Digital formative assessments can be used by business faculty to improve student confidence, motivation, participation, and engagement in traditional, hybrid, and online learning environments. Though digital formative assessments are not new to higher education, many business faculty are experiencing barriers when adopting or revising digital formative assessments within their courses. Without an understanding of the institutional barriers faculty face, instructional designers and academic technologists are burdened with establishing effective strategies for increasing student and faculty learning experiences through these assessments. The purpose of this Action Research study was to investigate and improve faculty's usage of digital formative assessments across traditional, hybrid, and online business courses. Participants in Cycle 1 included seven full-time and part-time business faculty, and data collected included faculty motivations, barriers, and recommendations for using digital formative assessments in their courses. Action steps including faculty showcase events, an onboarding course, a communication strategy, an instructional design strategy, and an academic technology support strategy were designed, implemented, and evaluated in Cycle 2 to create an effective operational model of professional development, instructional design services, and academic technology support solely based on faculty recommendations for overcoming their own barriers regarding digital formative assessments. Cycle 2 participants included six additional full-time and part-time business faculty. Findings included that all five Action steps were effective in reducing or eliminating faculty barriers and that faculty were more likely to adopt or revise digital formative assessments in the future. Implications for the organization included the strategic incorporation of knowledge generated about specific faculty barriers, accessible, collaborative, and inclusive opportunities, and an expansion of the model across all operations that may act as a blueprint for other technology groups working with business faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]