Lord Ashcroft International Business School

Retail Marketing
Marketing, Strategy and Enterprise
Module Code: MOD001195

Year: 2013/14 Semester: 2

Academic Year: 2013/14 Semester/Trimester:

Module Guide

Contents
Retail Marketing .......................................................................................................... 1. Key Information ..................................................................................................... 2 2. Introduction to the Module ..................................................................................... 2 3. Intended Learning Outcomes ................................................................................ 3 3.1 Employability skills delivered in this Module......................................................... 4 4. Outline Delivery ..................................................................................................... 5 4.1 Attendance Requirements ................................................................................... 8 5. Assessment ........................................................................................................... 9 5.1 Submitting via TurnitinUK GradeMark [Cambridge and Chelmsford students] . 10 5.2 Submitting your work [For LS Students]............................................................. 12 5.3 Marking Rubric and Feedback .......................................................................... 12 5.4 Re-Assessment (resit) ....................................................................................... 12 6. How is My Work Marked? .................................................................................... 12 7. Assessment Criteria and Marking Standards ....................................................... 15 7.1 Specific Assessment Criteria and Marking Rubric.............................................. 15 7.2 University Generic Assessment Criteria ............................................................. 17 8. Assessment Offences.......................................................................................... 19 9. Learning Resources ............................................................................................ 21 9.1. Library .............................................................................................................. 21 9.2. Other Resources .............................................................................................. 26 10. Module Evaluation ............................................................................................. 26 11. Report on Last Delivery of Module ..................................................................... 27 Appendix 1: Re-Assessment Information ................................................................. 28

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1. Key Information
Module: Module Leader: Retail Marketing Michael Rice London School of Marketing LS Education Group m.rice3@herts.ac.uk Nisha Jayasuriya

Module Tutors:

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via: the Virtual Learning Environment (VLE) the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue Anglia Ruskins module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module

. Welcome to the Retail Marketing module. This module aims to build on knowledge of the basic principles and practices of marketing by applying them in a retail context and to develop specialist knowledge of the retail industry from a marketing perspective. There are links to many other areas of your course: marketing, marketing management, consumer behaviour, pricing, purchasing and strategy. It is through retailing that products and services are presented to consumers for personal purchase and consumption. Retailers are never far from the news and their marketing strategies and activities are highly visible to us as students of retailing and as consumers. Retailing is an exciting, challenging and rewarding area of study and offers an increasing range of rewarding graduate careers. New trends emerge and new retailers prosper whilst established ones wither and die. The years of recession following the financial crisis have seen the failure of many retailers who had been part of the UK high street for decades: Woolworth (variety store), MFI (kitchens and bathrooms), The Pier (household accessories and gifts), Borders (books, magazines and music), Habitat (furniture and household goods), Dolcis (shoes), Blacks Leisure (camping and other outdoor clothing), La Senza (lingerie and nightwear), Hawkins Bazaar (toys, games and novelty). Trading conditions in 2011were so difficult for white goods and electrical retailer Comet that its owners Kesa Electrical sold it for 2 to investment company OpCapita and provided a cash injection of 50 million to the new owners. Comet finally went in to Administration during 2012.In contrast to this Rolls Royce Motor Company reported the highest sales value in its history for 2011whlist discount retailers such as Aldi, Lidl, and Netto continued to enjoy rapid year on year sales growth. Challenging economic times present an opportunity for retailers to adjust elements of their marketing mixes to reflect shoppers

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changing needs and wants and to develop innovative retail marketing strategies. During 2009 Tesco responded to the growth in discount grocery by developing its own discount brand range to go head to head with Aldi and Lidl in this increasingly important segment. In December 2012 Tesco finally announced a strategic review of its loss making US business Fresh & Easy. Tesco had believed that its choice of locations and formats, merchandise range and assortment and supply chain capabilities were a strong basis for a sustainable competitive advantage. This proved not to be the case and in December 2012 Tesco CEO concluded that Fresh & Easy would not deliver acceptable shareholder returns in its current form. When retailers disappear from our high street is it a failure of marketing or an unavoidable consequence of the rapid pace of change in the retail environment reflecting the increasingly difficult task retail marketers face in connecting with consumers? As you learn more about the retail environment, retail marketing and retail strategy attempt to explain why the retailers listed above failed. In addition, prepare your own list of retailers that you think are vulnerable to continuing difficult economic times. These, and many other questions are addressed in a module which combines lectures with a practically based seminar programme where key issues are addressed through the use of research activities which explore current issues in retail marketing and consumer behaviour research. Examples of topics covered are: Retail strategies The retail marketing mix The contribution of the retail environment and the retail experience to customer satisfaction On-line retailing and other emerging trends How behavioural research helps retailers develop a better understanding of consumers and their shopping habits How supply chain management is an increasingly important driver of retail performance and customer satisfaction. To get the most from the module it is important not only to attend lectures and seminars but also to take a keen interest in topical retail stories presented through the media and to visit retailers as both consumer and student of retail marketing. So get into the habit of taking paper and pen on your shopping trips and making notes: it will make for a more interesting and rewarding learning experience

3. Intended Learning Outcomes

A detailed lecture and seminar programme is provided later in this module guide. The module aims to enable students to understand thoroughly how the principles and practices of marketing are applied in the retail environment. For those students with limited experience of marketing to date the first lecture provides an overview of the marketing process. Seminars are more rewarding where students prepare for them by reading the case study material in advance. The format of the seminars is designed to enable students to apply knowledge and understanding through completion of weekly research tasks and to practise their assessment technique through mini presentations and written analyses. On successful completion of this module students will be able to: 1. Understand core marketing principles and how they are applied in retail marketing 2. Compare marketing mixes and strategies in the context of national and international retail operations 3. Evaluate key variables affecting the future of retail marketing

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3.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below: . SKILL Skills acquired in this module X X X X X X X X X X X X X X x x

Communication (oral) Communication (written) Commercial Awareness Cultural sensitivity Customer focus Data Handling Decision making Enterprising Flexibility Initiative Interpersonal Skills Leadership/Management of others Networking Organisational adaptability Project Management Problem Solving and analytical skills Responsibility Team working Time Management Other

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4. Outline Delivery
Wk 1 Student activity Introduction to marketing Student activity Reading references retail In order to fully benefit from Gilbert D, (2003), Retail the lessons, students are Marketing Management, 2nd expected to read the Edition, Pearson Education recommended Lecture notes, India, Chapter 1. Practical applications and Case studies, available in the Kotler P, Armstrong G, IMSS. Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 13, pg. 314-323.

Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 2. Berman B, Evans J.R, and Mathur M (2010), Retail Management: A Strategic Approach, 11th Edition, Pearson Prentice Hall, Chapter 3. http://www.referenceforbusin ess.com/encyclopedia/StrThe/StrategyFormulation.html Gilbert D, (2003), Retail Marketing Management, 2nd Edition, Pearson Education India, Chapter 5, 6, 7 and 8. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 2, pg 44-48. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of

Retail marketing mix I The product mix, product selection and buying, retailers as product, retailer own brand Retail pricing, price demand relationships, pricing strategies, Advertising promotion and

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

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Marketing, 13th Edition, Pearson Prentice Hall, Chapter 4 & 5.

Berman B, Evans J.R, and Mathur M (2010), Retail Management: A Strategic Approach, 11th Edition, Pearson Prentice Hall, Chapter 18, pg.518-534. McGoldrick, P (2002) Retail Marketing, 2nd Edition, McGraw Hill, Chapter 12. Gilbert D, (2003), Retail Marketing Management, 2nd Edition, Pearson Education India, Chapter 5, pg.124 131, Chapter 4 and Chapter 9. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 2, pg 44-48. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 4 & 5. Berman B, Evans J.R, and Mathur M (2010), Retail Management: A Strategic Approach, 11th Edition, Pearson Prentice Hall, Chapter 18, pg.518-534. McGoldrick, P (2002) Retail Marketing, 2nd Edition, McGraw Hill, Chapter 12. Gilbert D, (2003), Retail Marketing Management, 2nd

Retail marketing mix II The selling environment - retail atmospherics, store design and layout

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

People and retailing service and quality, personal selling, expectations and satisfaction

Marketing logistics distribution and supply chain management, channel relationships, efficient consumer response

Retail Marketing Strategies

In order to fully benefit from the lessons, students are expected to read the
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- Generic strategies, retail recommended Lecture notes, growth vectors, targeting Practical applications and and positioning Case studies, available in the IMSS.

Edition, Pearson Education India, Chapter 10 & 11. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 18, pg 450-461. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapters 8 & 11. Berman B, Evans J.R, and Mathur M (2010), Retail Management: A Strategic Approach, 11th Edition, Pearson Prentice Hall, Chapters 17 & 19. http://knowledge.wharton.up enn.edu/article.cfm?articleid =2837 Gilbert D, (2003), Retail Marketing Management, 2nd Edition, Pearson Education India, Chapter 5. Berman B, Evans J.R, and Mathur M (2010), Retail Management: A Strategic Approach, 11th Edition, Pearson Prentice Hall, Chapter 7, pg.199 - 225. http://www.consumerpsychol ogist.com/intro_Consumer_B ehavior.html Gilbert D, (2003), Retail Marketing Management, 2nd Edition, Pearson Education India, Chapter 13 & 15

Understanding behaviour

consumer

- Principles of consumer behaviour, motives for shopping. the retail CDP

Globalisation and future of In order to fully benefit from retail marketing the lessons, students are expected to read the recommended Lecture notes,
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International retailing Non-store retailing

Practical applications and Case studies, available in the IMSS.

Berman B, Evans J.R, and Mathur M (2010), Retail Management: A Strategic Approach, 11th Edition, Pearson Prentice Hall, Chapters 6. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 19. Kotler P, Armstrong G, Agnihotri P.Y, and Haque E.U. (2010), Principals of Marketing, 13th Edition, Pearson Prentice Hall, Chapter 13, pg 329 - 333.

Krafft M, Mantrala M.K, (2009), Retailing in the 21st Century: Current and Future Trends, Springer, Page 96

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. . If you are unable to attend a class for a valid reason (eg: illness), please contact the academic department on academic@lseducationgroup.com . London School of Marketing will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at London School of Marketing. Failure to do so is considered to be a breach of national immigration regulations. London School of Marketing, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.

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5. Assessment
The assessment for this module consists of one. Deadlines for assessments vary. Part Type assessment of Word or time limit 2 pages Submission method Deadline for assessment

Draft: 2 page summary of assignment

IMSS

TBA

Written assignment 3000 words

London School of Marketing Submission website http://www.lsmsubmissions.com

TBA

Part 1 Assignment Mark 1. For a non-domestic retailer operating in a country of your choice analyse each element of the retail mix. The analysis should include: Merchandise range and assortment - Retail communications - Store layout, design and visual merchandising - Customer service and facilitating services - Formats and locations - Pricing strategy and tactics 2. Assess the extent to which the retail mix provides a basis for sustainable competitive advantage 3. Evaluate the challenges to continued international growth that will be faced by your chosen retailer. Consider, for example, PEST factors, the competitive context, growth objectives, growth strategy, market selection and entry methods, emerging retailing trends. TOTAL MARKS Learning Outcome

60%

1 and 2

20%

1 and 2

20%

100%

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted ignorance of the deadline date will not be accepted as a reason for late or non-submission.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.

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5.1 Submitting via TurnitinUK GradeMark [Cambridge and Chelmsford students] [Not applicable for LS students]
You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the submission title (details below). You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking. The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE. When you submit your paper, remember to:

ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK At the post date you will get your feedback through Turnitin/Grademark. We have implemented this online feedback system to give you the following benefits: More timely receipt of your feedback; Better quality feedback; The ability to hand in your work online; Reduction in time spent queuing to hand in and pick up your assignments; The ability to receive marker feedback when it is posted, regardless of your location;
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Reduction of both yours and the universitys carbon footprint by no longer printing work.

HOW TO VIEW YOUR FEEDBACK Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer. A new window will open and you will see your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of your assignment and feedback.

POINTS TO NOTE 1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work the system becomes extremely busy and can be slower during the period of the deadline. 2. Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed. 3. All work submitted MUST be entitled by your Student ID number. 4. Any work handed in via the iCentre will NOT be marked. 5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of the originality report is not required. 6. The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations). 7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits. 8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: LAIBS_Grademark_Support@anglia.ac.uk Furthermore, there is a support VLE site (http://vle.anglia.ac.uk/sites/grademark/laibs/Content/Start.aspx) with videos to show you how to submit your work and to view your feedback. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted ignorance of the deadline date will not be accepted as a reason for late or non-submission.

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5.2 Submitting your work [For LS Students]

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module). Final submission should be made through the London School of Marketing Submission Website. Academic staff CANNOT accept work directly from you. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.

5.3 Marking Rubric and Feedback

The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work. Feedback Examination scripts are retained by London School of Marketing and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. London School of Marketing is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when LS is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. On occasion, you will receive feedback and marks for work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed and subject to external moderation and approval. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

5.4 Re-Assessment (resit)

If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.

6. How is My Work Marked?

After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include: Anonymous marking your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

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Internal moderation a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking External moderation a sample of student work for all modules is moderated by external examiners experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskins staff act as external examiners at other universities. Departmental Assessment Panel (DAP) performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach. This module falls within the remit of the Marketing, Strategy and Enterprise DAP. The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAPs remit: ]

MARKETING, ENTERPRISE AND STRATEGY External Examiners Name Dr Ross Brennan Dr Lindsey Carey Prof. Dr. Jens Cordes Dr Margaret Fletcher Mr David Gibson Mr Luiz Montanheiro Prof Roger Palmer Academic Institution University of Hertfordshire Glasgow Caledonian University Hochschule Harz University of Applied Sciences University of Glasgow Queen's University of Belfast University of Sheffield Bournemouth University Position or Employer Reader in Marketing Senior Lecturer Professor of Service Management and Service Marketing Lecturer Senior Teaching Fellow Associate Lecturer Dean of Business School

The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo.

Anglia Ruskins marking process is represented in the flowchart below: Anglia Ruskins marking process is represented in the flowchart below:

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Flowchart of Anglia Ruskins Marking Processes

Marking Stage Student submits work / sits examination Work collated and passed to Module Leader

Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader for ALL locations2

Internal Moderation Stage

Internal moderation samples selected. Moderation undertaken by a second academic3

Any issues?

YES

NO Students receive initial (unconfirmed) feedback Unconfirmed marks and feedback to students within 20 working days (30 working days for Major Projects)

External Moderation Stage

External moderation samples selected and moderated by External Examiners4

Any issues? NO Marks submitted to DAP5 for consideration and approval Confirmed marks issued to students via e-Vision Marks Approved by DAP5 and forwarded to Awards Board

YES

1 2

All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation) The internal (and external) moderation process compares work from all locations where the module is delivered (e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.) The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for each marker and covers the full range of marks Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks DAP: Departmental Assessment Panel Anglia Ruskin has over 25 different DAPs to reflect our subject coverage

DAP4 Stage

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7. Assessment Criteria and Marking Standards 7.1 Specific Assessment Criteria and Marking Rubric
A++ = 90-100 A+ = 80-89% A = 70-79% B = 60-69% C = 50-59% D = 40-49% F = 30-39% F- = 20-29% F = 10 -19% F---- = 0-9%

Exceptional retail mix analysis. Comprehensive and detailed evidencing exceptional in-store research. Exceptional clarity, structure, referencing and range of sources

Outstanding retail mix analysis. Very detailed showing outstanding insight with outstanding level of in-store research. Outstanding clarity, structure, referencing and range of sources

Excellent retail mix analysis. Very detailed showing excellent insight with excellent level of in-store research .Excellent clarity, structure, referencing and range of sources
.

Very good analysis though lacks the insight for a first class answer. Detailed in-store research and referencing, range of sources and clarity are very good

Analysis good overall with minor omissions in respect of some mix elements. Structure, clarity referencing and range of sources are good

Basic level analysis. Lacks details and is not based on detailed in-store research. Structure, clarity, referencing and range of sources are acceptable

Below the required standard. Mix elements lack detail and there is little evidence of instore research. Structure, clarity, referencing and range of sources are all below the required standard

Not eligible for a compensated pass due to lack of detail in in analysis, lack of in-store research and overall structure, clarity and referencing are inadequate

Very poor work lacking detail, poor evidence of research. Referencing, structure, clarity and range of sources are all very ppor

Retail mix analysis

Little/nothing of merit

Basis of competitive advantage

Understanding and application of theoretical perspectives is exceptional. Clarity structure, referencing range of sources are exceptional

Understanding and application of theoretical perspectives are outstanding. Clarity structure, referencing range of sources are outstanding

Understanding and application of theoretical perspectives is excellent Clarity structure, referencing range of sources are excellent

Understanding and application of theoretical perspectives is very good but lacks the insight for a first class answer Clarity structure, referencing range of sources are very good

Discussion is rather descriptive and application of theoretical perspectives lacks insight. Structure, clarity, referencing and range of sources are good with some errors

Analysis and application are at a basic standard as are referencing, structure, clarity and range of sources

Work is not of the standard required to pass. Limited evidence of understanding of theory and of scholarly conventions

Not eligible for compensated pass with limited evidence of understanding and application and inadequate use and understanding of scholarly conventions

All aspects of the work are poor

Little/nothing of merit

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Basic level answer demonstrating little insight in identification of relevant factors. Academic factors are of a basic pass standard Worrk is below the standard required to pass with limited understanding, significant omissions and limited understanding of scholarly convention Not of a standard eligible for a compensated pass with significant omissions and lack of applications. Limited understanding of scholarly convention All aspects of the work are poor Little/nothing of merit

Evaluation of future challenges

Exceptional insight is demonstrated in identification and analysis of relevant future challenges. All academic aspects of work are exceptional

Outstanding insight is demonstrated in identification and analysis of relevant future challenges. All academic aspects of work are Outstanding

Excellent insight is demonstrated in identification and analysis of relevant future challenges. All academic aspects of work are excellent

Insight demonstrated is below level required for first class answer but is nevertheless very good All academic aspects of work are very good

Limited range factors are identified and application is limited. Academic aspects of work are satisfactory

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7.2 University Generic Assessment Criteria

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
A

LEVEL 7
Level 7 is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) Mark Bands Outcome Knowledge & Understanding
Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication

Intellectual (thinking), Practical, Affective and Transferable Skills

Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent. Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions

90-100%

Characteristics of Student Achievement by Marking Band

80-89%
Achieves module outcome(s) related to GLO at this level

Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency

70-79%

Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency

60-69%

Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions A marginal pass in module outcome(s) related to GLO at this level A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent

50-59%

40-49%

30-39%

Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions.

20-29%

10-19%

Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions.

Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions

Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions.

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No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions. No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills nonexistent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions

1-9% 0%

Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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8. Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected. You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Definitions of Assessment Offences Plagiarism Plagiarism is theft and occurs when you present someone elses work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; rewording someone elses work, without referencing them; and handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise intentionally or unintentionally because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone elses work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present anothers work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another persons work. Examples of collusion include: agreeing with others to cheat; getting someone else to produce part or all of your work; copying the work of another person (with their permission); submitting work from essay banks; paying someone to produce work for you; and
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allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: taking unauthorised material into the examination room; inventing results (including experiments, research, interviews and observations); handing your own previously graded work back in; getting an examination paper before it is released; behaving in a way that means other students perform poorly; pretending to be another student; and trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using TurnitinUK (a software package that detects plagiarism). You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will be able to use TurnitinUK, a special software package which is used to detect plagiarism. TurnitinUK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative TurnitinUK reports as assessment offences. All students in Cambridge and Chelmsford are also expected to submit their final work through TurnitinUK as outlined above. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills.

Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

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9. Learning Resources 9.1. Library

Lord Ashcroft International Business School libteam.aibs@anglia.ac.uk

Reading List Template Anglia Ruskin University Library Resources

Key text Retail Marketing Management, David Gilbert, FT Retail Marketing, Peter McGoldrick, McGraw Hill Books Retail Management: A Strategic Approach, Berman and Evans, Pearson Retailing Management: Levy and Weitz, McGraw Hill Introduction to Retailing, Lusch, Dunne and Carver, South Western Cengage Learning International Retailing, Alexander and Doherty, Oxford University Press Journals REFER TO THE VLE FOR ADDITIONAL RESOURCES AND VISIT THE VLE REGULARLY FOR UPDATED NEWS STORIES, LINKS, CASES AND WHITE PAPERS Specific journal articles Websites REFER TO THE VLE FOR ADDITIONAL RESOURCES AND VISIT THE VLE REGULARLY FOR UPDATED NEWS STORIES, LINKS, CASES AND WHITE PAPERS o
Advertising Association The Advertising Association is a federation of 26 trade bodies representing the advertising and promotional marketing industries, including advertisers, agencies, media and support services. The website contains a lot of information about advertising related issues plus some useful student briefings about the industry. Advertising Standards Authority The Advertising Standards Authority is the independent body set up by the advertising industry to police the rules for non-broadcast advertisements, sales promotions and direct marketing that are laid down in the CAP Code. Customer Contact Association Provides services, at both individual and organisation level, encouraging the promotion of best practice and professional standards.

Notes

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Direct Marketing Association Europe's largest trade association in the marketing and communications sector. Institute of Direct Marketing Leading body for the professional development of direct and digital marketing. Institute of Practitioners in Advertising The trade body and professional institute for leading agencies in the UK's advertising, media and marketing communications industry. Incorporated Society of British Advertisers The UK advertisers representative body on all aspects of marketing communications. Chartered Institute of Public Relations The institute represents and serves the interests of people working in public relations in the UK and abroad. We offer access to information, advice and support, and provide networking and training opportunities through a wide variety of events, conferences and workshops. Institute of Sales Promotion A trade association that truly represents promoters, agencies and service partners engaged in promotional marketing. The website provides useful information about rules, regulations and guidelines concerning sales promotions. Ofcom The regulator for the UK broadcast and telecommunications industry. Ofcom deals with complaints about TV and radio, and is largely consumer orientated. The website provides research and market reports. British Promotional Merchandise Association A comprehensive listing of premium promotional goods and services, and their suppliers. Voucher Association A trade body which represents the interests of voucher providers in the corporate incentive, loyalty, reward and gift voucher markets.

Marketing associations and support websites

Advertising Archives This website provides an online picture library, containing a vast collection of American and British press advertisements and magazine cover illustrations in Europe. Brandchannel.com Brandchannel.com provides a global perspective on brands, and challenges viewers to think further about the important issues that are affecting brands now and in the future. They offer tools and information, including global listings for conferences, courses and careers, as well as links Page 22

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to other valuable industry resources.

Chartered Institute of Marketing The website for the Chartered Institute of Marketing. The Knowledge Hub section offers articles, case studies and research surveys. History of Advertising Trust A website which contains a stunning collection of advertising artefacts and memorabilia. Institute of Sales and Marketing Management The professional body for salespeople in the UK. Market Research Society The world's largest international membership organisation for professional researchers and others engaged or interested in market, social and opinion research. Contains online guides to market research and associated activities. Marketing Society A professional association dedicated to raising the stature of marketing in business. Mintel A global supplier of consumer, media and market research. Nielsen Media Research Offers market information gathered from a wide range of sources. Thomson Intermedia Xtreme Information World Advertising Research Center (WARC) WARC is a leading supplier of information, knowledge, insight and data to the global marketing, advertising, media and research communities.

B2B online publications, portals and directories

B2BMarketingBiz.com Offers a free weekly B2B case study by e-mail from an American "media company serving marketers". B2BYellowPages.com "A worldwide business-to-business Yellow Pages and website directory that allows businesses to locate and/or publicise websites to other businesses". Business.com A business-focused search engine and directory useful for general industry background or

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specifics about a particular product line.

Contact B2B "High profile exhibition platform, from which businesses of all sizes are able to sell, demonstrate and explain their products and services to an appreciative and decision making audience". The website provides a list of upcoming B2B exhibitions. CRM Buyer "Offers impartial product reviews and practical advice, in addition to a comprehensive directory of CRM vendors". E-Commerce Research Forum "Publishes research abstracts periodically via email and maintains them in a searchable archive with links to working papers". Line56 "The leading source of global news and analysis on e-business technology and strategy". MagPortal.com Offers over 300 searchable articles in its B2B section. OutsourcingCenter A portal that "hosts a wealth of free research, case studies, database directories, market intelligence, and ever-expanding content targeted to the information organisational decision-makers seek on emerging trends and best practices in outsourcing as a strategic business solution". SupplyChainBrain.com "The nerve center for today's supply-chain news, developments and innovative thinking". The website contains case studies, newsletters, and online magazines.

Publications

Brand Republic This website features professional marketing news, views and developments. It incorporates material from Marketing, Campaign, PR Week, Revolution, Direct Response, Marketing Direct and Promotions & Incentives, all of which are available on subscription. Students rates available. B2B Online Online magazine - offers an annual listing of the best 100 B2B websites, which can be sorted by industry. Chartered Institute of Marketing Publish The Marketer each month. Members only. ComputerWeekly.com Online magazine - includes a searchable library of

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white papers.

ClickZ E-mail marketing news, articles and case studies. Shared Insights A source of information for the evaluation, purchase and implementation of electronic business to business technology and solutions. This website has good news items, applications information, plus case studies and white papers. The website also provides access to a number of affiliate websites, such as CRM and PortalCommunity. E-Commerce Times "Provides daily original editorial content, with full coverage of e-business and technology news and information". Financial Times Extensive range of articles and case studies. Journal of Business-to-Business Marketing The Journal of Business-to-Business Marketing. Subscription is required for full access but offers a free 'Table of Contents' e-mail service. CIO An online magazine with various 'research centres' including CRM, ERP, and Supply Chain Management. Provides newsletters and case studies. Mad.co.uk Features professional marketing news, views and developments. The website incorporates material from Marketing Week, Design Week, Precision Marketing, DM Weekly, Technology Week and Creative Review, all of which are available on subscription. Student rates available. McKinsey Quarterly "Articles that go beyond reportage and analysis to offer new ways of thinking about management in the private, public, and nonprofit sectors". The website provides a free online newsletter, and there are membership options for access to archives. The Manufacturer.com An online magazine providing news and articles. Good for supply chain management issues. Times Online

Provides a range of news and archive materials on a variety of business marketing issues.

Additional notes on this reading list Eg. Additional reading will be recommended weekly in class. Link to the University Library http://libweb.anglia.ac.uk/
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9.2. Other Resources

10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously. Your questionnaire response is anonymous. Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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11. Report on Last Delivery of Module MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.

Module Code and Title: Retail Marketing 001195 Anglia Ruskin Department: MSE Location(s) of Delivery: Cambridge, Chelmsford, Peterborough and Partnerships Academic Year: 2012-13 Enrolment Numbers (at each location): Module Leader: Tim Froggett Other Module Tutors: Various
Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A
detailed breakdown of marks will be available at the Departmental Assessment Panel.

Semester/Trimester: 2

The mark range covered 0 96%. In Cambridge the overall pass rate was 83% and the module satisfaction rating was 83%. The overall pass rate in other centres ranged from 73 100%.

Feedback from Students Briefly summarise student responses, including any written comments Student responses are overwhelmingly positive praising the applied and practical nature of the module and its assessment

Module Leader/Tutors Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate) Feedback and evaluations in all centres is excellent. Module will continue its applied and practical nature retaining the strong emphasis on in-store research

Developments during the current year or planned for next year (if appropriate) The range of on-line resources will be further developed

External Examiners Comments State whether the external examiner agreed the marks and/or commented on the module All marks agreed by External Examiner

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Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION
The re-assessment for this module consists of one: Part 010 011 Part 010 Assignment Mark 4. For a non-domestic retailer operating in a country of your choice analyse each element of the retail mix. The analysis should include: Merchandise range and assortment - Retail communications - Store layout, design and visual merchandising - Customer service and facilitating services - Formats and locations - Pricing strategy and tactics 5. Assess the extent to which the retail mix provides a basis for sustainable competitive advantage 6. Evaluate the challenges to continued international growth that will be faced by your chosen retailer. Consider, for example, PEST factors, the competitive context, growth objectives, growth strategy, market selection and entry methods, emerging retailing trends. 5 6 7 8 9 TOTAL MARKS 100% Learning Outcome Type of assessment Word or Deadline for assessment time limit Improve the original submission based on the 3000 TBA feedback provided words

60%

1 and 2

20%

1 and 2

20%

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