Survey Reveals Four Positive Impacts of Professional Development on Registrar & Admissions

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By Heather Zimar, Managing Editor, Journals and Publications, AACRAO

In the spring 2026 issue of College & University, co-authors Jana Jaraysi Alvarez and Shelly Shaffer detail a qualitative study investigating the impact of a year-long professional development program (“Program L”) on higher education admissions and registrar professionals. Program L incorporates a structured curriculum consisting of monthly virtual meetings, mentorship, assigned literature, and attendance at an annual conference. Using an exploratory case study methodology, the authors collected survey data from 30 past participants across five previous cohorts and conducted in-depth interviews with five selected individuals to analyze their professional development experiences.

Key Themes

The data analysis revealed four interconnected major themes that demonstrate the program’s positive effects on individuals and teams:

Mentorship: Experienced field experts provided holistic, personalized guidance. Participants reported that these mentors served as valuable professional resources and enthusiastic “cheerleaders,” creating an environment of acceptance and continuing to offer career advice long after the program concluded.
Network: The program facilitated purposeful, deep conversations rather than superficial small talk. This allowed emerging professionals to build strong regional and national connections, which served to reduce professional isolation and support them through institutional transitions.
Professional Growth: Participants acquired new skills and broadened their perspectives by engaging with program resources and assigned books. This growth directly translated into career advancement, with multiple participants securing promotions or obtaining superior job opportunities shortly after program completion.
Assurance: Program activities significantly boosted participants’ self-confidence, empowering them to take on leadership challenges and regional board positions. Furthermore, open group discussions–particularly regarding professionals of color–helped participants realize they were not alone, effectively combating and reducing feelings of imposter syndrome.

The study concluded that long-term, structured professional development programs are highly effective. By going beyond single-day seminars or webinars, Program L deepened participants’ understanding of higher education, enhanced their professional capabilities, and successfully influenced their long-term career trajectories.