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This paper integrates the contributions from different branches of the technology transfer literature to identify enablers driving the transfer of intermediate or appropriate technologies to recipients in rural areas of developing economies. An in-depth analysis of the literature shows that many enablers identified in the literature focus on high technology transfers and are of limited relevance in the context of rural enterprises. Other important enablers in this specific setting are ignored or insufficiently considered. This paper proposes a framework comprising a specific set of enablers that facilitates technology transfer in rural enterprises in developing regional economies. 相似文献
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Janeth Kigobe Pol Ghesquière Michael Ng’Umbi Karla Van Leeuwen 《Educational studies》2019,45(5):613-632
ABSTRACTIn Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed. 相似文献
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