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Senior help desk analyst job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected senior help desk analyst job growth rate is 10% from 2018-2028.
About 83,100 new jobs for senior help desk analysts are projected over the next decade.
Senior help desk analyst salaries have increased 9% for senior help desk analysts in the last 5 years.
There are over 75,210 senior help desk analysts currently employed in the United States.
There are 56,069 active senior help desk analyst job openings in the US.
The average senior help desk analyst salary is $51,327.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 75,210 | 0.02% |
| 2020 | 84,193 | 0.03% |
| 2019 | 76,246 | 0.02% |
| 2018 | 55,735 | 0.02% |
| 2017 | 54,361 | 0.02% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $51,327 | $24.68 | +3.4% |
| 2024 | $49,636 | $23.86 | +2.3% |
| 2023 | $48,512 | $23.32 | +1.5% |
| 2022 | $47,779 | $22.97 | +1.7% |
| 2021 | $46,999 | $22.60 | +1.6% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 345 | 50% |
| 2 | Montana | 1,050,493 | 169 | 16% |
| 3 | Virginia | 8,470,020 | 1,306 | 15% |
| 4 | Maryland | 6,052,177 | 860 | 14% |
| 5 | Colorado | 5,607,154 | 755 | 13% |
| 6 | Utah | 3,101,833 | 390 | 13% |
| 7 | Alaska | 739,795 | 91 | 12% |
| 8 | Massachusetts | 6,859,819 | 772 | 11% |
| 9 | Arizona | 7,016,270 | 750 | 11% |
| 10 | New Hampshire | 1,342,795 | 146 | 11% |
| 11 | North Dakota | 755,393 | 84 | 11% |
| 12 | Minnesota | 5,576,606 | 554 | 10% |
| 13 | Delaware | 961,939 | 99 | 10% |
| 14 | Vermont | 623,657 | 65 | 10% |
| 15 | Florida | 20,984,400 | 1,917 | 9% |
| 16 | Kansas | 2,913,123 | 252 | 9% |
| 17 | Nebraska | 1,920,076 | 182 | 9% |
| 18 | Rhode Island | 1,059,639 | 93 | 9% |
| 19 | Illinois | 12,802,023 | 1,028 | 8% |
| 20 | New Jersey | 9,005,644 | 687 | 8% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Miramar | 1 | 1% | $38,125 |
| 2 | Tampa | 1 | 0% | $38,434 |

University of California, Irvine

Coastal Carolina University

California State University - Long Beach
Dominican University

Hope College
Quinnipiac University
Carthage College

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.

Dr. Lesley Farmer: Many employees have trouble pivoting to online work so in the short term, tech support and instructional design jobs are in high demand. Data privacy and security are also hot topics and need ed tech expertise. Tech maintenance, including cloud services and networks, continue to be needed, rather like car maintenance. Thinking forward, software development is another area of need, particularly with more online-based education. If grads have data analytics expertise, they can find jobs on data management and learning analytics.
Disabilities continue to be an issue, particularly in terms of equity, so jobs dealing with assistive technology and other ed tech supports are possible. Finally, grads should broaden their concept of educational settings; informal education is more important than ever: in business/HR, libraries and museums, recreational and youth-serving clubs, mass media, government and non-profit agencies. All of these entities are involved in training, outreach, PR, and public awareness/education. Be creative and persistent.
Dr. Lesley Farmer: Internships are probably the best option, even if unpaid. Some institutions provide career placement services, and grads could contact their instructors about possible options. Companies, professional associations, and non-profits also advertise internships.
Dr. Lesley Farmer: Get to know the site before interviewing, and remember that even interviews are an opportunity to practice communication skills-and to see if there's a good match between you and the site. Once hired, learn about the organizational culture and develop trustful relationships. Make one memorable contribution the first month, but focus on becoming an expert before changing others. In addition, join a local and national professional association to keep current and network.
Kate Marek Ph.D.: Probably an acceleration of existing trends - remote working, skill-set based job openings (rather than degree-specific), along with an ongoing need for necessary skills such as writing, problem-solving, collaboration, and project management.
Kate Marek Ph.D.: If possible, find a paid internship in your area of interest, which will help expand your professional network and build your skillset. Use this time to keep scanning job ads to identify skill sets in demand; look for online mini-courses to make those skill sets.
Kate Marek Ph.D.: Choose an organization in tune with one's values. Look for a job in growth areas, such as data asset management, data analysis, etc.
Dr. Todd Steen: In the next three to five years, data analysis and the ability to use economic reasoning, will be more critical than ever. Graduates should be familiar with economics models and should be able to use software packages that analyze data.
Christopher Ball Ph.D.: Economics is a broad, analytical, and generally more quantitative significant. Because it's a social science, that helps students understand nearly any field because they know all fundamental interactions between people in markets (supply and demand) or inside workplaces (incentives, optimal production, etc.). And because much of economics focuses on the market place (supply and demand), our majors have an understanding of the core principles involved in all business disciplines. As a result, I recommend our students aim for more quantitative jobs and those using more analysis. The specific field is less important, and I always recommend people seek employment in areas they like. When you enjoy something, you work harder, and you are more likely to succeed. Because economics forms the basis of so many things in business, from the marketing to production to the management, economics majors tend to start similarly to other majors and then change trajectories and rise faster than other majors. A few years out and they are ideal for management because they can apply economic concepts to any area and learn the basics quickly.
However, if someone is quantitatively oriented and added a technical minor to the econ major like data science or something, then those students are in super high demand, COVID crisis or not. We still see them graduating with some of the highest starting salaries and having much higher wage,s just five years out, than most other graduates. All the benefits of economics being analytical and quantitative combines well with those hardcore data skills to form a compelling combination.
Erik Johnson Ph.D.: Graduating in a recession stinks! It is harder to find a job, but if you do find a job, it will likely pay you less than the same position if the economy weren't in a recession. This will not be a temporary problem; it will probably last a long time. There is economic research that shows that you can "catch up" with your peers who graduated during good times after about a decade. However, for the catch up, you will need to be flexible with your jobs. Most of the catch up in wages will come from switching jobs. Few employers will give you sufficient wage increases to make up for the fact they were able to hire you relatively cheaply during a recession. Instead, you will need to look for new jobs every few years to get the raises that will put you on track to earn as much as if you hadn't graduated in a recession. It's hard work, but it will pay off.