UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Retail Buying (CB716)
2.
School or partner institution which will be responsible for management of the module
Kent Business School
3.
Start date of the module
Autumn 2015
4.
The number of students expected to take the module
40
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Honours [H]
7.
The number of credits and the ECTs value which the module represents
15 credits (7.5 ECTs)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
CB680 Introduction to Marketing or CB714 Marketing Principles
10. The programmes of study to which the module contributes
BA (Hons) Business & Management
BA (Hons) Business & Management with a Year in Industry
BA (Hons) Business & Management (Retail)
BA (Hons) Business & Management (Retail) with a Year in Industry
11. The intended subject specific learning outcomes
On completion of this module, students should be able to:
11.1
11.2
11.3
11.4
11.5
Gain a systematic understanding of internal and external influences on buying decisions
and range planning
Accurately deploy the key skills and techniques required to design and develop a profitable
range of products to meet consumer needs and compete in the market
Critically assess the impact of technology and innovation on new product development
Acquire detailed knowledge of processes and techniques for effective and sustainable
supplier sourcing and management
Understand and critically assess the quality requirements of different brands for new
product development and processes for quality assurance
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UNIVERSITY OF KENT
12. The intended generic learning outcomes
On completion of this module, students should be able to:
12.1
Propose solutions to problems based on analysis and discussion/debate
12.2
Synthesise a range of concepts, knowledge and skills relating to the retail sector
12.3
Apply complex theories to practical realistic work situations in the retail sector
12.4
Undertake independent and self-managed learning
12.5
Communicate effectively within a group context
12.6
Communicate both orally and in writing
13. A synopsis of the curriculum
This module investigates the importance of having a dynamic buying function in retailing to meet
the ever changing needs of the consumer and maintain a profitable business. It explores both
Fashion and Food retailing and the differences between these industries. It considers how
different strategic approaches influence new product design and purchasing as well as the
importance of economic, legal and financial issues. Students will acquire expertise in how to plan
and develop a range of products; how to develop pricing strategies, and how to work with
strategic suppliers and partners to get a product that exceeds consumer needs to market ahead
of the competition.
The key elements of the curriculum are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Organisational approaches to buying and the impact on the brand
Process models of buying
Competitor analysis
Impact of trends and fashion on new product development
Impact of innovation and technology on new product development
Range planning
Quality strategies and quality assurance
Supplier selection and management
Sustainability of product sourcing
14. Indicative Reading List
Core textbook:
Varley, R. (2014). Retail Product Management: Buying and Merchandising. 3rd ed. London:
Routledge
Berman, B. and Evans, J.R. (2013). Retail Management: A Strategic Approach. 11th ed. London:
Prentice Hall
Bailey, P. (2004). Purchasing Principles and Management. 9th ed. London: FT Prentice Hall
Diamond, J. and Pintel, G. (2007). Retail Buying. 8th ed. London: Prentice Hall
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended module learning outcomes:
The module employs two different modes in its approach to teaching and learning: lectures and
seminars. The objective of the former is to introduce formally the conceptual and theoretical
component of the course. Seminars are designed to encourage active learning and peer-based
methods of learning, with students working on a variety of buying scenarios in food retailing and
general merchandise. They will be required to work collaboratively to find solutions, and be able to
communicate and argue their ideas. In both lectures and seminars time is also given for comment
and questions.
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UNIVERSITY OF KENT
As this module will be taught in Autumn and examined in Summer, a two-hour revision workshop will
be run at the end of the Spring term.
Hours
Subject LOs
Generic Los
Lectures
11
11.1-11.5
12.1, 12.2, 12.3 & 12.5
Seminars
10
11.1-11.5
12.1-12.6
Revision Workshop
2
11.1-11.5
12.1-12.6
Preparation
70
11.1-11.5
12.1-12.6
Independent study
57
11.1-11.5
12.1-12.6
Total hours
150
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
The module is assessed by a combination of examination (60%) and coursework (40%).
The coursework assessment comprises two elements, where the students will evaluate a range of
products currently on the high street; compare them to the competition, and identify
recommendations to improve the range for future seasons:
a) A group presentation (15%). Groups of between two-five students will present a range plan for
a specified retailer. Presentation to last 20 minutes, including time for questions and answers.
b) An individual written report of 2,000 words (25%). Students will analyse data from a retail case
study and report actions in the style of a business report.
Additionally there will be a two-hour, closed book examination at the end of the year (60%).
Weighting
Subject LOs
Generic LOs
Group presentation
15%
11.1-11.5
12.1-12.6
Individual Report (2,000
words)
25%
11.11-11.5
12.1-12.4, 12.6
Examination
(two-hour, closed book)
60%
11.1 – 11.5
12.1 -12.4, 12.6
17. Implications for learning resources, including staff, library, IT and space
Staff time for the teaching hours outlined above. Library resources should be sufficient for the
indicative reading; lecturing and seminar facilities. There are no specific IT requirements for this
module beyond the usual module website for module material.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus(es) where module will be delivered:
Medway
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
…………………………………………………….
Print Name
Module Specification Template
Last updated July 2014
Revised February 2015
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