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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 1,838 | 0.00% |
| 2020 | 1,719 | 0.00% |
| 2019 | 1,677 | 0.00% |
| 2018 | 1,627 | 0.00% |
| 2017 | 1,511 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $82,639 | $39.73 | +4.1% |
| 2024 | $79,404 | $38.17 | +2.1% |
| 2023 | $77,790 | $37.40 | +3.2% |
| 2022 | $75,404 | $36.25 | +3.7% |
| 2021 | $72,721 | $34.96 | +3.1% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 388 | 56% |
| 2 | Delaware | 961,939 | 161 | 17% |
| 3 | Alaska | 739,795 | 94 | 13% |
| 4 | Vermont | 623,657 | 76 | 12% |
| 5 | Virginia | 8,470,020 | 971 | 11% |
| 6 | Massachusetts | 6,859,819 | 785 | 11% |
| 7 | Maryland | 6,052,177 | 651 | 11% |
| 8 | Washington | 7,405,743 | 716 | 10% |
| 9 | North Dakota | 755,393 | 73 | 10% |
| 10 | Wyoming | 579,315 | 59 | 10% |
| 11 | Utah | 3,101,833 | 276 | 9% |
| 12 | Montana | 1,050,493 | 93 | 9% |
| 13 | South Dakota | 869,666 | 77 | 9% |
| 14 | California | 39,536,653 | 2,982 | 8% |
| 15 | New York | 19,849,399 | 1,603 | 8% |
| 16 | Illinois | 12,802,023 | 1,028 | 8% |
| 17 | New Jersey | 9,005,644 | 700 | 8% |
| 18 | Oregon | 4,142,776 | 351 | 8% |
| 19 | Connecticut | 3,588,184 | 281 | 8% |
| 20 | Rhode Island | 1,059,639 | 90 | 8% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Santa Clara | 2 | 2% | $121,022 |
| 2 | Atlanta | 4 | 1% | $88,774 |
| 3 | Boston | 1 | 0% | $92,690 |
| 4 | Dallas | 1 | 0% | $73,555 |
| 5 | Jacksonville | 1 | 0% | $73,045 |
| 6 | New Orleans | 1 | 0% | $80,931 |
| 7 | Orlando | 1 | 0% | $74,079 |
| 8 | San Diego | 1 | 0% | $108,261 |

Grand Valley State University

Macalester College

Michigan Technological University

University of Wisconsin -- Madison

Michigan Technological University

Southern Illinois University

University of Colorado at Colorado Springs

Saint John's University

University of the Incarnate Word
Randolph-Macon College

University of Wisconsin-Madison

University of New Haven
Mississippi College

Huntingdon College

Bellarmine University
Albright College

University of Kentucky

Grand Valley State University
School of Communications
Alex Nesterenko Ph.D.: If one is considering hiring an experienced ICM, one will look for applicants with college/university baccalaureate degrees in appropriate fields of study, with preference given to individuals with graduate degrees again in appropriate fields of study. However, an experienced individual's track record is of central importance: do they have the sort of successful track record that would qualify them for the job they have applied for?
What is required is evidence of success, which must be identified on the individual's resume and attested to by the individual's key references at previous places of employment. In this regard, in addition to a college/university degree, one would be particularly attentive to evidence of:
-Having successfully facilitated constructive dialogue in an organization
-Created/enhanced effective information channels in an organization
-Problem-solved significant issues resulting in organization members feeling more informed and feeling that they better understand one another
-Having contributed to the betterment of the organization's culture
-Professional certification, such as in project management or other relevant areas
In addition, one would look for the following character traits, which would presumably be revealed in interviews and attested to by the individual's key references.
-Projects a sense of calm and maturity
-Projects openness and empathy toward others
-Has leadership capabilities
-Has a strong work ethic
While not necessarily an exhaustive list, these are the sorts of things that one should look for when hiring an experienced ICM.
A college graduate with no professional communication experience could find employment working as an assistant to the ICM, the department head; or, as previously mentioned, they might apply for an ICM position in a start-up company or in a small NFP organization. In this situation, one would look for the following as evidence of being a good fit:
-A college/university degree in an appropriate field
-At least one field-relevant internship that included responsible duties
-Demonstrated ability to work well in a team environment
-Demonstrated excellent writing skills
-Demonstrated excellent public speaking and presentation skills
-Demonstrated experience with social media
-Demonstrated analytical skills
The kinds of character traits one looks for in an experienced ICM, one also hopes to find in an entry-level hire. Any of the following would be thought to be a considerable plus or advantage in terms of an applicant's candidacy for a position:
-Projects a sense of calm and maturity
-Projects openness and empathy toward others
-Has leadership capabilities
-Has a strong work ethic
Alex Nesterenko Ph.D.: The following soft skills are central to being a successful ICM:
-Attentive listening
-Problem-solving
-Critical thinking
-Creative thinking
-Time management
-Being a team player
To these, one could add the following character qualities:
-Projects a sense of calm and maturity
-Projects openness and empathy toward others
-Has leadership capabilities
-Has a strong work ethic
One might likely include yet other soft skills. However, the above list characterizes the soft skills one would surely want to see in an ICM.
There is no universal agreement on what are or are not "soft" and "hard" skills. Generally, however, hard skills are understood to be skills that one can learn. For example, one can learn to be a more capable writer or researcher. On the other hand, soft skills are understood to be social skills, character traits, and attributes that evolve over a person's lifetime. In this regard, it is doubtful that one can be quickly taught to be more open, and yet, a person can become more open to others over time with a willingness to pursue it. While learning is surely involved, change is largely attributable to the individual's efforts and is less a product of formal education. However, formal education can hasten the development of soft skills. For example, the individual seeking to become more open to others could avail themselves of various courses at a university that could help them understand and appreciate greater openness.
Alex Nesterenko Ph.D.: The following seem to be in line with the nature of IC and what the ICM regularly does. These are in addition to a college/university degree:
-Public speaking skills
-Presentation skills
-Research and analytical skills
-Writing, editing, proof-reading skills
-Computer skills-data analysis, spread sheet, graphics, etc.
To these, one might also find the following desirable in an ICM candidate for a job:
-Professional certification, such as in project management
Other hard skills could be desirable, but the list above suggests the kinds of hard skills typically required of an ICM.
Alex Nesterenko Ph.D.: A person's career usually involves increased levels of responsibility over time. Therefore, at any point in one's career trajectory, different skills ("soft" or "hard") might be emphasized and will take prominence. To answer the question "what skills will help you earn the most," one assumes that an individual intends to stay in the field for a considerable period and is striving to (eventually) take on a lead role as the head of an IC department, which carries with it a manager, director, or greater title.
In this connection, if one takes on a lead role in IC, soft skills will likely be emphasized, leaving hard skills to those acting as assistants to the ICM. A person who has recently graduated from college/university will need to demonstrate both soft and hard skills to understand that they will be initially heavily relied upon for their hard skills by the ICM. As the entry-level person matures in their role, they will be more often tapped for their soft skills, and, as they move into roles with greater responsibility and more elevated titles, they will likely become more reliant upon their soft skills.

Macalester College
Departments of Media & Cultural Studies and International Studies
Michael Griffin Ph.D.: Probably on-the-job writing experience--a portfolio of written work in strategic communications.

Michigan Technological University
Department of Humanities
Dr. Maria Bergstrom: I think it always helps to have experience working with diverse teams--and of course, that includes social/cultural/ethnic/racial diversity, but also working with people of different age groups, perhaps, or people from different technical areas. Our humanities students at Michigan Tech, for example, work on a lot of teams with students in engineering, and I think being able to bridge those different ways of knowing and different ways of thinking about products and processes can be a real strength. Also, the ability to listen empathetically and think about how other people might make different assumptions in a given situation than you do is valuable. It helps you be a better colleague, better leader and also helps you design and communicate with a more nuanced understanding of your audience.
Dr. Maria Bergstrom: I think experience with a variety of platforms for communication is important--can you use a variety of digital tools and software, and are you able to think about how communication looks different in those different spaces? So, for example, can you use Google Suite or Microsoft Teams and maximize your efficiency and effectiveness because you are using all the tools available in those platforms? I also think an understanding of data analytics, search engine optimization, and other ways of tracking how your audiences are interacting with your communication platforms is important and will continue to be important.
Dr. Maria Bergstrom: What I hear from alumni is that solid writing skills translate into promotions and opportunities almost no matter what specific field you are in. If you can write well and adapt your writing to different situations, that pays off in many ways. I also think people with the ability to look around and envision what could be better (in their project, in their workgroup, in their company) are more likely to be given more responsibility and move into leadership positions. It's important not to be so focused just on the specific job you have to do that you don't keep that bigger picture in mind and think about how you can contribute to it.

University of Wisconsin -- Madison
Department of Communication Arts
Robert Glenn Howard Ph.D.: For Communication Officer's resumes, the key skill is, of course, communication. That covers a huge range of specific skills, from designing and executing social media campaigns to interviewing people to designing and creating digital media. While technical skills can be learned, the central skill is the ability to succinctly and clearly see what needs to be said to whom and to do it best.
Robert Glenn Howard Ph.D.: Soft skills are always key in any professional context, and they are often the sort of thing you can convey to a potential employer by giving a good interview: one that shows you can listen and respond verbally at the moment.
Robert Glenn Howard Ph.D.: Technical skills for communication officers include using social media platforms, using digital media software to create graphic, video, and audio content, understanding and doing some basic coding. Understanding the use of metadata tagging, social media marketing techniques, and database design and how those structures work can be assets.
Robert Glenn Howard Ph.D.: In the end, technical skills are the thing that will take you the furthest. While important, what's way more important is to foresee, imagine, and come up with solutions to problems and means to expand the goals of the institution you are working for. Doing the hard coding isn't what will take you to the top; it's leading others to do bunches of hard coding that then can come together into a global solution or global strategy that benefits your institution.

Michigan Technological University
Communication, Culture, & Media Undergraduate Program
Dr. Stefka Hristova Ph.D.: Communication is a central block for building a community. Through communication on interpersonal, group, organizational, and public levels, we can co-create shared cultures. As such, communication is at the core of our personal, professional, and social worlds. Being a good communicator entails not only the ability to speak and write/design but also expertise in being a good listener and careful reader of multimedia content. Communicators can create a common ground, and as such, they are indispensable to organizations that seek to have a meaningful engagement with the public.

Southern Illinois University
School of Communication Studies
Justin Young: Straight out of school, some of those hard skills might give you a leg up on that first job. However, long-term, I think soft skills like teamwork, problem-solving, adaptability, and simply interpersonal skills will advance you further. The most successful people I see tend to be good with people as well as willing to listen and learn. Some people can fake these skills to advance, but the organization usually suffers in the long-term, as do they financially.

University of Colorado at Colorado Springs
Department of Communication
Sherry Morreale Ph.D.: A very recent analysis of 82 million job postings uncovered a critical demand by employers for what often is referred to as durable skills (America Succeeds, 2021). By contrast to hard skills, durable skills, sometimes referred to as soft skills, comprise important professional capabilities (Leadership, Critical Thinking, Communication, etc.) and personal qualities (Creativity, Mindfulness, Fortitude, etc.) that last throughout a person's entire career. In this analysis, two key findings are:
-In the job postings, the top five durable skills were requested nearly four (3.8) times more than the top five hard skills.
-Also, Communication and Leadership were in the highest demand, requested by 50+% of postings. These two durable (soft) skills sets include the following specific knowledge and skills.
A third durable skill or competency identified in the job postings, closely related to Leadership and Communication, is Collaboration. The Collaboration knowledge and skills connected to Communication and Leadership are interpersonal communications, coordinating, teamwork, team-oriented, team leadership, collaboration, team building, cooperation, and virtual teams.

Saint John's University
Mass Communication
Nancy DiTunnariello Ph.D.: Be personable! During the interview process, individuals are so focused on being "professional" that they forget to show potential employers who they really are. YOU are what sets you apart from other applicants. Also, employers want to see if your personality is a good fit with the company culture and the colleagues/clients you would be working with. Plus, would you want to work for an organization where you have to pretend and assume a false persona all day?
Nancy DiTunnariello Ph.D.: One of the characteristics that help you earn the most is your experience when searching for a job. Employers like to see that you have previous experience working in the field - especially if you have been working with other organizations in the same market. For example, suppose you are applying for a job in public relations at an agency specializing in entertainment PR, and you have had other positions in entertainment PR in the past. In that case, the hiring organization knows you are familiar with journalists and already have contacts in this market. This is why college programs really REALLY advocate for internships in the field before graduation. Any way you can get experience in the field that you plan to go into helps provide you with references who can speak on your abilities in the field and help you work on skills you will be utilizing throughout your entire career. More experience often equates to more money.

Taylor Collins Ph.D.: One thing I've heard from several managers recently is a frustration with the lengths they've had to take
to maintain engagement from their employees in this new work-from-home reality. Many workers who
were reliably plugging away when in the office quickly lost their drive without a direct supervisor looking
over their shoulder, and this change has been one of the biggest challenges of efficient remote work.
Moving forward, I expect firms to correct for this frustration by placing a premium on self-starters.
Individuals who can be reliably counted on to complete their tasks, even when they are not kept under
the direct watchful eye of a manager, will be particularly valued. To meet this demand, students need to
use their college experience as an opportunity to build and craft a sense of self-motivation.
Randolph-Macon College
Film Studies Program
M. Thomas Inge Ph.D.: When I graduated from Randolph-Macon College in 1959, I was one of 600 students. I wanted to be a writer and literary critic, but the closest thing we had were majors in the liberal arts. Majors in English and Spanish opened my world view, but today more than 1200 view for places in the sciences and technology. Randolph-Macon has become a mega-college and conveyor of the latest information and research like no other in the United States. Books and language work side by side in laboratories and with computers to provide the best education possible.
"What can you do with a degree in the novel or medieval studies?" Just about anything if you attend a school that takes a full perspective on life.

Dr. Derek Johnson Ph.D.: Departments like ours are aware of the added challenges created by the pandemic and we've been taking steps to help our students find opportunities while also helping employers to overcome the challenges of continuing to provide needed experience. Given the uncertainty around in-person work, we've been trying to generate online internships that allow students to connect with employers in safer ways. At the same time as we address the current crisis, we are also working to address long-standing barriers to access that have limited work opportunities based on social status, geography, the ability to support one's self, and more. Virtual internships can help with that, but there's more work to do to make sure everyone has equal opportunity to succeed and to manage the crises we face.
Matt Caporale: In a nutshell, hands on and applied experiences stand out the most. What employers truly seek is not just what you know and what you did, but how you did it, where you did it, to what outcome, and what do you offer now because of those experiences. This isn't new, but employers are increasingly looking for details and level of specificity to a student's college experience - buzzwords won't suffice any more. The experiences that stand out are ones students can actively quantify and showcase success, hard skills, and soft skills.
These types of experiences include traditional experiences such as internships, research projects, study abroad, and campus leadership. But they more often now include diverse perspectives, interdisciplinary experiences, and roles in which students make a focused impact on the organization in which they served. Employers seek well rounded candidates with hard and soft skills; so, the experiences that stand out will need to be diversified, skill focused, and impactful.
For students in international relations, these experiences will include traditional internships and study abroad, but also Model UN, policy research and development, multi-cultural experiences (local and international), and data-based projects.
Dr. Phyllis Seawright: Based on what our grads this year are doing, it appears that the market needs people with technical and writing skills. Social media is only as good as the writers and thinkers who create it. Our graduates are building web pages and social media platforms, PR and marketing plans. A graduate trained in media and people skills can find a job in this changing marketplace.

Elizabeth B. Rogers: Adpatilbilty. It has become apparent now, maybe more than ever, that employees are expected to do their jobs well, no matter where they are completing their tasks. New job candidates will need to show with concrete evidence that they can adapt in situations that are new or uncommon. Many recent graduates can use their transition from traditional to remote learning as significant evidence of their ability to adapt. Many students thought they were going home for a few weeks in March and then spent the rest of the spring semester online. What changes did you make when the school went virtual that helped you succeed? How did you ensure you not only got your work done but also took care of yourself? What did you learn about yourself, your habits? Many students survived a tough transition, and that is something not only to applaud but use when you are selling yourself to potential employers in interviews. Employers want to know you will adapt, so be ready to tell them how you adapted during your experience with pandemic learning.
Teamwork. You must work as part of a team. However now, consider not only traditional teams but also virtual teams. I can tell you when my teaching and staff role got moved fully online last March, I relied on my team more than ever before. I work in a team environment every day, but when virtual was all we knew, teamwork became vital for not only my success but the success of my students, co-workers, and ultimately the institution. I know students hate group projects, but group projects are the closest things to the "real" workforce some students experience. Take group work seriously so you can learn how to excel in a group setting. How do you work in a team (both traditionally and virtually)? Are you reliable? Are you a leader or a follower (both are great)? Do you manage your time wisely so you can brainstorm, work, and revise? Being part of a team was always part of the workforce, so be ready to work in teams traditionally and virtually.
Technology skills. As I am sure many of you have seen, technology is becoming an extension of all work types now. It is not enough now to say you can work the Microsoft Office Suite and can type quickly. Companies need to know that you can manage technology in real ways, especially when you are not in the office. I would suggest students take an entry-level computer class at their organization as an elective, at the very least, to have some traditional training in all things tech. If your institution does not offer computer courses, I would suggest taking a free online course to earn a certificate of some kind. Students want to list real, tangible, and legitimate computer knowledge on their resumes to make them competitive.

Stacie Shain: To me, real-world experience always sets one graduate apart from others. There is also plenty of research that supports this.** Any experience a student can gain doing real projects for real organizations is a bonus because it shows students can translate what they have learned in a classroom to a project for a business or nonprofit. It shows students can do the work when there is more than a course grade on the line and when many people will see their work and not only a professor or classmates.
In our program, all majors must complete at least one internship, and we encourage our students to complete more than one so they get different experiences. This not only builds their resumes and hones their skills but also allows them to learn what they like - or don't like - doing. Some students have been set on working in a particular field only to change their minds after an internship and decide they want to do something else.
Our marketing communication minors are required to take a practicum in which they work for a student-run agency doing work for area nonprofits. They are responsible for the client meetings, production, deadlines and client satisfaction. The projects range from graphic design to writing to social media planning to website design to video production. All of their work will be used by the organizations, so having these projects in their portfolios and on their resume showcases exactly what they can do. The students earn credit and get to show the work in their portfolios, and the nonprofits do not pay for the projects. It's a true win-win situation. Students may complete more than one semester in the practicum, and that gives them a wide range of work samples in their portfolio. I've known several students who had jobs before graduation, and they all said their work for clients helped them get the job because they already had professional experience.
Internships and working for a student-run agency will help students build those soft skills, too. They must collaborate, they must learn to work in a team setting, they must solve problems as they arise, and they must think critically about the projects and how they will complete them. Research shows that students with hard skills will get interviews, but students with soft skills will get the job and keep it ** because businesses value soft skills and not every applicant has them.
Heidi Mau Ph.D.: An increased ability to work digitally is an immediate trend in the job market - to be nimble communicators via digital tools and online interactions with colleagues and clients. This trend was already happening before the pandemic but has now accelerated as an important part of an overall skill set.
There seems to be an increase in positions calling for digital communications and content management for small businesses as they seek to move parts of their businesses online and to increase their digital communications with clients and community during a time in which local, face-to-face communication is more difficult.

William Howe Ph.D.: Cover letters are perhaps the most critical piece of a resume and yet are often the most underdeveloped. Cover pages should clearly state who you are, what you have done, and where you want to go with the company. Within the resume itself, it should be easy to read and well organized.