13]{(Purvanova \& Bono, 2009)}. If the criterion of international standard is fulfilled in these local universities and campuses then such a huge market of population in China, India, Pakistan, and Arab world that are below twenty five and about to take admission could be acquire.\par
Most of the books these days are also written by western authors and includes examples and cases from western cultures that local students are not able to understand while reading a book. There comes a major gap between theory and culture and understanding of western theory while studying local culture. The students are not able to absorb western theory. However after having all these concepts still there are few factors that can be accomplished for internationalization of universities.\par
Internationalization is an essential element for the future development of the Universities. Internationalization is a reciprocal process, where we share our insights and knowledge and where we seek to learn from the experience, cultures and research of others. Internationalization of the university is defined as the process of integrating international, cross-cultural and global perspectives into various dimensions of a university system. It is a systemic institutional strategy to change the internal system of the organization to respond to changes in the globalizing environment. \hyperref[b6]{(Knight, 2004}; van der \hyperref[b20]{Wende, 1997)}.\par
In an OECD seminar, Higher Education and the Flow of Foreign Students, held in Japan in 1988,  {\ref Ebuchi (1989)} presented the process-oriented definition and defined internationalization components as "a kind of inventory to measure to what extent a given university is internationalized". He defined internationalization of higher education as:\par
A process by which the educational provision of a higher education system becomes more sophisticated, enriched and broadly applicable of students from all backgrounds and countries, emphasizing especially the possibility of development of programs which are internationally and cross-culturally compatible, with a view toward providing all students with experiences and training necessary to develop skills for life in a world characterized by increasing international exchange.\par
The constant flow of people and goods across borders is facilitating the internationalization of education and research. Human interaction is increasing year by year, especially in higher education institutions. Faculty members, researchers and students are moving all over the world to seek more attractive education and research environments and intellectual alliances. This global flow of people provides a good opportunity to secure superior human resources from around the world and provide diverse and attractive higher education of an international standard. On the other hand, the progress of internationalization exposes universities to intense international competition. A university that cannot develop its strengths while nurturing a distinct identity will clearly decline in this competitive environment.\par
There could be many different causes of why universities go international that includes global learning, research, teaching, student life, curriculum, and community service, outreach \& engagement. "Firstly with global integration in the area of trade, politics, investment, research, the environment, health, and culture facilitated by advances in communication, information, and transportation technologies. Secondly, the universities needs to stay updated with relevant and innovative research, teaching and mission. Thirdly, universities need to train their students to find employment in global market place. Lastly, university needs to achieve variety of goals like economic, academics and entrepreneurial, national security, social and foreign policy" \hyperref[b5]{(Ford \& Seers, 2006)}. 
\section[{a) Components of Internationalization}]{a) Components of Internationalization}\par
The set of internationalization components suggested by  {\ref Ebuchi (1989)}   \hyperref[b0]{Cheng and Townsend (2000)} and \hyperref[b13]{Mok (2006)}, some of the typical trends and patterns of higher education are as follows:\par
? The reestablishing of new aims and a national vision for education;  \hyperref[b15]{Teichler (2004)} argues the following questions before we take internationalization agenda seriously: ? Internationalizing higher education for whose benefits? ? Internationalizing higher education for what??\par
? Why internationalization should be adopted as a major agenda for contemporary universities? ? Does internationalization matter to students and other stakeholders in the society? ? What purposes should contemporary universities exist for? ? What university education that we believe and should commit ourselves to? Thus the purpose of this study is through light on the trends and patterns of internationalization and discusses how internationalization of university is imperative for the prestige and the excellence in education globally. 
\section[{II.}]{II.} 
\section[{Literature Review}]{Literature Review}\par
After completing a series of comparative studies, \hyperref[b11]{Mok and Welch (2003)}, Mok, Tan and Lee (2000), \hyperref[b17]{Tse (2002)} and \hyperref[b19]{Weng (2000)} find that educational developments in the region, including Hong Kong, Taiwan, Singapore, South Korea, Mainland China, Japan, the Philippine, Cambodia, New Zealand, Australia, have been affected by the trends of marketization and corporatization. Governments in these societies are increasingly concerned about the role of education in improving the competitiveness of their countries, and their place in regional and global markets. Therefore, they are very keen to promote the idea of 'life-long learning' and 'quality education' in preparing their citizens for the knowledge-based economy. Thus, universities in Hong Kong and Singapore have started changing the university admission criteria by reducing the weight to academic scores but giving more emphasis to non-academic performance, including leadership, community services and other talents \hyperref[b9]{(Mok and Tan 2004)}.\par
Despite the difficulties in getting a consensus on how 'internationalization of higher education' should be defined, no one can deny that East Asian universities have taken 'internationalization' far more seriously. Academic exchanges, international collaborations, transnational education and other forms of international activities across different national borders are becoming increasingly prominent in East Asia \hyperref[b9]{(Mok and Tan 2004;}\hyperref[b8]{Lo and Weng 2005)}.\par
Traditionally, internationalization has referred to international activities that have been a part of the life of the universities based on individual aspirations to seek knowledge and experience internationally; however, during the last decade or so, discourse on internationalization has started to focus on the institutionalization of international activities that have emerged due to changes in the context of higher education. International activities became more diverse, structured and integrated into the regular organizational life of higher education \hyperref[b18]{(Watabe, 2010)}.\par
According to Lenz and Steinhaus (2010), Bildung of individuals is a unique value by itself which can't be converted into cash terms and does not fit into the world of accountancies, ratios, balance sheets, benchmarking, rankings and accreditation. Embedded in an institutional concept of learning internationalization could contribute significantly towards the individual's process of edification. But internationalization should be never seen as an end in itself or as a means to fulfilling the interests of the institution "university". The focus should be always the individual and its process of Bildung.\par
Asian scholars should be more critical about what they have learned from the West. Following the global practices and ideologies without developing our own unique systems and honoring the rich traditions, cultures and scholarships of East Asia may easily lead us to entering the processes of re-colonization. Perhaps, Asian scholars are not confident enough as what the previous Prime Minister of Malaysia suggested.\par
"Dr Mahathir Mohamad said, most Asians have not been able to get over the feelings of inferiority that decades and centuries of colonialism have brought in them.\par
They are politically independent but psychologically they are still colonized. The desire to please the non-Asians is strong among them. Their value system and their way of thinking are still very much dominated by Western thinkers". Learning from other systems is desirable but we should guard against copying without proper adaptation and contextualization. Most important of all, Asia has rich traditions and cultures and we should never look down upon our rich scholarly traditions. I strongly believe scholars in Asia should internationalize our academic systems, cultivating and developing our own paradigms.\par
Internationalizing with East Asian characteristics would be a far more challenging and we must commit ourselves to develop alternative academic paradigms for promoting cross-cultural understanding and cross-national policy learning \hyperref[b13]{(Mok, 2006)}. 
\section[{III.}]{III.} 
\section[{Methodology and Data Source}]{Methodology and Data Source}\par
According to the Webometrics website rank criteria, the world ranking of the universities depends upon the internationalization of the universities that is visibility and quality of education that is activities. By visibility they mean the university international linkages, cultural exchange programs and scholarships offered for foreign students. By activities they mean (1) university presence that is the total number of web pages hosted in the main web domain of the university as indexed by the largest commercial search engine Google (2) university openness that is the global effort to set up institutional research repositories published in dedicated websites according to the academic search engine Google Scholar and (3) university excellence that is the academic papers published in high impact international journals. The required data is gathered from the website Webometrics. The data includes 140 universities of the World. Universities from fourteen countries of the world are taken for analysis (the top ten universities of each country).  
\section[{Methodology}]{Methodology}\par
To check the impact of internationalization of universities on the international ranking the study used the following model:International Ranking = f (Internationalization, Quality of Education)\textbf{(1)}\par
As discussed above the ranking criteria the equation ( \hyperref[formula_1]{1}) can be extended as International Ranking = f (Visibility, Presence, Openness, Excellence)\par
(2)\par
The mathematical form of this model is presented as( , , , ) Rank f vis pre open exc =\textbf{(3)}\par
The log-linear form of the equation ( \hyperref[formula_2]{3}) is described as 0 1 2\textbf{3}\par
To analyze the data the study used the correlation analysis, stationarity of the data, cointegration analysis, causality test, regression and graphical analysis.\par
V. 
\section[{Analysis of Data}]{Analysis of Data}\par
The current analysis includes correlation analysis, co-integration analysis, causality analysis and regression analysis. 
\section[{a) Correlation Analysis}]{a) Correlation Analysis}\par
The correlation analysis shows the degree of association or dependence between the variables. The results of the correlation analysis are presented in table \hyperref[tab_1]{1}. The results indicate that there is a positive dependence between the variables. The degree of association varies from 42\% to 93\%. The internationalization (visibility) of universities is directly associated with all other indicators namely university world ranking, presence, openness and university excellence. Thus one cannot deny the significance of the university internationalization as it is the key element for the grooming of the any academic institution. Ordinary Least Squares (OLS) is one of the more simple methods of linear regression. The objective of OLS is to closely "fit" a function with the data. The method of least squares is used to approximately solve over determined systems, i.e. systems of equations in which there are more equations than unknowns. Least squares are often applied in statistical contexts, particularly regression analysis. The results of regression analysis are presented in table \hyperref[tab_7]{6}. The results indicate that the coefficients of each variable (visibility, presence, openness and excellence) have a direct relationship with world ranking. The increase in external university linkages, increasing cultural exchange program for talented students will increase the international ranking of the university towards the top. Based on results any improvement in internationalization will increase about 60\% of the world ranking towards top. The diagnostic statistics of the model shows that model is free from specification biasness. The results are highly significant as F-statistic (1082.92) is high. About 98\% of the variation in the world ranking is explained by the internationalization, presence, openness and excellence.  
\section[{Conclusion}]{Conclusion}\par
Internationalization is imperative for the future development of the universities. By internationalization we share our insights and knowledge and seek to learn from the experience, cultures and research of others. It is a systemic institutional strategy to change the internal system of the university to respond to changes in the globalizing environment. University internationalization could be assessed whether it is involved in internationally focused programs of study, international institutional links, student exchange programs, international research collaboration, support for international students and staff exchange programs. The clear trends in higher education will lead the university towards the process of internationalization. The common trends in higher education are the expansion of education, the assurance of education standards and a quality education, encouraging of competition to promote excellence and to promote research and development internationally. Thus the purpose of this study is through light on the trends and patterns of internationalization and discusses empirically that how internationalization of university is imperative for the prestige and the excellence in education globally.\par
The results of empirical analysis are significant and positively correlated with internationalization of universities. The log-linear model is used for the analysis of self based conceptual framework for this study. The data regarding university world ranking, internationalization, presence, openness and excellence from 140 universities of the world is taken from website 'Webometrics'. It is clear from the results that internationalization causes world ranking, presence, openness and excellence. The results of regression analysis indicate that the internationalization (visibility), presence, openness and excellence have a direct relationship with world ranking. The increase in external university linkages will increase the international ranking of the university towards the top.\begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.2883928571428572\textwidth}P{0.12142857142857141\textwidth}P{0.3693452380952381\textwidth}P{0.07083333333333333\textwidth}}
\multicolumn{2}{l}{Internationalization}\tabcellsep \multicolumn{2}{l}{Quality of Education}\\
Indicator\tabcellsep \multicolumn{2}{l}{Weighteges Indicator}\tabcellsep Weighteges\\
Visibility\tabcellsep 50\%\tabcellsep Activities\tabcellsep 20\%\\
(External\tabcellsep \tabcellsep 1.Prescence\tabcellsep \\
Linkages)\tabcellsep \tabcellsep \multicolumn{2}{l}{2.Openness 15\%}\\
\tabcellsep \tabcellsep \multicolumn{2}{l}{3.Excellence 15\%}\end{longtable} \par
 
\caption{\label{tab_1}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.18125\textwidth}P{0.165625\textwidth}P{0.103125\textwidth}P{0.3015625\textwidth}P{0.042187499999999996\textwidth}P{0.05625\textwidth}}
\tabcellsep \multicolumn{4}{l}{Does Quality Matters? Trends in Internationalization of Universities}\\
\tabcellsep \tabcellsep \tabcellsep Asia\tabcellsep Hong Kong\\
\tabcellsep \multicolumn{2}{l}{of the World}\tabcellsep \tabcellsep China\\
\multicolumn{2}{l}{Region Europe North America}\tabcellsep Country Germany United Kingdom France Greece Canada\tabcellsep \multicolumn{2}{l}{a) Theoretical framework}\tabcellsep Japan India Pakistan Malaysia Taiwan\\
\tabcellsep \tabcellsep USA\tabcellsep \multicolumn{2}{l}{The theoretical framework of the study based}\\
Africa\tabcellsep \tabcellsep South Africa\tabcellsep \multicolumn{2}{l}{on the existed information and literature is as follows:}\\
\tabcellsep Presence\tabcellsep \tabcellsep \\
38 Year 2014\tabcellsep \multicolumn{2}{l}{Openness}\tabcellsep Education (Activity) Quality of\\
Volume XIV Issue II Version I\tabcellsep \multicolumn{2}{l}{Excellence}\tabcellsep Internationali zation (Visibility)\tabcellsep World Ranking\\
G )\tabcellsep \tabcellsep \tabcellsep \\
(\tabcellsep \tabcellsep \tabcellsep \\
Global Journal of Human Social Science\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
  {\small\itshape [Note: © 2014 Global Journals Inc. (US) -IV.]} 
\caption{\label{tab_2}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.4746192893401015\textwidth}P{0.05393401015228426\textwidth}P{0.06687817258883248\textwidth}P{0.12512690355329947\textwidth}P{0.06256345177664974\textwidth}P{0.06687817258883248\textwidth}}
Variable\tabcellsep Rank\tabcellsep Visibility\tabcellsep Presence\tabcellsep Openness\tabcellsep Excellence\\
Rank\tabcellsep 1\tabcellsep 0.929\tabcellsep 0.772\tabcellsep 0.799\tabcellsep 0.821\\
Visibility\tabcellsep 0.929\tabcellsep 1\tabcellsep 0.868\tabcellsep 0.823\tabcellsep 0.565\\
Presence\tabcellsep 0.772\tabcellsep 0.868\tabcellsep 1\tabcellsep 0.882\tabcellsep 0.415\\
Openness\tabcellsep 0.799\tabcellsep 0.823\tabcellsep 0.882\tabcellsep 1\tabcellsep 0.559\\
Excellence\tabcellsep 0.821\tabcellsep 0.565\tabcellsep 0.415\tabcellsep 0.559\tabcellsep 1\\
b) Stationarity Analysis\tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{Augmented Dickey Fuller (ADF)}\\
\multicolumn{3}{l}{Most of the time the data shows the high}\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{fluctuations or non-stationarity which cause spurious}\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{regression estimates. To check the stationarity of data}\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_4}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.40138888888888885\textwidth}P{0.05721153846153846\textwidth}P{0.3732371794871795\textwidth}P{0.018162393162393164\textwidth}}
Variables\tabcellsep \multicolumn{2}{l}{Level and Intercept}\tabcellsep \\
\tabcellsep ADF Statistics\tabcellsep \multicolumn{2}{l}{Critical Values at 1\% Decision}\\
Rank\tabcellsep -4.123\tabcellsep -3.477\tabcellsep I(0)\\
Visibility\tabcellsep -3.886\tabcellsep -3.477\tabcellsep I(0)\\
Presence\tabcellsep -4.636\tabcellsep -3.477\tabcellsep I(0)\\
Openness\tabcellsep -4.383\tabcellsep -3.477\tabcellsep I(0)\\
Excellence\tabcellsep -5.889\tabcellsep -3.477\tabcellsep I(0)\\
c) Causality Analysis\tabcellsep \tabcellsep \multicolumn{2}{l}{4. The world ranking of Universities cause Openness}\\
\multicolumn{2}{l}{The Granger Causality test shows the existence}\tabcellsep \multicolumn{2}{l}{5. The Visibility (internationalization) cause Openness}\\
\multicolumn{2}{l}{of causation between two variables. The results are}\tabcellsep \multicolumn{2}{l}{6. The Visibility (internationalization) cause Presence}\\
\multicolumn{2}{l}{shown in table 5 below. The results indicate that}\tabcellsep \multicolumn{2}{l}{7. The Visibility (internationalization) cause Excellence}\\
\multicolumn{2}{l}{1. The Visibility (internationalization) cause World}\tabcellsep \multicolumn{2}{l}{8. The Presence cause Openness}\\
Ranking of the Universities\tabcellsep \tabcellsep \multicolumn{2}{l}{9. The Excellence cause Presence}\\
\multicolumn{2}{l}{2. The Presence (size of university) cause World}\tabcellsep \multicolumn{2}{l}{10. The Excellence cause Openness and}\\
Ranking of the Universities\tabcellsep \tabcellsep \multicolumn{2}{l}{11. The Openness cause Excellence}\\
\multicolumn{2}{l}{3. The Openness (research output) cause World}\tabcellsep \tabcellsep \\
Ranking of the Universities\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_5}Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{5} \par 
\begin{longtable}{P{0.5234625105307498\textwidth}P{0.11385846672283065\textwidth}P{0.07733782645324347\textwidth}P{0.13534119629317606\textwidth}}
Null Hypothesis\tabcellsep \multicolumn{3}{l}{F-Statistics Probability Decision}\\
Visibility does not Granger Cause RANK\tabcellsep 2.67665\tabcellsep 0.0247\tabcellsep Causality\\
RANK does not Granger Cause Visibility\tabcellsep 1.47256\tabcellsep 0.2035\tabcellsep No Causality\\
Presence does not Granger Cause RANK\tabcellsep 1.93021\tabcellsep 0.0940\tabcellsep Causality\\
RANK does not Granger Cause Presence\tabcellsep 0.89529\tabcellsep 0.4866\tabcellsep No Causality\\
Openness does not Granger Cause RANK\tabcellsep 3.26129\tabcellsep 0.0084\tabcellsep Causality\\
RANK does not Granger Cause Openness\tabcellsep 4.11665\tabcellsep 0.0017\tabcellsep Causality\\
Excellence does not Granger Cause RANK\tabcellsep 1.12829\tabcellsep 0.3489\tabcellsep No Causality\\
RANK does not Granger Cause Excellence\tabcellsep 1.87982\tabcellsep 0.1025\tabcellsep No Causality\\
Presence does not Granger Cause Visibility\tabcellsep 1.32483\tabcellsep 0.2580\tabcellsep No Causality\\
Visibility does not Granger Cause Presence\tabcellsep 4.49681\tabcellsep 0.0008\tabcellsep Causality\\
Openness does not Granger Cause Visibility\tabcellsep 1.74829\tabcellsep 0.1285\tabcellsep No Causality\\
Visibility does not Granger Cause Openness\tabcellsep 4.93536\tabcellsep 0.0004\tabcellsep Causality\\
Excellence does not Granger Cause Visibility\tabcellsep 1.32524\tabcellsep 0.2578\tabcellsep No Causality\\
Visibility does not Granger Cause Excellence\tabcellsep 2.38909\tabcellsep 0.0417\tabcellsep Causality\\
Openness does not Granger Cause Presence\tabcellsep 0.53053\tabcellsep 0.7528\tabcellsep No Causality\\
Presence does not Granger Cause Openness\tabcellsep 6.02503\tabcellsep 5.E-05\tabcellsep Causality\\
Excellence does not Granger Cause Presence\tabcellsep 2.52573\tabcellsep 0.0325\tabcellsep Causality\\
Presence does not Granger Cause Excellence\tabcellsep 1.37123\tabcellsep 0.2396\tabcellsep No Causality\end{longtable} \par
 
\caption{\label{tab_6}Table 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{6} \par 
\begin{longtable}{P{0.4782835820895522\textwidth}P{0.0862686567164179\textwidth}P{0.1344776119402985\textwidth}P{0.06723880597014925\textwidth}P{0.08373134328358209\textwidth}}
Variables\tabcellsep Coefficients\tabcellsep Standard Error\tabcellsep t-Statistics\tabcellsep Probability\\
C\tabcellsep -0.192649\tabcellsep 0.036570\tabcellsep -5.267984\tabcellsep 0.0000\\
LOG(VIS)\tabcellsep 0.600187\tabcellsep 0.009224\tabcellsep 65.06572\tabcellsep 0.0000\\
LOG(PRE)\tabcellsep 0.019318\tabcellsep 0.006951\tabcellsep 2.779023\tabcellsep 0.0062\\
LOG(OPEN)\tabcellsep 0.048228\tabcellsep 0.010628\tabcellsep 4.537899\tabcellsep 0.0000\\
LOG(EX)\tabcellsep 0.334086\tabcellsep 0.009335\tabcellsep 35.78819\tabcellsep 0.0000\\
R-squared\tabcellsep 0.976892\tabcellsep \multicolumn{2}{l}{Schwarz criterion}\tabcellsep -1.774743\\
\multicolumn{2}{l}{Adjusted R-squared 0.966799}\tabcellsep \multicolumn{2}{l}{Durbin-Watson stat}\tabcellsep 1.666089\\
F-statistic\tabcellsep 1082.92\tabcellsep \multicolumn{2}{l}{Prob(F-statistic)}\tabcellsep 0.000000\\
\multicolumn{3}{l}{The results of graphical analysis of data are}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{presented in appendix. The analysis includes normality}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{test, model validity test, residual test, gradient of}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{objective function, derivate of equation specification.}\tabcellsep \tabcellsep \\
\multicolumn{3}{l}{The results indicate that model is best fit and free of}\tabcellsep \tabcellsep \\
specification biasness.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
VI.\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_7}Table 6 :}\end{figure}
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