Date
4-29-2026
Department
Graduate School of Business
Degree
Doctor of Philosophy in Organization and Management (PhD)
Chair
Richard Roof
Keywords
learning management systems, technology acceptance model, higher education, technology adoption, organizational change
Disciplines
Business | Education
Recommended Citation
Tharpe, Ashley Hudson, "A Qualitative Case Study on Leadership and Organizational Dynamics in the Adoption of a Learning Management System in Higher Education: A Post-Positivist Approach Using the Technology Acceptance Model (TAM)" (2026). Doctoral Dissertations and Projects. 8298.
https://digitalcommons.liberty.edu/doctoral/8298
Abstract
The purpose of this flexible design, qualitative, single case study was to explore the process of a learning management system (LMS) transition and the perceptions of administrators, course designers, and faculty during that process at a higher education institution. The study focused on understanding perceptions of LMS adoption, using the technology acceptance model as a conceptual framework. Three research questions were used to address the problem by providing insights into the procedural, relational, and strategic elements of LMS adoption. Data was collected through 30 semi-structured one-on-one interviews, 33 reflective journal responses, and multiple institutional artifacts related to LMS migration. Six themes emerged from the data: (a) communication is central to change; (b) leadership visibility and strategic direction matter more than authority; (c) institutional readiness shaped participants’ lived experiences of change; (d) training and support influenced adoption; (e) perceptions of ease of use and usefulness developed over time; and (f) voice, culture, and emotional responses influenced buy-in. The findings suggest actionable areas for organizational leaders, including prioritizing clear, consistent communication of the institutional vision, maintaining visible, relational leadership engagement during technological change, assessing organizational readiness across units, and providing ongoing training and embedded support structures. Additionally, the findings highlight the importance of recognizing the emotional and cultural dynamics that accompany large-scale technological transitions. Together, these insights contribute to a deeper understanding of how leadership practices and organizational processes influence the successful adoption of learning management systems in higher education.
