UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Retail Merchandising & Sales Planning (CB721)
2.
School or partner institution which will be responsible for management of the module
Kent Business School
3.
Start date of the module
Spring 2016
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Modules to be withdrawn on the introduction of this proposed module and consultation with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)
Spring
9.
Prerequisite and co-requisite modules
CB680 Introduction to Marketing or CB714 Marketing Principles is a pre-requisite
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
Demonstrate a systematic understanding of the role of the merchandiser within a buying team for
own brand and branded retailers.
11.2
Demonstrate detailed knowledge of processes and techniques to manage financial targets, stock
management and suppliers
11.3
Understand ideas and techniques for effective range planning and cataloguing to
maximise customer service and sales.
11.4
Measure the impact that promotions have on sales and profit – forecast and actual
11.5
Critically assess the benefits of a buying plan for the merchandising team and the influence that
plan can have on organisational buying decisions.
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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
Take a systematic approach to the design, selection and organisation of information
(written and visual)
12.2
Undertake independent and self-managed learning
12.3
Propose solutions to problems based on analysis and discussion / debate
12.4
Communicate both orally and in writing
13. A synopsis of the curriculum
The aim of this module is to introduce the learner to the techniques of retail merchandising in a
variety of different retail contexts, and its importance in achieving profitable sales as well as its
contribution to corporate image. It provides an overview of the range planning and cataloguing
required to meet the demands of the consumer, and how this is influenced continuously by new
trends that affect consumer behaviour in both Fashion and Food retailing.
The key elements of the curriculum are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The role of merchandising in retail buying
Pricing and margin management
Sales forecasting and demand management
Cataloguing and stock management
The role of sales promotions
Sources and impact of forecast error
Measuring and improving forecast performance
Impact of decisions on the supply chain
Managing retail communications with selling teams
Synthesising and communicating trading and sales within an organisation
14. Indicative Reading List
Core textbook:
Varley, R. (2014). Retail Product Management: Buying and Merchandising. 3rd ed. London:
Routledge
Other suggested texts
Berman, B. and Evans, J.R. (2013). Retail Management: A Strategic Approach. 11th ed. London:
Prentice Hall
Davies, B.J. and Ward, P. (2002). Managing Retail Consumption. London: John Wiley
Gilbert, D. (2002). Retail Marketing Management. Financial Times. London: Prentice Hall
Newman, A. and Cullen, P. (2001). Retailing: Environment and Operations. London: International
Thomson Press
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UNIVERSITY OF KENT
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. In both lectures and seminars time is also given for comment and questions.
Hours
Subject LOs
Generic Los
Lectures
11
11.1-11.5
12.1-12.4
Seminars
10
11.1-11.5
12.1-12.4
Preparation
70
11.1-11.5
12.1-12.4
Independent study
59
11.1-11.5
12.1-12.4
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 consists of two elements:
a) A Moodle test (15%) of one- hour duration, involving a mixture of calculation questions and MCQ
style questions. An online formative self-test will provide students with the opportunity to receive
feedback on their learning prior to the summative Moodle test.
b) An individual analysis report of 1,500 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 end-of-year examination (60%).
Weighting
Subject LOs
Generic LOs
Moodle test (one-hour)
15%
11.1- 11.4
12.1-12.4
Individual analysis report
(1,500 words)
25%
11.1- 11.4
12.1-12.4
Examination (two-hour,
closed book)
60%
11.1 - 11.5
12.1-12.4
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.
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UNIVERSITY OF KENT
19. Campus(es) where module will be delivered:
Medway
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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