Doctoral Candidate Brochure: Peggy S. Coyne
Doctoral Dissertation Defense
of
Peggy S. Coyne
For the degree of
Doctor of Education
Interprofessional Leadership
Implementing an AI Innovation Champion Program in a Corporate Setting: Insights into Innovation Champion Self-Efficacy and Peer Perceptions
March 2, 2026
9:30 a.m.
Meeting ID: 293 487 399 302 64
Passcode: JZ6Zk9sA
Implementing an AI Innovation Champion Program in a Corporate Setting: Insights into Innovation Champion Self-Efficacy and Peer Perceptions
This explanatory sequential mixed methods case study examined the implementation of an AI Innovation Champion Program within a Fortune 500 company preparing for the rollout of Microsoft 365 Copilot. The study explored how participation in the program related to AI Innovation Champions’ AI self efficacy, how Champions perceived their experiences in the program, and how employees experienced support from Champions during early exposure to AI tools.
Quantitative pre- and post-intervention surveys showed no statistically significant changes across four AI self-efficacy dimensions. Small to medium effect sizes suggested possible early shifts, but results should be interpreted cautiously given the small sample, high baseline scores, and the program’s short duration. Qualitative findings helped contextualize these patterns. Champions reported that early access to the tools, hands-on practice, peer discussion, and teaching others strengthened their confidence and practical understanding. Employees noted that concrete demonstrations and examples made AI capabilities easier to grasp and apply, while also expressing concerns about data security, uneven AI literacy, and uncertainty about appropriate use.
Together, the quantitative and qualitative results provide an early, context-specific view of how individuals experience the initial phases of an AI Innovation Champion program during generative AI adoption. Findings are not intended to be generalized beyond this organization, but they offer considerations for designing practice-centered learning, role-based support, and guidance for responsible use. Future research with larger samples, longer implementation periods, and domain-specific measures of AI competence may clarify how self-efficacy develops over time.
ÐÔ¸£ÎåÔÂÌì the Candidate
Peggy S. Coyne
M.B.A., Master of Business Administration
ÐÔ¸£ÎåÔÂÌì University, 2019
B.S., Public Relations
ÐÔ¸£ÎåÔÂÌì University, 1991
Peggy S. Coyne is an information systems leader whose career spans consulting, logistics, insurance, financial services, healthcare, and consumer packaged goods. She currently manages the IS Collaboration Services Team for a Fortune 500 organization, overseeing enterprise Microsoft 365 services for more than 7,000 employees, along with the supporting infrastructure for identity and document management. A central focus of her role is helping people leverage collaboration technologies to work more efficiently and effectively; she routinely designs enablement approaches and educates employees on tools such as Microsoft 365, Teams, and Mural to strengthen communication and knowledge sharing. She has also recently served as an adjunct at the University of Akron teaching Business Information Systems.
Her research interests focus on workplace learning and change leadership during digital transformation—particularly how employees build confidence and responsible practices when adopting generative AI tools. She examines role-based enablement models (e.g., innovation champions), practice-centered learning, and the organizational conditions that accelerate effective, secure AI use.
Peggy serves on the University of Akron Center for Information Technologies and Analytics (CITA) advisory board and contributes longstanding nonprofit leadership through the Alpha Xi Delta Foundation Board. She holds an MBA and is PROSCI change management and Scrum Master certified. Her long-term professional goal is to serve as an adjunct professor teaching leadership, software, and business courses.
Doctoral Dissertation Committee
Director
Elena Novak, Ph.D.
Professor
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Members
Jiahui Wang, Ph.D.
Associate Professor and Program Coordinator
Educational Technology
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Tricia Niesz, Ph.D.
Professor
School of Foundations, Leadership and Administration
College of Education, Health and Human Services
Scott Courtney, Ph.D.
Associate Professor and School Director
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Graduate Faculty Representative
Chia-Ling Kuo, Ph.D.
Professor
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services