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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 386 | 0.00% |
| 2020 | 399 | 0.00% |
| 2019 | 400 | 0.00% |
| 2018 | 400 | 0.00% |
| 2017 | 392 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $92,324 | $44.39 | +2.2% |
| 2024 | $90,323 | $43.42 | +1.4% |
| 2023 | $89,119 | $42.85 | +1.5% |
| 2022 | $87,767 | $42.20 | +1.9% |
| 2021 | $86,117 | $41.40 | +1.1% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 112 | 16% |
| 2 | North Dakota | 755,393 | 44 | 6% |
| 3 | Virginia | 8,470,020 | 461 | 5% |
| 4 | Maryland | 6,052,177 | 283 | 5% |
| 5 | Arizona | 7,016,270 | 263 | 4% |
| 6 | Colorado | 5,607,154 | 212 | 4% |
| 7 | Montana | 1,050,493 | 46 | 4% |
| 8 | Delaware | 961,939 | 38 | 4% |
| 9 | South Dakota | 869,666 | 36 | 4% |
| 10 | Alaska | 739,795 | 29 | 4% |
| 11 | Vermont | 623,657 | 25 | 4% |
| 12 | New York | 19,849,399 | 516 | 3% |
| 13 | New Jersey | 9,005,644 | 269 | 3% |
| 14 | Massachusetts | 6,859,819 | 239 | 3% |
| 15 | Wisconsin | 5,795,483 | 156 | 3% |
| 16 | Connecticut | 3,588,184 | 116 | 3% |
| 17 | Kansas | 2,913,123 | 100 | 3% |
| 18 | Idaho | 1,716,943 | 53 | 3% |
| 19 | Hawaii | 1,427,538 | 38 | 3% |
| 20 | Rhode Island | 1,059,639 | 35 | 3% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Hoboken | 2 | 4% | $107,157 |
| 2 | Frankfort | 1 | 4% | $73,033 |
| 3 | Annapolis | 1 | 3% | $78,069 |
| 4 | Stamford | 2 | 2% | $85,697 |
| 5 | Edina | 1 | 2% | $72,279 |
| 6 | Hartford | 1 | 1% | $85,542 |
| 7 | Lansing | 1 | 1% | $99,327 |
| 8 | Tallahassee | 1 | 1% | $52,230 |
| 9 | Topeka | 1 | 1% | $75,664 |
| 10 | Philadelphia | 3 | 0% | $95,760 |
| 11 | Atlanta | 1 | 0% | $67,981 |
| 12 | Baton Rouge | 1 | 0% | $47,077 |
| 13 | Boston | 1 | 0% | $99,047 |
| 14 | Des Moines | 1 | 0% | $62,242 |
| 15 | Indianapolis | 1 | 0% | $66,838 |
| 16 | Minneapolis | 1 | 0% | $72,529 |
| 17 | Montgomery | 1 | 0% | $56,813 |
| 18 | Phoenix | 1 | 0% | $73,154 |

University of California, Irvine

Coastal Carolina University

San Diego State University
Quinnipiac University

University of California, Irvine
Urban Planning and Public Policy
David Feldman Ph.D.: Succinct writing, critical thinking, strong quantitative analytical skills.

Coastal Carolina University
Finance and Economics Department
Sourav Batabyal Ph.D.: Technology helped to mitigate the impact of COVID-19 on education systems. Due to the outbreak of the coronavirus, all Spring 2020 classes were transferred to the online format. Even though many courses are taught by synchronous online modality, Fall 2020 saw the return of a few F2F and hybrid classes. Due to the continued uncertainties related to the potential spread of COVID-19, the American Economic Association (AEA) transferred its 2021 Annual Meeting to a completely virtual event.
Coastal Office of Online Learning worked diligently with CCU faculty to provide the necessary tools to engage students in a digital learning environment. Both students and teachers are adjusting to the new normal of virtual classrooms through Zoom or Teams. Faculties are integrating many digital learning tools into their courses, e.g., learning management system (Moodle), core instructional tools (Zoom, Teams, Echo360, etc.), academic integrity tools (Turnitin, Respondus Lockdown Browser, etc.), communication tools (Office 365, VoiceThread, etc.), and course content accessibility tools (Ally, Microsoft, Adobe, etc.) for improved course design and engagement.
Online teaching is the need of the hour, but it won't replace F2F instructions in the future, as most students still believe they learn better in a F2F environment. For successful online education, we need to make sure each course is accessible, which means that broadband internet is available to every student. In the coming years, we will continue to improve our digital infrastructure for seamless teaching to avoid any future disruption in education.

Stephen Brincks Ph.D.: Graduates need a combination of soft skills such as good communication and hard skills such as statistical and computing knowledge. The ongoing digitization of the economy changes the skills that accounting graduates need to succeed in today's job market. Computer algorithms and AI are increasingly automating simple tasks.
At the same time, digital technology allows companies to upload sale transactions, invoices, and other business data to the cloud in real-time. Graduates need critical thinking skills to perform higher-level activities such as analyzing data and communicating their findings to management. Employers are often looking to hire new graduates that possess advanced data analysis and computing skills to boost their organization's technological expertise.
Both soft and hard skills are essential for career success - traditional accounting skills are useless without thinking critically and communicating. Given the sheer amount of data generated by real-time transactions, there are more opportunities for employees to add value and boost firm productivity than ever before. Flexibility is also a highly desired skill, as companies need graduates who can learn new skills and adapt to future technological change.
Christopher Ball Ph.D.: Yes. The coronavirus pandemic has further helped sever the community connection between a place of work and its employees. Some jobs will continue to be online, and others not, but the current generation of graduates already feel less connected to specific institutions and are more likely to change jobs. I believe this online experiment we all did during the coronavirus will permanently enhance that, and all our graduates should expect to change careers more often in their lifetimes. They will always have the option of picking a job where they can work from home. That was a growing possibility with the growing "gig economy" (Uber, etc.) but will be a more significant option. Simultaneously, I believe, personally, that this has also highlighted the fact that there is a premium to doing things in person. No one was happy just staying home and only working online. To get counseling, to sell or teach, to motivate colleagues, and many more things, we learned that you need to meet in person. Also, specific experiences people want in person: college generally, going to a bar, a restaurant, and so on. So it's like we all learned that the world wouldn't be all online or all in-person, but we don't know what the right mix will be. The premium, however, will be on the in-person side of things. So our graduates need to think about this. Yes, it's valuable to be able to code, and you can work from home. But if you just work from home, you compete globally against people coding in Europe, Asia, Australia, etc. So those who can understand those work-from-home skills, but combine them with interpersonal skills, will be even more valuable in the future.