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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 263 | 0.00% |
| 2020 | 248 | 0.00% |
| 2019 | 235 | 0.00% |
| 2018 | 212 | 0.00% |
| 2017 | 198 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $111,859 | $53.78 | +3.3% |
| 2024 | $108,314 | $52.07 | +2.7% |
| 2023 | $105,480 | $50.71 | +2.4% |
| 2022 | $103,030 | $49.53 | +2.5% |
| 2021 | $100,499 | $48.32 | +3.2% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 333 | 48% |
| 2 | New Hampshire | 1,342,795 | 469 | 35% |
| 3 | North Dakota | 755,393 | 254 | 34% |
| 4 | Rhode Island | 1,059,639 | 345 | 33% |
| 5 | Utah | 3,101,833 | 917 | 30% |
| 6 | Massachusetts | 6,859,819 | 1,982 | 29% |
| 7 | Minnesota | 5,576,606 | 1,550 | 28% |
| 8 | Delaware | 961,939 | 272 | 28% |
| 9 | Vermont | 623,657 | 174 | 28% |
| 10 | Virginia | 8,470,020 | 2,208 | 26% |
| 11 | Washington | 7,405,743 | 1,871 | 25% |
| 12 | Maryland | 6,052,177 | 1,520 | 25% |
| 13 | Oregon | 4,142,776 | 1,017 | 25% |
| 14 | Nebraska | 1,920,076 | 464 | 24% |
| 15 | Alaska | 739,795 | 175 | 24% |
| 16 | North Carolina | 10,273,419 | 2,410 | 23% |
| 17 | New Jersey | 9,005,644 | 2,084 | 23% |
| 18 | Wyoming | 579,315 | 133 | 23% |
| 19 | California | 39,536,653 | 8,634 | 22% |
| 20 | Connecticut | 3,588,184 | 787 | 22% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Hartford | 1 | 1% | $114,580 |
| 2 | Tempe | 1 | 1% | $92,955 |
| 3 | Des Moines | 1 | 0% | $83,949 |
| 4 | Los Angeles | 1 | 0% | $130,577 |
| 5 | Miami | 1 | 0% | $85,317 |
| 6 | Washington | 1 | 0% | $89,901 |
University of South Florida

University of Florida

Indiana University

University of Illinois at Chicago
Loyola University Chicago
University of South Florida
School of Information Systems and Management
Ehsan Sheybani Ph.D.: Analytical and problem-solving skills, Strong technical skills, The ability to work well under pressure, attention to detail, teamwork skills, organization and time management, interpersonal and communication skills, management and leadership skills.
Ehsan Sheybani Ph.D.: Software development, technical sales leadership, mobile app development, business analysis, digital marketing, affiliate marketing, analytical reasoning, artificial intelligence, cloud computing, and blockchain.

University of Florida
Computer & Information Science & Engineering Department
Peter Dobbins Ph.D.: Skills would be the things allowing a student/employee to display their ability to work remotely: initiative, teamwork, independence, self-starter, some of the same things we have always seen were positive attributes.

Bipin Prabhakar: Technology will become a strategic enabler for most businesses. There will be increasing demand for graduates who can help create this technology (Computer Science/Data Science) and for graduates who can leverage technology (information Systems) to create business value.
Bipin Prabhakar: Skills by themselves on resumes do not provide enough information for the reviewer to assess a candidate. The resume has to showcase the actual capabilities rather than just listing skills. What can you actually do with the listed skill? With that said, deep skills in software development, data science and AI or the broad set of skills required to enable digital transformation will be in demand. Digital transformation requires skills in business analysis, business process and process design, technologies such as next generation ERP systems, AI and ML, cloud architectures and platforms and business analytics.

Matthew Liotine Ph.D.: If a student decides to take time off before moving on to a job or graduate school, they should use that time to develop skills in which you may not receive formal training while in college. For example, skills like leadership, problem-solving, teamwork, and communication are going to be more vital than ever in the new norm.
Peter Dordal Ph.D.: I'm leaving off software developers, and answering about our Information Technology graduates.
IT students entering the business world will need to know how to get the maximum leverage out of business systems. In many cases, this will mean writing their own specialized queries to extract the precise business intelligence needed; general-purpose "canned" queries just won't cut it. They will need a broad understanding of what software can accomplish for the enterprise and how to deploy new software effectively; this applies to software used in the office as well as to software used in manufacturing and shipping. And they will need to understand how to lease storage and computing resources from the cloud to meet not only predictable, long-term demands but also sudden short-term business projects.
Students working in database administration and management will need to be able to manage much larger volumes of data than a few years ago. They will need to be familiar with the great variety of new databases in order to pick the best tool for the job.
Students working in network management will need to be able to ensure that everyone has the bandwidth and server access they need, as those demands expand to include extensive video, low-latency real-time connectivity, and the regular transfer of huge amounts of data.
Students in cybersecurity will need to be fully acquainted with all the recommended best practices. However, they will also have to be able to anticipate and guard against potential new vulnerabilities. "By the book" protection is no longer sufficient.