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Dual Major in Information Management and Technology and School of Management

Approximately 10 percent of students in the School of Information Studies choose to take a dual degree with the Whitman School of Management, which received top ranking in 2009 for its entrepreneurship program. Students who select this option often seek a working knowledge of business with the technical training in information systems to set them apart from standard business school graduates. Job opportunities are plentiful and get more exciting as the advances in technology prepare businesses for competition in the global marketplace.

To complement their information management and technology studies, students in this dual program can select from the following management majors:

  • Accounting
  • Entrepreneurship and Emerging Enterprises
  • Finance
  • Management
  • Marketing Management
  • Retail Management
  • Supply Chain Management
  • Real Estate

Students dually enrolled in the School of Information Studies and the Whitman School of Management program must fulfill the degree requirements of both schools. Upon graduating, they receive a bachelor's degree (one diploma) conferred jointly by the two schools. The School of Information Studies is the home college. More information about degree requirements..

Students may apply directly to the dual program as incoming first-year students or may add the dual as a current student, after completion of the dual degree admission requirements.

Prospective students interested in communicating with recent graduates can view the alumni profiles.

 

    
Jasy Liew, an information management graduate student, from Malaysia recently travelled to Singapore where she explored new technologies and innovative research studies as part of the Experience@Singapore program. Liew was one of 13 students selected from six participating countries to take part in the five-day program. The iSchool sponsors travel for students looking to attend conferences, trips or presentations relevant to areas of study.
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