The purpose of this qualitative study was to explore the management style, not the leadership style, of business faculty members in higher education (Theory X and Theory Y) as it pertains to the faculty perceptions of student success within an online academic format. As online education becomes increasingly prevalent, understanding faculty strategies to engage and motivate students in this digital landscape is crucial. Thematic analysis was conducted on interviews with faculty members to distill key insights regarding faculty-student interactions in online educational settings. I employed a qualitative research methodology, conducting in-depth interviews with business faculty members to gather detailed perspectives on their management styles and perceptions of student success in online education. Thematic analysis was then employed to identify recurring patterns and themes in the data, allowing for the extraction of key insights. Five overarching themes emerged from the analysis: cura personalis through communication, focus on students gaining knowledge, motivate to learn despite challenges, job market readiness, and technology as a pedagogical tool. These themes highlighted the importance of creating supportive learning environments, fostering student engagement, promoting intrinsic motivation, enhancing career readiness, and leveraging technology for effective teaching. The findings were interpreted in relation to existing literature on faculty management styles, student motivation, and online education. Faculty members who prioritized communication, innovation, motivation, career readiness, and technology integration demonstrated transformational leadership qualities that contribute to student success. I emphasized the significance of faculty-student relationships and supportive learning environments in fostering student engagement and achievement. This research begins to highlight the faculty management style versus the power of the imprimatur in faculty motivation in modern higher education, suggesting a need for modifications to the promotional policy hegemon that has dominated educational management for so long. This policy decision should focus on masterful faculty educations as learning leaders, applying and reinventing engagement through technology and management style to reach and retain the student population. However, I acknowledge limitations, including a small sample size and potential for social desirability bias. Recommendations for future research included adopting mixed-methods approaches, longitudinal studies, comparative analyses, interdisciplinary collaboration, exploration of emerging technologies to deepen understanding of faculty management styles in online education, as well as research to improve the understanding of the pedagogical skills and management styles that span faculty generations. [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.]