Loading page content
Preparing content…
SOC 11-9033
Postsecondary education administrators correspond to US O*NET 11-9033 and coordinate teaching, student services, administrative and related research activities at universities, colleges and community colleges. Specific positions may focus on admissions, registration, student affairs, departmental or academic administration, and require checking student records, policy, budget and personnel responsibility. This is not a general office manager, and education, authority and Chinese position conditions must be verified with the institution and jurisdiction.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+50+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
Those who like dealing with students, teaching and policy coordination long term can continue looking at specific positions; those who prefer pure teaching or general administration can compare postsecondary teachers and general administrative management occupations.
Self-check: group A cannot mark applicants with missing items as admitted; course B's waiting list cannot skip eligibility and institutional rules; student C's credits cannot be changed in the official record on a one-sided statement alone. Mark the handleable scope and authorized review for each step.
Safe trial: using fictional group A applications missing 20 items, course B with capacity 30 but only 28 confirmed, and student C's credit complaint pending verification, write one page of facts, rules and handover; do not use real student data.
O*NET 11-9033 covers coordinating teaching, administrative, student service and research activities in higher education institutions: learning outcome assessment, personnel management, student course selection and graduation guidance, budget and policy. Supplementary tasks may include teaching in a professional field; it cannot be summarized as managers never teaching or advising students, and specific duties and formal decision rights depend on the position.
This page covers O*NET 11-9033 Education Administrators, Postsecondary: coordinating instruction for students, administrative services and research and education activities at universities, colleges and community colleges. Admissions, registration, student affairs and academic administration may have different position boundaries.
Career direction comparison
When comparing, look at the people served, formal decision authority, training and outputs; adjacent occupation wages and qualifications cannot be borrowed.
| Career direction | Core work and output | Key differences | Best-fit choice |
|---|---|---|---|
| Postsecondary teachers | Design courses, teach, assess student learning and possibly conduct research. | Teaching and research and school administrative coordination may overlap; teaching, assessment and formal record authority depend on appointment. | Those who prefer teaching a subject, assessing learning and researching can compare teachers. |
| Educational, guidance and career counsellors | Help students choose courses, plan education and careers and provide counselling support. |
AI impact on this career
AI may rank application gaps, but cannot fill in application materials or decide places on probability. AI Impact Score 50% is an editorial estimate. Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+50+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.The three tasks, ratings and sources are listed in the FermatMind method source record on this page.
FermatMind AI Impact Score estimation method v1
FermatMind / 费马测试 · 2026-10-18
Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Chinese mainland salary reference
US 11-9033 and Chinese university appointments, job titles and authority are not mutually recognized.
Chinese job titles such as admissions, academic affairs or student affairs can only have their duties checked against the specific announcement; the Personal Information Protection Law is not a job classification or a nationwide education threshold.
133539 yuan/person/year; the 2025 education industry pre-tax annual average, not university administrative occupational wages.
63908 yuan/person/year; the 2025 education industry pre-tax annual average, not university administrative occupational wages.
Insufficient evidence: no Chinese nationwide median, percentiles or individual monthly pay for university administrators on the same basis were obtained.
US salary reference
The US nationwide 11-9033 wage distribution and employment projection use BLS2025 and 2025–2035 respectively. The industry line is the median for this occupation in different school industries, not an individual quote or the wage of admissions or registration sub-positions. BLS 11-9033 projects about 231,800 in 2025 to about 235,900 in 2035, growth of 1.8%, with about 14,500 openings per year. 104,590 USD/year is the May 2025 US 11-9033 median; not applicable to the Chinese mainland.
| Wage statistical position | Annual wage reference | Conversion boundary | How to understand this position |
|---|---|---|---|
| Lowest 10% | 64,560 USD/year | Official annual wage, not individual monthly income | The lowest 10% earn 64560 USD or less per year, inclusive; not a new hire starting salary. |
| Median (50%) | 104,590 USD/year | Official annual wage, not individual take-home pay |
Career fit guide
Look first at whether you are willing to verify student materials, places and appeal evidence while organizing service and communication; SEC scores are not an individual match rate.
You may be better suited to： Willing to verify sources, accept policy exception review and pass student problems to a clear responsible person.
These situations need caution： If you keep skipping the checklist, rushing to promise admission or avoiding dispute communication, address these behaviours before deciding on a direction.
Do an entry exercise： Use fictional data only for the three cases and recompute the 20 pending items and the 2 remaining places; do not connect to real systems or make formal decisions.
Work pressure, risks and occupational boundaries
First verify the facts, policy, data authority and formal decision maker; A pending items are not marked admitted, B waiting lists do not exceed capacity, and C disputes do not involve unauthorised credit changes.
The following scenarios are editorial risk examples based on this occupation's tasks and privacy rules, with no accident incidence rate or common procedure for every school.
Typical scenario：The fictional group A has 120 applications, 100 with verified eligibility and 20 pending completion, and admission has not yet been decided.
Roles most affected：Admissions verification and notification staff
Possible consequence：Marking pending materials as passed issues an unfounded admission promise.
Entry, qualifications and career development
First practise judgment with A/B/C, then check a real job announcement.
| Entry-level jobs | What you mainly do at the start |
|---|
Career prospects and moves to related occupations
BLS 11-9033: about 231,800 in the United States in 2025 to about 235,900 in 2035, growth of 1.8%, with about 14,500 openings per year.
United States · SOC11-9033 postsecondary education administrators
231800 (2025)→235900 (2035); growth of 1.8%
Employment base period and projected size
A net increase of about 4100 people and about 14500 annual average openings are different indicators, and openings include replacements.
Does not establish：A separate US occupation line; the projection is not an individual hiring rate and does not infer China or AI causation.
Coordinate admissions and registration, student services, teaching support, staff, budgets or policy at a university or community college; specific duties depend on the position.
Teachers focus on teaching and academic research; administrators coordinate rules, staff, student records and services, and some positions may also teach.
Write facts, pending items, policy basis and handover using entirely fictional application, course selection and credit complaint scenarios; the work sample is not a hiring qualification.
Choose a real task from this page for a small practice project or a conversation with someone in the field. Use the planning guides to set a date, an output and feedback questions before deciding whether to continue.
First choose the target institution management scenario: admissions, registration, student affairs, departmental or academic administration. The shared deliverable is compliant, traceable student service, teaching support, and staff and budget coordination, not general office procurement.
Observable signals: can verify the source and authority of applications, courses and student records, and explain the policy basis, exception handling and next responsible person; can make evidence-based judgments between student needs and institutional rules.
Group A: 100 applications with verified eligibility and 20 pending completion; the material details need further verification, and verified eligibility does not equal formal admission.
Quality standard: application status, course places, credit records and the basis for notifications agree, and authorized approval and data access are traceable.
This occupation coordinates higher education services, records, staff and resources; teaching, counselling and general administrative positions each have separate tasks, and formal decisions follow the institution's division of work.
| Dimension | Primary track | Comparison track |
|---|---|---|
| Core purpose | Coordinate higher education teaching, student services and administrative activities so that policy, staff, records and resources are implemented and reviewable. | There is task overlap with teachers and counsellors, but a management appointment does not automatically grant all teaching, counselling or enrolment decision authority. |
| Main objects and basis | Students, faculty, applications, course enrolment, budgets and current policy; based on source records and institutional rules. | Teachers focus on subject teaching, learning assessment and research; counsellors focus on education and career guidance, with partial overlap in the people served. |
| Core process | Check the need against the source record → confirm the applicable policy → mark what is pending or disputed → refer to an authorized person → notify and review. | Adjacent positions may also advise students or take part in management, and tasks and authority cannot be judged from the title alone. |
| Main outputs | This occupation's outputs are application status, registration records, student support handovers, and budget and policy implementation reports. | Teachers deliver courses and learning assessments, and counsellors deliver guidance or referral records; specific formal authority depends on the institution. |
| Responsible party | Admissions, registration, departmental or student affairs leads verify facts, decisions and quality according to their position; all functions are not pushed onto one person. | Teachers, counsellors and administrators each carry responsibility within an approved scope, and professional difficulties must be referred to the appropriate responsible person. |
| Authority and approval | Formal admission, course places, credit changes, budget and personnel decisions depend on appointment and approval; tool or assistant experience does not substitute for authorization. | Adjacent professional training does not automatically grant authority to approve admissions, enrolment, personnel or budgets. |
| Conclusion boundary | The US 11-9033 scope on this page is explicit; Chinese positions are checked by institution and jurisdiction, and pay and benefits are not inferred from adjacent wages or individual assessments. | US occupational materials do not provide a unified Chinese qualification, nor do they state the hiring conditions of every recruitment announcement. |
do not write missing materials or waiting list status as approved.
credits and grades are recorded under institutional authorization.
recruitment and personnel decisions follow the rules.
approval rights and applicable regulations are checked by position.
public work samples contain no real personal information.
the typical US BLS master's requirement is not a unified Chinese threshold.
Adjacent duty boundaries: administrative coordination does not automatically grant authority for teacher evaluation, psychological counselling or formal enrolment changes.
Check the specific department and outputs for admissions, registration, student affairs or departments, and do not equate a general administrative title with this occupation.
Check the announcement item by item for education and experience; the typical US master's degree is not a unified Chinese threshold.
The missing material details for the 20 group A applications, the waiting list eligibility ranking for B and C's official credits all have items pending verification and must not be fabricated.
Do not issue admission notices without approval, use waiting lists beyond authority or change credits; state clearly the decision maker and reviewer.
| Counsellors provide professional guidance, and administrative staff may also advise on course selection; professional training and record authority are checked separately. |
| Those who prefer individual counselling, education and career planning and referral can compare counsellors. |
| Education administrators, kindergarten through secondary | Coordinate teaching, administrative and support activities from kindergarten through secondary school. | The education stage and system differ, and higher education experience does not automatically grant primary or secondary management qualifications. | Those who prefer primary and secondary education, teacher collaboration and school affairs can compare this direction. |
|---|
| Education and childcare administrators, preschool and daycare | Coordinate teaching and non-teaching activities at preschool or daycare institutions. | The focus is preschool and daycare institutions, where care, safety and admission conditions cannot follow higher education rules. | Those who prefer childcare teams, parent communication and institutional operations can compare this. |
|---|
| Admissions and registration management (task emphasis) | Coordinate application verification, registration and enrolment records and refer them to authorized positions for decision. | This page summarizes tasks from 11-9033 and is not a new separate occupation or wage percentile. | Those who prefer material lists, course capacity and policy records can try the admissions and registration exercise. |
|---|
| Student affairs management (task emphasis) | Coordinate student support, appeal handover, accommodation or activities and service resources. | Support, appeals and resource coordination do not automatically grant professional counselling or disciplinary decision authority. | Those who prefer listening to needs, cross-department referral and programme arrangement can try student affairs. |
|---|
Postsecondary education administrators share the campus setting with teachers and counsellors, but their core deliverable is institutionalized service, records, staff and education activity coordination.
Before transferring, check departmental authority, education and experience, student record protection and the first-year tasks in the announcement.
Material organization, policy retrieval and draft potential can be discussed; capability estimates are not formal qualification verification or implementation results.
Institutional adoption depends on data authority, current policy, system interfaces, quality testing and review responsibility; the exercise does not replace approval.
The BLS employment projection cannot be attributed to AI. Insufficient evidence: no measured data were obtained on this occupation's generative AI adoption rate, time savings, error rate, replacement rate or net employment causation; task exposure and actual adoption are checked separately.
| Work area | Task | Current change | Human control point |
|---|---|---|---|
| Admissions materials | Application catalogue and missing item prompts | Editorial judgment: can assist with classification and drafting; deployment effects in this occupation were not verified. | Check the source, identity, gaps and eligibility, and refer formal admission to the authorized admissions person. |
| Admissions and student communication | Student notice drafts | Editorial judgment: can draft readable text, but identity, status and commitments must be verified item by item by people. | Confirm the recipient, policy version and notification authority, and do not send formal decisions automatically. |
| Registration and enrolment | Course selection and credit record comparison | Editorial judgment: can flag record differences but cannot automatically change student C's credits. | Check official records and modification authority under the registrar's rules. |
| Course selection coordination | Course capacity and waiting list organization | Editorial judgment: can calculate 30−28=2 but cannot turn all 4 waiting list people into the formal list. | Recompute capacity, confirmed and waiting list items item by item; the waiting list eligibility ranking is checked by authorized positions. |
| Student affairs and departments | Policy retrieval and summaries | Editorial judgment: can assist retrieval, but outdated or missing clauses must be corrected. | Check current policy, exceptions and the referral responsible person, and do not let a summary replace the formal rules. |
| Education programme resources | Non-sensitive budget statistics and reports | Editorial judgment: can organize tables and flag differences, but amounts must be recomputed independently. | Check the unit, period and source vouchers; budget approval authority is checked separately. |
| Data and privacy | Student record classification and access prompts | Editorial judgment: can assist catalogue management, but tools grant no data access or external sending rights. | Check the applicable jurisdiction, minimum necessary data, and access and disclosure conditions separately. |
The following studies address potential task exposure, task acceleration, employer expectations and a risk framework respectively; none provides an actual layoff rate for 11-9033.
The following are editorial judgments based on this occupation's tasks, not university deployment experiments; the authority and data conditions for admissions, registration and student affairs are checked separately.
AI primarily changesMaterial catalogues, missing item prompts and notice drafts can assist organization; they cannot presume that pending applications have passed.
Human responsibility remainsCheck eligibility, policy, complete materials and formal notices, with the 20 pending group A items kept pending.
AI primarily changesCan assist with course record comparison and exception prompts, but the output must be checked back in the original system.
Human responsibility remainsCheck the enrolment version, credits and modification authority; the 4 waiting list places for course B cannot automatically become the formal list.
AI primarily changesCan assist with non-sensitive policy summaries, needs classification and service referral drafts.
Human responsibility remainsReview policy exceptions, actual student needs and the appeal chain; for student C's credit dispute, check the official records first.
Users verify sources and policy, and authorized positions make formal decisions; the following steps are editorial syntheses and do not change the institutional approval chain.
Clarify the question and data authority, deadline and acceptance responsible person for the application, course or appeal.
Process only approved materials and output classifications or drafts, without directly changing enrolment, admission or places.
Human review: the user checks dates, amounts, scope and commitments against the source records; pause use if they are inconsistent.
Record the input scope, policy version, tool version, reviewer and corrections, and avoid leaking student data.
Authorization and responsibility: matters requiring approval, payment or external commitments are completed by authorized people; tools do not carry these responsibilities.
Office documents are often taken as genuine, and wrong dates or commitments directly cause misunderstanding; generated content cannot prove itself true.
Control: Check the source records before sending externally and note the draft and reviewer; confirm commitment-type content sentence by sentence.
Sending student records to the wrong person, mismatching them across people or uploading them externally may harm privacy and enrolment rights.
Control: Check FERPA or Chinese personal information rules, institutional authorization and minimum necessary data separately, and do not mix jurisdictions.
A change of policy or tool version gives different answers to the same question, and without traceability corrections are delayed.
Control: Keep the applicable policy and tool version, input scope and manual corrections, without recording unnecessary personal data.
Wrong application counts, course places or budget calculations cause wrong notifications, over-capacity or wrong resource arrangements.
Control: Recompute independently: 120−100=20, 30−28=2; the 4 waiting list people are not 4 places, and the budget units and period are checked separately.
Without a reviewer or decision chain, model suggestions are mistaken for institutional commitments and appeals cannot be handed over.
Control: Distinguish drafts, human review and formal approval, state the responsible person and deadline, and leave formal decisions to authorized people.
Practise classifying the fictional group A 120 applications: 100 with verified eligibility and 20 pending completion; formal admission has not yet been decided.
Verify identity, course codes, policy version, missing items and notice drafts item by item; formal decisions are made by authorized positions.
Watch appeal handover, policy exceptions, data access and student rights; task exposure does not equal net job change.
Clarify the data scope, authority, logs, false positives and misses and rollback before deciding whether to trial.
Task exposure cannot be treated as a layoff conclusion. Higher education administration still has to handle real student situations, policy exceptions and authorized decisions.
Source: ILO exposure study; see O*NET for this occupation's task boundaries.Original source ↗
This page sets no unified programming threshold; first learn identity, course, policy and error verification, then check tool requirements by specific position. This is an editorial suggestion.
Source: The NIST risk framework is used for review and records, not as a recruitment skill threshold.Original source ↗
Existing research mostly discusses document and retrieval task potential; admissions eligibility, enrolment, credits, student support and budget decisions still require institutional authorization and human verification.
Source: "GPTs are GPTs" is used for task potential and does not prove adoption effects in this occupation.Original source ↗
BLS table 1.2 projects 11-9033 growth of 1.8% in 2025–2035, about 231800 to 235900, a net increase of about 4100; this is not an AI causal forecast.
Source: BLS table 1.2: the separate US 11-9033 occupation line.Original source ↗
No. AI-generated admissions, course or credit suggestions are not formal decisions; eligibility, capacity, enrolment and appeals are handled by authorized staff under institutional policy.
Source: NIST human responsibility and risk measures; institutional decision authority still follows actual rules.Original source ↗
No year for job disappearance can be given. "GPTs are GPTs" does not predict model development or adoption timetables and is not a forecast that this occupation will disappear.
Source: "GPTs are GPTs" on timetables and adoption limitations.Original source ↗
Editorial learning suggestion: first practise the source and decision chain for group A application eligibility and material gaps, course B capacity and waiting list policy, and student C's credit appeal, then add student data authority and change logs, and only then practise tool prompts in approved systems; this order is not a measured ranking of capability value.
Source: NIST is used for review and responsibility allocation; the learning priority order is an editorial suggestion on this page.Original source ↗
First test mis-classification, gaps and handover quality with fictional A/B/C; only after explaining sources, unknowns and authority can tool use be discussed under institutional rules.
Insufficient evidence: no Chinese nationwide postsecondary education administrator employment, openings or wage percentiles on the same basis were obtained.
| Preparation conditions | Task direction | Notes and verification suggestions |
|---|---|---|
| Basic education | Specific university administrative positions | The typical US BLS master's degree is not a unified Chinese statutory threshold. |
| Position training | Admissions, enrolment, student support and privacy authority | Specific authority and training are determined by institutional rules and appointment. |
| Relevant experience | University teaching services, admissions and registration or student support | Related work experience helps but does not automatically grant formal decision authority. |
| Cross-industry background | Education programme, data or operations coordination | Transferable record and coordination skills; enrolment policy and campus context need to be added. |
The US annual average of 14,500 openings applies only to the 11-9033 projection basis.
Handles part of the duties by department and does not hold all authority at once.
Familiarity with education settings transfers, but management appointment and pay and benefits are checked separately.
Budget and staff coordination methods can be shared, but enrolment rules are not automatically familiar.
Insufficient evidence: this page has no comparable estimate of wage changes for Chinese university administrators caused by AI.
| 104,590 USD/year is the median, not an individual guaranteed income. |
| Highest 10% | 215,620 USD/year | Official annual wage, not individual take-home pay | The highest 10% earn 215620 USD or more per year, inclusive; not an individual income ceiling. |
|---|
Salary · 10th percentile：64,560 USD/year；Nationwide 2025 10th percentile； the lowest 10% earn 64560 USD or less, inclusive, not a new hire starting salary.；O*NET national line (BLS2025)
Salary · 25th percentile：80,870 USD/year；Nationwide 2025 25th percentile 80870 USD, not a years-of-service or grade ladder.；O*NET national line (BLS2025)
Salary · median：104,590 USD/year；The BLS May 2025 median for 11-9033, not an individual quote.；BLS occupation information
Salary · 75th percentile：144,370 USD/year；Nationwide 2025 75th percentile 144370 USD, not a guaranteed wage after promotion.；O*NET national line (BLS2025)
Salary · 90th percentile：215,620 USD/year；Nationwide 2025 90th percentile； the highest 10% earn 215620 USD or more, inclusive, not an income ceiling.；O*NET national line (BLS2025)
104590 USD is the 2025 nationwide annual wage median; the 25th/75th percentiles are 80870/144370 USD, none of which is a starting salary or individual quote.
Statistical hourly and annual wages cannot infer an individual's take-home pay; hours, contract, overtime and deductions are checked separately, and an individual annual salary is not constructed from the nationwide median.
Wage percentiles use the BLS2025 data on the O*NET national line, and employment uses EP2025–2035; the old O*NET page 2024–2034 projection or state-level values must not be mixed in.
The typical BLS master's degree and related higher education experience do not guarantee hiring; some positions accept a bachelor's degree, and the specific announcement is checked separately.
| Nationwide overall／school industry | Annual wage median／statistical status | How to understand this value |
|---|---|---|
| Nationwide 11-9033 overall | 104,590 USD/year | The nationwide overall median for this occupation, not an industry breakout or individual quote. |
| State colleges, universities and professional schools | 107,540 USD/year | The 11-9033 annual wage median in this industry; not all teachers or administrative staff. |
| Local government junior colleges | 105,270 USD/year | The 11-9033 annual wage median in this industry; does not represent all public colleges and universities. |
| Private colleges, universities and professional schools | 102,790 USD/year | The 11-9033 annual wage median in this industry; not a separate wage for admissions or student affairs. |
School size, region, department and duties differ; an occupational median cannot quote individual pay and benefits.
The contracts and duties of admissions, registration, student affairs and departmental management may differ.
Experience can affect an application, and an occupational distribution is not an individual promotion path.
BLS table 1.2 base period for the 2025 employment projections, not mixed with OEWS survey employment.；BLS employment projections table 1.2
about 231,800 in 2025 and about 235,900 in 2035, a net increase of about 4,100.；BLS employment projections table 1.2
Annual average openings include replacements and are not net additions or an individual hiring rate.；BLS employment projections table 1.2
O*NET occupational interest baseline
Student communication, rule verification and team coordination work samples can show preferences; occupational scores are not individual assessments or a hiring line.
Social 77, Enterprising 72, Conventional 65 describe this occupation's interest dimensions of supporting students, organizing staff and verifying records by the rules.
Which Holland interest type is closer to postsecondary education administrators?
The top three O*NET occupational interests are Social 77, Enterprising 72 and Conventional 65, code SEC; these are occupational dimension scores, not sample population shares or an individual hiring line.
Do not use it this way: Introversion is not unsuitable; first practise admissions season communication and cross-department handover, and observe whether unknowns and responsible persons are confirmed promptly.
Test my Holland career interestsWhich Big Five traits are more relevant to this job?
This page sets no Big Five hiring cut-off score; you can observe record accuracy, cooperation and review behaviour when facing student disputes.
Do not use it this way: Big Five scores cannot decide hiring or grant institutional authority; use group A materials, course B places and student C's appeal to observe record verification and cooperation behaviour.
View my Big Five personality traitsCan MBTI be used to judge whether I suit postsecondary education administrator work?
MBTI cannot decide hiring or fit; types are for reflection only, and real behaviour is observed through application, place and appeal work samples.
Do not use it this way: Do not use a type to omit evidence and authorization; in disputes, restate the facts, unknowns and responsibility chain.
Learn about my MBTI preferencesCan the Enneagram show whether I suit this occupation?
The Enneagram can raise self-observation questions but cannot prove fit or hiring eligibility for this occupation.
Do not use it this way: During practice, observe whether you rush to promise outcomes; keep the pending evidence and refer it under authority.
Explore my Enneagram patternsCan I work as a postsecondary education administrator if I am not good at math?
You need to calculate accurately 120−100=20 and 30−28=2 and verify the units and period; do not eliminate yourself on an IQ score.
Do not use it this way: The 4 waiting list people do not mean 4 extra places can be added; complex budget and data requirements are checked separately for the target position.
Learn about my intelligence and reasoning performanceDoes postsecondary education administrator work require high emotional intelligence?
Listening to students and restating needs accurately helps, and you must also distinguish statements, official records and policy and clarify the next responsible person.
Do not use it this way: Do not promise unapproved outcomes to reassure students; refer professional counselling or formal enrolment disputes according to the division of work.
Learn about my emotional intelligenceFits better when: Those who prefer school teaching, staff and home-school coordination can compare the primary and secondary setting.
Watch for: The education stage, appointment qualifications and school rules are checked separately, and higher education experience is not automatically mutually recognized.
Explore related career: Education administrators, kindergarten through secondaryFits better when: Those who prefer individual education and career planning, listening and referral can compare counselling.
Watch for: Counselling professional training, confidentiality and jurisdictional qualifications are checked separately; administrative coordination does not replace professional counselling.
Explore related career: Educational, guidance and career counsellorsFits better when: Those who prefer course content, teaching materials, outcome assessment and teacher support can compare this.
Watch for: Course design and teaching evaluation methods need to be added, and administrative record experience does not replace professional training.
Explore related career: Instructional coordinatorsFits better when: Those who prefer subject teaching, learning assessment and research can compare teachers.
Watch for: Subject and teaching research qualifications are checked separately; an administrative appointment does not automatically grant teaching or teacher qualification.
Explore related career: Postsecondary teachersFits better when: Those who prefer childcare teams, parent communication and institutional operations can compare this.
Watch for: Care, safety and institutional admission are checked separately, and higher education rules cannot be applied.
Explore related career: Education and childcare administrators, preschool and daycareFits better when: Those who prefer organizing records, office support and service processes can compare this.
Watch for: General office support does not equal professional authority for admissions, enrolment or student services.
Explore related career: Administrative services managersRecord accuracy, cooperation, rule application and student communication can be observed through work samples; there is no single personality type.
Introverts can choose a departmental pace that suits them but still need to communicate promptly, verify facts and hand over.
Extroversion can help communication but still cannot omit evidence, policy verification or formal approval.
There is no optimal MBTI that can be determined from this page; judge actual behaviour from the three-case work sample.
Social 77, Enterprising 72 and Conventional 65 correspond to SEC; these are occupational dimension scores, not an individual match rate.
This page does not predict individual performance from personality scores; check the actual tasks, training and position requirements.
Being able to verify capacity and differences accurately is enough to practise; no IQ hiring line is set, and budget or data complexity depends on the position.
Listening and clear handover are needed, but emotional intelligence labels cannot replace formal decisions, privacy or evidence verification.
The Enneagram only raises self-observation questions and does not guarantee hiring or job fit.
Use the 45-minute A/B/C exercise to complete the status table, place recommendation, appeal handover and 8-point review, then choose a real position to verify further.
Evidence：O*NET postsecondary education administrators 11-9033 · O*NET tasks for this occupation (cases are editorial syntheses)
Typical scenario：The fictional student C claims the credits are wrong but provides no official record; credits cannot be changed on the statement alone.
Roles most affected：Registrar, departmental and enrolment staff
Possible consequence：Wrongly changing credits or citing an old version may affect graduation decisions and hinder appeals.
How to reduce risk：Keep the source records and change log, and handle formal changes only after checking policy and authorization.
Evidence：O*NET postsecondary education administrators 11-9033 · O*NET tasks for this occupation (cases are editorial syntheses)
Typical scenario：Sending materials containing student identity and credits to unauthorised recipients or external AI tools.
Roles most affected：Staff handling student records
Possible consequence：Sending records to the wrong person, accessing them beyond authority or uploading them externally may harm student privacy.
How to reduce risk：Check the lawful basis, necessary scope and institutional permission under the applicable FERPA or Chinese rules.
Evidence：U.S. Department of Education FERPA · Personal Information Protection Law of the People's Republic of China
Typical scenario：This occupation may advise on course selection or teach as appointed, but an administrative title does not automatically grant all professional authority.
Roles most affected：Departmental, student affairs and course coordination staff
Possible consequence：Treating coordination experience as professional teaching, counselling or disciplinary authority causes wrong handling.
How to reduce risk：Check the appointment, professional training and decision responsible person, and refer when professional support is needed.
Evidence：O*NET postsecondary education administrators 11-9033 · O*NET tasks for this occupation (cases are editorial syntheses)
Typical scenario：When admissions season demand concentrates, total headcount alone cannot assert that every window is covered.
Roles most affected：Admissions and registration service and departmental management staff
Possible consequence：Uncovered service or an unhanded-over deadline interrupts application completion or registration replies.
How to reduce risk：Check the arrangements against actual service volume and shifts, and list the pending responsible persons and reply deadlines.
Evidence：BLS postsecondary education administrator occupation information · O*NET postsecondary education administrators 11-9033
Typical scenario：Fictional course B has 30 places, 28 confirmed and 4 on the waiting list, with only 2 places remaining; student C's dispute requires checking the official records first.
Roles most affected：Registration, departmental and student support staff
Possible consequence：Converting all waiting list people to the formal list exceeds capacity, and an appeal without a responsible person cannot be checked further.
How to reduce risk：Separate capacity, confirmed and waiting list eligibility; list the decision chain and the T0 review arrangement.
Evidence：O*NET postsecondary education administrators 11-9033 · O*NET tasks for this occupation (cases are editorial syntheses)
| What to check in typical training and the announcement |
|---|
| How to prove yourself without experience |
|---|
| Differences from other directions |
|---|
| Admissions affairs assistant | Receive materials, check the list and mark missing items; formal admission goes to authorized people. | Looks at policy understanding, record accuracy and student communication. | Group A 120/100/20 verification table. | Focuses on application materials and the admissions process. |
|---|---|---|---|---|
| Registration and enrolment assistant | Check course selection, enrolment and credit source records and refer disputes. | Looks at student information system authority and version verification. | Course B place status and student C appeal referral form. | Formal record changes require registrar authorization. |
| Student affairs coordinator | Receive needs, refer support and track replies. | Looks at listening, privacy and complex case handover. | Student C appeal facts and pending questions table. | Professional counselling and disciplinary decisions have separate responsible people. |
| Departmental programme coordinator | Coordinate courses, meetings, learning outcomes and programme resources. | Looks at cross-faculty collaboration and reporting. | Fictional course capacity and communication plan. | Teaching evaluation is authorized by teachers and departments. |
| Education Administrators, Postsecondary | Coordinate departmental staff, policy, budget and education services. | BLS typical master's degree and related higher education experience; the specific announcement takes precedence. | A combined authorization and quality review pack for group A/course B/student C. | A separate US 11-9033 occupation; assistant experience cannot be treated as an appointment. |
BLS 11-9033 typical master's degree; some positions accept a bachelor's degree, and related higher education experience is common.
Check education, experience, department and authority in the specific recruitment announcement.
Group A 120 applications: 100 verified and 20 with materials pending completion; pending items must not be written as admitted.
Have another person reconstruct the status and next responsible person from the source materials.
O*NET lists admissions, registration, student affairs, learning outcomes, budget and staff coordination.
Choose one department; beginners are not required to take on all duties at once.
Student records and formal decisions go into controlled systems; fictional exercises do not use real personal data.
Check institutional rules, the applicable jurisdiction and data access permission.
You are the affairs coordinator at the fictional Qinghe College; 5 minutes to read the task, 15 minutes to write the three-case status table, 10 minutes for handover, 10 minutes to score and correct errors, 5 minutes to review. Group A has 120 applications, 100 with verified eligibility and 20 with materials pending completion; individual missing item details are not given, and formal admission has not yet been decided.
Course B has capacity 30, 28 confirmed and 4 on the waiting list; the eligibility and ranking policy for the waiting list is not given. Student C says the credits are wrong, and no official record or departmental basis is given. All names, applications, figures and scenarios are fictional; the handover time is T0.
For each of A/B/C, list the original source, known facts, unknowns, current status, proposed verification actions, next responsible person and the T0 review arrangement. Fill cells without material details as pending verification and do not fabricate them.
A goes to the admissions lead to verify the materials and policy further; B goes to the registration lead to verify waiting list eligibility and the place rules; C goes to the registrar and department to verify the credits. The handovers note that the proposed verification is not complete, and no formal notices are sent and no records changed.
A: 120−100=20 pending completion; 100 with verified eligibility still does not equal admitted. The missing item details are unknown, so keep them pending and list what to verify, referring T0 to the admissions lead to check the source materials, policy and completion deadline, without rejecting anyone.
B: 30−28=2 places remaining, and 4 waiting list people do not mean 4 extra places can be added; eligibility, priority and rules are unknown, so no one can be selected for conversion and no approval can be claimed. T0 goes to the registration lead to check the list and policy. C: there is only the student's statement and the correctness of the credits is unknown; keep the original record and refer T0 to the registrar and department to check the official enrolment, course and applicable rules, without prejudging the appeal outcome.
All three handovers distinguish known, unknown and proposed verification actions and state the responsible person and T0; another person can reconstruct the 20 pending items, the 2 remaining places and the unverified C claim, without treating a draft as a formal decision.
Four dimensions scored 0–2 each, 8 in total: application status, capacity and waiting list, credit appeal handover, and data authority. 2 points means the facts, unknowns, actions and responsible persons plus T0 are complete and correct; 1 point means the direction is right but verification or handover fields are missing; 0 points means writing pending items as passed, exceeding capacity or fabricating rankings, changing credits without evidence, inability to hand over, or use of real data or exceeding authority.
An all-fictional error draft that does not actually exceed authority: all 120 group A applications admitted, all 4 course B waiting list people converted, and C's credits corrected with no T0 responsible person, scoring 0/0/0/2=2/8. Feedback: restore the 20 pending group A applications with admission undecided, the 2 course B places and eligibility ranking unknown, and C pending verification against the original record, and add the three T0 responsible persons and the basis for proposed verification. The score is learning feedback, not a university recruitment examination. Use fictional data only, do not enter real systems, do not send formal notices and do not change credits.
List the 120 applications, 100 with verified eligibility and 20 pending completion with unknown details; mark the proposed verification of policy, materials and the admissions responsible person and T0.
Verified eligibility does not equal admission, and pending items are not rejected; review 0–2 on the application dimension.
30 places−28 confirmed=2 places, with the eligibility ranking of the 4 waiting list people unknown; list the registration responsible person and T0.
Do not select who is converted or fabricate approval; review 0–2 on the capacity and waiting list dimension.
List student C's statement, the official record pending verification, the original record retained, the registrar/department responsible person and T0.
Do not prejudge the outcome or change credits; review 0–2 on the appeal handover dimension.
Fictional data only, with no formal notices or record changes; save the 2/8 error draft and the corrected version.
Review 0–2 on data authority for a four-dimension total of 8; learning feedback only.
| Stage | What may be assessed | Observable evidence | Use boundary |
|---|---|---|---|
| Admissions verification | Whether verified and pending items are distinguished | The 20 group A items stay pending with missing item details pending verification, and the next responsible person is listed | Admission decisions depend on the employer |
| Place conflicts | Whether capacity is calculated correctly and rules checked | The 2 remaining course B places are separated from the 4 waiting list people | Waiting list ranking follows policy |
| Credit appeals | Whether the original record is retained | Student C's appeal checks the official system first | Does not change credits without authorization |
| Privacy and communication | Whether notification follows authority | Uses only approved channels and necessary information | Jurisdiction and institution are checked separately |
Read BLS and O*NET 11-9033 and choose admissions, registration, student affairs or departmental direction.
Organize group A 120/100/20 and mark the gaps, policy and next responsible person.
Calculate course B 30 places, 28 confirmed and 4 waiting list, and write the eligibility list pending verification.
Write the original record verification and referral path for student C's credit appeal.
Turn the three cases into a seven-field status and handover table: source, facts, unknowns, status, proposed verification actions, responsible person and T0; prepare separate unapproved draft notices.
Complete the 45-minute A/B/C exercise; review the work sample and the T0 handover against the four-dimension 8-point rubric, give feedback on the 2/8 error draft and correct it, then ask another person to review.
Compare the education, experience and departmental tasks in one real job announcement and decide whether to continue.
| Qualification／role | Who it mainly suits | Practical job-search role | Whether it is a general entry threshold | Application／registration conditions | Level of investment | Important limits |
|---|---|---|---|---|---|---|
| Master's degree | Those applying for postsecondary education administration positions | BLS typical education is a master's degree | Not a unified statutory threshold for all positions | According to the target school and field requirements | Usually several years of study | Some positions accept a bachelor's degree, and education does not grant decision authority |
| Bachelor's degree and related experience | Those applying for some entry-level or specific departmental positions | Some positions accept a bachelor's degree and value higher education experience | According to the employer's announcement | Check the field, experience and departmental duties | Depends on experience | Does not automatically qualify for all management positions |
| Relevant higher education work experience | Admissions, registration, student support or departmental coordinators | Demonstrates institutional and student service capability | Specific years depend on the announcement | Prepare verifiable task outputs | Accumulated on the job | Cannot replace formal appointment |
| Student information and privacy training | Those approved to handle student records | Helps with correct use of institutional systems | Institutional requirements may differ | Train according to system and jurisdiction | Continuously updated | Training does not grant arbitrary access rights |
| Education programme and budget training | Applicants for departmental or programme management | Helps with reading policy, budgets and learning outcomes | Optional or required by the position | Depends on the institution's arrangements | Varies by position | Budget approval is authorized separately |
| Cross-occupation transfer | Teachers, counsellors or other administrative staff | Some coordination skills transfer | Qualifications are not automatically mutually recognized | Check the target department announcement | Varies by position | Professional counselling, teaching and management responsibilities differ |
Typical scope：Register and chase missing items under supervision.
Readiness evidence：The group A 120/100/20 status is accurate.
Credential boundary：Admissions affairs entry
Next moves：Learn material checklists, eligibility and the notification process.
Typical scope：Refer to authorized people for decision.
Readiness evidence：The 20 pending items have a source and deadline.
Credential boundary：Eligibility verification training
Next moves：Check the policy version and material gaps.
Typical scope：Coordinate the process under authorization.
Readiness evidence：Formal decisions are kept separate from drafts.
Credential boundary：Admissions process coordination
Next moves：Learn places, notification and appeals.
Typical scope：Coach the admissions team.
Readiness evidence：Records are traceable and notifications accurate.
Credential boundary：Quality and policy review
Next moves：Review mis-classification, complaints and rule updates.
Typical scope：Check records under supervision.
Readiness evidence：The course B 30/28/4 status is accurate.
Credential boundary：Registration affairs entry
Next moves：Learn course and enrolment data.
Typical scope：Refer to authorized positions for handling.
Readiness evidence：Only 2 places remain and nothing is released beyond authority.
Credential boundary：Course selection capacity training
Next moves：Check waiting list eligibility and place policy.
Typical scope：Drive rechecking under the rules.
Readiness evidence：The appeal has a responsible person and reply deadline.
Credential boundary：Credit dispute coordination
Next moves：Check student C's official record and the departmental basis.
Typical scope：Receive cases under supervision.
Readiness evidence：Does not prejudge student C's problem.
Credential boundary：Student affairs entry
Next moves：Learn support services and referral.
Typical scope：Coordinate support resources.
Readiness evidence：The original statement and the facts pending verification are separated.
Credential boundary：Case communication training
Next moves：Practise listening, privacy and time commitments.
Typical scope：Escalate complex cases.
Readiness evidence：The decision chain and notifications are traceable.
Credential boundary：Complex appeal coordination
Next moves：Check policy and the responsibilities of the department and registrar.
Verify application materials and status under supervision and record the gaps.
Handle standard applications and registration questions independently and escalate complex matters.
Coordinate student services, staff and programme resources within authorization.
Coach the team on reviewing policy, service and record quality.
United States · SOC11-9033 postsecondary education administrators
about 14500/year
Annual average job openings
The about 14500 openings include replacements for transfers and separations from the labour force, not a net increase of 14500 every year.
Does not establish：An occupational projection is not the current recruitment inventory or an individual hiring probability.
Chinese mainland · Urban education industry unit employees, not a separate university administrative occupation
Non-private 133539; private 63908 yuan/person/year
Education industry pre-tax average annual wage
The education industry figures of 133539 for non-private and 63908 for private yuan/person/year serve only as cross-stage, cross-occupation background.
Does not establish：Insufficient evidence: no Chinese nationwide employment, openings or individual wage distribution for university administrators on the same basis were obtained, and the US projection or industry averages cannot be substituted.
These are capability relationships, not automatic promotions or credential waivers.
Transfers：Course coordination, student communication and learning outcome record verification can transfer.
Build next：Add subject teaching, research and the target position's education requirements; an administrative appointment does not automatically grant teaching.
View career profileTransfers：Student listening, education rule explanation and case handover can transfer.
Build next：Add professional counselling methods, referral and applicable qualification confidentiality requirements.
View career profileTransfers：Staff organization, budget, policy and education service coordination can transfer.
Build next：Add primary and secondary education stage rules, home-school communication and appointment qualifications.
View career profileTransfers：Team, resource and education activity coordination methods can transfer.
Build next：Add childcare, safety, parent communication and institutional admission.
View career profileTransfers：Staff scheduling, reporting and process review can transfer.
Build next：Add general records, office support and the target organization's service rules.
View career profileTransfers：Course scheduling, policy materials and faculty coordination can transfer.
Build next：Add course design, teaching materials, outcome assessment and teacher training methods.
View career profileTransfers：Staff coordination, training organization and record verification can transfer.
Build next：Add professional rules for recruitment, labour regulation, compensation and employee relations.
View career profileTransfers：Data catalogue, version, authority and log awareness can transfer.
Build next：Add professional rules for archival appraisal, retention, access and destruction.
View career profileAI can assist with Q&A, summaries and exception prompts, but real enrolment, grades, funding, admissions and personnel decisions must be verified under authorization; the BLS growth projection is not attributed to AI.
Insufficient evidence: National Bureau of Statistics education industry average wages do not provide a Chinese university management individual wage distribution on the same basis as US 11-9033.
No. This is the BLS May 2025 US 11-9033 annual wage median, not a specific school's quote, a starting salary or Chinese treatment.
BLS says the typical US requirement is a master's degree, but bachelor's opportunities exist; employers often prefer higher education administrative office experience. Specific recruitment and Chinese position conditions are checked separately.
No. Admission, registration, grades, financial aid and personnel decisions each depend on institutional rules and position authorization.
Incomplete application material verification, waiting list admission beyond authority, wrong credit or grade record changes, false funding promises, privacy leaks and interrupted exception handover.
BLS table 1.2 lists about 231,800 in 2025 to about 235,900 in 2035, a net increase of about 4,100 (+1.8%, about 2% in the OOH), with about 14,500 openings per year.
FermatMind career content team (editorially compiled; does not claim review by higher education management practitioners)
2026-10-12: this round checked the O*NET11-9033 tasks, interests, national wage line, BLS Occupational Outlook and FERPA; EP11-9033 and the Chinese education industry re-use the same versions verified in this round. The OOH growth of 2% is rounded, EP1.8%; current specific recruitment and measured AI occupational data are still missing.
O*NET is used for this occupation's tasks and the SEC occupational interest dimensions; BLS wages and the separate 2025–2035 projection are checked separately; the Chinese education industry average is only macro background.
Limitations：A US occupational task sample, not a Chinese appointment qualification.
Limitations：US occupational information; does not replace the specific recruitment announcement.
Limitations：Projected openings include replacements and are not an individual hiring probability.
Limitations：Do not mix with the employment projection base period.
Limitations：Does not list a separate nationwide individual wage distribution for postsecondary education administrators.
Limitations：Chinese jurisdiction; US campus rules cannot be applied directly.
Limitations：US jurisdiction; specific disclosure must be judged by institutional compliance staff.
Limitations：An adjacent teacher occupational group; 25-1099 other teachers does not represent all postsecondary teachers, and its wages are not lent to administrators.
Limitations：Counselling qualifications cannot be equated with administrative authority.
Limitations：The school level and system differ.
Limitations：The institutional focus and admission differ.
Limitations：Potential exposure is not an actual layoff rate for this occupation.
Limitations：A purely paper-based fictional case that uses no real student data or release decisions.
Limitations：A voluntary framework; does not measure AI deployment rates in higher education administration.
Limitations：Potential is not actual deployment or unemployment.
Limitations：Expectations do not replace BLS occupational projections.
Limitations：Position qualifications follow the employer's announcement and are not a unified statutory threshold.
Limitations：Wages, employment and tasks cannot substitute for 11-9033.
Limitations：The OOH gives the 10th/50th/90th boundaries; the 25th/75th and the inclusive interpretation are checked separately against the O*NET national 2025 line.
Limitations：Institutional nature, department and scheduling vary by position.
Limitations：A specific position does not carry all functions at once.
Limitations：The education statistic is not a hiring promise for a single position.
Limitations：The task list does not directly authorize changing enrolment or budgets.
Limitations：Use only the United States line, not the Washington line; the wage distribution is not individual seniority or a quote.
Limitations：The US sample does not directly infer Chinese university arrangements.
Limitations：Adjacent occupation task background; does not substitute for 11-9033 qualifications, wages or authority.
Limitations：Adjacent occupation task background; does not substitute for 11-9033 qualifications, wages or authority.
Limitations：Adjacent occupation task background; does not substitute for 11-9033 qualifications, wages or authority.
Group A, course B, student C and all applications, credits, headcounts and policy conditions are editorial fictions and do not replace any university's admissions and registration procedures.
MBTI (English) · Big Five (English) · MBTI (Chinese) · Big Five (Chinese)
Check FERPA or Chinese personal information rules and campus permissions separately, and use fictional materials only in work samples.
US BLS wages and projections are not an individual Chinese quote; recruitment status, deadlines and contracts are checked against the original announcement.
Typical scope：Manage registration quality.
Readiness evidence：Formal records and decisions agree.
Credential boundary：Enrolment quality management
Next moves：Sample change logs and permissions.
Typical scope：Coach the team within the appointed scope.
Readiness evidence：Reports do not leak personal data.
Credential boundary：Programme and team management
Next moves：Review service quality and resources.
Limitations：Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
