Stephanie Krusemark
As the higher education landscape continues to evolve in response to shifting demographics, financial pressures, and technological advancements, the demand for innovative, student-centered leadership has grown (Zemsky, Shapiro, and Shaman 2019). In this context, chief enrollment management officers (CEMOs) are uniquely positioned to step into the role of college president. Their expertise in data analysis, financial management, student engagement, and strategic planning make them strong candidates to lead colleges and universities into the 21st century (Blau and Duncan 2021). In light of rising student debt, declining enrollment, and increasing competition, CEMOs, who already oversee vital institutional functions, are particularly well-equipped to lead their institutions through these complexities (Gansneder and Preston 2021). This commentary argues that more CEMOs should transition to the presidency.
A Deep Understanding of Institutional Needs and Challenges
One of the primary advantages of elevating a chief enrollment management officer to the role of president is their intimate understanding of an institution’s operational and strategic needs (Kezar and Holcombe 2019). Enrollment leaders are deeply embedded in the core functions of a university, with their responsibilities intersecting with nearly every aspect of the institution—from academic programs and student services to finance and marketing (Eckel and King 2020; McPherson and Shulenburger 2021). CEMOs manage the delicate balance of attracting students while maintaining a strong institutional identity and mission. They understand the pressures of meeting enrollment targets, adapting to demographic shifts, and ensuring that students persist to graduation (Eckel and King 2020; McPherson and Shulenburger 2021).
Given that enrollment directly impacts an institution’s financial health, CEMOs are adept at managing tight budgets, allocating resources, and making tough decisions about staffing and programming (Ehrenberg 2019). These skills are directly transferable to the responsibilities of a college president, who is similarly tasked with financial oversight and long-term institutional planning (Zemsky, Shapiro, and Shaman 2019).
Expertise in Data-Driven Decision-Making
In today’s higher education environment, the ability to use data effectively is essential for institutional success. Enrollment leaders are often at the forefront of data analytics within their institutions (Hossler, Schmit, and Vesper 2017). They track trends in student applications, retention rates, demographic shifts, and financial aid to inform decisions on recruitment strategies and student services (Lynton and Elman 2021). This focus on data-driven decision-making equips CEMOs with the analytical skills necessary for broader institutional leadership (Bichsel 2012).
Enrollment leaders work with complex datasets that predict student success and institutional needs, such as identifying at-risk students or understanding financial aid patterns (Tinto 2012). This expertise enables them to make informed, strategic decisions that can drive institutional growth, increase diversity, and improve retention (Bichsel and Boland 2020). As higher education increasingly emphasizes accountability and outcomes-based models, presidents must be adept at using data to drive institutional improvement. CEMOs already possess this critical skill set, making them well prepared to step into presidential roles (Hossler and Bontrager 2014).
Focus on Student Success and Equity
Recent years have seen a shift in higher education’s focus—from merely attracting students to ensuring their success once enrolled. Enrollment leaders are at the forefront of creating and implementing programs that promote student engagement, persistence, and retention (Meriwether 2025). Their work often involves cross-departmental collaboration to ensure students not only enter the institution but thrive throughout their academic careers (Schreiner and Louden 2017).
Enrollment leaders often oversee programs that directly affect retention, including first-year experience initiatives, academic advising, and academic support services (Hossler, Kalsbeek and Bontrager 2014). These experiences make them particularly suited to lead institutions struggling with low graduation rates, high dropout rates, and increasing demands for equity and inclusion. Many enrollment leaders have spearheaded initiatives that close achievement gaps and improve access to higher education for underrepresented students (Trytten and McGovern 2017).
Given the growing demand for diversity, equity, and inclusion (DEI) in higher education, CEMOs with experience working with diverse student populations are well-positioned to address these issues at a systemic level. College presidents with backgrounds in enrollment management are likely to be more attuned to the needs of first-generation students, Students of Color, and low-income students, making them better equipped to implement policies and programs that promote an inclusive and equitable campus climate (Meriwether 2025).
Financial Stewardship and Fundraising
Financial management is another area where CEMOs have relevant experience. Enrollment leaders frequently oversee complex budgets that include both tuition revenue and financial aid (Hossler, Kalsbeek and Bontrager 2014). They balance maximizing revenue through tuition with ensuring that the institution remains accessible and affordable to a diverse student body. This nuanced understanding of financial management is critical for college presidents, who must manage operational budgets and lead fundraising efforts (Lynton and Elman 2021).
Enrollment leaders are often involved in fundraising efforts, whether through alumni relations, grants, or corporate partnerships (Kuh and Whitt 2021). Their skills in relationship-building and stakeholder engagement are essential for a successful presidency, where much of the funding often comes from donations, endowments, and partnerships (McPherson and Shapiro 2019).
CEMOs also have a detailed understanding of how enrollment decisions affect an institution’s bottom line, from recruitment strategies to institutional scholarships and grants. This insight enables them to strengthen the institution’s financial position by diversifying revenue streams, increasing institutional giving, and managing costs more effectively (Harvey-Smith 2022).
Collaborative, Cross-Functional Leadership Skills
The role of chief enrollment management officer is inherently collaborative. CEMOs work across departments, including academic affairs, student services, and finance, to align enrollment strategies with broader institutional goals (Emery and Vassar 2023). They frequently serve as the bridge between faculty and administration, ensuring that enrollment strategies support academic offerings while prioritizing student experience (Emery 2020). This cross-functional leadership experience is invaluable for college presidents, who must manage diverse stakeholders with competing interests (Kezar 2018).
College presidents must foster collaboration across the institution, and the skills enrollment leaders develop in balancing competing priorities, facilitating communication, and building consensus will serve them well in a presidential role (Smith 2020).
A More Student-Centered Leadership Approach
Perhaps one of the most compelling reasons to elevate enrollment leaders to the presidency is their student-centered leadership approach (Mendez 2018). Enrollment leaders possess a deep understanding of the challenges students face, from financial struggles to mental health concerns (Meriwether 2025). They are often tasked with developing programs and policies that address these needs. In a time when students are demanding more personalized support, mental health resources, and flexible learning options, a president with a background in enrollment management is particularly well positioned to lead an institution that prioritizes student well-being (Stanton, et al. 2017).
Moreover, because enrollment leaders engage directly with prospective students and their families, they have a unique understanding of the societal trends shaping student choice, including affordability, reputation, and location. This student-centric leadership is essential as colleges strive to meet the evolving needs of today’s diverse student populations (Penta 2019).
A Path Forward for Higher Education Leadership
As higher education faces significant challenges—including financial pressures, shifting demographics, and increasing demands for equity and inclusion—chief enrollment management officers are in a prime position to step into leadership roles that require a comprehensive understanding of institutional needs, data-driven decision-making, and a focus on student success (Zemsky, Shapiro, and Shaman 2019). Their expertise in financial stewardship, fundraising, and cross-functional leadership makes them well-suited to navigate the complexities of modern higher education (Lynton and Elman 2021; McPherson and Shapiro 2019).
By promoting enrollment leaders to presidential roles, institutions can benefit from fresh, student-centered leadership that prioritizes long-term sustainability while ensuring that student success remains at the core of institutional strategy. In the face of ongoing challenges, CEMOs are not just capable of leading colleges and universities—they are uniquely prepared to do so (Lynton and Elman 2021). It is time for higher education institutions to recognize the value of elevating chief enrollment management officers to the role of college president.
Transition from CEMO to President: Real Life Stories
Dr. Kevin Pollock, President of Central Carolina Technical College
I began my higher education career as the first admissions recruiting specialist at a private engineering college. Over the course of eight years, I took on increasing responsibilities, ultimately serving as the associate director of admissions. In this role, I led a team that recruited students across the United States and Canada. During this time, I also earned a Master of Arts in Education degree.
After leaving the college as acting director of admissions, I transitioned to another private engineering institution, where I served as director of admissions for five years. I continued my academic growth by pursuing a doctoral degree.
I then took on the newly created position of director of enrollment and recruitment at a four-year university, which reflected the evolving landscape of higher education. Encouraged by a fantastic mentor, I moved to a community college as vice president of student services. Over my nine years in this role, I completed my Ph.D. in Higher, Adult, and Lifelong Education. My dissertation, titled Undergraduate Student Recruitment: The Role of the Faculty, explored the changing dynamics of enrollment management, a concept that was unfamiliar to many of my committee members at the time.
Afterward, I served as president of a community college for seven years, before moving on to lead a larger institution as president.
Throughout my career, I have authored more than two dozen book chapters and articles, and have spoken at more than 150 conferences and events on topics related to student services and student success. Additionally, my experience and network have led to my role as a senior consultant for AACRAO Consulting.
Dr. William Serrata, President of El Paso Community College
My time in strategic enrollment management (SEM), i.e. the first eighteen years of my higher education career, taught me so much! My career began as an administrative analyst for records and registration in the Office of Enrollment. I wrote ad-hoc reports on enrollment and thus began my affection and appreciation for the role that data played in not only SEM but also the role that it could play to shape higher education.
My ability to analyze data – from pointing out the fill rate of core courses and the lack of availability in such courses a month before classes began, to student success rates in programs – proved fruitful in career advancement. The command of data analysis allowed me to develop a deeper understanding of the college budget and to tie enrollment-related initiatives to the college’s bottom line.
While I am no longer directly responsible for strategic enrollment management, I continue to use the skills that I learned on a daily basis in my role as president.
References
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About the Author
Stephanie L. Krusemark, Ph.D., is a seasoned higher education leader with more than 20 years of experience in strategic enrollment management, student success, and advancing equity, diversity, and inclusion. She holds a Doctorate in Higher Education with a specialization in Diversity and Higher Learning from the University of Denver’s Morgridge College of Education and has dedicated her career to creating environments where all students can thrive.
Dr. Krusemark has held leadership roles at spiritually- and religiously-affiliated institutions, including Iliff School of Theology, Naropa University, Santa Clara University, Trinity Washington University, and the University of Portland. In each of these settings, she has championed transformative initiatives grounded in social justice and inclusive excellence, advancing enrollment strategies that promote access, belonging, and student success.
A published scholar, Dr. Krusemark’s research focuses on mentorship, access, and equity in higher education. Her work has appeared in the Journal of Research on Women and Gender and Liberal Education. She is an active contributor to national conversations on enrollment strategy and student success through her service on the American Association of College Registrars and Admissions Officers Strategic Enrollment Management Quarterly Editorial Board and the National Association of Graduate Admissions Professionals Experts Bureau.
As the President of Starr King School for the Ministry, Dr. Krusemark brings a deep commitment to spiritual leadership and institutional growth. She is honored to build upon the legacy of those who came before her and is dedicated to guiding Starr King into its next chapter—grounded in love, equity, and bold vision.
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