Misrak Poly Technic College

Action Research on

The Impact of Technology Transfer for Small Scale Enterprise

By

Sintayehu Tadesse

MPTC Research Committee

April, 2014

Addis Ababa

i|Page
 Acknowledgment

First and foremost, I want to express my gratitude to God for providing me with the
strength and stamina to conduct this research. I'd also want to thank my adviser, Girma
Gutema, and my research assistant, Tewelede Gamini, for their professional help
throughout the study writing process. I would like to express my gratitude to all Misrak
TVET College employees who contributed information to the study. I'd also want to
express my gratitude to all of the business owners and employees that provided me with
useful information.

ii | P a g e
 Table of Contents
Acknowledgment.................................................................................................................................ii
List of Tables......................................................................................................................................iii
Acronyms...........................................................................................................................................iii
Abstract..............................................................................................Error! Bookmark not defined.iv
CHAPTER ONE.................................................................................................................................1
INTRODUCTION...............................................................................................................................1
1.1 Background of the Study...........................................................................................................1
1.2 Statement of the Problem...........................................................................................................2
1.3 Basic Research Question...........................................................................................................3
1.4 Objectives of the study..............................................................................................................3
1.4.1 General Objective...............................................................................................................3
1.4.2 Specific objective...............................................................................................................3
1.5 Significance of the Study...........................................................................................................4
1.6 Scope of the Study.....................................................................................................................4
1.7 Limitation of the Study..............................................................................................................4
1.8 Organization of the Study..........................................................................................................4
CHAPTER TWO.................................................................................................................................6
Related Literature Review...................................................................................................................6
2.1 The Definition and Concept of Technology...............................................................................6
2.2 The Concept of Technology Transfer........................................................................................8
2.3 Channels of Technology Transfer............................................................................................10
2.3.1 Market-mediated channels [16, 22]...................................................................................11
2.3.2 Non-market channels [16, 22]..........................................................................................12
2.4 Process of Technology Transfer..............................................................................................13
2.5 The Role of Stakeholder in Technology Transfer....................................................................15
2.6 Linkages of TVETs and MSEs................................................................................................16
2.7 The Role of TVET to Strengthening MSE...............................................................................17
2.8 Technology and Micro small and medium enterprises (SMEs)...............................................19
2.9 Factor Affecting Technology Transfer in MSE.......................................................................19
2.10 Conceptual Framework..........................................................................................................21

i|Page
CHAPTER THREE...........................................................................................................................22
Research Design and Methodology...................................................................................................22
3.1 Research Design......................................................................................................................22
3.2 Intervention Strategies.............................................................................................................22
3.2.1 Initial Reflection (Problem Identification)........................................................................22
3.2.2 Plan...................................................................................................................................22
3.2.3 Action Plan.......................................................................................................................23
3.3 Population Size........................................................................................................................24
3.4 Samples and Sampling Techniques..........................................................................................24
3.5 Sources of Data........................................................................................................................25
3.6 Types of Data and Tools of Data Collection............................................................................25
3.7 Procedures of Data Collection.................................................................................................26
3.8 Data Analysis..........................................................................................................................26
3.9 Ethical Considerations.............................................................................................................27
CHAPTER FOUR.............................................................................................................................28
Presentation, Analysis and Interpretation of Data..............................................................................28
4.1 Background Characteristics of the Respondent........................................................................28
4.2 Analysis of Main Data.............................................................................................................32
Chapter Five......................................................................................................................................55
Summary, Conclusion and Recommendations..................................................................................55
5.1 Summary.................................................................................................................................55
5.2 Major Finding..........................................................................................................................56
5.3 Conclusions.............................................................................................................................58
5.4 Recommendation.....................................................................................................................60
5.5 Actions and Reflections...............................................................................................................60

REFERENCE..............................................................................................................................63
Appendix 1........................................................................................................................................69
Appendix 3........................................................................................................................................73
Appendix 3........................................................................................................................................77

ii | P a g e
 List of Tables

Table 3.1 Action Plan

Table.3.2 Selected Population Size
Table 4.1 Gender trainers, Tech Department and enterprise
Table 4.2 Age of Respondent
Table 4.3 Educational Qualification
Table 4.4 Year of service
Table 4.5 Legal and Current status of enterprise
Table 4.6 the trainer’s problem solving practices on Technology Transfer
Table 4.7 Questions with related with enough knowledge to work with
technology
Table 4.8 knowledge and skill about value chain analysis
Table 4.9 Come Up Technology from Value Chain
Table 4.10 appropriate technology needs assessment
Table 4.11 Awareness of technology transfer
Table 4.12 Absence of technology transfer expert that facilitate and research
activities
4.13 Table Technology transfer
Table 4.14 valid questions for enterprise imitation of the transferred technology
Table 4.15 the Enterprise Imitation of the Transferred Technology
Table 4.16 Table selection of technology creation and copy
Table 4.17 valid questions on selection of technology creation and copy
Table 4.18 valid questions MPTC Environment for Technology Development
Table 4.19 valid questions MPTC Environment for Technology Development
Table 4.20 valid questions concerning issue with quality of technology creation
and transfer
Table 4.21 Questions Concerning Issue with Quality of Technology Creation and
Transfer
Table 4.22 Questions related with Technology transfer and innovation
Table 4.23 Technology transfer and innovation
Table 4.24 Valid Question Concerning issue with quality of technology creation
and transfer
Table 4.25 Question on factor of quality of technology creation and transfer
Table 4.26 Questions related with technology transfer and innovation
Table 4.27 related questions with technology transfer and innovation
Table 4.28 Table questions related with quality of technology
Table 4.29 Questions related with quality of technology

iii | P a g e
 Acronyms

ESDS--------------------- Economic Social Data Service

MSE---------------------Ministry of Science and Education

TeCAT------------------ Technology Manual

MoE-------------------- Ministry of Education

UNECA--------------- United Nation Economic Commission for Africa

MoSTI----------------- Ministry of Science, Technology and Innovation

FDI--------------------- Foreign Direct Investment

Abstract
iv | P a g e
The goal of this action research was to see how technology transfer from Misrak
Polytechnic College affected small-scale businesses. Based on this, the researcher
concentrated on transferred technology in the academic years 2012 and 2013 E.C., and
employed a survey methodology to achieve the study's goal. A total of 57 trainers and 8
technology team members were chosen for this research to transfer and facilitate
technology. From them 81.5% were male and 18.5% female In addition, 57 firms were
chosen to acquire technology from trainers.94.3 % were male and 5.3% were female. Data
was collected through questionnaires and observation. To emphasize the link and variance
of the variables, the data collected through the questionnaire was analyzed using frequency
%, mean, and standard deviation. To complement the quantitative statistics, the information
gathered through open ended questionnaires was evaluated qualitatively. The findings
suggest that trainers' problem-solving methods on technology transfer are based on their
knowledge of how to deal with technology. Although the trainers have a basic
understanding of technology, the results show that additional understanding is required.
Aside from that, the findings examine knowledge and skills in value chain analysis. The
mean value was 3.38, and the standard deviation was computed as 1.07, which is larger than
one, implying that the data was spread out over a wide range of values, implying that
respondents had a variety of alternatives when it came to this particular variable. The trainer
believes that the lack of a technology transfer expert who can assist and study activities that
impact the technology transfer process. There are no widespread surveys on the college's
suitability for technology development and transfer. In the previous two years, 85.2 percent
of trainers produced and transmitted technology for small businesses, but no single
technology has been duplicated or made available to the general public by SMEs. The
transferred technology is not being imitated by SMEs, but the results demonstrate that the
enterprises are interested in technology transfer. The majority of the trainers believe that the
transferred technology has a functional difficulty, lacks a nice physical look, and does not
match the planned goal.

v|Page
 CHAPTER ONE

INTRODUCTION
1.1 Background of the Study

Technology is the process of converting an input into an easily marketable product. One
way to understand technology is to identify the main components. Experts classify
technology into four categories Material technology (Technoware) this is a technology
component that includes materials. Humanware is a technology that incorporates human
knowledge, skills, experience and experience. Inforware this is a piece of technology that
includes well-organized documentation, procedures, design details, and manuals.
Technology (Orgawere) This technology is an integral part of organizational frameworks,
processes, coordination, etc (TeCAT Manual 2008E.C).

Our country lags significantly behind the developed world. The ability of industrialized
nations to employ technology as a primary instrument for development is the primary cause
for their rise. Developed countries have merely established institutions to compensate for
their market deficits, which are complicated and deep-seated. Because of their lengthy
history and the political and economic character of society, institutions developed to
promote technological competence differ from country to country. (TeCAT Manual
2008E.C).

Countries that have advanced rapidly since the beginning of the Industrial Revolution have
pursued their own technical capacity-building paths, but two primary routes have emerged:
Germany and the United States. (TeCAT Manual 2008E.C).

The United States is quickly creating and adopting new technologies, and it is doing so
without diminishing existing ones. The German orientation adheres to the process of
generating new technology, applying that technology, and gathering detailed technological
information. (TeCAT Manual 2008E.C).

It can be observed that other developed countries have had their own experiences with each
of these. Despite the fact that our nation is behind the curve in terms of building a

1|Page
progressive and democratic path, it has a great chance to learn from the mistakes of others
and avoid making the same mistakes.

TVET institutions have accumulated technology capabilities, it is important to use this

potential to promote technology transfer, contribute to the enhancement of productivity and
the competitiveness of industries. Moreover, these institutions are expected to relevantly
transfer the technologies to micro and small enterprises (MSE) in order to increase their
productivity, improve the quality of products and services and facilitate the creation of new
business. Provision of TVET programs and technology transfer services are the means to
strengthen MSE in urban and semi-urban areas (MoE, 2008).

TVET institutions must lead the way in picking the correct and desired technology for the
development zone's target sectors, empowering the populace, and assisting small and micro
businesses in becoming competent in technology transfer and generating wealth. Basic
techniques for dealing with difficulties with technology transfer; Capacity: This action
research is needed to identify the enterprise's demands and other issues by looking at the
technologies that have been transferred to Misrak Polytechnic College in order to improve
their competitiveness.

1.2 Statement of the Problem

In our country's agricultural-to-industrial growth agenda, technology transfer is critical. The

TVET institutes and colleges are critical to accomplishing this national agenda. It's worth
noting that the technologies employed by these universities and institutions are intended to
increase quality and competitiveness.

The technologies at our college, Inability to use the services provided; failure to meet the
community's or companies' needs and challenges; Year after year, the lack of a well-
organized system for trainers working just for payroll growth and developing cost-effective
and problem-solving technologies has led in a lack of efficient technology transfer with
enterprises. The TVET plan, according to ESDS IV (2010), aims to enhance the quantity of
transferred technologies. TVET sectors are expected to follow up with MSEs on transferred
technology in a timely manner. The following problems were highlighted as the key
impediments for TVETs that would impede their responsibility of technology transfer. Poor

2|Page
linkage between TVETs and their major stakeholders (MSEs), TVET staff capacity gap in
technology transfer, MSE resistance to accept and use new technologies; meager promotion
to promote the technologies; finance problem in TVETs; undesirability of MSE-
manufactured technologies; and lack of legal protection are among the most significant. As
a consequence, the researcher decided to perform this analysis since the technology used by
our college and its peers may be able to resolve the concerns listed above.

1.3 Basic Research Question

The study's key conclusions are as follows:

1. Is there an issue with the quality of the technologies created at Misrak Polytechnic
College?
2. What went wrong with the trainer's problem-solving and technology skills and
transfer?
3. Why can't Enterprise imitate the transfer technology and make it available to the
general public?
4. Is the college’s environment favorable for the development of high-quality
technology?
5. Is the selection of subsequent technologies based on market research/need
assessment?

1.4 Objectives of the study

1.4.1 General Objective
The general objective of this action research is to assess the impact of technology transfer in
Misrak poly technic college for Micro and small scale enterprise.

1.4.2 Specific objective

The study's particular goal is to Assess:-
 the limitations and strengths of the technologies that have been developed 
 the weaknesses and strengths of the technologies that have been transferred
 the environment be conducive to the development of technologies in the college
 The trainers gap to develop effective and problem-solving technologies
 The gaps in technology copy and transfer processes on MSE.

3|Page
  The effectiveness of the transferred technology as per the stated aims.
 Developing models for current technology transfer methods

1.5 Significance of the Study

The following ideas highlight that the significance of the study.

 Make our college's technology more competitive and problem-solving.

 Assists in the modification and updating of basic technological processes and
transitions.
 Identify trainer and leadership flaws and provide the framework for ongoing
development.
 To serve as a springboard for future technology research in the industry.

1.6 Scope of the Study

The study examines the achievements and weaknesses of the transferred technologies to
enterprises in 2012 and 2013 E.C at Misrak Polytechnic College and aims to set the
direction for the future. As a result, this action research was conducted on technologies
developed and transferred under the Misrak Polytechnic College.

1.7 Limitation of the Study

Even though different efforts have been made the researcher faced some challenges while
doing this study. To begin with, the most important limitation was the shortage of budget
used to transport and phone expenses. The respondents (Enterprise) were scattered in
different places and they were not attending on the time, were faced in giving orientation,
following up respondents, and collecting responses, therefore, these conditions were the
limitation for this study.

1.8 Organization of the Study

The paper will organized into five different chapters: The first chapter comprises of the
introduction which includes the background of the study, statement of the problem,
objective of the study, significance of the study, scope of the study, and limitation of the
study and organization of the study. 

The next chapter deals with a review of related literature which is the backbone of the study
since the validity and reliability of the research will be backed by stating the viewpoints of

4|Page
different authors concerning the topic under study. Then, the research methodology will be
discussed which consists of the Research Design, Intervention Strategies,
Population/participants, data collection methods, sources of data, sampling method and
sampling size, data analysis techniques. 

After discussing the research methodology, chapter four deals with the outcomes of the
study which will be completed following the accurate interpretation of the findings of the
study with appropriate data analysis techniques. The last chapter, chapter five, famed
summary the finding, actions and reflections and conclusion of the study.

5|Page
 CHAPTER TWO

Related Literature Review

2.1 The Definition of Technology

Researchers in the past have viewed and defined the term 'technology' from a variety of
angles, which has affected study design and findings, transfer agreements, and government
policies in general (Reddy and Zhoa, 1990). As a result, prior literatures have provided
varied meanings to the term technology. Technology, according to Kumar et al (1999), has
two main components: 1) physical goods such as products, tools, equipment, blueprints,
methods, and processes; and 2) informational items such as know-how in management,
marketing, manufacturing, quality control, dependability, skilled labor, and functional
domains.

Sahal (1981) defined technology as 'configuration,' noting that the transfer object
(technology) is dependent on a subjectively decided yet specific collection of procedures
and results. Current technology transfer study has linked technology to knowledge, and
greater emphasis is being placed on the research and development process (Dunning, 1994).
By studying the technological definition, there are two main components that may be
identified: 1) 'knowledge' or 'method;' and 2) 'doing'. Technology is usually associated with
achieving a specific outcome, fixing a specific issue, performing a specific task utilizing
specific abilities, applying knowledge, and maximizing assets (Lan and Young, 1996). The
concept of technology does not only relate to the technology that embodies in the product
but it is also associated with the knowledge or information of it use, application and the
process in developing the product (Lovell, 1998; Bozeman, 2000).

The early idea of technology as information assumes that the technology is broadly
applicable and simple to replicate and reuse (Arrow, 1962). However, Reddy and Zhoa
(1990) argue that the early concept of technology is incompatible with a body of literature
on international technology transfer that claims "technology is conceived as firm-specific
information concerning the characteristics and performance properties of the production
process and product design." They also contend that the equipment or methods to

6|Page
manufacture a specific product are inherent in the manufacturing process or operation
technology. The product design or product technology, on the other hand, is what is seen in
the final product. According to Pavitt (1985), technology is mostly distinct knowledge about
specific applications that is tacit, frequently uncodified, and mostly cumulative inside
enterprises. As a result of this reasoning, technology is viewed as the firm's "intangible
assets" or "firm-specific" assets, which are the foundation of a firm's competitiveness and
will only be released under extraordinary circumstances (Dunning, 1981). Technology,
according to Tihanyi and Roath (2002), might incorporate knowledge that is difficult to
reproduce and convey. Technology, according to Rosenberg and Frischtak (1985), is firm-
specific information on the features and performance aspects of manufacturing processes
and product designs; as a result, technology is tacit and cumulative. Technology, according
to Burgelman et al. (1996), is the theoretical and practical knowledge, skills, and artifacts
that may be utilized to build products and services, as well as the production and delivery
systems for them.

Embodied in people, materials, cognitive and physical processes, facilities, equipment, and
instruments are all examples of technology (Lin, 2003). Mascus (2003) expanded the
definition of technology to include "the information necessary to achieve a certain
production outcome from a particular means of combining or processing selected inputs,
which includes production processes, intra-firm organizational structures, management
techniques, and means of finance, marketing methods, or any combination thereof."

Apart from comprehending the notion of technology, categorization is also critical in

describing the numerous types of technologies that are embodied in the firm's product,
industrial processes, and human capital. In their exhaustive examination of technology
transfer literature, Reddy and Zhoa (1990) created technology taxonomies based on the prior
literatures. The early taxonomy of technology was devised by Mansfield (1975) who
utilized “embodied” and “disembodied” technology categories. The concept was then
further broadened by Madeuf (1984) to encompass capital embodied, human embodied and
disembodied technology.

7|Page
Instead of using "generic," "system-specific," and "company-specific" technology
classifications, Hall and Johnson (1970) recommend using "product-embodied," "process-
embodied," and "person-embodied" technology classifications. General technology refers to
technological information that is shared by firms engaged in similar activities. System-
specific technology pertains to the development of knowledge and know-how for tackling
specific industrial issues. The corporate skills and capacities derived through general
activity and experience of each unique corporation are referred to as company specific
technology. By segregating product designs, production processes, and management
activities, Robock (1980) and Chudson (1971) created a technological taxonomy. Madeuf
(1984) proposes that there is a divide between "alienated" and "socialized" technology.
Information that is not freely available, such as hidden know-how, is included in alienated
technology. "Socialized technology," on the other hand, does not suggest any specific
transaction.

2.2 The Concept of Technology Transfer

According to Gurbiel R. (2001), technology transfer is a major component that has a

significant influence on both short and long-term economic growth. Access to technology
and its use in economic processes determines one's competitive position in the global labor
market to a considerable extent. He can also define Technology transfer is a complex
process including numerous closely connected factors such as –technology (embodied and
disembodied; e.g. subparts/machines, patents/licenses) and knowledge (e.g. organizational
behavior). Sometimes transfer technology is confused with innovation, the latter of which
incorporates unique product or service expertise. A review of literature on technology
transfer reveals that technology transfer is a complex, difficult process even when it occurs
across different functions within a single product division of a single company (Zaltman et
al., 1973; Kidder, 1981; Smith and Alexander, 1988).

Baranson (1970), for example, defines technology transfer as the transmission of know-how
(knowledge) that enables the receiving company to manufacture a certain product or
perform a specific service. In contrast to the sale of machinery and equipment, technology
transfer necessitates a long-term connection between two companies in order for the
receiving company to create the product with the appropriate degree of quality and cost

8|Page
efficiency (Reddy and Zhoa, 1990). This is in line with Chesnais' (1986) previous claim that
technology transfer not only transfers the technical know-how (knowledge) necessary to
manufacture the product to the receiver, but also the ability to master, develop, and
subsequently create autonomously the technology underpinning the products. Hoffman and
Girvan (1990) suggest that technology transfer should be seen in terms of achieving three
fundamental goals: 1) the introduction of new techniques via the investment of new plants;
2) the refinement of current techniques; and (3) the development of new knowledge in
developing nations.

Technology transfer, for example, is defined by Kaplan D (2000) as the process of

developing, adapting, acquiring, and transferring technology from the source to the end-
users. The source is the technology's developers or innovators. The technology's
beneficiaries, on the other side, are the users. It is the process of transferring technology
developed by one organization or TVET to another organization or TVET for a potentially
beneficial use. It is concerned with the transfer of technology from TVET to the workplace.
Technology transfer occurs in both formal and informal ways between technology
manufacturers and customers. They moved the ideas to firms with all of the essential skills,
such as marketing expertise and execution capacity, in order to turn them into successful
innovations.

Technology transfer is a branch of knowledge transfer that involves governments,

businesses, research agencies, and other entities conveying and/or exchanging skills,
information, innovation, technologies, and methods (Areish, M.M. and B. Bardai. 2013). H.
Dabadi (2003) argues that technology access is a key factor of efficiency. The goal of
technology transfer is to boost enterprise productivity and improve the quality of items
made by firms so that they can compete on a national and worldwide level.
Technology transfer is a wide term. Technology transfer is defined by UNECA (2014) as

"the deliberate and systematic acquisition/provision/sharing/licensing of equipment

and machinery, technology, skills, knowledge, intellectual property rights, business
and organizational processes, designs and facilities, for the manufacture of a product,
for the application of a process, or for the rendering of a service, for the manufacture
of a product, for the application of a process, or for the rendering of a service."
9|Page
According to The Ethiopia Science, technology, and innovation policy document points to
the responsibility and function of use TVET schools on the aspects of technological growth
and transferability that, TVET are centers of technology and consulting to SMEs to provide
them with coordinated and effective extension services (MoSTI, 2012). In general, the
concept of technology exchange includes not only the technology transfer from academia to
industry. It is a broad area that ranges from internal corporate technology transfer to
international technology transfer. Technology transfer can be defined as the process of
sharing skills, knowledge, and technologies, Methods of manufacturing technologies among
Government, Researchers, Companies, and Organizations. Many current studies the
economic development emphasize the role of TVET in economic development, and the role
of other institutions of higher education and have found an increasing focus on Technology
Transfer. For this research purpose, based on the definition of Wahab, Rose & Osman, (2012),
the concept of technology transfer is defined by ‘the transfer of physical components (product,
machinery and equipment, blueprints) and informational components (managerial and other
process areas).

2.3 Channels of Technology Transfer

According to the Ministry of Science and Innovation, technology transfer routes are
classified in three ways (MoSTI, 2012). One of them is international trade. Ethiopia's most
important conduit for technology transfer and innovation is trade, particularly capital goods
imports. The second component is foreign direct investment. Increasing FDI might aid the
transfer of technology and expertise in export-oriented businesses. The third topic on the
technology channel is industrial parks. A primary driver for constructing industrial parks is
the promise of technology transfer and information dissemination in the domestic sector
through links and demonstrative impacts.

There are numerous techniques of identifying technology transfer, according to [13, 21, 15],
but there are two primary categories, namely domestic and international transfer.

10 | P a g e
A. Domestic transfer, also known as vertical transfer or adaption process, refers to the
movement of technology from one stage of the research and development process to the
next. When the new context or stage in which the technology will be used differs
considerably from the previous one, the technology must be adapted. In essence, it is the
flow of technology along a continuum from fundamental research to creative product,
with each transfer stage involving an adaptation process that refines the technology.
B. International transfer, also known as horizontal transfer or adoption process, is the
transfer of technology from one culture's systems and procedures to another culture's
and place. In reality, rather of being adapted to the recipient's situation, the transmitted
technology is embraced. There is little modification done to take advantage of variances
in material quality, quantity, and labor. The technology at the new location is nearly
identical to that in the former location.

A channel of technology transfer is any way of communicating aspects of technology

that may not be available in the destination countries for the goal of satisfying people's
societal aspirations. Although technology may be distributed in a variety of ways, most
academics have divided it into two categories. There are two types of market-mediated
channels: officially market-mediated channels and informal or non-market-mediated
channels.

2.3.1 Market-mediated channels [16, 22]

The market mediated technology transfer channels involve the formal arms-length
transactions between buyers and sellers, and it includes:
 Turn Key: the technology supplier may construct a fully functional facility where the
recipient needs merely turn a key to get a facility functioning.
 Technical Enclave: Multi-National Corporations establish fully functional modern
facility in developing countries, where the local population is employed as laborer, and
the products of the facility would not find their way into the local economy, but would
be exported abroad.
 Licensing: an agreement that allows a technology recipient to employ the transferred
technology as per the conditions that are spelled out by both parties.

11 | P a g e
 Joint Venture: when two or more business entities set-up a third entity that will enable
them to produce a good or service jointly, by sharing the enormous expenses of
technical, marketing, production and managerial skills.
 Patent Right: a legal right to possess monopolistic control over an invention for a
stipulated term can be bought and sold. A firm may buy this right for a technology that
will help it to round out an existing product line, or in order to get into a new line of
business or in order to avoid a legal suit.
 Direct Purchase of Naked Technology: the purchase of a product is based on complex
technological device from a firm. This process can save considerable research and
development, and production costs to the recipient.
 Purchase of Embodied Technology: the supplier may prefer to sell a key technology
embodied in a product (for example, a special semiconductor device may be the key
element of an instrument that measures high temperature) over the sale of the same
naked technology.
 Purchase of Technological Services: enormous amount of technology can be
transferred through hiring of technological services that the recipient’s own people
cannot handle through a suitable educational system.
 Education Abroad: the education of people overseas is a very important transfer
mechanism, and has a significant impact in the development of scientific and
technological capabilities of a country.
 Site Visits and On-the-Job Training to Abroad: technology can be transferred by
sending people abroad for field visits and a short term on the job training.
 Journals and Seminars: the dissemination of research findings, the principal norm of
science is done through scientific journals, meetings, seminars and colloquia. This is an
excellent and relatively cheap source of information for scientists.

2.3.2 Non-market channels [16, 22]

 It is the second category, the so called the informal channels for foreign technology
transfer, is conducted without mediation of the two parties, and basically the technology
transfer take place without formal agreements and there is no any direct payments done
to the technology owner. The specific technology transfer channels in this category are:

12 | P a g e
  Imitation: Among the different important non-market channels of technology transfer,
the most significant one is the process of imitation in which a rival firm learns the
technological or design secrets of another firm’s formula or products. Imitation may be
achieved through product inspection, reverse engineering, decompilation of software,
and even in simple trial and error.
 Departure of Employees: Another form of non-market channel for technology
transfer is when technical and managerial personnel’s leave the firm, and join or start
a rival firm based on the knowledge they acquire over the years from the technology
owner. Such competition can be a significant form of information diffusion in
industries.
 Data in Patent Applications and Test Data: Registered patent applications are
available in public databases for a legal right on the subject matter. However rival
firms in principle can read such applications, learn the underlying technologies,
develop competing processes, and products that do not violate the claims of the
original applicants.
 Temporary Migration: Much technology could also be transferred through temporary
migration of students, scientists, managerial and technical personnel to universities,
laboratories, and conferences located mainly in the developed economies. The
challenge for developing countries in this context is their failure to encourage
expatriate students and professionals to return home and undertake scientific,
educational, and business development activities.

2.4 Process of Technology Transfer

The process of technology transfer begins with assessing the need for it. This may be due to
the changes in policies governing social, economic, environmental and political issues.
There are various stages in the process of the technology transfer at the transferee
perspective [5, 14] as shown in figure 2.4.These are:-
I. Needs Assessment or problem identification: This is the first and crucial step in the
technology transfer process. At the very beginning the needs of the country, the society
in general, and the intended users have to be identified. These needs then lead to
identifying technological options to satisfy them.

13 | P a g e
 II. Analyze how to satisfy the needs or options identification: The needs identified
require options to meet them. These options of how to satisfy the needs may not
necessarily be technology related.
III. Analyze the national strategy and the policy plans for fulfilling the needs and for the
options to satisfy that needs: In general, developing nations have set their priorities by
strategic or development plans. These plans might determine the resources that
governments are willing to commit to the options.
IV. Make or Transfer decision: Even though most of the technologies of developing
countries are transferred from overseas, there are technologies that can be developed and
used locally. The “make option” is attractive if the resources and skills needed are
locally available, and the technology is of great economic or strategic interest to the
country, but investing in the “make option” only for strategic interest can lead to
disaster.
V. Assess the technology considering social, cultural, economic and environmental
factors: The aim of technology assessment is to inform decision makers, to provide an
early warning signal for unintended consequences, to prepare stakeholders for possible
technological changes, or to facilitate the participation of stakeholders in decision
making. Hence, technology assessment is done to assure technical validity, economic
viability, political feasibility, and environmental and social acceptability of a technology
transfer.
VI. Decision on a technology: After assessing the possible alternative technologies, the
most appropriate technology is selected. If no satisfactory technology is available, the
strategic plans and policies should be reconsidered.
VII. Physical transferring process: This is the actual and material transferring process of
the selected technology. It includes all the procurement and transportation processes of
the technology. But it must be remembered that technology transfer does not necessarily
mean physical technology transfer, as services can also be included.
VIII. Implementation: The final process of the technology transfer is implementing the
technology. During implementation, absorption and further modification of the
technology should be taken into account. Proper consideration should be given to
personnel training and maintenance.

14 | P a g e
IX. Measuring the success: Once the whole transfer process is done, measuring the success
or failure of the transfer process helps to learn from mistakes, and leads to improving the
next transfer processes.

2.5 The Role of Stakeholder in Technology Transfer

It is apparent that one of the ways in which the administration has made initiatives to boost
the country's productivity at all levels is through technology transfer. As a result, the
following considerations may be useful in identifying which duty in the technology transfer
process is the most critical (TeCAT Manual March 2008).

A. At the Federal Level

The Federal Technology Transfer and Industrial Extension Directorate is in charge of

technology transfer and industrial extension (Ministry of Education)

1. Collects best practices and creates necessary information, manuals, and other materials
for technology transfer with the help of key stakeholders.
2. Executives at all levels will be finalized in the operational manuals and guidelines that
have been produced.
3. Provides on-the-job awareness training.
4. Organizes national technology data in a database; It also reaches users and eliminates
duplication of work due to lack of information.
5. Provides monitoring and evaluation support to build the capacity of the executives and
create a standardized system.
B. At the Regional Level
1. Technology Transfer and Industrial Extension Service Organizations under the
Regional Bureau / Agency.
2. Allocate the appropriate money and prepare the relevant inputs to support and assess
technology transfer efforts;
3. Plan and oversee the year's operations;
4. Report on the work completed.

15 | P a g e
C. At the Institutional Level

Each institution, based on the direction of the region, coordinates all trainers, identifies the
local focus industry, works with local industries, farmers, and micro and small enterprises to
develop and coordinate value chain analysis.

1. Identifies technology transfer capacity gaps

2. Develop a capacity building program;
3. Evaluate the results of capacity building;
4. Compile Best Practices.
D. At The Trainer Level
1. Conducting value chain analysis for local industry and production (in collaboration
with others)
2. Identify the problems and gaps in the value chain analysis with the participants in the
project;
3. Identify the best and most viable technology options for the specific production
processes.
4. Design for selected technologies (Blue Print)
5. Preparation of standardized sample according to design
6. Complete training by providing training for most of the micro and small enterprises
that will be working on the samples that will be tested in the future.

2.6 Linkages of TVETs and MSEs

A comparative global market economy requires technical and professional citizens trained in
broad and specific occupation. This leads to have sectors which can absorb the post
graduates of TVET. It is with this consideration the TVET institutions are believed as
strategic centers for the development of marketable and entrepreneurial skills and as means
to development. The MSE sectors are, therefore, host to intake the skilled and semi-skilled
labor forces and a comprehensive human resource development program aimed at
strengthening its capacity (MoE, 2006).

Technical and vocational education provide specialized vocational training in traditional and
newly-emerging skills needed for existing jobs and production practices, and which

16 | P a g e
encourages self-employment and improves productivity. These initiatives enable MSE
operators to enjoy commercial viability and evolve into strong private business sector in the
economy (UNESCO,

1998 as cited in Gebeyehu, 2014). According to government of Ethiopia, the pillar sectors to
alleviate poverty in Ethiopia are TVET and MSE to solve economic and social problems of
the society. The established TVET program will be part of Governments capacity building
program. The program is undertaken in coordination with institutions engaged in Micro and
Small enterprises to support and expand employment.

TVETs reinforce the work of MSEs in order to get them successful and to develop their
entrepreneurial motivation so that they can be transferred to small and large scale
Enterprise.

TVETs enable MSEs to produce world market competitive products for export purpose and
import substitution items. Regarding Technology Transfer and industry Extension Service, it
is a package designed to support MSEs by TVETs. TVET institutions will provide the new
service package which targets all the major headaches of MSEs in the Country. The services
are Technical Competence, Entrepreneurial Competency, Technology Capability, Quality
and Productivity (AAATVET, 2012) as cited in (Aynabeba, 2014).

2.7 The Role of TVET to Strengthening MSE

The incorporation of Technical and Vocational Education and Training and Small and
Micro business sectors is crucial particularly in developing countries since unemployment
and underemployment is high. Therefore, the TVET system has the mandate and takes
responsibility for building a competent and adaptable workforce according to the needs of
different segment of the labor market with special emphasis to micro and small business
enterprises. So, TVET is established to intensify productivity in this sector. And the linkages
are often everlasting and essential when thought employability and reduction of poverty
(Gebeyehu, 2014)

Both TVET and MSE sectors can only exist when each depends on the others. It seems very
difficult to establish TVET institute without the function of MSE while intended to alleviate
unemployment and to design objectives for creating job opportunities and self- employment

17 | P a g e
tasks. That is why, from the strategic point of view, the TVET system of Ethiopia set
objectives to make TVET be responsive to the needs of the labor market; to improve access
to TVET for all target groups in needs of training in the Small and Micro business sectors,
facilitate proper training for the progress of self-employment and the development of small
and micro business which are integrated with other MSE development services; to facilitate
research in liaison with MSE in order to support the increase in the production (Taddese,
2010) as cited in (Gebeyehu, 2014).

The Ethiopian TVET institutions are expected to transfer relevant technologies to MSEs
sector in order to increase their productivity, to improve the quality of products and services
and facilitate the creation of new business. Provision of TVET programs and technology
transfer services are the means to strengthen MSE in urban and semi-urban areas (MoE,
2008). As the Federal Micro and Small Scale enterprise implementation frame work of 2011
stated that the Technical and Vocational Education and Training play the following roles in
order to strengthen the MSEs:

Organizing and providing industry extension services that enable to be effective.

 Identifying the provided technology undertaken and distribute sample and design
activities.
 Preparing and providing training on the basis of MSE level of growth.
 Providing support to trainers to get certificate of assurance.
 Providing training and advice services about job creation/innovation/ hard working
competency, KAIZEN that help to realize saving attitude/ outlook and analyzing
other related management principles and methods.
 Providing support and common services of quality control, design, maintenance and
material rent services to MSE of the region.

In general, Ethiopian Education and Training Policy has given particular emphasis to TVET
to integrate with job creation and enterprising. The Ethiopian Government has established
MSE development strategy in order to create long term employment and facilitate growth
and equitable development. MSE development is particularly aimed at supporting the
National Agriculture–led Development Industry Strategy (GTP, 2010).

18 | P a g e
2.8 Technology and Micro small and medium enterprises (SMEs)
Micro, small, and medium companies (SMEs) are job producers and key economic
development drivers. Micro and small businesses account for a larger percentage of the
Ethiopian economy. According to a recent assessment, the industry currently provides up to
25% of the national gross domestic product (GDP). The technology utilized in MSEs isn't
sophisticated enough to produce high-quality goods. As a result, newly developed or
innovated technologies must address the challenge of increasing the productivity of micro,
small, and medium-sized businesses. When the new technology is transferred to SMEs, the
sectors who transferred the technology must give training on the technology on operational
of technology, and maintenance of that technology. This helps the SMEs to use the
technology properly and can manufacture the technology itself for themselves and other
consumers and minimize dependent on MSEs.

2.9 Factor Affecting Technology Transfer in MSE

Appropriate training is critical for the industry's adoption of technology [36]. Improved
transfer efficiency is a result of proactive policies and actions [37]. Financial support
instruments aid in the development of investment-ready goods, resulting in effective TT
[37]. Globally, the effectiveness of TT has been thoroughly evaluated on a variety of
dimensions, including dissemination, commercial, political, environmental, replacement,
human resources, and economics, among others [38]. A successful TT needs coordinated
efforts by numerous stakeholders to complete sophisticated and demanding tasks from a
knowledge standpoint. It entails putting in place the entire process of imagining, incubating,
representing, promoting, and maintaining a technology [39], The elements impacting
successful TT from public-funded ARIs to SMEs are detailed in the preceding research
study. We investigated models in order to determine the causal link between variables. An
analysis of the existing models in the literature shows that the majorities were either
conceptual or theoretical models, and most of them were not tested empirically and
validated. Additionally, most of the existing models have focused on a single dimension or a
few factors in TT. Further, the perspectives of technology receivers need to be studied
empirically [40,41].

Market variables are the essential elements of technology transfer, according to Winston
T.H. Koha, Poh Kam Wong, (2004). The impact of market rivalry and scale on technology
19 | P a g e
transfer is particularly noticeable. Only a limited number of multinational corporations
holding a monopoly in an industry will be able to sustain the technological advantage of
their monopoly position to make additional profits if the home country's or region's
openness level is low. As a result, the sector lowers the rate of technological advancement
and obstructs technical growth. The scale of manufacturing is determined by the market's
size. If a country's or region's market capacity is huge, the economy expands gradually,
inhabitants' buying power is strong, and the increasing space of technology-importing is
large, the economy increases steadily. The size of the market determines the scale of
production. If the market capacity is large, economy grows steadily, residents’ purchasing
power is strong in a country or a region, and the growing space of technology-importing
countries or regions will be great. Accordingly, these areas’ attraction of investment and
technology transfer will be stronger.

Despite the fact that we have been executing technology transfer for many years, there are a
number of obstacles to our strategy's execution. Following value chains, for example, might
be viewed as a key issue in terms of being unable to reproduce the essential technology in
the desired industry and ensuring competitiveness by understanding the demands of our
development programs.

The manifestation of these problems is that our micro and small enterprises in various
sectors are still unable to compete internationally due to the lack of advanced technology
and low quality of products and services. ፡ Searching On the other hand, in most of our
colleges, the technologies that have been developed so far have not been able to solve this
problem, and they have become so ubiquitous and substandard that their quality is poor.

Due to the lack of economic and financial viability of our technology and the lack of
entrepreneurial skills, their production costs are unreliable and the fact that they do not add
value to our micro and small enterprises and development programs is less costly. I propose
to assess the relative influence of each of the identified factors on the successful transfer of
technology in a proposed holistic model.

20 | P a g e
2.10 Conceptual Framework
To draw conceptual distinctions and arrange thoughts, a conceptual framework is utilized. In
reality, it may be described as the method by which concepts or ideas are structured in order to
meet the goal of a research study. This study identified seven critical driving elements based on
a review of the literature. These selected elements have been mentioned in earlier literatures and
are seen to be essential success factors for SMEs when it comes to technology transfer.

1. Qualify of technology
2. Finance
3. Marketing
4. Knowledge of technology transfer Successful
Technology transfer
5. Stakeholder
6. Value chain analysis
7. Training

Figure 2.1 Conceptual Model

21 | P a g e
 CHAPTER THREE

Research Design and Methodology

3.1 Research Design
The researcher was utilizing a descriptive research approach in this action research. The
reason to pick this strategy is it allows discovering the strengths, limitations, and viewpoints
of the technologies that have been transferred and developed in our college. Furthermore,
the focus of this research was on the technologies produced at Misrak Polytechnic College.

3.2 Intervention Strategies

3.2.1 Initial Reflection (Problem Identification)
As known technology transfer is one of the crucial role/duty of for technical and vocation
training institute in Ethiopia. In Addis Ababa TVET institute particularly Misrak Poly
technic college year to year a lot of technologies produced and transferred for Small scale
enterprise to duplicate for the society but these the transferred technology has seen
numerous problems such as functionality as; visual quality; not enterprise need based and
market based technology. Furthermore, the technology transfer work done by our institution
does not improve the production and service delivery systems, does not boost enterprise
income, and does not transform society's way of life.

3.2.2 Plan
As previously said, the technologies being created at our institution are not as effective as
they should be. This implies they aren't used in enterprises or in the community, thus in
order to cure or correct the problem, I first collect data from enterprises using written
surveys and interviews. Similarly, I was distributing surveys and conduct interviews with
trainers who have created technologies in the previous two years. As a consequence, I will
build a strategy for effective technology transfers that I believe were applied, and we will
transfer the technology to enterprises. It works in a systematic manner to explain the
outcomes of transfer technologies.

22 | P a g e
3.2.3 Action Plan

Table 3.1 Action Plan

S. What Who When Where How Why

N
1 Prepare Sintayehu January 25- Misrak By writing on To get the
questionnaires Tadesse 30 PTC/my paper opinion of
home the
respondent
2 Distribute to Sintayehu February 1- Misrak By writing on To get the
questionnaires Tadesse 5 PTC/enterp paper opinion of
rise the
respondent
3 Collect the Sintayehu 1-5 Misrak By being on the To get the
questionnaires Tadesse PTC/enterp spot opinion of
rise the
respondent
4 Analyze the Sintayehu 6-10 My home Using descriptive To get the
questionnaires Tadesse statically opinion of
and finding the analysis the
result respondent
5 Prepared Sintayehu 11-15 My home Benchmarking/ To
technology Tadesse reading from
checking
transfer model different
technology the result
transfer journal
6 Discuses with Sintayehu 16 Misrak Using verbal to create
the selected Tadesse/ PTC/enterp discussion
understandi
trainers/technol trainers rise
ogy team ng
7 select the Sintayehu 16 Misrak Functionality/ To transfer
technology Tadesse/ PTC/enterp quality/enterprise
will be technology rise need based and
transferred team soon
8 Transferred the Sintayehu 17-25 Enterprise Document To check
technology for Tadesse
the output
enterprise
9 Reporting Sintayehu 25-30 Misrak By writing the Reflecting
writing and Tadesse PTC/enterp report with
the result
reflecting the rise myself
result

23 | P a g e
3.3 Population Size
Three sets of participants were used in this action research, two of which will from Misrak
Polytechnic College. In 2012 and 2013, they were the ones who created the technology.
They are the trainers who have transformed technology.

Table.3.2 Selected Population Size

No. Participants in the study Number of PS

1 Trainers 114
2 Enterprise 114
3 Experts in industry extension and technology 12
Source: Misrak poly technic college technology team

3.4 Samples and Sampling Techniques

The Thumb Rule sampling approach was used in this study to choose the proper participants
from a large group. This means we can take (thirty percent) of the total research participants
if the number of participants is less than or equal to 1000. By calculating a percentage for
each participant in the research, the precise number of participants may be determined. The
following is the total number of people who took part in the study.

24 | P a g e
 114 Trainers

114 Enterprise/Industry

12 Technology Experts

Total Population size 240

When we look at the percentage of destination

 Trainers፡ 114/240 ×100 = 47.5%

 Enterprise/Industry ፡ 114/240 ×100 = 47.5%
 Technology Experts ፡ 12/240 ×100 = 5%

Next, the correct study participants will selected as follows

 Trainers ፡ 47.5% × 120 = 57

 Enterprise/Industry ፡ 48% × 120 = 57
 Technology Experts ፡ 5% × 12 = 6

3.5 Sources of Data

In this study, I was used the primary source of information, the primary source of
information from the trainers: It collects information from experts and enterprise owners,
and a second source of information by observation technologies.

3.6 Types of Data and Tools of Data Collection

In this study, i was used three of the main data collection tools for the study, including a
written questionnaire; Interview and Observation or Document Survey. Written
questionnaire is available to all participants and interviews are partially available to
participants as well as document collection technology-based enterprises.

25 | P a g e
In general, the data collection strategies and tools used to conduct this study

• Written questionnaire and

• Interview
 Observation the document.

3.7 Procedures of Data Collection

In this study in order to gather the relevant data the researchers were distribute
questionnaires’ to the trainer; enterprise representative and expert also an interview were
conduct with the selected sample sizes.

In order to answer the basic questions I was prepared that has three parts. The first part
consists of demographic profile of the respondents which is designed in a close ended
format. The second part was used Likert scale, address issue the cause of the ineffectiveness
of technology transfer in Misrak poly technic college.

The Likert scale range “strong agree” to “strong disagree” (5= strongly agree. 4=agree,
3=undecided, 2=disagree and 1=strongly disagree. This type of questionnaires were used
because some respondents may not want to spend much time to think and write too much so
that, they can easily indicate their response in the closed ended questions. Thirdly, to get
their suggestion, comment and expression open ended question were used.

3.8 Data Analysis

After the data has been collected, the questionnaires were check for completeness. The data
were classifies and tallied carefully. After that, it was analyzed using both descriptive
statistical techniques and descriptive narrations. The demographic profiles and items related
to characteristics of the respondents were analyzed using simple statistical tools such as
tables and percentages. Descriptive statistics (mean and standard deviations) of the
respondent scores were computed for the Likert statements and analyzing by comparing
these mean scores and deviations among respondents.

26 | P a g e
3.9 Ethical Considerations
In order to keep the confidentiality of the data given by respondents, the respondents did not
required to write their name and assured that their responses were treated in strict
confidentiality. The purposes of the study will disclose in the introductory part of the
questionnaire. Furthermore, the researcher has tried to avoid misleading or deceptive
statements in the questionnaire. Lastly, the questionnaires will distribute only to the selected
participants.

27 | P a g e
 CHAPTER FOUR

Presentation, Analysis and Interpretation of Data

This chapter deals with presentations, discussions and interpretations of the data collected
through questionnaire analysis and findings of the study as set out in the research
methodology. The chapter consists of two parts. The first part is concerned with the
description of the background characteristics of the respondent of the sample population and
the second part is also concerned with the analysis and interpretation of the main data.

4.1 Background Characteristics of the Respondent

Among the selected 57 sample size of trainers who developed and transferred technology
for micro and small enterprise in last 2012 and 2013 academic year. Out of these, 54 were
completed and retrieved successfully and giving a response rate of 94.7%. This response
rate was excellent. The data was analyzed using statistical package for social sciences
(SPSS) version 20 and the analysis is given below.

4.1.1 Gender of Respondent

Table 4.1 Gender trainers, Tech Department and enterprise

Frequency Percent Valid Percent Cumulative
Percent
Female 10 18.5 18.5 18.5
Trainers Valid Male 44 81.5 81.5 100.0
Total 54 100.0 100.0
Female 2 25.0 25.0 25.0
Tech Male 6 75.0 75.0 100.0
Valid
Department
Total 8 100.0 100.0

Female 2 5.7 5.7 5.7

Enterprise Valid Male 33 94.3 94.3 100.0

Total 35 100.0 100.0

28 | P a g e
The gender of respondents who took part in the action study was requested and collected by
the researcher. However, their participation in such trainers is not evenly distributed.
According to the figures above, females account for 18.5 percent of the overall sample,
while males account for the remaining 81 percent. These figures illustrate that males have
been participating in technology transfer during the past two years. Aside from that, 25
percent of technology coordinator respondents were female, while 75 percent were male.

4.1.2 Age of Respondent

Table 4.2 Age of Respondent

Frequency Percent Valid Cumulative
Percent Percent
26-30 years 38 70.4 70.4 70.4
31-40 years 15 27.8 27.8 98.1
Trainers Valid 40 and 1 1.9 1.9 100.0
above
Total 54 100.0 100.0
Tech Valid 31-40 8 100.0 100.0 100.0
Department

Enterprise Valid 26-30 years 10 28.6 28.6 28.6

31-40 years 9 25.7 25.7 54.3

41-50 16 45.7 45.7 100.0

Total 35 100.0 100.0

When we look at the age distribution of the trainer’s respondents in the table above, we can
see that the majority of the sampled respondents are between the ages of 26 and 30,
accounting for 70.4 percent of the total number of respondents. The percentages of those
aged 31 to 40 and above 41 are 27.8%, 1.9 percent, and 12.64 percent, respectively. The
majority of responders are between the ages of 26 and 40, indicating that they are active
workers ready to act in situations where they will feel comfortable because they are of
mature age and will have numerous responsibilities in the future. They are also the age
group that is expected to copy and be adaptable to their surroundings.

29 | P a g e
 4.1.3 Educational level of Respondent

Table 4.3 Educational Qualification

Frequency Percent Valid Cumulative
Percent Percent
Diploma(level) 3 5.6 5.6 5.6
Degree(level B) 41 75.9 75.9 81.5
Trainer
Valid MSc/MA(level A) 10 18.5 18.5 100.0
Total 54 100.0 100.0
Diploma

Degree 4 50.0 50.0 50.0

Tech
Valid
Department MA/MSc 4 50.0 50.0 100.0

Diploma

primary 19 54.3 54.3 54.3

high school 7 20.0 20.0 74.3

Enterprise Valid
diploma 9 25.7 25.7 100.0

35 100.0 100.0
Total

According to table22 above, the educational level of the sample respondents indicates that
75.9of the respondents are degree holder while 18.5% are A level trainer. and 5.6% are

Diploma respectively. These shows that the most of the trainer in the Misrak Poly Technic
College become with the B level and A level trainers.

4.1.4 Year of service of Respondents

Table 4.4 Year of service

Frequenc Percent Valid Cumulative

y Percent Percent

Trainers Valid 2-5Years 18 33.3 33.3 33.3

5- 10 Years 27 50.0 50.0 83.3

30 | P a g e
 More than 9 16.7 16.7 100.0
10years

Total 54 100.0 100.0

2-5years 2 25.0 25.0 25.0

Tech
5-10years 4 50.0 50.0 75.0
Departme Valid
nt More than 10 2 25.0 25.0 100.0
years

The above table shows that that 50% of the trainer had served between 5 and 10 years and
the rest had served 2-5 and more than 10 years 33.3% and 16.7% respectively. This
portrayed the fact that trainers engaged with the technology development and transfer had
enough experience in the TVET sector.

4.1.5 Legal and current status the Enterprise

Table 4.5 Legal and Current status of enterprise

Frequency Percent Valid Percent Cumulative Percent
Valid manufacturing 35 100.0 100.0 100.0

Frequency Percent Valid Cumulative Percent

Percent
Valid existing 35 100.0 100.0 100.0

The above table reveals that the majority of respondents (35 out of 35) offer the same
answer, and the majority of SMEs work in the manufacturing sector and are not closed

31 | P a g e
4.2 Analysis of Main Data
4.2.1 MPTC Trainer

In this section we present the data those are gathered from trainer who are working on
Misrak Poly Technic College. There is five main point have discussed, analyzed and
interpreted according to technology transfer and related issue for its.

4.2 The trainer’s problem solving practices on Technology Transfer

Table 4.6 the trainer’s problem solving practices on Technology Transfer

N Mean Std.
Valid Missing
Deviation
I have enough knowledge to work with 54 0 3.44 1.13
technology

I have enough knowledge and skill about 54 0 3.38 1.07

value chain analysis

I know how to come up technology from 54 0 3.38 1.10

value chain

Lack of appropriate technology need 54 0 3.42 .77

assessment

Awareness of technology transfer 54 0 3.16 1.16

Absence of technology transfer expert 54 0 3.16 1.22

that facilitate and research activities

Source: Survey results and own computation

Table 4.6 summarizes the statistical findings on the challenge variables, including the
number of frequencies, Mean, and Standard Deviation of the data points. The "Valid"
column indicates the number of respondents who responded to each of the factors. The
"Missing" column, on the other hand, showed the factors that respondents had not
responded. The mean column attempted to describe the average where the data points for
each individual variable fell, but the standard deviation column displayed the variability of
the data points for each variable.

32 | P a g e
Table 4.7 Questions with related with enough knowledge to work with technology

Frequency Percent Valid Percent Cumulative Percent

SDA 6 11.1 11.1 11.1

DA 3 5.6 5.6 16.7

NS 12 22.2 22.2 38.9

Valid
A 27 50.0 50.0 88.9

SA 6 11.1 11.1 100.0

Total 54 100.0 100.0

Source: Survey results and own computation

Table 4.7 shows the percentage of respondents that agree with the phrase "knowledge to
work with technology." A total of 54 people answered to the following statement, with 50%
of them agreeing. The standard deviation in table 4.6 is 1.13, which is more than one,
showing that the data was spread out over a broad range of values, implying that
respondents had a number of options when it came to this variable. The data points tended
to cluster around the mean of 3.44, meaning that lower values were concentrated around the
mean. As a result, there was some ambiguity among the respondents regarding their
understanding of technology to some level. As a result of the findings, more work on
capacity building in the technological development process is expected.

33 | P a g e
 Table 4.8 knowledge and skill about value chain analysis

Frequency Percent Valid Percent Cumulative Percent

SDA 6 11.1 11.1 11.1

DA 1 1.9 1.9 13.0

NS 18 33.3 33.3 46.3

Valid
A 24 44.4 44.4 90.7

SA 5 9.3 9.3 100.0

Total 54 100.0 100.0

Source: Survey results and own computation

The degree to which respondents agreed with the statement "knowledge of value chain
analysis" was depicted in Table 4.8. Out of a total of 54 people who responded to the
question, 33.3 percent said they were neutral, 13% said they disagreed or strongly disagreed,
and the rest said they agreed or strongly agreed to the statement (44.4 percent and 9.3
percent, respectively). According to table 4.6, the mean value was 3.38, and the standard
deviation was computed at 1.07, which is larger than one, implying that the data was spread
out over a wide range of values, implying that respondents had a variety of options when it
came to this particular variable. As a result, the college will need to put in more effort to
solve for this variable.

34 | P a g e
 Table 4.9 Come Up Technology from Value Chain

Frequency Percent Valid Percent Cumulative Percent

SDA 6 11.1 11.1 11.1

DA 3 5.6 5.6 16.7

NS 14 25.9 25.9 42.6

Valid
A 26 48.1 48.1 90.7

SA 5 9.3 9.3 100.0

Total 54 100.0 100.0

Source: Survey results and own computation

The degree to which respondents agreed with the statement "Come up Technology from
Value Chain" was illustrated in Table 4.9. All 54 respondents gave an answer to the
preceding statement, with 42.6 percent saying they were indifferent, disagreed, or strongly
disagreed, and the remaining 57.4 percent saying they agreed or strongly agreed. According
to table 4.6, the standard deviation was computed at 1.10, which is larger than one, implying
that the data was spread out over a wide range of values, implying that respondents had a
variety of alternatives when it came to this particular variable. The data points tended to be
relatively near to the mean, which was 3.38, implying that there were smaller values
concentrated around the mean. As a result, the respondents agreed that there is a gap in how
to develop technologies using value chain analysis. This has an influence on the
transmission of marketable and problem-solving technology for small and medium
enterprises.

35 | P a g e
 Table 4.10 appropriate technology needs assessment

Frequency Percent Valid Percent Cumulative Percent

DA 6 11.1 11.1 11.1

NS 3 5.6 5.6 51.9

Valid A 23 42.6 42.6 94.4

SA 22 40.7 40.7 100.0

Total 54 100.0 100.0

Source: Survey results and own computation

With regard to the phrase "technology needs assessment," all 54 respondents agreed, with
42.6 percent agreeing to the influence of such a specific variable on technology need
assessment. As shown in table 8, the standard deviation was.0.76, which had a value less
than one, implying that the data points tended to be extremely near to the mean, which was
3.42, and that the respondents had a general agreement on the subject. As a result,
technology needs assessment was cited by 83.3 percent of respondents as a key component
in the effectiveness of technology transfer.

Table 4.11 Awareness of technology transfer

Frequency Percent Valid Percent Cumulative Percent

SDA 6 11.1 11.1 11.1

DA 8 14.8 14.8 25.9

NS 17 31.5 31.5 57.4

Valid
A 17 31.5 31.5 88.9

SA 6 11.1 11.1 100.0

Total 54 100.0 100.0

Source: Survey results and own computation

36 | P a g e
The above table shows the percentage of respondents that agree with the statement
"awareness of technology." All respondents agreed or disagreed with the aforementioned
statement, with 14 percent disagreeing, 17 percent unsure, and the remaining 23 percent
agreeing. The standard deviation was just 1.16, implying that the data was spread out over a
wide range of values, implying that respondents had a variety of alternatives when it came
to the variable in question. i.e.3.16. This demonstrates that the trainers have varying levels
of knowledge and perspectives on technology transfer, as well as the need for the college to
focus on fostering understanding and consensus on the area of study.
Table 4.12 Absence of technology transfer expert that facilitate and research activities

Frequency Percent Valid Percent Cumulative Percent

SDA 7 13.0 13.0 13.0

DA 7 13.0 13.0 25.9

NS 18 33.3 33.3 59.3

Valid
A 14 25.9 25.9 85.2

SA 8 14.8 14.8 100.0

Total 54 100.0 100.0

Source: Survey results and own computation

Table 4.12 above shows the degree to which respondents agree to the statement saying
“Absence of technology transfer expert that facilitators and research activities”. Out of the
total of 54 respondents, 14% of them were “strongly disagreed”, 18% of them were “not
sure” and 22% of them were agree and strongly agreed. As indicated in table 4.6 the
standard deviation was 1.22 which was greater than 1.0 and implied that the data was
extended out over a large range of values which means there were varied options among
respondents regarding this specific variable considered. This demonstrates that the trainers
feel that the majority of the technology team members are focused on technology innovation
and development rather than technology transfer, but that there is no meaningful evaluation
after that.

37 | P a g e
 4.13 Table Technology transfer
In the last two years 2012 and 2013 you have transferred technology

Frequency Percent Valid Percent Cumulative Percent

Yes 46 85.2 85.2 85.2

Valid No 8 14.8 14.8 100.0

Total 54 100.0 100.0

According to the table above 85.2 % of the respondents developed and transferred
technology for small scale enterprise and 14.8% as per the data above not to participate on
technology transfer.

4.2.2 The Enterprise Imitation of the Transferred Technology

Table 4.14 valid questions for enterprise imitation of the transferred technology

Valid Questions N Mean Std. Dev.

Valid Missing
The technologies that are being developed by our 54 0 3.15 1.13
institute are solving enterprise problems

The technology that is being transferred by our 54 0 3.01 .87

institute provides training into the enterprise
Valid Questions N Mean Std. Dev
Valid Missing
Transformed technologies for your enterprises have 54 4 1.58 .49
worked towards profitability or duplication for
market or society.
Enterprises are committed to technology transfer 54 5 1.55 .50

Source: Survey results and own computation

38 | P a g e
Table 4.14 shows the consolidated statistical results on the variables under the impact of
technology transfer including the number of frequencies, the Mean and Standard Deviation
of the data points. The “Valid” column shows the number of respondents who provided
answer for each corresponding variables. On the other hand, the “Missing” column depicted
the variables which were not answered by respondents. The mean tried to tell the averages
where the data points fall for each specific variable while the standard deviation column
showed the variability of the data points for each variable under consideration.

Table 4.15 the Enterprise Imitation of the Transferred Technology

Valid questions SD D NS A SA
f(%) f(%) f(%) f(%) f(%)
The technologies that are being 8(14.8 3(5.6) 20(37.0) 19(35.2) 4(7.4)
developed by our institute are solving )
enterprise problems
The technology that is being 2(3.7) 12(22.2) 25(46.3) 13(24.1) 2(3.7)
transferred by our institute provides
training for the enterprise
Valid questions Yes f(%) No f(%)
Transformed technologies for your enterprises have worked 22 (40.7) 29 (53.7)

towards profitability or duplication for market or society.

Enterprises are committed to technology transfer 22(40.7) 27(50.0)

Source: Survey results and own computation

The percentage of respondents that agree with the statement "The technologies created by
our institute are overcoming enterprise difficulties" is shown in Table 4.15. 20.4 percent of
the 54 respondents said they "strongly disagreed," 37 percent said they were "not sure," and
42.6 percent said they agreed or strongly agreed. This variable had a mean of 3.14 and a
standard deviation of 1.13. This demonstrates that the majority of trainees on the
technologies produced by our institute were not sure if they were solving enterprise
problems.

39 | P a g e
When we see the second variable in the table above respondents were asked to express their
degree of agreement on the statement stating “The technology that is being transferred by
our institute provides training for the enterprise”. Out of 54 respondents 46.3% were not
sure and 27.8% are agreed and strongly agreed respectively. On the contrary 14.8 and 5.6 %
of respondents are strongly disagreed and disagreed respectively on the statement. The
standard deviation was only 0.87 which implied that the data points tended to be very close
to the mean i.e. 3.0185The highest value was less than one and the standard deviation was
less than one, indicating that respondents think that training is beneficial to small businesses
using the transferred technology. However, a huge proportion of trainers are unsure about
these characteristics. This is seen by the majority of enterprise as a barrier to technological
duplication.

As seen in the table above. No, the firm does not replicate the technology that is transferred
for small selling enterprise from Misrak polytechnic college, according to 53.7 percent of
the respondents. In addition, 50% of respondents felt that enterprises are not devoted to
technology transfer. The trainers attribute many factors to the aforementioned closed ended
variables. The first is that much of the technology transmitted by our institutions is not
properly functioning; market oriented; mismatching with company interest; and a lack of
suitable work manpower in the enterprise.

4.2.3 The selection of technology creation and copy

Table 4.16 Table selection of technology creation and copy

N Mean Std. Dev.

Valid Missing
When I was working on technology, I 54 0 3.22 1.24
came across an enterprise problem
I work on technology from internet 54 0 3.26 1.13
search
Lack of appropriate technology need 54 0 3.38 1.02
assessment

40 | P a g e
The combined statistical data on the variables under the prospects of influence of technology
transfer for small - scale industries, including the number of frequencies, the Mean, and
Standard Deviation of the data points, are shown in Table 4.16. The "Valid" column
indicates the number of respondents who responded to each of the factors. The "Missing"
column, on the other hand, showed the factors that respondents had not responded. The
mean column attempted to inform the averages where the data points for each individual
variable fell, but the standard deviation column displayed the variability of the data points
for each variable.

Table 4.17 valid questions on selection of technology creation and copy

Valid Questions SD D NS A SA

Items f(%) f(%) f(%) f(%) f(%)

When I was working on technology, I 6(11.1) 10(18.5 12(22.2) 18(33.3) 8(14.8)

came across an enterprise problem )

I work on technology from internet 8(14.8) 3(5.6) 12(22.2) 29(53.7) 2(3.7)

search

Lack of appropriate technology need 4(7.4) 3(5.6) 21(38.9) 20(37.0) 6(11.1)

assessment

Source: Survey results and own computation ramifications

As depicted in the table 4.17 above 47.1% of respondents have agreed and strongly agreed
respectively that the technology bring with the enterprise problem. 22.2% of them were not
sure and the remaining 11.% and 18.5% were disagree and strongly disagree respectively on
the issue of working on technology from enterprise problem. The standard deviation value
was 1.24 which is extended to the mean value i.e 3.22. This higher number standard
deviation shows that there is different opinion on the respondent but most the trainer selects
the technology from enterprise problem.

41 | P a g e
Concerning item 2 in table 4.17 technology come up from internet search, 54.4% of the
respondent agree and strongly agree and 22.2% were not sure and 20.4% were disagree and
strongly disagree. The item show the mean scores were 3.26 and the standard deviation was
1.13 which was greater than 1.0 and implied that the data was extended out over a large
range of values which means there were varied options among respondents regarding this
specific variable considered.

Also table 4.17 item 3 shows that the issue of technology need assessment for the selection
appropriate technology 48.1% of respondent believe technology assessment is one of the
factor for selection good technology with the mean 3.39 and 1.02 standard deviation.

4.2.4 The MPTC Environment for Technology Development

Table 4.18 valid questions MPTC Environment for Technology Development

Valid Questions N Mean Std. Dev.

Valid Missing
There is a comfortable environment for 54 0 2.83 1.09
working with technology in the
institution
There is enough professional support to 54 0 3.01 .96
do the technology
Weak interaction with the MSE; TVET 54 0 3.22 1.07
and Stakeholder
Source: Survey results and own computation
Table 4.18 shows the consolidated statistical results on the variables under the prospects of
Mobile and Agent Banking including the number of frequencies, the Mean and Standard
Deviation of the data points. The “Valid” column shows the number of respondents who
provided answer for each corresponding variables. On the other hand, the “Missing” column
depicted the variables which were not answered by respondents. The mean tried to tell the
averages where the data points fall for each specific variable while the standard deviation
column showed the variability of the data points for each variable under consideration.

42 | P a g e
 Table 4.19 valid questions MPTC Environment for Technology Development

Valid Questions SD D NS A SA
Items f(%) f(%) f(%) f(%) f(%)
There is a comfortable environment 7(13.0) 14(25.9) 16(29.6) 15(27.8) 2(3.7)
for working with technology in the
institution
There is enough professional support 3(5.6) 14(25.9) 17(31.5) 19(35.2) 1(1.9)
to do the technology
Weak interaction with the MSE; 5(9.3) 5(9.3) 23(42.6) 15(27.8) 6(11.1)
TVET and Stakeholder
Source: Survey results and own computation
The percentage of responders that agree with the statement "comfort ability atmosphere for
working with technology in the MPTC" is shown in Table 4.19. With a mean score of 2.83
and standard deviation of 1.09, 31.5 percent agree and strongly agree, 29.6 percent are not
sure, and 38.9 disagree and strongly disagree, respectively, out of a total of 54 respondents.
This demonstrates that the respondents have varied perspectives on the subject, but the
outcome demonstrates that the college setting has to be improved in some way for
technological development and the development of an appropriate atmosphere for trainers.

According to the item 2 in table 4.19 the professional support for technology development
in MPTC the respondent react on it, out of 54 respondent 37.1% were agree and strongly
agree and 31.5% were not sure and 31.5% were disagree and strongly disagree respectively.
Referring to table 4.18 above, the standard deviation was calculated at 0.96 which is less
than one and implied that the data points tended to be very close to the mean i.e 3.01 and
higher values such as strongly agreed and agreed were concentrated around the mean value
denoting that there was strong consensus by the respondents that professional support on
technology have great impact on development and transfer of technology.

Also table 4.19 item 3, that the issue of relationship among MPTC and enterprise. Out of 54
respondents 38.9% were agree and strongly agree. The strong follow up and interaction for
small scale enterprise use for successful technology transfer.

43 | P a g e
4.2.5 Concerning issue with quality of technology creation and transfer
Table 4.20 valid questions concerning issue with quality of technology creation and
transfer

Valid Questions N Mean Std. Dev.

Valid Missing
Lack of checking appropriate 51 3 3.27 1.13
functionality of technology

Poor appearance and aesthesis of the 51 3 3.31 .96

finished technology

Mismatching of the outcomes results 51 3 3.05 .98

Source: Survey results and own computation

Table 4.20 shows the consolidated statistical results on the variables under the impact of
technology transfer for SMEs, the number of frequencies, the Mean and Standard Deviation
of the data points. The “Valid” column shows the number of respondents who provided
answer for each corresponding variables. On the other hand, the “Missing” column depicted
the variables which were not answered by respondents. The mean tried to tell the averages
where the data points fall for each specific variable while the standard deviation column
showed the variability of the data points for each variable under consideration.

Table 4.21 Questions Concerning Issue with Quality of Technology Creation and
Transfer

Valid Questions SD D NS A SA
f(%) f(%) f(%) f(%) f(%)
Lack of checking appropriate 6(11.1) 6(11.1) 10(18.5) 26(48.1) 3(5.6)
functionality of technology
Poor appearance and aesthesis of the 2(3.7) 9(16.7) 14(25.90 23(42.6) 3(5.6)
finished technology
Mismatching of the outcomes results 4(7.4) 11(20.4 14(25.9) 22(40.7)
)
Source: Survey results and own computation

44 | P a g e
Table 4.21 depicted the degree to which respondents agree to the statement saying
“checking appropriate functionality of technology has an impact on technology transfer”.
Out of the total of 54 respondents, 51 provided answer to the above statement and out of
which 53.7% of the respondents were agree and strongly and 18.5 were not sure while the
remaining 22.2% of the respondents were disagreed and strongly disagreed to the statement.
Referring to table 4.20 above, the standard deviation was calculated at 1.13 which is greater
than one and implied that the data was extended out over a large range of values which
means there were varied options among respondents regarding this specific variable
considered. But 53.7% of the trainer agreed with the technology that are transferred for
enterprise have proper functionality problem and they also believe it’s may be one of the
factor or the successful transfer technology.

With respect to the statement saying “poor appearance and aesthetic of the finished
technology and mismatching of output of technology impact on successful transfer of
technology”, all respondents i.e. 51 of them expressed their level of agreement on item two
and out of which 48.2 % of them agreed and strongly agreed to the impact of such specific
variable on technology transfer and on item three 40.7% of respondent also agree with
technology transfer affected by mismatching of the output result. As portrayed in table 4.20
above the item two and three standard deviation was 0.96933 and 0.98817 which had a
value less than one and inferring that the data points tended to be very close to the mean i.e.
3.31 and 3.05 and there was general consensus by the respondents for such specific variable
under consideration. Therefore, Poor appearance and aesthesis of the finished technology
and Mismatching of the outcomes results of technology as one driving factor for the success
of technology transfer.

45 | P a g e
4.2.2 Technology Team Members
This section is providing the opinion of the technology team member selected as a sample
size in chapter thee. There is two categories of questions the first one is assessed the
technology transfer and innovation and the second one is quality perspective of the
transferred technology for small scale enterprise based this investigate the variable of the
study

4.2.2.1 The trainer problem solving practices on technology transfer

Table 4.22 Questions related with Technology transfer and innovation

Valid Questions N Mean Std. Dev.

Valid Missing
Lack of appropriate technology need assessment 8 0 4.25 .46

Awareness of technology transfer 8 0 4.00 1.31

Absence of technology transfer expert that 8 0 4.50 .53

facilitate and research activities
Technology transfer outcomes are not evaluated 8 0 4.75 .46
properly at the end of the year
Weak interaction with the MSE; TVET and 8 0 4.25 .88
Stakeholder
Valid Questions Valid Missing Mean Std. Dev.

Some of the technologies that were transferred 7 1 2.00 .00

to enterprises have been commercialized in the
last two years?
Enterprises are committed to technology 7 1 2.00 .00
transfer
Source: Survey results and own computation
Table 4.22 summarizes the statistical results for the variables under consideration in the
Impact of technology transfer for small scale enterprise including the number of frequencies,
Mean, and Standard Deviation of the data points. The "Valid" column indicates the number
of respondents who responded to each of the factors. The "Missing" column, on the other
hand, showed the factors that respondents had not responded. The mean column attempted

46 | P a g e
to inform the averages where the data points for each individual variable fell, but the
standard deviation column displayed the variability of the data points for each variable.

Table 4.23 Technology transfer and innovation

Valid Questions SD D NS A SA
f(%) f(%) f(%) f(%) f(%)
Items
Lack of appropriate technology -- -- -- 6(75.0) 2(25.0)
need assessment
Awareness of technology transfer -- 2(25.0) -- 2(25.0) 4(50.0)
Absence of technology transfer -- -- -- 4(50.0) 4(50.0)
expert that facilitate and research
activities
Technology transfer outcomes are -- -- -- 2(25.0) 6(75.0)
not evaluated properly at the end of
the year
Weak interaction with the MSE; -- -- 2(25.0) 2(25.0) 4(50.0)
TVET and Stakeholder
Valid questions Yes f(%) No f(%)
Some of the technologies that were transferred to enterprises have ---- 7(87.5)

been commercialized in the last two years?

Enterprises are committed to technology transfer ---- 7(87.5)

Source: Survey results and own computation

As depicted in the table 4:23 above item one 25% and 75% of respondents have agreed and
strongly agreed respectively. Referring to table 4.22 above, the standard deviation was
calculated at 0.46 which was less than one and implied that the data points tended to be very
close to the mean i.e. 4.25 and meaning that there was general agreement by the respondents
that the Lack of appropriate technology need assessment affect technology transfer and
development.

47 | P a g e
On item two Awareness of technology transfer. Out of the total of 8 respondents, 8 of them
provided answer to the above statement and out of which 25% of the respondents were
agreed and 50% while of them were strongly agreed to the statement the remaining
respondent were disagree with 25%. So this shown that awareness of technology transfer is
one of the driving forces for the successful technology transfer.

With respect to the statement saying “Absence of technology transfer expert that facilitate
and research activities has direct impact on technology transfer”, all respondents i.e. 8 of
them expressed their level of agreement and out of which 50% of them agreed and 50% of
them strongly agreed to the impact of such specific variable on technology transfer.

Also with respect to the statement saying “Technology transfer outcomes are not evaluated
properly at the end of the year”, all respondents i.e. 8 of them expressed their level of
agreement and out of which 25% of them agreed and 75% of them strongly agreed to the
impact of such specific variable on technology transfer. This shows that evaluation of
technology outcome helps to identify the weak and strong side and also helps to transfer
successful technology for small scale enterprise. As portrayed in table 4.22 above the
standard deviation value of all variable except item two all were less than one and inferring
that the data points tended to be very close to the mean of variables and there was general
consensus by the respondents for such specific variables under consideration.

4.2.2.2 Concerning issue with quality of technology creation and transfer

Table 4.24 Valid Question Concerning issue with quality of technology creation and
transfer

Valid Question N Mean Std. Dev.

Valid Missing
Lack of checking appropriate 8 0 4.50 .53
functionality of technology
Poor appearance and aesthesis of the 8 0 3.50 .92
finished technology
Mismatching of the outcomes results 8 0 4.75 .46

Source: Survey results and own computation

48 | P a g e
Table 2.24 summarizes the statistical results for the variables under consideration in the in
the impact of technology transfer for SMESs, including the number of frequencies, Mean,
and Standard Deviation of the data points. The "Valid" column indicates the number of
respondents who responded to each of the factors. The "Missing" column, on the other hand,
showed the factors that respondents had not responded. The mean column attempted to
inform the averages where the data points for each individual variable fell, but the standard
deviation column displayed the variability of the data points for each variable.

Table 4.25 Question on factor of quality of technology creation and transfer

Valid Questions SD D NS A SA
f(%) f(%) f(%) f(%) f(%)
Lack of checking appropriate -- -- -- 4(50.0) 4(50.0)
functionality of technology
Poor appearance and aesthesis of -- 2(25.0) -- 6(75.0)
the finished technology
Mismatching of the outcomes -- -- -- 2(25.0) 6(75.0
results
Source: Survey results and own computation
In the table 4:25 above respondents were asked whether they strongly agree, agree, neutral,
disagree or strongly disagree on the statement saying “Lack of checking appropriate
functionality of technology; Poor appearance and aesthesis of the finished technology And
Mismatching of the outcomes results” all respondents i.e. 8 of them expressed their level of
agreement out of which 25% up to 75% of them agreed and strongly agreed respectively to
the impact of such specific variables on technology transfer. As portrayed in table 2.24
above the standard deviation value of all variable were less than one and inferring that the
data points tended to be very close to the mean of variables and there was general consensus
by the respondents for such specific variables under consideration. Therefore, checking

49 | P a g e
appropriate functionality of technology; poor appearance of technology and mismatching of
output of technology, in balance of quality and quantity of technology, absences of proper
need basement and capacity of the trainer on technology design; produce have impact on
quality technology development and transfer.
4.2.3 Small Scale Enterprise
This section is providing the view of the enterprise selected as a sample size in chapter thee.
There is two categories of questions the first one is assessed the technology transfer and
innovation and the second one is quality perspective of the transferred technology for small
scale enterprise based this investigate the variable of the study

4.2.3.1 The trainer problem solving practices on technology transfer

Table 4.26 Questions related with technology transfer and innovation

Valid Questions N Mean Std. Dev.

Valid Missing
The technologies that are being developed by 35 0 2.91 1.01
our institute are solving enterprise problems

The technology that is being transferred by our 35 0 2.14 1.03

institute provides training into the enterprise

the trainer does study the needs of enterprises 35 0 2.48 1.09

before implementing the technology

Awareness of technology transfer 35 0 4.14 .35

Weak interaction with the MSE; TVET and 35 0 3.00 1.11
Stakeholder is there in good condition

Valid Questions Valid Missing Mean Std. Dev.

In the last two years, 2012 and 2013, you have 35 0 1.11 .32
received transferred technology from MPTC

Transformed technologies for your enterprises 35 0 1.80 .40

have worked towards profitability or duplication
for market or society.
Source: Survey results and own computation

50 | P a g e
Table 4.26 summarizes the statistical findings on the factors impacted by technology
transfer for smaller firms, including the number of frequencies, Mean, and Standard
Deviation of the data points. The "Valid" column indicates the number of respondents who
responded to each of the factors. The "Missing" column, on the other hand, showed the
factors that respondents had not responded. The mean column attempted to inform the
averages where the data points for each individual variable fell, but the standard deviation
column displayed the variability of the data points for each variable.

Table 4.27 related questions with technology transfer and innovation

Valid Questions SD D NS A SA
Items f(%) f(%) f(%) f(%) f(%)
1. The technologies that are -- 19(54.3) 16(45.7) --
being developed by our
institute are solving enterprise
problems
2. The technology that is being 9(25.7) 19(54.3) -- 7(20.0) --
transferred by our institute
provides training into the
enterprise
3. the trainer does not study the 5(14.3) 19(54.3) -- 11(31.4) --
needs of enterprises before
implementing the technology
4. Awareness of technology -- -- -- 30(85.7) 5(14.3)
transfer
5. Weak interaction with the 4(11.4) 9(25.7) 5(14.3) 17(48.6) --
MSE; TVET and Stakeholder

51 | P a g e
Table 2.27 summarizes the frequency distribution showing respondents level of agreement
to the statement saying “The technologies that are being developed by our institute are
solving enterprise problems greatly influences technology transfer”. Out of the total 35
respondents, all of them answered to the above statement and out of which 54.3% of the
respondents were disagreed, 45.7% was agreed. Referring to table 4.26 above, the standard
deviation was calculated at 1.01 which is equal to one and implied that the data points
tended to be very close to the mean i.e. 2.91 and higher values such as strongly agreed and
agreed were concentrated around the mean value denoting that there was strong consensus
by the respondents that the technology transferred from MPTC does positively influenced
enterprise productivity and financial and marketing problem.

The enterprise also believes that on the training of transferred technology and our institute's
technology is being transferred to the enterprise to provide training. According to table 4.26
the variable's standard deviation was determined to be 1.03, which is one, implying that the
data points tended to be quite near to the mean, 2.14. This suggests that 80% of those polled
disagree or strongly disagree. As a result, the responder agrees that no training on the
transferred technology is possible.

As it can be seen table 4.27 item 3. The trainer does not study the needs of enterprises
before implementing the technology. Referring to table 4.26 above the enterprise mean
score 2.55 with standard deviation 1.14. The result shows that the enterprise supposes the
trainer do not assess the need enterprise before manufactured the technology. This is one of
the key factors for technology transfer to be successful. Most of the enterprise believes to
have awareness for technology transfer and they also think the linkage of MPTC and
enterprise was not good.

52 | P a g e
4.2.3.2 Concerning issue with quality of technology creation and transfer

Table 4.28 Table questions related with quality of technology

Items N Mean Std. Dev.

Valid Missing
Lack of checking appropriate 35 0 3.25 1.26
functionality of technology
Poor appearance and aesthesis of the 35 0 3.25 1.14
finished technology
Mismatching of the outcomes results 35 0 2.85 .97

Source: Survey results and own computation

Table 4.28 summarizes the statistical results for the variables under consideration in the
impact of technology transfer for small scale enterprise, including the number of
frequencies, Mean, and Standard Deviation of the data points. The "Valid" column indicates
the number of respondents who responded to each of the factors. The "Missing" column, on
the other hand, showed the factors that respondents had not responded. The mean column
attempted to inform the averages where the data points for each individual variable fell, but
the standard deviation column displayed the variability of the data points for each variable.

Table 4.29 Questions related with quality of technology

Items SD D NS A SA
f(%) f(%) f(%) f(%) f(%)
1. Lack of checking appropriate 4(11.4) 7(20.0) 5(14.3) 14(50) 5(14.3)
functionality of technology
2. Poor appearance and aesthesis of 4(11.4) 7(20.0) 24(68.6)
the finished technology
3. Mismatching of the output results of 4(11.4) 7(20.0) 14(40.0) 10(28.6)
technology
Source: Survey results and own computation

53 | P a g e
The data stipulated in the above table showed the degree to which respondents agree to the
statement saying “Lack of checking appropriate functionality of technology impact on the
technology transfer”. Out of the total of 35 respondents, 35 of them replied to the above
statement and out of which 54.3% of the respondents were agreed to the statement, 14.4% of
the respondents were not sure, 31.4% of them was disagreed to the statement. In which
means that higher values were concentrated to the mean value i.e. 3.25 with standard
deviation 1.26. this shows that majority of the respondent believe that lack of appropriate
functionality checking technology would be the cause of degradation of quality and affect
the technology transfer.

On item two in table above the issue of Poor appearance and aesthesis of the finished
technology impact on technology transfer. Out of the total of 35 respondents, 35 of them
replied to the above statement and out of which 68.6% of the respondents were agreed to the
statement, In which means that higher values were concentrated to the mean value i.e. 3.26
with standard deviation 1.15.This shows that there is agreement on the variable affect the
technology transfer by majority of the respondent

With respect to the statement saying “Mismatching of the output results technology” all
respondents i.e. 35 of them expressed their level of agreement on item three variable and out
of which 28.6 % of them agreed, 40% were not sure and 11.2 and 20% were disagree and
strongly disagree respectively. Referring to table 2.28 above the value of mean score were
2.85 with standard deviation 0.97. This implied that the data point less than one so this
shows that there close agreement among the respondent with the variable can affect the
technology transfer.

54 | P a g e
 Chapter Five

Summary, Conclusion and Recommendations

This chapter presents summary of major findings, conclusions and recommendations. Here
the researcher has addressed the conclusion and recommendation for research question
raised based on the output of the analysis done.

5.1 Summary
The main purpose of the study was to assess the impact of technology transfer for small
scale enterprise. In case of Misrak Poly Technic College.

Trainers who transferred technology in the academic years 2012 and 2013 E.C; technology
team members who facilitated technology development and transfer in the last two years;
and enterprises that received technology from Misrak Polytechnic College in the last two
years were the study's target populations. The study's sample locations were Misrak
Polytechnic College in Addis Ababa's Yeka sub-city and small-scale enterprises in Addis
Ababa's Bole and Yeka sub-cities. There are 44 A level trainers (35 males and 9 females),
282 B level trainers (197 males and 85 females), and 155 C level trainers (105 males and 50
females) at the college. There are a total of 481 trainers, which is a significant number.
Among that the number 108 trainer transfer the technology for SMEs in the year of 2012
E.C and 72 trainers also in the year of 2013 E.c .

To collect data from the selected samples, questionnaires were created. Before conducting
the actual study, research team members evaluated the questionnaires, after which the
questionnaires were distributed to the selected target groups, and the questionnaires were
collected. After analyzing quantitative data, responses were categorized, and descriptive
statistics were used. The respondent's attributes were analyzed using percentages and
frequency counts, and the mean score and standard deviation were utilized to highlight the
relationship and variation of the variables.

The statistical package social sciences (SPSS) used to analyzing the data gathers from the
respondent.

55 | P a g e
5.2 Major Finding
1. Females made up 18.5 percent of the overall sample of trainers, while males made up
the remaining 81 percent. And members of the technology team were 25% female and
75% male, with 94.3 percent male and 5.7 percent female in the Enterprise. These
figures illustrate that males have been participating in technology transfer during the
past two years. This also suggests that the bulk of the participants in this research are
males, and that the work environment was obtained by men.
2. Regarding with the age of respondent trainer and technology team members, majority
of the sampled respondents are between the ages of 26 and 30, accounting for 70.4
percent of the total number of respondents. The percentages of those aged 31 to 40 and
above 41 are 27.8%, 1.9 percent, and 12.64 percent, respectively. The enterprise found
between 26 upto 50 years. This indicating that they are active work force ready to act in
situations where they will feel comfortable because they are of mature age and will
have numerous responsibilities in the future. They are also the age group that is
expected to copy and be adaptable to their surroundings.
3. Majority of the respondents were B Level, A level and C level respectively were
involved in this study. Concerning of the service the participant 50% of the trainer had
served between 5 and 10 years and the rest had served 2-5 and more than 10 years
33.3% and 16.7% respectively.
4. Concerning with the trainers problem solving practice on technology transfer different
variable were available for the respondent among that knowledge to work the
technology. The standard deviation is 1.13 which is greater than one the mean i.e. 3.44
and meaning that more of smaller values were concentrated around the mean.
Therefore, there was general consensus by the trainers have basic concept and
knowledge about technology but the result show need more creating understanding
about technology.
5. Majority of the trainer in Misrak poly Technic College have the basic skill and
knowledge to analyze the value chain. But the mean value was 3.38 the standard
deviation was calculated at 1.07 which is greater than one and implied that the data was
extended out over a large range of values which means there were varied options

56 | P a g e
 among respondents regarding this specific variable considered. So that, the college
additional effort for this variable need to solve for trainers.
6. The issues of technology come up with value chain analysis the trainers have general
understanding. This has an impact on marketable and problem solving technology
transfer for Small and medium scale enterprise.
7. Most of the trainer believes 83.3% of the respondents counted on technology need
assessment as one of driving factor for the success of technology transfer. The standard
deviation was 0.76 with mean score3.42 and there was general consensus by the
trainers for such specific variable under consideration.
8. Concerning the understanding of technology transfer the majority of trainers are unsure
how well they comprehend and are aware of technology transfer.
9. The issues of Absence of technology transfer expert that facilitate and research
activities large number of trainer were not sure but majority of the trainers also believe
this variable affect the technology transfer to be effective.
10. In the last two years 85.2 % of the trainer developed and transferred technology for
small scale enterprise but from those there is no one technology duplicate or available
for the society by SMEs.
11. Some the trainer do not believe the technology developed by MPTC solving enterprise
problem and majority of trainer believe the solving the enterprise problem. But from
the transferred technology for SMEs are not imitating the technology but the result
show the enterprise are interested for technology transfer.
12. Trainers activities involving the technology development most were bring the
technology from enterprise problem but they have different perspective on this variable.
13. The environment of MPTC or technology development and transfer majority of the
trainer not sure of this variable and the other believe the college confortable for
technology development it share 50/50%. So there are no general consensuses the
suitability of the college for technology development and transfer.
14. Concerning with the quality of the transferred technology majority of the trainer agree
with the technologies have functionality problem, lack good physical appearance and
mismatching of the intended result.

57 | P a g e
 15. As the technology team members viewed, Lack of appropriate technology need
assessment, understanding of technology transfer, absence of a technology transfer
expert that is facilitate and research activities, lack of proper technology outcome
evaluation, and lack of interaction with the MSE are all factors that affect the successful
technology transfer for SMEs.

16. In terms of transferred technology and enterprise commitment, the technology team
members stated that no SMEs have duplicated technology in the last two years and that
the enterprise is not committed to technology transfer.
17. When we look at the enterprise, we see the technology that our institute is developing.
The majority believe that fixing enterprise problems is possible, while half of the
enterprise do not believe that solving business problems is possible. The institute’s
technology transfer to SMEs does not include training for the enterprise. They feel that
a key factor in successful technology transfer is the trainer's failure to research the
needs of enterprise prior to applying the technology.
18. The transferred technology has not been duplicated on the market as a result of the
company's efforts over the past two years. The company exists because, rather than
supplying the document, no training or follow-up on the technology is provided.

5.3 Conclusions

Based on the major findings, the following conclusions were drawn:

1. The findings of the study revealed that. Trainers have basic concept and knowledge
about technology but the result show need more creating understanding about
technology.
2. Majority of the trainer in Misrak poly Technic College have the basic skill and
knowledge to analyze the value chain. But between trainers there are different capacity
gap to understand the value chain analysis and coming up technology from value chain.
We can conclude that the trainer may have well knowledge and skill about value chain
the technology transfer will be effective.

58 | P a g e
3. Most of the trainer believes 83.3% of the respondents counted on technology need
assessment as one of driving factor for the success of technology transfer. There was
general consensus by the trainers for such specific variable under consideration.
4. The Absence of technology transfer expert that are facilitate and research activities have
great impact for the successful technology transfer.
5. In the last two academics years the transferred technology by trainer for small scale
enterprise not duplicate or available for the society by SMEs.
6. Some the trainer do not believe the technology developed by MPTC solving enterprise
problem and majority of trainer believe the solving the enterprise problem. But from the
transferred technology for SMEs are not imitating the technology but the result show the
enterprise are interested for technology transfer.
7. Trainers activities involving the technology development most were bring the
technology from enterprise problem but they have different perspective on this variable.
8. The environment of MPTC for technology development and transfer majority of the
trainer not sure of this variable and the other believe the college confortable for
technology development it share 50/50 %. So there are no general censuses the
suitability of the college for technology development and transfer.
9. the transferred technology for SMEs by trainer has functionality problem, lack good
physical appearance and mismatching of the intended result.
10. Lack of appropriate technology need assessment, a thorough understanding of
technology transfer, the absence of a technology transfer expert to facilitate and research
activities, a lack of proper technology outcome evaluation, and a lack of interaction with
the MSE are all factors that contribute to successful technology transfer for SMEs.
11. In terms of transferred technology and enterprise commitment, the technology team
members conclude that there has been no technological duplicate by SMEs in the recent
two years and that the enterprise is not dedicated to technology transfer.
12. the enterprise the technologies that are being developed by our institute most of settle
solving enterprise problem and half of the enterprise also not believe solving enterprise
problem. The technology transferred by our institute for SMEs does not provides for the
enterprise. They believe the hidden point for successful technology transfer the trainer
does not study the needs of enterprises before implementing the technology.

59 | P a g e
13. The transferred technology has not been duplicated on the market. The reason for the
company's existence is because, rather than providing the document, there is no training
and follow-up for the technology.

5.4 Recommendation
On the basis of the findings and conclusions mentioned, the following recommendations
were forwarded.

1. Concerning with the knowledge of technology development, Trainers have basic

concept and knowledge about technology but the result show need more creating
opportunity to understanding technology development should fill the gap of the trainers.
2. There different understanding and skill between trainers about value chain analysis and
coming up technology from value chain. So to adjust the level understanding of the
trainer the colleges facilitate capacity building training for the trainer and technology
team members.
3. One of the most important factors in the effectiveness of technology transfer is the
assessment of technological demands. As a result, before adopting the technology, the
trainers should bring at least five enterprise requirement assessments in that specific
technology.
4. The need of assessment should include marketing demand, availability of raw material
and feasibility analysis must be included.
5. The lack of technology transfer experts who can assist with technology transfer and
research activities has a significant influence on the success of technology transfer. As a
result, certain trainers are assigned as a technology transfer coordinator, who monitors
the transferred technology and assists the enterprise in commercializing the production.
6. MPTC creates a favorable environment for technology creation and transfer by
establishing a design and drawing room, allocating resources, appointing qualified
personnel to the technology team, allocating sufficient funds for technology transfer, and
establishing a link with the enterprise.
7. The college should examine the functionality, physical look, and desired effect of the
technology before transferring it to SMEs.

60 | P a g e
8. The college shall arrange training or awareness creation for small scale enterprises about
the transferred technology, after which the technology will be given to the enterprise
with follow-up and continued assistance.

5.5 ACTIONS AND REFLECTIONS

As we can see from the above, the owner of the study came up with his own solution based
on the problems. This is called appropriate technology

Appropriate technologies (AT) refer to technologies that are adaptable to local needs,
acceptable to users and made using locally available materials with the aim to improve
the lives and livelihoods of people in resource-constrained environments. Appropriate
technology is used to address wide range of issues. The concept of appropriate
technology is multi-faceted; in some contexts, appropriate technology can be described
as the simplest level of technology that can achieve the intended purpose, whereas in
others, it can refer to engineering that takes adequate consideration of social and
environmental ramifications and connected to sustainable living.

Characteristics of Appropriate technologies (AT)

 Require only small amount of capital

 Use of locally available materials
 Relatively labour intensive but more productive than many traditional technologies
 Small enough in scale to be affordable to individual families or small group of
families
 Can be understood, controlled and maintained by villagers whenever possible,
without a high level of special training
 Can be produced in villages or small workshops
 Suppose that people can and will work together to bring improvements to the
Communities
 Offer opportunities for local people to become involved in the modification and
Innovation process

61 | P a g e
  Are flexible, can be adapted to different places and changing circumstances
 Can be used in productive ways without doing harm to the environment

Framework

Observe and review Identification of problem Assessment of need of

exciting or prospects the people

Assessment of efficiency and impact

prevailing technological practices/ think Identification of
for new design and experimentation with technological means
new one / improvisation of existing possible at local context
technology

Initiatives for awareness

Involve people in
Take people’s feedback and empowerment of
Experimentation local people

Assess and depict the benefit Assess acceptability and

from the perspectives of adoption by local
sustainable living community

Technologies have been selected based on the relevant technology by constructing a value
chain based on this technoware and humanware technology. As a result, the practicality of
the technology, including productivity, quality, mass utilization, and pricing, was examined.
The technology was created, designed, and put into production; it was then functionally
tested before being passed to the enterprise and put into production. The enterprise has also

62 | P a g e
been able to develop high-quality, cost-effective products. Enterprises in the garment
printing sector will be given with proper awareness and practical training in the future. As a
result, I can infer that by providing basic concepts and information about appropriate
technology to trainers, the technology transfer process will be efficient and effective in
resolving enterprise problems.

63 | P a g e
64 | P a g e
REFERENCE
1. Reddy, N. M., & Zhao, L. (1990). International Technology Transfer: A Review.
Research Policy, 19, 285-307. http://dx.doi.org/10.1016/0048-7333(90)90015-X
2. Kumar, V., Kumar, U., & Persaud, A. (1999). Building Technological Capability
through Importing Technology: The
3. Case of Indonesian Manufacturing Industry. Journal of Technology Transfer, 24, 81-
96. http://dx.doi.org/10.1023/A:1007728921126
4. Sahal, D. (1981). Alternative Conceptions of Technology. Research Policy, 10, 2-24.
http://dx.doi.org/10.1016/0048-7333(81)90008-1
5. Dunning, J. H. (1994). Multinational Enterprises and the Global of Innovatory
Capacity. Research Policy, 23, 67-88. http://dx.doi.org/10.1016/0048-
7333(94)90027-2
6. Lan, P., & Young, S. (1996). International Technology Transfer Examined at
Technology Component Level: A Case
7. Study in China. Technovation, 16 (6), 277-286. http://dx.doi.org/10.1016/0166-
4972(96)00005-3
8. Lovell, S. A. (1998). Technology Transfer: Testing a Theoretical Model of the
Human, Machine, Mission,
9. Management and Medium Components. Unpublished Msc. thesis. Cranfield: College
of Aeronautics, Cranfield University.
10. Arrow K. J. (1962). Economic Welfare and the Allocation of Resources for
Invention, in: R. R. Nelson, The Rate and Direction of Inventive Activity. Princeton
University Press, New Jersey.
11. Pavitt, K. (1985). Patent Statistics as Indicators of Innovative Activities: Possibilities
and Problems. Scientometrics, 7, 77–99. http://dx.doi.org/10.1007/BF02020142
12. Tihanyi, L., & Roath, A. S. (2002). Technology Transfer and Institutional
Development in Central and Eastern Europe. Journal of World Business, 37, 188-
198. http://dx.doi.org/10.1016/S1090-9516(02)00077-9
13. Rosenberg, N., & Frischtak. C. (1985). International Technology Transfer:
Concepts, Measures and Comparisons. New York:

65 | P a g e
 14. Burgelman, R. A., Maidique, M. A., & Wheelwright, S. C. (1996). Strategic
Management of Technology and Innovation. (2nd ed.). Chicago: I. L, Irwin.
15. Maskus, K. E. (2003). Encouraging International Technology Transfer
UNCTAD/ICTSD Capacity Building Project. On Intellectual Property Rights and
Sustainable Development.
16. Madeuf, B. (1984). International technology transfers and international technology
payments: definitions, measurements and firms' behaviour. Research Policy,13(3).
17. Hall, G. R., & Johnson, R. E. (1970). The Technology Factors in International
Trade. New York: Colombia University Press.
18. Chudson, W. A (1971). The international transfer of commercial technology to
developing countries. UNITAR Research Reports No. 13 New York.
19. Gurbiel R., (2001) /Possibilities of TechnologyTransfer Financing in Poland/ in
Technology Transfer - The Polish Perspective (conference paper), IPPT PAN/WS
Atkins, Warszawa 1997.
20. Baronson, J. (1970). Technology Transfer through the International Firms. American
Economic Review Papers and Proceedings, 435-440.
21. Chesnais, F. (1986). Science, Technology and Competitiveness. OECD STI Review,
1.
22. Hoffman, K., & Girvan, N. (1990). Managing International Technology Transfer: A
Strategic Approach for Developing, IDRC.
23. Kaplan D (2000), Innovation, Technological Capability and Exporting an Empirical
Analysis of Small Manufacturing firms in theSouth African Electronics Industry,
Pretoria, Nesika Enterprise Promotion Agency.
24. Areish, M.M. and B. Bardai. 2013. “Effect of Technology Transfer on Human
Resource
25. Development in Oil and Gas Industry”. Human Resource Management Research.
3(3):91-94, DOI: 10.5923/j.hrmr.20130303.04.
26. Dabadi H. (2003) Technology Transfer: Capacity-Building and the Private Sector of
Nepal. United Nations, New York.
27. Ethiopian Science and Agency Technology (ESTA). (2006). National Science,
Technology and Innovation ( STI ) Policy ofEthiopia. Addis Ababa, Ethiopia.

66 | P a g e
 Retrieved
fromhttps://www.healthresearchweb.org/files/Ethiopia_National_S,T&I_Policy_Dra
ft.2006.pdf
28. Federal technical and vocational and educational manual for technology adoption
and transformation TeCAT Manual March 2008.
29. Gebeyehu Tuji. (2014). The Contribution of Public TVET Institutions to Strengthen
Micro and Small Enterprises in Addis Ketema Sub- City. Addis Ababa University.
Unpublished a Master Thesis.
30. Aynabeba Zewdei. (2014). Assessment of Challenges and opportunities of Industry
Extension Service Program Implementation. Addis Ababa University.
31. MoE. (2008). National Technical and Vocational Education and Training Strategy,
Addis Ababa: Federal Ministry of Education.
32. MoE, (2015). Education Sector Development Program V (ESDP V), 2015/16-
2019/20- Program action plan, Addis Ababa, Federal Ministry of Education.
33. MoFED. (2010). FDRE Growth and Transformation Plan 2010/11-2014/15, Addis
Ababa Ethiopia.
34. MoHWC. (2013). Survey on Micro and Small Enterprises (MSEs) in Selected Major
Cities of Ethiopia, Addis Ababa, Ethiopia.
35. Taddese Molla, (2010). An assessment of the linkages between public Technical and
Vocational Education and Training and Micro and Small Business enterprisesector
in Addis Ababa. Unpublished a Master Thesis
36. Winston T.H. Koha, Poh Kam Wong, Competing at the frontier: The changing role
of technology policy in Singapore’s economic strategy, Technological Forecasting &
Social Change, 2004.
37. O’Kane, C.; Zhang, J.A.; Cunningham, J.A.; O’Reilly, P. What factors inhibit
publicly funded principal investigators’ commercialization activities? Small Enterp.
Res. 2017, 24, 215–232.
38. Berbegal-Mirabent, J. The influence of regulatory frameworks on research and
knowledge transfer outputs: An efficiency analysis of Spanish public universities. J.
Eng. Technol. Manag. 2018, 47, 68–80.

67 | P a g e
 39. Munari, F.; Sobrero, M.; Toschi, L. Financing technology transfer: Assessment of
university-oriented proof-of-concept programmes. Technol. Anal. Strateg. Manag.
2017, 29, 233–246.
40. Kim, M.; Park, H.; Sawng, Y.-W.; Park, S.-Y. Bridging the gap in the technology
commercialization process: Using a three-stage technology–product–market model.
Sustainability 2019, 11, 6267.
41. Lim, W.M. Dialectic antidotes to critics of the technology acceptance model:
Conceptual, methodological, and replication treatments for behavioural modelling in
technology-mediated environments. Australas. J. Inf. Syst. 2018, 22.
42. Choi, H.J. Technology transfer issues and a new technology transfer model. J.
Technol. Stud. 2009, 35, 49–57.

68 | P a g e
 Appendix 1
Misrak Poly Technic College
Department Textile and Garment
Questionnaire filled by Trainers
INTRODUCTION Dear respondent,
I am Sintayehu Tadesse in from the department of Textile and Garment. The purpose of this
questionnaire is to collect information on the Impact of technology transfer for Micro
and Small Scale Enterprise.” The information that you share me will be kept confidential
and only used for research purpose and cannot ‘affect you in any case. So, your genuine,
honest and timely response is vital for accomplishment of this study on time. Therefore, I
kindly ask you to give your response to each items/questions carefully.
Sincerely,
Sintayehu Tadesse
Instruction
 No need of writing your name.
 For multiple choice questions indicate (√) sign in the appropriate block.
 For likert scale type statements mark (√) sign only once for the given variables
depending on your level of agreement
.
Part 1: General Information on the Trainer
1. Gender Female Men
2. Age 18-25 26-30 31-40
3. Educational qualification Diploma Degree MA/MSc
4. Year of services Less than two years 2-5 years
5-10 years More than 10 years
5. Name of Your Department -
___________________________________________________

69 | P a g e
Part 2: Question related with technology transfer and innovation; value chain analysis
finance and market
In the table below, there are lists of possible problems related to Technology Transfer.
Please show your choice by putting a mark (√) in the cells available. The options appear as:
- SA (strongly Agree), A (Agree), NS (Not Sure), DA (Disagree) and SDA (Strongly
Disagree)

S.N Description SA A NS DA SDA

1 There is a comfortable environment for working with
technology in the institution
2 There is enough professional support to do the
technology
3 I have enough knowledge to work with technology
4 I have enough knowledge and skill about value chain
analysis
5 I know how to come up technology from value chain
6 When I was working on technology, I came across an
enterprise problem
7 I work on technology from internet search
8 The technologies that are being developed by our institute
are solving enterprise problems
9 The technology that is being transferred by our institute
provides training into the enterprise
11 Lack of appropriate technology need assessment
12 Awareness of technology transfer
13 Absence of technology transfer expert that facilitate and
research activities
14 Technology transfer outcomes are not evaluated properly
at the end of the year
15 Weak interaction with the MSE; TVET and Stakeholder

If there are other points you think are important to be included, please mention here

70 | P a g e
Part 2: Question related with quality of technology those are transferred for MSE
In the table below, there are lists of possible problems related to Technology Transfer.
Please show your choice by putting a mark (√) in the cells available. The options appear as:
- SA (strongly Agree), A (Agree), NS (Not Sure), DA (Disagree) and SDA (Strongly
Disagree)

S.N Description SA A NS DA SDA

1 Lack of checking appropriate functionality of technology
2 Poor appearance and aesthesis of the finished technology
3 Mismatching of the outcomes results

If there are other points you think are important to be included, please mention here

Part Four: Questions related with successful implementation of technology transfer?

1. In the last two years, 2012 and 2013, you have transferred technology?
Yes No
2. Transformed technologies for your enterprises have worked towards profitability or
duplication for market or society.
Yes No
3. If not, what do you think is the reason?

4. If say yes, how can duplicate or use the technology?

5. Enterprises are committed to technology transfer

Yes No
6. If say No, please mention the reasons

71 | P a g e
7. What is the reason why effective technology transfer is not successful for enterprises in
our institution?

8. If you have any comment, suggestion and recommendation about technology transfer
and related issues, please mention here

9. If there are other points you think are important about technology transfer, please
mention here

72 | P a g e
 Appendix 3
Misrak Poly Technic College
Department Textile and Garment
Questionnaire filled by Tech Expert
INTRODUCTION Dear respondent,
I am Sintayehu Tadesse in the department of Textile and Garment. The purpose of this
questionnaire is to collect information on the Impact of technology transfer for micro
and small enterprise.” The information that you share me will be kept confidential and
only used for research purpose and cannot ‘affect you in any case. So, your genuine, honest
and timely response is vital for accomplishment of this study on time. Therefore, I kindly
ask you to give your response to each items/questions carefully.
Sincerely,
Sintayehu Tadesse
Instruction
 No need of writing your name.
 For multiple choice questions indicate (√) sign in the appropriate block.
 For likert scale type statements mark (√) sign only once for the given variables
depending on your level of agreement
.
Part 1: GENERAL INFORMATION ON THE BUSINESS INTERPRISES AND
PARTICIPANTS
1. Gender Female Men
2. Age 18-25 26-30 31-40
3. Educational qualification Diploma Degree MA/MSc
4. Year of services Less than two years 2-5 years
5-10 years More than 10 years
5. Name of Your Department -
___________________________________________________

73 | P a g e
Part 2: Question related with technology transfer and innovation; value chain analysis
finance and market
In the table below, there are lists of possible problems related to Technology Transfer.
Please show your choice by putting a mark (√) in the cells available. The options appear as:
- SA (strongly Agree), A (Agree), NS (Not Sure), DA (Disagree) and SDA (Strongly
Disagree)
S.N Description SA A NS DA SDA
1 Lack of appropriate technology need assessment
2 Awareness of technology transfer
3 Absence of technology transfer expert that facilitate and
research activities
4 Technology transfer outcomes are not evaluated properly
at the end of the year
5 Weak interaction with the MSE; TVET and Stakeholder
6 Misrak Polytechnic College's transferred technologies are
in market demand.
7 Misrak Polytechnic College's transfer technologies solve
enterprise productivity and product quality issues.

Part 3: Question related with quality of technology those are transferred for MSE
In the table below, there are lists of possible problems related to Technology Transfer.
Please show your choice by putting a mark (√) in the cells available. The options appear as:
- SA (strongly Agree), A (Agree), NS (Not Sure), DA (Disagree) and SDA (Strongly
Disagree)
S.N Description SA A NS DA SDA
1 Lack of checking appropriate functionality of technology
2 Poor appearance and aesthesis of the finished technology
3 Mismatching of the outcomes results

If there are other points you think are important to be included, please mention here

Part Four: Questions related with successful implementation of technology transfer?

10. Some of the technologies that were transferred to enterprises have been commercialized
in the last two years?
Yes No
11. If not, what do you think is the reason?

74 | P a g e
12. If say yes, how can commercialized the technology?

13. Enterprises are committed to technology transfer

Yes No
14. If say No, please mention the reasons

15. What is the reason why effective technology transfer is not successful for enterprises in
our institution?

16. What problems and strengths do you perceive as a technology department from the
standpoint of a trainer; enterprise and institution in terms of technology development
and transfer?

Trainer

Enterprise

Institution (MPTC)

75 | P a g e
17. If you have any comment, suggestion and recommendation about technology transfer
and related issues, please mention here

Appendix 3
Misrak Poly Technic College

76 | P a g e
 Department Textile and Garment
Questionnaire filled by Enterprise
INTRODUCTION Dear respondent,
I am Sintayehu Tadesse in the department of Textile and Garment. The purpose of this
questionnaire is to collect information on the Impact of technology transfer for micro
and small enterprise.” The information that you share me will be kept confidential and
only used for research purpose and cannot ‘affect you in any case. So, your genuine, honest
and timely response is vital for accomplishment of this study on time. Therefore, I kindly
ask you to give your response to each items/questions carefully.
Sincerely,
Sintayehu Tadesse
Instruction
 No need of writing your name.
 For multiple choice questions indicate (√) sign in the appropriate block.
 For likert scale type statements mark (√) sign only once for the given variables
depending on your level of agreement
.
SECTION 1: GENERAL INFORMATION ON THE BUSINESS INTERPRISES AND
PARTICIPANTS
1. Gender A. Female B. Men
2. Age A. 18-25 B. 26-30 C. 31-40 D. 51-60 E. > 60
3. Educational qualification A. No formal education B. Primary II
C. High School D. Diploma E. Degree F. MA/MSc
4. Main activity of the enterprise? A. Manufacturing B. Construction C. Trade
D. Agriculture E. service F. mining and quarrying G. others
5. Current Status of the enterprise? A. existing B. closed

Part 2: Question related with technology transfer and innovation; value chain analysis
finance and market

77 | P a g e
In the table below, there are lists of possible problems related to Technology Transfer.
Please show your choice by putting a mark (√) in the cells available. The options appear as:
- SA (strongly Agree), A (Agree), NS (Not Sure), DA (Disagree) and SDA (Strongly
Disagree)

S.N Description SA A NS DA SDA

1 The technologies that are being developed by our institute
are solving enterprise problems
2 The technology that is being transferred by our institute
provides training into the enterprise
3 the trainer does not study the needs of enterprises before
implementing the technology
4 Awareness of technology transfer
5 Weak interaction with the MSE; TVET and Stakeholder
6 Misrak Polytechnic College's transforming technologies
are in market demand.
7 Misrak Polytechnic College's transfer technologies solve
enterprise productivity and product quality issues.

Part 3: Question related with quality

In the table below, there are lists of possible problems related to Technology Transfer.
Please show your choice by putting a mark (√) in the cells available. The options appear as:
- SA (strongly Agree), A (Agree), NS (Not Sure), DA (Disagree) and SDA (Strongly
Disagree)
S.N Description SA A NS DA SDA
1 Lack of checking appropriate functionality of technology
2 Poor appearance and aesthesis of the finished technology
3 Mismatching of the outcomes results

Part Four: Questions related with successful implementation of technology transfer?

18. In the last two years, 2012 and 2013, you have received transferred technology from
MPTC?
Yes No
19. Transformed technologies for your enterprises have worked towards profitability or
duplication for market or society.
Yes No
20. If not, what do you think is the reason?

78 | P a g e
21. If say yes, how can duplicate or use the technology?

22. Enterprises are committed to technology transfer

Yes No
23. If say No, please mention the reasons

24. What is the reason why effective technology transfer is not successful for enterprises in
our institution?

25. If you have any comment, suggestion and recommendation about technology transfer
and related issues, please mention here

26. If there are other points you think are important about technology transfer, please
mention here

79 | P a g e
 Appendix 4
Line Table Screen Printing

80 | P a g e