PROGRAMME SPECIFICATION

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1 Faculty of Management MSc Retail Management and Marketing PROGRAMME SPECIFICATION Version: v Document date: May 2017

2 2016 Bournemouth University Document date: May 2017 Circulation: General BournemouthUniversity undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff, industrial/other third parties/partners and the university. Faculty of Management Bournemouth University Poole Dorset BH12 5BB Version

3 Contents BASIC PROGRAMME DATA AIMS OF THE DOCUMENT INTRODUCTION ACADEMIC AND PROFESSIONAL CONTEXTS RESEARCH SUBJECT BENCHMARKS QAA QUALIFICATIONS FRAMEWORK AIMS OF THE PROGRAMME INTENDED LEARNING OUTCOMES LEARNING AND TEACHING STRATEGIES AND METHODS ASSESSMENT STRATEGIES AND METHODS WORK-BASED LEARNING (WBL) / PLACEMENTS ELEMENTS PROGRAMME ROUTE AND DIAGRAM ADMISSION REGULATIONS ASSESSMENT REGULATIONS PROGRAMME PROFILE..17 Version

4 BASIC PROGRAMME DATA Originating institution(s) Award(s) and title(s) UCAS Programme Code(s) (where applicable and if known) HESA JACS (Joint Academic Coding System) Code(s) per programme Bournemouth University MSc Retail Management and Marketing PG Dip Retail Management and Marketing PG Cert Retail Management and Marketing N/A N500, N800, N200 External reference points(s) The UK Quality Code for Higher Education: Chapter A1: UK and European Reference Points for Academic Standards; QAA Subject Benchmark Statements (HLST) General Business and Management 2007 Professional, Statutory and Regulatory Body (PSRB) links Place(s) of delivery Mode(s) of delivery Credit structure Duration The Institute of direct and digital marketing (IDM) Bournemouth University Full-time and Part-time 180 Level 7 credits (90 ECTS) Full time 12/15 months without placement; with placement 24 months. Part time (for Home or EU students only) completion is expected within 3 years (with or without placement) Date of original approval(s) 2007, 2013 Date of first intake September 2015 Student numbers 8 Placements Partner(s) and model(s) Date and version number of this Programme Specification Yes optional 30 weeks None v May 2017 * This Programme Specification was approved in 2014 following revalidation by Academic Standards Committee (E ). Modification: ST / ST / ST / ST Progression has been added: Kaplan BUIC / INTO London (P ) / Financial University (P ) / BU International College (P ) FM /07, approved 23/02/2016. Previously version 2.5 NM , approved 31/03/16 NM , approved 31/5/16 FM , approved 10/05/2017, previously v Version

5 1.0 AIMS OF THE DOCUMENT The aims of this document are to: Define the structure of the programme; Identify the changes to the intended learning outcomes as proposed by the review of the programme; Articulate the regulations governing the awards offered through this programme. 1.1 INTRODUCTION This programme specification outlines the programme. As part of the taught element of the programme all students will take three common core subject units as well as two dedicated programme-specific units. In addition they will be able to choose a further, free standing, option, from a substantial list. The Retail Management & Marketing programme seeks to develop the knowledge and skills required for the management of the economic, social and environmental processes in the retail sector. Retail education is in its infancy in many countries. As a consequence many graduates of overseas universities seek a postgraduate qualification in countries where the study of retail management and marketing and the development of retail industry professionals is more advanced. In the UK, this University is one of the leading providers of this type of education at both undergraduate and postgraduate levels. PROGRESSION Underpinning Applicants from Kaplan BUIC programmes which have approved articulation routes must meet the minimum entry requirements in terms of course average and English requirements as stipulated by the School of Tourism at Bournemouth University. Applicants from INTO London programmes which have approved Recognition without Advanced Standing arrangements must meet the minimum entry requirements in terms of course average and English requirements as stipulated by the School of Tourism at Bournemouth University. Applicants from Financial University Under the Government of the Russian Federation programmes which have approved Recognition without Advanced Standing arrangements must meet the minimum entry requirements in terms of course average and English requirements as stipulated by the School of Tourism at Bournemouth University. Version

6 2.0 ACADEMIC AND PROFESSIONAL CONTEXTS Retail management as a subject area is distinctive in that it is interdisciplinary, drawing on a wide range of base disciplines from "hard to soft" sciences. It is focused around complex social and economic activity and reflects a key area of employment. It is concerned with intervention and action to achieve stakeholder objectives. The study of the subject, particularly at postgraduate level, requires an integrative approach that blends human behaviour with analytic approaches to solving complex problems and implementing appropriate solutions through and with people. Finally, the subject must be treated from an international perspective to ensure relevance in today s global economy. In this context, non-uk students are particularly important for enriching the overall international learning experience. The points of reference for the review of this programme are the programme aims and ILOs, the student markets, internal consultation with both staff and students (current and graduates) as well as benchmark statements published by the QAA and the QAA National Qualifications Framework. 2.1 RESEARCH Postgraduate studies in the School are specifically designed for graduates and those with appropriate experience to specialise in a particular area with a view to seeking employment in that field. All postgraduate programmes in the School build on and are informed by the School s research activities.the School of Tourism has an enviable track record for its commercial and public sector applied research and consultancy and prides itself on its partnership with industry which maintains its position at the leading edge of strategic thinking within the service industries. Supported by an experienced team of academics and a range of specialist facilities, the School carries out its applied research and consultancy projects within all its specialist interest areas including tourism, hospitality, food, sport, retail and events at a local, national and international level. A number of distinctive research centres provide the focus for much of the School s applied research and consultancy projects, including the International Centre for Tourism & Hospitality Research (ICTHR) and The Market Research Group (MRG). The School of Tourism is respected globally as a centre of excellence for research. It offers students an exciting environment for research into the School s key areas of tourism, leisure, food, hospitality, retail, sport and events. The School is proud of its sizeable community of MPhil and PhD research students, many of whom are international students sponsored and supported by national governments and other agencies. Research within the School is further enhanced by the expertise of the staff, many of whom are actively sought out for their specialist knowledge by the media and government. This in turn creates an ethos within the school of students that are willing and able to support one another, discuss information and share best practices. 2.2 SUBJECT BENCHMARKS The QAA has published benchmarks at undergraduate level for Unit 25 programmes and for Masters programmes in Business and Management. The latter document informs the debate about specialist and conversion programmes and the content of postgraduate management programmes generally. 2.3 QAA QUALIFICATIONS FRAMEWORK The programme is aligned with the QAA FHEQ. The MSc is considered to require the equivalent of one year of full-time study and the award requires that the student has successfully achieved the learning outcomes for the level as outlined in section 3. This programme specification also follows the QAA Qualifications Framework in respect of the provision of Level 7 descriptors (see Programme and Unit Specifications for more details). Version

7 3.0 AIMS OF THE PROGRAMME The aims of this Level 7 programme are to produce students that: Can demonstrate the ability, knowledge and skills to be competent managers in the rapidly changing retail and marketingenvironments; Demonstrate an understanding of the core principles and methods ofmanaging and marketing a retail business, and be able to apply these in practical contexts; Appraise current and future environments in which retail and marketing businessesoperate and develop competitive strategic responses; Define, investigate, analyse, evaluate and respond to tactical and strategicmanagement and marketing issues of concern to retail organisations; Adopt an analytical and creative approach to problem solving through independent judgement and critical self-awareness, working as individuals or as part of a team; Manage their own learning and self-development; Communicate ideas clearly and in the most appropriate media, demonstrating a capacity for logical and coherent thinking; Utilise a range of personal skills and competencies that will enable them to operate effectively in their industry. Version

8 4.0 INTENDED LEARNING OUTCOMES PROGRAMME LEARNING OUTCOMES A Knowledge and Understanding A1 Demonstrate a critical understanding of international and domestic retail environment, and associated management and marketing systems, theories, and practices. A2 A3 Demonstrate a knowledge and understanding of the theory and application of management and marketing techniques and functions specific to the development of retail concepts and formats. Understand the complexity of the marketing concept in the retail environment with particular emphasis on the consumer experience and behaviour. B Intellectual Skills B1 Application of relevant knowledge to a range of complex situations taking account of the inherent relationship between retailing and marketing, and the association of those two business functions with other areas of anorganisation. B2 B3 B4 B5 Have an understanding of appropriate techniques sufficient to allow detailed investigation into relevant retail management and marketing issues. Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in retail management and marketing practices. Ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations. Conceptual understanding that enables the student to: evaluate the rigour and validity of published research and assess its relevance to new situations; extrapolate from existing research and scholarship to identify new or revised approaches to practice. communicate effectively, both orally and in writing, using a range of media. C Subject Specific Skills C1 Demonstrate a depth of knowledge with regard to internal and external issues currently facing, and likely to face management and marketing operations within the retail industry. C2 C3 C4 Display a thorough understanding of issues applicable to retail management and marketing, including customer experience management, digital communications, and influences within the wider economic backdrop. Evaluate the applicability and effectiveness of a range of marketing strategies and tactics within the retail industry. Analyse the particular characteristics of the domestic and international consumer. Version

9 D Transferable Skills D1 Communicate effectively by oral, written and visual means and be able to communicate and disseminate information, ideas and concepts about retail management and marketing issues through a range of media to all levels of the community. D2 D3 D4 D5 D6 D7 D8 Use effectively IT, including the Web, spreadsheets and word-processing. Analyse a range of data. Solve numerical problems using appropriate techniques. Work in collaboration with others, including staff and students, and be able to facilitate and manage group processes, negotiation and participation. Undertake independent work of an original nature addressed to retail management and/or marketing practice. Demonstrate an ability to work with key practitioners and to carry out appropriate investigations with them in a specific retail management and/or marketing field. Demonstrate problem solving skills and the application of knowledge across discipline areas. Version

10 5.0 LEARNING AND TEACHING STRATEGIES AND METHODS The teaching and learning strategies that are used throughout the programme reflect the team s view that the extent of student managed learning is one of the essential differences between undergraduate and postgraduate study. The role of academic staff is primarily one of facilitating and supervising student study. However it is recognised that many of the students that undertake one of our programmes of study are being introduced to the subject material for the first time, come from cultures where this pedagogic approach is, at best, unfamiliar and do not have English as their first language. Consequently the learning strategy can be seen to be in two parts. First, there is concentrated instruction in Study Skills and English for Academic Purposes early in the programme and each taught unit has an introductory element, which harnesses the graduate skills of the students to move quickly to higher level work. Second, students are required to read extensively in preparation for classes and assignments and to manage their learning through contact with subject and personal tutors. Their progress is monitored through continuous assessment. Where possible, teaching is based on small groups in workshop and seminar situations. However, mass lectures are a feature of the delivery of core units. A wide variety of methods of delivery will be used including a mixture of seminars, lectures, tutorials, field visits, student / resource based study programmes and any other form of delivery deemed to be appropriate to the diverse nature and objectives of each unit. Where there is an emphasis on a particular learning strategy this will be identified in the unit specification. For example, the use of computer labs for the development of SPSS related research skills in the Dissertation unit. The core units are structured around mass lectures and mechanisms have been developed to provide additional support for this method of delivering and facilitating teaching material. Some of these methods include: * the use of prepared readers / work books etc. which provide structure and depth to the subject and a detailed guide to reading and the other resources of specific relevance; * the use of comprehensive and integrated case studies which provide a mechanism for relating the themes within units; * the use of the School s VLEiemyBU; * the use of handbooks to detail the unit learning objectives and content of each unit in order to provide an overview of the level and to assist the integration between units. It has been the policy of the School to encourage students to: * develop their capacity to learn independently; * develop their capacity to work effectively in groups; * develop competence and an understanding of vocational relevance; The School is aware that technology continues to have an important impact upon the learning process. Computer based learning packages are currently being developed by several members of the School. The School has two dedicated IT rooms which provide students with access to specialised as well as more general software. In summary, the delivery policy will give students increased responsibility for their own learning, underpinned by appropriate support in a context that closely reflects the vocational focus of the programme. Version

11 6.0 ASSESSMENT STRATEGIES AND METHODS Assessment plays an important role in the student learning process. The purpose of assessment is seen as six fold: * to ensure that the programme and unit objectives have been realised; * to measure the quality of a student s performance; * to provide students with feedback and motivation; * for use as an indicator to monitor a student s development; * to provide the programme management with a quality control mechanism and an indicator of the effectiveness of the teaching and learning process; and * to provide an indication of the aptitude of students to progress on a particular programme. The programme and its component units may be assessed through a range of methods including a variety of types of coursework (essays, reports, case studies, literature reviews, journal-type articles, and reflective journals), consultancy reports and presentations. All students will complete a Dissertation. Details of assessment for each unit are contained within unit specifications. Whilst the subject material of different programmes may require a variety of approaches to assessment the programme team monitors the range and balance of assessments to ensure parity of assessment experience and workload. All units at Level 7 are rated at 20 credits and follow University guidelines i.e. the assessment loading for each unit has a notional equivalency of a 5000 word assignment. Within this equivalency units may require a variety of assessment tasks appropriate to and individualized to the demands of the subject material. The assessment matrix demonstrates the range of methods used. It can be seen that the majority of units require at least one essay type assessment but these are interspersed with assessments with a more practical orientation (presentations, reports, business plans etc.) as befits a management programme. Underpinning this approach is the team s belief that these methods allow for an appropriate balance of academic rigour and management skills development. There are currently no examinations in the assessment schedule. Our view is that the skills required to satisfactorily complete time constrained examinations can be assessed in more useful ways. The assessment strategy is reviewed on a continuous basis. All assignments are summative; however, considerable formative support is available through the Study Skills programme. This support is weighted towards the start of the programme but is available up to and including the dissertation. Indeed, our research shows that most of our students, given that they are graduates from non-uk institutions, experience some form of pedagogic culture shock and the pacing of the assessment workload allows for this. Version

12 Programme Skills Matrix MSc Retail Management and Marketing Matrix table showing the relationship between ILOs for a programme and its constituent units L E V E L 7 Units Programme Intended Learning Outcomes A 1 A 2 A 3 B 1 B 2 B 3 B 4 B 5 C 1 Dissertation (Retail) x x x x x x x x x x Retail Consumer Experience and Behaviour x x x x x x x x x x x x Retail Marketing and Digital Communication x x x x x x x x x x x x x x x Buying and Merchandising x x x x x x x x Fashion Retailing x x x x x x Food and Drink x x x x x x x Food Culture and Society x x x x Mobile Communication and Mobile Marketing x x x x x x x x Placement x x x x x x x Mobility and Cultural Change Spatial Design for Retailers and Restaurateurs x x x x x x x x x x Entrepreneurship x x x x x x x x x Crisis and Disaster Management x x x x x x x x x x x Business Strategy and Finance x x x x x x x Research Methods x x x x x x x x x x x x x x x x x x Retail Principles and Practice x x x x x x x x x C 2 C 3 C 4 D 1 D 2 D 3 D 4 D 5 D 6 D 7 D 8 Version

13 A - Subject Knowledge and Understanding A1 Demonstrate a critical understanding of international and domestic retail environment, and associated management and marketing systems, theories, and practices A2 Demonstrate a knowledge and understanding of the theory and application of management and marketing techniques and functions specific to the development of Retail concepts and formats. A3 Understand the complexity of the marketing concept in the retail environment with particular emphasis on the consumer experience and behaviour. B - Intellectual Skills B1 Application of relevant knowledge to a range of complex situations taking account of the inherent relationship between retailing and marketing, and the association of those two business functions with other areas of an organisation. B2 Have an understanding of appropriate techniques sufficient to allow detailed investigation into relevant retail industry management and marketing issues. B3 Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in retail management and marketing practices. B4 Ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations; B5 Conceptual understanding that enables the student to: * evaluate the rigour and validity of published research and assess its relevance to new situations; * extrapolate from existing research and scholarship to identify new or revised approaches to practice. * communicate effectively, both orally and in writing, using a range of media. C Subject-specific/Practical Skills C1 Demonstrate a depth of knowledge with regard to internal and external issues currently facing, and likely to face management and marketing operations within the retail industry. C2 Display a thorough understanding of issues applicable to retail management and marketing, including customer experience management, digital communications, and influences within the wider economic backdrop. C3 Evaluate the applicability and effectiveness of a range of marketing strategies within the retail industry. C4 Analyse the particular characteristics of the domestic and international consumer. D - Transferable Skills D1 Communicate effectively by oral, written and visual means and be able to communicate and disseminate information, ideas and concepts about retail industry management and marketing issues through a range of media to all levels of the community. D2 Use effectively IT, including the Web, spreadsheets and word-processing. D3 Analyse a range of data. D4 Solve numerical problems using appropriate techniques. D5 Work in collaboration with others, including staff and students, and be able to facilitate and manage group processes, negotiation and participation. D6 Undertake independent work of an original nature addressed to retail industry management and/or practice. D7 Demonstrate an ability to work with key practitioners and to carry out appropriate investigations with them in a specific retail management and/or marketing field. D8 Demonstrate problem solving skills and the application of knowledge across discipline areas. Version

14 7.0 WORK-BASED LEARNING (WBL) / PLACEMENTS ELEMENTS As part of our Level 7 programmes, students can opt to do a placement. Such an offering is considered to provide competitive advantage to the programme, as students can gather work experience, and in the case of non-native speakers of English, use the placement as an opportunity to improve their business English, thereby enhancing their employability. The placement unit allows non-eu students the opportunity to stay in the UK for two years. The placement is unsurprisingly then often pursued by students. The placement involves working in a company relevant to the student's programme for a minimum of 30 weeks full-time. If students do not choose to do a placement, the programme lasts 12/15 months; if they elect to do a placement, the programme lasts for 24 months. Non-EU students are covered for a 2-year programme as far as visa regulations are concerned. Students start their placement when the taught part of the programme finishes, usually in June (for September students) and in April (for January students). Upon completion of the placement, students complete a reflection on their placement experience and provide evidence from the company that they worked in of their period of employment. Whilst on placement, students are supported by the placement unit leader regarding academic issues (such as queries related to the reflection and the dissertation) and by their PDA who monitors the quality of their placement experience. Students who choose to do a placement are supported through a programme of seminars and workshops designed to improve their employability, with topics including: searching for a placement, writing a CV and covering letter, completing an application form, being interviewed (by phone and face-to-face), and networking. Students also receive language support in order to help them to perform well in interviews and written applications. Students also have the option of incorporating a period of Study Abroad within their 30 week placement, with the option to study in a variety of destinations world-wide. Version

15 8.0 PROGRAMME DIAGRAM PROGRAMME DIAGRAM MSc Retail Management and Marketing Sem 3 Core units (Compulsory) Dissertation (Retail) (60) Option units N/A Award: MSc Retail Management and Marketing (180 Level 7 credits) Optional Placement (30 weeks) Non-credit bearing. (Pass/Fail) Note: This is not a progression or graduation requirement and may be taken at any time after the completion of the six taught units and prior to graduation. Sem 1 or 2 Core units (Compulsory) Research Methods (20) Retail Marketing and Digital Communication (20) Option unit Choose 1 of the following: Buying and Merchandising (20) Crisis and Disaster Management (20) Entrepreneurship (20) Fashion Retailing (20) Food and Drink (20) Food Culture and Society (20) Mobile Communication and Mobile Marketing (20) Spatial Design for Retailers and Restaurateurs (20) Mobility and Cultural Change (20) Progression requirements Requires 60 Level 7 credits Exit qualification: PGDip Retail Management and Marketing (120 Level 7 credits) Sem 1 or 2 Core units (Compulsory) Business Strategy and Finance (20) Retail Consumer Experience and Behaviour (20) Retail Principles and Practice (20) Option units N/A Progression requirements No progression requirements Exit qualification: PGCert Retail Management and Marketing (60 Level 7 credits) Version

16 9.0 ADMISSION REGULATIONS The regulations for this programme are the University Standard Admission Regulations for Taught Postgraduate programmes ASSESSMENT REGULATIONS The regulations for this programme are the University s Standard Postgraduate Degree Assessment Regulations. Version

17 11 PROGRAMME PROFILE Originating Institution(s): Bournemouth University School: FM Partner: Place(s) of Delivery: BU Language of delivery (if not English): Programme HESA JACS code: N500, N800, N200 Framework Title (in full): PG Cert Retail Management & Marketing PG Dip Retail Management & Marketing Mode(s) of study : Full-time/Part-time Expected Length of study : 1-2 years BU Credit Structure 180 ECTS : 90 Unit versio n no. Unit identification Cost Centre(s) Unit Details Assessment Regs: SR Assessment Element Weightings Unit name HESA JACS Subjec t Code CC 1 % HESA JACS Subjec t Code CC2 % Prog year FT Prog year PT Core / option No of credits Level (C,I,H, PgC, PgD, M) Exam C/Work 1 1 Dissertation (Retail) N Core Retail Marketing and Digital N Core 20 7 Communication 100 Business Strategy N N Core 20 7 and Finance 100 Research Methods N Core Retail Principles and Practice N Core Retail Consumer Experience and N Core 20 7 Behaviour 100 Buying and Merchandising N Option Entrepreneurship N Option Mobile Communication and Mobile N Option 20 7 Marketing 100 Fashion Retailing N Option Food and Drink D Option Food Culture and Society N Option Placement N Option 0 7 Pass /Fail C/Work C/Work 2 3 Version

18 Mobility and Cultural Change N Option Spatial Design for Retailers and N Option 20 7 Restaurateurs 100 Crisis and Disaster Management N Option Effective from Prog Year / Month / Year Contact in School: Sharon Goodlad Tel: Date approved: June 2015 Programme Specification version no. : V Placement : 30 weeks Yr. 1 Sept 2016 Yr. 2 Name of Professional, Statutory or Regulatory Body (if appropriate) : Yr. 3 The Institute of direct and digital marketing (IDM) Yr.4 Diploma Supplement Statement regarding PRSB accreditation : Version

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