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Executive coordinator job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected executive coordinator job growth rate is -8% from 2018-2028.
About -286,900 new jobs for executive coordinators are projected over the next decade.
Executive coordinator salaries have increased 13% for executive coordinators in the last 5 years.
There are over 162,431 executive coordinators currently employed in the United States.
There are 116,369 active executive coordinator job openings in the US.
The average executive coordinator salary is $52,045.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 162,431 | 0.05% |
| 2020 | 175,121 | 0.05% |
| 2019 | 188,793 | 0.06% |
| 2018 | 198,478 | 0.06% |
| 2017 | 207,367 | 0.06% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $52,045 | $25.02 | +3.6% |
| 2025 | $50,214 | $24.14 | +2.6% |
| 2024 | $48,936 | $23.53 | +3.4% |
| 2023 | $47,345 | $22.76 | +2.8% |
| 2022 | $46,066 | $22.15 | +4.7% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 307 | 44% |
| 2 | Delaware | 961,939 | 309 | 32% |
| 3 | New Hampshire | 1,342,795 | 418 | 31% |
| 4 | Massachusetts | 6,859,819 | 2,002 | 29% |
| 5 | North Dakota | 755,393 | 211 | 28% |
| 6 | Rhode Island | 1,059,639 | 287 | 27% |
| 7 | Maine | 1,335,907 | 324 | 24% |
| 8 | Idaho | 1,716,943 | 395 | 23% |
| 9 | Colorado | 5,607,154 | 1,038 | 19% |
| 10 | New Mexico | 2,088,070 | 393 | 19% |
| 11 | South Dakota | 869,666 | 168 | 19% |
| 12 | Alaska | 739,795 | 137 | 19% |
| 13 | Vermont | 623,657 | 121 | 19% |
| 14 | Virginia | 8,470,020 | 1,509 | 18% |
| 15 | Alabama | 4,874,747 | 885 | 18% |
| 16 | West Virginia | 1,815,857 | 335 | 18% |
| 17 | Montana | 1,050,493 | 186 | 18% |
| 18 | Illinois | 12,802,023 | 2,097 | 16% |
| 19 | Washington | 7,405,743 | 1,167 | 16% |
| 20 | Maryland | 6,052,177 | 984 | 16% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Lexington | 1 | 3% | $68,116 |
| 2 | Camden | 1 | 1% | $55,657 |
| 3 | Carmel | 1 | 1% | $42,839 |
| 4 | Hoover | 1 | 1% | $44,408 |
| 5 | Pasadena | 1 | 1% | $75,053 |
| 6 | Redding | 1 | 1% | $81,488 |
| 7 | Rockville | 1 | 1% | $63,326 |
| 8 | Salem | 1 | 1% | $65,649 |
| 9 | San Francisco | 3 | 0% | $83,776 |
| 10 | Washington | 2 | 0% | $81,608 |
| 11 | Boston | 1 | 0% | $68,383 |
| 12 | Charlotte | 1 | 0% | $54,744 |
| 13 | Houston | 1 | 0% | $50,387 |
| 14 | Miami | 1 | 0% | $53,510 |
| 15 | Raleigh | 1 | 0% | $60,501 |
| 16 | San Diego | 1 | 0% | $72,058 |
Drexel University

Seattle University

East Tennessee State University
University of Pittsburgh
American University
Susan Epstein: Clearly the pandemic has had both an emotional and financial impact on recent graduates, as it has had on everyone, really. For some college students, the financial implications mean postponing completion of their degree. For those who are completing their degree this year, the job market will be tight. There are many unemployed professionals with far more experience than a recent grad. It is a time of extreme uncertainty.
But I don't think the picture is all bleak. I think current students and graduates will be some of the most flexible and technically savvy candidates out there. They have proven their ability to pivot. They have had to change their style of learning, practically overnight. They have had to perfect their communication with classmates, teachers, and potential employers over Zoom, as opposed to having the benefit of face to face interaction - and they have done a great job! I think the perspective of these graduates will be quite different than those who graduated even 5 years ago. They have experienced first-hand how to adapt to the unexpected. They left campus in March, 2020 and likely have not been back.
This year's graduates are to be admired for their ability to stay focused amid such chaos. They have endured disruption and loss, yet are still working hard in school and in their communities, and as such are setting a wonderful example for the rest of us. As future leaders, I think this experience will influence their empathy, their relationships, and their willingness to think critically and consider alternate perspectives. And if that is the case, the future looks very bright.
Susan Epstein: The best job for a recent graduate is one for which her or she is passionate and prepared. The pandemic has not changed that. Taking a job that does not meet those criteria, regardless of what is going on in the world, will not be satisfying for the long term. In addition, working for an organization whose culture aligns with your own personal values is extremely important. Your first professional position sets the tone for the rest of your career. You want to ensure that there are challenging responsibilities and room for advancement. You should also take advantage of the networking opportunities within any organization you join. Feeling good about what you are doing and who you are doing it with affects not only your performance, but also the relationships you have with those around you. This is important as you pave the way for a career, as the reputation you create now will influence the way others respond to you going forward.
Susan Epstein: Technology-based skills such as software proficiency and data analysis are important in today's business environment, but obviously this will vary by industry and even job specifications. On the other hand, soft skills transcend job and industry. Strong interpersonal skills (including listening, often a weakness in our communication skill set), critical thinking, and time management make strong leaders and equally strong followers.

Seattle University
History Department
Theresa Earenfight Ph.D.: As a historian of the European Middle Ages, I'm struck by how students this past year have acquired something scarce: historical empathy. The past can seem so remote, so very different from our lived experiences today, and this can make history seem irrelevant. But this fall, I was teaching a section on the bubonic plague, which historians of medicine now know was a global pandemic, not just an epidemic in Europe. Usually, students are fascinated by the gruesome medical details, but not this group.
They did not need or want to look death in the eyes. They wanted to know how did people react? How did they get back to normal? When we ticked off the list of reactions--fear, distrust of science (such as it was in 1348), xenophobia, scapegoating, economic collapse, hoarding supplies, turn to religion, gallows humor about worms crawling about corpses--they got it. When we talked about the aftermath--eat, drink, be merry, and protest the inequality--they got it. That is historical empathy, and I'm sad that this was how it had to be learned, but it will give them broader compassion that can encompass people alive today.

Dr. Frederick Gordon Ph.D.: Graduate students will need to refocus on the changing institutional role, being both remote and in-person, and impacting agency goals and performance.
Dr. Jeanette Lehn: Staying in dialogue with collaborators is the first thing that comes to mind. We have to work together in today's economy, and staying connected allows graduates to find ways to get folded into larger opportunities. I also think that critical thinking and critical theory transfer to almost any context. I encourage students to think in terms of "skills stories," to demonstrate to others what they are capable of, in a variety of contexts, through the power of their personal experiences and narratives. The skills learned while gaining a degree, such as the ability to get specific, speaking through example, and considering larger contexts, are needed everywhere, so graduates shouldn't limit their searches to only one circle or area of work. The traditional places to find jobs can't be excluded, like search engines, but I think if you are good at considering what an audience wants, needs, thinks about and is influenced by, you can apply anywhere.
Dr. Adelaide Kelly-Massoud: Well, every teacher and teacher candidate was thrust into distance learning. Misguided attempts to foster understanding often leaned our adult distant learning pedagogy. Teachers, and those who prepare teachers, found their job to research, define, design, and implement meaningful teaching and learning using a virtual platform. Words such as synchronous and asynchronous are now a part of our everyday vernacular. But there is a much more optimistic change on the horizon that we can thank coronavirus for.
Communication and collaboration have been forced to change. Parents and Teachers are more connected and have been put in a position to leverage technology to build networks of support and consistent dialog. I urge teachers to leverage this in their future as we work to reopening schools; we should learn from this experience to leverage technology to keep us connected.