African higher education institutions are experiencing a faculty shortage influenced by globalization, internationalization, and brain drain. Prior literature on immigrant African and diaspora faculty exodus from Africa focuses on the brain drain in African higher education. Still, there is a need for further exploration of faculty teaching experiences virtually from the U.S. to Africa using educational technology with multiple academic appointments. This study aimed to assist stakeholders in gaining insight into how African Diasporic faculty adopt educational technology for virtual teaching, faculty development, cross-culture university-to-university collaborations, and exchanges. This research explored the experiences of higher education faculty, Black African academic diasporic faculty, immigrants, and descendants in the U.S. A new generation of research in this area addressed the following: (a) the lived experiences of African diaspora faculty who immigrated from Africa and how those experiences inform their academic work, (b) how the experiences of African diaspora faculty relate to their use or engagement with educational technology for virtual instruction, and (c) to what extent does being an African diaspora faculty with multiple academic appointments influence their scholarly work and teaching ability. The study's approach was pluralistic, using a qualitative phenomenological approach and philosophically to inform research questions and themes. The participants transitioned to online instructional delivery and learning during the COVID-19 pandemic and were open to various academic appointments and virtual instruction at an African institution. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]