Shortage of resources is the most significant stress factor cited by registrars who responded to a recent survey distributed by AACRAO. Thirty percent of respondents cited "budget reductions, staff shortages and a lack of resources" as a significant source of occupational stress in a multiple choice question. The second-most cited stress factor was "office relationships, including those with faculty, staff and other administrators."
The survey, designed by University at Albany graduate student Jennevieve Mitchell, follows a pilot survey Ms. Mitchell distributed to registrars working at public and private higher education institutions in New York State. AACRAO revised and distributed the survey, which covered many aspects of the registrar's career including backgrounds and aspirations; use of technology; contact with students, administrators and faculty; and education and training.
A report on the methodology, analysis and findings will appear in the Fall issue of College & University. Here are a few highlights:
Individual demographics:
- 63 percent of respondents were between ages 40 and 60 (34.5 percent were ages 40 to 49 and 29.5 percent were ages 50 to 59). Those who are under 40 and over 60 reported in about equal numbers: 18 and 19 percent, respectively.
- 71 percent were female.
- Multiple responses to the categories of racial/ethnic identity used by the U.S. Education Department were permitted. 316 marked Caucasian, 20 African American, 8 Hispanic, 6 Asian, 5 American Indian/Alaskan native.
Education:
- As their highest level of education attained, 68.6 percent marked that they have a masters degree, 21.1 percent a bachelors; and 7.1 a doctoral or other terminal degree.
- Only 21.2 percent of the highest degrees earned were in higher education administration, and 3.7 more were related to education. 36.2 percent were in business administration; and 36.2 percent, collectively, were in liberal arts, social sciences or other disciplines.
- 25 percent earned these degrees before 1987, another 25 percent between then and 1998, 25 percent between then and 2006 and 22 percent in the last 8 years.
Occupational experience:
- More than half responding to a multiple choice question indicated they learned 70 to 80 percent of their knowledge about technology while on the job.
- 10.7 percent did not hold a position in higher education administration before they became registrars.
- Those who worked as associate registrars before becoming registrars generally reported remaining in this position an average of 5.12 years; those who were assistant registrars, an average of 4.89 years. However, more recent graduates spent significantly less time as associate and assistant registrars before becoming registrars.42 percent of public and 28 percent of private institutions responding have an IT staff member assigned to the Registrar's office.
Time spent at the job and succession planning:
- Since becoming registrars, respondents reported making little movement between institutions. 64 percent have been registrar at only one institution. 34.5 percent have been at their institution for 4 to 9 years, 15.3 percent longer than 20 years.
- More than a third of respondents indicated they anticipate retiring in the next 10 years. These individuals were more likely to report using statistics to analyze institutional data and being consulted as a resource by higher education administrators outside their institutions.
- Of those respondents retiring in 3 years or less, about half (48.4 percent) had a definite idea of who their replacement would be and had been training that person. (4.7 knew who their replacement would be but were not training them.)
Ambitions:
- 68 percent of respondents indicated they intend to remain as registrar, though 25.4 may change institutions; 15.3 will seek promotion or transfer to another role in higher education administration.
- Of those who wish to seek further education, 53.1 percent indicated that education would be in higher education administration; 20.3 percent in business or public administration; and 9.4 percent in technology or institutional research.