By Whitney Merinar, Registrar, West Liberty University
Higher education in the United States has its roots in the formation of the registrar's office, which developed during the late nineteenth century when colleges started establishing formal administrative and academic systems. The main role of early registrars was as clerks, keeping academic records and handling registrations. They were responsible for several tasks, including admissions and registration. Additionally, they were responsible for course timetables. Finally, they also conducted student exams. These roles were mostly administrative, with limited influence in the back offices of universities and little involvement in academic decision-making. However, most of these roles were handled by a faculty member.
The higher education and postsecondary industry has undergone significant change, and with it, the registrar's role has expanded with the change. This expansion has seen the registrar's data management role develop into one of influence in academic policy and student success initiatives. Recently, there has been growing awareness of the need to develop a more comprehensive and integrated role for the registrar, driven by contemporary educational thought and the increased focus on students' educational outcomes. Registrars have become actively involved in the functioning of academic departments in institutions of learning. They have a say in deciding on courses, graduation requirements, and student retention. In recent times, the registrars have become heavily involved in committee work and strategic planning related to academic support services, student enrollment, and accreditation.
The registrar's role is being greatly complicated by the changes taking place in higher education. Changes in demographics, rising student numbers, and the influence of new technology are the main factors. Higher numbers of students, particularly those in online courses and non-traditional learners, require improved registration processes and student record systems. Indeed, the enhanced information systems in place today have not only streamlined registrars' operations but also enabled them to review trends in the data collected, thereby allowing them to make more informed decisions on policy and to improve the student experience, according to Bowen and Tobin in their 2015 book, “Locus of Authority.” The registrar’s increased use of student data has led to a more analytical role for registrars. As a result, they must be familiar with general trends across various areas, such as student retention and graduation rates.
These new roles have come with difficulties, nonetheless. Registrars must handle multiple priorities simultaneously, including student expectations and university administration. And faculty need to be involved in making policy and in decisions that affect them. Such a move has highlighted the importance of the roles undertaken by registrars; however, it has also brought to the forefront questions about the effects on those roles and the position of registrars within an institution.
It is crucial that the registrar's role is continually reviewed in the changing education system. As the complexities of higher education continue to escalate, the registrar must be prepared to adapt to ensure they can continue to make significant contributions to the institution's goals and to the success of the students they serve. The possibility of granting professorial powers to those in administrative roles merits careful consideration, as it could profoundly affect the relationship between academics and university management.
The conferment of faculty status upon registrars in universities serves a dual purpose. Firstly, it serves as an acknowledgement of the registrars' professional expertise in higher education administration. Secondly, it allows for more collaboration between registrars and academic staff. By combining the goals of the educational institution with students' needs, it is possible to devise a program that meets students' needs and aligns with the institution's objectives.
Benefits of Granting Faculty Status to the Registrar:
Strengthening Academic Integrity. The registrar is the official steward of the academic record, responsible for enforcing curriculum requirements, grading policies, degree audits, and academic standing. Having faculty status reinforces that these decisions are guided by academic judgment and scholarly standards rather than by administrative convenience alone, supporting consistency, rigor, and fairness. (Please refer to the shared governance resources at the American Association of University Professors and the “Standards for Accreditation and Requirements of Affiliation” of the Middle States Commission on Higher Education).
Enhancing Shared Governance. Faculty status allows the registrar to participate fully in curriculum committees, academic councils, and governance bodies as a peer. (Please refer to the shared governance resources at the AAUP.)
Improving Faculty Trust and Collaboration. Faculty are more likely to collaborate productively with registrars who are recognized as academic colleagues. Faculty status reduces perceptions of the registrar as the “mean” gatekeeper and fosters trust around grading, registration, degree completion, and academic standing decisions. (Please refer to the shared governance resources at the AAUP.)
Elevating the Registrar’s Voice in Academic Decisions. Faculty status gives registrars allows registrars to show their expertise and help shape policy early in the decision-making process. Early involvement reduces implementation errors and possible compliance risks. (Please refer to the shared governance resources at the AAUP and “Your Role In Shared Governance” from a July 2022 issue of AACRAO Connect.)
Supporting Student-Centered Decision Making. Faculty-registrars are well-positioned to balance policy enforcement with equity, discretion, and advocacy in exceptional student cases—while still safeguarding institutional standards. (Please refer to “Your Role In Shared Governance” from a July 2022 issue of AACRAO Connect.)
Enhancing Accreditation, Readiness, and Institutional Credibility. Accrediting bodies emphasize sound academic governance, ethical oversight, and integrity of the academic record. Recognizing the registrar as faculty supports these priorities and shows institutional commitment to academic accountability. (Please refer to the “Standards for Accreditation and Requirements of Affiliation” of the MSCHE and the “Accrediting Standards” of the Southern Association of Colleges and Schools Commission on Colleges.)
Academic responsibility and authority would be more closely linked by making the registrar a faculty member. This step supports shared governance by involving certain faculty members in carrying out the institution’s educational mission. The integration of both academic and administrative services helps in achieving the university's goals and helps to create an atmosphere where students' needs are being met.