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Research and development project manager job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected research and development project manager job growth rate is 2% from 2018-2028.
About 4,400 new jobs for research and development project managers are projected over the next decade.
Research and development project manager salaries have increased 11% for research and development project managers in the last 5 years.
There are over 13,396 research and development project managers currently employed in the United States.
There are 159,437 active research and development project manager job openings in the US.
The average research and development project manager salary is $98,808.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 13,396 | 0.00% |
| 2020 | 14,026 | 0.00% |
| 2019 | 13,908 | 0.00% |
| 2018 | 13,482 | 0.00% |
| 2017 | 12,887 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $98,808 | $47.50 | +3.2% |
| 2024 | $95,703 | $46.01 | +2.9% |
| 2023 | $93,013 | $44.72 | +2.2% |
| 2022 | $91,004 | $43.75 | +2.2% |
| 2021 | $89,029 | $42.80 | +1.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Minnesota | 5,576,606 | 2,669 | 48% |
| 2 | District of Columbia | 693,972 | 305 | 44% |
| 3 | North Dakota | 755,393 | 320 | 42% |
| 4 | Nebraska | 1,920,076 | 748 | 39% |
| 5 | South Dakota | 869,666 | 317 | 36% |
| 6 | New Mexico | 2,088,070 | 690 | 33% |
| 7 | Wyoming | 579,315 | 193 | 33% |
| 8 | Georgia | 10,429,379 | 3,378 | 32% |
| 9 | New Hampshire | 1,342,795 | 431 | 32% |
| 10 | Missouri | 6,113,532 | 1,894 | 31% |
| 11 | Montana | 1,050,493 | 328 | 31% |
| 12 | Wisconsin | 5,795,483 | 1,728 | 30% |
| 13 | Kansas | 2,913,123 | 888 | 30% |
| 14 | Tennessee | 6,715,984 | 1,921 | 29% |
| 15 | Ohio | 11,658,609 | 3,287 | 28% |
| 16 | Indiana | 6,666,818 | 1,842 | 28% |
| 17 | Iowa | 3,145,711 | 877 | 28% |
| 18 | Pennsylvania | 12,805,537 | 3,381 | 26% |
| 19 | Michigan | 9,962,311 | 2,616 | 26% |
| 20 | Oregon | 4,142,776 | 1,054 | 25% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Danvers | 2 | 8% | $105,618 |
| 2 | Aliso Viejo | 1 | 2% | $114,098 |
| 3 | Carlsbad | 1 | 1% | $112,720 |
| 4 | Decatur | 1 | 1% | $83,800 |
| 5 | Redwood City | 1 | 1% | $133,463 |
| 6 | Sunnyvale | 1 | 1% | $133,030 |
| 7 | Boston | 2 | 0% | $106,634 |
| 8 | Chicago | 1 | 0% | $86,296 |
| 9 | New York | 1 | 0% | $111,675 |
| 10 | Philadelphia | 1 | 0% | $91,416 |
| 11 | San Diego | 1 | 0% | $111,811 |
| 12 | San Jose | 1 | 0% | $132,559 |
| 13 | Santa Ana | 1 | 0% | $114,731 |
Pennsylvania State University - Abington

University of Maryland - College Park

Franklin and Marshall College

Old Dominion University
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Dalton State
Yi Yang PhD: In the next 3-5 years, I believe management skills will become increasingly important. Engineers who can bridge the gap between technical complexity and business strategy, driving innovation and growth in their organizations will be very valuable.

University of Maryland - College Park
Department of Electrical and Computer Engineering
Donald Yeung: A degree at a highly rated engineering school is always a plus. For example, the ECE dept at UMD has a good reputation among local employers as well as employers elsewhere, such as Silicon Valley. Many of our students go to companies in these areas, and so we have a reputation based on the quality of students that go out. I think employers know what they're getting. Beyond the school from which you receive your degree, your GPA is also important. How well you do in the program you come from is important, too, obviously. And employers also know about grade inflation or deflation at different schools, so they can calibrate any student's GPA against what experience they've had with previous students' records. Besides that, employers also look for experience outside of the degree program, so internships, research experiences, any significant project experience, etc., are also a real plus.
Donald Yeung: In terms of hard technical skills, I believe the courses students take along with their GPA in these courses is one level of demonstration. (As I mentioned above, employers know about our program probably down to specific courses, and so if someone gets an A+ in some notoriously challenging course, that's probably known and appreciated). Some employers will give technical interviews and require students to solve problems on their feet. But I think most employers will judge this based on a student's transcript.

Nicole Jones Young Ph.D.: One big trend we will see is the continuation of working from home. It may not be for all employees every day, but I think that is definitely here to stay. Many employees have been asking for this benefit for years. After almost a year of working from home, many employers that were reluctant in the past have likely realized that employees can still be very productive and they can decrease expenses related to office space.
Another is related to the focus on diversity, equity, and inclusion related efforts. While the majority of the country was quarantined, we all witnessed the same horrific murder of George Floyd, and there was nothing else to distract us from finally directly addressing issues related to race in this country. Many employees of color, and particularly Black employees, are no longer interested in making everyone else around them feel comfortable. Organizations that issued statements and initiatives in the spring will likely be held more accountable than ever before.
Another trend may be the elimination of jobs in their previous iteration. Many companies that have survived, or even thrived, during COVID likely did so by adapting. As such, these organizations may not return to their prior ways of doing business, which may require employees and applicants to increase or highlight a different skill set.

Robert Mcnab Ph.D.: Young graduates must be able to effectively communicate as they enter the workforce. Analytical skills are continuing to increase in importance also and graduates who are unable or unwilling to develop these skills will quickly fall behind their peers. If you are unable to work with data and cannot communicate the results of your analysis, then your value to future employers is diminished. Graduates need to realize that they must continue to learn after graduation, not only to improve their existing skills but to adapt to the demands of a changing workplace.
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Cortnee Young: I believe work-from-home/virtual job opportunities will become more available. For recent graduates, this comes with pros and cons. I believe a big pro is the availability to more opportunity (versus narrowing down their search to specific geographic locations). A major con that I see would be the inability to learn hands-on skills and teachable moments from being in the office, for their first job.