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The Impact of Retail Work Experience, Career Expectation, and Job

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DOI: 10.1177/0887302X0602400101

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 Clothing and Textiles
Research Journal http://ctr.sagepub.com/

The Impact of Retail Work Experience, Career Expectation, and Job Satisfaction on Retail
Career Intention
Dee K. Knight, Christy Crutsinger and HaeJung Kim
Clothing and Textiles Research Journal 2006 24: 1
DOI: 10.1177/0887302X0602400101

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The Impact of Retail Work Experience, Career Expecta-
tion, and Job Satisfaction on Retail Career Intention
Dee K. Knight, Christy Crutsinger, HaeJung Kim

Key Words
Career Expectation, Career Intention, Job Satisfaction, Retail, Work Experience

Abstract
The purpose of our study was to examine the impact of retail work experience, career expectation,
and job satisfaction on college students’ intention to pursue retail careers. The 470 students who
completed self-administered questionnaires were enrolled in academic programs with a merchandis-
ing focus. Using multiple regression analyses to test the hypothesized relationships, work experience
and job satisfaction were significantly related to career intention. Emotional satisfaction was the most
robust determinant of students’ career intention. However, students’ expectation concerning opportu-
nity and success also were predictors of career intention. Understanding these relationships is benefi-
cial for educators as they prepare students for retail careers.

I
n an industry that employs over four million
people, retailers are challenged to attract, re-
cruit, and retain a competent workforce. This
challenge is exacerbated by the prediction that the
retail workforce is expected to increase by 4.2%
between 2000 and 2010 (U.S. Department of Labor,
2002a). Compounding the problem is the fact that
the retail industry’s voluntary turnover rate of 38%
in 2002 was the highest of any industry. Retailers
also must combat the stereotypical perceptions
of their industry, including long hours, low pay,
and unfavorable work-life issues (Feinberg, 1996;
Rhoads, Swinyard, Geurts, & Price, 2002; Swin-
yard, Langrehr, & Smith, 1991).
Typically one-third of all retail workers are under
24 years old and employed part-time (U.S. Depart-
ment of Labor, 2002b). Young employees tend to
view part-time employment as an encapsulated
experience with minimal implications for their fu-
tures (Schneider & Stevenson, 1999). Unfortunate-
Authors’ Address: University of North Texas, School of Mer-
chandising and Hospitality Management, P.O. Box 311100,
Denton, TX 76203-31100.
ly, young employees often develop negative percep-
tions of retail careers while working part-time.
Swinyard (1981) confirmed that negative percep-
tions of retailing careers existed among college stu-
dents enrolled in marketing courses. In a replicated
study, Swinyard et al. (1991) found that students’
perceptions of retailing continued to decline. Al-
though students who took a retail course described
retail careers more positively than others, over time
even those students found retailing less appealing.
Swinyard et al. further noted that the appeal of
retailing was influenced more by associated charac-
teristics of the job such as length of the workweek
and the financial benefits than by functional as-
pects of the job.
Even college students who have completed aca-
demic retail programs and have retail work expe-
rience often choose not to pursue retail careers.
Broadbridge (2003) found that work experience
was instrumental in determining retail career deci-
sions of students enrolled in business and market-
ing courses. Positive retail work experience had, at
least for some students, increased their awareness

©2006 International Textile & Apparel Association

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Volume 24 #1 2006 1
 of career opportunities in the industry. For ex-
ample, positive work experience included jobs that
were people oriented, challenging, and interesting.
Students who decided not to pursue retail careers
described their retail jobs as “mundane, boring, and
routine, and complained about the long hours, low
pay, and their treatment by management” (p. 305).
Thus, the purpose of our study was to examine the
impact of retail work experience, career expecta-
tion, and job satisfaction on college students’ career
intention. Understanding these relationships is
beneficial for educators as they prepare students
for retail careers and help them formulate their
career expectation. Examining these relationships
also may help educators discern why some students
who prepare for and have experience in retail do
not stay in the industry after graduation.
Review of Literature
Our review of literature on the retail work environ-
ment indicated strong relationships among work
experience, career expectation, job satisfaction,
and other job outcomes (Babin & Boles, 1996;
Igbaria, Parasuraman, & Badawy, 1994; Rhoads
et al., 2002). Babin and Boles contended that the
employee’s work experience was an indicator of the
quality of the work environment and that it impact-
ed job satisfaction. Likewise, Igbaria et al. posited
that work experience coupled with career expecta-
tion was related to job satisfaction. Job satisfaction
can influence an employee’s decision to remain
with an organization, which has been identified as
organizational commitment (Bhuian & Menguc,
2002; Dubinsky & Hartley, 1986; Dubinsky & Matt-
son, 1979; Hartenian, Hadaway, & Badovick, 1994;
Johnston, Parasuraman, Futrell, & Black, 1990) and
turnover intention (Hom & Kinicki, 2001; Singh,
2000). For the purposes of this study, the outcome
of job satisfaction is identified as career intention.
Work Experience
Researchers identify work experience as the affec-
tive aspect of the job (Babin & Boles, 1996; Igbaria
et al., 1994), which can determine employees’
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“work-related well-being” (Babin & Boles, 1996, p.
58). In a study of commissioned full-service res-
taurant employees, Babin and Boles conceptualized
work experience as role conflict, role ambiguity,
supervisory support, and work involvement.
Role conflict. Employees in boundary-spanning
positions such as those in retail often experience
role stress, which is comprised of role conflict and
role ambiguity (Brown & Peterson, 1994; Dubinsky
& Hartley, 1986; Rizzo, House, & Lirtzman, 1970).
Role conflict results when several responsibilities
are required of the same employee that demand
different or incompatible behaviors (Babin & Boles,
1996). For example when managers focus on ob-
taining high sales volume and customers want indi-
vidualized attention, employees are faced with con-
flicting demands. Other situations that can result in
role conflict include disparity in the employee’s val-
ues and expected job performance; differences be-
tween employee time, resources, or capabilities and
expected job performance; and incompatible poli-
cies, requests, or standards for employee evaluation
from the company (Rizzo et al., 1970). Employees
who experience role conflict tend to report less job
satisfaction (Babin & Boles, 1996; 1998; Behrman
& Perreault, 1984; Brown & Peterson, 1994; Igbaria
et al., 1994) and are less likely to stay with the com-
pany (Igbaria et al., 1994).
Role ambiguity. Role ambiguity means that employ-
ees lack an understanding about their job respon-
sibilities and what is expected of them in terms of
their job performance (Rizzo et al., 1970). Role
ambiguity may occur when employees lack author-
ity to make necessary work-related decisions or
knowledge about how their job performance will
be evaluated. Employees who experience role am-
biguity are less likely to meet their supervisors’ ex-
pectations (Dubinsky & Skinner, 1984) and tend to
be less satisfied (Babin & Boles, 1996; 1998; Harte-
nian et al., 1994; Igbaria et al., 1994). Reducing role
ambiguity early can be a determining factor in an
employee’s commitment to an organization (Igbaria
et al., 1994; Johnston et al., 1990).
Supervisory support. Supervisory support is the de-
gree to which employees perceive that supervisors
©2006 International Textile & Apparel Association
provide direction, encouragement, and mentor-
ing (Babin & Boles, 1996). According to Jamrog
(2002), supervisory support was particularly rel-
evant for young workers who preferred supervisors
who gave honest feedback, treated them with re-
spect and dignity, and provided leadership. In fact,
the supervisor was the major influence in whether
or not young employees remained with a company.
Retail employees who perceive they have support-
ive supervisors experience less role ambiguity and
role conflict (Babin & Boles, 1996). Unfortunately,
many college students are employed in part-time
jobs with few role models to foster their develop-
ment (Schneider & Stevenson, 1999).
Work involvement. Work involvement is the degree
to which employees are dedicated to their jobs (Bill-
ings & Moos, 1981). Dubinsky and Hartley (1986)
found a positive relationship between work involve-
ment and job satisfaction. Babin and Boles (1996)
also found that employees experienced less stress
and reported greater job satisfaction when they per-
ceived fellow workers were involved with their own
work. Dubinsky, Howell, Ingram, and Bellenger
(1986) argued that congruence between individuals
recruited and job responsibilities was necessary to
achieve high levels of work involvement.
Career Expectation
Expectation is the anticipation of what will hap-
pen (Webster’s, 1995). Employees start jobs with
expectations based on their life experiences, career
aspirations, and personal characteristics (Woods,
1993). Positive work experience is likely when
expectations of employees and supervisors are
aligned. Unless some expectations are met, em-
ployees may consider other career options. Thus,
expectations must be understood, communicated,
and consistently measured. Igbaria, Greenhaus,
and Parasuraman (1991) found that when work
experience was aligned with career expectation,
employees tended to be satisfied with their jobs
and careers.
College students have well formulated expectations
concerning retail careers. Gush (1996) found that
college graduates employed in retail stores expect-
©2006 International Textile & Apparel Association
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ed structured training and development programs,
advancement opportunities, and jobs that offered
responsibility and variety. Additionally, these
graduates expected clear career paths and oppor-
tunities to fulfill their long-term ambitions. Good
and Fairhurst (1999) measured retail executive
trainees’ career expectations regarding job charac-
teristics. Expectations were higher when trainees
first started their jobs than they were after one
year of employment. Good and Fairhurst found
that when job expectations were met, trainees had
greater job satisfaction.
Research Model
Researchers have examined the relationships be-
tween work experience, career expectation, job
satisfaction, and job outcomes (Babin & Boles,
1996; 1998; Igbaria et al., 1994). However, few
researchers have investigated the holistic relation-
ships among these variables particularly as they
relate to college students embarking on their pro-
fessional careers.
On the basis of the relevant literature reviewed, we
proposed a model (see Figure 1) that demonstrated
the causal relationships among work experience,
career expectation, job satisfaction, and career in-
tention. The model was proposed for use with col-
lege students who were working, formulating ca-
reer expectations, completing academic programs,
and making career decisions. Like Babin and Boles
(1996), we operationalized work experience as role
conflict, role ambiguity, supervisory support, and
work involvement. We proposed that work experi-
ence, along with career expectation, was directly
related to job satisfaction and career intention.
Further, we posited that job satisfaction was related
to career intention. The following hypotheses were
developed based on the literature review and pro-
posed model:
H1: College students’ retail work experience has a
direct effect on retail job satisfaction.
H2: College students’ retail work experience has a
direct effect on retail career intention.
Volume 24 #1 2006 3
 Figure 1. Impact of Work Experience, Career Expectation, and Job Satisfaction on
Career Intention
H3: College students’ career expectation has a di-
rect effect on retail job satisfaction.
H4: College students’ career expectation has a di-
rect effect on retail career intention.
H5: College students’ job satisfaction has a direct
effect on retail career intention.
Method
Research Instrument
A self-administered questionnaire was developed
to measure the constructs of work experience,
career expectation, and job satisfaction and their
relationships to retail career intention. All items
were measured using 5-point Likert type scales.
Work experience was measured by 24 items com-
prised of four subscales. The subscales consisted
of Rizzo et al.’s (1970) 8-item role conflict (∝ =
.82) and 6-item role ambiguity (∝ = .81) scales
and Babin and Boles’ (1996) 5-item supervisory
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support (∝ = .71) and 5-item work involvement
(∝ = .76) scales. We developed a 14-item scale
to measure career expectation. The 25-item
job satisfaction scale was a modified version of
Churchill, Ford, and Walker’s (1974) measure-
ment of job satisfaction. The scale measured satis-
faction related to the job (∝ = .88), opportunities
and advancement (∝ = .87), and pay (∝ = .89).
Singh’s (2000) three-item scale (α = .78) measured
students’ intentions to pursue retail careers. De-
mographic information was generated from the
questionnaire (e.g., age, gender, major, years of
retail experience, hours worked per week, and job
responsibilities).
Data Collection
Data were collected from students representing
geographically diverse areas of the United States.
The convenience sample drawn from eight univer-
sities targeted students enrolled in courses offered
by academic programs with a merchandising focus
(e.g., fashion merchandising, retail and consumer
studies). These programs were selected because
©2006 International Textile & Apparel Association
merchandising is a retail function (Levy & Weitz,
2004), and students who complete these programs
often pursue retail or retail-related careers upon
graduation. After the university review board for
the protection of human subjects approved the
study, a faculty member was contacted to request
their participation in data collection. Each faculty
member confirmed their participation on their
own university letterhead and distributed the ques-
tionnaires to students.
Data were collected from undergraduates during
regularly scheduled classes. To be included in the
study, students had to be at least 18 years of age
and to have retail work experience. Qualifications
for completing the questionnaires were self-de-
termined. Students were informed in writing that
completing the questionnaire was anonymous,
voluntary, and that there were no penalties for not
participating.
Results
Sample
Of the 800 questionnaires distributed to col-
laborating faculty, there were 470 useable surveys
returned from eight universities. The sample was
primarily female (90.2%), senior level (51.5%),
fashion merchandising majors (54.5%). Students
ranged from 18-40 years with an average age of
21.7. Over half (61.9%) of the students were em-
ployed part-time; the remaining participants were
either not currently employed (26.3%) or were
employed full-time (11.3%). Forty-five percent
of the students worked 20 to 29 hours per week,
and 29.8% of them worked more than 30 hours
a week. The largest percentage of students (44%)
had one to three years of retail experience fol-
lowed by students with more than four years of
experience (32%), and students with less than a
year of experience (24%).
1
The generally agreed upon lower limit for Cronbach’s alpha is .70,
although .60 to .69 is an acceptable moderate range (Hair, Anderson,
Tatham, & Black, 1998; Robinson, Shaver, & Wrightsman, 1991).
©2006 International Textile & Apparel Association
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Students reported work experience in a variety of
retail areas including sales (86.2%), cashier (64%),
visual merchandising (48.7%), stock room (38.1%),
and office work (30%). Moreover, students indi-
cated an interest in the following retail career areas:
buying (56.6%), visual merchandising (56.4%),
promotion (42.6%), product development (39.8%),
public relations (39.1%), merchandising manage-
ment (25.7%), human resources (17.9%), store
management (14%), and sales (13.8%).
Factor Analysis
We conducted exploratory factor analysis to
identify the construct dimensions of work experi-
ence, career expectation, and job satisfaction. The
reliability of each measure was determined using
Cronbach’s alpha.
Work experience dimensions. A principle compo-
nents factor analysis with varimax rotation was
conducted on the work experience scale and estab-
lished four dimensions labeled role conflict, role
ambiguity, supervisory support, and work involve-
ment. These dimensions explained 53.40% of the
variance. The four-item role conflict dimension
examined the degree of incompatible expectations
that employees must satisfy simultaneously in the
workplace. The second dimension, role ambigu-
ity, included five items and evaluated the degree
to which employees experienced lack of clarity in
terms of job responsibilities. The five-item super-
visory support dimension measured supervisor’s
support and concern for employees. The final di-
mension, work involvement, contained five items
related to employees’ perceptions of the concern
and dedication of coworkers to their jobs. Scale
reliabilities ranged from .69 to .781 (see Table 1).
Career expectation dimensions. A principal com-
ponent factor analysis with varimax rotation of the
career expectation scale resulted in three dimen-
sions we labeled environment, opportunity, and
success. These dimensions accounted for 63.52%
of the variance. Scale reliabilities ranged from .71
to .75 (see Table 2). The first dimension, environ-
ment, contained four items measuring participants’
perceived expectations about the job itself. The
Volume 24 #1 2006 5
 Table 1. Factor Analysis of Retail Work Experience

Factor Explained
Factor name Scale itemsab loading variance (%) ∝

Role conflict I sometimes have to bend a rule or policy to carry out .727 11.59 .69
an assignment.
I do things that may be accepted by one person but not .700
by others.
I work with two or more groups who operate differently. .666
I receive incompatible requests from two or more people. .618
Role ambiguity I know exactly what is expected of me. -.774 14.34 .76
I know what my responsibilities are. -.770
There are clear, planned goals and objectives for my job. -.658
I usually feel certain about how much authority I have. -.598
Explanations are clear about what has to be done. -.597
Supervisory support Supervisors often criticize employees over minor things. .756 14.30 .78
My retail supervisors tend to “talk down” to employees. .737
They usually give employees full credit for their ideas. .686
Retail supervisors really stand up for employees. .634
Supervisors expect too much from employees. .624
Work involvement Few people ever volunteer. .743 13.17 .75
It is hard to get people to do any extra work. .715
A lot of people seem to be just putting in their time. .651
People put quite a lot of effort into what they do. .643
People seem to take pride in the retail organization. .602

Note. n = 470.
a
Range: 1 = always false; 5 = always true.
b
Scale items with factor loadings below .50 include the following: (1) I work on unnecessary things; (2) I receive assignments
without adequate resources or materials to do them; (3) I work with two or more groups who operate differently; (4) I know
that I have managed my time properly; and (5) I am required to do things that could be done more efficiently.

Table 2. Factor Analysis of Career Expectation

Factor Explained
Factor name Scale itemsab loading variance (%) ∝

Environment Sense of accomplishment .787 22.08 .75

Opportunities to learn new things .743
Enjoyable work .721
Job stability .503
Opportunity Management opportunities .799 21.50 .72
Opportunities for leadership .751
Function as part of a team .685
Success Prestigious career .775 19.94 .71
Well-defined career path .733
Good pay .674

Note. n = 470.
a
Range: 1 = not important; 5 = very important.
b
Scales items with factor loadings less than .50 include the following: (1) Opportunities to con-
tribute to company success; (2) Work-related travel; (3) Work/family balance; and (4) Oppor-
tunities to make a contribution to society.

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Table 3. Factor Analysis of Retail Job Satisfaction

Factor Explained
Factor name Scale itemsab loading variance (%) ∝

Emotional satisfaction Retail work is satisfying. .849 23.95 .92

Retail work is exciting. .835
Working in retail is worthwhile. .824
I feel a sense of accomplishment while working in retail. .801
Retail jobs are interesting. .736
Advancement satisfaction The opportunities for advancement in retail are limited. .752 17.85 .81
Chances are good for promotion in retail. .749
There are plenty of good jobs in retail for those who .701
want to get ahead.
Opportunities for advancement are reasonable. .688
Retail jobs are dead end. .595
Value satisfaction My retail work is creative. .837 13.93 .80
My work is valuable. .768
There is plenty of freedom to use my own judgment. .744
Pay satisfaction The pay in retail jobs is usually lower compared to .812 12.03 .68
similar jobs in other areas.
The pay in retail does not give me much incentive to .778
improve my job performance.
I am very much underpaid for the work that I do. .697

Note. n = 470.
a
Range: 1 = strongly disagree; 5 = strongly agree.
b
Scale items with factor loadings less than .50 include the following: (1) My work is unproductive; (2) My work is useless;
(3) Working in retail is challenging; (4) Retail jobs are often dull and monotonous; (5) I am paid fairly compared to other
employees in the company; (6) Job performance largely determines pay in retail; (7) Promotion in retail companies is based on
ability; (8) Regular promotions are the rule in retail companies; and (9) Retail companies have unfair promotion policies.

opportunity dimension included three items that
investigated the degree to which participants ex-
pected to advance within their careers. The success
dimension included three items measuring career
path and pay.
Job satisfaction dimensions. A principal compo-
nent factor analysis with varimax rotation of the
job satisfaction scale resulted in four dimensions
we labeled emotional, value, pay, and advance-
ment. These dimensions accounted for 67.76% of
the variance. The emotional dimension included
five items measuring satisfaction with the affective
characteristics of retail jobs. The second dimension,
advancement, contained five items that measured
retail career opportunities. The third dimension,
value, included three items measuring the intrinsic
importance of the employee’s work. The final di-
mension, pay, included three items and measured
satisfaction with financial compensation. Scale reli-
abilities ranged from .68 to .92 (see Table 3).
Hypotheses Testing
To examine hypothesized relationships, multiple re-
gression was employed using the enter method that
allowed us to scrutinize the contribution of each
independent variable to the regression models. Step-
wise regression was employed to determine the best
predictors of students’ career intentions. The three-
item scale was summed to form the career intention
measure (Singh, 2000). The Variance Inflation Factor
(VIF) was calculated to determine the effect of mul-
ticollinearity. A common cutoff threshold is a toler-
ance value of .10, which corresponds to a VIF value
of above 10 (Hair et al., 1998; Neter, Wasserman, &
Kunter, 1985). All VIF values were represented be-
low 1.1, which were within an acceptable range.

©2006 International Textile & Apparel Association

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Volume 24 #1 2006 7
 Hypothesis 1. To test Hypothesis 1, the four sub-
scales of work experience were employed as predic-
tor variables and the four dimensions of job satis-
faction as criterion variables. The four regression
equation models significantly explained emotional
[F (4, 429) = 9.128, p < .001, R2 = .078], advance-
ment [F (4, 429) = 13.860, p < .001, R2 = .114],
value [F (4, 429) = 14.678, p < .001, R2 = .120], and
pay satisfaction [F (4, 429) = 7.269, p < .001, R2 =
.063]. There were positive relationships between
supervisory support (β = .102, p < .05) and work
involvement (β = .165, p < .001) and emotional
satisfaction. However, role ambiguity (β = -.201, p
< .001) was negatively related to emotional satisfac-
tion. Students who experienced low role ambiguity,
high supervisory support, and worked with com-
mitted coworkers tended to have a sense of accom-
plishment and find retail work satisfying.
There were negative relationships between role
conflict (β = -.098, p < .05) and role ambiguity (β
= -.165, p < .001) and advancement satisfaction.
Conversely, supervisory support (β = .239, p <
.001) and work involvement (β = .142, p < .01) were
positively related to satisfaction with advancement.
Students who had supportive supervisors and
worked with dedicated coworkers were satisfied
with opportunities for advancement. On the other
hand, students who experienced role conflict and
role ambiguity were less satisfied with opportuni-
ties for advancement.
Role conflict (β = .130, p < .01), supervisory sup-
port (β = .169, p < .001), and work involvement
(β = .137, p < .01) were positively related to value
satisfaction. However, role ambiguity (β = -.239, p
< .001) was negatively related to value satisfaction.
Students who benefited from clear job responsibili-
ties, supervisory support, and dedicated coworkers
perceived their work as important. The positive
beta coefficient between role conflict and value
satisfaction suggested that employees who experi-
enced high levels of role conflict were satisfied with
the value of their work.
Role conflict (β = -.132, p < .01) and work in-
volvement (β = .191, p < .001) were significantly
related to pay satisfaction. Students who worked
with dedicated coworkers were satisfied with their
pay; however, those who experienced role conflict
tended to be less satisfied with their pay. In total,
13 of the 16 proposed relationships were signifi-
cant; therefore, Hypothesis 1 was supported (see
Table 4).
Hypothesis 2. Multiple regression was conducted
using the four subscales of work experience dimen-
sions as the predictor variables and career intention
as the criterion variable. The model significantly
explained career intention [F (4, 444) = 10.016, p <
.001, R2 = .083].

Table 4. Enter Multiple Regression Between Work Experience and Job Satisfaction, Career Intention

Dependant Variables
Standardized Beta Coefficient (β)

Emotional Advancement Value Pay Career

Predictor Variables satisfaction satisfaction satisfaction satisfaction intention

Role conflict n/s -.098* .130** -.132** n/s

Role ambiguity -.201*** -.165*** -.239*** n/s -.114*
Supervisory support .102* .239*** .169*** n/s .194***
Work involvement .165*** .142** .137** .191*** .166***
R Square .078 .114 .120 .063 .083
Adjusted R Square .070 .106 .112 .055 .075
F 9.128*** 13.860*** 14.678*** 7.269*** 10.016***

*p < .05, **p < .01, ***p < .001, n/s: not significant

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Table 5. Enter Multiple Regression Between Career Expectation and Job Satisfaction, Career Intention

Criterion Variables
Standardized Beta Coefficient (β)

Emotional Advancement Value Pay Career

Predictor Variables satisfaction satisfaction satisfaction satisfaction intention

Environment n/s n/s n/s n/s n/s

Opportunity .191*** n/s .176*** .138** .163***
Success n/s n/s n/s n/s .095*

R Square .038 .039 .027 .036

Adjusted R Square .032 .033 .021 .030
F 5.884*** n/s 6.077*** 4.153** 5.742***

*p < .05, **p < .01, ***p < .001, n/s: not significant

There were significant positive relationships be-
tween supervisory support (β = .194, p < .001) and
work involvement (β = .166, p < .001) and career
intention. However, role ambiguity (β = -.114, p <
.05) was negatively related to retail career intention.
Students who worked with supportive supervisors
and dedicated coworkers were likely to pursue
retail careers. Students who lacked clarity in terms
of job responsibilities were unlikely to seek a retail
career. In summary, three of the four proposed re-
lationships were significant. Therefore, Hypothesis
2 was supported (see Table 4).
Hypothesis 3. To test Hypothesis 3, the three ca-
reer expectation dimensions were employed as
predictor variables and the four job satisfaction
dimensions as criterion variables. The three
regression equation models significantly ex-
plained emotional [F (3, 444) = 5.884, p < .001,
R2 = .038], value [F (3, 444) = 6.077, p < .001, R2 =
.039], and pay satisfaction [F (3,444) = 4.153, p <
.01, R2 = .027].
Opportunity expectation was related to emotional
(β = .191, p < .001), value (β = .176, p < .001), and
pay satisfaction (β = .138, p < .01). Students who
expect to function as part of a team and to have
leadership and management opportunities in retail
tend to find retail work satisfying. Only three of the
12 proposed relationships were significant; thus,
Hypothesis 3 was not supported (see Table 5).
Hypothesis 4. To test Hypothesis 4, multiple regres-
sion was conducted with the three career expecta-
tion dimensions as the predictor variables and
retail career intention as the criterion variable. The
model significantly explained retail career inten-
tion [F (3,462) = 5.742, p < .001, R2 = .036].
Students’ expectations of opportunity (β = .163, p <
.001) and success (β = .095, p < .05) were positively
related to career intention. Students who held high
expectations for opportunity and success were like-
ly to pursue retail careers. In total, two of the three
proposed relationships were significant. Hypothesis
4 was supported (see Table 5).
Hypothesis 5. To test Hypothesis 5, multiple regres-
sion was conducted with the four job satisfaction
dimensions as predictor variables and retail career
intention as the criterion variable. The model sig-
nificantly explained retail career intention [F (4,
443) = 89.131, p < .001, R2 = .446].
Emotional (β = .596, p < .001), advancement (β =
.276, p < .001), and pay satisfaction (β = .119, p <
.001) were positively related to retail career inten-
tion. Students for whom retail work offered a sense
of accomplishment, opportunities for advance-
ment, and financial incentives were likely to pursue
retail careers. In summary, three of the four rela-
tionships were significant. Thus, Hypothesis 5 was
supported (see Table 6).

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Volume 24 #1 2006 9
 Table 6. Enter Multiple Regression Between Job Satis-
faction and Retail Career Intention model significantly explained career intention [F
(4, 427) = 89.803, p < .001, R2 = .457]. Emotional (β
Criterion Variables = .597, p < .001), advancement (β = .274, p < .001),
Standardized Beta Coefficient (β) and pay satisfaction (β = .124, p < .001), as well as
success expectation (β = .075, p < .05) were posi-
Predictor Variables Career intention tively related to retail career intention (see Table 7).
Emotional satisfaction .596***
Advancement satisfaction .276***
Value satisfaction n/s Discussion
Pay satisfaction .119***
R Square .446 College students’ work experience impacted their
Adjusted R Square .441 job satisfaction and career intention. In fact, the
F 89.131***
most robust determinant of career intention was
***p < .001, n/s: not significant emotional satisfaction with the job. As hypothe-
sized, work experience (i.e., role conflict, role ambi-
guity, supervisory support, work involvement) and
Table 7. Stepwise Regression Between Work Experi- career expectation (i.e., opportunity) also predicted
ence, Career Expectation, Job Satisfaction, career intention.
and Retail Career Intention

Criterion Variables
Role conflict and role ambiguity led to decreased job
Standardized Beta Coefficient (β) satisfaction. Students who work in retail are in poten-
tially stressful positions requiring them to meet the
Predictor Variables Career intention needs and expectations of customers, managers, and
coworkers simultaneously. Our results support those
Role conflict n/s
Role clarity n/s of other researchers (Babin & Boles, 1996; Behrman
Supervisory support n/s & Perreault, 1984; Brown & Peterson, 1994; Igbaria
Work involvement n/s et al., 1994) indicating that students who experienced
Environment expectation n/s role conflict were not satisfied with pay or advance-
Opportunity expectation n/s ment. Students in boundary-spanning positions may
Success expectation .075* think their pay is inadequate compensation for the
Emotional satisfaction .597*** role conflict inherent in their jobs. Furthermore, stu-
Advancement satisfaction .274*** dents may be unaware of retail career paths that offer
Value satisfaction n/s greater balance in advancement, compensation, and
Pay satisfaction .124***
role conflict.
R Square .457
Adjusted R Square .452 On the other hand, the direction of the relation-
F 89.803***
ship between role conflict and value satisfaction
*p < .05, ***p < .001, n/s: not significant was positive. Some students may view role conflict
as a challenge or an opportunity to use their cre-
ativity and intellect in problem solving. Conse-
Determinants of retail career intention. To deter- quently, they may consider their work more valu-
mine the best predictors of students’ intentions to able when it involves resolving role conflict such
pursue retail careers, stepwise regression was em- as when they must meet the needs of two or more
ployed. Four dimensions of work experience, three groups simultaneously.
dimensions of career expectation, and four dimen-
sions of job satisfaction were used as eleven ante- Role ambiguity was another predicator of job satis-
cedent variables simultaneously, and retail career faction and career intention. Students who clearly
intention was used as the criterion variable. The understood their role(s) in the company reported

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emotional, value, and advancement satisfaction
and were likely to pursue retail careers. Logic sug-
gests that employees who lack a clear understand-
ing about job objectives, responsibilities, and tasks
will experience less job satisfaction. The negative
relationship between role ambiguity and job satis-
faction was consistent with the results of previous
researchers who examined the influence of role
stress on job satisfaction (Babin & Boles, 1996;
Behrman & Perreault 1984; Churchill et al., 1974;
Dubinsky & Mattson, 1979; Hartenian et al., 1994,
Igbaria et al., 1994).
The importance of supportive retail supervisors is
evident. Supportive supervisors can increase stu-
dents’ job satisfaction and retail career intention. In
fact, supervisory support related to every dimen-
sion of job satisfaction except for pay. Student em-
ployees with supportive supervisors tended to be
satisfied with their jobs, viewed them as interest-
ing and worthwhile, and recognized prospects for
advancement in retail careers. Furthermore, they
were more likely to pursue retail careers when they
had supportive supervisors. Our results support the
work of previous researchers who found a direct
relationship between supervisory support and job
satisfaction (Babin & Boles, 1996).
Educators can contribute to the quality of retail su-
pervision by serving as a conduit between student
employees and their supervisors during internship
experiences. For example, educators can provide
internship guidelines to retail employers, clarify
expectations of employers and students, and re-
quire employer evaluations of interns. In addition,
students who are enrolled in professional develop-
ment courses can be encouraged, as employees,
to take the initiative to ask questions when job
responsibilities, directions, or performance evalua-
tion criteria are unclear. Educators also prepare and
influence students who become professionals in the
retail industry. Job-specific supervisory competen-
cies can be developed in the classroom through
lectures and active learning experiences such as
role-playing or case analysis.
In terms of managerial recommendations, it is ap-
parent that the retail supervisor plays a pivotal role
©2006 International Textile & Apparel Association
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in creating positive work environments for young
employees. Unfortunately, supervisors of part-time
retail employees may have limited experience,
education, and training in retail management skills
and may be unprepared for this important super-
visory role (U.S. Department of Labor, 2004). By
demonstrating to students in retail-related courses
the importance of supportive supervisors who give
employees credit for their ideas and who stand up
for employees, educators’ influence the next gen-
eration of retail supervisors.
Work involvement is an important determinant of
student employees’ job satisfaction and retail career
intention. Student employees tended to be satis-
fied with their jobs and were more likely to pursue
retail careers when they perceived co-workers were
dedicated to their own jobs. Our results like those
of other researchers (Babin & Boles, 1996; Dubin-
sky & Hartley, 1986) indicate a positive relationship
between work involvement and job satisfaction.
One strategy for achieving retail organizational
goals is to involve students as members of the team.
To facilitate work involvement, retail organiza-
tions can include student employees in the deci-
sion-making process, provide them with evaluative
feedback, and recognize their efforts in meeting
organizational goals.
When educators interact with their retail industry
partners through advisory boards, professor-for-
a-day programs, and professor internships, they
can reiterate the importance of creating retail work
environments in which student employees are
involved. Such involvement can include assigning
student employees to areas or projects where they
have expertise or interest including special events,
promotion, and visual merchandising. Further,
educators can encourage students to seek work ex-
perience with employers who provide an environ-
ment where employees take pride in their organiza-
tion and go beyond what is expected of them.
Students who had high expectations for career
opportunities were satisfied with their jobs and
were likely to pursue retail careers. Our finding is
consistent with that of Igbaria et al. (1994) who
linked career expectations to organizational com-
Volume 24 #1 2006 11
 mitment, labeled in our study as career intention.
Students’ career expectations for opportunities are
influenced by their academic preparation and work
experience. Educators influence students’ career
expectation through advising, providing career-re-
lated classroom experiences, professional develop-
ment opportunities, and internships. Developing
and maintaining industry relationships provides
students with up-to-date career information. Retail
college recruiters also influence student expecta-
tions through effectively communicating realistic
job responsibilities and career paths to students
during career fairs, campus visits, and interviews.
When at least some of the students’ expectations
are fulfilled, they may be likely to further their ca-
reers within the company.
Limitations and Future Research
First, we recognize limitations relative to our data
collection. The fact that students were enrolled in
programs with a merchandising focus may have
created a halo effect2 causing some students to
ignore the negative aspects of retail careers. Con-
venience sampling also limited the generalizability
of our study. Our results may have differed if the
population had included students from related
disciplines that are recruited for retail positions,
such as business or marketing students. Extending
this research to examine the effects of other demo-
graphic (e.g., gender, age, major, and education)
and personal characteristics (e.g., professionalism,
personality, and employee’s job motivation) would
increase our understanding of job satisfaction and
career intention.
Another limitation resulted from the development
of the instrument. Although the items used to mea-
sure supervisory support and work involvement
were frequently used, we acknowledge the fact that
their alpha coefficients may suggest low reliabil-
ity. Our results indicate that variables others than
those tested in this study account for a substantial
2
The halo effect is making a carryover judgment based on prior judg-
ments or experiences (Dodge, Fullerton, & Rink, 1982).
12 Clothing Textiles
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percentage of the impact on career intention and
should be considered for further study. Such vari-
ables could include trust, commitment, burnout,
and other variables related to job satisfaction and
retail career intention.
Considering the expected growth rate of the re-
tail workforce and high turnover rate of the retail
industry (U.S. Department of Labor, 2002a), it is
important for retailers not only to attract college
students into the industry, but also to retain them.
Researchers should investigate the antecedents of
both turnover and organizational commitment. It
would be useful to know if there are correlations
between tenure in the industry and major field of
study, gender, job-specific personality traits, or
other related variables.
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©2006 International Textile & Apparel Association