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Abstract
Sales education programs are undergoing rapid growth and dynamic change as more business and other undergraduate students pursue sales jobs as desirable career entry points. The number of collegiate sales programs has grown dramatically over the past decade, and sales educators today are increasingly focused on teaching experientially. That is, they seek to link theory to industry practice to prepare students more effectively for in-demand sales careers. Sales knowledge and sales-related self-efficacy have been established clearly to be determinants of future sales performance in industry. This article is a first step in examining the role self-efficacy plays within the context of sales education. More than 500 students, who have completed or are currently enrolled in at least one sales course at one of approximately 20 colleges, completed an 85-item survey for this study. The responses were analyzed using structural equation modeling techniques. The authors recommend specific methods for sales educators to more effectively develop sales knowledge and sales-based self-efficacy so that students are well-prepared to “hit the ground running” in the early stages of their sales careers.
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