This research explores faculty management of the tensions between academia and practice. Using a mixed methods design, it consists of three separate studies with a focus on Library and Information Science (LIS) faculty. Using an exploratory sequential design, the studies are intended to identify the ways faculty connect with practitioners, to measure the extent institutional pressures impact faculty inclusion in the practitioner community, and to determine the combination of factors that predict faculty integration of practice into teaching or research. This research consists of a qualitative, a quantitative, and a fuzzy-set qualitative comparative analysis (fsQCA). Individual faculty are the unit of analysis. The findings indicate that LIS faculty maneuver institutional and cultural systems to manage the tensions between academia and practice. Specifically, faculty tap their intrinsic motivation, participate in boundary spanning activities, and understand institutional expectations. We identify four integrated findings: 1) Faculty are determined to manage the tensions between academia and practice. 2) Faculty need diverse and adaptable solutions to manage the tensions between academia and practice. 3) Faculty participate in boundary spanning activities in order to integrate academia and practice. 4) Institutional expectations negatively impact the ability of tenure-track faculty from managing the tensions. This dissertation contributes to scholarship and practice. Practically, this dissertation is impactful to higher education. These findings can simplify the integration of practice into academia and help faculty more easily manage the tensions in ways that are beneficial to the university, the professional program, the individual faculty, and the profession itself. Additionally, this research contributes to the literature on the role of scholar-practitioners and the value of employee authenticity within institutions. Finally, this dissertation maps the institutional effects on identity and reality using theoretical underpinnings from organizational institutionalism, social identity theory, and social construction. Thus, this research informs the literature on institutional sustainability and socio-cultural understanding. [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.]