Evaluating a Digitization Model in Ugandan Technical and Vocational Education and Training (TVET) Institutions An Agency Theory Approach and Validation with Structured Walkthroughs

Abstract This research examines global digitization project success, contrasting developed and developing economies. Developed nations see fewer failures, while Uganda faces a 70% failure rate. Focused on Uganda's Technical, Vocational Education, and Training (TVET) institutions, the study builds on Lederer and Mahaney's 2003 work and integrates digital technologies for skill enhancement using Agency theory to introduce a model to reduce project failures. A quantitative approach identifies key variables (Goal Conflict, Shirking, Communication, Task Programmability, Contract Type, Process Quality, and Digitization) contributing to success. Results show high validity and reliability, with Cronbach's alpha exceeding 0.7. Convergent validity for independent variables exceeds 0.5. Path analysis confirms these factors' significance in successful implementation. The model highlights how shirking and goal conflict negatively influence digitization, while communication and task programmability have positive impacts. Expert opinions and prototyping (SimPro) validate the model's suitability for supporting digitization projects in Ugandan TVETs.