Thèses sur le sujet « Baghdad University of Technology »

I have been studying Economics of Enterprise for 4 years. It fascinates me from year to year more and more. And now I am the student of two universities: Sumy State University and Tianjin University of Science and Technology (TUST) (Tianjin, China). I have never been to China before so I have known nothing about this country. My first impression was good both about the country and about people with their traditions and customs.

This research investigates the relationship between those incentives for faculty support of university-industry technology transfer that are governed by university intellectual property policies and technology transfer outcomes at Canadian universities.
Empirical research, chiefly conducted in the United States, has explored the link between the incentives that are governed by IP policies and various outcomes and found that financial incentives are correlated with a variety of outcomes. This research extends the literature by exploring the same underlying relationship, in Canada, where IP policies also determine ownership and control of the development of the IP; some universities retain control over the development and other universities let the ownership and control vest with the inventors.
The research question was pursued by conducting three studies, each of which provided a different perspective. The first study seeks to explain cross-institutional patterns in the numbers of patents held by Canadian universities using variables that represent the financial incentives and control offered to faculty inventors by the universities' policies. The second study investigated the impact of a policy change at the University of Toronto, using interrupted time series analysis techniques. The third study investigated the experiences of faculty inventors at the University of Waterloo through indepth interviews and thematic analysis of the resulting qualitative data.
The first, cross-sectional study failed to generate statistically significant results. In the second, longitudinal study, the change from a "university-owns" to an "inventor-owns" policy appeared to have significantly and substantially increased the number of invention disclosures submitted to the University of Toronto by its faculty members. The third, qualitative study suggests that faculty members interpret the incentives governed by intellectual property policies and that this interpretation is shaped by group norms, academic leadership, university culture and the inventors' experiences with technology transfer support organizations. Therefore, Studies 2 and 3 indicate that university intellectual property policies are effective levers with which to stimulate university-industry technology transfer and thus deserve further study. The importance of university factors in Study 3 implies that intellectual property policies must fit with their organizational contexts in order to be productive.
This research also has important policy implications. Many governments have been attempting to emulate the American Bayh-Dole Act by introducing or changing national regulations affecting university IP policies. This research suggests that these national regulations may actually depress researcher support for technology transfer and thus the amount of activity at those institutions that would benefit from an alternate policy. In effect, standardization of university IP policies through national regulations may deprive university administrators of an effective lever for encouraging technology transfer on their campuses. This inference will be the focus of further research which will broaden the work documented in this dissertation by exploring the relationship between university IP policies, university-industry technology transfer, and university factors, including culture, across a wider range of universities.

This thesis addresses the commercialization decisions of academic scientists. Although there is a great deal of research on environmental, university and individual determinants of the formal technology transfer mechanisms, this thesis addresses a gap in the literature by studying how technology characteristics affect the selection of university technology transfer mechanisms. For this purpose the insights from main theoretical sources were combined: a) the economics of technological change and b) the diffusion of innovations theory and a conceptual framework that considers eight characteristics of technology was developed. The technology characteristics derived from the two theoretical sources are: pervasiveness, tacitness, complexity, system dependence, relative advantage, compatibility, trialability and observability. These characteristics were then related to the choice of four technology transfer mechanisms by academic scientists. The study covers UK university scientists who have been involved in commercialization between 2005 and 2015. In the first stage, qualitative data were collected through 14 semi-structured interviews. The qualitative data analysis confirmed the predictive power of most factors in the conceptual framework and six new variables were also as potential predictors: patentability, inimitability, effectiveness of patents for the technology, capital intensity, independence, and technology dynamism. In the second phase, a questionnaire was developed and the quantitative data from 331 academic inventors were used to verify the result of the qualitative study. The quantitative data analysis suggests that the technologies that lead to the formation of a new company (either through formal or informal spin-offs) are complex and academics perceive higher profitability resulting from the commercialization of the technology. More novel or more system dependent technologies lead to the formation of formal university spin-offs and the technologies that are less novel or less system dependent are more likely to be transferred to a new company via informal spin-offs or to an existing company via licensing or consulting activity. In addition, when technologies are more capital intensive or patents are more effective for protection of them from imitation, they are more likely to be transferred formally via licensing or formal university spin-offs. The data analysis also confirms that higher dynamism associated with a technology leads to the creation of informal spin-offs and less patentability of a technology significantly predicts the engagement of academics in consulting activity. The thesis concludes with implication for theory and practices.

University technology transfer is of critical importance to the U.S. innovation economy. Understanding the drivers of technology transfer efficiency will shed light on University research portfolio management. In this dissertation, survey data from The Association of University Technology Managers is analyzed in various aspects to offer a overall understanding of the technology transfer industry, which include University research fund composition, technology transfer office staffing, licenses executed to start-ups, small companies, and large companies, license income composition, legal fee expenditures, new patents applications, provisional patents, utility patents, and non USA patents, invention disclosures, U.S. patents issued, start-ups initiated, and annual averages of U.S. University technology transfer offices. Then, a two-stage technology transfer model based on Data Envelopment Analysis is proposed to address the limitation of the single-stage model. The two-stage model provides the capacity to evaluate the efficiencies of university research and technology transfer office separately and also as a whole, offering better insights for university technology transfer management. Year to year productivity changes are also measured using Malmquist Index. It is found the productivity growth has stemmed primarily from a growth in commercialization by all universities rather than a catching up by the inefficient universities. Finally, technology transfer efficiency and academic reputation is studied for the first time. Counter intuitively, they are not correlated. To further understand University research portfolio management, Modern Portfolio Theory is applied for the first time in this field. University disciplines are categorized into three major disciplines: engineering, physical and mathematical sciences, and biological and life sciences. The risk and return of technology transfer are defined and research portfolio risk-return curve are solved. Then correlation between portfolio balance and technology transfer efficiency are studied. It is found that a balanced portfolio is correlated to technology transfer efficiency, which means Universities can structure its research portfolio to increase technology transfer efficiency.
Engineering and Applied Sciences

Using the central information technology unit (CITU) on the North Dakota State University (NDSU) campus, this project triangulated two independent studies in an effort to converge data findings. The studies were conducted in an effort to determine whether CITU?s budget constraints were known to its stakeholders and how the extended use of the theory of Communication Privacy Management (CPM) into this organizational communication setting might be possible. The studies, which were both conducted by a CITU employee (participant/observer) included: 1) an online email survey involving 244 non-student employee participants and 2) interviews with 21 non-student employees. In Study #1, the participant/observer and two independent coders found, with the exception of CITU?s leadership, that NDSU?s non-student employees did not appear to consider CITU?s budget constraints in their IT needs/requests of CITU. From these results, the participant/observer and two independent coders identified a communication opportunity for CITU to create a message linking CITU?s inability to meet the campus? IT needs/requests directly to its budget constraints. In Study #2, the participant/observer and two independent coders again found, with the exception of CITU?s leadership, that NDSU?s non-student employees did not appear to consider CITU?s budget constraints in their IT needs/requests of CITU. Additionally, the participant/observer and two independent coders found the presence of all six CPM propositions and four facets of communication identified in both the CPM and organizational communication literature. Even in an open-records state, such as North Dakota, CPM may be useful in describing the communication challenges surrounding both private and traditionally private information within newly formed organizations like CITU or within existing organizations that function more as a set of unrelated individuals. Central IT units or other organizations that are experiencing relationship dissatisfaction with their stakeholders due to budget constraints must work to invite their stakeholders to be co-owners in their budget difficulties, so that they understand why their IT need/requests are not being met. In order to accomplish this task, CITU?s message must be simple and consistent and must be accompanied by a firm set of negotiated rules. When messages are consistent and understood, satisfied co-ownership exists.

The first chapter analyzes the subject of the technology transfer process with the perspective of the institutional theory. The scope of the paper is to delineate the formal and informal institutional elements that changed in the academic entrepreneurship paradigm through a review of the literature. In particular, I use the Aoki’s theoretical point of view that unifies institutional theory and game theory, and defines the institutional context as the political exchange domain with dynamic institutional complementarities. The emergence of the university entrepreneurship paradigm has been a incremental change, recalling the theoretical idea that institutional evolution involves transitions among three aspects of institutions, which Scott (1995) called pillars: the regulative, normative, and cognitive, together shaping the creation of a new common approach. One aspect may be dominant at any given time, but the three coexist and are interconnected (Hirsch, 1997). The scope of this paper is to delineate a picture of the institutional elements that changed in the academic entrepreneurship field through an analysis of the literature contributions of the formal and informal institutions acting in the technology transfer process, applying the theory on institutional change developed by Aoki (2001). Formal and informal institutions in the university technology transfer process, in a unified perspective, suggest that the process of institutional change may not necessarily be hierarchically ordered in terms of causation, but it needs a coordination between the different institutions and domains. The second chapter analyzes the relations between the main stakeholders involved in the transfer process of scientific knowledge to society, proposing a innovative perspective on the funding gap problem, widely described in the literature regarding technological and scientific new ventures. The aim of this study it’s to appraise the influence of the commercialization funds provided through the university TTO on the probability to receive venture capital follow-on funding through the database of all the spinoffs created to exploit University of Michigan-assigned inventions from 1999 to 2010 and controlling for other important drivers of VC investments’ decisions, i.e. the spinoff’s technological endowment, the founders’ human capital and network’s resources. In line with theoretical contributions proposing a signaling role of public funding in reducing the information asymmetry faced by private investors (Chan, 1983; Takalo & Tanayama, 2010; Lerner, 1999) and suggesting a further enriched role for TTOs, the findings point out that venture capitalists perceive the gap funds as a signal about the quality and credibility of the new businesses, and use the information to identify the best spinoffs to finance. The contribution to the literature are mainly two, with important policy implications in the academic entrepreneurship environment: (i) a study of the effects of the TTO gap funding support, a practice that has become widespread in the universities’ policies, but received little attention in the academic researches; (ii) a new interpretation of the relations between scientists, technology transfer offices and venture capitalists, the main stakeholders involved in the transfer process of scientific knowledge to society. The third chapter is an extension of the second one, investigating if the provision of TTO gap funding to spinoff companies at the embryonic phase has an influence in their consequent sales growth and an impact on spinoffs development. With this scope, I analyze how the funding support provided through the University of Michigan’s technology transfer office influences spinoffs’ sales growth. To the U-M Tech Transfer’s database, are added the information regarding the spinoff’s sales through the Orbis database, in particular the absolute growth in the period 2007-2010. The methods used are descriptive, distributional and quantitative analysis. The analysis of the distribution of the spinoffs that receive (i) no economic support, (ii) only the university commercialization funds and (iii) both TTO gap funds and venture capital evidences a clear difference between the three groups of spinoffs, supporting the hypothesis of a moderate impact of TTO gap fund, and a high influence on sales growth of venture capital investments. We test the distributions equivalence and reject the null hypothesis of the equality of the distributions with the Wilcoxon-Mann-Whitney test. The regressions provide support also to the analysis of the second chapter, sustaining the presence of a mediating variable through the Baron and Kenney’s test. The results show that the sales growth was not uniform, and superior performances couldn’t be justified only by the provision of TTO gap funds. We test the indirect influence of TTO gap funding on spinoffs’ sales growth, and we find that TTO gap funding has an indirect positive effect, mediated by the VC financing, on the performance of spinoff companies. Although, TTO gap funds alone seem not sufficient to drive consistent economic performances in the spinoffs, but it substantially improves the spinoffs position the investment markets playing a certification role
Il primo capitolo analizza il tema del trasferimento tecnologico attraverso la prospettiva della teoria istituzionale. Lo scopo dell’elaborato è di delineare gli elementi istituzionali formali e informali che sono cambiati nel paradigma dell’imprenditorialità accademica nel contesto americano ed europeo attraverso un’analisi della letteratura. In particolare viene usata la specificazione di Aoki, che unisce la teoria istituzionale e la teoria dei giochi, e consente di definire il contesto istituzionale come il dominio di scambio politico con complementarietà istituzionali dinamiche. Seguendo la categorizzazione di istituzioni formali e informali fornita da North, e basata sui tre pilastri delle istituzioni definite da Scott (regolativo, normatico e culturale-cognitivo), l’elaborato prosegue raccogliendo i contributi teorici della letteratura sul tema dell’imprenditorialità accademica. Il contributo teorico si compone principalmente di due aspetti: da una parte una nuova configurazione istituzionale dell’imprenditorialità accademica utilizzando le definizioni teoriche proposte da Aoki, dall’altra una categorizzazione della letteratura per gli impatti forniti dalle varie istituzioni formali ed informali al trasferimento tecnologico universitario suggerendo che il processo di cambiamento istituzionale possa non avere un ordine gerarchico in termini di casualità ma necessiti soprattutto di coordinamento. Il secondo capitolo analizza le relazioni tra i principali stakeholders coinvolti nel processo di creazione di uno spinoff accademico, proponendo una lettura innovativa del problema del funding gap ampiamente decritto dalla letteratura quando parla di nuove aziende innovative, scientifiche o tecnologiche. Analizzando il database degli spinoffs fondati dall’University of Michigan attraverso metodologiche statistiche sofisticate e controllando per fattori importanti come le caratteristiche del brevetto dato in licenza, le caratteristiche del capitale umano e le risorse fornite dai network professionali, lo studio scopre una relazione molto stretta tra i fondi di commercializzazione forniti dall’ufficio di trasferimento tecnologico e la probabilità di ricevere poi finanziamenti privati da venture capitalists. La spiegazione fornita per spiegare questo fenomeno viene dalla teoria dei giochi, dove in caso di asimmetrie informative (Akerlof, 1970) l’uso di segnali aiuta nel differenziare le migliori aziende da tutte le altre presenti nel mercato. In particolare, il segnale fornito dai sussidi pubblici alle nuove aziende innovative era stato studiato in maniera teorica da Chan (1983), Lerner (1999), e Takalo e Tanayama (2010). I contributi innovativi della ricerca quindi sono prevalentemente due: (i) un primo studio empirico degli effetti dei fondi di commercializzazione forniti dall’ufficio di trasferimento tecnologico, nel contesto di uno stato federale nella media e quindi al di fuori degli ecosistemi altamente specializzati e difficilmente comparabili della Silicon Valley (Stanford University) e della Route 128 (MIT); (ii) un’interpretazione molto interessante del fenomeno e delle relazioni tra l’ufficio di trasferimento tecnologico e la comunità degli investori privati venture capital, dimostratasi in diversi studi essenziale per la sopravvivenza, lo sviluppo e la crescita delle nuove aziende tecnologiche, sia per le loro capacità di finanziamento che per le loro attività di supporto e coach. Il terzo capitolo si pone come un’estensione del secondo, dove la domanda di ricerca è se i fondi di commercializzazione forniti dall’ufficio di trasferimento tecnologico abbiano anche un effetto sulle performance a lungo termine degli spinoffs analizzati in precedenza. Per fare ciò, al database precedente vengono aggiunte le informazioni relative alle vendite degli spinoffs, e in particolare la crescita assoluta nel triennio 2007-2010. I metodi applicati sono analisi descrittive e analisi della distribuzione, oltre alle analisi quantitative regressive. Le analisi delle distribuzioni dei gruppi di spinoffs che non hanno ricevuto nessun supporto economico, che hanno ricevuto solo i fondi di commercializzazione e che hanno ricevuto entrambi i finanziamenti evidenzia che questi tre gruppi sono completamente diversi tra loro (Wilcoxon-Mann-Whitney test), evidenziando quindi che sia i fondi di commercializzazione che i fondi di venture capital hanno un effetto determinante nella crescita degli spinoffs. Le regressioni a loro volta mostrano il comportamento tipico evidenziato da Baron e Kenny in caso di variabile mediatrice. Vengono quindi ulteriormente rinforzati i risultati del secondo capitolo, mentre solo le analisi delle distribuzioni permettono di affermare un impatto positivo dei fondi di commercializzazione sulla crescita degli spinoffs indipendentemente dalla presenza di venture capital, perché nelle analisi regressive impatto delle aziende finanziate da venture capital oscura invece i modesti risultati di quelle finanziate solamente dai fondi di commerciliazzazione

University managed technology-based business incubators (UMTIs) have become increasingly popular. Some universities are forming private corporations and are encouraging professors/researchers to commercialize intellectual property (IP) based upon research conducted in their laboratories. The UMTI provides the infrastructure, access to high-tech laboratories, libraries, students and faculty, and a coalition of like-minded entrepreneurs. Universities face uncertainties when establishing UMTIs and need to minimize risk while maximizing benefits. This paper discusses results of a benchmarking study of eleven technology incubators and their risk mitigation policies. Experience with technology transfer and use of the UMTI as a living laboratory for students is presented.

Dissertation submitted in fulfilment of the requirements for the degree of Master of Information Technologyin the Department of Information Technology in the Faculty of Informatics and Design Cape Peninsula University of Technology
Learning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included:  Students have little or no prior computer or programming experience  Student population is diverse in terms of computer skills and programming knowledge  Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that:  Good programming examples that include games should be used  Students must be given the opportunity to be more active in their learning.  Computerized assistants should be provided for novice programmers  A visualization tool similar to Scratch should be considered  A basic background in Mathematics is recommended

Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2019
Information and communication technology (ICT) is an enormous financial investment and its typical intended result is a subsequent positive effect on knowledge management and individual work performance which thus benefit the organisation through strategic competitive advantage. ICT plays a significant role in implementing and supporting knowledge management (KM). However, there are barriers hampering KM due to ineffective use of ICT such as poor knowledge coordination and transfer and unreliability of systems. The main aim of this research was to determine how ICT impacts on KM within higher education institutions (HEIs) in South Africa. Based on the primary research objective, the secondary research objectives were to explore the benefits of ICT in HEIs, find out what the barriers to implementing ICT in HEIs are and explore the key functions of knowledge management at HEIs. The outcome of this study was the proposing of general guidelines for ICT use in order to positively propel knowledge management for competitive advantage of HEIs. The methodology utilised in this study is a case study with a mixed qualitative and quantitative method. Data was collected through questionnaires, site observations and interviews from staff members (n=111) at a selected University in the Western Cape, South Africa. The questionnaire was used for quantitative data, and analysed and interpreted using SPSS software, whereas site observations and interviews were used for qualitative data and analysed through content analysis. The findings indicate that ICT users have varied levels of competencies when it comes to ICT use. It highlights the challenge for the university management to improve the ICT skills of staff members so that they may expand their ability to comfortably manoeuvre through the ICT system and maximise its benefits, and ultimately, to be more productive for the university. The findings further reveal that there is a need to establish general guidelines for ICT use in order to positively propel KM for competitive advantage of HEIs. Based on the research findings, this study recommends that the university take a comparative approach and examine the gaps in ICT use within the institution. Moreover, it will also be interesting to find out the experiences and views of stakeholders in ICT use at other HEIs such as students, management and teaching staff. This will generate valuable information that can shed more light on the opportunities and challenges of ICT use in KM in HEIs.

Thesis (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2007.
Includes bibliographical references (p. 41-45).
This thesis reports findings from a study of best practices for university-industry collaboration. The study involved over 70 interviews at 17 large technology companies with company managers and individuals having responsibility for the portfolio of industry sponsored projects at universities. A primary finding concerns the role of boundary agents in a company, i.e. individuals that facilitate knowledge transfer across organizational boundaries. Boundary agents are shown to have a strong positive influence on the value of a project and practices are thus described that foster boundary agent activity. For the cases studied, it is also found that longer term collaborations produce results that have more impact on the company and that geographic separation between university researchers and the company has little affect on project outcomes. Three different types of alignment have been found to affect project results and practices relevant to achieving each type are presented. External alignment, the mutual understanding between university researchers and the company of a project's goals and methods, is achieved primarily through regular meetings and selection of a university researcher with an appropriate background.
(cont.) Internal exploitative alignment, in which the impact of the university project is enhanced by complementing research and development within the company, is accomplished through activities, such as technical review panels, that explicitly link a project with these internal R&D activities. Internal exploratory alignment, the degree to which a project can produce valuable results not in the original research plan, is achieved by actions such as testing the project outcomes on company equipment; these can take place after the main phase of the project is completed.
by Edward Spencer Calder.
S.M.

US corporations have long recognized university related scientific research as an important source of long term economic growth and technological innovation. This dynamic involvement with industry has drastically increased the university technology transfer and licensing activities, and has stretched the human and financial resources of Technology Management and Licensing Offices of many US universities. This research provides a mechanism that can aid in the complex process of properly assessing university-owned technologies and intellectual properties, to identify those with licensing and commercialization potential for the pursuit of truly important breakthrough discoveries. This research focuses on the university technology licensing and commercialization process from the perspectives of those licensing professionals whose firms' activities are engaged in licensing-in university technologies. The objectives of this research are to: 1.Identify the decision factors and licensing determinants that influence or impact the licensing and commercialization of university technologies. 2.Build and conduct a survey among those licensing professionals involved in the technology licensing process to determine the relative importance of each of the licensing determinants identified in the literature review, and their most current and up to date selection criteria for technologies they license. 3.Develop a framework to assist the University Technology Management & Transfer Office's personnel and other stakeholders in the assessment of the potential viability of the university technologies for licensing and commercialization.
Ph.D.
Department of Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering and Management Systems

In this thesis, the Adaptative Hypermedia Systems (AHS) are used to generate e-Learning processes that consider the characteristics of university students who suffer from Attention Deficit Hyperactivity Disorder (ADHD). Overall, it was proposed a solution that ranges from symptoms detection to academic intervention. Specifically, it was developed a student model based on personal, demographic, academic, behavioral conduct, background and cognitive performance information to create personal student profiles, which indicate if an e-Learning student could have ADHD symptoms. Afther that, considering preferences and strengths of university students suffering from ADHD, three didactic strategies were integrated in the academic environment with the aim of obtaining a better e-Learning experience and academic performance, these strategies are: a serious game, a reusable learning object based on gamification and the use of Universal Design for Learning (UDL).
En esta tesis, los Sistemas Hipermedia Adaptativos (SHA) son usados para generar procesos de formación e-Learning que consideran las características de los estudiantes universitarios que sufren del Trastorno por Déficit de Atención e Hiperactividad (TDAH). De manera general, se desarrolló un proceso que va desde la detección de síntomas hasta al apoyo académico. Específicamente, se desarrolló un modelo del estudiante que considera información personal, demográfica, académica, comportamental, histórica y cognitiva para identificar si un estudiante e-Learning puede tener síntomas del TDAH. Después de ello, considerando las preferencias y fortalezas de los estudiantes con TDAH, se integraron dos estrategias didácticas en el proceso académico, una basada en videojuegos y otra en gamificación. Adicionalmente, se desarrolló una tercera estrategia basada en la implementación del Diseño Universal para el Aprendizaje (DUA) considerando su filosofía de contribuir a disminuir las barreras que no permiten procesos de formación de calidad para todos.

The purpose of this research is to develop a deep understanding of Utah State University teacher educators' perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a powerful instructional tool. They also realize it is important to prepare preservice teachers with computer technology for their future careers. The study analyzes the positive and negative aspects of using computer technology in teaching and personal experiences, and how these influence the participants' computer technology integration. The results indicate four types of computer technology integration among the teacher educators: (1) Advanced Users, (2) Technical Users, (3) Reluctant Users, and (4) Resisters, as well as some advantages and disadvantages of using computer technology in educational settings. Based on the findings of the research, some strategies are suggested to improve the teacher educators' computer technology integration at Utah State University. These suggestions include aspects such as amending training procedures and building a supportive environment in the teacher educators' professional development. Future research perspectives are also proposed at the end of the dissertation.

Academic knowledge and technology transfer has been growing in importance both in academic research and practice. A critical question in managing this activity is how to evaluate its effectiveness. The literature shows an increasing number of studies done to address this question; however, it also reveals important gaps that need more research. One novel approach is to evaluate the effectiveness of this activity from an organizational point of view, which is to measure how much knowledge and technology transfer from a university fulfills the mission of the institution. This research develops a Hierarchical Decision Model (HDM) to measure the contribution values of various knowledge and technology transfer mechanisms to the achievement of the mission. The performance values obtained from the university under investigation are applied to the model to develop a Knowledge and Technology Transfer Effectiveness Index for that university. The Index helps an academic institution assess the current performance of its knowledge and technology transfer with respect to its mission. This robust model also helps decision makers discover areas where the university is performing well, or needs to pay more attention. In addition, the university can benchmark its own performance against its peers in order to set up a roadmap for improvement. It is proved that this is the first index in the literature which truly evaluates the effectiveness of university knowledge and technology transfer from an organizational perspective. It is also the first method that incorporates hard data of university technology transfer and expert judgments into the evaluation of the effectiveness of the activity. Practitioners in the area of academic technology transfer can also apply this evaluation model to quantitatively evaluate the performance of their institutions for strategic decision making purposes.

A private, nonprofit university in Mexico invested millions of U.S. dollars in a strategic initiative to build and operate technology-knowledge transfer parks (TKTP) with the mission of supporting the development of Mexican society's entrepreneurial capabilities. The university, however, lacked an assessment policy for gauging the effectiveness of the TKTP initiative. The purpose of this study was to explore stakeholder values about TKTP effectiveness in order to inform future assessment of TKTPs. The triple helix conceptual framework of collaboration between universities, business and industry, and government informed the design of this study. The central question for this study sought to clarify what stakeholders perceive to make TKTPs effective. The study employed stratified random sampling and cross-sectional stakeholder survey data (N = 129). Data analysis included descriptive statistics to present common themes about TKTP stakeholder values, as well as ANOVA to discern significant differences in TKTP valuations between the stakeholder groups. A key finding was that stakeholder groups lack enough information to assess whether the university achieved its original objectives by using the TKTP initiative. Other findings revealed that the stakeholder groups agreed on several criteria for TKTP assessment. A policy recommendation for TKTP assessment, based on the research findings, is provided as part of the project component of this study. This project study supports positive social change by encouraging the region's transformation into a more entrepreneurial, innovative, and knowledge-based economy through continued but more accountable use of TKTPs in Mexico.

Growing pressure is being placed upon educational institutions as students, employers and governments look at the economic, demographic and technological environments of the present, expecting them to have the answers for the future. Many institutions are turning to information and communication technology (ICT) for some of these answers. The focus of this study is two fold - the use of ICT in teaching and learning by teaching staff within an Australian tertiary institution (Curtin University of Technology) and the mechanisms the University has established in order to realign themselves with the information age. At certain stages these two coincide to provide an insight into the organisational culture and teaching environment of one Australian University. The key research questions that guided this study are as follows: How are Curtin University teaching staff utilising ICT in their teaching and learning?; What is the relationship between the ICT behaviour of a University's teaching staff and the strategies used to implement the University's ICT strategic planning initiatives?; What is an appropriate model for future implementation of ICT into teaching and learning at an Australian university? A combination of qualitative (interview and case study techniques) and quantitative (survey and Likert-type instruments) methods was employed. Overall, this study can be described as longitudinal in nature, relying upon such tools as observation, interviews and survey instruments, to collect data at appropriate points in time from the various samples. Since it has already been acknowledged that such change takes time, the study focused specifically on those changes which occurred during the two academic years (1999-2000) at Curtin University of Technology.It appears that the critical mass stage for integrating ICT into teaching and learning has been reached by the teaching staff involved in the Curtin survey sample. The most common teaching mode adopted by the survey sample is the traditional lecture and tutorial (workshop or laboratory) mode. However, the data revealed that over the 16 month period of the study there was a large increase in the use of Web-based material for teaching and learning. The data revealed that a number of factors emerged which affected the adoption of ICT. These factors included: leadership across the university, attitude toward the use of ICT; the perceived benefits of adopting ICT in teaching and learning; incentives, modeling mechanisms, the provision of adequate support structures; the time factor; training; facilities and resources. The reflective monitoring system utilised in this study (the TracIT reports) revealed the changes in ICT behaviour and the changes in the ICT environment, as well as the source of initiation of the change. It appears that most of the 'real changes' which occurred in the teaching practice of the case study sample were individually driven, with some others being influenced by their own Department/School or by student pressure. The study also found that the adoption of ICT into the working environment of a university teacher significantly increases the workload of individual staff. The existence of transformational leadership across all levels of the University was identified as a major factor in the promotion and adoption of ICT and ultimately the development of a truly professional learning community.From the extensive data collected in this longitudinal study an empirical model or framework, the "Curtin University Professional Learning Community Model", was introduced. Many of the teaching staff at Curtin University involved in this particular study have clearly demonstrated their commitment to the adoption of ICT for teaching and learning. The detailed case study data has also revealed that many of the teaching staff possess professional attributes which would be admired and valued in any university. Universities are facing the challenge of identifying what role ICT will play in the future of higher education and how to implement the appropriate strategies which will meet these needs. This study has found that the key to meeting the challenge seems to be to harness strategies that lead to the development of a professional learning community. The Curtin University Professional Learning Community Model has identified the key elements which need to be in place if the use of ICT for teaching and learning is to be not only adopted, but sustained and more importantly, effective in the teaching and learning process. This study has clearly revealed that it is only through the synergy of university commitment and individual commitment that real change can actually take place, the change in this case being the adoption of ICT in teaching and learning practices. The strategies suggested by the empirically derived model can begin this journey to a truly professional learning community.

Growing pressure is being placed upon educational institutions as students, employers and governments look at the economic, demographic and technological environments of the present, expecting them to have the answers for the future. Many institutions are turning to information and communication technology (ICT) for some of these answers. The focus of this study is two fold - the use of ICT in teaching and learning by teaching staff within an Australian tertiary institution (Curtin University of Technology) and the mechanisms the University has established in order to realign themselves with the information age. At certain stages these two coincide to provide an insight into the organisational culture and teaching environment of one Australian University. The key research questions that guided this study are as follows: How are Curtin University teaching staff utilising ICT in their teaching and learning?; What is the relationship between the ICT behaviour of a University's teaching staff and the strategies used to implement the University's ICT strategic planning initiatives?; What is an appropriate model for future implementation of ICT into teaching and learning at an Australian university? A combination of qualitative (interview and case study techniques) and quantitative (survey and Likert-type instruments) methods was employed. Overall, this study can be described as longitudinal in nature, relying upon such tools as observation, interviews and survey instruments, to collect data at appropriate points in time from the various samples. Since it has already been acknowledged that such change takes time, the study focused specifically on those changes which occurred during the two academic years (1999-2000) at Curtin University of Technology.
It appears that the critical mass stage for integrating ICT into teaching and learning has been reached by the teaching staff involved in the Curtin survey sample. The most common teaching mode adopted by the survey sample is the traditional lecture and tutorial (workshop or laboratory) mode. However, the data revealed that over the 16 month period of the study there was a large increase in the use of Web-based material for teaching and learning. The data revealed that a number of factors emerged which affected the adoption of ICT. These factors included: leadership across the university, attitude toward the use of ICT; the perceived benefits of adopting ICT in teaching and learning; incentives, modeling mechanisms, the provision of adequate support structures; the time factor; training; facilities and resources. The reflective monitoring system utilised in this study (the TracIT reports) revealed the changes in ICT behaviour and the changes in the ICT environment, as well as the source of initiation of the change. It appears that most of the 'real changes' which occurred in the teaching practice of the case study sample were individually driven, with some others being influenced by their own Department/School or by student pressure. The study also found that the adoption of ICT into the working environment of a university teacher significantly increases the workload of individual staff. The existence of transformational leadership across all levels of the University was identified as a major factor in the promotion and adoption of ICT and ultimately the development of a truly professional learning community.
From the extensive data collected in this longitudinal study an empirical model or framework, the "Curtin University Professional Learning Community Model", was introduced. Many of the teaching staff at Curtin University involved in this particular study have clearly demonstrated their commitment to the adoption of ICT for teaching and learning. The detailed case study data has also revealed that many of the teaching staff possess professional attributes which would be admired and valued in any university. Universities are facing the challenge of identifying what role ICT will play in the future of higher education and how to implement the appropriate strategies which will meet these needs. This study has found that the key to meeting the challenge seems to be to harness strategies that lead to the development of a professional learning community. The Curtin University Professional Learning Community Model has identified the key elements which need to be in place if the use of ICT for teaching and learning is to be not only adopted, but sustained and more importantly, effective in the teaching and learning process. This study has clearly revealed that it is only through the synergy of university commitment and individual commitment that real change can actually take place, the change in this case being the adoption of ICT in teaching and learning practices. The strategies suggested by the empirically derived model can begin this journey to a truly professional learning community.

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2016.
The study, using a selected University of Technology (UoT) as a case study, investigated factors influencing information technology (IT) investments in adopting new technologies in University of Technologies (UoTs). The objective is to determine the benefits of IT investments in UoTs and the impact on UoT operations. Technology is constantly advancing and impacting on organisations’ decisions and how to acquire the right technology for effective administration. IT-investment decisions require unique understanding and management by organisations to properly adapt to changing technology. The research was based on the premise that the purpose of deploying new technologies in any organisation is to reduce the costs of running the organisation and to improve operational effectiveness. This would include Higher Education Institutions (HEIs). However, at most UoTs there is a slow response to adopting new technologies, making them lag behind in the deployment of such technologies.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development.
Title from title screen. Includes bibliographical references. Also available in print.

This report provides an analysis of the energy consumption and a study of the sustainabilitywork regarding buildings at Zhejiang University, ZJU, and the Royal Institute of Technology,KTH. Three students from KTH performed a field study at ZJU in Hangzhou, China, in theyear of 2017. By interviewing actors at KTH and ZJU and studying the differences in conditions, policiesand regulations the results shows how the sustainability work regarding buildingsdifferentiates between the universities. The result of the study shows that both universitieshave national goals, policies and regulations they have to follow that give different incentivesto encourage sustainable development. KTH and Sweden also needs to consider laws andpolicies of the European Union, EU. KTH and Akademiska Hus, AH, have sustainabilitygoals of their own while ZJU only have provincial goals in addition to the national. If ZJUwants to be a leading university in the field of sustainable development, the authors suggestthat they make sustainability goals of their own. AH is the property owner at KTH campus and they decide what kind of energy sources to usein their buildings. They cooperate with KTH to establish the sustainability work while ZJUowns all their buildings, which makes them in charge of the sustainability work themselves.To evaluate properties in terms of sustainability, KTH uses Miljöbyggnad certification andZJU is using the Three Star System. The authors have concluded that the difference in prerequisites between the two countriesmakes it difficult for ZJU to use the same amount of renewable energy in their buildings asKTH. If ZJU would like to use only renewables they need to produce it themselves. ZJUmonitors 150 of their 500 buildings, while AH monitors all buildings at KTH. The authorsrecommend that ZJU put sensors in all their buildings to monitor the energy consumption inorder to get a fair image of the situation in terms of energy use.

This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry. This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise. Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.

The introduction of information and communication technology (ICT) into education has received both positive and negative responses from the stakeholders, namely, the school administrators, faculty and learners, and research into online teaching and learning has also shown both benefits and limitations offered by ICT. Indeed, resistance to ICT use is common among teachers. Studies have found that teacher beliefs about teaching and learning play a big part in teachers’ adoption of ICT use in their teaching. Similarly, contextual factors have been found to affect teachers’ response to ICT use. The objective of this study is to explore the relationship between teachers’ understandings of teaching and learning, their understandings of ICT affordances and their use of ICT in their teaching. The area of teacher beliefs is therefore pertinent to the study. Teacher knowledge and teacher learning are discussed in relation to conceptions of teaching and ICT use. Contextual factors are also examined to complete the investigation. Informants are sampled from among engineering and non-engineering faculty at a university in Singapore. Data are collected through interviews, and lexical choices and metaphors used by informants are examined for meaning. The themes are identified and analysed based on two metaphorical models of teaching, namely, Fox’s (1983) theories of teaching and Kember and Gow’s (1994) orientations to teaching. The findings are then presented and discussed in two parts: firstly, teachers’ understandings regarding teaching and learning and regarding ICT affordances, and their use of ICT in their teaching; and secondly, contextual factors that affect teachers’ decision to use ICT. The findings show, firstly, that face-to-face interaction, thinking and understanding, and the ‘right’ attitude are conceived by the engineering and non-engineering informants as the way that learning takes place. Secondly, the primary theories of teaching espoused by these teachers appear to be transfer and shaping theories. Thirdly, informants perceive ICT as a container, a place and a tool. These conceptions correspond to their teaching theories but only to an extent. Evident from the findings are tensions between beliefs and practice. Linked to informants’ understandings of teaching and learning and of ICT affordances is their perception of their roles and responsibilities when they use ICT in their teaching. Fourthly, informants generally perceive ICT as playing a complementary role in their teaching. They see the teacher and learner action as the two most essential elements for effective teaching and learning. From their emphasis on learner attitude and action, informants seem to value also the constructivist theory of learning. Contextual factors are also considered, as conditions can affect change in practice. These factors are found to include time, institutional support, and teacher and learner attitudes. In the discussion on how contextual variables interact with the pedagogical use of ICT, it is found that informants’ technological pedagogical knowledge needs to be developed and that support at policy level is needed to encourage teachers’ use of ICT. The implications of the findings and the contributions and limitations of the study are discussed in the concluding chapter. Also included in the final chapter are suggestions for future research. It is hoped that this study will help the education community understand teachers’ expectations and the classroom challenges they face as they work with ICT. The study can also help university administrators better meet teachers’ needs with regard to teaching using ICT.

Today, the rapid growth of the use of technology in education has substantially increased the focus and relevance of educational technology research. This study addresses the question of whether technology can provide significant support in teaching and learning approaches and the associated issue of the elements needed for an effective implementation of technology within an educational reform context. Mixed methodological approach was adopted. Observations, interviews and questionnaires administration were the main form of data collection techniques employed by the researcher. Participants for the study were selected by purposive random sampling, which includes 20 teachers from business schools from four case study universities in Ghana together with 396 students. The study also took into consideration other stakeholders in the higher educational setting by interviewing 5 educational/learning technologists from the United Kingdom. The findings from the study suggest that most students and teachers do not use some form of educational technology due to the absence of these technologies and the poor training arrangement given by university authorities. Poor attitude was also seen to be an important factor for accepting and incorporating technologies in teaching and learning. The research provides an indication that information technology supports virtually every aspect of higher education, including research and e-learning which improves digital literacy of students and sustainability, and educators need to understand the range of problems their students face so they apply IT where it brings greatest value. The study also demonstrate that creating this IT support environment will require collaboration across organizational and national boundaries, bringing together the collective intelligence of people from backgrounds including education, corporations, and government.

Thesis submitted in fulfilment of the requirements for the degree Magister Technologiae: Quality In the Faculty of Engineering At the Cape Peninsula University of Technology (CPUT) 2013
Advances in internet technologies have created opportunities for facilitating learning and improving performance in education. The applications of these technologies have given rise to the phenomenon widely referred to as e-Learning. E-Learning has been widely adopted by tertiary institutions globally as a strategic initiative to improve the knowledge delivery process. This study was carried out at a University of Technology (UoT) in the Western Cape, South Africa, where e-Learning technology is used mainly for distribution of course materials. The study focuses on the impact of a web-based e-Learning program on the quality of teaching and learning; with an overall aim of creating awareness of the extent to which the quality of teaching and learning can be improved through a learning environment that engages an e-Learning program for leverage. The need to maximize the return on investments (ROI) by the institution on an enterprise e-Learning platform (Blackboard), the learning enablement which educational technologies afford, and the dividends promised by a strategic implementation of e–Learning in enhancing and enriching learning environments makes this study relevant and timely. The research was conducted using the UoT as a case study, and utilised the principles of both qualitative and qualitative research paradigms. The research was based on a review of relevant literature, administration of survey questionnaires to specific faculty and students’ populations, and statistical comparisons of students’ test results based on instruction delivery methods. The findings of this study underline that students’ satisfaction with a teaching method can positively influence how they learn and the outcomes they achieve, that instruction methods can greatly affect students’ performance, and consequently the quality of learning. The result of this study conforms to the view of many authors that instruction methods can be improved by systematic use of specific internet technologies (or simply, e-Learning tools) in the teaching and learning process. It was found that student achieved better results in modules of a subject that were taught using a combination of e-Learning program and face-to-face learning method than in the module taught using the traditional method only. Other emerging findings from this study suggest that lecturers at the institution are biased against the term e-Learning mainly because of their negative experiences with the e-Learning platform, lack of knowledge of the potentials of an e-Learning program and the challenges it poses. However, some faculty members show some willingness to use this e-Learning approach if conditions for its success are favourable with the necessary support systems in place. The main conclusion drawn from this research as a consequence of the findings is that powerful learning environments that meet the needs and enhance the learning of students would be in place at the institution if academic staff are duly aware of the benefits of an e-Learning program to them and their students; and if they are well resourced and capacitated. This study therefore argues for a multipronged approach to facilitate the institution-wide use of e-Learning program in teaching and learning. This includes but is not limited to educating the academic staff on the advantages/benefits of using technology as an effective tool for learner engagement, providing meaningful pedagogical training with the specific aim of preparing them for integrating e-Learning into their teaching, identifying learning objectives and learning processes that can best be supported by either e-Learning components or face-to-face, or by both and adequate support structure.

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2018.
The purpose of this study was to evaluate the internationalisation of higher education at a university of technology in a developing country, from the perspectives of institutional stakeholders. The study was conducted at the Cape Peninsula University of Technology (CPUT) and took the form of a case study. It endeavoured to investigate the present status of internationalisation at the university and the practices through which it was achieved, as they were perceived by all of stakeholders. It was undertaken with the rationale of making a meaningful contribution to the available literature pertaining to the internationalisation of higher education in general, particularly in relation to the perceptions of those who implement its strategies and benefit from them, with specific emphasis on South Africa. An exploratory study of this nature has the potential to provide those who are tasked with formulating policy for higher education with invaluable information and it was deemed to be appropriate in the absence of a customised national framework for the internationalisation of higher education in South Africa. A mixed methods research design, which employed both qualitative and quantitative research methods, was adopted. The qualitative data was gathered from sources such as official documents and archival records and also from interviews with 11 informants, namely, 5 foreign senior students, the deans of 2 faculties, 2 members of the academic staff, and 2 officials who worked in the office of international affairs. During the same period two separate online survey questionnaires were administered to 222 students and 177 members of the academic and administrative staff. The respondents represented different groups of stakeholders at the university and were purposively selected by applying predetermined criteria. The interviews were transcribed and their content was analysed through the use of Nvivo software, in order to identify themes which could contribute to the findings from which the conclusions were drawn. The findings pertaining to the nature of internationalisation at CPUT could have significant implications for other universities of technology in South Africa. Although researchers have identified a distinct shift in the rationale for internationalisation. South African universities, such as CPUT, internationalisation agendas are pursued mainly in the interests of deriving academic benefits, is also used to improve the quality of education, achieving excellence in research, attaining international standards, and acquiring international profiles. However, it is to be anticipated that as the international reputation of the university grows in response to the quality of its education and research, financial priorities will become increasingly prominent. This study was conducted to contribute to a growing body of research concerning the internationalisation of higher education in South Africa. By conducting a case study of an institution which is considered to be a previously disadvantaged South African university, it is to be hoped that this study would prompt future research in the field.

碩士
國立中山大學
企業管理學系研究所
90
In United States and other developed economies, technology transfer is a very important issue. The success of technology transfer is related with industrial upgrade and the development of economics. It is also a key mechanism to efficiently use those research achievements of universities to commercialize and transfer those valuable technologies. There are many research institutions and agricultural technology research organizations in Taiwan. Because the government support the research organizations continuously, Taiwan’s universities has many valuable research results. In the age valuable Intellectual Pattern Right, the formal intellectual property rights, including patents, technological transfer, and the technological licensing, are still little in Taiwan’s universities. So this research’s main idea is to find a ideal model of the technology licensing office based on the processes of technology commercialization and u.s universities’ experiences. The method utilized for collecting data in this thesis was to interview with the experts, researchers and governmental officers to gather the primary information. The other was to gather the secondary information, including research papers, books, theses, and magazines from the On-line databases and libraries. This thesis analyzes the technology transfer system and management policies based on five different points of view, i.e., the initial stage of technology development, the incubation of new technology, the resource attainment , demo of new technology, and the promotion. The important result observed from the thesis is that the degree of commercialization of the research results is not enough. In addition, Taiwan’s technology transfer center just provide limited function. So, there are only few patents and royalties from technological transfer and low ratio of successful commercialization in Taiwan’s universities. Meanwhile, most technology transfer in Taiwan happened through informal channel. So, the effects on technology transfer centers are not so strong. Three suggestions are drawn from the thesis: (1). The IPR conception of researchers is not enough. Researchers should be encouraged to apply pattens and IPR to improve the quality and quantity of Taiwan’s intellectual property. (2). The technology transfer center should clarify the value of the research results and play the role of connection between industry and research institutions. (3). The regulations of IPR in Taiwan should be quickly updated to catch up the fast advancement of technologies.. Furthermore, the infrastructures of agriculture-related IPR management system should be built-up well. keyword：technology transfer center、university technology transfer、Intellectual Patten Right、technology licensing、technology commercialization.

博士
國立交通大學
科技管理研究所
102
Universities are designated to disseminate innovative knowledge and technologies to enterprises and facilitate the economic growth. The activities of university technology transfer are composed of a multitude of mechanisms, such as patent applications and patent granted, patent licensing, technology licensing, contract research, collaboration research, technology-oriented start-up, and other forms of formal or informal information transfer. The university sector, receiving government funding to perform basic research, is designated to produce and widely disseminate innovative knowledge to industry in many countries. Knowledge occurred in university research can be traced with patent data. Take Taiwan’s universities as a research base, this study investigates the knowledge creation and citation of Taiwan’s universities by USPTO patent database. The patent analysis finds a dramatic increase in the number of university patent after 2002 and some observations of research areas and patent citation in research universities are derived. This study also intends to identify the critical drivers of the multitudinous outputs of university technology transfer in order to understand the important factors of performance of technology transfer. Fuzzy Delphi method, interpretive structural modeling (ISM), and analytic network process (ANP) are employed sequentially to derive the relative importance of the performance drivers. The human capital and the institutional/culture resources are two most emphasized resources towards the improvement of university technology transfer in Taiwan. Faculty quality and size of technology transfer offices are the most critical drivers within the dimension of human capital. Incentive policy and experience of technology transfer offices are the most critical drivers within the dimension of institutional /culture resources. Finally, some policy implications are derived based on this results.