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LEEDS BECKETT UNIVERSITY

Course Specification BA (Hons) Retail Marketing Management

BRMKM

20181/19

www.leedsbeckett.ac.uk

Record of Enhancement No. Detail of modification

(Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)

1-1 Change to Level 5 of course structure to better fit with BAMKM/BMKAM structures. H6 Business Consultancy Project changed to H6 Marketing Consultancy Project. Modification approved at SAC 15/05/18.

2018/19

Version Control

For completion by Quality Assurance Services only

Next Re-validation date

Version Control

Version number and date effective

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Target award, course title and programme code:

BAH Retail Marketing Management BRMKM

Level of qualification: H6

Course Rationale and Philosophy:

Retail is one of the UK’s largest private employer sectors. It is a dynamic and complex industry that continues to grow and develop constantly changing to appeal to customers in a variety of channels. The industry is highly commercial and driven by sales and profits operating in a highly competitive global market. Successful students will develop a range of skills and knowledge to move into graduate opportunities across the whole industry. This is encompassed in three key themes;

1. awareness of the macro environment in which retail takes place 2. the management of the retail environment 3. research and analysis in the retail sector

The rationale for this course is based on the recognition of the relationship between retail and marketing. Traditional retailers are moving away from high street delivery and are looking at different ways or reaching customers. To differentiate themselves, marketing and branding techniques are becoming increasingly sophisticated as are the management tools required to facilitate these changes. The challenge in the competitive retail environment is in creating stimulating retail environments in which the presentation of the offer is as distinctive as the offer itself. Practitioners increasingly need to consider the changing consumer needs and retail formats they develop and manage. This unique course reflects the current changes taking place within this dynamic industry. These changes clearly support a need for development of the graduate attributes:

• in digital literacy as the retail industry becomes more technologically advanced and challenged in multi-channel retail contexts

• in global awareness as multi-national companies operate in different geographical locations and countries as well as including diverse populations internally into the retail business

• in entrepreneurial skills to seek solutions to the growing challenges offered by this dynamic industry.

The BA (Hons) Retail Marketing Management course is aimed at those with aspirations for a career in retail with a particular emphasis on strategic marketing. It

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is, however, expected that graduates of the programme will take on a variety of roles in the sector. To maximise the opportunities that this dynamic industry presents for the student, the course aim is: that any student who successfully completes the BA (Hons) Retail Marketing Management will have the skills, knowledge and attributes to become an innovative, Consumer-focused and entrepreneurial manager, anticipating and adapting to change in the complex international, multi-channel retail management field. Leeds Beckett University has three Strategic Objectives in place to support the provision of ‘An Excellent Education and Experience’, these are:

1.1 Student Progression Measure: Our students will progress smoothly through their courses KPI: 95% progression after one year of study

1.2 Student Satisfaction Measure: Our students will have the best possible

course experience KPI: 89% NSS satisfaction with teaching

1.3 Graduate Employment Measure: Our students will be able to make the most of their Leeds Beckett education KPI: 76% DLHE Graduate Employment

Overview and Aims:

To provide both an academic and vocationally-oriented curriculum which will

enable students to develop a comprehensive knowledge and understanding of

the structures, concepts and processes involved in retail marketing, and

marketing management by organisations.

To understand and positively respond to the changing social, economic, financial,

technological, political, international, ethical and legal frameworks within which

retail-focused organisations operate

To provide a stimulating learning environment that fosters a critical, reflective,

creative and challenging approach to the study of retail marketing management.

To provide opportunities that encourage students to develop their capability to

take positive initiatives, respond effectively to new ideas, adapt to changing

circumstances, and address multi-faceted problems with an open mind.

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To offer students opportunities for specialisation in preparation for their career

in marketing or related areas.

To facilitate the development of a range of skills and values which encourage

students to use their talents to the full in achieving their personal and career

aspirations, particularly in relation to retail marketing management.

Course Learning Outcomes: On successful completion of the course students will have:

1 Developed a comprehensive knowledge and understanding of the structures,

concepts and processes involved when managing retail organisations and the changing social, economic, financial, technological, political, international, ethical and legal frameworks within the global environment in which they operate.

2 Developed the capability to take positive initiatives, respond effectively to new ideas, adapt to changing circumstances, be enterprising and address multi-faceted problems with an open mind.

3 Gained a critical, reflective and challenging approach to the study and application of retail marketing management.

4 Gained digital literacy and knowledge of areas of specialisation in preparation for their career in retail, marketing or related areas.

5 Developed a range of skills and values which allow them to use their skills, abilities and talents to the full in achieving their personal and career aspirations, particularly in relation to retail and marketing management.

Level Learning Outcomes: At Level 4 students will be able to:

1 Demonstrate a knowledge of underlying concepts and principles of retail

organisations, their management and the global environment in which they operate

2 Apply an understanding of the principles, concepts and application of customer oriented marketing in a retail-focused culture

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3 Recognise and challenge the differing contexts and perspectives within which retailing takes place

4 Recognise the need to collect, organise and interpret data using appropriate digital and physical techniques.

5 Explain the role of financial information and its management in a retail environment

6 Understand the role of enterprise within the internal and external retail environments

At Level 5 students will be able to:

1 Analyse the significance of consumer behaviour on retailing

2 Develop visual merchandising approaches within a retail marketing context.

3 Develop integrated omni-channel retailing and supply approaches in a global context

4 Analyse the interrelationship between the business disciplines, the support systems, structures and procedures and apply them to the management of marketing planning of an organisation

5 Examine approaches to sales management within a retail environment

6 Analyse the influences on decision making and apply a range of techniques to support the decision-making process in organisations operating in a global environment

At Level 6 students will be able to:

1 Synthesise and apply theories, including accepted and novel techniques,

within and across business disciplines to a range of contemporary, relatively complex and open-ended 'retail marketing management' problems and situations in a critical manner both independently and in groups

2 Develop appropriate policies, strategies and tactics within an enterprise culture, to meet a breadth of stakeholder interests and needs

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3 Critically evaluate ethical and global issues facing organisations when formulating and implementing strategies

4 Address a range of contemporary and pervasive issues using models, frameworks, concepts, simulations and scenarios to explore complex situations in relation to the management of retail marketing within a variety of organisational cultures

5 Critically reflect on aspects of the external (competitive and regulatory) and internal environment, to inform retail marketing decision making at a strategic level in a regional, national and global context.

6 Work independently, collaboratively and ethically on a range of problems utilising research, techniques and tools to select and present suitable solutions.

Course Structure Level 4

On successful completion of Level 4 students will be able to describe, understand and identify the relevant theories, principles and industry practices applicable to the study of retail operations management, the online and offline retail business and economy. This will enable students to be able to communicate with a wide variety of stakeholders. All modules support the development of academic and professional skills, in areas such as self-directed study, research, reflection, management of personal effectiveness, communication and presentation. Students will be introduced to the diversity of organisation, people and operations in a retail and marketing context and be able to explain their role within the industry. Students will engage with a wide variety of research and industry technologies which may include use of digital online platforms in order to enhance their studies and will problem solve in a practical work based context. Students will engage with the practical nature of the retail sector in a variety of modules.

Semester 1 Core (Y) Semester 2 Core (Y)

Understanding Markets and Customers

Y Business Venture Creation Y

Information for Marketing

Y *Accounting & Finance for Retail Marketing

Y

*Retail Economics

Y Managing Organisations and People

Y

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Level 5

The modules at Level 5 build on the knowledge of key concepts developed at Level 4 to ensure that these can be both consolidated and contextualised across a variety of different organisations and sectors, with a focus on the retail sector. Level 5 offers consideration of retail marketing and retail-related issues around omni-channel retailing supply, visual merchandising, consumers, sales and planning reflecting the nature of a retail marketing environment. At Level 5 module content and assessments require students to develop and demonstrate such skills as analysis, decision-making and planning. Students will be encouraged to undertake a placement in year 3 of the programme. The support of the LBS Placement Office strengthens students’ focus on employability and provides the guidance and expertise required to facilitate students’ application for and undertaking of successful placements.


Consumer Insight

Y Marketing Planning Y

*Retail Supply Network Design and Operational Management

Y Sales Management Y

*Multi-Channel Retailing Y

*Visual Merchandising OR Entrepreneurial Marketing

N

Optional Work Placement (One Year Placement in the retail sector) between levels 5 and 6 with any credit gained applied at level 6.

Level 6

The modules at Level 6 are designed so that students can demonstrate an advanced level of knowledge and consistent application in the subject area of retail marketing and marketing management. Focused aspects on contemporary retail issues together with a strategic retail approach offer the initial direction at Level 6, bringing critical and contemporary thinking to the fore. The Business Consultancy Project is a ‘long-thin’ module, spread over two semesters, enabling the successful undertaking and completion of a real-life consultancy project. The inclusion of branding and digital marketing reflect the current omni-channel digital direction of retail. Critical thinking and complex decision-making, as well as independence in their academic work, are core elements for students in each module. Support provided by Year Tutors, and the opportunity to complete projects and coursework in subjects and organisations of interest, help prepare the students for employment and allow the demonstration of academic and professional capability.

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Marketing Consultancy Project Y

*Retail Futures Y Digital Marketing Y

*Strategic Retail Management

Y Contemporary Brand Management

Y

Option N

(* modules specific to the Retail Marketing Management programme) Indicative option modules Option Modules are approved to run on a course in either semester unless otherwise stated. Currently the options for this course run as per the structure below and due to resource implications should be offered in such a manner. There is no academic rationale why these modules could not be offered in a different order subject to the resources being in place. Semester 1 Semester 2

Creativity & Innovation Leadership, Strategy & Change Marketing Placement

Contained awards available:

Award Title Level Credits

BA Retail Marketing Management 6 300

DIPHE Retail Marketing Management 5 240

CRTHE Retail Marketing Management 4 120

Length and status of programme and mode of study:

Length (years)

Status (FT/PT) Mode (campus based/DL or other)

3 years FT Campus based

4 years SW Campus based (excluding placement year)

6 years PT Campus based

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Learning and Teaching

Learning and Teaching Approaches

The teaching and learning approach for the course will be derived from the Learning Pathway, as put forward in the University’s Education Strategy 2016-21. Our students will follow a coherent course of study, underpinned by relevant research (which is informed in part by research from within Leeds Business School) which engages them, academically and professionally, builds their self-confidence and develops their expertise in the subjects of marketing and marketing management. They will be supported throughout each level of their course (and, where relevant, between undergraduate and postgraduate study) by their course leader, module tutors and personal tutor (who may also be the course leader), as well as other relevant University services. Students will also be encouraged to reflect upon their learning experience alongside their academic, professional and personal development. Development of this approach is as much about the way in which the course team works with students as about the content of their modules, strengthening a narrative of learning within a coherent course structure. The academic members of the retail team bring a wealth of experience and expertise to the course; this expertise underpins everything we do and is delivered within all course material. Students are encouraged to contribute and reflect upon their previous experiences both personally and professionally. The retail team believe that all students must be exposed to people who work within in the industry. This is done in two ways: firstly, we ensure that guest speakers from a variety of retail sectors actively engage and share their experiences with students. Inclusion of retail speakers and visits as part of the programme enhances the student experience. Secondly, we work with industry partners when writing assessments. This allows the students to actively engage with industry giving a sense of meaning to their course, as well as enabling the students to put theory into practice. This strengthens student satisfaction, supports their aspirations as well as enhancing their employability skills. Students will be engaged through a variety of teaching and learning approaches whilst studying the BA (Hons) Retail Marketing Management award. Challenging and authentic tasks will be used to stretch the students’ capabilities in real world learning and assessment resulting in a deeper approach to learning. Each module on the degree will consist of 20 credits, the learning on each module will consist of a minimum of 36 hours contact time (equivalent to 3 hours per week) within each module.

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The following learning and teaching strategies will used across modules in retailing awards:

• Students will attend interactive lectures where they will be expected to contribute having done some preparatory reading in advance

• Students will participate in tutorials where they will work in smaller groups to engage with learning activities (e.g. computer workshops using excel spread sheets)

• Students will engage and contribute to practical sessions. • Students will organise and conduct field data collection, analysis and

interpretation. • Students will work independently to research the relevant literature

predominantly using electronic databases and search engines. • Students will complete weekly directed activities/ formative assessments

which will inform the content of scheduled sessions, providing opportunities for feedback.

• Students will participate in practical workshops to experience/develop the skills required in delivering retailing experiences to consumers

• Students will lead practical sessions in research or retailing related skills • Students will experience work related learning through field trips, guest

speakers and visits. • Students will undertake work placements • Staff will engage with the Disability Services team to ensure all fieldwork and

practical sessions are accessible to all students Individual module learning and teaching activities include a variety of embedded study skills and are explained below: The approach at each Level is considered below: Level 4: Engagement Our emphasis at level 4 is upon transition, enabling all students to understand, and meet, the challenges of learning within a University and supporting their success at the next levels of their course. By the end of level 4, students will be oriented and integrated into their learning environment. They will also be fully prepared for the remainder of their course, with a sound understanding of the key concepts and knowledge of retail marketing management required for successful completion. Students will have begun to develop the full range of knowledge and skills needed to complete their course and will be engaging confidently both with their course teams and with each other. At Level 4 students will be presented with some defined problems to analyse and solve as well as identifying contemporary marketing practice and demonstrating an understanding of the decision-making processed behind them and how key

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theoretical concepts manifest themselves, and key frameworks and models can be applied to support understanding. The Level 4 curriculum is designed to provide a suitably comprehensive introduction to business whilst also ‘setting the scene’ regarding the retail sector. The course team is mindful that students may elect to transfer to a more generic business or marketing programme on completion of the first year. The proposed structure makes this possibility viable. Level 5: Contextualisation Our emphasis at level 5 is upon consolidation and deeper contextualisation. At this intermediate stage students will become more immersed in the subject of retail marketing management, and able to reflect critically, both upon its nature and place within their future professional and/or academic lives. Students will begin to deepen and extend their awareness of the academic, professional and personal opportunities available upon graduation and will be supported and encouraged to put their marketing management knowledge and skills into practice in a variety of employment-related contexts. Level 5 has a focus on the refinement of problem solving skills and the use of theoretical knowledge to support understanding and underpin decision-making. The less clear specification of problems starts to transfer the imperative to the student to use, develop and apply the appropriate skills and judgement to derive and justify solutions. Level 6: Independence Our emphasis at level 6 is upon the strengthening and development of independence and the further growth of students as critical thinkers, increasingly knowledgeable and reflective, both about their own academic development and about the research environment of retail marketing, management and associated subjects. All students will be offered the opportunity to demonstrate this development, through a sustained piece of work which shows them to be academically and professionally capable. They will be able to demonstrate the application of their retail knowledge and skills within real-world contexts, as well as exemplifying our University’s graduate attributes. Success in retail marketing requires competence in a wide range of vocationally relevant skills such as project management, planning, teamwork and decision-making. Students also have the opportunity to utilise a 48 week period of work placement as part of their Level 6 studies. Students will be required to integrate theory and practice in relation to a real-life marketing challenge faced by an organisation through the Business Consultancy Project.

Learning and Teaching Activities

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A variety of teaching techniques are used ranging from traditional lectures to workshop-based computer software employed for problem solving; supervision and mentorship of individual and group based projects; tutor directed case studies; experimental workthe use of feed-forward as a means of teaching and learning e.g. by allowing students to consider past submissions, suitably conditioned for student use; MyBeckett-based diagnostic tests for skills in Literacy, Numeracy and IT supported by Skills for Learning; use of pratical techniques within Visual Merchandising; use of Podcasts, Apps and other relevant platforms in Digital Marketing. Our choice of learning and teaching activities is then governed by the degree to which they allow students to achieve the module learning outcomes, and thus the course learning outcomes. Learning and teaching activities become more complex with the Levels, developing skills typical of the levels consistent with the University’s Education Strategy, as follows:

• H4: Engagement • H5: Contextualisation • H6: Independence

These are mirrored in the Level Skills Specification of the Graduate Attributes. At the same time, the context within which students develop these skills differs with the levels: at Level 4 the context of learning is typically simple and tutor controlled; at Level 5 more complex but still largely tutor controlled; at Level 6 complex/dynamic, open ended and involving considerable student discretion. To ensure that students see progression between levels and identify with the course and the staff team throughout their degree, students will have the same tutor throughout. To further consolidate course identity, key elements of the course will be led by the Retail Marketing Management team. VLE tools will be employed to support learning and teaching activities in seminars – document and web links to guide reading/preparation, discussion boards to stimulate debate/allow peer assessment before and after the seminar. Graduate Attributes The ‘Enterprise’ attribute is developed formatively and summatively assessed throughout the programme, primarily through tasks which require thinking ‘outside of the box’, the ability to identify opportunities, the ability to make quick robust decisions, organisational skills, leadership skills or project management skills. These elements are identified within module specs where they apply.

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The ‘Digital Literacy’ attribute is developed and assessed throughout the programme via the use of digital media in various module contexts, including use of software packages for organising and presenting work, including individual and group presentations, reports, portfolios and posters. No Retail Marketing Management programme can ignore the wider international environment. The ‘Global Outlook’ attribute features at all levels of the Retail Marketing Management degree programme. Those modules including this element focus on the global nature of retail, omni-channel supply chains within a retail context, Retail Economics and retail strategy look at how these impact on the world of retail marketing management through global management practices and the operation of retail organisations. Enterprise This attribute is defined as “the development of creativity, organisational skills, problem solving, business skills, leadership skills and project management skills” (The Little Book of Graduate Attributes, 2013). The competence at the specific H4, H5 and H6 Levels is specified below. Level 4: Basic understanding relating to academic skills and business specific functions of the requirements for the successful development of Enterprise in simple, controlled contexts with a clear focus on retail marketing management including through the H4 Business Venture Creation module. Level 5: Deeper understanding of the academic skills and business specific elements (parameters, assumptions limitations and implications) of Enterprise skills in more vocationally specific business related and less controlled contexts, with a clear focus on marketing management. Level 6: The translation of the skills gained at H5 to a deep understanding of and competence in handling the academic skills and business specific elements (parameters, assumptions limitations and implications) of Enterprise in open contexts and the incorporation of these into the Enterprise aspect of any proposal or development, with a clear focus on retail marketing management. This graduate attribute (enterprise) is developed and assessed in the context of taught modules, as follows:

Module Developed Assessed

Level 4

Understanding Markets and Customers Yes Yes

Retail Economics Yes Yes

Information for Marketing Yes

Business Venture Creation Yes Yes

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Accounting & Finance for Retail Marketing Yes Yes

Managing Organisations and People Yes Yes


Level 5 (Electives in italics)

Marketing Planning Yes

Consumer Insight Yes Yes

Sales Management Yes Yes

Retail Supply Network Design & Ops Management Yes

Multi-Channel Retailing Yes Yes

Visual Merchandising Yes Yes

Entrepreneurial Marketing Yes Yes



Strategic Retail Management Yes Yes

Retail Futures Yes

Business Consultancy Project Yes Yes

Digital Marketing Yes Yes

Contemporary Brand Management Yes Yes

Creativity & Innovation Yes Yes

Leadership, Strategy & Change Yes Yes

Marketing Placement Yes Yes

Digital Literacy This attribute is defined as “the confident and critical use of information and digital technologies to enhance academic, personal, and professional development”. The competence at the specific H4, H5 and H6 Levels is specified below. Level 4: Basic development and applications of Digital Literacy in simple, controlled contexts, relating to academic skills and business specific functions in the areas of report writing, presentations and the use presentation and manipulation of data, with a clear focus on retail marketing management. Level 5: Development of Digital Literacy skills in more vocationally specific business related, but still controlled, contexts, with a clear focus on retail marketing management. Level 6: Student discretion in the choice and use of appropriate Digital Technologies appropriate to dynamic, complex, and vocationally relevant contexts and the use of these technologies to capture incremental solution progression and refinement through sensitivity analysis.

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This graduate attribute is developed and assessed in the context of taught modules, as follows:


Level 4

Understanding Markets Yes Yes


Information for Marketing Yes Yes






Marketing Planning Yes Yes


Sales management Yes Yes

Retail Supply Network Design & Ops Management Yes Yes

Multi-Channel Retailing Yes


Entrepreneurial Marketing Yes Yes



Strategic Retail Management Yes Yes

Retail Futures Yes






Marketing Placement Yes

Global Outlook This attribute is defined as “enabling effective and responsible engagement in a multicultural and globalising world”. The competence at the specific H4, H5 and H6 Levels is specified below: Level 4: Basic understanding relating to academic skills and implications of the impact of the global environment on specific business specific functions simple, controlled contexts, with a clear focus on retail marketing management.

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Level 5: Deeper understanding of the role of the global business environment where applicable as a ‘driver’ for the business as a whole and its specific functions in more vocationally specific business related and less controlled contexts, with a clear focus on retail marketing management. Level 6: The ability where applicable to factor in and incorporate the impact of the changing dynamics of the global environment though their impact on specific business functions into solutions to business problems in open contexts and to justify any consequential refinements, with a clear focus on retail marketing management. The graduate attribute is developed and assessed in the context of taught modules, as follows:


Level 4

Understanding Markets Yes Yes


Information for Marketing Yes






Marketing Planning Yes Yes


Sales management Yes Yes

Retail Supply Network Design & Ops Management Yes

Multi-Channel Retailing Yes Yes


Entrepreneurial Marketing Yes



Strategic Retail Management Yes

Retail Futures Yes Yes






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Marketing Placement Yes

In the context of Atlay’s (2006)¹ observations on Professional Development Planning the curriculum in the previous award was of the form of an interrelated model (some integration between PDP and the academic modules). The introduction of the Extended Induction programme aims to incorporate the elements of the embedded model (deeper integration of PDP into the modules and more blended learning) while the addition of Guest Lectures and part professional accreditation through additional activities embodies the incorporation of the philosophy of the curriculum plus model (the integration of activities outside the curriculum) into the delivery of the award. 1Atlay, M. (2006) Embedding PDP Practice in the Curriculum. Learning & Employability Series 2. York: The Higher Education Academy. Use of the Virtual Learning Environment At induction students are introduced to the VLE (MyBeckett) accessed through the university portal. Announcements are made on the portal to inform students of university-wide events, and group announcements are made to both students across the course, and to all, or to students at specific levels, as appropriate. Students’ individual timetables are provided through the VLE. Modules all provide a “MyBeckett” site designed to meet at least the minimum VLE design expectations of the university. All Retail Marketing Management module leaders are expected to post learning materials and full course documentation (including assessment specifications and criteria) on MyBeckett and we aim to increase the use of MyBeckett facilities for submission of work and to provide assessment feedback, both generic and to individual students. These practices are already commonplace on the course. Turnitin is also employed extensively for the purpose of assignment submission and feedback as well as assessing through its Similarity Scores the case for investigative interviews. Use of Blended Learning As a concept, blended learning refers to the combination of face-to-face and self-directed, primarily distance-learning, study. Both full-time and part-time degrees are not regarded as ‘distance-learning’ and require attendance at all timetabled sessions. In recognition of different learning styles, a range of activities are employed so that students have sufficient opportunities to exhibit their abilities and meet learning

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outcomes. In some modules traditional classroom forms of learning are complemented by wholly online activities to facilitate better understanding. A variety of contexts are employed to give students the opportunity to develop their strengths and address weaknesses in terms of skills and the way they evidence learning. This is achieved by the use of a range of learning and teaching activities.

Student Support Network

If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions. If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is [email protected]. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home. Personal tutor system Each Retail Marketing Management student will have a Personal Tutor, who may be the Course Leader, who they can proactively engage with each week. Students are

mailto:[email protected]

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in addition encouraged to seek advice from Personal Tutors when required throughout the year. In these sessions the Personal Tutors’ main focus is as follows:

Level 4: Adjustment to degree life and study; academic skills; student performance (grades per module); advice on non-curriculum issues affecting studies; monitoring and support. Level 5: Academic skills; student performance (grades per module); advice on non-curriculum issues affecting studies; work placement and related vocational skills issues; monitoring and support. Level 6: Academic skills; student performance (grades per module); advice on non-curriculum issues affecting studies; career/job market preparation and related vocational skills issues; degree classification issues; monitoring and support.

Course Leader

Course Leaders provide additional support and guidance, particularly on the operation of the course and regulations, and may also undertake a personal/ year tutor role separately from, and in addition to, the course leadership. With respect to academic support, a review of each student’s progress is conducted following confirmation of the Semester 1 results - by the Course Leader and counselling offered to discuss salient issues. This complements the continuing activities throughout the programme on the part of Module Leaders. With regard to pastoral support, the Course Leader ensures that he is highly ‘visible’ and accessible to the cohort. Clearly, a working relationship has to be established to provide the required context for any discussion by students of factors impacting upon them during the programme.

Assessment Strategy

Summative Assessment Assessment throughout the Retail Marketing Management degree supports the progressive development of problem-solving techniques. A glance the Module Assessment Methods section below will show that the course includes examinations, assignments, reports, marketing plans, portfolios, presentations, etc. and within these are further variations of assessment such as case studies, group projects, reflective assignments, short talks/discussions and dissertations. These vehicles of assessment enable the development of a wide range of skills (intellectual and personal). Due emphasis is placed on assessing the application of knowledge and skills.

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Assessments differ by level, with tutor direction and control of assessment contexts being greatest at Level 4, more emphasis at Level 5 on students using problem solving techniques in the ‘micro’ context and at H6 the “joining of the dots” to apply holistic solutions to holistic problems in a changing dynamic ‘macro’ environment. In this way the strategy is to encourage students to progress from dependence to independence in their learning. Assessment word length varies to reflect the progression through the increasing complexity of the levels on the course as follows:

H4: 3000 words H5: 4000 words H6: 5000 words

These constitute guidelines only and some variation can be seen between module specifications. The majority of modules have two summative assessment components to support student success. In the case of certain modules, however, two summative assessments do not constitute the appropriate assessment vehicle. Formative Assessment Formative feedback is an important aspect of the learning process and is a feature of all modules in some of a number of forms, for example:

Tutor feedforward on proposals Individual and group presentations within seminars or workshops Responses to practice assessments/test questions Tutor comments on VLE discussion forums Peer-to-peer critiques on prepared written work and discussion.

Formative assessment (as distinct from formative feedback and feedforward, above) is taken to mean the provision of feedback designed to directly inform students’ interim work towards an item of summative assessment. In general therefore formative assessment is specific to individual modules’ learning and teaching strategies and the mode of summative assessment adopted. The approach to formative assessment varies between the modules; from informal to formal; in line with current thinking. Informal assessment is not allocated a word count but feeds forward into the summative work. Formal formative assessment is awarded a word count and will also feed forward into the summative assessment.

Formative assessment activities are varied across the programme levels in line with increasing development of learner autonomy. Indicative formative assessment activities at each level include:

At H4: Tutor feedback on tutor-led group discussion; practice tests; tutor feed-forward on individual draft work.

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At H5: Tutor-facilitated discussion of examples of draft work; group discussion and FAQs.

At H6: Informal discussion of assignment ideas, feed-forward on draft project proposals or research interests; student-led peer review of informal presentations.

Feedback on Assessed Coursework In line with University policy, staff utilise MyBeckett to disseminate assessment specifications and criteria, in addition to verbal and hard copy Module Handbook guidelines. MyBeckett and Turnitin are also increasingly employed for electronic submission and retrieval of student work, and for return of work with feedback and grades to students. At the end of the process for the revalidated degree it is the role of the Course Leader to post a note on the MyBeckett Group tab to the effect that the moderation process has been completed. In a degree with a breadth of focus such as BA (Hons) Retail Marketing Management the specific methods of feedback will differ according to the nature of the assessment. However, although the form of feedback may vary, tutors are expected to deliver feedback to the students within a 4 working week period. Regarding the posting of marks, the School position that provisional marks can be posted but with a significant ‘warning’ to the effect that they are provisional will be continued. The revalidation has given the Course Team and Module Leaders the opportunity to rethink the interface between learning outcomes and the way assessments address these in a manner consistent with timely feedback to students. An increasing number of tutors employ “feed-forward” techniques such as utilising exemplars representative of good and bad submissions against criteria, in order to anticipate or eliminate misunderstandings of assessment tasks, and to enhance learning; this process is often related to formative assessments to further consolidate the student’s understanding. In addition, at course level tutors endeavour to relate feedback given to students in prior modules to the material they are covering in their current modules. This serves to emphasise to students’ coherence and progression, and vertical integration of modules within and between levels, enabling students to develop their knowledge, skills and Graduate Attributes systematically and holistically.

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Module Assessment Methods

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Level 4

Understanding markets and customers

70 30

Retail Economics

50 50

Information for Marketing

100

Business Venture Creation

80 20

Accounting & Finance for Retail Marketing

40 60

Managing Organisations and People

70 30

Level 5

Consumer Insight

30 70

Marketing Planning

100

Sales Management

70 30

Multi-Channel Retailing

60 40

Retail Supply Network Design & Ops Managemt

40 60

Visual Merchandising

50 50

Entrepreneurial Marketing

70 30

Level 6

Strategic Retail Management

100

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Business Consultancy Project

100

Digital Marketing

70 30

Retail Futures

30 70

Contemporary Brand Management

100

Creativity & Innovation

100

Leadership, Strategy & Change

30 70

Employability and Professional Context: The market positioning through distinctiveness and value, together with the philosophy of the BA (Hons) Retail Marketing Management course, shall enhance the opportunity to increase students’ employability and hence leverage enhanced salary starting points as against sectoral destination norms.

Work Related Activities

Students may opt to spend the third year of their degree in a Work Placement of 48 weeks’ duration. This is supported by a visit from a course team supervisor and completion of the Marketing Placement module on return to the programme in Level 6. The work placement has to be formalised and approved by the Work Placement Office. The Work Placement is an opportunity but is not guaranteed; students have to show initiative in securing a placement in liaison with the Work Placement office. Where possible course team staff will help to acquire placements through their own contacts in industry but this is done on a pragmatic basis. Students may wish to use the Placement module as their final year elective. Type of Placement or work related activity: Paid placement with an organisation to be agreed with the School. Summative assessment. Students are allocated a supervising tutor and receive a pastoral visit. Students are also required to have local supervision within their organisation. Business Consultancy Project: Formative and Summative assessment. Each student group is allocated a supervisor who advises and monitors the appropriateness of projects against learning outcomes.

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Reference Points used in course design and delivery: All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and where relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at http://www.qaa.ac.uk/reviews-and-reports The learning outcomes for each module on the course have been mapped to the Threshold and Typical Benchmark Levels of the QAA’s Business and Management Benchmarks and can be found in the appendices. We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

Staff Teaching on the Course: You can find details of our highly qualified permanent teaching staff on our website, who are involved in teaching, research and administration associated with the course.

Scheduled Non-Modular Contact Hours N/A

http://www.qaa.ac.uk/reviews-and-reports

BA (Hons) Retail Marketing Management/media/files/... · retail formats they develop and manage....

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