Examination of a paradigm for preparing undergraduates for a career in the retailing industries: mentors, curriculum, and an internship

College Student Journal, Dec, 2005 by Scarlett C. Wesley, Marianne C. Bickle

Case analyses are used and are effective in developing problem-solving and managerial skills, as well as giving students a chance to sharpen computer, analytical, and critical-thinking skills (Malhotra, Tashchian, & Jain, 1989). Researchers have also looked at what activities foster interactive learning among students. Nicastro (1989) found that case studies, guest speakers, and group projects played a major role in students' interaction.

Another important teaching component identified by researchers is the student internship experience. Perry (1989) found that employers in professional settings generally felt that an internship was a key part of the academic experience. Employers perceived that the internship provided students with practical experience and made the students think.

Purpose

The purposes of this study are to examine components of retail management and fashion merchandising internships offered at a large southern university and to assess how the internship program compares with attributes sought by full-time employment in the industry. Therefore, at the University of South Carolina a program has been developed to allow students to overcome some of the obstacles aforementioned in obtaining jobs after graduation. The second purpose of this study is to examine the attributes used by the intern's employee supervisor to evaluate the intern's performance. Specifically, this study focuses on four areas used by the internship supervisor during the evaluation process. More specifically, interns are reviewed on: skills and abilities, work habits, professionalism, and career potential. The preparation received via advising, the curriculum, assignments, and extracurricular activities offered are designed to enhance students ability to fulfill employers' requirements.

Department of Retailing at the University of South Carolina

There are approximately 270 two- and four-year institutions throughout the United States that offer a retailing curriculum. Unlike many of the four-year institutions (e.g., Colorado State University, Oklahoma State University, The Ohio State University), the Department of Retailing at The University of South Carolina focuses specifically on a Bachelor of Science degree in Retailing with two specializations: Retail Management and Fashion Merchandising. This specialization results in a concentrated effort serving 350 majors and 150 minors.

Curriculum

Students enrolled in the Retail Management specialization prepare for personnel management, category management, business-to-business sales, merchandise management in business-to-consumer sales industries, and entrepreneurial careers. Students enrolled in the Fashion Merchandising specialization typically seek positions in store merchandising, store management, visual display, retail buying, store design, and product analysis.

The Bachelor of Science in Retailing curriculum consists of a) university core requirements (46 credits), b) courses related to the retail major that both specializations are required to complete (31 credits), c) courses related to the specialization (21 credits), d) general electives (18 credits) and e) the internship (6 credits). The University core curriculum consists of requirements in Economics, English, Fine Arts, Foreign Language, History, Humanities, Mathematics, Natural Sciences, and Psychology. Core courses for the major, regardless of the student's specialization, include, business communications, careers in retailing, personnel organization and supervision, principles of management, principles of marketing, principles of retailing, retail buying, retail promotion, and as well as two semesters of accounting and computer applications.