Common elements amongst all educational institutions are varying processes of selecting educational materials ("Choosing Blindly Instructional Materials", 2016). Whether they be textbooks, curriculum, access to internet-based platforms or other ancillary materials every educational institution participates in some manner of cyclic evaluation and adoption of resources (Altman, et al., 2006). The purpose of this study was to develop an understanding of the motivations, interactions, and behaviors of the individuals responsible for selecting academic textbooks, resources or material for educational institutions providing two-to-four year college degrees. This study explored the lived experiences of individuals serving at academic institutions involved in selecting materials for education. All participants were employed at associates through graduate degree-granting public institutions in the northeast region of United States. Participants only included persons who self-classified as "Administrators" or "Faculty". The design included 4 phases of interviews with 5 participants who represented selected stakeholders. Using a purposive sample supported validity and baseline of experience establishing that study participants were similar in experience regarding academic selection processes. The five participants who were presently employed at four different undergraduate institutions were accumulated through a purposive sampling of individuals and had served on academic selection committees at a college or university (Charmaz, 2007). In addition, participant criteria included stakeholders who possessed Masters or Doctorial level degrees and were active in academic resource selection processes within the last 5 years enhancing potential of shared experiences (Tanner, 2019; Tie, et al., 2019; Witt, et. al., 2010). By allowing the narratives of participants to be shared and processed, rich contextual themes were derived much akin to critical events or processes (Walker, 2017). Using common themes leading into macro-themes, this study was able to accomplish its goal of revealing collective social context possessed by persons participating in academic material selection processes. Tools combining hermeneutic and phenomenological methods successfully displayed potential motivators of stakeholders (Chamberlain-Salaun, et al., 2013; Tuffour, 2017). Through interpretative phenomenological analysis and systematic collection of narratives in the genre of education allowed codes and themes to emerge (Glaser & Holton, 2004; Charmaz, 2007; Charmaz, 2014). Within the narratives, some of the derived macro-themes illustrate multiple elements viewed as challenges, dichotomous paradigm and non-discussed paralleling motivators within the contributing stakeholders. The results within this study displayed many consistent narratives across four different institutions for stakeholders involved in academic resource selection. Aspects of some narratives exude extremely divergent areas of interaction, processes, motivations, and paradigms. In addition, within those narratives, there are also comparable instances of paralleling motivators, consensus, satisfaction, and other successful attributes related to interactions and practices regarding academic resource selection processes. Combining the various narratives, the themes and macro-themes all allude to the desire of the stakeholders to participate in enhancing the dynamics and interactions of all those involved in the evaluation, selection, and adoption of academic resources. The results of this study can establish a foundation for the utilization of specific organizational design models. Organizational design models have been implemented in corporate environments as far back as the 1980's (Rothwell, et al., 2015). Upon brief review of the academic resource selection process models which may be adaptable in educational environments could be inclusive of the Wesbord Six-Box Model, Dadler-Tushman Congruence or the Jamieson Strategic Organizational Design Model (Thorensen, 2017). The Jamieson Strategic Organizational Design Model has a number of attributes which display high degree of compatibility for academic selection processes. Utilizing results derived from this study, there is vast potential of applying various Organizational Development techniques and models to this area 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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]