Researchers have suggested that faculty motivation influences profitability of academic programs. The problem researched in this mixed method study was the motivational factors that reduce faculty member effectiveness in improving the profitability of their universities' academic programs. Based on Maslow's theory of needs, the purpose of the surveys was to investigate factors for managers to improve faculty motivation in order to raise the profitability of the academic program and create value for academic investment. Extrinsic and intrinsic motivation theories provided the theoretical framework to analyze the motivation type. Interviews and surveys were conducted with 25 faculty members and 5 managers. A phenomenological analysis was conducted on the interview data that were transcribed, coded, and sorted into 6 emergent factors that contributed to faculty motivation; intrinsic motivation, extrinsic motivation, cultural adaptation, management between genders, nepotism, and technology; whereas 3 themes emerged for managers; program profit, current motivation, and leadership. Survey data was employed to extend the qualitative findings by examining faculty preference for intrinsic versus extrinsic reinforcement. An independent t-test analysis was conducted on data collected through the Job Satisfaction Survey. Results were used to document that there were no significant differences in faculty ratings across intrinsic/extrinsic incentive conditions. Implications for social change include using the thematic results to develop a strategy to improve faculty involvement in profitability of the program and create value for investment into the university. [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.]