A Digitization Model for Ugandan Technical, Vocational and Education Training Institutions: An Agency Theory Perspective

Abstract

The inconsistent effectiveness of digitization project implementation in Technical and Vocational Education and Training (TVET) institutions, often due to poor process quality and inadequate monitoring, presents a significant challenge. Grounded in Agency Theory as the foundational framework and supported by the DeLone & McLean Information Systems Success Model and the Dynamic Capabilities Framework, this study examines how process quality, goal conflict, and communication influence project outcomes in TVET institutions. Adopting a pragmatic stance, an abductive approach, and a design science methodology, the research provides a framework for stakeholders to optimize digitization projects. Data from 100 participants, analyzed using structural equation modeling, reveal that process quality significantly enhances communication, predicting project effectiveness. Monitoring plays a mediating role, while an inverse relationship is observed between digitization and goal conflict. The study shows high validity and reliability, with all variables having Cronbach's alpha above 0.7. Recommendations include addressing power struggles and reducing political influences while prioritizing process quality to improve project outcomes. The findings offer practical guidance for policymakers and practitioners in educational technology integration, particularly in developing economies.