In the process of promoting the modernization of the internal governance system and governance capacity of universities, the front-line administrative staff in universities are faced with conflicts of multiple roles in management, service and education, overloaded with roles under multiple tasks, resulting in role ambiguity and role conflict intertwined with multiple contradictions from job burnout, incentive mechanism and self-development. The differences and contradictions in educational reform philosophy have made a macro impact on the front-line administrative role, the excessive use of the internal driving force in the development of universities has caused the middle-level embarrassment of the role, and the mismatch of individual development needs has led to the micro-obstruction of the realization of the role function. Approaches for front-line administrative staff in universities to get out of the role dilemma and conflicts include: in role cognition we should maintain the main direction of moral education in the multi-perspective collisions and realize role rejection and turn; in role expectation we should take the main responsibility of high-quality development of the school in the interweaving of multi-layer tasks, and realize role adjustment and clarification of responsibilities; in role execution, we should stabilize the main line of individual development under the impact of multi-directional pressure, and realizes role adaptation and compliance.