unit title fashion buying and merchandisingwebdocs.ucreative.ac.uk/fashion buying retail... · unit...

UNIT TITLE Fashion Buying and Merchandising Unit Code RFBM5001 Location UCA Rochester Level 5 Duration (number of weeks) 10 Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version 16 March 2015

CONTENT A key to successful retailing is to match the retailer’s merchandise and service offerings to the needs, preferences and expectations of their target market. Fashion retailers perform three functions relating to merchandise: planning, buying and controlling. The management of these activities has a major impact on overall retail performance and with many businesses now consolidating these functions to become more efficient with inventory turnover and profit margins, the understanding of this arm to a retail business is key to strategizing direction and growth. Retail buying includes all activities associated with the purchase of products from manufacturers and wholesalers for the purpose of reselling to final consumers at profitable margins. In this unit we will begin by examining the critical path used by buying and merchandising departments to explain the route from plan to purchase. This unit introduces buying terminology and overall processes for strategic merchandise planning, covering all the contents of the merchandise budget from top-line plans and predictions to brand/supplier budget allocation. We will examine sourcing brands and suppliers with a focus on good buying practices. Through these practices and with an eye on fashion prediction and trends, we will examine what it takes to implement a correct buying policy. Finally we will explore evaluative techniques including inventory turnover and ownership, terminal stock prediction and profit measures used to evaluate merchandise performance and how this impacts on a business’s bottom line. Throughout the unit we will attempt to simulate real-life retail situations to practice creative choice making and consider their consequences. As well as further examining current retailers and their merchandise with comparative analysis, students will also be expected to sit a maths test and compile a range plan within a budget for a retailer using proposed options, thus demonstrating analytical skills and reasoning. It is important to have both an ‘eye for style’ and ‘brain for numbers’ and this will be tested in this unit. The following is an indicative content of this unit:

1. The different types and roles of the fashion buyer and buying office structures 2. The annual buying calendar and its impact on the buyer and the business 3. Sources of Buying Inspiration and Ethical sourcing 4. Fashion buying and merchandising and its interaction with other business functions 5. The Key Performance Indicators and Key Metrics of fashion buying 6. Sourcing and supply chain issues from a fashion buyer’s perspective 7. Managing the buying process and Negotiation techniques 8. Effective and efficient supplier management and supplier violation policies 9. Product knowledge and Range Planning 10. Buyers role in presentations and meetings – handling the audience

1

AIMS The aims of this unit are to: A1 analyse and understand the structure and scope of the buying and merchandising

function within fashion retail organisations A2 research the buying strategies of fashion retailers to evaluate success/failures in

regards to financial, quality and customer service performance targets A3 critically review the mechanisms for effective supplier selection, negotiation and

performance evaluation A4 test mathematical reason behind the buying and merchandising strategy. LEARNING OUTCOMES On satisfactory completion of the unit the student will be able to: LO1 understand the specific functions performed by both the buyer and the merchandiser

in the planning, research, buying, managing, retail operations, and distribution management of fashion clothing ranges for a retail company

LO2 research and analyse retailers’ buying and merchandising strategies in the form of an illustrated shop report

LO3 produce a range plan utilising analytical and judgement skills on product, value, and forecasting in a simulated environment

LO4 demonstrate application of mathematic process within the context of a range plan and buying process.

INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity1 60 No. of hours of independent activity 140 No. of hours of placement activity 0 This will comprise: Project briefing Lecture Seminar Tutorial Practical classes and workshops External visits Guided independent study Formative and Summative assessment Learning material on myUCA

11 This data is required for KIS. Further guidance about classification of ‘scheduled’ activity can be found in the Unit Descriptor Guidance Notes in Annex 5 of the QAH

2

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weigh-ting (%)

Typical Indicative Assessment tasks

Where the component comprises more than one assessment task

Assessment Type For each

component double click in the box to

see options. The options equate to the assessment types in table A2

Word Count Approx

word count where

applicable

Report 80 Visual range and buying plan report

Report

3200

Set exercise (exam conditions)

20 Maths test Set exercise (exam conditions)

800

Table A2 – KIS Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills)

20 Written

Written assignment, including essay Coursework

Report 80 Coursework

Dissertation Coursework

Portfolio Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions) Coursework

Oral assessment and presentation Practical

Practical skills assessment Practical

Set exercise testing practical skills Practical Table A3 – Summary KIS data Assessment Category Total % for Unit Written 20 Coursework 80 Practical 0

3

Table A4 – Assessment Criteria CRITERION There should be at least one criteria against each learning outcome for the unit

MAPS TO LEARNING OUTCOME

Knowledge of contexts, concepts, technologies and processes • Critically examine fashion retail purchase models • Evaluate merchandise performance models

LO1, LO2 LO1, LO2

Understanding through application of knowledge • Apply comparative analysis for current retailers • Budget management

LO2, LO3, LO4 LO2, LO3, LO4

Application of technical and professional skills • Applying budgetary skills within a controlled environment

LO4

REFERENCE MATERIAL Essential

• Clodfelter, R. (2013) Retail Buying. New York: Fairchild. • Grose, V. (2011) Fashion merchandising. Lausanne: AVA. • Kincade, D.H. (2010) Merchandising of fashion products. Upper Saddle River, N.J.:

Pearson Prentice Hall. • Shaw, D. and Koumbis, D. (2013) Fashion buying. New York: Fairchild. • Tepper, Bette K. (2013) Mathematics for retail buying. New York, A&C Black.

Recommended

• Connell, D. (2010) A buyer’s life: a concise guide to retail planning and forecasting. New York: Fairchild.

• Diamond, J. (2012) Retail buying. 8th ed. Upper Saddle River, N.J.: Pearson Prentice Hall.

• Kendall, G.T. (2009) Fashion brand merchandising. New York: Fairchild. • LaFleur, R. (2010) Merchandise planning workbook. New York: Fairchild. • Rabolt, N. and Miller, J. (2009) Retail and Merchandise Management. New York:

Fairchild.

Print & e-Journals: Journal of fashion marketing and management

Journal of global fashion marketing Retail Digest Retail Digital Retail Week

Online resources: Mintel Oxygen Academic OneFile www.businessinsider.com/ www.cips.org/ www.ciltuk.org.uk/Home.aspx www.inboundlogistics.com http://www.scdigest.com/

4

http://www.businessinsider.com/

http://www.cips.org/

http://www.ciltuk.org.uk/Home.aspx

http://www.inboundlogistics.com/

http://www.scdigest.com/

UNIT TITLE Understanding the Fashion Consumer Unit Code RFBM5002 Location UCA Rochester Level 5 Duration (number of weeks) 10 Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version 16 March 2015

CONTENT This unit it designed to give students an experiential and practical approach to discovering the Consumer and the retailer’s target markets. In order to develop in the students the correct analytical and decision-making skills, we will heavily discuss customer buying behaviour. Success in the marketplace strongly depends on a firm’s ability to attract, satisfy and retain its customers. To grow, the business must re-invent itself in the eyes of the consumer, adapting quickly and flexibly to changing needs and circumstances. Understanding what products and product attributes customers currently desire, and what they may desire due to emerging social trends, keeps a business at the leading edge of consumer behaviour and product research. This unit will equip students with the skills to understand consumers as buyers and thus, manage products efficiently and effectively. The subjects examined will range from the psychology of purchase decisions to the resulting impacts on product or service development, challenging resourcefulness and value appreciation and understanding. The following is an indicative content of this unit:

1. Introduction to Consumer Behaviour in Fashion 2. Cultural influences on Consumer Behaviour 3. Motivation and Values 4. The Self 5. Demographic Subcultures 6. Personality, Attitudes and Lifestyle 7. Consumer Perceptions 8. Decision Making 9. Group Influence 10. Buying and Disposing – Ethics, Social Responsibility and Environmental Issues

AIMS The aims of this unit are to: A1 develop an in-depth and experiential knowledge of consumer behaviour and how a

marketer can use his/her knowledge of consumer behaviour concepts to develop better marketing programs and strategies to influence those behaviours

A2 utilise and develop research and analytical skills in an applied project to aid correct product development and retailing with true results

A3 provide the student with an opportunity to develop their personal and professional skills in a team framework.

5

LEARNING OUTCOMES On satisfactory completion of the unit the student will be able to: LO1 Understand the rationale for studying consumer behaviour and Identify and explain

factors which influence consumer behaviour; LO2 complete a project that demonstrates both his/her working knowledge and analytical

skills in assessing the consumer decision-making process. LO3 effectively apply professional team-working, communication skills and critical

reflection. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity2 60 No. of hours of independent activity 140 No. of hours of placement activity 0 This will comprise: Project briefing Lecture Seminar Individual and Group tutorials Project supervision Supervised time in studio/workshop Guided independent study Formative and Summative assessment Learning material on myUCA

ASSESSMENT REQUIREMENTS Table A1- Assessment Components Assessment Component

List all separate

components

Weigh-ting (%)


Where the component comprises more than one

assessment task

Assessment Type For each component

double click in the box to see options. The options equate to the assessment types in table A2

Word Count Approx

word count where

applicable Group project 70 Group project containing

market research on consumer decision making behaviour

Project output

3200

Individual research book

30 Research book on consumer behaviour

Report

800


6





Written





Project output (other than dissertation) 70 Coursework

Set exercise Coursework



Set exercise testing practical skills Practical Table A3 – Summary KIS data Assessment Category Total % for Unit Written Coursework 100 Practical Table A4 – Assessment Criteria CRITERION There should be at least one criteria against each learning outcome for the unit


Knowledge of contexts, concepts, technologies and processes • Critically evaluate models of consumer behaviour

LO1

Understanding through application of knowledge • Apply models of consumer research to identify decision-

making processes

LO2

Application of technical and professional skills • Effective team-working • Critical reflection and analysis

LO3 LO2, LO3


• Graves, P. (2013) Consumer.ology: the truth about consumers and the psychology of shopping. London: Nicholas Brealey.

• Huddleston, P. (2011) Consumer behavior: women and shopping. New York: Business Expert Press.

• Solomon, M. (2008) Consumer behaviour in fashion. 2nd ed. Upper Saddle River, N.J.: Pearson Prentice Hall.

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• Scamell-Katz, S. (2012) The art of shopping: how we shop and why we buy. London: LID Publishing.

• Yurchisin, J. (2010) Fashion and the consumer. Oxford: Berg.

Recommended

• Kahle, L.R. (2011) Marketplace lifestyles in an age of social media. Armonk, N.Y.: M.E. Sharpe.

• Lindstrom, M. (2009) Buy.ology. London: Random House Business. • Shaw, C. (2010) Customer experience: future trends and insights. Basingstoke :

Palgrave Macmillan. • Solomon, M., Bamossy, G., and Askegaard, S. (2013) Consumer behaviour: A

European perspective. Upper Saddle River, N.J.: Pearson. • Underhill, P. (2009) Why we buy: the science of shopping. New York: Simon &

Schuster.

Print & e-Journals: Drapers Fashion Practice Journal of fashion marketing and management Journal of global fashion marketing Retail Digest Retail Digital Retail Week

Online resources: Mintel Oxygen Academic OneFile www.retail-week.com/ www.fashionunited.co.uk/ www.businessoffashion.com/ www.theretailblogger.com/ www.businessinsider.com/ www.forbes.com/ www.drapersonline.com/ www.trendstop.com/ www.onehydra.com/ http://fashionretailfuture.com/

8

http://www.retail-week.com/

http://www.fashionunited.co.uk/

http://www.businessoffashion.com/

http://www.theretailblogger.com/


http://www.forbes.com/

http://www.drapersonline.com/

http://www.trendstop.com/

http://www.onehydra.com/

http://fashionretailfuture.com/

UNIT TITLE Fashion Supply Chain Management Unit Code RFBM5003 Location UCA Rochester Level 5 Duration (number of weeks) 10 Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version 16 March 2015

CONTENT The fashion supply chain has dramatically changed in terms of scope and scale over the past ten years. Domestic production in the developed countries has predominantly moved to the East, towards China and India, and the textile and garment industries of the developed world now represent a very small percentage of domestic fashion consumption. This unit studies the rationale behind these seismic shifts, and looks at the development of enabling technologies which have created fast and nimble international fashion supply chains. As fashion consumption increases exponentially, mainly as result of cheaper products and more efficient supply chains, the question of the long term sustainability of fast fashion supply will be a central thrust of the unit. A range of factors including global warming, depletion of natural reserves, waste management, emerging producer responsibility legislation, long distance transportation, and corporate social responsibility are just a few examples of the complex nature of the area. The supply chain is often dismissed as not intrinsic to enabling a retail business to best service its customers and more important still, to have a positive effect on an organisation’s bottom line. As part of this unit, the students will analyse all the challenges that supply chain’s managers face in facilitating the delivery of merchandise between producers and retailers and with the advent of e-commerce between e-tailers and consumers. The following is an indicative content of this unit:

1. Historic perspective and development of the global fashion trade – fee trade movement versus protectionism

2. Integrated supply chains and dealing with international partners - foreign can be complex

3. International logistics and how it works in practice 4. Costs and complexities of domestic and international supply chain management –

the role of 3PL and 4PL providers 5. International sourcing and strategies – the development of specialist sourcing roles 6. Practical and financial aspects of international trade – how products are paid for

and the impact of currency fluctuations upon end pricing 7. INCOTERMS and their importance to fashion 8. The Ethics and sustainability of International Fashion Supply Chains – low carbon

emission shipping and potential for over consumption 9. The increasing need, complexity and costs of convenient home delivery 10. The development and future direction of enabling supply chain technologies – robot

picking and drones

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AIMS The aims of this unit are to: A1 enable the student to understand and apply the principles and theories associated

with fashion logistics and its importance to the industry A2 enable the student to explore and apply logical solutions to business scenarios A3 creatively analyse and identify the key issues affecting the supply chain in a current

retail business A4 identify future trends and new technologies affecting the efficiencies of supply chain

management. LEARNING OUTCOMES On satisfactory completion of the unit the student will be able to: LO1 describe and outline the components of fashion supply chain networks from end to

end i.e. from sourcing items to delivery to the end customer LO2 identify key aspects and issues with business relationships within the supply chain

processes LO3 demonstrate the ability to apply creative solutions to the supply chain and critical

path of logistics operation LO4 evaluate and report the impact future trends could have on the supply chain in terms

of delivery, satisfaction levels and new technology. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity3 60 No. of hours of independent activity 140 No. of hours of placement activity This will comprise: Project briefing Lecture Seminar Tutorial Project supervision Fieldwork Guided independent study Formative and Summative assessment Learning material on myUCA


10

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weigh-ting (%)


Where the component comprises more than one assessment task




Word Count Approx

word count where

applicable

Report 80 Supply Chain plan for a selected retailer

Report

3200

Set exercise (exam conditions)

20 Maths test Set exercise (exam conditions)

800





20 Written









Set exercise testing practical skills Practical Table A3 – Summary KIS data Assessment Category Total % for Unit Written 20 Coursework 80 Practical

11

Table A4 – Assessment Criteria CRITERION There should be at least one criteria against each learning outcome for the unit


Knowledge of contexts, concepts, technologies and processes • Critically evaluate fashion logistics models

LO1

Understanding through application of knowledge • Apply fashion logistics theories and principles to mitigate the

impact of market trends

LO3, LO4

Application of technical and professional skills • Apply critical path analysis to business relationships involving

suppliers and stockists

LO2, LO3


• Banarjee, V. (2012) Retail supply chain management. Uxbridge: Koros Press. • Choi, Tsan-Ming. (2012) Fashion supply chain management: industry and business

analysis. Hershey, PA: Business Science Reference. • Fernie, J. (2014) Logistics and retail management. 4th ed. London: Kogan Page. • Fisher, Marshall L. (2010) The new science of retailing: how analytics are

transforming the supply chain and improving performance. Boston: Harvard Business Press.

• Levesque, P. (2011) The shipping point: the rise of China and the future of retail supply chain management. Hoboken, NJ: John Wiley & Sons.

Recommended

• Gwilt, A. (2011) Shaping sustainable fashion: changing the way we make and use clothes. London: Earthscan.

• Minney, S. (2011) Naked fashion: the new sustainable fashion revolution. Oxford: New Internationalist.

• Ricchetti, M. & Frisa, M. (eds) (2013) The beautiful and the good: reasons for sustainable fashion. Venice: Marsilio.

• Slack, N. (2014) Operations management. 7th ed. Harlow: Financial Times Prentice Hall.

Print & e-Journals: Journal of fashion marketing and management

Journal of global fashion marketing Retail Digest Retail Digital Retail Week

Online resources: Mintel Oxygen Academic OneFile www.businessinsider.com/ www.cips.org/ www.ciltuk.org.uk/Home.aspx www.inboundlogistics.com http://www.scdigest.com/

12


http://www.cips.org/

http://www.ciltuk.org.uk/Home.aspx

http://www.inboundlogistics.com/

http://www.scdigest.com/

UNIT TITLE Fashion Futures Unit Code RFBM5004 Location UCA Rochester Level 5 Duration (number of weeks) 7 Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version 16 March 2015

CONTENT This unit it designed to challenge any concepts of retail and retailing methods, as part of the preparation for the final year. In the last decade, global fashion retailing has advanced and changed the way in which we consume fashion, and with new technologies the future looks even more fast and accessible. However, in order to sustain growth, customer service remains at the heart of all these advancements, and the driver for exploring new concepts. In this unit the students will get the opportunity to explore up and coming concepts and ideas that are changing the face of retail as we know it, comparing them to more traditional concepts and identifying the key drivers that will ensure sustainability and customer loyalty. With technology becoming even more important to Fashion retail, there has never been a more important time to elevate customer service standards, obtain good clients, keep them and grow with them. However, this is not just about dealing with customer complaints and dis-satisfaction, but how we sell to them: both the merchandise and service product, and how we encourage them to return. Not only about how accessible we make product to the customers, this increasingly faceless interaction throws its own challenges under the wheels of Customer Loyalty and Service Quality. We will examine how technology is aiding businesses to understand their customer profile, using data to enhance their retail experience and foster long-term relationships. This unit is designed to ensure students will be confident and well informed about future developments in how businesses retail their products directly to consumers and about quality service management for the purpose of establishing excellent business relationships with their clientele and improve Customer Loyalty. The following is an indicative content of this unit:

1. Spotting and forecasting consumer trends 2. Services Marketing Management 3. Flowcharting & Blueprinting 4. Service Quality models: Gap analysis, Servqual, Servperf, RSQS 5. Managing Relationships - Segmentation, Positioning, Loyalty, and CRM 6. Managing Demand & Achieving Service Recovery 7. Organising and Managing People for Service Leadership 8. Key Account Management 9. Customer Relationship Management and Customer Loyalty 10. The dynamics of fashion

13

AIMS The aims of this unit are to: A1 distinguish and critically appraise the key customer services and how these can be

applied to fashion retailers A2 understand and challenge notions of service quality, CRM and loyalty in fashion retail A3 equip the student with more applied web-based research and creative skills regarding

the future of fashion retailing. LEARNING OUTCOMES On satisfactory completion of the unit the student will be able to: LO1 critically evaluate the key concepts of customer service based business models LO2 demonstrate an understanding of service quality, CRM and loyalty through the design

of retail service concepts focused on customer satisfaction LO3 design and present a “store of the future” concept. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity4 60 No. of hours of independent activity 140 No. of hours of placement activity This will comprise: Project briefing Lecture Seminar Tutorial Supervised time in studio/workshop Guided independent study Formative and Summative assessment Learning material on myUCA


List all separate

components

Weigh-ting (%)



assessment task



Word Count Approx

word count where

applicable Portfolio 100 Concept report on the “store

of the future” and customer services required

Portfolio

4000


14





Written


Report Coursework


Portfolio 100 Coursework


Set exercise (not under exam conditions, e.g. critiques)

Coursework


Practical skills assessment (including production of an artefact)

Practical



Knowledge of Contexts, Concepts, Technologies and Processes • Develop an in-depth understanding of customer service

based business concepts

LO1

Understanding through Application of Knowledge • To apply an appropriate customer service strategy

LO2

Application of Technical and Professional Skills • Ability to design and present concepts around the future of

fashion

LO3


• Bones, E. (2013) Excellent Customer Service: How To Build a Customer Service Culture in a Retail Environment. CreateSpace Independent Publishing Platform

• Higham, W. (2009) The next big thing: spotting and forecasting consumer trends for profit. London: Kogan Page.

15

• Lovelock, C. and Wirtz, J. (2014) Services Marketing. 7th ed. Harlow: Pearson. • Quinn, B. (2012) Fashion futures. London: Merrell. • Santoro, C. (2012) Retail Sales & Customer Service - Volumes 1 & 2: Getting Retail

Service Right. CreateSpace Independent Publishing Platform

Recommended

• Brannon, E.L. (2015) Fashion forecasting. 4th ed. New York: Fairchild. • Eundeok, K. (2011) Fashion trends: analysis and forecasting. Oxford: Berg. • Niemeier, S. (2013) Reshaping retail: why technology is transforming the industry.

NJ: John Wiley. • Raymond, M. (2010) The trend forecaster’s handbook. London: Laurence King. • Rousso, C. (2012) Fashion forward: a guide to fashion forecasting. New York:

Fairchild.

Print & e-Journals: Drapers

Fashion Practice Journal of fashion marketing and management Journal of global fashion marketing Retail Digest Retail Digital Retail Week

Online resources: Mintel Oxygen Academic OneFile www.retail-week.com/ www.fashionunited.co.uk/ www.businessoffashion.com/ www.theretailblogger.com/ www.drapersonline.com/ www.trendstop.com/ http://fashionretailfuture.com/

16





http://www.drapersonline.com/



UNIT TITLE Professional Engagement (Placement) Unit Code RFBM5005 Location UCA Rochester Level 5 Duration (number of weeks) 4-8 weeks Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version 16 March 2015

CONTENT This unit aims to prepare the students for both their third year and their future career. The students will undertake a four to eight week self-initiated work placement that is relevant to their potential career direction and contributes to the fulfilment of the course aims and objectives. The placement will be governed by a learning agreement negotiated between the student and their tutor, which relates to the nature of the placement chosen. Students are required to reflect on their placement, the process of which can be recorded in two main ways; a) by making regular postings in a log, journal, or online space which will, b) inform their final reflective summary, submitted at the end of the unit. Before going out into industry, the student will explore tools of self-recognition of strengths, weaknesses, interests and careers ambitions. They will have the opportunity to participate in mock interviews, compile and complete their CV’s in preparation for their placement. The placement should not only reinforce and expand the students’ experience and knowledge of their chosen industry but also provide a foundation for the exploration of their future career options. Students will critically analyse and evaluate their findings and present them in a professionally structured placement report and presentation. This unit aims to encourage the synthesis of theory, experience and practice. The students will produce a reflective journal that will include a diverse range of empirical, theoretical and experiential research emanating from the student’s personal interests and aspirations. In this way the unit prepares the students for their third year in a holistic manner, so that their written and practical work will correspond with an understanding of their chosen industry and particular career aspirations. AIMS The aims of this unit are to: A1 develop skills in research, observation, analysis and evaluation to develop a deeper

understanding of their practice in a professional context A2 explore personal career aspirations and develop technical and professional skills that

will promote employability A3 develop knowledge and understanding of a professional context within which the

specialist subject is applied

17

LEARNING OUTCOMES On satisfactory completion of the unit the student will be able to: LO1 demonstrate a further understanding of the structure of the fashion retail industry

through placement analysis LO2 document and demonstrate professional skills appropriate for employment LO3 evidence the ability to relate educational and industrial experience to inform

professional development and future aspirations LO4 critically evaluate and reflect on personal knowledge and skills and how they might

apply to a professional context. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity5 60 No. of hours of independent activity No. of hours of placement activity 140 This will comprise: Project briefing Seminar Tutorial Placement supervision Formative and summative assessment Learning material on myUCA


List all separate

components

Weigh-ting (%)



assessment task



Word Count Approx

word count where

applicable Portfolio 100 Placement report and

Reflective journal Portfolio

4000


18





Written


Report Coursework




Set exercise (not under exam conditions, e.g. critiques) Coursework





Knowledge of Contexts, Concepts, Technologies and Processes • Evidence of an understanding of the structure and functions of

the fashion industry

LO1

Understanding through Application of Knowledge • Evidence of the application of knowledge gained on the course to

projects and tasks set during the placement. • Ability to reflect on and learn from experience to inform future

academic and career development

LO2, LO3 LO3, LO4

Application of Technical and Professional Skills • Critical self-reflection of professional skills • Evidence of the development of presentation and transferable

professional skills

LO4 LO2

REFERENCE MATERIAL Recommended

• McCabe, M. (2014) How to get an Internship or Work Placement. CreateSpace Independent Publishing Platform

• D’Souza, Steven (2015), Effective Business Networking, Harlow: Pearson Prentice Hall

19

• Grainger, M. (2010) The Fashion Intern. NY: Fairchild • Hind, David (2011), Employability skills, Sunderland: Business Education. • Sterlacci, Francesca (2009), The A-Z of the fashion industry, Lanham: Scarecrow

20

UNIT TITLE Professional Engagement (Industry Case Study)

Unit Code RFBM5006 Location UCA Rochester Level 5 Duration (number of weeks) 9 Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version 16 March 2015

CONTENT This unit aims to prepare the students for both their third year and their future career. The student will undertake an Industry Case Study. This offers the opportunity to study an aspect of the industry that the student has identified as an area of interest, through the method of case study research. The students will be based at university and will undertake fieldwork into a self-selected topic or question. They will use both primary research, (in-depth interviews, observations, questionnaires) and secondary research (historical research, contemporary debates and statistics). The case study research should not only reinforce and expand the students’ experience and knowledge of their chosen industry but also provide a foundation for the exploration of their future career options. Students will critically analyse and evaluate their findings and present them in a professionally structured Case Study Report. This unit aims to encourage the synthesis of theory, experience and practice. The students will produce a reflective journal that will include a diverse range of empirical, theoretical and experiential research emanating from the student’s personal interests and aspirations. In this way the unit prepares the students for their third year in a holistic manner, so that their written and practical work will correspond with an understanding of their chosen industry and particular career aspirations. AIMS The aims of this unit are to: A1 develop skills in research, observation, analysis and evaluation to develop a deeper

understanding of their practice in a professional context A2 explore personal career aspirations and develop technical and professional skills that

will promote employability A3 develop knowledge and understanding of a professional context within which the

specialist subject is applied A4 promote the skills of research from a diverse range of sources and raise an

understanding of the links between particular methodologies and research questions LEARNING OUTCOMES On satisfactory completion of the unit the student will be able to: LO1 demonstrate a further understanding of the structure of the fashion industry through

case study analysis

21

LO2 document and demonstrate professional skills appropriate for employment LO3 evidence the ability to relate educational and industrial experience to inform

professional development and future aspirations LO4 critically evaluate and reflect on personal knowledge and skills and how they might

apply to a professional context. INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity6 60 No. of hours of independent activity 140 No. of hours of placement activity 0 This will comprise: Project briefing Lecture Seminar Tutorial Project supervision Fieldwork Formative and summative assessment Learning material on myUCA


List all separate

components

Weigh-ting (%)



assessment task




Word Count Approx word count where

applicable

Report 100 Case Study Report and Reflective journal

Report

4000


22





Written






Set exercise (not under exam conditions, e.g. critiques) Coursework


Practical skills assessment (including production of an artefact)

Practical



Knowledge of Contexts, Concepts, Technologies and Processes • Evidence of an understanding of the structure and functions of

the fashion industry • The ability to analyse and evaluate complex ideas through

personal research.

LO1 LO4

Understanding through Application of Knowledge • Evidence of the application of knowledge gained on the course to

the research project. • Ability to reflect on and learn from experience to inform future

academic and career development

LO2, LO3 LO3, LO4

Application of Technical and Professional Skills • Critical self-reflection of professional skills • Evidence of the development of presentation and transferable

professional skills

LO1, LO4 LO2

23

REFERENCE MATERIAL Essential Collins, H. (2010) Creative research: the theory and practice of research for the creative industries. Lausanne: AVA Academia. Cotterell, S. (2013) The Study Skills Handbook. 4th ed. New York: Palgrave Flynn, J. (2009) Research methods for the fashion industry. New York: Fairchild Kawamura, Y. (2011) Doing Research in Fashion and Dress. Berg Yin, Robert K. (2013) Case study research: design and methods. 5th ed. Los Angeles: SAGE. Woodside, A. (2010) Case study research: theory, methods, practice. Bingley: Emerald Group.

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UNIT TITLE Omni-Channel Fashion Retailing Unit Code RFBM5007 Location UCA Rochester Level 5 Duration (number of weeks) 7 Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version 16 March 2015

CONTENT The whole face of fashion retailing has fundamentally changed as conventional “Bricks & Mortar” retailers now offer better digital presences and wider and more exciting online product offers. The classic retail shop model was originally only disrupted by the growth of catalogue operators but now fashion consumers are able to shop using a wide variety of touch points and technologies. The customer journey from initial fashion though to product acquisition can take many and varied routes. This unit is designed to investigate the new fashion trading models and formats, while at the same time looking at new and innovative technological systems and approaches to satisfying the fast changing demands of the international fashion consumer. Barriers to market entry are changing, making competition international and increasing threats and opportunities to those fashion retailers that adopt a clear, logical and cohesive omni-channel retail strategy. Of particular interest will be a study into leading retail technologies which will help and enhance the consumer journey, as well as the impact of omni-channel upon shopping habits and behaviours of different market segments. The potential for competitive disruption has never been greater – thus making it important for students to take a holistic view of all fashion retail consumption. Key areas of study will also include delivery alternatives, global pricing transparency, delivery and returns speed and their handling, as well as trading across borders and the associated international legal and tax implications. This module will be at the cutting edge of new retail developments – requiring the use of topical materials, news and case studies to give students a competitive edge when entering the international fashion retail business. The current impact of social networking on fashion consumers and retailers alike will be explored in an objective and profit focussed manner – to ensure students can use these marketing communication tools effectively and efficiently in the fashion retail marketing mix. E-tail is one of the fastest growing business sectors of our time, and the students will be able to distinguish and critically appraise the key e-business concepts and how they can be applied to organisations, offering crucial knowledge and analytical skills with which to begin the final year. We will also look at the power of social media and new techniques of marketing communication relevant to multi-media retailing. The following is an indicative content of this unit:

1. Historic development of non-traditional retail trading formats until today’s omni-channel approach

2. The development of enabling omni-channel technologies 3. The pure player – their development and limitations 4. Mobile shopping – the consumer takes control 5. The techniques and implications for SKU width choice 6. The key analytics of the omni-channel retailers

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7. Growth of international competition and potential outcomes 8. Changing fulfilment demands - from customer and business perspectives 9. The profitability conundrum – is omni-channel cheaper than conventional retailing? 10. A look at current and future trends in digital technologies

AIMS The aims of this unit are to: A1 Enable students to understand the fast development and increasing scope and scale

of fashion omni-channnel retailing A2 Ensure that students fully explore current omni-channel fashion retail practices - to

critically evaluate and identify the most successful and logical strategies, suitable for all levels and types of fashion retailing.

A3 Enable students to look critically at new and emerging technologies and practices within the omni-channel fashion retailing context and to help them analyse and explore omni-channnel effectiveness and efficiency

A4 Remain updated as to all aspects of digital marketing and communications that impact on fashion retailers tactics and strategies

LEARNING OUTCOMES On satisfactory completion of the unit the student will be able to: LO1 Demonstrate a full understanding of the current level of development of fashion

related omni-channel retailing LO2 Clearly recognise, evaluate and analyse individual fashion retailers’ omni-channel

tactics and strategies LO3 Think creatively and develop new and innovative communication tactics and

strategies, for both existing and new fashion retail organisations LO4 Remain at the forefront of understanding of the latest technologies currently being

used by the most innovative retailers INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity7 60 No. of hours of independent activity 140 No. of hours of placement activity This will comprise: Project briefing Lecture Seminar Tutorial Practical classes and workshops Guided independent study Formative and Summative assessment Learning material on myUCA


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List all separate

components

Weigh-ting (%)



assessment task



Word Count Approx

word count where

applicable

Portfolio 100 Design and production of an integrated omni-channel communication strategy

Portfolio 4000





Written


Report Coursework







Set exercise testing practical skills Practical Table A3 – Summary KIS data

Assessment Category Total % for Unit Written Coursework 100 Practical

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Table A4 – Assessment Criteria

CRITERION There should be at least one criteria against each learning outcome for the unit


Knowledge of contexts, concepts, technologies and processes • Critically examine the development of fashion distribution

channels • Evaluate fashion omni-channel retailers strategies

LO1 LO2

Understanding through application of knowledge • Apply comparative communication tools

LO3

Application of technical and professional skills • Develop an integrated omni-channel communication

interface

LO4


• Beynon-Davies, P. (2012) E-business. Basingstoke: Palgrave Macmillan. • Chaffey, D. (2014) Digital business and e-commerce management. 6th ed. Harlow:

FT/Prentice Hall. • Diamond J. and Litt S. (2015) Fashion Retailing – A Multi-channel approach. NY:

Fairchild • Pipes, A. (2011) How to design websites. London, Laurence King. • Scanlan, L. (2011) Bricks to clicks. New York: Createspace.

Recommended

• Daniel, I. (2012) E-commerce: get it right! Leigh, Neurodigital. • Langton, D. (2011) Visual marketing: 99 proven ways for small businesses to market

with images and design. Hoboken, N.J.: Wiley. • Laseter, T. (2012) Internet retail operations: integrating theory and practice for

managers. Boca Raton, Fl: CRC/Taylor & Francis. • Thomas, C. (2012) E-commerce masterplan: your steps to successful online selling.

Kidlington: Kernu. • Wynne, P. (2012) Pimp my site: your DIY guide to SEO, search marketing, social

media and online PR. Chichester: Capstone.

Print & e-Journals: Journal of fashion marketing and management Journal of global fashion marketing Retail Digest Retail Digital Retail Week

Online resources: www.retail-week.com/ www.fashionunited.co.uk/ www.businessoffashion.com/ www.theretailblogger.com/ www.businessinsider.com/ www.forbes.com/ www.trendstop.com/ http://fashionretailfuture.com/

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http://www.forbes.com/



www.brandchannel.com www.internetretailer.com http://sloanreview.mit.edu www.luxurydaily.com www.chainstoreage.com www.shoprunner.com/

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http://www.brandchannel.com/

http://www.internetretailer.com/

http://sloanreview.mit.edu/

http://www.luxurydaily.com/

http://www.chainstoreage.com/

http://www.shoprunner.com/

unit title fashion buying and merchandisingwebdocs.ucreative.ac.uk/fashion buying retail... · unit...

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