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AI is reshaping how work gets done, and it’s redefining what “entry level” means.

From Forbes to CNBC, and The Guardian to The Conversation, the general sentiment has been the same: Artificial intelligence is to blame for a shrinking job market. At the same time, other signals complicate that narrative. In March 2026, for example, the U.S. Bureau of Labor Statistics reported employment increases across health care, construction, transportation and warehousing—evidence that work isn’t disappearing.��

For students and recent graduates trying to chart their path forward, those mixed messages can be disorienting. But what’s clear is this: AI is reshaping how work gets done, and it’s redefining what “entry level” means.

At Leeds, faculty, students and industry professionals aren’t only having ongoing conversations about what meaningful career preparation requires—they’re doing something about it. Despite the absence of a crystal ball, the goal at Leeds is straightforward and enduring: to graduate students who aren’t just employable, but indispensable.

When entry level doesn’t feel entry level

As senior Dominic Shuyler (Bus, Mktg’26) approached graduation, he was—frankly—concerned. He channeled that uncertainty into a creative project for a “hermit crab” assignment in his Written Communications for Business Leaders course, taught by Associate Teaching Professor Bonnie Auslander.

Using a Google search results page as his “shell,” Shuyler mocked up responses to the query “Entry level jobs in marketing.” His mock AI overview read: “To secure an entry-level marketing position, you typically need to have started your career in 2019.” The listings spiraled from there, including a “Junior Marketing Associate” posting requiring “a bachelor’s degree, 7+ years of SEO experience, proficiency in coding, graphic design, video editing, and mind reading.”

The humor landed because it felt uncomfortably close to reality. Like many students, Shuyler admitted he once assumed the formula was simple: earn the degree, get the job. “I’ve seen how quickly AI changed things. There are concerns I have now that weren’t on my radar when I started college,” he reflected. What has especially caught him off guard in job searches is how often today’s “entry level” roles demand years of experience.

“When was I supposed to get that experience while I was getting my degree?” he asked.

From potential to proof

That question is central to how Leeds has always thought about career preparation, but it’s underscored by the demands of an AI-driven workplace.

“We need to prepare students with the judgment and oversight skills now expected at the start of their careers—skills traditionally seen in manager-level positions,” said Jeremiah Contreras, Kala and Shiv Khatri Endowed Faculty Scholar and associate teaching professor of accounting. “Entry-level roles are being compressed as routine tasks are automated, and the skillset required to enter the workforce is rising,” he said.

In that environment, “Employers are really looking to hire proof, not potential,” Contreras said. That proof extends beyond a resume to real-world projects that demonstrate problem solving, resiliency and adaptability. “Coding isn’t essential,” he noted, “but critical thinking that blends logic and judgment is.”

“Employers are really looking to hire proof, not potential.”

Jeremiah Contreras, Kala and Shiv Khatri Endowed Faculty Scholar

That message was echoed during Leeds’ spring 2026 AI Industry Roundtable, “Shaping the AI‑Ready Professional,” where six industry leaders agreed that AI literacy is no longer optional for new hires.

Godard Abel, CEO at G2, said his company now evaluates candidates using an AI skills matrix. “If someone is coming out of college and is not curious about AI, they will not be considered,” he said.

AI changes the skill mix, but not the need for people

Matthew Brady, assistant teaching professor of Organizational Leadership and Information Analytics, helps students spark that curiosity and build skills through courses such as , an international cohort program with Nagoya University launched in spring 2026. (Pictured left, Build in Japan students experienced a surgical simulation machine at Nagoya University’s xR Center.)

Brady has explored how students might demonstrate their AI proficiency in tangible ways. “I have considered looking at usage metadata to determine AI proficiency, quantifying and scoring patterns in prompting like length, complexity, frequency and time interval. In the same way we evaluate AI models with tools, new ways may emerge for users to evaluate and prove their AI proficiency,” he explained.

Still, he emphasized that metrics alone aren’t the goal. “Story-telling during the interview process and a great portfolio of real-world projects are also key to earning a role,” said Brady.

Erik Jensen, a partner at KPMG who was an AI roundtable panelist, agreed that while AI is shifting the skills base, human judgment remains essential.

“We absolutely understand that we have to change who we are hiring,” he said. “But we see AI as a displacement tool, not a replacement tool. We are still betting on people, and that starts with the way we think about students’ skills. We are absolutely invested in campus.”

Contreras would agree with Jensen that the shape of the traditional career trajectory is shifting, but human capacity is still a differentiator in a competitive job market. “The career ladder may be less linear. Rather than climbing rung by rung, students should think in terms of building capabilities,” he said.

That doesn’t mean early career professionals will lose the ability to explore and experiment. Opportunities to grow still exist, believes Brady. “Learning will continue to happen in classrooms, on the job, and increasingly through AI itself,” he said.

“There are real opportunities to tune AI models with proprietary data that helps incoming employees to be effective,” added Brady. He also sees the shift as an opportunity for business education, pointing to examples such as employer-specific training and lifelong learning.

Raising the bar for higher ed

As AI changes the workplace, it’s changing how business schools teach.

“This is where I see one of the greatest opportunities for higher education,” Contreras said. Rather than treating AI as an add-on, Leeds has intentionally woven it into core curricula and experi- ential projects, signaling how students can cultivate skills and thrive in an AI-mediated workplace.

“If entry-level roles begin to disappear because AI agents can handle much of that work, there will also be a gap in how future managers gain the experience and judgment traditionally built in those roles,” Contreras said. He sees universities filling that gap by accelerating foundational knowledge early, then devoting later years to immersive, experiential learning through simula- tions, projects and real-world problem-solving.

“Students may graduate into roles where they are not just doing tasks but are supervising the AI tools that perform them. That requires understanding the underlying business processes well enough to guide those systems responsibly,” he said.

Learning to supervise, not just execute

Contreras pointed to examples from his honors accounting course and senior seminar, where students use AI for real busi- ness contexts, such as building agents that help small fi rms interpret complex accounting guidance.��

"I also use custom learning agents in the classroom to help students practice judgment and critical thinking in situations where business problems are ambiguous or uncertain,” he said. “Instead of simply producing answers, students experiment with different ways of solving problems where the AI actually pushes them to think at a higher level.”

Day one career readiness

Leeds Advisory Board member Michael Leeds (Fin’74) opened the AI Industry Roundtable by framing the school’s efforts: “The goal is that on day one, graduates are truly prepared—and employers are thrilled to have them.”��

"We are already seeing examples where organizations are using AI to handle functions like customer service, research support or technical analysis,” said Contreras. “That doesn’t eliminate the need for people, but it does change the type of work people do. Students who can supervise technology, question outputs and make informed decisions will be the ones who add the most value.”��

“I see students becoming increasingly competent and confident in their use of technology to drive business value,” said Brady. As inflation eases and companies take advantage of tax incentives, the job market will stabilize, he believes. Organizations will invest more to stay competitive and enter new markets. As technologies become cheaper, more companies will adopt them. He remains “optimistic about, and committed to, technology fostering human flourishing.”��

“I see students becoming increasingly competent and confident in their use of technology to drive business value.”

Matthew Brady, Assistant Teaching Professor of Organizational Leadership and Information Analytics

Looking ahead

Despite the anxiety captured in his writing project, Shuyler is finding ways to fuel his optimism for the future. Throughout his time at Leeds, he participated in internships and a case competition to enrich his experience. He is following career advice to build a portfolio, and he’s earning a certification in Google Analytics to expand his skillset. “Being involved in different things is really helpful, providing a bunch of skills to pull from,” he said, as he looks toward securing a role in digital marketing.��

As students watch the dramatic changes unfold, they’re not only positioning themselves for success—they’re also creating strategies for future generations. Bryce Kallio (Fin’28), president of the AI Club at ��ñ����, is focused on long-lasting impact.��

“I want to bridge the gap between AI theory and practice by educating students on real-world use cases and then placing them in hands-on engagements outside the classroom,” he said. “By establishing a peer-to-peer mentorship cycle, I aim to ensure that each cohort trains the next, creating a self-sustaining culture of innovation that keeps our students competitive in an AI-driven business world.”

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