UNIVERSITY OF KENT
Module Specification
1. Title of the module:
Principles of Retailing I (CB010)
2. The School responsible for management of the module:
Kent Business School
3. Start date:
February 2007
4. Number of learners:
15
5. Modules to be replaced:
A revision of the existing module of the same name
6. Level of module
C (FHEQ level: 4)
7. Number of credits
15
8. Term(s) module to be taught in:
Term 1
9. Prerequisite modules
Preparatory module
10. Programme of study to which module contributes:
Foundation degree in Retail Management
11. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
At the end of this module the learner will be able to:
a) discuss the nature and roles of the retail sector and its position in UK industry
b) evaluate the types of retail outlets and their customer bases
c) identify the main factors influencing the whole retail sector and account for retail change
d) demonstrate an awareness of legal issues relating to the retail industry and an understanding of relevant Acts
e) discuss security options available to the retailer and evaluate their effectiveness
These will contribute to the following programme learning outcomes:
A / 1, 2, 3, 4, 5, 7B / 1, 2, 4, 7
C / 1, 2, 3, 6, 8
D / 1, 2, 3, 4, 7
12. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
a) Ability to work in groups and teams
b) Critical thinking skills
c) Ability to work with complex material
d) Ability to analyse problems and identify appropriate solutions
e) Ability to work and study independently and utilise resources effectively
f) Communication and report writing skills
g) Ability to relate learning to the workplace context
These will contribute to the following programme learning outcomes:
A / 2B / 2, 4
C / 1, 2, 3
D / 1, 2, 3, 4, 7
13. A synopsis of the curriculum
This module provides the learner with the ability to appreciate and explain the nature and scope of the retailing sector.
· Background and nature of the retailing sector
· Retailing models
· Positioning of the retail sector in contemporary British industry
· Captains of the UK retail industry
· Demographics affecting the retail sector, retail classifications
· Buyer behaviour
· Shopping zones
· Consumerism
· Security issues
14. Indicative Reading List
Hasty R W and Reardon J, 1996, Retail Management, McGraw Hill
Humby C, Hunt T and Phillips T, 2003, Scoring Points, Kogan Page
Newman A and Cullen P, 2002, Retailing: Environment & Operations,
Thomson Learning
Journals:
Management Today
Retail Weekly
Other industry journals
Topical articles and news items from the press
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of learners, and how these relate to achievement of the intended learning outcomes
Total learner learning time for the module is 150 hours. Learners will be expected to undertake approximately 90 hours of independent study, including required reading, research and answering assignments. Learners will be expected to undertake a minimum of 30 hours paid or unpaid work in the retail environment to develop their higher level vocational skills and will be expected to apply the work-based context to their assignments wherever possible.
Total of 30 hours class contact time. As appropriate to the material being covered, this will involve a combination of formal lectures and seminars. Scenario-based case study material will be drawn upon, enabling learners to relate the formal principles and concepts of the retail environment, acquired during lectures and seminars, to real life retail-specific situations. Seminars will typically include discussions, problem solving and case studies; learners will be expected to contribute to the discussion both as individuals and as part of a group. The focus of the learning and teaching will be on learning outcomes 11 and learning outcomes 12 will be developed in the seminars. Employers will contribute as appropriate.
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Written report (60% of overall assessment) relating to learning outcomes 11 (a, b, c) demonstrating awareness of the key concepts. Maximum 2,000 words, relating it to own work environment wherever possible.
One assignment (40% weighting) relating to learning outcomes 11 (d, e). Maximum 1,500 words.
These will also address learning outcomes section 12.
17 Implications for learning resources, including staff, library, IT and space
Resources to be arranged as appropriate at employer’s premises. Texts also held at HE Learning Resource Centre, Canterbury College for Canterbury- based learners.
18 As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment of this module do not present any non- justifiable disadvantage to learners with disabilities