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This is mostly the case in those countries, where the education system is not controlled by the state and any institution can grant degrees.

Evidence have also shown a decline in the general quality of teaching and graduate's preparation for the workplace, due to the fast-paced conversion of that technical institutions to more advanced higher level institutions.

The French term comes from the Greek πολύ (polú or polý) meaning "many" and τεχνικός (tekhnikós) meaning "arts".

In the UK a binary system of higher education emerged consisting of universities (research orientation) and polytechnics (engineering and applied science and professional practice orientation).

Since the mid-1990s, the term has been applied to some technically minded technical and further education (TAFE) institutes.

A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE.

Mentz, Kotze and Van der Merwe argue that all the tools are in place to promote the debate on the place of technology in higher education in general and in universities of technology specifically, and they posit several questions for the debate.

In the so-called Latin American docta the main higher institution advocates to the study of technology is the National Technological University which has brand ramifications through all the country geographic space in the way of Regional Faculties.

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