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RM 2234 Retailing in a digital age

retail merchandising

Hyunjoo Im

1/18/2018

Summer 2018

N/A

The course is an elective for retail merchandising major students and can count as a minor elective. It is currently offered every semester face-to-face (Fall and Spring). This course also satisfies LE requirements for Technology and Society theme. The class size was 30 when it was first offered and it has been continuously growing in its enrollment. The fall 2017 class size was 70. I am planning to offer the course in the summer online to test the demand of the course as a LE class, and moving forward, I will offer the course online in fall and face-to-face in spring. The course may be offered in summer when necessary. The change will be relevant to RM majors and minors who wish to take the course. I hope to see a higher enrollment of the course and attract students from a wide range of majors when offered online.

1/26/2018 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.do?EcasId=56899&seq=2 1/17

Electronic Course Authorization System(ECAS)RM 2234 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 1/26/18

by Amber Devries([email protected])

Approvals Pending: College/Dean > Provost > LEEffective Status: ActiveEffective Term: New: 1185 - Summer 2018

Old: 1163 - Spring 2016Course: RM 2234Institution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: UGRDCollege: TALA - College of DesignDepartment: 10832 - DHA Retail Merchandising

General

Course Title Short: Retailing in a Digital Age

Course Title Long: Retailing in a Digital Age

Max-Min Credits for Course: 3.0 to 3.0 credit(s)

Catalog Description: Students will explore and evaluate the impact of emergence of retail technology on the retail industry and consumers as well as on the society at large. Changes in the retail business and consumer behaviors will be examined in relation to emerging technologies. Both benefits and concerns related to digital retailing will be discussed.

Print in Catalog?: Yes

CCE Catalog Description: false

Grading Basis: A-F

Topics Course: No

Honors Course: No

Online Course: New: YesOld: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?: No

Community Engaged Learning (CEL): None

Instructor Contact Hours: 4.5 hours per week

Course Typically Offered: Every Spring

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: devri126 | Sign out

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Component 1: LEC

Auto Enroll Course: No

Graded Component: LEC

Academic Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course: Repetition not allowed.

Course Prerequisites for Catalog: <No Text Provided>

Course Equivalency: <No text provided>

Cross-listings: No cross-listings

Add Consent Requirement: No required consent

Drop Consent Requirement: No required consent

Enforced Prerequisites: (course-based or non-course-based): No prerequisites

Editor Comments: New: <No text provided>Old: Updated with new syllabus requested by CLE 9/14/15. (L. Gardner 9/30/15)

Proposal Changes: New: Creating an online section of this course which will be offered in alternating semesters of the in person version - AJD 1/26/18Old: <No text provided>

History Information: 5/13/2015: Approved by CCC - KAR

Faculty Sponsor Name: Hyunjoo Im

Faculty Sponsor E-mail Address: [email protected]

Student Learning Outcomes

Student Learning Outcomes* Students in this course:

- Can identify, define, and solve problems

How will you assess the students' learning related to this outcome? Give brief examples of howclass work related to the outcome will be evaluated.

EXAMPLE: Students will read the articles related to technology and retailing and engage in aseries of exercises and discussions to identify and define problems and opportunities that theintroduction of technology poses to retailers and consumers. Case studies (week 5, 7, 12) anddiscussion reports (Week 10 and 13) are such exercises. During these discussions andexercises, students will discuss potential ways for retailers and consumers to deal with theidentified issues as a small group (4-5 students per group). The group will generate a shortreport or develop a logical position paper on the identified problem, current retailers' practices,and their suggestions for retailers.

Please explain briefly how this outcome will be addressed in the course. Give brief examples ofclass work related to the outcome.

ASSESSMENT: The position paper and the group discussion report will be graded based ontheir understanding of the reading, ability to analyze the information, and logical developmentof the solutions/conclusions.

Liberal Education

Requirement this course fulfills: TS Technology and Society

Other requirement this course fulfills: <no text provided>

Criteria for Core Courses: Describe how the course meets

the specific bullet points for theproposed core requirement. Giveconcrete and detailed examplesfor the course syllabus, detailed



outline, laboratory material,student projects, or otherinstructional materials ormethod.

Core courses must meet thefollowing requirements:

They explicitly helpstudents understand whatliberal education is, howthe content and thesubstance of this courseenhance a liberaleducation, and what thismeans for them asstudents and as citizens.They employ teaching andlearning strategies thatengage students withdoing the work of the field,not just reading about it.They include small groupexperiences (such asdiscussion sections or labs)and use writing asappropriate to thediscipline to help studentslearn and reflect on theirlearning.They do not (except in rareand clearly justified cases)have prerequisites beyondthe University's entrancerequirements.They are offered on aregular schedule.They are taught by regularfaculty or underexceptional circumstancesby instructors oncontinuing appointments.Departments proposinginstructors other thanregular faculty mustprovide documentation ofhow such instructors willbe trained and supervisedto ensure consistency andcontinuity in courses.

1) The course examines one or more technologies that have had some measurable impact on contemporary society, for example, introduction of Internet and its global impact on retail business and consumer shopping patterns; diffusion of mobile devices and its impact on the lifestyle, consumption, and retailing; inception of digital products and its impact on retailing and consumption; the change in retail promotion techniques and methods that reshape how retailers communicate with individual consumers; the impact of virtual shopping tools and merging of technology in retail stores on retail management and consumer shopping experiences; introduction of computerized manufacturing systems and its impact on supply chain and environmental impact. 2) The course builds student understanding of the science and engineering behind the technology



addressed, for example the historical review of multichannel retailing and its relation to the development of computers and Internet; a review of development of consumer database and big data, and the mechanism that the data is collected and used for customized shopping experiences; a case study of demand-activated manufacturing and the zero-inventory business mode; discussions on changes in retail formats and retail strategies in response to new technologies. 3) Students discuss the role that society has played in fostering the development of technology as well as the response to the adoption and use of technology, by discussing assigned readings in class on societal barriers of technology adoption in retail industry; by reviewing and discussing consumer adoption of different technologies. 4) Students consider the impact of technology from multiple perspectives that include developers, users/consumers, as well as others in society affected by the technology, by exploring social experiences with technology as consumers; by reading about strategic approaches retailers take to integrate technologies in their stores; by understanding and discussing about the implication of technology on access to information; by reading about potential downside of using technology to personalize information 5) Students develop skills in evaluating conflicting views on existing or emerging technology, by discussing the advantages of utilizing algorithm-based personalization and the concerns of information filtering and privacy issues (the algorithm paradox) in a retail business context . 6) Students engage in a process of critical evaluation that provides a framework with which to evaluate new technology in the future, by learning about a value-based and a multi-attribute evaluation model for technology adoption and applying the models to different technologies; by discussing the interrelations between characteristics of a technology and retail business strategy.

Criteria for Theme Courses: Describe how the course meets

the specific bullet points for theproposed theme requirement.Give concrete and detailedexamples for the course syllabus,detailed outline, laboratorymaterial, student projects, orother instructional materials ormethods.

Theme courses have the commongoal of cultivating in students anumber of habits of mind:

thinking ethically aboutimportant challenges



facing our society andworld;reflecting on the sharedsense of responsibilityrequired to build andmaintain community;connecting knowledge andpractice;fostering a stronger senseof our roles as historicalagents.

New: ? thinking ethically about important challenges facing our society and world; Incorporation of technology in retail business and consumer?s everyday life is inevitable, and the possible ethical issues such as privacy concerns, information filtering, the opportunity and concerns regarding big data, and information inequality (digital divides) will be discussed throughout the course. ? reflecting on the shared sense of responsibility required to build and maintain community; The students will have opportunity to think about several topics related to the shared sense of responsibility. Topics on the algorithm paradox and information filtering will include discussions on how personalization can increase polarization of opinions and world views and what individuals, both as a retailer and a consumer, can do to obtain a balanced view in the increasingly personalized digital world. The usability discussion will also cover the various users? abilities to access and use digital technology, and what retailers do to create the most usable system for everyone. In the topic, the connected consumer, students will reflect on the meaning of human interaction via digital connections such as emails, texts, social networks, virtual communities. ? connecting knowledge and practice; Each topic in the course will be closely related to past and current retail practices. For example, in the digital media usage in retail business topic, the students will learn the logic and power of using digital promotions with browsing, previous purchase, and personal preference information. Then, the students will complete a case study of Google and advertisements on the digital media outlets and a reading on social media marketing and search engine optimization. Thus, the students will connect the knowledge on the media types, characteristics, benefits/costs of using the media for promotion activities with the actual business practices and their experiences. ? fostering a stronger sense of our roles as historical agents. The course begins with a historic overview of digital technology and their application to the retailing business. Students will gain not only



knowledge of historical facts, but also the ability to analyze and understand the impact of digital technology on the retailing and their everyday lives. Through discussions and activities, students will reflect on the meaning of adopting the technologies and possible advantages and disadvantages of using them. Also, students will be exposed to many cutting-edge technologies that are not widely available at retail stores yet such as augmented reality, virtual reality, digitally connected shopping experiences with store staff and peers, and so on. They will reflect on how these new technologies would change our lifestyles and how we are part of a historical process. Through the discussions, students will think about the fact that we, as retailers and consumers, are not only responding to the technological changes but also impacting the history.

Old: • thinking ethically about important challenges facing our society and world; Incorporation of technology in retail business and consumer’s everyday life is inevitable, and the possible ethical issues such as privacy concerns, information filtering, the opportunity and concerns regarding big data, and information inequality (digital divides) will be discussed throughout the course. • reflecting on the shared sense of responsibility required to build and maintain community; The students will have opportunity to think about several topics related to the shared sense of responsibility. Topics on the algorithm paradox and information filtering will include discussions on how personalization can increase polarization of opinions and world views and what individuals, both as a retailer and a consumer, can do to obtain a balanced view in the increasingly personalized digital world. The usability discussion will also cover the various users’ abilities to access and use digital technology, and what retailers do to create the most usable system for everyone. In the topic, the connected consumer, students will reflect on the meaning of human interaction via digital connections such as emails, texts, social networks, virtual communities. • connecting knowledge and practice; Each topic in the course will be closely related to past and current retail practices. For example, in the digital media usage in retail business topic, the students will learn the logic and power of using digital promotions with browsing, previous purchase, and personal preference information. Then, the students will complete a case study of Google and advertisements on the digital media



outlets and a reading on social media marketing and search engine optimization. Thus, the students will connect the knowledge on the media types, characteristics, benefits/costs of using the media for promotion activities with the actual business practices and their experiences. • fostering a stronger sense of our roles as historical agents. The course begins with a historic overview of digital technology and their application to the retailing business. Students will gain not only knowledge of historical facts, but also the ability to analyze and understand the impact of digital technology on the retailing and their everyday lives. Through discussions and activities, students will reflect on the meaning of adopting the technologies and possible advantages and disadvantages of using them. Also, students will be exposed to many cutting-edge technologies that are not widely available at retail stores yet such as augmented reality, virtual reality, digitally connected shopping experiences with store staff and peers, and so on. They will reflect on how these new technologies would change our lifestyles and how we are part of a historical process. Through the discussions, students will think about the fact that we, as retailers and consumers, are not only responding to the technological changes but also impacting the history.

LE Recertification-Reflection Statement (for LE courses being re-certified only): <No text provided>

Statement of Certification: This course is certified for a Core(blank) as ofThis course is certified for a ThemeSpring 2016 as of 10/21/0015

Writing Intensive

Propose this course as Writing Intensive curriculum: No

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction furtherthe learning objectives of this course and how is writingintegrated into the course? Also, describe where in thesyllabus there are statements about the critical role writingplays in the course.

<No text provided>

Question 2 (see CWB Requirement 2):What types of writing (e.g., research papers, problem sets,presentations, technical documents, lab reports, essays,journaling etc.) will be assigned? Explain how theseassignments meet the requirement that writing be asignificant part of the course work, including details aboutmulti-authored assignments, if any. Include the requiredlength for each writing assignment and demonstrate howthe 2,500 minimum word count (or its equivalent) forfinished writing will be met.

<No text provided>

Question 3 (see CWB Requirement 3):How will students' final course grade depend on theirwriting performance? What percentage of the course gradewill depend on the quality and level of the student's writing



compared to the percentage of the grade that depends onthe course content? Note that this information must also beon the syllabus.

<No text provided>

Question 4 (see CWB Requirement 4):Indicate which assignment(s) students will be required torevise and resubmit after feedback from the instructor.Indicate who will be providing the feedback. Include anexample of the assignment instructions you are likely to usefor this assignment or assignments.

<No text provided>

Question 5 (see CWB Requirement 5):What types of writing instruction will be experienced bystudents? How much class time will be devoted to explicitwriting instruction and at what points in the semester?What types of writing support and resources will beprovided to students?

<No text provided>

Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessmentand writing instruction, explain how will they be trained(e.g. in how to review, grade and respond to studentwriting) and how will they be supervised. If the course istaught in multiple sections with multiple faculty (e.g. acapstone directed studies course), explain how every facultymentor will ensure that their students will receive a writingintensive experience.

<No text provided>

Statement of Certification: This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus: New: RM 2234 Retailing in a Digital Era SPRING 2016, 3 credits (50% Online)

COURSE DESCRIPTION A liberal education emphasizes both broad knowledge of the world and knowledge of a specific field because the goal of a liberal education is to empower students and to prepare them to effectively cope with complexity, diversity, and change as responsible citizens. Thus, a liberal education nurtures students to develop strong intellectual and practical transferrable skills such as critical thinking, communication, and ability to apply knowledge and skills in real-world settings. This course is designed to embrace the liberal education approach while contemplating on the impact of technology on retailing and consumers. The course meets the requirements of the Technology and Society theme. Technology has a major impact on the society and retailing is rapidly changing with the introduction and advancement of technology. Technology reshapes retail practices and consumer behaviors and understanding of the related issues at both personal and societal levels is critical for any student. In this course, students will reflect on the impact of technology on individuals and the society within a context of digital retailing. Specifically, the course addresses the following questions: How did the retail-related technologies historically evolve and how did retailers and consumers respond to the technologies? What are the changes created by technology that challenge retailers? How do retailers use technology to enhance their business and better serve consumers? What are ethical concerns related to the use of information in the era of big data? How do we evaluate the changes and threats in the retail business environment and effectively respond to them?

Instructor Hyunjoo Im, Ph.D. Office 348 McNeal Hall Contact [email protected]; 612-625-8234 (email is the best way to reach me)

Office hours TBD

TA Office/Office hours

OVERALL COURSE DESCRIPTION COURSE OBJECTIVES 1. To learn different perspectives to understand the impact of technology on retailers and consumers in a context of digital retailing



2. To understand and evaluate consumers? technology adoption models and their implications for retailers 3. To explore and comprehend problems and issues in digital retailing for the supply chain, stores, retail channels, and consumers 4. To form a balanced view regarding use of retail technology by considering diverse perspectives and consequences 5. To understand the evolution of digital technology in the retailing industry and critically think about the impact of technology on the industry and everyday life STUDENT LEARNING OUTCOMES 1. Can identify, define, and solve problems 2. Can locate and critically evaluate information Student learning outcomes are addressed through course assignments (e.g., case studies, discussion reports, research assignment). All of these are evaluated by the instructor and/or teaching assistant for the course. REQUIRED TEXT Selected chapters from the following books. In addition, newspaper and trade publication articles will be assigned and posted on Moodle. ? Anderson, C. (2008). The long tail: Why the future of business is selling less of more. Hyperion: New York, NY. ? Auletta, K. (2010). Googled: The end of the world as we know it. The Penguin Press: New York, NY. ? Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work and think. Eamon Dolan/Mariner Books: London, United Kingdom. ? Neuman, S. B., & Celano, D. C. (2012). Giving our children a fighting chance: Poverty, literacy, and the development of information capital. Teachers College Press: New York, NY. ? Pariser, E. (2011). The filter bubble. The Penguin Press: New York, NY. ? Poloian, L. G. (2009). Multichannel retailing. Fairchild: New York, NY. ? Schiller, H. I. (1996). Information inequality: The deepening social crisis in America. Routledge: New York, NY. COURSE WEBSITE (TBA) It is important that students regularly check the Moodle site. Class materials such as lecture notes and readings and assignment/exam grades will be posted on Moodle. DO NOT ASK MOODLE QUESTIONS to the TA or the instructor.

INSTRUCTOR?S EXPECTATION COURSE POLICIES ONLINE RESPONSIBILITIES 1. This is a hybrid class which consists of 50% online and 50% face-to-face components. There are weekly online quizzes and students must complete the quiz following the policy. Each Thursday, a 15-20 minute online quiz covering the assigned reading will open at 6:00am. Students can take the quiz anytime between 6:00am and 5:00pm on Thursdays. Students have TWO chances to complete the quiz, and the better grade will remain as the final quiz score. 2. There will be no makeup for online quizzes. There is a total of 12 online quizzes, and 10 scores out of 12 will be used for the class assessment (two lowest scores will be dropped). IN-CLASS RESPONSIBILITIES 3. During the class meetings, CLASS PARTICIPATION IS ESSENTIAL. You are expected to come to the class in a timely manner, and to stay all class time. You should be prepared to discuss the subject matter and get involved in class activities. Disruptive behaviors (e.g., talking in the class, doing another class work, using electronic devices for any other purpose than class activities) will negatively influence your participation. 4. Absent or tardy students are responsible for any missed class work and information, including any changes to the syllabus or assignments announced in classes. The lecture/discussion will not be repeated for any individual who was absent from class. If you come late and miss in-class activities or quizzes, there will be no make up for those. 5. Show respect for other classmates and your instructor. TURN YOUR ELECTRONIC DEVICES OFF during the class time (no buzzing sound!). It is not acceptable to take or make private calls/text messages during class. GENERAL POLICIES 6. The official communication method in this class will be emails. It is your responsibility to make sure that you check and clean email account. Please CHECK YOUR EMAIL ON A DAILY BASIS AND DO NOT LET YOUR EMAIL GET OVERLOADED. 7. ACADEMIC DISHONESTY IS A SERIOUS OFFENCE AND WILL BE TAKEN ACCORDINGLY. At no time is copying other people?s words or ideas permissible. Plagiarism also includes using work completely in a previous class for credit in another class. Academic misconduct includes signing other students? name for attendance, cheating on the test, copying other people?s work without proper citation, tracing other people?s work, and so on. If academic dishonesty was found, the student(s) will be dismissed from the class and reported to the Office of Student Conduct and Academic Integrity (OSCAI). 8. Any student who feels he/she may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Students with disabilities are encouraged to contact the Disability Services (612-624-1333, 180 McNamara) to coordinate course accommodations. 9. Students may not share course materials including quizzes, exams, lectures, lecture notes, activities, with any other person outside the class without consent of the instructor. 10. RELEASE OF STUDENT WORK: Students understand that enrollment in this course grants consent for their work to be selected for inclusion in college or departmental publications (online or in print). Your instructor may select to use your work to represent her/his skills as an instructor in a teaching portfolio (online or in print). 11. Grading Appeals: You may appeal your grade on any assignment or exam within ONE



WEEK of time you are given your grade or it was available to you. All appeals must be computer generated and include the reason for the appeal and any sources that support your appeal. 12. All exams are closed materials, non-cumulative and covering material assigned in texts, outside readings, and in class activities. Exam questions are not to be released and students will be asked to return the exams as well as the answer sheets. Prior approval to miss an examination will be given in the event of extenuating circumstances and the student will be expected to present the proof of such extenuating circumstances. Proofs of such incidences should be original and official documents. Personal letter or copied documents are not acceptable. Doctors? visits due to minor illness cannot be a legitimate excuse. REQUEST FOR MAKE UP DUE TO EMERGENCY SHOULD BE NOTIFIED BY MIDNIGHT OF THE SCHEDULED EXAM DATE. The instructor holds the right to determine whether the student will be required to take a make-up examination or not. MAKE UP EXAMS ARE DIFFERENT FROM THE ORIGINAL IN TERMS OF FORMAT, LENGTH, AND DIFFICULTY. NO MAKE UPS FOR QUIZZES WILL BE PROVIDED. 13. Due dates: NO LATE WORK WILL BE ACCEPTED. In the event of emergency, notify the instructor BEFORE that day or within 24 hours of the assignment deadline. 14. Appropriate Student Use of Class Notes and Course Materials: Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. Disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines my interest in my intellectual work product while not substantially furthering yours or my interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see:http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html.

WORK LOAD EXPECTATIONS 1. Expect in-class activities and unannounced quizzes. These will access your preparation for classes. 2. Online quizzes assume you completed your reading for the day before the quiz. Plan on your reading at least 12 hours ahead of time. Give yourself minimum of 3 hours to comprehend assigned readings per week. Making summary notes will be helpful. 3. Keep in mind how grades are defined. If you complete all the necessary requirements for an assignment, that means your work is satisfactory, which is defined as C. If you wish to get a better grade than a C, you will aim to produce an outstanding work.

HOW TO BECOME SUCCESSFUL IN THIS CLASS 1. Be prepared and actively participate in class discussions and activities. 2. Make sure you carefully read and understand the syllabus. You need to understand what the expectations are. 3. Be mindful of course due dates. 4. Be a professional and respectful teammate.

UNIVERSITY POLICIES Personal Electronic Devices in Classroom http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Use of Class Notes and Materials http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Scholastic Dishonesty and Student Conduct Code http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf

Sexual Harassment http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf

Statement on Climate of Inclusivity You are expected to be attentive during class, ask questions if you do not understand something, and to offer your opinion. You are also expected to listen respectfully to other students and to me when speaking. The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs and facilities without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Racism, sexism, homophobia, classism, ageism and other forms of bigotry are inappropriate to express in this class. Reports of harassment are taken seriously, and there are individuals and offices available for help. (or refer to http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf)

Academic Freedom and Responsibility http://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdf

Availability of Disability and Mental Health Services If you have any special classroom requirements please contact one of the offices listed below. They will work with you and, if necessary, they will contact the instructor to work out the details for any necessary accommodations. ? Student Academic Success Services, 340 Appleby Hall, 612-624-3323



? Counseling/Consulting Services, 199 Coffey Hall, 612-624-3323 ? Disability Services, 180 McNamara, 612-626-1333 ? Center for Writing, 10 Nicholson Hall, 612-626-7579 Or refer to http://ds.umn.edu/student-services.html and http://www.mentalhealth.umn.edu

Course Requirements and Evaluation REQUIREMENTS Pts assigned Weight Note Individuals 2 Exams (100pts each) 200 36% You will receive the grade you earn in this class. Grades reflect effort and ability. Some students will achieve grades that do not reflect their true ability, because they have not put forth the effort required. No forced grade distribution or ?curve? will be used.

10 Online quizzes (Out of 12) 100 18% Syllabus quiz 20 4% Assignments 50 9% Class participation 30 5% Group Discussion reports 75 14% Case Studies 75 14% Total 550 100%

GRADING SCALE What the grade means A 94% 470 ~ and above Signifies achievement that is outstanding relative to the level necessary to meet course requirements A- 90% 450 ~ 469 B+ 87% 435 ~ 449 Signifies achievement that is significantly above the level necessary to meet the course requirements B 84% 420 ~ 434 B- 80% 400 ~ 419 C+ 77% 385 ~ 399 Signifies achievements that meets the course requirements; Satisfactory C 74% 370 ~ 384 C- 70% 350 ~ 369 D+ 67% 335 ~ 349 Signifies achievements that is worthy of credit even though it fails to meet course requirements D 60% 300 ~ 334 F Below 300 Indicates coursework was completed but at an achievement level unworthy of credit. * Students may not request supplementary assignments for ?extra? credit, since offering opportunities to some students that are not available to all would be unfair. Exams may list problems for ?extra credit? but these opportunities, if available, will be available to all students.

TENTATIVE COURSE SCHEDULE PART WEEK CONTENT ACTIVITY/ASSIGNMENT the digital age 1 Beginning of the digital era History of WWW. Adoption and diffusion of electronic commerce Reading: Chapter 1, Poloian (2009) Retailers in the digital era 2 Evolution of multichannel retailing, e-commerce, m-commerce Diffusion of mobile devices and its impact on consumers and retailers Reading: Chapter 2, Poloian (2009) Activity: finding credible sources (Census reports)

3 Growth of electronic commerce Implication of e-commerce for retailers and consumers Assignment: e-commerce trend research 4 Integration of retail channels (Omnichannel) Changes in retail formats and retail strategies in response to the technology/ Location-based services Video: Future of retailing Discussion: Future of consumer lives ? pros and cons of technology integration in consumer lives/business ethics of using personal information 5 Retail promotions through digital media Social media marketing, search engine optimization Reading: Messing with the Magic (Auletta) Case study: Google and advertisement (small group discussion)

6 New world of retailing digital products Definition of digital products and issues of retailing digital products. Digitized books, music, games, apps etc. The increasing role of Cloud servers. Reading: Digital product revenue (WSJ) In-class activity: Value and meaning of owning digital products - Ownership of digital products and its value. Implication for consumer unethical behaviors. 7 Computerized manufacturing and retailing



Guest speaker: AM4U Case study: Demand-activated manufacturing system (small group discussion) ? implication of zero-inventory system on the business and the ecosystem. 8 The big data ? Web analytics Cookies, customization, personalization, consumer experience Reading: Big Data ? A revolution that will transform how we live, work, and think (Mayer-Schönberger&Cukier) In-class activity: Discussion based on the reading ? contemplate on the meaning of big data usage and how our lives would change for better or worse. Consumer experience of Digital Retailing 9 New consumers ? technology, choices, the rise of niche markets Technology adoption models Reading: The paradise of choice & Niche culture (Anderson) Assignment: Consumer interview for technology usage & choices

10 Personalization and its influence on consumer experience. Short activity ? Pandora, Netflix, Amazon Reading: The long tail (Anderson) Discussion report: Personalization of web services (small group discussion). 11 Navigating online stores: Usability of webpages and mobile device pages Shopping carts, wishlists, shared interest ? effects of social media 12 The connected consumers Omnichannel shopping , Multi-device consumer behaviors Case study: Omnichannel consumer behavior (small group discussion) The hidden side of the digital world 13 The algorithm paradox and implications for digital retailers Reading: The filter bubble. (Pariser) Activity & Discussion: News finding exercise ? impact of filtered information on developing a balanced view 14 Are we losing something? Video: Slow Tech by Joe Kraus Assignment: Consumer well-being and a digital Sabbath 15 Access to technology, Internet, and equality Reading: Giving our children a fighting chance (Neuman&Celano), Information inequality (Schiller) Discussion: Implication of information inequality/digital divides *Syllabus and activity schedule may be modified dependent upon class progress and instructor?s decision to include activities relevant to course development. The instructor will notify students of changes via email or class announcement.Old: RM 2234 Retailing in a Digital Era SPRING 2016, 3 credits (50% Online)

COURSE DESCRIPTION A liberal education emphasizes both broad knowledge of the world and knowledge of a specific field because the goal of a liberal education is to empower students and to prepare them to effectively cope with complexity, diversity, and change as responsible citizens. Thus, a liberal education nurtures students to develop strong intellectual and practical transferrable skills such as critical thinking, communication, and ability to apply knowledge and skills in real-world settings. This course is designed to embrace the liberal education approach while contemplating on the impact of technology on retailing and consumers. The course meets the requirements of the Technology and Society theme. Technology has a major impact on the society and retailing is rapidly changing with the introduction and advancement of technology. Technology reshapes retail practices and consumer behaviors and understanding of the related issues at both personal and societal levels is critical for any student. In this course, students will reflect on the impact of technology on individuals and the society within a context of digital retailing. Specifically, the course addresses the following questions: How did the retail-related technologies historically evolve and how did retailers and consumers respond to the technologies? What are the changes created by technology that challenge retailers? How do retailers use technology to enhance their business and better serve consumers? What are ethical concerns related to the use of information in the era of big data? How do we evaluate the changes and threats in the retail business environment and effectively respond to them?

Instructor Hyunjoo Im, Ph.D. Office 348 McNeal Hall Contact [email protected]; 612-625-8234 (email is the best way to reach me)

Office hours TBD

TA Office/Office hours

OVERALL COURSE DESCRIPTION COURSE OBJECTIVES 1. To learn different perspectives to understand the impact of technology on retailers and consumers in a context of digital retailing 2. To understand and evaluate consumers’ technology adoption models and their implications for retailers 3. To explore and comprehend problems and issues in digital retailing for the supply chain, stores, retail channels, and consumers 4. To form a balanced view regarding use of retail technology by considering diverse



perspectives and consequences 5. To understand the evolution of digital technology in the retailing industry and critically think about the impact of technology on the industry and everyday life STUDENT LEARNING OUTCOMES 1. Can identify, define, and solve problems 2. Can locate and critically evaluate information Student learning outcomes are addressed through course assignments (e.g., case studies, discussion reports, research assignment). All of these are evaluated by the instructor and/or teaching assistant for the course. REQUIRED TEXT Selected chapters from the following books. In addition, newspaper and trade publication articles will be assigned and posted on Moodle. • Anderson, C. (2008). The long tail: Why the future of business is selling less of more. Hyperion: New York, NY. • Auletta, K. (2010). Googled: The end of the world as we know it. The Penguin Press: New York, NY. • Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work and think. Eamon Dolan/Mariner Books: London, United Kingdom. • Neuman, S. B., & Celano, D. C. (2012). Giving our children a fighting chance: Poverty, literacy, and the development of information capital. Teachers College Press: New York, NY. • Pariser, E. (2011). The filter bubble. The Penguin Press: New York, NY. • Poloian, L. G. (2009). Multichannel retailing. Fairchild: New York, NY. • Schiller, H. I. (1996). Information inequality: The deepening social crisis in America. Routledge: New York, NY. COURSE WEBSITE (TBA) It is important that students regularly check the Moodle site. Class materials such as lecture notes and readings and assignment/exam grades will be posted on Moodle. DO NOT ASK MOODLE QUESTIONS to the TA or the instructor.

INSTRUCTOR’S EXPECTATION COURSE POLICIES ONLINE RESPONSIBILITIES 1. This is a hybrid class which consists of 50% online and 50% face-to-face components. There are weekly online quizzes and students must complete the quiz following the policy. Each Thursday, a 15-20 minute online quiz covering the assigned reading will open at 6:00am. Students can take the quiz anytime between 6:00am and 5:00pm on Thursdays. Students have TWO chances to complete the quiz, and the better grade will remain as the final quiz score. 2. There will be no makeup for online quizzes. There is a total of 12 online quizzes, and 10 scores out of 12 will be used for the class assessment (two lowest scores will be dropped). IN-CLASS RESPONSIBILITIES 3. During the class meetings, CLASS PARTICIPATION IS ESSENTIAL. You are expected to come to the class in a timely manner, and to stay all class time. You should be prepared to discuss the subject matter and get involved in class activities. Disruptive behaviors (e.g., talking in the class, doing another class work, using electronic devices for any other purpose than class activities) will negatively influence your participation. 4. Absent or tardy students are responsible for any missed class work and information, including any changes to the syllabus or assignments announced in classes. The lecture/discussion will not be repeated for any individual who was absent from class. If you come late and miss in-class activities or quizzes, there will be no make up for those. 5. Show respect for other classmates and your instructor. TURN YOUR ELECTRONIC DEVICES OFF during the class time (no buzzing sound!). It is not acceptable to take or make private calls/text messages during class. GENERAL POLICIES 6. The official communication method in this class will be emails. It is your responsibility to make sure that you check and clean email account. Please CHECK YOUR EMAIL ON A DAILY BASIS AND DO NOT LET YOUR EMAIL GET OVERLOADED. 7. ACADEMIC DISHONESTY IS A SERIOUS OFFENCE AND WILL BE TAKEN ACCORDINGLY. At no time is copying other people’s words or ideas permissible. Plagiarism also includes using work completely in a previous class for credit in another class. Academic misconduct includes signing other students’ name for attendance, cheating on the test, copying other people’s work without proper citation, tracing other people’s work, and so on. If academic dishonesty was found, the student(s) will be dismissed from the class and reported to the Office of Student Conduct and Academic Integrity (OSCAI). 8. Any student who feels he/she may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Students with disabilities are encouraged to contact the Disability Services (612-624-1333, 180 McNamara) to coordinate course accommodations. 9. Students may not share course materials including quizzes, exams, lectures, lecture notes, activities, with any other person outside the class without consent of the instructor. 10. RELEASE OF STUDENT WORK: Students understand that enrollment in this course grants consent for their work to be selected for inclusion in college or departmental publications (online or in print). Your instructor may select to use your work to represent her/his skills as an instructor in a teaching portfolio (online or in print). 11. Grading Appeals: You may appeal your grade on any assignment or exam within ONE WEEK of time you are given your grade or it was available to you. All appeals must be computer generated and include the reason for the appeal and any sources that support your appeal. 12. All exams are closed materials, non-cumulative and covering material assigned in texts, outside readings, and in class activities. Exam questions are not to be released and students



will be asked to return the exams as well as the answer sheets. Prior approval to miss an examination will be given in the event of extenuating circumstances and the student will be expected to present the proof of such extenuating circumstances. Proofs of such incidences should be original and official documents. Personal letter or copied documents are not acceptable. Doctors’ visits due to minor illness cannot be a legitimate excuse. REQUEST FOR MAKE UP DUE TO EMERGENCY SHOULD BE NOTIFIED BY MIDNIGHT OF THE SCHEDULED EXAM DATE. The instructor holds the right to determine whether the student will be required to take a make-up examination or not. MAKE UP EXAMS ARE DIFFERENT FROM THE ORIGINAL IN TERMS OF FORMAT, LENGTH, AND DIFFICULTY. NO MAKE UPS FOR QUIZZES WILL BE PROVIDED. 13. Due dates: NO LATE WORK WILL BE ACCEPTED. In the event of emergency, notify the instructor BEFORE that day or within 24 hours of the assignment deadline. 14. Appropriate Student Use of Class Notes and Course Materials: Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. Disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines my interest in my intellectual work product while not substantially furthering yours or my interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see:http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html.

WORK LOAD EXPECTATIONS 1. Expect in-class activities and unannounced quizzes. These will access your preparation for classes. 2. Online quizzes assume you completed your reading for the day before the quiz. Plan on your reading at least 12 hours ahead of time. Give yourself minimum of 3 hours to comprehend assigned readings per week. Making summary notes will be helpful. 3. Keep in mind how grades are defined. If you complete all the necessary requirements for an assignment, that means your work is satisfactory, which is defined as C. If you wish to get a better grade than a C, you will aim to produce an outstanding work.

HOW TO BECOME SUCCESSFUL IN THIS CLASS 1. Be prepared and actively participate in class discussions and activities. 2. Make sure you carefully read and understand the syllabus. You need to understand what the expectations are. 3. Be mindful of course due dates. 4. Be a professional and respectful teammate.

UNIVERSITY POLICIES Personal Electronic Devices in Classroom http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Use of Class Notes and Materials http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Scholastic Dishonesty and Student Conduct Code http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf

Sexual Harassment http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf

Statement on Climate of Inclusivity You are expected to be attentive during class, ask questions if you do not understand something, and to offer your opinion. You are also expected to listen respectfully to other students and to me when speaking. The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs and facilities without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Racism, sexism, homophobia, classism, ageism and other forms of bigotry are inappropriate to express in this class. Reports of harassment are taken seriously, and there are individuals and offices available for help. (or refer to http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf)

Academic Freedom and Responsibility http://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdf

Availability of Disability and Mental Health Services If you have any special classroom requirements please contact one of the offices listed below. They will work with you and, if necessary, they will contact the instructor to work out the details for any necessary accommodations. • Student Academic Success Services, 340 Appleby Hall, 612-624-3323 • Counseling/Consulting Services, 199 Coffey Hall, 612-624-3323 • Disability Services, 180 McNamara, 612-626-1333 • Center for Writing, 10 Nicholson Hall, 612-626-7579 Or refer to http://ds.umn.edu/student-services.html and http://www.mentalhealth.umn.edu



Course Requirements and Evaluation REQUIREMENTS Pts assigned Weight Note Individuals 2 Exams (100pts each) 200 36% You will receive the grade you earn in this class. Grades reflect effort and ability. Some students will achieve grades that do not reflect their true ability, because they have not put forth the effort required. No forced grade distribution or “curve” will be used.

10 Online quizzes (Out of 12) 100 18% Syllabus quiz 20 4% Assignments 50 9% Class participation 30 5% Group Discussion reports 75 14% Case Studies 75 14% Total 550 100%

GRADING SCALE What the grade means A 94% 470 ~ and above Signifies achievement that is outstanding relative to the level necessary to meet course requirements A- 90% 450 ~ 469 B+ 87% 435 ~ 449 Signifies achievement that is significantly above the level necessary to meet the course requirements B 84% 420 ~ 434 B- 80% 400 ~ 419 C+ 77% 385 ~ 399 Signifies achievements that meets the course requirements; Satisfactory C 74% 370 ~ 384 C- 70% 350 ~ 369 D+ 67% 335 ~ 349 Signifies achievements that is worthy of credit even though it fails to meet course requirements D 60% 300 ~ 334 F Below 300 Indicates coursework was completed but at an achievement level unworthy of credit. * Students may not request supplementary assignments for “extra” credit, since offering opportunities to some students that are not available to all would be unfair. Exams may list problems for “extra credit” but these opportunities, if available, will be available to all students.

TENTATIVE COURSE SCHEDULE PART WEEK CONTENT ACTIVITY/ASSIGNMENT the digital age 1 Beginning of the digital era History of WWW. Adoption and diffusion of electronic commerce Reading: Chapter 1, Poloian (2009) Retailers in the digital era 2 Evolution of multichannel retailing, e-commerce, m-commerce Diffusion of mobile devices and its impact on consumers and retailers Reading: Chapter 2, Poloian (2009) Activity: finding credible sources (Census reports)

3 Growth of electronic commerce Implication of e-commerce for retailers and consumers Assignment: e-commerce trend research 4 Integration of retail channels (Omnichannel) Changes in retail formats and retail strategies in response to the technology/ Location-based services Video: Future of retailing Discussion: Future of consumer lives – pros and cons of technology integration in consumer lives/business ethics of using personal information 5 Retail promotions through digital media Social media marketing, search engine optimization Reading: Messing with the Magic (Auletta) Case study: Google and advertisement (small group discussion)

6 New world of retailing digital products Definition of digital products and issues of retailing digital products. Digitized books, music, games, apps etc. The increasing role of Cloud servers. Reading: Digital product revenue (WSJ) In-class activity: Value and meaning of owning digital products - Ownership of digital products and its value. Implication for consumer unethical behaviors. 7 Computerized manufacturing and retailing Guest speaker: AM4U Case study: Demand-activated manufacturing system (small group discussion) – implication of zero-inventory system on the business and the ecosystem. 8 The big data – Web analytics Cookies, customization, personalization, consumer experience Reading: Big Data – A revolution that will transform how we live, work, and think (Mayer-



Schönberger&Cukier) In-class activity: Discussion based on the reading – contemplate on the meaning of big data usage and how our lives would change for better or worse. Consumer experience of Digital Retailing 9 New consumers – technology, choices, the rise of niche markets Technology adoption models Reading: The paradise of choice & Niche culture (Anderson) Assignment: Consumer interview for technology usage & choices

10 Personalization and its influence on consumer experience. Short activity – Pandora, Netflix, Amazon Reading: The long tail (Anderson) Discussion report: Personalization of web services (small group discussion). 11 Navigating online stores: Usability of webpages and mobile device pages Shopping carts, wishlists, shared interest – effects of social media 12 The connected consumers Omnichannel shopping , Multi-device consumer behaviors Case study: Omnichannel consumer behavior (small group discussion) The hidden side of the digital world 13 The algorithm paradox and implications for digital retailers Reading: The filter bubble. (Pariser) Activity & Discussion: News finding exercise – impact of filtered information on developing a balanced view 14 Are we losing something? Video: Slow Tech by Joe Kraus Assignment: Consumer well-being and a digital Sabbath 15 Access to technology, Internet, and equality Reading: Giving our children a fighting chance (Neuman&Celano), Information inequality (Schiller) Discussion: Implication of information inequality/digital divides *Syllabus and activity schedule may be modified dependent upon class progress and instructor’s decision to include activities relevant to course development. The instructor will notify students of changes via email or class announcement.

Strategic Objectives & Consultation

Name of Department Chair Approver: Dr. Bye

Strategic Objectives - Curricular Objectives:How does adding this course improve the overall curricularobjectives of the unit?

The course is developed to provide knowledge and understanding of rapid changes in the retail industry due to new digital retail channels. The current RM curriculum does not fully address this important issue. The omni-channel retailing and related consumer behavior will reshape the retail industry, and it is critical for RM students are exposed to the current practices and challenges.

This is an elective course for retail merchandising majors and is designed to fulfill the university's Technology and Society liberal education requirement. It will serve students outside the College of Design.

Strategic Objectives - Core Curriculum:Does the unit consider this course to be part of its corecurriculum?

This course will be offered as an elective.

Strategic Objectives - Consultation with Other Units:Before submitting a new course proposal in ECAS, circulatethe proposed syllabus to department chairs in relevant unitsand copy affiliated associate dean(s). Consultation preventscourse overlap and informs other departments of newcourse offerings. If you determine that consultation withunits in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g.,catalog key word search, conversation with collegiatecurriculum committee, knowledge of current curriculum inrelated units, etc.). Include documentation of allconsultation here, to be referenced during CCC review. Ifemail correspondence is too long to fit in the spaceprovided, paraphrase it here and send the full transcript tothe CCC staff person. Please also send a Word or PDFversion of the proposed syllabus to the CCC staff person.

Consultation with Vladas Griskevicius, Board of Overseers Professor, Marketing Department Chair, Carlson School of Management indicated that RM 2234 does not conflict with the courses offered by the Marketing Department. March 4, 2015.



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