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Hybrid careers have been touted as increasingly being in high demand by employers cited in the business press such as Wall Street Journal, Harvard Business Review, etc. Employers have been told to expect to face fierce competition for landing hirers with the desired T-shaped knowledge structures of having a broad general knowledge base with a deep concentrated area of expertise. Yet, the single T-shaped knowledge structure does not address the implied concept of multiple skills depth areas implied by hybrid careers. Many of the hybrid careers incorporate extensive deep knowledge of an information systems or information technology domain that is applied with and into more traditional business functional domain areas such as accounting, finance, marketing or operations. Very little research has been done as to what academic planning (plans of study) and applied learning experiences are effective in preparing students for the high growth hybrid career areas. This preliminary investigation study looks at patterns of student retention, course selections as well as internship and job placements involving business related hybrid academic programs (multiple major/minor/concentration combinations) leading to hybrid career placements.

Business, Technology, Academic Planning, hybrid careers