"technology orientation" is a grammatically correct phrase and can be used in written English.
It refers to an individual or organization's focus, approach, or mindset toward technology. Example: The company's new hires undergo a comprehensive technology orientation program to familiarize themselves with the latest software and tools used in the industry.
"It affirms G.E.'s digital technology orientation and that strategic commitment for decades ahead," said Steven Winoker, an analyst at Bernstein Research.
The paper will show that precompetitiveness as a project or participation attribute is independent of technology or market orientation, where technology orientation means that the motive for participation in the framework programme is learning and knowledge and market orientation means that the motive is based on commercial objectives.
Furthermore, it appears that this relationship is strongly affected by the product's architecture: while rather complex R&D activities are conducted at the systems level and at sites with high technology orientation, less complex R&D activities are conducted at the component level at sites with low technology and market orientation.
There was a drastic shift to a technology orientation.
A common feature in energy-related acceptance research is its single technology orientation.
Agile commerce is not just an incremental change; it's a metamorphosis to a new form of operations and technology orientation.
The objective was to help the university's staff to understand the readiness and attitudes of students to the use of information technology, their orientation to new learning environments, and the functionality of the system.
Considering compatibility with existing automation systems and best practice, this model combines advantages of function block technology, service orientation and native description methods from the automation standard IEC 61131-3.
Farrell defines the production frontier as the maximum level of output that a decision-making unit (DMU) can achieve given its inputs and the technology (output orientation).
(O'Flaherty et al., p. 94) Thus, their review points to several problematic aspects of the current developments within the higher education research field, including a technology-driven orientation that neglects learning aspects and an insufficient capacity for developing shared knowledge and a conceptualisation of the approach.
This should be considered a major change in a sector that is not only highly fragmented but that also traditionally has a technology-driven orientation toward construction of products.
