Date of Award


Document Type


Degree Name

Doctor of Education



First Advisor

Dr. Kathy Grover

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Shelly Fransen


This study was designed to solicit data from higher education professors concerning academic entitlement and student consumerism to contribute to existing research. Previous research concerning these two topics focused on students and the students’ responses. A mixed-methods strategy was utilized to discover professors’ experiences and perceptions with the topics of academic entitlement and or student consumerism. Charmaz’s (2014) constructivist interpretation of Glaser and Strauss’ grounded theory (2017) served as the theoretical framework for this research study. An exploratory sequential design was utilized, beginning with open-ended qualitative interviews. The data mined from the qualitative interviews in conjunction with the three research questions were utilized in creating quantitative statements for a Likert-type survey tool. The Likert-type survey consisted of 25 statements and four demographic statements. Research participants were professors from Midwestern universities and colleges. Six respondents participated in the open-ended interviews, and 37 respondents completed the Likert-type survey. Survey data were analyzed using descriptive statistics to provide summations to the research questions. Qualitative and quantitative data inferences uncovered that professors might not had researched the two topics but had witnessed students exhibiting these characteristics. The data also revealed that higher education administration and students’ parents encouraged these characteristics in college students, and professors must satisfy students, parents, and higher education administration. As a result, it was theorized that a degree attained by means of a product of customer service and not by merit or effort would, in time, diminish the value of higher education.


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