Publication Date

Fall 2017

Advisor(s) - Committee Chair

Dr. Barbara G. Burch (Director), Dr. Joseph Cangemi and Dr. James McCaslin

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education


Public institutions of higher education in Kentucky have been experiencing cuts in state budgets. Kentucky lawmakers have moved state colleges to a performance-based form of budgeting. In this new budget paradigm, an institution’s funding is based on a metric that significantly considers student outcomes. Technical college programs are not currently meeting the quantity, and in some cases quality, outputs required to sustain the economic growth in the community. To increase the capacity, quality, and accessibility of technical programs, the faculty members of the Advanced Manufacturing Technologies division of the Southcentral Kentucky Community and Technical College implemented a blended learning approach of conducting advanced manufacturing technologies courses at the program level during the Fall 2017 semester. Learning to teach in new ways required significant change. Thus, faculty development efforts were necessary components needed for a successful transition.

Research has supported the benefits of implementing blended learning courses in higher education, but faculty members have hesitated to apply the blended learning approach due to a reluctance to face the challenges of integrating technologies into their instruction. This action research study identifies factors that influence faculty members’ attitudes and behavioral intentions to use CMCD technologies to implement a programmatic change in the provision of technical education offered by Southcentral Kentucky Community and Technical College.

The Technology Acceptance Model was considered as a base to establish the theoretical and conceptual framework for this study. Faculty members from the Advanced Manufacturing Technologies division of Southcentral Kentucky Community and Technical College were purposefully selected and represented the total population for this study. The implications of the findings from this study may be used to develop practical recommendations for facilitating successful adoption and implementation of a blended learning approach for curriculum delivery at the program or institutional levels.


Community College Leadership | Organization Development | Teacher Education and Professional Development