National narratives pushing distance education, online courses and degree programs, and a competency-based education have led to enlarging staffs of instructional support professionals (ISP) that accompany significant technological shifts to aid in diffusion and support. This study investigated the influence of ISP roles on behavioral intentions of college of business faculty to adopt educational technology generally as, 1) whether change agents provide value in the decision process, 2) how change agency contributes to the overall acceptance of educational technology, and 3) the effect of including change agency in acceptance models. The study design was a quantitative, non-experimental correlational survey as cross-sectional research to examine interrelated dependencies in a conceptual model. Partial least squares structural equation modeling (PLS SEM) was used to evaluate an extension to the Unified Theory of Acceptance and Use of Technology (UTAUT) model, incorporating ISP change agency and functional support roles. The findings contribute to literature on technology adoption and diffusion in the context of business faculty. Antecedents external to faculty adopters' internal support and social system are identified with successful inclusion of external factors demonstrating influence of external agents in the decision process and providing a direct link to the context of diffusion. The findings also signal that ISP practitioner preparation standards should place a greater importance on preparing ISP for their role in change agency, as these skillsets are critical to ongoing success and acceptance of the profession as an effective tool for influencing change higher education.