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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 23,402 | 0.01% |
| 2020 | 22,352 | 0.01% |
| 2019 | 14,558 | 0.00% |
| 2018 | 10,815 | 0.00% |
| 2017 | 8,956 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $97,825 | $47.03 | +3.4% |
| 2024 | $94,601 | $45.48 | +2.3% |
| 2023 | $92,460 | $44.45 | +2.0% |
| 2022 | $90,657 | $43.59 | +2.3% |
| 2021 | $88,608 | $42.60 | +1.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 465 | 67% |
| 2 | Washington | 7,405,743 | 1,851 | 25% |
| 3 | Massachusetts | 6,859,819 | 1,686 | 25% |
| 4 | Utah | 3,101,833 | 737 | 24% |
| 5 | Virginia | 8,470,020 | 1,924 | 23% |
| 6 | Oregon | 4,142,776 | 896 | 22% |
| 7 | Vermont | 623,657 | 135 | 22% |
| 8 | Maryland | 6,052,177 | 1,244 | 21% |
| 9 | Colorado | 5,607,154 | 1,146 | 20% |
| 10 | New Hampshire | 1,342,795 | 263 | 20% |
| 11 | Rhode Island | 1,059,639 | 214 | 20% |
| 12 | Delaware | 961,939 | 193 | 20% |
| 13 | California | 39,536,653 | 7,270 | 18% |
| 14 | Minnesota | 5,576,606 | 898 | 16% |
| 15 | North Dakota | 755,393 | 112 | 15% |
| 16 | Nebraska | 1,920,076 | 266 | 14% |
| 17 | Montana | 1,050,493 | 143 | 14% |
| 18 | Wyoming | 579,315 | 79 | 14% |
| 19 | Alaska | 739,795 | 93 | 13% |
| 20 | Connecticut | 3,588,184 | 438 | 12% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Sterling | 1 | 4% | $96,823 |
| 2 | Suitland | 1 | 4% | $96,175 |
| 3 | Redmond | 2 | 3% | $113,920 |
| 4 | Irving | 4 | 2% | $92,671 |
| 5 | San Francisco | 5 | 1% | $125,265 |
| 6 | Arlington | 3 | 1% | $96,932 |
| 7 | Rochester | 2 | 1% | $91,885 |
| 8 | Alexandria | 1 | 1% | $96,908 |
| 9 | Grand Rapids | 1 | 1% | $93,090 |
| 10 | Melbourne | 1 | 1% | $81,491 |
| 11 | Atlanta | 2 | 0% | $92,602 |
| 12 | Las Vegas | 2 | 0% | $91,762 |
| 13 | Tucson | 2 | 0% | $97,272 |
| 14 | Baltimore | 1 | 0% | $96,437 |
| 15 | Pittsburgh | 1 | 0% | $93,279 |
| 16 | Richmond | 1 | 0% | $96,212 |
| 17 | Tampa | 1 | 0% | $81,887 |
| 18 | Washington | 1 | 0% | $101,568 |
| 19 | Winston-Salem | 1 | 0% | $94,042 |
University of Minnesota - Crookston

Rose-Hulman Institute of Technology

University of Toledo

Eastern Washington University
University of Minnesota - Crookston
Math, Science & Technology Department
Christine Bakke: MIS is a technical business degree which is offered with slightly different emphasis depending on the school's home department. For example, if a business department houses the degree it is often referred to as MIS; however, when Information Technology or Computer Science departments house this degree, the program would be called Information Technology Management (ITM) or Computer Information Systems (CIS). Each university has the autonomy to offer variations based on their specializations. Even though the programs can differ slightly, in general students receiving any of these three degrees receive an education in three areas: technical, management/business, and soft skills. Note that the US Bureau of Labor Statistics directs queries for all three fields (ITM, MIS and CIS) to the same data page (see answer to question 3).
Christine Bakke: For many years remote tech support has been a growing field, but it was not the norm. Today, remote tech support and IT management have become crucial for daily operations. Remote work requires a solid IT infrastructure, cybersecurity, capable equipment, and quality software. The need for educated and experienced MIS / ITM / CIS will continue to increase.
Trends toward remote offices will become more acceptable and common; while some companies will return to the office en masse, others will allow more flexibility or become hybrid, and some will truly embrace the remote office. Use of remote tools such as Zoom will stay strong, as they provide global access at a huge cost benefit.

J.P. Mellor: I'm sure the pandemic will have an enduring impact on all of us. Our students are certainly experiencing new challenges as they strive to learn during the pandemic. They are aquiring skills and competencies associated with working remotely and engaging while doing so. These are skills that students in past years did not attain.
J.P. Mellor: Our graduates are particularly good at making positive progress even when the way forward is not clear, they don't know how to do what needs to be accomplished, and/or they've never done it before. This is a skill set requires a solid technical foundation and makes our graduates especially valuable.that is part

Jared Onyango Oluoch Ph.D.: I think salaries in academia especially in Computer Science and Engineering Technology are rising and are expected to given the demand of graduates in these areas.

Eastern Washington University
Department of Mathematics
Christian Hansen Ph.D.: In the post-pandemic era, a typical workday for a recent graduate will likely involve some form of remote work. I predict that many businesses will benefit from the reduced cost of remote infrastructure compared to the cost of maintaining brick and mortar office space. Many new graduates will continue to spend their day on a computer while collaborating in teams via Zoom and other teleconference tools. People working in disciplines that have traditionally been "on the ground" will move towards more hybrid modes of work, reducing the need for travel and participating in face-to-face meetings and training.
Christian Hansen Ph.D.: The soft skills that all graduates should possess include strong communication and teamwork skills regardless of the discipline. Analytical skills will be in high demand, as well as the ability to adapt and learn new technology. Data will continue to play a bigger role in almost any type of business; therefore, the ability to analyze and interpret data for decision making will be increasingly critical. Many jobs in the future are jobs that do not yet exist and as a result, new graduates must have the ability to adapt.