Conversion Intentions of Fashion Marketing Interns: The Impact of Work-related Attitudes and Behaviors**

Abstract Fashion marketing/retailing is a major employment sector and driver of economic activity on a global level. Michael Porter’s (1985) popular value chain perspective demonstrates the importance of marketing and retail sales among a set of primary value creating activities for firms of all types. The value chain perspective also illuminates the importance of human resources as a support activity necessary to create value and assure the success of the firm. This research addresses the potential value for fashion marketing/retailing firms that may be achieved through employee development practices such as offering pre-professional internships. We focus on college students’ perceptions of fashion marketing/retail-related internships d the factors that cause interns to accept a job offer upon internship completion. This study specifically examines relationships between internship experiential components of psychological contracts, supervisory support, affective organizational commitment and job satisfaction. Unlike other industry sectors, retailing is not limited to a specific region and thus provides job opportunities for fashion and retail degree graduates on a nearly global scale. (“Future Employment in Retail…” 2009) In fashion maketing/retailing, there continues to be a high level of job attractiveness on the part of students, yet an observed disconnect exists between student career goals, expectations, and resulting job satisfaction. In reality, there is a much larger scope of opportunity in fashion related retail than just positions on the sales floor. Students must therefore obtain exposure through their courses and other types of learning, such as internships and practicum experiences, to realize the diversity of job opportunities in fashion marketing/retailing including sales, buying, logistics, product development, merchandising, finance, human resources, and more (“Get Tailor–Made Training….” 2006). Additionally, many positions in fashion retailing are increasingly becoming cross-functional, suggesting that students need to have a complete understanding of the contemporary marketplace and be exposed to a variety of job settings and experiences (“Retail Rewards” 2006). This research is framed by psychological contract theory (Rousseau 2000) and organizational commitment theory (Van Maanen 1975). Psychological contract theory combines employer-based beliefs (i.e. employer obligations) with individual-based beliefs (i.e. employee obligations) regarding the nature of an agreement and the relationship between that individual and his/her employer. Combining perceptions of employer-based obligations with employee obligations allows for an ideal assessment of specific idiosyncratic information that is meaningful and unique to each individual, as well as the firm (Robinson, Kraatz and Rousseau 1994). Organizational socialization theory explains how newcomers learn the culture and values of new job settings (Van Maanen 1975). The theory also explicates how newcomers must develop the necessary work skills and adjust to the work environment (Feldman 1976). An on-line, self-administered, survey questionnaire was used to collect data in this study. The final sample consisted of 229 college students who completed a fashion merchandising, fashion marketing, fashion design, or retail-related internship. Following verification of the reliability of the measurement items, path analysis was conducted. A proposed path model of internship conversion was estimated using AMOS 5.0 statistical software. A modified final model showed that six paths were statistically significant and had positive path coefficients, as hypothesized. Hypothesis H1a stated that interns’ supervisory support will have a positive effect on psychological contract expectations of employer obligations. Path analysis results of the final model revealed full support for this hypothesized relationship. Positive and significant results were also found for hypotheses H2a and H2b, indicating that when interns feel that their internship employer fulfills the expected obligations they are more satisfied with their job and will remain with their internship company because they want to stay. Hypothesis 3a proposed that interns’ job satisfaction would have a positive effect on affective organizational commitment. This hypothesis was supported suggesting that interns’ satisfaction with the job/work itself significantly contributes to their strong sense of attachment with the organization because their internship has proven to be a satisfying experience. Positive and significant results were also found for hypothesis H3b, indicating that job satisfaction can directly influence interns’ intent to accept an offer for full-time employment upon graduation. Finally, in hypothesis H4, positive and significant results were found, implying that interns’ desire to remain with the company because they feel a sense of attachment and belonging to the organization (affective organizational commitment) plays a significant role in their decision to ultimately accept a job offer from their internship company upon graduation. Findings of the current study are particularly relevant to fashion marketing companies as they develop and structure internship programs in an attempt to increase the number of interns who accept an offer. For fashion marketing firms, since our results indicate that affective organizational commitment and job satisfaction are direct predictors of conversion intentions, some strategies that could provide augmentation of internship conversion and maximize the possibility of a successful internship program include: 1) Treat interns as a part of the organizational team and invite them to staff meetings, 2) Involve interns in project planning and ask for their ideas or suggestions, 3) Hold interns accountable for projects and deadlines, 4) Assign projects that are challenging, yet accomplishable, 5) Assign a supervisor or mentor to each intern to provide the necessary guidance, training, and feedback, and 6) Establish a process for permanent hire considerations and share that information with interns.