Occupation · SOC 11-9033.00
Plan, direct, or coordinate student instruction, administration, and services, as well as other research and educational activities, at postsecondary institutions, including universities, colleges, and junior and community colleges.
Also called: Academic Affairs Vice President (Academic Affairs VP) · Academic Dean · Dean · Registrar · Admissions Director · College President · Financial Aid Director · Institutional Research Director · Provost · Students Dean · Academic Affairs Dean · Academic Affairs Director
Job family: Management Occupations
A source-stamped Markdown brief of this occupation — paste it into an agent, or fetch
/roles/role-11-9033-00/context.md directly.
A fast read on where AI already shows up in this occupation, where it stays a copilot, where humans remain in the loop, and what the labor market is doing. Built from observed Claude.ai conversations mapped to O*NET tasks and from published research — measures of usage and exposure, not advice or predictions that the job is going away.
Task areas most often handled directively in observed AI conversations — candidates to delegate with light review.
Task areas where people work with AI — iterating, learning, or checking — staying in the loop rather than handing the task off.
Task areas where a human was still judged necessary in a large share of observed conversations — not a safety ruling, an observed-need signal.
The capabilities O*NET rates most important for this occupation — the human ground the work is built on.
See all skills →Independent published positions, read together — not a forecast.
67th-percentile task overlap — yet about 15,100 openings a year (+1.7% projected, BLS), and observed AI use leans 5430% copilot, not hand-off (AEI) . What exposure means →
What today's research says about this occupation's exposure to AI, how AI is actually being used in it, and where employment is headed. These are positions within published studies — measures of exposure and usage, not predictions that this job will disappear.
Each study uses its own scale, so the raw scores are not comparable across rows — the percentile (this job's rank among all U.S. occupations with data) is the comparable figure, and sizes the bars.
| Measure | Rank vs all occupations | Percentile | Score |
|---|---|---|---|
| Overall AI exposure (Felten et al.) High | 99th | 1.5 | |
| LLM task exposure, γ (OpenAI / Eloundou) High | 72nd | 0.9 | |
| AI assistant applicability (Microsoft) Low | 29th | 0.1 |
OpenAI's exposure study scores tasks three ways: with a language model alone (α 0.0), with simple added tooling (β 0.4), and including AI-powered software (γ 0.9). Higher means more of the job's tasks could be done at least twice as fast — not that they will be automated away.
Most of this job's tasks can be done remotely (Dingel–Neiman), which tends to track with higher digital and AI exposure.
A pre-LLM (2013) estimate of how automatable this job is by computerization and robotics. Shown for historical context only — it is not part of any current AI ranking.
Frey–Osborne probability 0.0 · 7th percentile among occupations · Low
Among measured AI assistant conversations mapped to this occupation (Anthropic Economic Index, 2026-01-15), these task types came up most. These are shares of observed AI conversations — not shares of the job, of worker time, or of what could be automated.
| Develop curricula, and recommend curricula revisions and additions. | 2.2% | |
| Plan and promote sporting events and social, cultural, and recreational activities. | 0.3% | |
| Advise students on issues such as course selection, progress toward graduation, and career decisions. | 0.3% | |
| Provide assistance to faculty and staff in duties such as teaching classes, conducting orientation programs, issuing transcripts, and scheduling events. | 0.3% | |
| Promote the university by participating in community, state, and national events or meetings, and by developing partnerships with industry and secondary education institutions. | 0.3% |
Independent U.S. Bureau of Labor Statistics employment projection for 2024–2034 — a labor-market forecast, not an AI-impact forecast.
| Outlook | About average · +1.7% by 2034 |
| Projected annual openings | 15,100 |
| Employment 2024 → 2034 | 226,600 → 230,500 |
“Annual openings” counts new jobs plus replacements for workers who leave the occupation, so it can be large even when growth is modest.
The ILO's 2025 global study scores generative-AI exposure on the international ISCO-08 occupation system, not US SOC. Bridged through the published (and approximate, many-to-many) IBS O*NET-SOC ↔ ISCO-08 crosswalk, this US occupation corresponds to the international occupation below. Exposure here means how much of the work's tasks today's AI can attempt — task overlap, not automation, adoption, or jobs lost.
| International occupation (ISCO-08) | Task exposure (2025) | Most tasks fall in |
|---|---|---|
| Education Managers · 1345 | 36% | Minimal |
Read the whole six-band gradient on the GenAI exposure gradient page. The crosswalk is approximate: a US occupation can map to several international ones, and the ILO scores describe the international occupation, not this exact US role.
How people actually apply AI to this occupation's tasks, from Claude.ai (Free and Pro) conversations in the Anthropic Economic Index, 2026-01-15. This is one AI assistant's consumer sample — not all AI, not the whole workforce. Autonomy and the collaboration mix are model-rated estimates; figures below the sample floor are hidden.
| Augmentation vs. automation | 54.3% working with AI · 34.1% handed to AI |
| Most common way people use AI here | Iteration · you and AI go back and forth |
| Typical AI autonomy | 4.0 / 5 · higher = AI acts more independently |
| Used for work (vs. personal / coursework) | 51.0% |
The role's most common tasks in AI conversations, each tagged with how people work with the AI on it. “Usage” is the share of observed conversations, not of the job.
| Task | How | Usage |
|---|---|---|
| Advise students on issues such as course selection, progress toward graduation, and career decisions. | Iteration | 2.3% |
| Provide assistance to faculty and staff in duties such as teaching classes, conducting orientation programs, issuing transcripts, and scheduling events. | Iteration | 2.3% |
| Formulate strategic plans for the institution. | Directive | 0.8% |
| Promote the university by participating in community, state, and national events or meetings, and by developing partnerships with industry and secondary education institutions. | Directive | 0.5% |
| Develop curricula, and recommend curricula revisions and additions. | Iteration | 0.5% |
| Direct, coordinate, and evaluate the activities of personnel, including support staff, engaged in administering academic institutions, departments or alumni organizations. | Iteration | 0.4% |
Tasks where the model most often judged that a person remained necessary — a useful read on the current boundary, not a guarantee.
| Promote the university by participating in community, state, and national events or meetings, and by developing partnerships with industry and secondary education institutions. | 100.0% | |
| Provide assistance to faculty and staff in duties such as teaching classes, conducting orientation programs, issuing transcripts, and scheduling events. | 99.1% | |
| Advise students on issues such as course selection, progress toward graduation, and career decisions. | 98.2% | |
| Develop curricula, and recommend curricula revisions and additions. | 93.9% | |
| Formulate strategic plans for the institution. | 93.4% | |
| Direct, coordinate, and evaluate the activities of personnel, including support staff, engaged in administering academic institutions, departments or alumni organizations. | 91.7% |
Example prompts phrased from the tasks people most often delegate to AI in this occupation (Anthropic Economic Index). Each shows the underlying measured task and its share of observed AI use. They are suggested phrasings of real tasks — starting points, not endorsed instructions.
Help me advise students on issues such as course selection, progress toward graduation, and career decisions. From: Advise students on issues such as course selection, progress toward graduation, and career decisions. · 2.3% of measured AI use · task iteration
Help me provide assistance to faculty and staff in duties such as teaching classes, conducting orientation programs, issuing transcripts, and scheduling events. From: Provide assistance to faculty and staff in duties such as teaching classes, conducting orientation programs, issuing transcripts, and scheduling events. · 2.3% of measured AI use · task iteration
Help me formulate strategic plans for the institution. From: Formulate strategic plans for the institution. · 0.8% of measured AI use · directive
Help me promote the university by participating in community, state, and national events or meetings, and by developing partnerships with industry and secondary education institutions. From: Promote the university by participating in community, state, and national events or meetings, and by developing partnerships with industry and secondary education institutions. · 0.5% of measured AI use · directive
All 29 tasks O*NET lists for this occupation, ordered by importance. Each links to its own page with AI-exposure and observed-use detail.
O*NET importance rating, from 1 (not important) to 5 (extremely important).
| English Language | 4.3 | |
| Administration and Management | 4.2 | |
| Education and Training | 4.1 | |
| Customer and Personal Service | 4.1 | |
| Personnel and Human Resources | 3.4 | |
| Administrative | 3.3 |
| Reading Comprehension | 4.1 | |
| Critical Thinking | 4.1 | |
| Active Listening | 4.0 | |
| Writing | 4.0 | |
| Speaking | 4.0 | |
| Monitoring | 4.0 | |
| Active Learning | 3.9 | |
| Learning Strategies | 3.8 |
| Written Comprehension | 4.1 | |
| Oral Expression | 4.1 | |
| Written Expression | 4.1 | |
| Problem Sensitivity | 4.1 | |
| Oral Comprehension | 4.0 | |
| Inductive Reasoning | 4.0 | |
| Speech Recognition | 4.0 | |
| Speech Clarity | 4.0 | |
| Originality | 3.9 | |
| Deductive Reasoning | 3.9 | |
| Fluency of Ideas | 3.8 | |
| Information Ordering | 3.8 | |
| Near Vision | 3.8 | |
| Category Flexibility | 3.6 | |
| Selective Attention | 3.4 |
| Instructing | 4.0 | |
| Time Management | 4.0 | |
| Complex Problem Solving | 3.9 | |
| Judgment and Decision Making | 3.9 | |
| Social Perceptiveness | 3.8 | |
| Management of Personnel Resources | 3.8 | |
| Coordination | 3.6 | |
| Persuasion | 3.6 | |
| Negotiation | 3.6 | |
| Service Orientation | 3.5 | |
| Systems Analysis | 3.3 |
Skills employers ask for in job postings for this occupation (Lightcast), with whether each is a common or specialized skill.
Showing the top 40 of 55.
Showing the top 40 of 59.
How characteristic each condition is of the job, on O*NET's 1–5 context scale (higher = more present in day-to-day work). Each condition links to how it varies across all occupations.
What to study: Business, Management, Marketing, and Related Support Services , Education , Health Professions and Related Programs , Medical Residency/Fellowship Programs . Fields of study crosswalked to this occupation (NCES CIP–SOC), not a requirement.
Share of people in this occupation at each level of education.
| Master's Degree | 47.9% | |
| Doctoral Degree | 37.2% | |
| Bachelor's Degree | 7.6% | |
| Post-Doctoral Training | 7.2% |
The interests and personal qualities O*NET associates with people who do this work.
| Dependability | 10.0 | |
| Integrity | 9.0 | |
| Intellectual Curiosity | 8.0 | |
| Cooperation | 7.0 | |
| Achievement Orientation | 6.0 | |
| Social Orientation | 5.0 | |
| Empathy | 4.0 |
| Management/Administration | 6.3 | |
| Business Initiatives | 5.0 | |
| Professional Advising | 4.9 | |
| Human Resources | 4.6 | |
| Public Speaking | 4.6 |
| Social | 5.6 | |
| Enterprising | 5.3 | |
| Conventional | 4.9 | |
| Investigative | 3.8 |
U.S. · annual wages (BLS OEWS)
| 10th percentile | $63,820 |
| 25th percentile | $79,880 |
| Median (50th) | $103,960 |
| 75th percentile | $140,940 |
| 90th percentile | $212,420 |
| People employed | 176,420 |
Where these workers are employed, by number of jobs (national, BLS OEWS). Pay shown is the occupation's national median, not industry-specific.
| Industry | Workers | National median pay |
|---|---|---|
| Educational Services · Sector | 174,160 | $103,840 |
| Health Care and Social Assistance · Sector | 1,320 | $146,470 |
| Professional, Scientific, and Technical Services · Sector | 90 | $146,980 |
| Other Services (except Public Administration) · Sector | 70 | $98,490 |
| Management of Companies and Enterprises · Sector | — | $132,840 |
Industries where this occupation is far more common than in the economy as a whole. The location quotient is how many times more concentrated it is here (a value of 5 means five times its economy-wide share).
| Industry | Concentration | Workers |
|---|---|---|
| Educational Services · Sector | 11.16× | 174,160 |
| Health Care and Social Assistance · Sector | 0.05× | 1,320 |
Part of the Education career cluster.
Side-by-side comparisons place two occupations’ pay, preparation, skills, and AI exposure on the same page — same data, same scale, no forecast.
Options the data surfaces for Education Administrators, Postsecondary — not advice or a forecast. Each is a real cross-link you can follow into the evidence.
Capabilities this work builds that are used across many other occupations.
Occupations O*NET rates as related — the nearby moves on the map.
How people typically prepare for this work.
On the global GenAI exposure gradient this work sits around the 67th percentile of 427 international occupations.
Education Administrators, Postsecondary show 67th-percentile AI task overlap — and about 15,100 annual U.S. openings
Education Administrators, Postsecondary show 67th-percentile AI task overlap — and about 15,100 annual U.S. openings • Education Administrators, Postsecondary rank in the 67th percentile (High band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated. (Eloundou et al. (GPTs are GPTs) + Felten AIOE) • The occupation is projected to see about 15,100 U.S. job openings per year (2024–34), counting growth and replacement — a labor-demand projection made independently of AI. (BLS Employment Projections 2024–34) • BLS projects employment to be about average (+1.7%) from 2024 to 2034. (BLS Employment Projections 2024–34) • Median annual pay is $103,960, across about 176,420 U.S. workers. (BLS OEWS (May 2024)) • Of the AI use actually observed for this work, 54% looks like augmentation (drafting, iterating, checking) rather than hands-off automation — from a Claude.ai usage sample, not a census. (2026-01-15-v4-plus-2025-03-27-v2) Source: Singulariki — "Education Administrators, Postsecondary". https://singulariki.com/roles/role-11-9033-00 Note: AI task overlap measures what today's AI can attempt, not automation, job loss, or a forecast.
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Every line is built only from figures this page already shows and cites. AI task overlap means what today's AI can attempt — not automation, job loss, or a forecast.
Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.
Data compiled June 2, 2026. Figures are estimates, not advice.
Singulariki. "Education Administrators, Postsecondary." Singulariki: a source-backed encyclopedia of work. Built from O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026. https://singulariki.com/roles/role-11-9033-00
Singulariki. (2026). Education Administrators, Postsecondary. Singulariki: a source-backed encyclopedia of work. Retrieved June 7, 2026, from https://singulariki.com/roles/role-11-9033-00
@misc{singulariki-role-11-9033-00,
title = {Education Administrators, Postsecondary},
author = {{Singulariki}},
year = {2026},
note = {O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026},
url = {https://singulariki.com/roles/role-11-9033-00}
} Citations name the underlying public dataset releases — they reflect what this page is built from, not just the URL.