Academic entitlement (AE), which is students' belief that they are deserving of special treatment and maximum credit for minimum work (Chowning & Campbell, 2009), has been a persistent problem on college and university campuses. Once used to define Millennial students, AE is now used to characterize the new college cohort, Generation Z's behavior; these students comprise one of the most diverse college student populations. As colleges and universities seek innovative ways to promote their institution's amenities, they must also devise unique ways to address this cohort's academic, economic, and psychological deficiencies (Seemiller & Grace, 2019; Serlingo, 2021). In addition to Generation Z students' needs and states shifting to performance-based funding, many higher education institutions (IHEs) have moved to a business model that often treats students as consumers. Faculty and student support staff may feel coerced to compromise by assigning more passing grades, tolerating academic dishonesty, allowing students more chances to complete late work, giving credit to partial work, or neglecting to report students' misbehavior out of fear of being reprimanded by their supervisor. IHEs' emphasis on student satisfaction through student evaluation of teaching (SET) and subjective complaint protocols has created a power shift, producing entitled students and frustrated faculty and staff. This mixed-method, social constructivist study examined how IHEs' administrators, faculty, and student support staff characterization of AE and whether students' behavior may hinder their academic success and contribute to faculty and staff work strain. The quantitative section of the study asked participants to define students' AE, consumer beliefs, working conditions, and administrative support. The qualitative section of the survey asked participants to share their observations about student AE and how it perceives as affecting students' academic performance, the learning environment, faculty stresses, and administrative support. Data was collected using a homogeneous sampling method through an online survey posted on Facebook, which remained open for six weeks. The research revealed practical significance at the institutional level in how IHEs indulge students to keep them satisfied and how institutional practices affect the faculty psyche. Many participants, teaching and nonteaching alike, shared that students who misbehave may be inspired by their feelings of entitlement and often take up too much of faculty's time, all while worrying about how students' levels of satisfaction will influence faculty evaluations. [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.]