Joaquim:

Here's a link to the Journal of Technology Transfer that publishes articles that support your research:

https://www.researchgate.net/journal/0892-9912_The_Journal_of_Technology_Transfer

I extend best wishes for every success with your research.

Best regards,

Debra

CDE. Manual de Frascati: propuesta de norma práctica para encuestas de investigación y desarrollo experimental. París: OCDE, 1993.

Oslo Manual: proposed guidelines for collecting and interpreting technological innovation data. París: OCDE, 1997.

http://www.scielo.br/pdf/ci/v27n2/2729806.pdf

Hello. You can see link:

http://www.e3mproject.eu/docs/presentations/Marek_Rebow_TTI.pdf

You can see also

http://www.dit.ie/media/dittoolboxproject/REPORT%201B%20-%20Technology%20Transfer%20Defined.pdf

The CONCLUSION of this paper:

After reviewing the literature, it is evident that technology transfer is a highly

complex process. Technology transfer can occur through many paths as it is not

limited to the codified knowledge embedded in intellectual property rights, for

example. It also includes the tacit knowledge that is embodied in the human

resources of researchers. An evolution has occurred in how innovation is

conceptualised, with a shift from a linear to a systems approach. Consequently

definitions and models of technology transfer have also evolved. The study and

understanding of the technology transfer process is paramount if the benefits of

science are to be received and felt by society.

Bibliography of this paper contains some pertinents research

Joaquim:

Here's a recent article published in ResearchGate:

https://www.researchgate.net/publication/261297216_Technology_transfer_enablers_and_barriers_-_a_review?ev=contentfeed&vc=apmovcta_EU&_fe%5BviewId%5D=559664ab5dbbbde2f08b45c5&_fe%5BoverallIrViewId%5D=559664a95dbbbde2f08b45c3&_fe%5BactivityId%5D=593369055236101%2C593368048607234&_fe%5BactivityType%5D=person_add_file_publication&_fe%5BactivityTimestamp%5D=1435911407&_fe%5Bvc%5D=apmovcta_EU&_fe%5Bdata%5D%5Bordinal%5D=2&_fe%5Bdata%5D%5Bpublication%5D=1&_fe%5Bdata%5D%5Bordinal_2%5D=1&_fe[interactionType]=publicationTitle&trpid=559664a95dbbbde2f08b45c3_2

Best regards,

Debra

Article Technology transfer: Enablers and barriers - A review

See this website: http://www.u-map.eu/UMAP%20Research%20and%20Knowledge%20Transfer.doc/

Dear Researcher

It is well known that there are many purposes of quality assessment in HEIs.

Some of them are: - to improve the input, processes and the output of HEIs as well as to inform the stakeholders and the society about the level of accomplishing their goals and

objectives and the position achieved in the education sector.

Moreover, for the purpose of selecting the best approach to appraise the quality of HEIs in developing countries, we must take into account the fact that the selected approach should not be based on ad hoc principles; rather, we have to consider all the above characteristics of assessing the performance of HEIs which, if so done, leads to true and comparable results (Al Sarmi and Al-Hemyari, 2014 a, b&c; Al-Sarmiet al., 2015).

In fact, “the uniformly optimal technique of measurement for any of the HEIs does not exist, i.e. it is not easy to derive or suggest an optimal procedure or global (comprehensive) and impartial or the best dimension’s package of measurement to assess the performance of any of the HEIs for two main reasons; these reasons are: the differences (variety of degrees, programs and specializations) of HEIs and the nature of the HEIs in developing countries” ( ibid).

In order to inform the stakeholders and the society about the HEIs institutional performance, the HEIs have to be focused on performance models, i.e. developing a suitable, applicable and accurate assessment process that is able to measure the overall performance and to know how the HEIs can achieve their mission, goals and objectives and to improve their output.

According to the key conclusions given by many educators/researchers/authors/legislators from different countries and various cultures, and who are working in the field of the quality of HEIs - for example, Fielden and Abercromby (2001), Chevaillier (2003), Francos, (2004), Bunting et al, 2010;Al-Hemyari and Al Sarmi (2015, 2014,2013) and Duque (2014), the ideas and techniques of the issue of accurate and effective measurement of the quality of HEIs and their difficulties were explained in these conclusions; accordingly, they declared that what they had identified was that the accurate and effective measure of the quality of HEIs should be focused on and, furthermore, should be aligned with, their visions, goals or trends and policies, and that it would be a necessity that this be carried out within a contextualization of the issue of quality of HEIs.

Several important approaches were discussed in:

1- Z. A. Al-Hemyari, S. Al Bulushi and A. Al-Humairi (2017). Quality Teaching of Private HEIs: Comparative Study based on Students’ Perceptions and Expectations. Int. J. of Quality and Innovation, 2017, Vol.3, No. 2/3/4 , pp.209-228.(Inderscience).

2- Z. A. Al-Hemyari and A. M. Al-Sarmi (2017). HEIs Quality Improvement Through Students and Academic Staff’s Perception: Data Analysis and Robustness of the Results. International Journal for Quality Research, Vol.11, No.2, pp.261-278(Serbia and Indexed in Elsevier).

3- Z. A. Al-Hemyari and A. M. Al-Sarmi (2017). Al-Farahidi Performative model to assess HEIs. 4th OQNHE Conference 2017, Muscat, pp.1-15.

4- Z. A. Al-Hemyari and A. M. Al-Sarmi (2016). A Framework for Fostering the Quality of HEIs: Data Collection, Evaluation, Indication and Validation. Int. J. of Quality and Innovation, Vol.3, No.1, pp.42-66 (Inderscience)...

Regards,

Zuhair

Thank you for your attention and shared information.