康奈尔大学（CU） school (BA MA PHD) http://www.ilr.cornell.edu/

伊利诺伊大学（UIUC）institute ( MA PHD) http://www.ilir.uiuc.edu/

明尼苏达大学 商学院 center ( MA PHD) http://www.hrir.csom.umn.edu/

密歇根州立大学   (MA PHD) http://www.msu.edu/

俄亥俄州立大学 商学院 center (MA PHD) http://fisher.osu.edu/mlhr/

拉杰斯大学 school (BA MA PHD) http://www.smlr.rutgers.edu/misc/index.html

康奈尔大学（CU） school http://www.ilr.cornell.edu/

Career Opportunities

"We have an amazing network of employers that come here. That shows a great respect for our program and the people who come out of it. And, as a result of that, they compensate us quite well and provide opportunities for us to build a career. It doesn't get any better than that." Kevin Gamble, MILR 2001

Demand for graduates of the MILR program is high and constant. About 150 world-class organizations actively recruit MILR students. They usually have a choice of three to four firm job offers before graduation. Your career opportunities are further enhanced through a variety of summer internships offered at the end of your first year.

Read more about your Career opportuities

In our two-year Master of Industrial and Labor Relations (MILR) program, you gain a broad-based foundation with a specific, intense focus on the interaction between people and organizations in the workplace. The program usually has 70 to 80 full-time students, which makes the student body close and collegial.

Why an MILR rather than an MBA? The MILR is the top degree program in the area of human resources and labor relations. There's a strong general business component to your courses, but the emphasis is far more on the interrelationship between people and the workplacethe new hot spot for every organization, whether that's a small service business, a not-for-profit museum, a large and influential labor union, or a Fortune 200 corporation.

You'll complete six required courses from one of four concentrations:

Human Resources and Organizations Labor Market Policy Collective Representation Dispute Resolution

If you think you'd like a career in the business world, but prefer to center your career on people rather than on marketing, finance, or accounting, the MILR may be a good choice for you. Read about recent MILR graduates' jobs and salaries.   Read about the MILR curriculum.

Special MILR Programs One-Year MILR If you have a JD or MBA degree, you might consider the special one-year MILR degree program. You'll complete 28 credits and satisfy the six core-course MILR requirement. Read more about the One-Year MILR program.

MILR/MBA If you're interested in both an MILR and an MBA, you'll apply separately to ILR for the MILR and the Johnson Graduate School of Management for the MBA. If you're admitted by both programs, you'll earn both degrees in two and a half years. Read more about the MILR/MBA program.

Debating whether you should attend a graduate program specifically for industrial and labor relations (ILR) or enroll in a business school? The dual MILR/MBA program from ILR and Cornell’s Johnson Graduate School of Management (JGSM) offers you a unique opportunity. Alumni and current students agree that obtaining a joint MILR/MBA from two highly respected programs at Cornell offers an incredible edge in today’s fast changing workplace. Put yourself in a competitive position. The MILR/MBA program will help you to

• increase your career options,
• develop management and technical skills, and
• increase your earning power.

The ILR School is consistently ranked #1 in graduate programs among leading industrial and labor relations institutes by the Gourman Report, (8th edition 1997, 9th edition 1999), and Cornell's Johnson Graduate School of Management is ranked #8 (overall) in the latest Business Week ratings. It is ranked #5 by recruiters and #4 for best faculty.

A joint MILR/MBA degree from Cornell University’s School of Industrial and Labor Relations (ILR) and the Johnson Graduate School of Management (JGSM) places you in the center of the 21st century workplace.

Read about the MILR/MBA curriculum.

Visit the Johnson Graduate School of Management website

伊利诺伊大学（UIUC）institute http://www.ilir.uiuc.edu/

Rankings
Although there is no formal ranking process for HR/IR programs, employers and students acknowledge that the University of Illinois is one of the top three programs.

uiuc rankings: http://www.publications.uiuc.edu/info/rankings.html
Enrollments
In 2001-2002, ILIR students came from 8 countries, 49 undergraduate institutions, and 18 states. The class was 66 percent female, 16 percent minority, and 10 percent international.
Number of faculty
We have an outstanding faculty of 22 people who have degrees in the fields of industrial relations, economics, business administration, psychology, and law.
Average salaries of new graduates
For full-time entry-level hires, the average private-sector salary for 2001-2002 is $58,876, with different regional ranges. Signing bonuses averaged $6,365 ranging between $2,000 and $15,000.

ILIR Student Profile

Diversity in Action
The diversity of our students, the ILIR curriculum, internship experiences, and starting salaries are all raising the bar in the field of human resources and industrial relations. Our rich history ensures that progress will continue as we move toward the future.
In 2001-2002, ILIR students came from 8 countries, 49 undergraduate institutions, and 18 states. The class was 66 percent female, 16 percent minority, and 10 percent international.
ILIR students accepted positions from coast to coast last year, in over 19 states. Some are in leadership development and international rotational programs.

Spring 2002
	Master's*	Ph.D.	Total
Total	108	11	119
Female	64	7	71
Male	44	4	48
International	6	9	15
African American	12	0	12
American Indian	0	0	0
Hispanic		1	1
Fall 2001
	Master's*	Ph.D.	Total
Total	136	9	145
Female	90	5	95
Male	46	4	50
International	6	7	13
African American	19	0	19
American Indian	1	0	1
Hispanic	4	1	5

*Includes J.D./M.H.R.I.R. and M.B.A./M.H.R.I.R.
Note: Spring semester enrollment is traditionally lower because the three-semester program graduates students in December.
Diverse Backgrounds
Students at ILIR also come from a wide range of backgrounds. Undergraduate degrees of our students include psychology, speech communications, economics, business administration, sociology, urban & regional planning, engineering, accounting, English, and organizational studies. Some students enter the Institute directly from an undergraduate institution. However, over 40% of our student body has had at least one year of experience in the workforce. Some students have been in one career for many years, and like most people, need the academic background to prepare them for a change. We value and encourage a diverse population.

Active Leaders
Our students are very active at the Institute and at the University level. You can find them in advising roles at the Commerce Career Center and the Career Services Center, and in assistantships at Academic Human Resources and University Human Resources. Our student organizations are active and used as effective networking and skill building tools. The Institute Student Society for Human Resource Management Chapter (SSHRM) received the Superior Merit Award in 2002 and was one of the top ten chapters in the nation in 2001. LIRA helped to organize a formal mentoring program with alumni and MSA organized the Multicultural Fest, which featured a panel of 5 Institute alumni.

明尼苏达大学 商学院 center http://www.hrir.csom.umn.edu/

About HRIR: The Field of HRIR

The field of Human Resources and Industrial Relations (HRIR) encompasses all aspects of the employment relationship, including human resource management, labor relations, and other areas. This is a vibrant and dynamic field of academic study and professional practice. Important questions for both research and practice include:

• How can organizations be successful in the global economy of the 21st century by becoming learning organizations that successfully empower its employees and unleash their intellectual capital?
• How can human resources move beyond an administrative function to become a strategic business partner and how can the field of HRIR provide leadership as organizations reinvent themselves with a focus on core competencies?
• As the workplace of the future will be more diverse than ever, how can employment become more family-friendly, flexible, and responsive to diversity and information technologies?
• What institutions and public policies are appropriate for balancing the sometimes competing interests of workers and employers in a global, competitive economy?

Answering these and other central questions requires a multi-disciplinary grounding in economics, psychology, business, law, and other disciplines, the ability to blend theory and practice, the skills to balance multiple interests, and an appreciation for human behavior and the broader economic, financial, technological, ethical, global, and cultural environment.

Overview

The Master of Arts (M.A.) in Human Resources and Industrial Relations (HRIR) is a professional degree preparing students for private and public sector employment in human resource management, labor relations, and related fields. This full-time program is designed to be completed in two academic years (four semesters). Widely recognized as one of the top three programs in the country, the first half of the program consists of six required core courses that provide a comprehensive and rigorous foundation across the entire field of HRIR. The second half of the program consists of elective coursework in HRIR and related fields (such as finance, accounting, operations management and other areas). Through this balanced HRIR curriculum, students gain a thorough understanding of both contemporary practices and the underlying theories that are necessary for a successful career. Students explore HR issues within the broader economic, financial, technological, ethical, global, and cultural environment to give them a rich foundation for decision-making. The living business laboratory of the Twin Cities provides internships, field projects, and mentors from dynamic, global companies.

Minnesota HRIR students benefit from state-of-the-art classroom, computing, and library facilities. The Industrial Relations Center Reference Room is one of a small number of comprehensive reference libraries specializing in HRIR. The Carlson School's Business Career Center assists students in their job search across the country and around the world and manages on-campus interviewing. The graduate HRIR programs attract individuals from throughout the United States and the world. Minnesota's HRIR M.A. program is among the oldest and largest in the country with 140 full-time M.A. students.

The HRIR M.A. program has a longstanding commitment to diversity. Entering HRIR students have undergraduate degrees in many subjects ranging from the fine arts to engineering. The most common majors include psychology, business, economics, human resource development, and speech communication. Previous work experience is desirable, but not required. Minority enrollment in the full-time M.A. program is 18 percent.

The Doctor of Philosophy (Ph.D.) degree in Human Resources and Industrial Relations (HRIR) is a research degree preparing students for academic careers teaching and conducting research. This degree harnesses the strength of the faculty's research prowess, as evidenced by its outstanding international reputation. This doctoral degree program is a full-time program which typically involves two or 2.5 years of coursework, seminars, and preliminary examinations, and 1-2 years of dissertation work. The program is designed to be completed in four years although some take an extra year, especially those without any previous graduate coursework.

Three or four new students generally enroll each year. To maintain the focus needed to complete the degree, the faculty discourages outside employment and offers financial support through research and teaching assistantships, which cover tuition and pay a stipend, and fellowships.

HRIR faculty produce a large volume of high-quality research. Research spans such topics as motivation, incentives, behavior of individuals in the workplace, compensation, benefits, testing, staffing, training, workplace safety, the organization of work and human resource practices, unemployment, the labor market and demographic trends, unions, labor market institutions and policy, including international aspects of these and other topics. HRIR faculty are at the forefront of their respective fields, and are active in academic organizations and on editorial boards. The interests of successful Ph.D. students overlap with these faculty interests.

明尼苏达双城大学
    明尼苏达双城大学（University of Minnesota，Twin Cities）成立于1851年
，如今共有4个分校，分别坐落于明尼苏达州的双城、克鲁士顿市（Crookston）、
德卢斯市（Duluth），以及摩里斯市（Morris）；其中以位于双城的校园最具规模
，不仅是该州最好的，也是美国中西部10大名校中排名第4的公立大学。
    明尼苏达州位于美国中北部，与加拿大毗邻。由于靠近世界著名的苏必略湖（
Superior，美国5大湖之一），美丽的湖光山色，再加上密西西比河穿流其中，吸
引了许多世界各地的观光客慕名前来。该州首府圣保罗市与隔岸的明尼阿波利斯市
（Minneapolis）遥遥相对，这2个城市就是美国有名的“双城”，也是明尼苏达州
经济、文化及科技等的中心。
    采取4年学制
    明尼苏达双城大学采取4年制，学年通常从9月底开始，一直到隔年的6月中结
束。这9个月期间共有3个学期，分别于9月底、1月初及3月底开学，每学期约有12
周。此外，在6月中至8月中的暑假期间，大学亦开办2期暑假课程，每期长达5周。
    明尼苏达双城大学设有10余个学院，包括商业、建筑与庭院设计、生物科学、
科技等等，总共提供了逾150个学士学位、200个硕士学位，以及100个博士学位的
课程。这些课程在美国及国际上居领导地位。
    该大学获《美国新闻2000》评为国家级的一级大学，学术声誉在全美公立大学
中排名前20名。著名的学科有工程、商业管理、经济、法律、新闻学，以及政治科
学。根据大学的统计，商业行政与管理、心理学，以及机械工程是大学里最受欢迎
的学科。
    目前，共有超过3万7千名学生在这所大学就读，包括近800名来自世界一百多
个国家的海外生，使该大学成为美国注册人数最多的大学之一。大学费用（包括学
费及校内住宿费）一年是1万6千美元（约6万零800零吉）。
    校园保安一流
    明尼苏达双城大学设有威尔逊图书馆及17个分馆，总藏书量在美国北部地区所
有的研究型图书馆中排名前20名，为大学教职员、学生、明尼苏达州内及邻近各州
民众提供丰富的研究资料。
    大学也购有2万台电脑供学生使用。这些电脑遍及学生宿舍、电脑中心、电脑
实验室、学生资源中心、图书馆，以及学生中心等等，设备先进  

密歇根州立大学     http://www.msu.edu/

俄亥俄州立大学 商学院 center http://fisher.osu.edu/mlhr/

Rankings The Fisher College MLHR degree program has earned national recognition for excellence. The Gourman Report ranked the MI.HR program 7th among almost 90 graduate programs in labor and human resources in the nation.

Since that ranking, the MLHR program has expanded it's curriculum offerings and continues to improve upon its reputation as a top-tier HR program.

MLHR Program

About 60 members of Fisher minority business student organizations attended national conferences and case competitions this year, with support from the college's Office of Minority Student Services.

2003 Program Profile
Enrollment	34
Average age	27
Average years of work experience:	4.1
Average undergraduate GPA	3.37
Female:	68%
Minority:	17%
International:	15%

<-- #EndEditable -->

The MLHR Program <-- #EndEditable -->
<-- #BeginEditable "second_headline" --><-- #EndEditable -->
	<-- #BeginEditable "content" --> For more than 20 years, the Fisher College of Business Master's in Labor and Human Resources (MLHR) degree program has been preparing students for challenging opportunities in the human resources field. Fisher College MLHR students learn more about the fundamentals of human resources theory and practice-attracting, retaining, compensating, motivating, and managing employees in contemporary organizations. They are prepared to assume key roles in human resources, organizational development, and change management. They gain the analytical and decision making skills that enable them to become effective leaders in the private firms and government agencies they will serve. Founded in a tradition of excellence, the Fisher College MLHR degree program is committed to keeping pace with the demands of a growing and increasingly global market economy. With the assistance of prominent human resource executives from companies such as Wendy's International; Olsten Staffing Services; Motorola; AT&T; The Limited; Cargill; and Drake, Beam, and Morin, the MLHR Graduate Studies Committee has established the following vision for the MLHR degree program: "The Master's in Labor and Human Resources at the Ohio State University is the foremost program in educating and developing individuals with the analytical and process skills, as well as the functional content knowledge needed to be effective internal human resource consultants and organizational policy makers who increase the effectiveness of their organizations." In recent years, the MLHR Graduate Studies Committee, with the help of its advisory board, completed a major review of the MLHR curriculum which was fully implemented Autumn 2001. The new enhancements reflect the vision of the program by stressing the analytical, leadership, and business skills today's human resource professionals need to deal effectively with staffing, compensating, training, and labor relations challenges they will face in an ever-changing business environment. <-- #EndEditable -->

拉杰斯大学 school http://www.smlr.rutgers.edu/misc/index.html

Introduction
The mission of the school is to create and disseminate knowledge that fosters a better understanding of the nature of employment and work in modern society, promotes harmony and cooperation between management and labor, and helps to improve employment systems and relationships. In pursuit of our mission, SMLR faculty conduct research, deliver credit and noncredit programs, and provide
assistance to corporations and labor organizations. SMLR has an outstanding, internationally known faculty, who are leaders in their respective fields. Faculty contribute to their professional communities by conducting cutting-edge research, disseminating new knowledge through teaching, publishing scholarly books and articles, and providing their services to a variety of public and private organizations, government and non-governmental agencies. The school offers an undergraduate degree, two master’s degrees, and a doctoral degree. Most credit programs are on campus, but some are offered off campus at partnering organizations in the United States. • 2004 SMLR Convocation Information • Welcome from the Dean • School History Introduction In 1997, the Institute of Management and Labor Relations (IMLR) marked its 50th anniversary. It was on June 19, 1947, that New Jersey Governor Alfred Driscoll signed into law Assembly Bill 250-A. Passed against the backdrop of the great postwar strike wave that engulfed the United States, this legislation formally established the IMLR. Its primary mission was to promote "harmony and cooperation between management and labor, and greater understanding of industrial and labor relations, thereby to enhance the unity and welfare of the people of the state." In order to carry out this assignment, the IMLR was authorized to "establish programs in order to develop new material and techniques to aid in carrying on the educational activities."(1) Labor education at Rutgers University predated the establishment of the IMLR by many years. Without question, Rutgers was one of the early pioneers in the field, along with such institutions as the Brookwood Labor College, the Bryn Mawr Summer School for Women, Milwaukee Labor College, and the educational extension services of the University of California. However, a precise date cannot be fixed owing to changing perspectives of what actually constituted a labor education program. By broadly defining labor education to mean workers' education, or the entry of nonmatriculating students onto the college campus to attend university-level classes, one could point to the year 1891. In that year, the Extension Department (more commonly known as "Night School") was established at Rutgers College. Its mission was twofold: to uplift by giving nontraditional students the benefit of exposure to university-level instruction in academic (liberal arts) courses; and to generate revenue for Rutgers and the faculty who taught the courses. Ironically, the early extension curriculum offered little in the way of vocational and technical training for workers. Moreover, organized labor's aloofness to the objectives of worker's education explains why the early education extension programs developed in fits and starts. Clinging to the doctrine of "voluntarism" and economic action through collective bargaining, Samuel Gompers and the AFL remained skeptical of the university's role as a positive agent for the immediate economic and social advancement of workers—particularly in light of business ties to most institutions of higher learning. Finally, the Panic of 1893 dried up the pool of potential "working class" students.(2)