International Journal of Advanced Research in Management (IJARM), ISSN 0976 INTERNATIONAL JOURNAL OF ADVANCED RESEARCH 6324 (Print), ISSN

N 0976 6332MANAGEMENT Issue 2, July-December (2012) IN (Online), Volume 3, (IJARM) ISSN 0976 - 6324 (Print) ISSN 0976 - 6332 (Online) Volume 3, Issue 2, July-December (2012), pp. 50-62 IAEME: www.iaeme.com/ijarm.asp Journal Impact Factor (2012): 2.8021 (Calculated by GISI) www.jifactor.com

IJARM
IAEME

EXISTENCE OF AND BENEFITS FROM LINKAGES BETWEEN UNIVERSITY AND INDUSTRY IN ETHIOPIA
A.S. KANNAN Assistant Professor in Finance and Accounting College of Business and Economics Dilla University Email: ProfessorKannan@gmail.com

ABSTRACT Set with the objectives of assessing current status of partnership between higher education and industry, and identifying the nature and extent of linkages, the benefits accruing out of such alliances, this research was carried out by conducting a survey and interviews among the randomly selected respondents from both entities. The study was confined to Dilla, the zonal capital of Gedeo in SNNPR State in Ethiopia. 53 institutional responses and 60 industry responses were found to be in order. Following were the major findings from this study: (i) linkages in the areas of employment support, academic and research support, and business relationship existed; (ii) both would benefit from such linkages; (iii) major benefits accruing to higher institutions were the ability to produce industry-fit candidates, feasibility to research and solve real-life business problems, and ability to enhance manpower quality and employability; and (iv) major benefits accruing to industry were increase in productivity and service quality, technological innovations leading to improved performance, and reduction in training costs. Recommendations included (a) technical sessions with industry experts; (b) data bank on available practitioners; (c) encouragement to take up real issues for research; (d) setting up Industry-Institute-Partnership-Cells; (e) industry coming forward to sponsor; (f) liberal contribution of funds and data for research; (g) tax exemptions to research fund contributions; and (h) Education Ministry assigning weights in affiliation processes to alliances forged. KEY WORDS Industry-Institute Partnerships, Ethiopia, University Linkage with Industries, Benefits of Linkages.

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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) BRIEF INTRODUCTION Academic institutions are the temples of learning. Teaching staff in higher institutions usually carry out their tasks in a three dimensional fashion teaching, research and consultancy. In addition to their major commitment towards teaching learning process, academicians are entrusted with certain allied tasks such as curriculum designing, course development, counseling and guidance, mentoring, advising, and so on. In a technical sense, they parent the students in their entire campus life, and direct them to the path of success and glory. Industries engage themselves in producing goods and services in order to satisfy varying consumer needs. There are manufacturers, retailers, and service firms. Manufacturers undertake the production process, by bringing together the raw materials and skilled labor, and turn them into finished products ready for consumption. Retailers buy those finished goods on a wholesale basis and take them to the doorsteps of the ultimate consumers. Service organizations take care of auxiliaries to trade, such as banking, insurance, transportation, warehousing and distribution services. The service firms facilitate comfortable and convenient performance of trading and manufacturing activities without which what is generally pursued as a routine and simple task may prove to be most cumbersome and risky. Though these two entities seem to travel on their destined paths without crossing each others, one may understand that there is a practical need for cooperation and coordination among them. Time and again, academic institutions do require various kinds of products produced and services rendered by the industries. Similarly, industries depend on higher institutions for the supply of skilled manpower, providing training to them, and upgrading their skills through various forums and workshops. THE PROBLEM STUDIED The cooperation between higher institutions and industry is highly significant from view point of the society. Both entities work towards the ultimate common goal, viz., community welfare. By providing quality education, the higher institutions make their products highly employable, thereby enabling them to earn their living satisfactorily. This process will ultimately result into enhancements in standards of living and thus lead to community welfare. Industries provide quality goods and services for social consumption, thus making their way of living better and comfortable thus leading to community welfare. In a relay race, the success of the team depends on the optimal performance of every player in the relay. Similarly the betterment of the society depends on the cooperation between two major players the higher institutions and industry. Though one can assume that they are expected to work in coordination, the reality is not exactly so. For various reasons the degree of cooperation varies from society to society. Empirical evidence proves where the partnership between higher education and industry is at its height, multiple benefits flow to the players as well to the society. Ethiopia, being a democratic federal republic of recent times, has to work its way to forge these kinds of alliances in order to reap benefits to their fullest measure. The aim of this paper is to assess the partnership between higher education and industry in the current scenario, and to elicit and analyze the opinions of players in the respective entities. This paper tries to address the following research issues: What are the different types of linkages that exist between higher education and industry? Have these linkages been in existence for long, or are they of recent origin? Are they of considerable magnitude or on a tiny scale?
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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) Who between the two entities, higher education and industry are considered greater beneficiaries of these linkages? What are the potential benefits of such linkages to higher education and to industry? Which among them are considered most significant ones? What role should other bodies and higher authorities need to play in the whole scenario?

OBJECTIVES OF THE STUDY The major objective of the study is to assess the current status of partnership between higher education and industry in Ethiopian context. The specific objectives are: To identify the nature and level of linkages that exist between higher education and industry To assess the benefits accruing to higher institutions and to industry from such linkages To forward appropriate suggestions to key stakeholders of the issue SCOPE OF THE STUDY This study was confined to Dilla a major city in the Southern Nations, Nationalities, and Peoples Region State of Ethiopia, and the zonal capital of Gedeo. Though physically confined to Dilla, this study did take into account the respondents from various parts of the country currently employed in higher institutions and industries in and around the city. Significance of the study Considering the fact that not many studies of this issue were carried out so far in Ethiopia, this study is considered to be significant. Moreover this study would be useful in bringing about the much needed awareness about the existence of and potential benefits in forging strategic alliances between higher education and industry. Further the recommendations forwarded by this study are highly contextual and feasible as well as result-oriented. Finally, the study would be useful not only in teaching institutions as a reference material but also to trigger further research on various related issues. METHODOLOGY This section deals with the methodology adopted in carrying out this research and includes the research population, sampling applied and sample size, data collection methods, and data analysis methods. Research Population Research population of this study comprises two entities, viz., the higher institutions operating in Dilla and industries established or operational in Dilla. In respect of higher institutions, population includes (i) Teachers with a minimum qualification of a masters degree; (ii) officials of the institutions such as presidents, directors, heads, and coordinators; and (iii) administrative staff with a minimum qualification of a first degree. As to industries, population includes employees at various levels of management (viz., top, middle and junior) of financial institutions, major industries, and commercial organizations with a high turnover.

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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) Those commercial establishments who employ less than 10 persons were not included in the research population. Sampling and sample size Research population as described above is estimated to be around 600 for higher institutions and around 300 for industries in the study area. The sample size is determined at 10 per cent of the population. Stratified random sampling is adopted. Samples are drawn from different strata of the population, such as teachers in higher institutions, officials of higher institutions, administrative staff of institutions, employees of financial institutions, and employees in various business enterprises. Data Collection Methods This being an empirical study, most of the data pertaining to this study is of primary nature. Primary data from respondents were collected mainly through a survey questionnaire. A short questionnaire was developed for this purpose, which consisted of four parts first part studying the profile of the respondents, second analyzing the existence of industry-institute interface, third identifying the benefits and opportunities of such alliances, and the fourth enumerating the challenges involved and measures to overcome those challenges. In order to facilitate comfortable data collection as well as detailed information gathering, questions were designed with a combination of close-ended and open questions. 150 questionnaire were distributed (75 to each entity involved) in all. Out of these, 56 questionnaires from higher institutions, and 64 questionnaires from industry were returned within the time limit set for data collection. Upon final scrutiny, 53 of the institution-responses and 60 of industry-responses were found to be in order and were taken up for analysis. Interviews were conducted with a cross section of respondents from both entities to identify the expectations of industry and higher institutions from each other. Data Analysis Methods A detailed codification scheme was evolved, and data found on the questionnaire duly returned were codified according to the scheme. The coded data were fed on worksheets and various tools of descriptive statistics including weighted average and chi-square test have been applied. Operational Definitions University: For the purpose of this research, university refers to the institutions which impart higher education in Ethiopia. This term includes Public and Private Universities, and University Colleges who are involved in dissemination of knowledge in various disciplines. Furthermore, the words higher institutions, higher education, Higher Educational Institutions (HEIs), Institutes, academics, academicians have been used as synonymous to each other and taken to mean institutions imparting higher learning, that is diploma and higher level programs. Industry: For the purpose of this research work, industry means various business enterprises, organizations and institutions which carry out transactions with or provide services to its customers. Linkage: Throughout this research paper, the words convergence, interface, interactions, partnership, alliance, cooperation, linkage and strategic relations have been used as synonymous and taken to mean the coordination between higher institutions and industry.

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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012)

BRIEF REVIEW OF LITERATURE Way back in 1972 in one of six sessions of the Annual College-Industry Conference, entitled Academic Industrial Interface, hosted at University of Houston, emphases were placed on various aspects including: specified curriculum developments, educational program designing, effective educational organizations, design course contents, engineering educators profiles, and internship in industry. Carayannis and Alexander (1999) observed that there has been increasing consensus among academic scholars, policy makers, and industry practitioners alike that the present and future secret of business survival and prosperity lies in strategic partnering and co-opeting successfully through government, university, industry and R&D partnerships. Speaking of Korean evidence in technology transfers through University-Industry Networking, Ji Soo Kim (2002) stated that in Korea, industry got direct or indirect help by utilizing the well trained, experienced people from the universities or research organizations without looking for appropriate foreign technical consultants. In the view of Santoro and Betts (2002), University research centers have proven to be beneficial partners for industrial firms seeking new ideas and new technologies. An empowered Industry-University champion at the firm can be especially effective in facilitating this process, particularly when he or she focuses on each organizations unique contributions and the possibilities they afford for complementary synergies. In their paper which focused on current status of software engineering education in India and suggestions for improvement so as to best suit the software industrys needs, Mahanti and Mahanti (2005) highlighted that institute-industry interaction should be encouraged; and visiting faculty from the industry should give lectures on emerging technologies currently used in industries to keep the students abreast of the latest developments in industry. According to Gulbrandsen and Nerdrum (2007), the data show that the 1980s were a turning point with a strong increase in formal research collaboration between firms and higher education institutions (HEIs), not only in Norway but across the OECD area. This could be due to increasing knowledge needs in industry, but probably also due to changed academic cultures. According to Edward (2008), many countries are seeking to strengthen global economic competitiveness by building a knowledge economy capability. A popular approach is supporting universityindustry knowledge exchange linkages. The researcher described that the broader relevance of this approach for other institutions and countries, and suggests it is something other university- government- and industry-based research institutions could embark upon. Apoorva Bharadwaj and Sahay (2010) made an attempt to present a symbiotic model of functioning for industry-academia partnerships, identifying the factors that render the partnership programs dysfunctional and addressing them to explore how the collaboration can become a mutually rewarding experience for the partnering entities in the context of management education. Sharma & Sharma (2012) observed that as the field of MBA is practice-oriented, teaching only theory will not serve the purpose, and to bridge the gap between theory and practice, strong measures should be taken. People from industries should be invited to widen the academic spectrum of management students. This will not only enable students to learn pragmatism but will also train them to meet the contemporary requirements of business
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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) world. The close collaboration of businesses and B-schools will provide enormous value to both. Evidence of Linkage in the African / Ethiopian context Industrys satisfaction with the interactions was derived from the impressive technical ability of the research institutes. The industrialists considered the interactive processes a success when the institutes undertook projects with a higher degree of technical sophistication than was available in the industry. (Technology Policy and Practice in Africa: IDRC Archive) One of the recent evidence in Ethiopian context available on industry-institute alliance is the case of collaboration between Jimma University and JHPIEGO. The official website of the University reported that Jhpiego has handed over HIV/AIDS related e-learning courses to College of Public health and Medical Sciences at Jimma University, in February 1, 2012. The e-learning courses were developed with PEPFAR funding provided through CDC. The courses include Basics of HIV, Provider Initiated HIV Testing and Counseling (PITC), Prevention of Mother to Child Transmission of HIV (PMTCT), Anti-Retroviral Therapy (ART), Infection Prevention (IP) and TB/HIV. DATA ANALYSIS AND INTERPRETATIONS A short survey was conducted to assess the partnership between higher education and industry. The questions were mostly objective, but contained a few open questions to enable the participants to give their piece of mind. In all 124 participants took part in the survey, out of which 113 were found to be in order: 53 were from Institutions and 60 were from Industry. The following paragraphs present the summary of the data obtained in a brief manner: Part-I: Profile of the Participants Out of 75 questionnaire distributed to a cross section of teaching and administrative staff (involving top, middle and junior management levels) of higher educational institutions, 56 were returned by the time the data were compiled, and finally 53 of them were found to be in order and considered for analysis. Out of 75 questionnaire distributed to a cross section of employees of industries (including financial institutions such as banks, insurance companies, and microfinance institutions) involving top, middle and junior management levels, 64 were returned by the time the data were compiled, and finally 60 were found to be in order and considered for analysis. Organization Type: In respect of Higher Education, a majority of them belonged to Government Institutions, and the balance distributed between Sole Ownership and Share Company forms. In respect of Industry participants, an equal percent was found to belong to Government and Share Company, while the remaining fell in Sole Ownership, Private Limited Company, and Non-Governmental Organizations. Major Activity: With respect to major activity of the participants, while 40 percent of higher education belonged to teaching, 38 per cent to teaching and administration, and the remaining involved in administration or other activities like research. With respect to industry participants, while a majority (63 percent) involved in business administration, the remaining were involved in other activities. Position Held: Among the higher education participants, 4 per cent belonged to top management, 18 to middle management, and the remaining belonged to others category. 30 percent of industry participants belonged to top management; while 35 percent each belonged to middle management and others. Experience: Participants from higher education profiled with their service with the present employer thus: 21 percent for less than a year, 70 percent for less than 5 years, and the
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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) remaining for more than 5 years. In respect of total period of service the participants possessed, only 4 percent had a total service of a year, 45 percent had less than 5 years, while 51 percent had more than 5 years total service. Participants from industry were showing greater continuation with their present employer, thus 13, 37 and 50 percent respectively recorded less than a year, less than 5 years, and more than 5 years service. As to total period of service, their profile showed 7, 32 and 61 percent respectively in three categories of service period. Age group: Majority of the survey respondents belonged to the age group 25 to 40 years, and a minority belonged the next age group, i.e. 40 to 55 years. Gender: A great majority of the higher education respondents were male, while in industry about a fifth was female respondents. Educational Background: While the educational background of the higher education respondents were graduates and above, that of industry respondents were mostly above diploma. Monthly Income: None of the respondents were in the income range below 1000 birr, while three-fourth of them in both entities was found to be earning more than 3000 birr a month. Thus, to put in nutshell, the profile of the respondents in general was mostly male, welleducated, earning a reasonable monthly income and in most active age group. Part-II: Existence of Industry-Institute Interface In this part, the researcher tried to identify the nature and the level of linkages that exist between higher education and industry. First question of this part focused on the existence of the linkage on a five point scale whether for a long time, recently, very recently, rarely, or very rarely. The responses were summarized in the table below:

Table 1: Existence of Linkages between Higher Education and Industry

PARTICIPANTS Existence of Linkage For a long time Recently Very Recently Rarely Very Rarely TOTAL Source: Own Survey, 2012 1 2 3 4 5 HIGHER EDUCATION Per Number Cent 11 21% 13 25% 7 13% 16 30% 6 11% 53 100% INDUSTRY Number 0 4 43 13 0 60 Per Cent 0% 7% 72% 21% 0% 100% TOTAL Number 11 17 50 29 6 113 Per Cent 10% 15% 44% 26% 5% 100%

While a fifth of the higher education respondents felt the existence of linkages for a long time, only a tenth of the industry respondents agreed with that view. On the other hand, as much as 59 percent of industry respondents felt the linkages are of recent origin, while the education counterparts supported that moderately with 38 percent. About two-fifth of institutional respondents, and a third of industry respondents felt that the linkages exist quite rarely. In fact, a few of the interviewees from higher education felt the linkages to be nonexistent and they sounded so because of paucity of well-developed private industries in this

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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) part of the country. In the combined analysis, 69 percent favored the existence of some linkages at least recently, while the remaining 31 percent doubted their existence.

Table 2: Category of Linkages between Higher Education and Industry

HIGHER EDUCATION Per Number Category of Linkages Cent 1 Academic & Research 20 38% 2 Employer 6 11% 3 Sponsor 0 0% 4 Business Relationship 5 9% 5 Academic / Employer 3 6% 6 Academic / Sponsor 2 4% 7 Academic / Business 6 11% 8 Employer / Sponsor 0 0% 9 Employer / Business 3 6% 10 Sponsor / Business 0 0% 11 Acad / Emp / Sponsor 1 2% 12 Acad / Spon / Business 1 2% 13 Acad / Emp / Business 4 8% 14 Emp / Spon / Business 0 0% 15 Acad / Emp / Spon/ Busi 1 2% 16 No Response 1 2% TOTAL 53 100% PARTICIPANTS INDUSTRY Number 5 16 1 10 5 1 0 0 6 1 2 2 5 0 6 0 60 Per Cent 8% 27% 2% 17% 8% 2% 0% 0% 10% 2% 3% 3% 8% 0% 10% 0% 100% TOTAL Number 25 22 1 15 8 3 6 0 9 1 3 3 9 0 7 1 113 Per Cent 22% 19% 1% 13% 7% 3% 5% 0% 8% 1% 3% 3% 8% 0% 6% 1% 100%

It may be observed from the above table that as much as 38 percent of institutional respondents considered Academic & Research support as significant linkage with the industry. They also considered employment support as the next one with 11 percent, a 9 percent viewed business relationships with industry as significant, and another 11 percent hailed academic research support and business relationship. From viewpoint of industry respondents, employment support and business relationship proved significant linkages, since 27 and 17 percent held that view. Again 10 percent of industry-respondents viewed the combination of employment and business relationship as significant, while another 10 percent viewed significance in all four linkages.

Table 3: Summarized presentation of Linkages

PARTICIPANTS Linkages Evaluated 1 2 3 4 Academic & Research Employment support Sponsoring Business Relations TOTAL Weights applied 1 2 3 4 HIGHER EDUCATION Weighted W.A. Average per cent 11.2 33% 9.1 27% 5.5 16% 8.5 25% 34.3 100% INDUSTRY Weighted Average 11.9 15.3 7.6 14.3 49.1 W.A. per cent 24% 31% 15% 29% 100% TOTAL Weighted Average 23.1 24.4 13.1 22.8 83.4 W.A. per cent 28% 29% 16% 27% 100%

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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012)

The above table 3 presented a more meaningful analysis with weights being applied to the degree of linkages very few linkages being assigned 1 and many more linkages being assigned 4. The overall picture for all kinds of linkages proved that academic and research support, employment support and business relationship were the most significant of the linkages between higher education and industry. Part-III: Benefits perceived of linkages This part of the questionnaire was intended to identify and rank the benefits of linkages between higher education and industry. Without any exception, all the 113 respondents agreed that partnership between the two would be beneficial.
Table 4: Greater Beneficiary from the linkages between Higher Education and Industry HIGHER INDUSTRY TOTAL GREATER EDUCATION BENEFICIARY FROM Per Per Per THE LINKAGES Number Number Number Cent Cent Cent 1 Higher Education 16 30% 1 2% 17 15% 2 Industry 5 9% 36 60% 41 36% 3 Both 32 60% 23 38% 55 49% TOTAL 53 100% 60 100% 113 100%

As to the question who was the greater beneficiary of the two, 60 percent of academic respondents viewed both as beneficiaries. 60 percent of industry respondents voted industry to be greater beneficiary. The combined picture revealed that majority of respondents viewed both to be beneficiaries. The researcher applied chi-square test to test H0: opinions of academic and industry respondents are independent as to major beneficiary from linkages, against H1: opinions of academic and industry respondents are not independent as to major beneficiary from linkages. The calculated value of chi was 36.96 while the critical value (at 5% level of significance) for 5 d.f. was 11.07. Hence, it may be concluded that the opinions of the respective respondents are not independent. Of the five factors presented (in Table 5 in the next page) as benefits accruing to higher education through linkages with industry, ability to produce industry-fit graduate-employees was voted to be the most significant benefit. Feasibility to research and solve real-life / business problems and ability to enhance manpower quality and employability were considered as the next best by the academic respondents. Above was the cumulative result of benefit-factors being ranked from 1st

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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012)

to 5th positions, which had been appropriately weighted and average obtained for the same.

Table 5: Benefits accruing to Higher Education through linkages with Industry

BENEFIT RANKING FOR HIGHER EDUCATIO N Ability to produce industry 1 -fit graduate employe es Ability to enhance manpow 2 erquality and employa bility Feasibilit y to research and solve 3 real-life / business problem s Gain in practical wisdom 4 from practition ers sharing Contribut ion to Curricula Desingin 5 g and Courses Develop ment 1st position weight: 5 Num ber Weig hted Total 2nd position weight: 4 Num ber Weig hted Total 3rd position weight: 3 Num ber Weig hted Total 4th position weight: 2 Num ber Weig hted Total 5th position weight: 1 Num ber Weig hted Total Weig hted Avera ge Weig hted Avera ge Perce nt

45

20

12

5.40

27%

15

24

15

4.27

21%

20

28

15

4.73

24%

10

12

2.73

14%

10

12

2.87

14%

Source: Own Survey, 2012

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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012)

It may be observed from Table 6 that the industry counterparts voted (i) Increase in productivity and service quality, (ii) Technological innovations leading to improved performance, and (iii) Reduction in training costs as the most significant of the benefits accruing to the industry due to linkages with higher institutions. Table 6: Benefits accruing to Industry through linkages with Higher Institutions
BENEFIT RANKING FOR INDUSTRY Increase in Productivi ty and Service Quality Reduction in Training Costs Reduction in Costs of Recruitme nt and Selection Solutions to real-life / business / communit y issues Technolog ical Innovatio ns leading to improved performa nce 1st position weight: 5 Numb er Weight ed Total 2nd position weight: 4 Numb er Weight ed Total 3rd position weight: 3 Numb er Weight ed Total 4th position weight: 2 Numb er Weight ed Total 5th position weight: 1 Numb er Weight ed Total Weight ed Averag e Weight ed Averag e Percen t

14

70

11

44

21

9.60

26%

30

16

14

42

12

24

7.53

20%

36

11

33

14

6.47

17%

20

10

40

10

18

18

5.87

16%

12

60

12

15

18

7.53

20%

FINDINGS, CONCLUSION AND RECOMMENDATIONS The findings from the survey conducted on Industry-Institute Interface and from the interview conducted with a cross section of survey participants are summarized thus: Majority of the participants of this research felt that linkages exist between higher education and industry at least recently. With a marginal variation the participants agreed upon the existence of linkages in the areas of (i) Employment, (ii) Academic and Research support, and (iii) Business relationship between the two entities. Participants from higher education opined more linkages exist in the areas of (i) Academic and Research support, and (ii) Employment. On the other hand, participants from industry viewed higher linkages in (i) Employment, and (ii) Business Relationship between the two entities.
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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) Every single participant in the survey agreed that the partnership between industry and institute would be highly beneficial. As to who is the greater beneficiary, a majority opined that both industry and institute benefit from linkages. Among the factors presented as potential benefits of linkages, respondents from academics identified (i) Ability to produce industry-fit candidates; (ii) Feasibility to research and solve real-life business problems; and (iii) Ability to enhance manpowerquality and employability as the most significant. To industry respondents, (i) Increase in productivity and service quality; (ii) Technological Innovations leading to improved performance; and (iii) Reduction in Training costs, are the most significant potential benefits in linkages between higher education and industry. Higher bodies and policymakers are expected to show directions in the form of guidelines and manuals. As opined by a cross-section of interviewees, most of the happenings are directional meaning thereby they may not happen so unless directed by higher bodies to do so. CONCLUSION Having studied the present and the future of linkages between higher education and industry, the researcher concludes that there are evidence for the existence of alliances between the two entities. However, those alliances are not pursued in full measure, and as such the benefits of strategic partnerships are not fully realized. There is an inability to perceive the potential benefits and hidden opportunities of the industry-institute interface, and when they are properly perceived the inadequacy of resources acts as a major constraint in forging the alliances. Moreover there is evidence as to imbalance in alliances which is mainly due to lop-sided growth of industrial sector in urban areas. Future seems to be bright as there are efforts at various levels in promoting industrial growth in semi-urban and rural areas, and already higher institutions commenced their operations in almost every part of the country. Steps must be seriously taken, first by the policymakers and top management, followed by actions at the ground level by the work force, in forging alliances between the two entities as such an effort is expected to bring about enormous benefits to both of them and also contribute to the economic development of the country as well. RECOMMENDATIONS One of the recommendations to strengthen the alliance between industry and institution is to conduct symposia with technical sessions chaired and presented by eminent persons from industry. This can be done as a joint effort by a number of departments/schools which will economize the costs and organizing efforts. Schools/Departments of higher institutions must create a data bank of industry professionals/experts in their catchment area. Such practitioners must be frequently invited to share their experiences and practical wisdom thus bridging the gap between theory and practice. Sharing of best practices will help the learners avoid bigger perils at lesser costs. Student and Staff Researchers of higher institutions must be encouraged to take up reallife and business-related problems seeking feasible and economical solutions. Universities may be encouraged to set up Industry Institute Partnership Cells (IIPCs) and various industrial, commercial and financial organizations may sponsor collectively in funding that task. This is a win-win situation for this will be beneficial to the Universities in not only finding suitable employment opportunities for their products but also to make
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International Journal of Advanced Research in Management (IJARM), ISSN 0976 6324 (Print), ISSN 0976 6332 (Online), Volume 3, Issue 2, July-December (2012) them understand what industry expects them to deliver; to the industry, IIPCs offer twin advantages of sharing their experiences and seeking solutions to their real-life business problems, and also getting appropriate training and staff development for their employees. Industrial enterprises must come forward to sponsor, subject to their financial capacity, the events and activities of higher educational institutions. Sustained efforts must be made to encourage research at all levels by contributing to empirical research. They must be willing to share information (of course, subject to confidentiality nature of data provided) for the purpose of research, and should be willing to take the academicians into confidence by sharing their real-time issues and experiences. A small part of the earnings of business enterprises may be donated to the research funds set up by higher institutions. Policymakers may consider granting of tax exemptions on contributions made to such research funds. Ministry of Education (MoE) may consider assigning appropriate significance (in the form of weights or marks) to alliances forged by higher institutions. Such weights may be considered, to a certain extent, in determining the grants to the higher institutions, and in affiliation and accreditation processes.

REFERENCES 1. Apoorva Bharatwaj and B.S.Sahay (2010), Industry-Institute Integration: exploring symbiotic engagements for management education, International Journal of Management Education, ISSN 1750-3868, Vol.4 No.1/2010, pp.46-60 2. Edward B.Acworth (2008), University-industry engagement: the formation of the Knowledge Integration Community (KIC) model at the Cambridge-MIT Institute, Research Policy: Vol.37, Issue 8, pp.1241-1254 3. Elias G. Caryannis, Jeffrey Alexander (1999), Winning by co-opeting in strategic governmentuniversity-industry R & D partnerships: the power of complex, dynamic knowledge networks, Journal of Technology Transfer, vol.24, no.2/3, 1999. 4. Gargi Sharma & Vedika Sharma: 2012, MBA losing its sheen: Interplay of various macroenvironmental factors, Ninth AIMS International Conference on Management, 2012. 5. Howell, John R (Editor), (1972), Proceedings of the American Society for Engineering Education Relations with Industry Annual Conference, University of Houston 6. http://www.ju.edu.et/am/node/294 (accessed on 04-Apr-12) 7. IDRC Archive: Technology Policy and Practice in Africa, The impact of University Research on Industrial Innovations: Empirical Evidence from Kenya, accessed from web on 29/Mar/12 8. Ji Soo Kim ( 2002), Industry and University Linkage for Development through Technical Human Resource Development in Korea, A study on Innovation toward University-Industry Networking: Standford University 9. Magnus Gulbrandsen and Lars Nerdrum (2007), University-Industry relations in Norway, TIK Working Paper on Innovation Studies No.20070613, version of 23.7.2007 10. Mahanti, Rupa and Mahanti P.K. (2005), Software Engineering education and training, 18th conference, Ottawa-Canada, ISSN 1093-0175, pp.111-117 11. Santoro, Michael D and Betts, Stephen C (2002), Making Industry-University Partnerships work, Research-Technology Management: Vol.45, No.3, pp.42-46

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