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University-Industry Linkage gap analysis: The case of Haramaya University

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DOI: 10.13140/RG.2.2.19942.37443

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 University-Industry Linkage gap analysis: The case of Haramaya University
Mitiku Eshetu, Blen Moges, Aboma Temesgen, Abdulahi Adem and Emana Beyene
Haramaya University
Corresponding Author: Mitiku Eshetu, Email: mitikuguya@yahoo.com, Phone: +251 920894621

Abstract

University-Industry Linkage (UIL) is an interface and mutual relationship between higher Education
Institutions and industries. Haramaya University is one of the senior universities in Ethiopia and has rich
experiences of teaching, research and community services. It has also rich experience of generating
technologies and good practices particularly in the field of Agriculture. This study was conducted to
assess the UIL activities of Haramaya University with industries that host students for internship,
externship and other practical and field works. The study was conducted in 2018 and 2019 in eastern
Ethiopia with the objectives to assessed the overall University industry linkage of Haramaya University,
and to identify weakness and strengths for future improvement. Data were collected from Industries in
Harar, Dire Dawa and other industries that hosts university students for internship/externship using
structured questionnaires and workshops. Likewise, internship/externship students were served to
generate information using structured questionnaires while they were at industries. Data were analysed
using SPSS software and excel. The result of the study indicated that there were communication gaps and
misunderstandings between the university and industries that enlightened the need for dialogue and
relationships that is based on mutual benefits. Industries reported that students lack basic knowledge,
skill and attitudes to work in industries and calls for revision of curriculum and development of
guidelines for effective student practical at industries. Seventy percent of industries had adequate
working space for students and only 15% of industries pay the externs/interns. Industries expect students
to be good in time management, good analytical skill to solve industries problems, and should good in
written and oral communication. In addition, initiatives, collaboration, critical thinking and interpersonal
skills are reported as important areas to be improved for effective UIL. In conclusion, the two parties
should work collaboratively rather than pointing finger to each other, the university has to assist
industries to advance their products and the industries also have to accept students for internship, and
call for collaborative research with University staff.

1. INTRODUCTION
Experience demonstrates that a mutual integration between university and industry can foster the
development of the communities in which both are operating. According to Martin (2000),
University-industry linkages (UIL) can take various forms and involve different intensities of
engagement. These include R&D, training and curriculum development, and consultancy.
Enterprises and other actors may commission a specific research project, sponsor a university
chair in an area of interest, or engage in joint R&D with universities. Through prototype
1
development, technology incubation, the creation of spin-off companies for commercialization,
licensing and royalty agreements and other related-activities, universities promote technology
transfer to the productive sector. Universities focus on providing consultancy and business
services, such as testing and certification (Basant and Chandra, 2007). Synergies between
academia and industry secures and influence additional resources for higher education, promote
innovation and technology transfer, and ensure that graduates have the skills and knowledge
required to effectively contribute to the workforce. In terms of teaching and training, university-
industry activities include offering professional courses on a fee-basis to respond to the particular
skill and training needs of industry. Universities may engage industry and other productive sector
representatives in course curriculum development to ensure that degree programs can produce
graduates with the required knowledge and skills for the workforce. Creating opportunities for
student attachments and placements in the productive sector is another common way in which
universities link up with industry (Homma and Attalage, 2008; Munyoki et al, 2011). Industries
may also play a role in defining student research projects that focus on issues and problems of
direct interest to industry.

As one of the rapidly growing countries in the world, Ethiopia is undergoing various
transformational works, and hence increasing the number and capacity of universities has been
taken as one of the major parts of the transformational works. This is because the country
considered universities as one of the most important actors for its development. These
universities are assumed to contribute for the development of the country through different ways
including producing quality graduates which will satisfy the need of the production sectors’
research and development works and technology transfer. They are now a days working mainly
on producing large amount of educated human power.

Collaboration between universities and industries is crucial for skills development through
education and trainings, acquisition of knowledge (innovation and technology transfer) and
promotion of entrepreneurship. The linkage provides opportunities for universities to contribute
towards the development of communities in their mandate areas and beyond. This also supports
in building positive images of universities in the public domain. One of the components of UIL
is internship/externship program which refers to a period of training carried out by students
within industries. The main purpose of internship is to enable students to acquire practical

2
knowledge and skills, and positive attitudes towards their respective field of study and whereby
received mentorship and guidance from both professionals in industries and the university.

Recently, Haramaya University has started student placement works through a formal university-
industry linkage office which is basically for students in Institute of Technology, College of
Health and Medical Sciences, College of Veterinary Medicine and College of Law. The major
problems in this linkage were activities were not undertaken in a well-organized and controlled
ways. There was no system of feedback collection method for future improvement.

Rationale

The very purpose of this study was to assess what the industries need and expect from students
during internships/externship program, and practical that the interns/externs actually practice in
industries. In addition to identifying problems and conducting further investigation on the ever-
seen gaps in different aspects from both industry and university sides, it could be more
practicable to put efforts in dealing with the identified problems. This could, in the meantime,
help to look for possibilities and opportunities essential to maintain enduring relationships
among university students, supervisors/instructors, and industry professionals and workers in
general. This will enable the students to acquire desired knowledge, skills and right attitude for
effective and fruitful learning as well as to become competent in the labor market. Therefore, the
aim of this study was to access the current interactions of Haramaya University and industries
hosting students for interns/externs; to identify the needs and areas that industries interested to
work in collaboration with the University; and to establish better mutual cooperation, and to
propose and establish appropriate linkage with industries.

Objectives

The objectives of this study were the following.

ü To create enabling environment for students to learn by doing in industries

ü To bring a win-win and mutual relationship among industries and the university
ü To bring up to significant outcomes out of the internships/externship programs
ü To enhance technology transfer and academic entrepreneurship practices

3
 2. RESEARCH METHODOLOGIES
2.1 Area Coverage and method of data collection

A total number of 53 industries/companies were covered from East Hararghe and West
Hararghe Zones of Oromia Regional Sate, and Dire Dawa and Harar Cities. The name of the
companies and their location and the respective colleges that collaborate in internship/externship
is summarized in Annex Table 4. Moreover, 340 students that were in industries for
internship/externship were employed for data collection. Structured questionnaire was used to
collect data from both industries and students at industries.

The surveys were conducted in October 2018 for industries and in March and April 2019 for
students in industries. Moreover, two workshops were conducted in December 2018 and June
2019 to validate results of surveys by inviting staff from industry that involved in survey data
collection, and students that were in industries.

This study used questionnaire data collection methods. Questionnaires were used to collect
information from groups categorized into industries and intern/extern students while they are at
industries. Industries were purposively selected based on their previous involvement in hosting
the university’s student for practical trainings. These industries are mainly hosting students from
three colleges (Health and Medical Science, Law and Veterinary Medicine) and on Institute
(Haramaya Institute of Technology, HIT). The respondents from industries were selected on the
basis of their role in student internship/externship activities. Likewise, students were from the
aforementioned three colleges and institute, and were at the industries while the data were
collected. Because of the nature of data collected from each group had some level of variation,
two separate questionnaires were developed.

2.2 Data analysis

The collected data based on the survey method was entered into excel and SPSS and were
analyzed.

4
3. RESULTS AND DISCUSSION
3.1. General information on handling interns/externs at industries

The result of this study indicated that about 39 (73.6%) of the hosting industries had their own
ways of assessing and controlling mechanism of interns/externs whereas 49 (92.5%) and 37
(69.8%) of the hosting industries provide brief orientation and have adequate work space for
interns/extern respectively (Table 1). Concerning whether industries have vacancy during
summer for full timer; whether the interns/externs have work ethics and follow directions or not
during their stay at industries about 27 (51.9%) and 36 (67.9%) of the industries reported that
stuents need full timer in summer time and interns have also very good work ethics and follow
directions, respectively.

Similarly, on the questions of arranging special training programs, performance reviews, lunches
with executives, social events to the interns/externs only 18(34.00%) of the industries arranges
such type of programs whereas majority (35(66.00%)) of the industries do not organize such
types of programs. On the possibility of paying to interns/externs and hiring them after they
completed their study only 8(15.10%) of industries had possibility to pay the interns/externs
during their stay at industries whereas only 20(37.70%) of the industries had the interest to hire
interns/externs after they completed their study. This result also implies larger proportion of the
industries who host inters/externs do not want to pay as well as to hire the externs/interns which
require special attention by the concerned bodies.

Table 1: General information of industries on how to treat and view interns/externs

S. Items No n(%) Yes n(%)

no
1. Have own performance assessment and controlling 14 (26.40) 39 (73.60)
mechanisms/criteria for interns/externs
2. Provide students with brief orientation 4 (7.50) 49 (92.50)
3. Have adequate work space for externs 16 (30.20) 37 (69.80)
4. Need someone full time in summer 25 (48.10) 27 (51.90)
5. Agree the interns/externs have very good work ethics and 17 (32.10) 36 (67.90)
follow directions well
6. Institution arrange special training programs, Performance 35 (66.00) 18 (34.00)
reviews, lunches with executives, social events to the

5
 interns/externs
7. Possibilities that your institutions will pay the interns/externs 45 (84.90) 8 (15.10)
8. Students will be hired as permanent employee after they 33 (62.30) 20 (37.70)
finished their study

3.2 Skills and benefits industries expected from externs/interns

As depicted on Figure 2 of the skills industries demanding to have most by interns/externs were
time management, research and analysis, communication and technical proficiency skills.
Similarly, 88.7, 88.5, and 83% of the industries need and expect receptiveness, initiative,
collaboration, critical thinking and interpersonal skills from interns/externs.

100.00%

90.00% 98.10%
92.50%
92.50% 90.60% 94.20% 88.70% 88.70%
80.00% 88.50%
88.70%
70.00% 83.00%

60.00%

50.00%

40.00%

30.00%

20.00% 17.00%
11.30% 9.40% 11.50% 11.30% 11.30%
7.50% 5.80% 7.50%
10.00%
1.90%
0.00%
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Figure 2: Skills the industries demand from interns to have most

6
Table 2: Benefits industries gained from interns/externs

S. No Item No n(%) Yes n(%)

1. Year-round source of highly motivated pre- 12(23.10) 41(76.90)

professionals
2. Student bring new perspectives to old problems 12(23.10) 41(76.90)
3. Visibility of your organization is increased on 8(15.10) 45(84.90)
campus
4. Quality of candidates for temporary or seasonal 13(25.50) 40(74.50)
positions and projects
5. Freedom for professional staff to pursue more 10(18.90) 43(81.10)
creative projects
6. Flexible, cost effective work force not requiring long 19(35.80) 34(64.20)
term employer commitment
7. Proven, cost-effective way to recruit and evaluate 14(26.90) 39(73.10)
potential employees
8. Your image in the community is enhanced as you 6(11.30) 47(88.70)
contribute your expertise to the educational enterprise

Benefits that the industries gained from the interns/externs, 41(76.9%) of the industries benefited
from year-round source of highly motivated pre-professionals and brought new perspectives to
old problems by interns to the industries (Table 2). Similarly, 45(84.9%) of the industries
benefited from increased their visibility on campus whereas 47(88.7%) of those industries
entertain enhanced image in the community as they have been contributing their expertise to the
educational enterprise. Other benefits that the industries got from interns also includes freedom
for professional staff to pursue more creative projects, flexible cost-effective work force not
requiring long term employer commitment and proven cost-effective way to recruit and evaluate
potential employees.

3.3 Areas industries interested to work in collaboration with University

As presented in Figure 3, areas industries interested to work in collaboration with Haramaya
University were 86.8, 84.9, 83.6 and 83% of the industries were interested in the areas of
research partnerships, research services, shared infrastructure and invited guest to lecture and
share experiences, respectively.

7
 90.00% 86.80% 84.90% 83.60% 81.70% 83.00%
79.20%
80.00% 73.60%
67.90%
70.00% 62.30%
60.00%
50.00%
37.70%
40.00% 32.10%
26.40% 28.30% 26.40%
30.00%
20.80%
15.10% 17.00%
20.00% 13.20%
10.00%
No
0.00%
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Figure 3: Areas industries interested to work in collaboration

Table 3: Specific qualities and/or responsibilities of interns lack as per evaluation by industries

S. No Item No n(%) Yes n(%)

1. Academic Knowledge 22 (48.90) 31(51.10)

2. Technical Skills 9(19.10) 44(80.90)
3. Planning and Organization 16(33.30) 37(66.70)
4. Quality of Work 15(31.20) 38(68.80)
5. Initiatives 19(41.30) 34(58.70)
6. Communication 17(36.20) 36(63.80)
7. Analysis and judgment 14(30.40) 39(69.60)
8. Professionalism 17(36.20) 36(63.80)
9. Accountability 14(29.80) 39(70.20)
10. Clarified expectations regarding assigned responsibilities and 18(38.30) 35(61.70)
activities
11. Demonstrating a positive, enthusiastic attitude 24(48.00) 29(52.00)

8
 12. Meeting deadlines 21(45.70) 32(55.30)
13. Avoiding office politics and gossip 22(48.90) 31(51.10)
14. Interacting professionally with colleagues, customers and 21(45.70) 32(55.30)
supervisors
15. Following office policies regarding use of phone, computes, 16(34.00) 37(36.00)
mail, etc.
16. Dressing appropriately as clarified by supervisors 20(42.60) 33(57.40)
17. Exercising wise time management skills 11(23.40) 42(76.60)
18. Consult regularly with your internship supervisor or academic 13(27.70) 40(72.30)
advisor about your internship experience
19. Asking for assistance and advice as needed 15(31.90) 38(68.10)

The hosting industries were also asked about some specific qualities and/or responsibilities that
the interns/externs lack during their stay in industries (Table 3). The result indicated that
44(80.90%) of the industries said interns/externs lack technical skills, 42(76.6%) of the hosting
industries believe that students don’t exercising wise time management skills whereas 52(98.1%)
industries demand for effective time management skill as their priority.

The result also explained students did not consult regularly with their internship/externship
supervisor or academic advisor about their internship/externship experience as evidenced by
40(72.3%) industries whereas when it comes to accountability as a quality, 39(70.2%) industries
reported that interns/externs lack this quality. About 39(69.60%) of industries reported that
students were not good on analysis and judgment and about 38(68.80%) of industries responded
that students do not give adequate emphasis to quality of work.

Similarly, about 38(68.1%) of industries reported that students did not want to ask for assistance
and advice as needed and about 37(66.7%) of industries replied that interns/externs were not
committed enough in planning and organizations. Regarding lacking professionalism of
interns/externs about 36(63.8%) of the surveyed industries reported inters lack this skill.

About 35(61.7%) industries reported that interns/externs did not had clear expectations regarding
assigned responsibilities and activities and about 34(58.70%) industries reported that students did
not take initiatives for what they are supposed to do. Regarding dressing protocol, about
33(57.4%) industries reported that students fail to abide to dressing protocol of industries.

9
3.4 Stakeholder workshops
From December 1 to 2, 2018 University-Industry Linkage and Entrepreneurial Development
Directorate in collaboration with University Deliverology Coordination Unit Directorate
organized a workshop entitled “Fostering University Industry Linkage for enhancing Mutual
cooperation”. This workshop was organized after data were collected form industries by
conducting industry need assessment. And in the assessment 53 industries were addressed. The
collected data was used as benchmark for discussions. In the workshop there were 70
participants, among those 10 of them were females. Participants were those actively involved in
the industry need assessment including industries and offices in Dire Dawa, East Hararghe, West
Hararghe, Addis Ababa, Adama and Assella. Discussions were focused on University-Industry
Linkage activities and future plans; the role of University-Industry Linkage and Entrepreneurial
Development Directorate of Haramaya University; the outcome of industry need assessment
survey; characteristics of successful University-Industry Linkage; ideal collaborations with
industries; how to maintain and establish successful University-Industry Linkage; and research
activities of Haramaya University that could link Haramaya University with industries; and
finally the following questions were discussed by the participants of the workshop. What
industries expect from Haramaya University? What Haramaya University expects from
industries? What Policies should be in placed to strengthen University-Industry Linkage? How
can both industries and the university sustain their mutual cooperation. There was a thorough
discussion by the participants of the workshop from which the directorates got relevant inputs to
its future university-industry linkage engagement.

There are three important stages to build strong UIL which are the stage of finding each other
(the stage in which the universities and industries find each other and identify their themes),
introducing each other stage (the stage of introducing each other and talk how to work in
collaboration) and having strong UIL stage (the stage of working together having MoU for
mutual benefits). Currently there is a strong need for government intervention to bring together
both the industries and universities for sustainable economic development as well as for
generating financial income through mutual collaborations.

Capacities of the industries are sometimes not considered while sending interns for their
internships especially in law areas. How this can be observed? This issue was also seen as the

10
serious and the assignment is given to the law college since the capacity of the industries should
be checked before sending students inters for internship program.

University industry linkage needs commitment of other ministries and institutions such as
Ministry of Industries, Ministry of Innovation and Technology as well as universities to work
continuously as quality of education could not be maintain by working lonely, but each
stakeholder should take its responsibility in doing its assignments.

The followings are core ideas that were raised by the participants of the workshop:

Ø Industries have to have interest to hire/employee fresh graduates to encourage the

teaching and learning process at universities.
Ø The two parties should work collaboratively rather than pointing finger to each other.
Ø Universities have to assist industries to advance their products and likewise the industries
have to reciprocate the process by accepting students for internship and by making call
for research.
Ø There should be clear orientation and follow up of students assigned for internship to
industries by universities so that the industries render appropriate support to the students.
Ø Industries need clear MOU for further collaboration.
Ø Students need to be oriented and guided properly because they have serious limitations of
workplace ethics.
Ø In some cases, industries lack some chemicals, it was advised if universities send their
students with such needed materials.
Ø The collaboration should be bilateral such as giving scholarship opportunities to industry
personnel and conducting studies jointly.
Ø Industries need help from HU to identify problems such as lack of quality of product; for
instance, research need to be conducted to solve problem related to color of meat of some
meat processing plants in Ethiopia.
Ø Senior essay and thesis conducted at universities should be applied to solve problems
industries.
Ø Industries want to be examiners, or at least observers, of senior essays conducted at
universities.

11
 Ø The participants indicated that there is still lack of gender balance in our graduates,
especially in law; thus, HU should work hard to solve this problem.
Ø The participants from the industries indicated that HU has to assess the capacity of the
industries before sending students for internship.
Ø Industries reported that most universities send their students for internships at similar
times and these make the industries busy and overloaded, and hence the programs have to
be harmonized.
Ø Most of the time directions forwarded on such insightful forums have not been changed
to practice. Thus, proper follow ups and implementations mechanisms should be put in
place.
Ø Universities have to revisit their curriculums to address the needs of the industries and
narrow down the discrepancies between the two institutions.
Ø Innovations obtained at different universities have to be changed into practice.

The workshop was highly insightful and the university gained very important inputs for its future
plans. Industries and universities cannot work separately because universities train students for
industries. Thus, industries should support universities and own students. Industries also have to
carefully follow up students’ internship because they will be employed in the industries upon
graduation. Industries need to have role in the evaluation of students who leave for internships.
Moreover, there should be clear memorandum of understanding on the extent of the university-
industry linkage.

3.5 Survey on student internship/externship at industries

This survey was conducted using 340 inters from three colleges and one institute among the total
inters who sent for their internship program in semester I and II of 2018/19 academic year.
Distribution of students in each college and institute is indicated in Table 4.

Table 4: Number of inters by College

S. No Institute/College n (%) Male Female
1. Haramaya Institute of Technology 162 47.60 136 (84%) 26 (16%)
2. College of Law 28 8.20 22 (78.5%) 6 (21.5%)
3. College of Veterinary Medicine 24 7.10 19 (79%) 5 (21%)
4. College of Health and Medical Sciences 126 37.10 92 (73%) 34 (27%)
340 100 2 69 (79%) 71 (21%)

12
3.5.1 Age Distribution of the Interns
As depicted in Table 5 age distribution of the interns, the total average age of the interns were
22.85 years with standard error value of the mean 0.1 year. Similarly, college wise age
distribution the inters indicates greater average age (24.4 years) in years were observed in
College of Veterinary Medicine with higher variability whereas the lover average age (21.78
years) were observed for the College of Health and Medical Sciences which also confirms that
age of College of Veterinary Medicine stayed in the campus which is longer than other college
inters.

Table 5: Age distribution of the interns by college

S. No Institute/Colleges Mean Standard Error of Mean
1. Haramaya Institute of technology 23.35 0.11
2. College of Law 24.18 0.24
3. College of Veterinary Medicine 24.4 0.54
4. College of Health and Medical Sciences 21.78 0.17
Total 22.85 0.1

3.5.2. General Information about the internship program

The interns were asked about the general information about their internship program experiences such as
getting orientation about the internship program before they left the campus, getting orientation from the
industries side before they begin their internship program, assigned to a given assignments from the
industries which enable them to apply the knowledge and skills they gained from the course work and
whether there is follow up from both the industries side and the university during the inters stay in the
hosting organization (Table 6).

Among the total respondents most (235(69.3%)) of the interns got orientation about the internship
program before they left the campus whereas still large proportion 104(30.7%) of the students did not get
similar orientation. This could result in confusion of student while in industries. Regarding orientation
from hosting industries, most 251(74%) of interns received orientations before they began their internship
program while still 88(26%) of the intern did not receive orientation from the industries before
commencement of the internship program. This result indicated that the number of inters who received
orientation from University was 15% lesser than those inters who received orientations from the hosting
industries before they begin the internship program.

13
Similarly, 269(79.4%) and 257(76.3%) of the interns gained valuable experience in relation to their
academic studies from the department they assigned at industries and enabled them to apply the
knowledge and skills interns gained from the course work.

Regarding initiative to work beyond basic requirements of the job and regular supervision from
organization and/or supervisor from industries where the interns work, about 248(76.3%) and 254(76%)
of the interns got the initiative to work beyond the basic requirements of the job and regular supervision
from organization and/or supervisor from industries, respectively. Similarly, 268(79.3%) and 278(82.9%)
of the interns were visited by their supervisors from their college/department during their internship
practice and they perceived that their academic program adequately prepared for their internship.

Table 6: General information on the internship program

S. About the Internship Program No n (%) Yes n (%)
No
1. Getting orientation about the internship program before 104(30.7) 235(69.3)
leaving the for internship program
2. Getting orientation from the industries before the interns 88(26) 251(74)
begin internship program
3. Getting valuable experience in relation to academic studies 70(20.6) 269(79.4)
from the department of hosting industries
4. Enabling the inters to apply the knowledge and skills they 80(23.7) 257(76.3)
gained from the course work by hosting industries with
giving assignment to the inters
5. Allowing interns to take the initiative to work beyond the 81(24.6) 248(75.4)
basic requirements of the job by the interns
6. Regular supervision by industries or supervisor from 80(24) 254(76)
industries work with you regularly and giving responses to
the interns when it necessary
7. Supervision of the inters by supervisors from the 70(20.7) 268(79.3)
college/department of the inters during internship
8. Adequacy of prepared academic program for the internship 60(17.8) 278(82.9)
9. Recommendation of the internship program to other students 45(13.4) 292(86.6)
of your department by the interns

3.5.3 Skills and Work Ethics of Interns

During the survey the inters were also asked on skills they acquired on problem solving, project
designing, experimentation, using tools or instrument, innovation, overall performance and work

14
ethics to rate as very low, low, moderate, high and very high during their stay in the hosting
organizations for their internship practices.

1. Problem solving skills

On their ability to applying theoretical concepts on practice skills 29(9.1%), 25(7.8), 90(28.1),
86(26.9) and 90(28.1%) of the inters rated as they got very low, low, moderate, high and very
high, respectively were 32(10%), 34(10.6%), 97(30.2%), 92(28.7%) and 66(20.6%) of the
interns rated very low to very high on the ability they gained to solve field of study-related real-
world problems, respectively.

Table 7: Problem solving skill acquired

S. Problem Solving Skills Very low Low Moderate High Very high
No n (%) n (%) n (%) n (%) n (%)
1. Ability to apply theoretical 29(9.1) 25(7.8) 90(28.1) 8626.9) 90(28.1)
concepts on practice
2. Ability to identify field of study- 26(8.1) 34(10.5) 87(27) 97(30.1) 78(24.2)
related real-world problems
3. Ability to solve field of study- 32(10) 34(10.6) 97(30.2) 92(28.7) 66(20.6)
related real-world problems

2. Project Designing Skills

Project designing skills interns acquired during their internship practices showing most
(86(27.4%), 83(26.2%), 87(27.6%) and 99(31.3%)) of the interns among the total acquired skills
on ability to state/design project objectives, ability to break-down a project into more
manageable sub-tasks, ability to foresee potential implementation problems at the beginning of
the project and ability to brainstorm with others to come up with new ideas to solve problems,
respectively (Table 8).

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Table 8: Project designing skills

S. Project Design Skills Very low Low Moderate High Very high
No n (%) n (%) n (%) n (%) n (%)
1. Ability to state/design project 29(9.2) 53(16.9) 89(28.3) 86(27.4) 57(18.2)
objectives
2. Ability to break-down a project 38(12) 61(19.2) 81(25.6) 83(26.2) 54(17)
into more manageable sub-tasks
3. The ability to foresee potential 43(13.7) 44(14) 83(26.3) 87(27.6) 58(18.4)
implementation problems at the
beginning of the project
4. Ability to brainstorm with others 26(8.2) 39(12.3) 75(23.7) 99(31.3) 77(24.4)
to come up with new ideas to
solve problems

3. Experimentation Skills
Experimentations skills acquired by interns during their internship practices depicting that most
of the interns obtained high and very high skills on abilities to design and conduct tests to
explore a problem, to analyses and interpret the results of testing and to forward insights and put
recommendations based on their soft skills (Table 9). Despite to this result 70(22.3%),
66(21.2%) and 70(22.4%) of them acquired below moderate on the skills of ability to design and
conduct tests to explore a problem, ability to analyses and interpret the results of testing and
ability to forward insights and put recommendations based on their soft skills, respectively.

Table 9: Experimentation skills acquired

S. Experimentation Skills (when Very low Low Moderate High Very high
No applicable) n (%) n (%) n (%) n (%) n (%)
1. Ability to design and conduct tests 38(12.1) 32(10.2) 86(27.5) 100(31.69) 57(18.2)
to explore a problem
2. Ability to analyses and interpret 29(9.3) 37(11.9) 77(24.7) 101(32.4) 68 (21.8%)
the results of testing
3. Ability to forward insights and put 31(9.9) 39(12.5) 63(20.2) 116(37.2) 63(20.2)
recommendations based on their
soft skills.

4. Using tools/instrumental skills

Instrument using skills also depicts most of the interns acquired high skills on abilities of using
standard computer applications, to use test and measurement equipment and to use modern
development techniques, skills and tools (Table 10). Even though most of the interns acquired

16
abilities on these, 63(19.9%), 43(13.9%) and 45(14.6%) of the interns still acquired very low
skills on abilities of using standard computer applications, to use test and measurement
equipment and to use modern development techniques, skills and tools, respectively.

Table 10: Using tools/ instrument skills acquired

S. Tools/Instrumental skills Very low Low Moderate High Very high

No n (%) n (%) n (%) n (%) n (%)
1. Ability to use standard computer 63(19.9) 43(13.6) 89(28.2) 76(24.1) 45(14.2)
applications
2. Ability to use test and 43(13.9) 40(12.9) 87(28.2) 88(28.5) 51(16.5)
measurement equipment
3. Ability to use modern 45(14.6) 48(15.6) 73(23.7) 96(31.2) 46(14.9)
development techniques, skills
and tools

5. Innovation Skills
Different innovation abilities interns acquired which is measured on five scales is presented in
Table 11. In this survey results also most of the interns acquired high skill abilities to develop
innovative ideas to solve problems, to develop new methods of completing required tasks and to
think “out of the box” i. e. perform duties or routine activities whereas still there were interns
who acquired very low skills on these abilities. Furthermore, the proportion of very low and low
skills acquired innovation skills of inters during their internship practices were lower compared
to moderate and above moderate skills acquired interns which were above 70%.

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Table 11: Innovation Skills acquired
S. Innovation Skills Very low Low Moderate High Very high
No n (%) n (%) n (%) n (%) n (%)
1. Ability to develop innovative 38(12.3) 37(12) 85(27.6) 88(28.6) 60(19.5)
ideas to solve problems
2. Ability to develop new methods of 37(12.1) 47(15.3) 80(26.1) 90(29.3) 53(17.3)
completing required tasks
3. Ability to think “out of the box” 23(7.5) 32(10.4) 90(29.3) 97(31.6) 65(21.2)
i.e. perform duties or routine
activities.

6. Work Ethics
Working ethics of interns during their internship practices indicated that most (124(40.1%),
107(34.5%), 85(27.1%), 89(28.1%), 90(28.5%) and 101(32%)) of the interns acquired high
skills on functions as a productive member of a team, take charges committed successfully
complete assigned tasks, attendance, punctuality, dependability/loyalty and professionalism,
respectively. The result also showed there were very low and low skills acquired by interns on
thesis components of the work ethics skills as observed on Table 12 and Figure 4.

Table 12: Work Ethics Skills acquired

S. Work ethics Very low Low Moderate High Very high

No
1. Functions as a productive 17(5.5) 20(6.5) 63(20.4) 124(40.1) 85(27.5)
member of a team
2. Take charge of, be committed to, 19(6.1) 26(8.4) 67(21.6) 107(34.5) 91(29.4)
and successfully complete
assigned tasks
3. Attendance 12(3.8) 1594.8) 41(13.1) 85(27.10) 160(51)
4. Punctuality 9(2.8) 19(6) 29(9.2) 89(28.10) 170(53.8)
5. Dependability/Loyalty 11(3.5) 20(6.3) 40(12.7) 90(28.50) 155(49.1)
6. Professionalism 10(3.2) 11(3.5) 52916.5) 101(32.00) 141(44.8)

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 53.80%
51.00%
49.10%
44.80%
40.10%
34.50%
32.00%
29.40% 28.10% 28.50%
27.50% 27.10%

20.40% 21.60%
16.50%
13.10% 12.70%
8.40% 9.20%
6.50% 6.00% 6.30%
4.80% 3.50%

Productive as Taking change Attendance Punctuality Dependability Professionalism

team

Very low Low Moderate High Very high

Figure 4: Work ethics skills

7. Overall performance the interns

Overall performance the interns acquired during their internship practices were presented in
Table 13 which bases on the components of self-initiative, organization and planning ability,
ability to learn new skills and expertise, ability to communicate with others and responsiveness
for activities. The result also showed most (144(45.7%), 128(40.6%), 141(45%), 157(49.5%) and
156(49.2%)) of the interns acquired very high skills on self-initiative, organization and planning
ability, ability to learn new skills and expertise, ability to communicate with others and
responsiveness for activities respectively and large proportion of the interns also acquired high
skill on thesis components. Even if, more than 90% of the interns acquired moderate to very high
skills on the overall performance there were interns acquired very low and low skills on the
overall performance which should be improved in the future by identifying the problems these
interns faced (Table 13 and Figure 5).

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Table 13: Overall performance the interns acquired

S. Overall performance of the Very low Low Moderate High Very high
No interns n (%) n (%) n (%) n (%) n (%)
1. Self-initiative 10(3.2) 9(2.9) 44(14) 108(34.3) 144(45.7)
2. organization and planning ability 16(5.1) 20(6.3) 43(13.7) 108(34.3) 128(40.6)
3. ability to learn new skills and 16(5.1) 14(4.5) 40(12.8) 102(32.6) 141(45)
expertise
4. Ability to communicate with 10(3.2) 12(3.8) 33(10.4) 105(33.1) 157(49.5)
others
5. Responsiveness for activities 12(3.8) 17(5.4) 28(8.8) 104(32.8) 156(49.2)

49.50% 49.20%
45.70% 45.00%
40.60%

34.30% 34.30% 33.10%

32.60% 32.80%

14.00% 13.70% 12.80%

10.40%
8.80%
5.10% 5.10% 3.80%
3.20% 3.20%

Self-initiative organization and ability to learn new Ability to Responsiveness for

planning ability skills and expertise communicate with activities
others

Very low Low Moderate High Very high

Figure 5: Overall Performance of the interns

4. CONCLUSION
To sum up, the field experience brought a remarkable motivation and decisiveness from both the
industries and the University for sustainable mutual relationships which are built up on win-win
principles. We hope this survey will create fertile conditions to work very closely with all those
stakeholders/industries. The team identified strengths to be capitalize on and problems to be dealt
with in running the internship programs and University-Industry Linkage Workshop effectively.
Moreover, it is found that the field work paved the way to be aware of the qualities and skills

20
students ought to contribute to the industries, the qualities and skills they lack and the search for
ways to equip students with the expected knowledge, skills and attitudes in their field of study.

On the other hand, understanding how industries treat students and utilize them as workforce
could be used to resolve constraints that hinder successful UIL. This will enable university
graduates to be practically knowledgeable, and exercise decision making and problem-solving
activities on their own efforts and thereafter become potential and competent employee of
industries and entrepreneurial. Hence, industries become responsible to create and invest on
opportunities for students in making them aware of the real work environment with its respective
opportunities and challenges.

5. REFERENCE
Basant, R. and Chandra, P. (2007), ‘University-Industry Links and Enterprise Creation in India:
Some Strategic and Policy Issues’, in ed. Yusuf, S. and Nabeshima, K., How Universities
Promote Economic Growth, World Bank, Washington.

Homma, H. N. Ikeda, and Attalage, R. A. (2008). "Strengthening University-Industry Linkages

in Developing Countries Through International Cooperation: Case Study of Sri Lanka
Through Cooperation of Toyohashi University of Technology, Japan'', Innovation
Techniques in Instruction Technology, E-learnng, E-assessment and Education. Springer
Science and Business Media B. V.

Martin, M. (2000). Managing university-industry relations: A study of institutional practices

from 12 different countries. A Working document in the series “Improving the
managerial effectiveness of higher education institutions.” Paris: International Institute
for Educational Planning/UNESCO

Munyoki, J., Kibera, F. and Ogutu, M. (2011). “Extent to which university-industry linkage
exists in Kenya: A study of medium and large manufacturing firms in selected industries
in Kenya” in Business Administration and Management, Vol. 1(4), 163-169.

21
 6. ANNEX
Table 4. Name and location of Industries employed for data collection

No Industries Hosting Institute of Technology College Location

1. East Africa Bottling S.C. Dire Dawa
2. Ture Cement Factory Dire Dawa
3. Aqua UNO mineral water Dire Dawa
4. National Cement Factory Dire Dawa
5. Ethio Telecom, Eastern Region Dire Dawa
6. Ethio-Djibouti Rail Way Dire Dawa
7. Dire Dawa Water Supply and Sewerage Authority Dire Dawa
8. Aqua Dire mineral water Dire Dawa
9. MOENCO Dire Dawa
10. Dire Dawa Food Complex Dire Dawa
11. Ayaan Mineral Water PLC Dire Dawa
12. Dire Dawa Mass Media Agency Dire Dawa
13. W/Hararghe Water, Mineral and Energy Authority East Hararghe
14. Hamaresa Edible Oil S. C. East Hararghe
15. Harar Brewery S. C. East Hararghe
16. Harari Mass Media Agency East Hararghe
17. Harari Water Supply Authority East Hararghe
18. Harari Water, Irrigation and Mineral Authority East Hararghe
No Industries hosting Law College Location
1. Babile first instance court and Justice Bureau East Hararghe
2. Haramaya university free legal aid centres in Babile East Haraghe
3. Harari Regional State first instance and High court East Hararghe
4. Haramaya university free legal aid centres Haramaya
5. East Hararghe High court East Hararghe
6. Haramaya Woreda first instance court East Hararghe
7. Haramaya woreda Justice Burea East Haraghe
8. Tullo Woreda first instance court West Hararghe
9. Tullo Woreda Jutice Bureau West Hararaghe
10. Meta Woreda first instance court West Hararghe

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 11. Meta Woreda justice bureau West Hararaghe
12. West Haraghe High court West Hararghe
13. Haramaya university free legal aid centre West Hararghe
14. Oda Bultum First instance court West Hararghe
15. Oda Bultum Justice Bureau West Haraghe
16. Haramaya university free legal aid centre at Oda Bultum West Haraghe
17. Habro Woreda First instance Court West Hararghe
18. Habro Woreda Justice Bureau and Haramaya University West Hararghe
Free Legal Aid Centre at Gelemeso
19. Dire Dawa First Instance and High Court Dire Dawa
Industries hosting Veterinary Medicine College Location
1. Hirna Livestock Clinic East Hararghe
2. Tullu Wereda Livestock and Fishery Development office West Hararghe
3. Chiro Clinic West Hararghe
4. Adele Poultry Farm Haramaya
5. Dire Dawa Municipal Abattoir Dire Dawa
6. Harari Regional Laboratory East Hararghe
7. Harari Municipal Abattoir East Hararghe
8. Dire Dawa Regional Labratory Dire Dawa
Industries hosting Health and Medical Sciences College Location
1. Kersa Health Center East Hararghe
2. Chelenko Health Center East Hararghe
3. Karamile Health Center East Hararghe
4. Baroda Health Center East Hararghe
5. Gelemso Hospital West Hararghe
6. Lagehare Health Center Dire Dawa
7. Addis Ketema Health Center Dire Dawa

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