The structure of higher education has changed with more remote part-time faculty superseding their full-time coworkers. Academic leaders are challenged to provide the support needed to ensure inclusion and engagement for online adjunct faculty. The purpose of this descriptive phenomenological study was to investigate the phenomenon of inclusion and engagement through the academic leader's view. The conceptual framework included elements from servant leadership theory, shared leadership theory, relationship leadership theory, and leader-member exchange theory. Data were collected through semistructured Zoom interviews with 15 academic leaders in Central Florida. NVivo coding was used to assist in data analysis. Results indicated that academic leaders used the leadership strategy of empowerment to include and engage online adjunct faculty. Activities of empowerment included professional development, providing resources, and being available. Another leadership strategy used by academic leaders was communication. Activities of communication were being more accessible and having a social presence. Empowerment and communication leadership strategies included serving ethically, sharing responsibility, improving connection, and sharing respect. Findings may be used to reduce turnover and increase job satisfaction among online adjunct faculty in higher education. [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/en-US/products/dissertations/individuals.shtml.]