An exploratory analysis of sales career desirability: an MBA perspective.

Pettijohn, Charles E. ; Pettijohn, Linda S.

INTRODUCTION

To survive and prosper, firms require well-qualified human resources. The field of sales is no exception, as good sales forces require good salespeople. But, how do firms identify sources of good salespeople? Many sources of salespeople exist, including internal sources (the company's own employees) and external sources (competitors, suppliers, customers, want ads, employment agencies, etc.). While these sources are relevant, increasingly colleges and universities have been identified as excellent sources of prospective salespeople (Bristol, Gulati and Amyx, 2006; Dubinsky, 1980; Nachnani, 2007). Companies are making efforts to recruit the best and brightest college graduates for sales jobs. This strategic focus on selecting the 'best and brightest' for the sales force is largely based upon the importance of selling in the marketing programs of many firms, as firms are discovering that their salespeople are no longer 'product pushers' but are instead solution developers (Nachnani, 2007). According to the National Association of Colleges and Employers sales is one of the top 10 jobs for college graduates (National Association of Colleges and Employers, 2006). However, as demand for salespeople has grown (Galea, 2005), firms are discovering that the time required to fill vacant sales positions has increased. Salesperson compensation is also increasing, salesperson compensation has been described as growing a rate of almost two times that of other corporate positions (Nachnani, 2007).

While businesses recognize a prime source of talented individuals exists that can fill many of their sales needs, college graduates, these firms also realize these graduates require the correct background to succeed in sales. Companies are seeking individuals who have an understanding of sales and an appreciation of the importance of sales because these attributes reduce both training and associated selection costs (Sales and Marketing Management, 2002). In fact, the sales role is getting so complicated and challenging that to cope with the difficulty of operating as a salesperson, firms are increasingly seeking individuals with Master's degrees in Business Administration (MBAs) to fill these positions (Pullins & Buehrer, 2008) or are funding graduate studies in the belief that an MBA will give their sales representatives advantages in the competitive and complex sales industry (Butler, 1996). A quote attributed to John Lanning, Sales & Marketing recruiter and Training Manager for 3M states, "What is going to be needed in the near future for those individuals wishing to be promoted into sales leadership positions is an MBA ... The belief is that an MBA allows the individual to blend textbook knowledge of sales strategy, sales management, sales ethics, etc. with what 3M calls the 'voice of the customer' (Pullins & Buehrer, 2008, p. 15)." These arguments indicate firms are not only looking to universities as a prime source of new salespeople, companies are even reaching into graduate programs as sources for their new sales representatives.

While it appears that positions in sales are readily available to college graduates (and MBAs), a problem exists; attitudes toward sales are not always positive. For example, Butler (1996) states college graduates often accept sales positions only begrudgingly. It is further contended that on college campuses attitudes toward sales are not entirely positive and negative attitudes toward sales limit organizations in their ability to attract, recruit and retain college graduates (Lysonski & Durvasula, 1998). The purpose of this study is to evaluate MBA student attitudes toward personal selling careers. As noted, student attitudes toward sales positions have been described as being negative, yet firms are increasingly interested in recruiting not only college graduates, but MBA students for their sales positions. While student attitudes have been assessed from an undergraduate perspective, this research represents an effort to evaluate the attitudes of MBA students. Based on this, the question which may be evaluated is "how do MBA students perceive careers in selling?" Answers to this question may then be used to develop plans to improve the recruitment of MBA students into sales positions.

RELATED LITERATURE

It might be assumed that negative perceptions regarding specific careers inhibit individuals from seeking those careers. Such an assumption is supported by Dubinsky and O'Connor (1983) who argue students with negative impressions of selling are not likely to interview for sales positions. Such a position has been supported by others who contend that due to negative perceptions of selling, students seek careers other than sales (Amin, Hayajneh & Nwakanma, 1995; Cook & Hartman, 1986; Dubinsky, 1980; Swenson et al, 1993). These negative attitudes create an environment in which students do not look for jobs in sales and do not accept interviews, and when they do engage in sales interviewing their negative attitudes toward sales are reflected in their conversations (Lagace & Longfellow, 1989).

Negative attitudes toward sales careers are reflected in students' perceptions of salespeople and their jobs. For example, Dubinsky and O'Connor (1983) concluded that students considered salespeople to be dishonest and money driven. Furthermore, it was stated that sales jobs were ones with low status, requiring considerable travel, and offering minimal job security. These attitudes are reflected in other research which contends students perceive sales jobs as being low in prestige and involving manipulation of others (Bristow, Amyx & Slack, 2006; Lysonski & Durvasula, 1998). According to Swenson, et al (1993) student attitudes toward sales declined from 1980-1993. Further exacerbating the problem, these researchers discovered attitudes toward sales careers were inversely related to the students' grade point averages (as GPA increased, interest in sales declined) and their class status (as students moved closer to graduation, interest decreased). Based on these perceptions, it may be concluded that sales force recruiters may encounter significant challenges as they attempt to solicit applications, interviews and job acceptances from college graduates.

It should be recognized that many of the negative attitudes toward sales are based on misperceptions and are often contradictory with realities in the employment environment. For example, many estimates contend between 60-90% of business and marketing graduates will enter sales upon graduation (Bristow, Amyx & Slack, 2006; Gurvis, 2000; Weilbacher, 2001). This indicates that while students might hold negative perceptions of sales, many are still accepting sales jobs upon graduation. Such a fact could engender two separate sentiments, the first implies students are accepting sales positions as a 'last resort' and the second suggests students are being heavily recruited by companies seeking talented individuals who have many opportunities available. It has been stated that companies are interested in students and their attitudes because these students are an attractive and sizable source of candidates (Stevens & MacIntosh, 2002-3). It has also been suggested that students are often unaware of the professionalism required in business-to-business sales situations and the required level of formal education for sales jobs is underestimated (DelVecchio & Honeycutt, 2002). Thus, the environment in which these attitudes exist is one where sales jobs are becoming increasingly demanding. Salespeople increasingly require more in-depth knowledge about topics such as customers' businesses; company services; buyer behavior; information gathering; market analysis; sales forecasting; new technologies; and more (Ellis, 2000).

Previous research which has examined attitudes of students as they relate to sales careers can be placed into one of three separate groupings. In the first category student attitudes toward sales careers are measured by evaluating how sales jobs are perceived based on a variety of attributes. An early study by Dubinsky (1980) asked 219 introductory and advanced marketing students to rate the degree to which sales jobs possessed 24 characteristics. The findings indicated 80 percent of the students felt that sales jobs were challenging, provided feelings of accomplishment, allowed interactions with different people, provided travel opportunities, and provided opportunities to use one's creativity. Less than 50 percent of the respondents felt sales jobs had status, provided leisure time, benefited society, or provided job security. A separate study of 296 students enrolled in business classes in Ohio examined 26 attributes and their associations with sales careers (Cook & Hartman, 1986). The findings indicated negative perceptions of sales included the perception one's success is largely determined by personality, sales provided minimal job security, and sales jobs do not require a college degree. A survey of 300 students by Muehling and Weeks (1988) found students believed sales positions offered minimal security and salespeople lead a poor home life.

A study of 152 students enrolled in sales management/selling classes showed sales attitudes were moderately positive (Lagace & Longfellow, 1989). Most negative sales perceptions were based on the students' beliefs regarding the travel required in sales and the perception that personality was a critical success determinant. One hundred fifty-six business students rated 21 aspects of a sales position and provided positive ratings with regard to pay; professionalism; friendliness, responsibility and excitement; and benefits to society. Less positive responses showed that the students did not believe salespeople were necessarily well-educated, were "like me" and masculine, and that sales was a high status position. In fact, the study concluded with the finding that none of the 156 students responding preferred careers in sales (Amin, Hayajneh & Nwakanma, 1995).

More recent findings are from a study which surveyed 271 students in junior/senior level courses. The findings indicate salespeople were perceived as being 'non' customer-oriented by the responding students. Additionally, the students felt salespeople misrepresent guarantees/warranties, take advantage of uneducated buyers, exaggerate product benefits, sell products that aren't needed, create information, and exaggerate (Bristow, Amyx & Slack, 2006).

A separate research track has evaluated student perceptions of sales careers by conducting comparative career studies. For example, one study evaluated attitudes toward several different kinds of sales jobs, including: route, retail, trade, sales engineer, product, and service selling. The findings were based on surveys of 203 introductory marketing students who rated sales engineer and service jobs the highest. The lowest rated positions were retail, trade, and route sales positions (Dubinsky & O'Connor, 1983). Another study used students taking introductory and senior level marketing courses at 13 universities as their sample. This study compared a number of careers, including consumer product sales, industrial sales, and retail sales. The findings indicated sales positions were not positively perceived by any of the respondents (Swenson, et al, 1993).

The third research track is based on studies comparing groups' perceptions of personal selling jobs. Comparisons have been based on factors such as race, gender, and employment experience. In one study, student attitudes and the attitudes of industrial salespeople were compared. It was found that students' perceptions of sales differed from those held by industrial sales representatives. Compared with industrial salespeople, students were more likely to perceive that the sales job has few positive features. Students also had negative perceptions regarding numerous characteristics of a sales career. For example, students felt the sales position's task variety, social contributions, professionalism and status, job security, complexity and variety, relocation aspects, and employers' reputations were considerably more negative than did industrial salespeople (Dubinsky, 1981).

In a study of female and male college student attitudes, it was found that females place greater emphasis on factors such as image, professionalism, and corporate reputation than did males, but other differences were few. In general, males held more positive perceptions of sales than did females (Dubinsky, 1980). These findings are consistent with those of Cook and Hartman (1986), but inconsistent with later findings that contended females attitudes toward sales are more positive than males (Muehling & Weeks, 1988). Research has also examined attitudes based on race. In two separate studies, no differences were found based on race and attitudes toward sales when comparing Anglo- and African-American attitudes (DelVecchio & Honeycutt, 2000; 2002).

The literature reviewed seems to suggest three major points. First, it suggests student attitudes toward sales careers are not entirely positive. Second, the research indicates job opportunities are widely available to students willing to accept sales positions and, in fact, sales positions are generally the first positions held by marketing graduates. Third, sales positions require individuals who are educated and capable of making complex business decisions. This point suggests students who have advanced degrees might be quite desirable for sales positions, because it has been argued that an MBA is now a degree sought by firms (Butler, 1996; Pullins & Buehrer, 2008).

These three facts lead to the focal point of this research, how are sales careers perceived by MBA students? While previous studies have evaluated perceptions held by a variety of undergraduate students, no study was identified which had assessed MBA student attitudes toward sales careers. It is important that sales attitudes be examined because if companies select and hire individuals who are accepting sales positions as a short-term employment solution, these individuals may be more prone to turnover, which is quite expensive for those firms (Hrehocik, 2007). The literature also indicated the level of professionalism required in sales is increasing, as those engaged in sales are increasingly solution oriented rather than sales oriented (DelVecchio & Honeycutt, 2002; Ellis, 2000). Based on the literature, this research is designed to assess the attitudes held by MBA students toward sales careers.

METHODOLOGY

Since the study is designed to evaluate the attitudes of MBA students regarding aspects of sales careers in personal selling, the first step in the research process entailed the selection of an appropriate sample. Based on the research objectives, MBA students enrolled in a program's core marketing course at an AACSB accredited Midwest university with an enrollment of over 20,000 students was selected as the source of the sample. A total of 178 students enrolled in the core marketing course (4 separate classes) constituted the sample for this study.

Survey instruments were given to the professor teaching these classes and students were given the opportunity to complete the surveys during class time. The questionnaires consisted of twenty questions developed to assess student attitudes toward careers in personal selling (questions are shown in abbreviated form in Table 1) and each survey item was based on a question used in prior research. Attitudes were measured using a 7-point Likert-type scale (1 = strongly disagree and 7 = strongly agree). To facilitate consistency in interpretation, negatively stated items were reverse scored. So, for all questions, high scores were indicative of positive attitudes toward sales positions. Three additional questions were added to evaluate more general attitudes toward sales education and the perceived opportunities available in sales positions. Finally, to enhance anonymity and protect privacy only two demographic questions were included in the survey, age and gender.

FINDINGS

A total of 159 students completed useable surveys, for a response rate of 89 percent. Of those responding the majority, 68 percent, were of traditional college age (18-24) and 29 percent were between the ages of 25 and 34. Also, the majority of students were male (55%) and all responding had completed undergraduate degrees.

Table 1 provides the mean scores for each of the survey questions analyzed. As noted in the methodology, students responded to each question using a 7 point Likert-type scale, with higher scores on each question indicative of more positive attitudes toward sales. Practically speaking, this means that scores of less than 4.0 may be perceived as reflecting 'less than positive' attitudes toward sales careers. Scores greater than 4.0, could be perceived as reflecting more positive attitudes regarding sales careers. Based on this criterion nine of the twenty responses may be perceived as being negative regarding sales careers.

First, students indicate they are not likely to have many friends who are employed full-time in sales positions. The second question to which students responded negatively concerned the fact that most students felt sales was not an opportunity they would like to pursue upon graduation. Two questions which may be highly related were also answered in a fashion which was less than positive, on one the students felt that selling was not a 'very respectable position' and the second indicated they believed sales was not highly prestigious. The fifth question with negative responses dealt with the concept that one does not need a university education to work in sales. Job security was the sixth question to which students responded negatively, as they felt the security offered by a sales position was not attractive. Students also felt that sales salaries were not extremely attractive, as this question received only a 3.7 rating. The eighth question to which the students responded negatively was one that pertained to the perception that sales positions were very stressful. The final question generating negative/neutral responses was the one that indicated marketing professors have not encouraged students to pursue a career in sales.

The majority of items included in the survey were rated more positively (11 of 20 items), with ratings in excess of 4.0. For example, students generally disagreed with the item pertaining to the absence of ethics in sales, thereby indicating they find the ethics of sales acceptable for their career choices. The second item rated positively by students related to peer's ratings, as students contended their peers would not 'look down' on them if they choose to pursue a sales career. Students also indicated they felt the challenges available in sales would be adequate ones for their careers. Additionally, negative bias to a career in sales is not necessarily attributable to students' parents' perceptions of sales careers. Job satisfaction did not seem to be a negative impediment to the students' selection of a sales career. Students seemed to like four aspects of jobs presented in sales careers, they were positive regarding the task variety present, the opportunity to work with different people, the possibility to exercise creativity in the job, and the travel opportunities available in sales. Finally, the students indicated that they would be amenable to accepting positions in sales by their responses to questions regarding their willingness to accept a career and/or a position in sales.

To assess whether individual question items could be combined to create a 'single measure' of sales attitudes, factor analysis was conducted. The results of the factor analysis presented in Table 2 indicate a two factor solution exists with regard to the use of scales for analysis. Due to either high cross loadings or factors loadings less than the recommended level of .40 (Hair, et al, 1995), two items were eliminated from the scales. These two items were the ones concerned with the need for a college education to engage in sales and the one relating to the stress level found in sales, these two scales were then used to supplement the complete scale of sales attitudes. The scales were labeled 'positive aspects' of sales, 'negative aspects' of sales, and the 'complete or combined' scale. The two scales developed provided a summary indicator of student attitudes toward sales. As indicated in the results, each of the scales has an alpha coefficient exceeding the .70 minimum levels recommended (Nunnally, 1978). The mean value of the positive sales attitude scale is 41.2, indicating a mean response per question of 4.12. This mean response is greater than 4.0, which indicates attitudes are positive toward sales careers on this scale. The negative sales attitudes scale has a mean of 36.9, indicating a mean response per question of 4.6, which indicates that students are positive regarding the negative aspects of sales (or, restated, less negative regarding the negative aspects of sales). Based on the two scales, it seems the positive aspects of sales are perceived only moderately positively by the students sampled. The negative aspects of sales, on the other hand, are not perceived negatively by the students sampled. Therefore, it appears that the positive aspects exert a minimal attraction to the students while the negative aspects are perceived as not being particularly repelling.

The third table provides additional information. As mentioned previously, three 'global' questions regarding the treatment of sales in the college curriculum were imbedded in the questionnaire. These questions were, "firms that recruit on campus often recruit for sales-oriented positions;" "I would like it if my university had provided me with greater amounts of sales knowledge;" and "If I could begin my education again, I would attempt to gain more education pertaining to personal selling." Responses to each of these items are provided in Table 3. Students generally agreed that firms often recruit on campus for sales-oriented positions (4.2); and that they would have preferred that their university provided greater amounts of sales knowledge (4.1). However, the students did not believe they would attempt to gain more education pertaining to selling if they could begin their collegiate educational programs again (3.3).

To determine the degree to which demographic factors might influence the results, t-tests were conducted. As indicated in Table 3, few differences in the students' perceptions existed which could be traced to demographic characteristics of the respondents. As indicated in the table, no significant differences in perceptions of sales careers were found based on the respondent's gender. Some differences might be noted as they relate to the respondent's age and number of marketing classes taken (p < .10). As shown, as age increases, attitudes toward sales seem to improve, as measured by the complete scale and the positive aspects of sales scale. Further, individuals taking more than one marketing class seemed to feel that firms were more likely to recruit on campus. However, students who had completed more than one marketing class were less likely to feel that they would prefer additional sales information in their marketing education, perhaps indicative of the fact that they had been exposed to sales in one or more of these classes.

IMPLICATIONS AND CONCLUSIONS

A review of the specific question items provides the basis for the first segment of implications of the research. First, with regard to the students' ratings of sales career characteristics, it appears that MBA students who participated in this study are generally not dissuaded from sales based on factors that one might assume to be negative. For example, the sales profession has been cited for its relative lack of ethical behaviors (c.f. Burns, 1999; Dawson, 1997; Dubinsky & Levy, 1985), yet the students surveyed did not find this a negative factor influencing their perceptions of sales careers. The implication of this finding is that recruiters and academicians interested in enhancing the desirability of sales, as a career option for MBA students, might focus elsewhere as they attempt to influence students' career choices. Similarly peer and parental influence may not be perceived as adversely influencing one's choice of a sales career. Many job characteristics seem to be regarded as being relatively positive by the MBA students participating in the study as they examine their career alternatives. These characteristics include the availability of job challenges, level of job satisfaction present, task variety, the opportunity to work with different people, opportunity to exercise creativity, and travel opportunities. These items are each perceived positively by the respondents, implying these items are not necessarily ones requiring corrective action to enhance the perceptions of careers in sales. Instead, these items might be useful as they could be promoted to MBA students as advantages of sales careers.

It also appears that the MBA students sampled would be willing to accept a sales position and a career in sales. Thus, one may argue MBA students are somewhat open to options with regard to sales positions. Based on these positive perceptions, it seems sales recruiters who are seeking to select MBA graduates as salespeople of the future might have the ability to select these individuals and the capability of selecting these individuals is not limited by negative attitudes on these dimensions.

However, certain negative impressions did exist, and these negative impressions may require corrective actions to enhance the attractiveness of sales as a career option. The first negative is MBA students are unlikely to have peers in sales. This issue could be addressed by bringing firms to campus which could tout alumni or recent graduates from other institutions as role models for MBA students. They might also be used as recruiters on specific university campuses to illustrate the fact that "people like the students" accept sales positions and succeed in those positions. Second, the MBA students participating in the research seemed willing to consider careers in sales as viable employment option they would pursue upon graduation. This provides an implication indicating recruiters are going to need to pursue MBA students more vigorously and these recruiters are going to have to be more assertive in their discussions of opportunities available to MBA graduates.

Several aspects of sales careers seem to be misunderstood by the MBA students who participated. For example, the participants felt a university education is not needed for a sales position, sales positions lack job security, and salaries are not attractive. In each case the misperception might be corrected through more educational activities on the part of the recruiter. Educational activities by recruiters could include hosting specific seminars and events targeted toward MBA students. Perhaps sponsoring competitions involving MBA students would be a viable solution to enhancing levels of knowledge regarding sales positions. Two negative attributes of sales relate to the low level of prestige accorded sales positions and the perception that sales positions are not respectable. Each of these indicates a significant challenge to those interested in attracting MBA students to career opportunities in sales. In fact, one might argue that of the nine negatively rated career characteristics, these two might provide the strongest impediment to recruiting MBA students. Thus, significant efforts may be required of companies seeking MBA students as salespeople in terms of enhancing the image of sales careers. Such activities might include making certain recruiters and others associated with the firm are professional in their demeanor and image. Further efforts might require additional emphasis on those individuals in sales with whom students might positively relate thereby using these individuals as examples of salespeople who are not only respectable, but prestigious.

Educators might have a significant role in making sales positions attractive to MBA students as career options. Students surveyed stated their marketing professors have not encouraged them to pursue sales as a career. Perhaps firms need to increase their efforts toward professors as change agents who might be in positions to influence student attitudes and perceptions regarding sales careers. Organizations might consider targeting professors of MBA students and offering to assist those professors in their classroom endeavors (as guest speakers, case presenters, etc.), in their research endeavors (as subjects for a variety of research studies), or perhaps simply as viable recruiters for MBA graduates. In any of these roles, professors might be able to assist in resolving some of the negative perceptions associated with sales.

It could be suggested that one solution to a circumstance which may exist when graduates are placed in careers for which they are ill-prepared is to first understand why their attitudes toward the career are negative and then develop viable solutions to that particular problem(s). The results of this study indicate that the MBA students participating in the research possess negative attitudes toward sales jobs based on the following perceptions of sales jobs: 1) do not require a university education; 2) are stressful; 3) are not respectable; 4) not prestigious; 5) offer little security; and 6) salaries are not attractive. Each of these negative perceptions could potentially be altered through additional sales education. Numerous institutions are offering a variety of sales courses and specific sales programs designed to correct the situation. For example, it has been reported that 26 different universities offer specific sales programs (Top University Sales Programs, 2008). Of these programs, 24 are accredited by the AACSB. A review of sales offerings by universities with AACSB accreditation by the authors indicated that the vast majority of the 178 university curricula reviewed indicated a sales and/or sales management class offering at the undergraduate level. Additionally, 42 of these universities offered a sales management class at the graduate level and 16 universities offered a personal selling class at the graduate level. Consequently, it appears that numerous universities are working toward providing their students (undergraduate and graduate) with information that pertains to sales and sales careers.

While the study does provide an initial insight into MBA student attitudes toward sales careers, it does have its limitations. First, the study pertains to one group of students attending a single university, thus limiting the degree to which the results might be generalized. Second, the survey instrument requested students to indicate their perceptions with regard to aspects of sales careers, without a benchmark to indicate the degree these perceptions are either positive or negative. Finally, time constraints and privacy issues limited the number and type of question which could be asked of students, certain questions which might have enhanced the findings were not included in the survey instrument. Future research should be designed to address these limitations by expanding the sample and by expanding the survey instrument. Additionally, future research might explore the relative importance of specific negative perceptions of sales held by both graduate and undergraduate students. For example, if students feel that sales positions are stressful, does that perception weigh significantly on their decisions to pursue or not pursue a sales career? If so, does exposure to sales delivered through sales-specific courses reduce the negative perceptions that exist? These questions and many others could be addressed by future research.

However, given these limitations, certain conclusions may still be developed. The research reported is not entirely positive as it relates to the effective recruiting of MBA students to sales careers. Many individuals associated with sales careers recognize today's sales role largely entails a heavy emphasis on consulting and high customer-orientation levels. Further, such individuals recognize sales as one of the best paying endeavors offering significant job security and mobility. Yet, these realities are apparently not perceived as being true by the population of interest, MBA students. Thus, increasing focus needs to be directed at correcting these misperceptions and miscommunications. As these efforts are undertaken, it may be suggested that a synergy will exist which will enhance not only MBA students' attitudes toward potential careers in sales, but also the attitudes of undergraduate students who recognize that many of the positions available in sales are not only prestigious and respected, but challenging and high-paying.

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Charles E. Pettijohn, Missouri State University

Linda S. Pettijohn, Missouri State University

Table 1: Responses on Entire Scale

Item                                                       Mean (s.d.)

I have many FRIENDS who are employed full-time.             3.2 (1.8)

Sales is a career OPPORTUNITY I would like to pursue        3.1 (1.9)
upon graduation.

Personal selling is widely regarded as a very               3.6 (1.5)
RESPECTABLE position.

I would not go in to sales because it is an UNETHICAL       5.0 (1.7)
career.

Personal selling careers are very PRESTIGIOUS.              3.5 (1.3)

My PEERS would 'look down on me' if I pursue a sales        5.0 (1.6)
career.

One does not need a university EDUCATION to work in         3.1 (1.5)
sales.

Selling is not a CHALLENGING career.                        4.7 (1.5)

My PARENTS would not approve of a sales career.             4.6 (1.7)

Sales offers many JOB SATISFACTION opportunities.           4.1 (1.5)

I would appreciate the SECURITY offered by a sales          3.6 (1.6)
position.

Sales SALARIES are extremely attractive to me.              3.7 (1.5)

The TASK VARIETY available in sales is too limited.         4.3 (1.4)

I would like to have the opportunity to work with           4.7 (1.6)
DIFFERENT PEOPLE.

Sales offers little opportunity to exercise CREATIVITY.     4.4 (1.7)

Sales jobs are very STRESSFUL.                              3.3 (1.6)

I would enjoy the TRAVEL opportunities in sales.            4.6 (1.7)

I would NOT ACCEPT a career in personal sales.              4.2 (1.6)

My marketing professors have ENCOURAGED me to pursue a      3.5 (1.6)
career in sales.

There is NO WAY I would accept a sales position.            4.5 (1.8)

Table 2: Factor Analysis Results

Factor                                              Positive   Negative
                                                    Aspects    Aspects

I have many FRIENDS who are employed full-time.       .43        -.12

Sales is a career OPPORTUNITY I would like to         .70        .03
pursue upon graduation.

Personal selling is widely regarded as a very         .73        .01
RESPECTABLE position.

* I would not go in to sales because it is an         .01        .74
UNETHICAL career.

Personal selling careers are very PRESTIGIOUS.        .70        .05

* My PEERS would 'look down on me' if I pursue        .03        .70
a sales career.

* Selling is not a CHALLENGING career.                -.05       .62

* My PARENTS would not approve of a sales             .03        .72
career.

Sales offers many JOB SATISFACTION                    .49        .05
opportunities.

I would appreciate the SECURITY offered by a          .64        -.00
sales position.

Sales SALARIES are extremely attractive to me.        .65        .02

* The TASK VARIETY available in sales is too          -.15       .42
limited.

I would like to have the opportunity to work          .45        .06
with DIFFERENT PEOPLE.

* Sales offers little opportunity to exercise         -.24       .51
CREATIVITY.

I would enjoy the TRAVEL opportunities in             .43        -.04
sales.

* I would NOT ACCEPT a career in personal             .16        .41
sales.

My marketing professors have ENCOURAGED me to         .56        -.15
pursue a career in sales.

* There is NO WAY I would accept a sales              .10        .61
position.

* = Questions which were reverse scored.

Positive attitudes = FRIENDS + OPPORTUNITY + RESPECTABLE + PRESTIGOUS
                   + JOB SATISFACTION + SECURITY + SALARIES + DIFFERENT
                   PEOPLE + TRAVEL + ENCOURAGED

Alpha coefficient: .78

Negative attitudes = UNETHICAL + PEERS + CHALLENGING + PARENTS + TASK
                   VARIETY + CREATIVITY + NOT ACCEPT + NO WAY

Alpha coefficient: .74

Complete attitude scale = FRIENDS + OPPORTUNITY + RESPECTABLE +
                        PRESTIGOUS + JOB SATISFACTION + SECURITY +
                        SALARIES + DIFFERENT PEOPLE + TRAVEL +
                        ENCOURAGED + UNETHICAL + PEERS + CHALLENGING +
                        PARENTS + TASK VARIETY + CREATIVITY + NOT
                        ACCEPT + NO WAY

Alpha coefficient: .74

Table 3:t-Test Results

Dimension (number)           Complete      Positive       Negative
                            Scale Mean      Aspects     Aspects Mean
                               (sd)        Mean (sd)        (sd)

Gender:

  Male (87)                 74.9 (12.3)   38.8 (9.2)     37.2 (6.8)
  Female (71)               73.6 (13.2)   37.2 (9.0)     36.9 (8.3)
  t-value (p)                .4 (.71)      .7 (.48)       .2 (8.3)

Age:

  18-24 (119)               73.2 (11.8)   37.2 (9.3)     36.3 (7.8)
  >24 (52)                  77.9 (14.3)   40.0 (9.8)     38.3 (7.9)
  t-value (p)                2.0 (.05)     1.6 (.10)     1.4 (.16)

Number Marketing Classes

  (71)                      75.7 (12.9)   39.2 (10.4)    36.4 (7.8)
  >1 (70)                   73.4 (12.6)   36.8 (8.4)     37.4 (7.9)
t-value (p)                  1.1 (.28)     1.5 (.13)      .8 (.41)
All Respondents             74.6 (12.7)   38.0 (9.5)     36.9 (7.8)

Dimension (number)           Recruit    University    Educate
                            Mean (sd)   Mean (sd)    Mean (sd)

Gender:

  Male (87)                 4.1 (1.5)   3.9 (1.7)    3.1 (1.6)
  Female (71)               4.4 (1.4)   4.1 (1.5)    3.5 (1.8)
  t-value (p)               1.3 (.20)   -.5 (.62)    1.1 (.26)

Age:

  18-24 (119)               4.2 (1.5)   3.9 (1.6)    3.4 (1.7)
  >24 (52)                  4.3 (1.5)   3.3 (1.7)
  t-value (p)               .5 (.60)     .9 (.62)    .4 (.71)

Number Marketing Classes

  (71)                      4.0 (1.4)   4.0 (1.6)    3.6 (1.7)
  >1 (70)                   4.4 (1.6)   4.0 (1.7)    3.1 (1.6)
t-value (p)                 1.9 (.06)    .1 (.89)    1.8 (.07)
All Respondents             4.2 (1.5)   4.0 (1.6)    3.3 (1.7)