Programme Specification: BA (Hons) Fashion Retail Management

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Programme Specification: BA (Hons) Fashion Retail Management

Date of Publication to Students – September 2011

NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes advantage of the learning opportunities that are provided. More detail on the specific learning outcomes, indicative content and the teaching, learning and assessment methods of each module can be found (1) at http://www.bcu.ac.uk/biad, (2) in the Module Specifications and (3) in the Student Handbook.

The accuracy of the information contained in this document is reviewed by the University and may be checked within independent review processes undertaken by the Quality Assurance Agency.

The information from this specification may be selectively extracted and included in documents that are more appropriate for students, intending students and employers.

1 Awarding Institution / Body: Birmingham City University 2 Teaching Institution: Birmingham City University 3 Programme accredited by: Birmingham City University 4 Final Award: BA(Hons) Fashion Retail Management 5 Programme Title: BA(Hons) Fashion Retail Management 6 Main Fields of Study: Fashion Retailing 7 Mode of Study: 3 years full-time 8 Language of Study: English (UK) 9 UCAS Code: W2N2/E2N2 10 Course Code: US0028 11 JACS Code

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Professional Status of the programme:

If a new graduate joins the Textile Institute their status and conferment of degree title allows exemption.

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Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

QAA Personal Development Planning Guide 2009.

QAA Subject Benchmark: Art and Design 2008 (SBAD).

QAA Subject Benchmark: Communication and Media 2008 (SBCM).

QAA Subject Benchmark: General Business and Management 2007 (SBGBM).

QAA Flexible Delivery Guide 2006.

QAA Model for Analysis and Implementation of Flexible Delivery 2006.

External Examiner Reports.

Internal Monitoring; Student and Staff Feedback; Assessment.

Industry Professionals, Organisations and Alumni.

Industry Monitoring.

http://www.bcu.ac.uk/biad

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14 14.1

Programme Philosophy and Aims Programme Philosophy The philosophy for the course to produce creative graduates who have a strong industry focus and awareness of contemporary issues, who can offer relevant and innovative solutions for the local, national and global marketplaces with an entrepreneurial outlook and considered critical perspective. Creativity is characterised in two different ways; firstly through practical visual applications, and secondly by imaginative problem solving with commercial and management issues The inter-relationship between creative ideas and commercial practice is central to fashion retailing. This is reflected through the course structure and the module design, in the detail of the learning outcomes. The programme philosophy offers a specific vision of professionalism within the field of fashion, which is that professionalism raises the standards of the industry. A professional contributes to the fashion economy by demonstrating the following attributes, experience and insights, they will:

Possess an understanding of different commercial contexts in fashion and how contemporary challenges affect the global fashion economy.

Have the ability to view challenges from an informed and critical perspective.

Source information and possess analytical, critical and evaluative skills to assess situations and communicate decisions and strategies in different formats.

Integrate the above abilities with innovative, but flexible practical problem solving.

Develop an informed perspective concerning personal and professional direction.

Adapt to a variety of working situations and procedures in line with changing needs.

Fluently communicate, inspire and present ideas in a number of ways.

In order to prepare undergraduate students as qualified for their chosen career, the purpose of the course is to provide a grounding of creative and commercial experiences through a highly specialised and professional platform. The programme has 3 practical philosophies in delivering its core values through its course management and structure:

i) To ensure high quality of resource provision for a stimulating learning environment across a diversity of learners and learning modes.

ii) To provide a balanced curriculum containing a variety of educational opportunities to develop all the aims of the course with equity to all learners.

iii) To monitor and respond flexibly to contemporary challenges in the fashion economy and student needs, through adaptable course design and approaches.

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14.2 Aims of the programme (KCPT 1-4 refer to related learning outcomes as in 15)

1. To develop specific knowledge and understanding through theories and a wide range of practical experiences aligned to fashion retail management; K1-4.

2. To nurture independent study skills in research, analytical and evaluative techniques, with an informed critical perspective; C1- 4.

3. To cultivate business professionalism with commercial and management skills and highly crafted communication and presentation techniques; P1- 4.

4. To offer a high level of professional development experience for the individual to develop transferable skills, manage academic goals and plan future career interests in a considered personal programme and be prepared for employment; T1- 4.

5. To encourage an innovative and entrepreneurial outlook, to react to and initiate commercial and creative opportunities in fashion retail by applying the full range of transferable and professional skills with knowledge and cognitive abilities; KCPT1-4.

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15 Intended learning outcomes and the means by which they are achieved and demonstrated. The programme provides learners with opportunities to develop and demonstrate knowledge and understanding, skills and other attributes as follows:

Intended Course Learning Outcomes 1. Knowledge and Understanding 2. Intellectual and Cognitive Skills 3. Practical and Professional Skills 4. Transferable and Key Skills On successful completion of the course, students should be able to: 1 Knowledge and Understanding - K1 Fashion Retailing Systems; K2 Historical and Contemporary Contexts; K3 Business of Fashion; K4 Visual Language K1 Define the key processes, functions and practices within fashion retailing K2 Contextualise the historical, cultural, commercial, political, environmental and social perspectives affecting fashion K3 Identify business, management, and marketing practices necessary to the local, national and global fashion economies K4 Source and appropriately apply and use visual ideas, materials, techniques, processes relevant to the promotion of fashion 2 Intellectual and Cognitive Skills - C1 Research; C2 Analysis and Processing; C3 Evaluation; C4 Problem Solving C1 Research, synthesise and apply critical analysis to theoretical and contextual information C2 Analyse and process information appropriate for fashion retail C3 Evaluate objectively and critically appraise the production and presentation of own work and that of others C4 Consider and produce appropriate commercial creative solutions to a range of contemporary challenges in the field of fashion retail 3 Practical and Professional Skills - P1 Communication and Presentation; P2 Technical Ability; P3 Administrative and Management; P4 Commercial P1 Demonstrate a high level of communication skills in the production of text, oral and visual outcomes, fluently presented to a professional standard P2 Prepare and produce professional material to a high technical standard using a range of applications and communication methods P3 Source, organise, cost and resourcefully manage and optimise resources to create innovative commercial solutions within professional contexts P4 Assess needs and plan targets, network contacts and co-ordinate and direct resources to champion and influence commercial ideas 4 Transferable and Key Skills - T1 Imaginative and Creative; T2 Social, Team and Leadership; T3 Entrepreneurship; T4 Personal Development

T1 Generate ideas and sustain and develop original concepts by using imaginative and creative abilities to articulate and inform for the professional context T2 Participate and co-operate within independent, social and team and leadership roles T3 Develop an entrepreneurial spirit; think laterally and consider fresh perspectives to evaluate, explore and identify new possibilities and alternatives in creating commercial opportunities and in problem-solving T4 Self-assess personal progress, nurture individual attributes and systematically plan personal development with a commercial and professional focus 15.1 How the Intended Course Learning Outcomes reflect the Programme Aims

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Aim 1: To develop specific knowledge and understanding through theories and a wide range of practical experiences aligned to fashion retail management; K1- 4 1 Knowledge and Understanding - K1 Fashion Retailing Systems; K2 Historical and Contemporary Contexts; K3 Business of Fashion; K4 Visual Language K1 Define the key processes, functions and practices within fashion retailing K2 Contextualise the historical, cultural, commercial, political, environmental and social perspectives affecting fashion K3 Identify business, management, and marketing practices necessary to the local, national and global fashion economies K4 Source and appropriately apply and use visual ideas, materials, techniques, processes relevant to the promotion of fashion Aim 2: To nurture independent study skills in research, analytical and evaluative techniques, with an informed critical perspective; C1-4 2 Cognitive and Intellectual Skills - C1 Research; C2 Analysis and Processing; C3 Evaluation; C4 Problem Solving C1 Research, synthesise and apply critical analysis to theoretical and contextual information C2 Analyse and process information appropriate for fashion retail C3 Evaluate objectively and critically appraise the production and presentation of own work and that of others C4 Consider and produce appropriate creative solutions to a range of contemporary challenges in the field of fashion retail Aim 3: To cultivate business professionalism with commercial and management skills and highly crafted communication and presentation techniques; P1-4 3 Practical and Professional Skills - P1 Communication and Presentation; P2 Technical Ability; P3 Administrative and Management; P4 Commercial P1 Demonstrate a high level of communication skills in producing written, oral and visual outcomes, fluently communicated to a professional standard P2 Prepare and produce professional material to a high standard using a range of techniques for a variety of applications and communication methods P3 Source, organise, cost and resourcefully manage and optimise resources to create innovative commercial solutions within professional contexts P4 Assess needs and plan targets, network contacts and co-ordinate and direct resources to champion and influence commercial ideas Aim 4: To offer a high level of professional development experience for the individual to develop transferable skills, manage academic goals and plan future career interests in a considered personal programme and be prepared for employment; T1- 4 4 Transferable and Key Skills - T1 Imaginative and Creative; T2 Social, Team and Leadership; T3 Entrepreneurship; T4 Personal Development

T1 Generate ideas and sustain and develop original concepts by using imaginative and creative abilities to articulate and inform for the professional context T2 Participate and co-operate within independent, social and team and leadership roles T3 Develop an entrepreneurial spirit; think laterally and consider fresh perspectives to evaluate, explore and identify new possibilities and alternatives in creating commercial opportunities and in problem-solving T4 Self-assess personal progress, nurture individual attributes and systematically plan personal development with a commercial and professional focus

Aim 5: To encourage an innovative and entrepreneurial outlook, to react to and initiate commercial and creative opportunities in fashion retail by applying the full range of transferable and professional skills with knowledge and cognitive abilities; KCPT1-4

15.1.1 Assessment Mapping of Learning Outcomes at each Module and Level

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Module Code

Module and Level

Learning Outcomes according to skills

Knowledge and Understanding

Cognitive and Intellectual

Practical and Professional

Transferable and Key

Level 4

L4/1 Fashion Retail and Marketing in the Fashion Economy K1 C2 P1

L4/2 Visual Studies and the Fashion Image K4 C1 P3 T1

L4/3 Buying and Merchandising K3 P2

L4/4 Ethics and Sustainability in Fashion Management K2 C1

L4/5 Professional Development/ HRM 1 K1 C2 P1 T1

L4/6 Visual Merchandising K1 C3 T4

Level 5

L5/1 InDesign K4 P1 P2 T1

L5/2 Trends Forecasting and Product Development C2 P1 T2 T3

L5/3 Professional Development / HRM 2 K3 P4 T4

L5/4 Industrial Placement C3 P1 T4

L5/5 Global Trends and International Retailing K2 K3 C3

L5/6 Fashion Event Management, Media, PR K2 K4 C4 T1 T2

Level 6

L6/1 Independent Project Stage 1 Ideas and Innovation K2 C1 C2 P1 T3

L6/2 Independent Project Stage 2 Research and development K2 C1 C2 C3 P1 P4 T3

L6/3 Independent Project Stage 3 Refinement K4 P1 P4 T3

L6/4 Independent Project Stage 4 Promotion and the future P1 P4 T4

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15.3 Knowledge and Understanding Teaching, Learning and Assessment

K1 Define - fashion retail processes, functions and practices

Market research, activities methodologies and marketing terminology; the influence of marketing on retail and fashion products; (L4/1);

Key functions in buying and merchandising; principles of supply chain management; understanding of compliance and contemporary issues (L4/3)

How forecasting and trends analysis is used in the fashion industry (L4/5);

Fashion personnel roles; human resource management tasks and impact upon manpower planning and resource implications (L4/6)

K2 Contextualise - culture, ethics, politics, economics, technology, religion

The social, cultural, ethical, economic and technological developments which affect and influence consumers and the future of fashion (L4/5) (L5/2)

The interplay of global forces and their effects on the international fashion industry and knowledge of how different cultures affect the dynamics of

fashion, markets and product innovation (L5/6)

Contemporary issues which affect the fashion industry (L6/1) K3 Identify - business, management and marketing practices

The benefits of environmental management for the fashion industry (L4/4)

How different events operate as fashion promotion; define the creative and management roles, functions and how the different aspects fit (L5/5)

Define approaches for innovation in project management terminology (L6/1) K4 Source and Apply - visual language, tools and awareness

Key functions and planning methods in visual merchandising and its relationship with buying, forecasting and marketing activities (L4/5)

Justify a visual merchandising strategy which demonstrates understanding of the fashion product, retail environment and consumer (L4/5)

Subject Benchmark References:

Culture and Identity: an insight into the different modes of global, international, national and local cultural experience and their interaction in particular instances SBCM 4.5; an understanding of the ways in which identities are constructed and contested through engagements with culture

Teaching and learning can typically include:

Briefings; lead lectures to introduce and establish key concepts/ topics

Staff-produced guides, information and set readings that facilitate exploration and preparation of subject matter for discussion and debate

Tutor led individual/ group tutorials; tutor/class led seminars and debate;

Master classes for specialist and guest lectures;

Network learning (via Moodle) as a support to class learning;

Field trips and study visits; student exchanges and international trips;

Independent study and directed study tasks for team and individual work;

Industrial liaison and work placements;

Task-centred studio/workshop practice, presentations and productions;

Collaborations, team live projects and simulated role-plays. Assessment of knowledge and understanding is evaluated by:

Individual and group critiques to measure critical thinking;

Continuous evaluation via regular tutorial contact to offer direction for individual and group projects at research, analysis and evaluation;

Interim assessments of work in progress for individuals and groups;

Final assessments of completed stages for individuals and groups;

Peer, group evaluation and self-evaluative assessment to practice and measure critical thinking, observation and be reflective of project work.

NB These methods are for reflective practice only and do NOT count towards a final mark. They are an extension of the student learning process

Feedback from industry is used informally except within work placements. Examples of assessment strategies are:

Verbal and visual presentations; portfolios; live project; written proposals; research; reports; business plans; 3D creative outcomes; case studies; dissertations; exams; maths tests; role plays; concept boards; exhibitions

Marks are awarded for:

Research, evaluation and analysis, critical judgement and creative and problem solving in accordance with the level and assessment criteria.

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15.3 Intellectual and Cognitive Skills Teaching, Learning and Assessment

C1 Research, Synthesis and Critical Analysis - theory, history and context

Consider how fashion imagery is influenced by and represents ideas (L4/2);

Demonstrate how a wide range of fashion forecasting tools define past, current and future lifestyle and fashion trends (L4/3)(L5/2)(L5/5);

Demonstrate research and communicate knowledge of contemporary developments affecting employment in the fashion industry (L5/3) C2 Analysis and Processing – Information for fashion retail

Demonstrate high quality research and analysis for fashion events (L5/6)

Research, analyse and reference information for a personal project (L6/2)

Produce case study analysis of successful project management (L6/3) C3 Evaluation and Critical Appraisal – own work and that of others

Evaluate how work culture influences identity and company image (L5/3);

C4 Creative Problem Solving – to contemporary challenges affecting fashion

Investigate the concept of sustainability and apply sustainable solutions to current issues affecting the fashion industry (L4/4) (L5/1)(L6/1);

Communicate how contemporary issues create innovation (L4/5)(L5/2)(L6/1)

Demonstrate the value of innovation and competition (L4/5)(L5/1) (L6/1)


Research: analyse information and experiences, formulate independent judgements, articulate reasoned arguments through reflection, review and evaluation SBCM 4.6; gather, organise, deploy ideas and information to formulate arguments cogently, express effectively in written, oral or other forms ; retrieve and generate information, evaluate sources in independent research SBCM 6.1 apply information skills to navigate, retrieve, and manage information from a variety of sources SBAD 6.3;

Critical and Contextual: make connections between intention, process, outcome, context, and methods of dissemination. SBAD 6.3 pervasive issues - sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management. SBGBM 3.7


Briefing and lead lectures to introduce and establish key concepts/ topics










Individual and group critiques to measure critical thinking, observation and reflection of project work in progress;




Peer, group evaluation and self-evaluative assessment to practice and measure critical thinking, observation and be reflective of project work; NB These methods are for reflective practice only and do NOT count towards a final mark. They are an extension of the student learning process

Feedback from industry is used informally except within work placements.

Examples of assessment strategies are: .

Verbal and visual presentations; portfolios; live project; written proposals; research; reports; business plans; 3D creative outcomes; case studies; dissertations; exams; maths tests; role plays; concept boards; exhibitions



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15.4 Practical and Professional Skills 15.3.1 Creative and Imaginative

Teaching, Learning and Assessment

P1 Imaginative Presentation - Verbal and Written

Communicate and present: how consumer lifestyle and marketplace dynamics affect forecasting and how fashion trends affect the consumer lifestyle at different market levels (L4/5)(L5/2)(L5/5); new commercial knowledge, skills, experience and contacts (L5/4); knowledge and experience in an area of specialist study to a very high level of professionalism and fluently communicate ideas with a depth of understanding of their relationship with the fashion retail industry (L6/2) and (L6/3)

P1 Creative Communication - Visual and Creative

Demonstrate an informed use of colour, texture and visual composition and create and use two /three dimensional images effectively to represent ideas (L4/2); Range planning skills and confident use of terminology (L4/3); Effectively present and justify an innovative prediction package which clearly demonstrates the dynamics influential to creative fashion processes (L4/5); Demonstrate creative ideas to promote fashion products within the retail environment (L4/5); Produce a clear well formatted range of self-promotional materials (L5/3); Create an effective professional portfolio and self-promotional material which reflect personal interests and career aspirations, knowledge and confidence for the world of work Present an effective individual professional verbal presentation on the evaluation of the course (L6/3)


Skills in communication and presentation: articulate ideas and information comprehensibly in visual, oral and written forms; present ideas and work to audiences in a range of situations; use the views of others in the development or enhancement of their work. SBCM4.6; communicate ideas and information in visual, oral and written forms SBAD 6.3; present ideas and work to their audiences SBAD 6.3;
















Peer, group evaluation and self-evaluative assessment to practice and measure critical thinking, observation and be reflective of project work; NB These methods are for reflective practice only and do NOT count towards a final mark. They are an extension of the learning process.


Verbal and visual presentations, portfolios, live event, written proposals, research reports, business plans, case studies, dissertations and exams.


Research, evaluation and analysis, critical judgement and creative problem solving in accordance with the level and assessment criteria.

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15.3 Practical and Professional Skills 15.3.2 Production and Technical Application


P2 Event and Exhibition Planning and Production

Communicate and operate as part of a professional show production team with a heightened awareness for the necessity for teamwork and excellent organisation; Present original concepts and execute a creative fashion event evidencing a management strategy and demonstrate: an awareness of creative roles within show production and how the different facets are put together (L5/5);

Produce and execute an appropriate an imaginative production plan for creating an exhibition of work for a professional audience (L6/3)


Production and Technical: demonstrate the development of creative ideas and concepts based upon secure research strategies SBCM 5.4 the issues which arise from the artist's or designer's relationship with audiences, clients, markets, users, consumers, and/or participants SBCM 6.4; major developments in current and emerging media and technologies in their discipline(s) SBCM 6.4; the significance of the work of other practitioners in their discipline(s). SBCM 6.4; ability to use materials, media, techniques, methods, technologies and tools associated with the discipline(s) studied, and will be familiar with good working practices. SBCM 6.5; select and employ communication and information technologies SBCM 6.6. present ideas and work to their audiences SMCM 6.6
















Peer, group evaluation and self-evaluative assessment to practice and measure critical thinking, observation and be reflective of project work;

NB These methods are for reflective practice only and do NOT count towards a final mark. They are an extension of the learning process.





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15.3 Practical and Professional Skills 15.3.3 Administrative and Commercial; Management Skills


P3 Administrative and Commercial

Source resources and costings required in creating image and product (L4/2)

Demonstrate numeric ability, financial understanding and negotiation (L4/3)

Identify and evaluate: sources of supply and an understanding of compliance and contemporary issues (L4/3)

Demonstrate and innovatively apply the skills, knowledge and experience in the commercial world to a very high level of professionalism (L6/1)

P4 Management

Techniques to appraise, train, develop and manage performance (L5/3)

Engage in skills and strategies in an organised and independent approach to industry objectives. (L5/4)

Create industrial contacts and update personal skills and knowledge (L4/6)

Exhibit personal organisation in implementing and managing a complex assignment to a high level of professionalism (L6/2)

Demonstrate personal organisation in implementing and managing a complex assignment to a high level of professionalism (L6/2)

Produce and present an original body of work as an independently managed project in relation to fashion retailing (L6/2)


General Business and Management: markets - the development and operation of markets for resources, goods and services SBGBM 3.7; customers - customer expectations, service and orientation SBGBM 3.7; operations - the management of resources and operations SBGBM 3.7; business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests SBGBM 3.7

Personal Organisation - organise and manage supervised, self-directed projects SBCM 6.1



Staff-produced guides, information and set readings that facilitate

exploration and preparation of subject matter for discussion and debate














NB These methods are for reflective practice only and do NOT count towards a final mark. They are an extension of the student learning process.


Verbal and visual presentations, portfolios, events, proposals, case studies, research reports, business plans, dissertations and exams.



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15.4 Transferable and Key Skills 15.4.1 Communication; Independent Social and Team and Leadership Skills


T1 Communication

Communicate knowledge and experience in the area of specialist study to the commercial world to a very high level of professionalism (L6/2)

Subject Benchmark references

Skills in Communication and Presentation - articulate ideas and information comprehensibly in visual, oral and written forms present ideas and work to audiences in a range of situations SBAD 4.6

Critical Engagement - analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation SBAD 4.6

T2 Independent, Social and Team and Leadership Skills

High level of personal organisation, team working and social skills (L5/3)

Communicate and operate as part of a professional show production team with a heightened awareness for the necessity for teamwork and excellent organisation (L5/7)

Demonstrate a high level of personal organisation, team working and social skills (L6/1)

Subject Benchmark references on Transferable or Generic Skills

Group/team working and social skills: students will have the ability to interact effectively with others, for example through collaboration, collective endeavour and negotiation SBCM 4.6; benefit from the critical judgements of others and recognise their personal strengths and needs SBAD 6.3; apply interpersonal and social skills to interact with others SBAD 6.3

Team and Group Skills: Work productively in a group or team, showing abilities at different times to listen, contribute and lead effectively SBCM 6.1

















NB These methods are for reflective practice only and do NOT count towards a final mark. They are an extension of the learning process





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15.4 Transferable and Key Skills 15.4.1 Entrepreneurship; Personal Development


T3 Entrepreneurship

Apply resourcefulness and entrepreneurial skills to critically engage with business for fashion (L6/3)

T4 Personal Development

Organise and evaluate personal professional development (L4/6)

Evaluate personal contributions to placements (L5/4);

Produce a career plan and communicate with the industry by direct and indirect methods in order to further ambitions in establishing personal career path (L6/3)

Self-assess performance and transferable skills acquired on the course (L6/3);

Synthesise interests and social skills to create a personal profile (L6/3)

Evaluate how work experience furthers a professional independent approach to learning and future career goals and objectives (L5/4) :

Identify the significance of the Elective option to fashion retailing (L5/1);

Professionally produce and justify an outcome of personal choice through independent study (L6/2)

Subject Benchmark references

Personal Management: Identify personal strengths and needs, and reflect on personal development.; an enthusiasm for enquiry into their discipline and the motivation to sustain it. SBCM 4.6;; present evidence that demonstrates some ability to generate ideas independently and/or collaboratively in response to set briefs and/or as self-initiated activity ; exercise self-management skills in managing their workloads and meeting deadlines SBAD 6.3; effective use of communication and information technology for business applications; effective self-management in terms of time, planning and behaviour, motivation, self-starting, individual initiative and enterprise SBGBM 3.9

Personal qualities students will have an enthusiasm for enquiry into their discipline and the motivation to sustain it. SBAD 4.6

Independent Learning - work in flexible, creative and independent ways, showing self-discipline, self-direction and reflexivity SBCM 6.1



Staff-produced guides, information and set readings that facilitate

exploration and preparation of subject matter for discussion and debate















Verbal and visual presentations, portfolios, events, proposals, case studies, research reports, business plans, dissertations and exams.



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15.5 Subject Benchmark References for Teaching, Learning and Assessment in Transferable or Generic Skills

Integrated teaching, learning and assessment strategy, which demonstrates teaching and learning methods used, and assessment methods adopted, in relation to the intended learning outcomes and skills being developed and linked to the mode of delivery and the student profile. SBGBM 4.1

Integration between theory and practice - work-based learning, work experience or placement, exposure to business issues including employer-based case studies, visits and inputs from visiting practising managers. SBGBM 4.2

Practice experience: the process through which a student acquires practical experience, skills and the opportunity for creative expression and/or thinking in a range of activities, from empirical research to production work, and receives and gives feedback on their performance

Formative, summative and diagnostic assessment. Assessment strategies support students' understanding of their learning processes and are designed to foster a deep approach to learning. Strategies also promote autonomous learning and self-evaluation as vital elements within the overall learning process. Self- and peer-evaluation constitute an important part of formative assessment and, on occasion, of the formal summative assessment process. Assessment criteria accommodate the speculative enquiry common to most disciplines in art and design, and provide fair and accurate assessment of team work and individual contributions to the overall outcome of collaborative projects. SBAD 5.9

Assessment is an integral part of the learning process, and will be formative and diagnostic as well as summative and evaluative, providing feedback to students wherever appropriate. In many programmes, particularly those that feature production work, students will be participants in the assessment process through strategies such as the group critique, where students present and discuss their work with peers and tutors. SBCM 7.8

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15.5 Professional Reference to PDP Skills and Qualities Assessment Strategies of PDP

1. People Skills – enhances and is complemented by the group/team working and social skills as well as the skills in communication and presentation when the student has to operate as an individual in many different situations from the immediate learning environment on an individual basis as well as one to one basis through to the learning environment with strangers in a work placement or new colleagues.

Relating skills – welcomes, can build relationships, have empathy, value and acknowledge others (for contribution /cooperation/ participation)

Communication skills – talk, present, teach, listen liaise, use languages if appropriate

Helpfulness – care, support, volunteer, share, give

Empowering skills – encouragement, guidance, developing others

2. Managing – realising potential, optimising, maximising co-ordinating, processing, practical and creative professional skills and high level of self-management but with emphasis on commercially focused goals.

Leading - directing people, planning and targets, driving change, evaluating

Networking – supporting community, support others, grow relationships, share talents

Strategising – forecasting, anticipating situations, researching, financial and business planning scenarios

Selling – negotiating, persuading, influencing, promoting new ideas, sponsoring

Championing – advocating, pioneering, persuading/influencing, promoting new ideas, sponsoring

Marketing – assessing needs, generating possibilities, analysing competitors, positioning product/service offers, enhancing profile

3. Practical skills – the skills which demonstrate technical and often creative abilities with “things” but also with “people”. Can be associated with “getting the job done” resourcefully, especially via the co-ordinating skills

Operating – precision working, using machinery, using multi-media, typing, controlling, driving

Co-ordinating – multi-tasking, planning, organising, balancing, delegating facilitating

Sensing – hearing, seeing, tasting, touching, smelling

1. Formative, summative and diagnostic assessment Assessment strategies support students' understanding of their learning processes and are designed to foster a deep approach to learning. within the EMBEDDED and LINKED PDP modules and across the learning outcomes of all modules, Strategies also promote autonomous learning and self-evaluation as vital elements within the overall learning process. Self-and peer-evaluation constitute an important part of formative assessment and, on occasion, of the formal summative assessment process. SBAD 5.9

Practical experience: Work experience – employer engagement Employer reports and industry assessment may offer insights on these qualities as “useful attributes”. 1. Formal Assessment Integrated teaching, learning and assessment strategy within the EMBEDDED and LINKED PDP modules and across the learning outcomes of all modules, SBGBM 4.1 2. Role of Informal Assessment in PDP Informal self- assessment plays an important role in self-evaluation and the “discrete” way which PDP is practiced, which can not be formally evaluated but still has a value. Ref: QAA PDP Guide 2009

Personal Profiling These are accumulated into a “MySkills” Portfolio during the PDP process. The “MySkills Portfolio” which is a personal profiling exercise. This is an informal log which the student reviews their learning and the details of the skills they have gained in order to communicate “what they have attained to others” The student may also self-assess as a process of “discrete” PDP QAA PDP Guide 2009

Work experience – employer engagement

Employer reports and industry assessment may offer insights on these qualities as “useful attributes” Students also participate in part-time work off the premises which has value to the PDP process

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Understanding – having perspective/objectivity and a critical standpoint with the ability to have a broad overview; tolerance and understanding of different cultures, styles and views;

Team-working – working collectively, sharing skills, balancing interests, resolving conflict, developing processes

4. Processing Skills – The processing skills are the key skill set in which the most academic success relies whether the student has to apply themselves to problem-solving in a group or individual assignment.

Processing - carrying out procedures; following instructions; combining and blending (ideas/opinions/systems); working structurally and systematically

Administering – overseeing, completing, maintaining, computing

Words and pictures – describing, writing, detailing, proofing, drawing, translating,

Reviewing - progress, performance, evaluating (self and others), action planning

Finances – budgeting, costing, planning, accounting, auditing

5. Enterprise skills – The enterprise skills strongly demonstrate management and leadership potential, but with a rounded skill set of people,

Thinking positively – creative problem solving

Producing – manufacturing, crafting, making, constructing, assembling

Nurturing – plants/animals, tending, minding, growing, fostering

6. Evaluating skills – The basis of the groundwork required to create success at formative and summative processes in learning and assessment.

Exploring – investigating, identifying possibilities, generating alternatives

Interviewing –questioning, listening, probing, summarising,

7. Creative skills - Thinking laterally – taking fresh perspectives, using intuition, suspending judgement, seeing new angles, injecting ideas

Formal Employer Assessment of Graduates and Work Experience Within the head office roles of which graduates aim for, it is the processing and enterprise skills and the ability to think laterally which will be measured and assessed in order to define suitability for the role. Within creative tasks such as marketing, buying, public relations, trends forecasting and product development the skills of processing words and imagery require a high standard of processing. In PDP students can objectively assess their progress more easily as results can usually be visibly measured.

These skills are where employers require the proof of “Can they do the job?”

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16 Programme structure and requirements, levels, modules, credits and awards

16.1 Stage 1 Level 4 (Certificate of Higher Education) Award: Cert HE 120 credits Module Code

Module Title

Module Type

Credit

FRM4005 FRM4001 FRM4002 FRM4003 FRM4004 FRM4006

Fashion Retail, Marketing and the Fashion Economy Visual Studies and the Fashion Image Buying and Merchandising Ethics and Sustainability in Fashion Management Visual Merchandising Professional Development and Human Resource Management 1 (Social, Team and Leadership skills)

Core Core Core Core Core Core

Subject Specific Subject Specific Subject Specific Subject Specific Subject Specific Subject Specific

15 15 15 15 30 30

16.2 Level 5 (Diploma of Higher Education) Award: Dip HE 240 credits Module Code

Module Title

Module Type

Credit

FRM5007

InDesign

Core

Subject Specific

15

FRM5002 Trends Forecasting and

Product Development for Fashion and Lifestyle Retailing

Core Subject Specific

30

FRM5003 Professional Development and

Human Resource Management 2 Core Subject Specific 15

FRM5005 Industrial Placement Core Subject Specific 15 FRM5004 Global Trends and International Retailing Core Subject Specific 15

FRM5006 Fashion Event Management, Media and PR

Core Subject Specific 30

16.3 Level 6 (BA (Hons) Fashion Retail Management) Award: BA (Hons) 360 credits Module Code

Module Title

Module Type

Credit

FRM6005 Independent Project – Exploratory

Entrepreneurship and Innovation: Market Research and Concept Development

Core 30

FRM6006 Independent Project – Realisation and

Production, Creative Strategy option 60

OR FRM6007 Independent Project - Realisation and

Production, Business Strategy option 60

FRM6008 Independent Project –Self Promotion and

the future core 15

FRM6009 Independent Project: Exploratory core 15

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Innovations

16.4 How the modules relate to Personal Development Planning – all levels Module Code

Module Title

PDP Type Credit

L4/6

Professional Development and Human Resource Management 1

PDP EMBEDDED 30

L5/3 Professional Development and PDP EMBEDDED 15 Human Resource Management 2 L5/4 Industrial Placement PDP EMBEDDED 15

L6/2 Independent Project

Stage 1 and 2 - Exploratory Innovation and Entrepreneurship; Market Research and Concept

PDP INTEGRATED 30

L6/3 Independent Project

Stage 3 - Realisation and Production Creative Strategy and Creative Concept OR Business Strategy and Management Concept

PDP INTEGRATED 60

L6/4

Independent Project Stage 4 – Self Promotion and the future

PDP EMBEDDED 15

EMBEDDED PDP (90 -105/360 credits = 25-29% of programme) INTEGRATED PDP (105/360 credits = 29% of programme) TOTAL (180-195/360 credits = 54– 58% of programme)

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17. Course Structure Diagram

LEVEL 4 -TERM 1

1 2 3 4 5 6 7 8 9 10 11 12

Visual Studies 15 – credits Marketing 15 – credits

Professional Development and Human Resource Management 30 – credits

TERM 2

13 14 15 16 17 18 19 20 21 22 23 24

Visual Merchandising 30 – credits

TERM 3

25 26 27 28 29 30

Buying and Merchandising 15 – credits

Ethics and Sustainability 15 – credits

LEVEL 5 -TERM 1

1 2 3 4 5 6 7 8 9 10 11 12

Professional Development and Human Resource Management 15 – credits

Event management 30 – credits

InDesign 15 – credits

TERM 2

13 14 15 16 17 18 19 20 21 22 23 24

International Retailing – 15 credits Trends forecasting and Product Development – 30 credits

TERM 3

25 26 27 28 29 30

Industry Placement – 15 credits

LEVEL 6 -TERM 1

1 2 3 4 5 6 7 8 9 10 11 12

Independent Project – Stage 4 Promotion and the Future – 15 credits

Independent Project : Stage 2 Research – Concept Development –30 credits

Independent Project – Stage 1 Exploratory Innovation and Market Research – 15 credits

TERM 2

13 14 15 16 17 18 19 20 21 22 23 24

Independent project stage 2 – continued – 30 credits

Independent Project Stage 3 Realisation and Refinement – 60 credits

TERM 3

25 26 27 28 29 30

Independent Project Stage 3 Realisation and Refinement continues – 60 credits

BIAD Exhibition and GFW

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18. Support for Learning and Personal Development Planning (PDP)

18.1 Support for Learning Students are offered the following support through their period of study 18.2 Resources

A complement of academic staff with a variety of quality expertise and industry experience.

A dedicated CAD area and dedicated presentation rooms.

Access to good library facilities.

18.3 Course Communication and Access

Access to academic personnel: Level Co-ordinators, Course Director and Head of Department at reasonable notice, or access to any other academic or support staff as required, surplus to class taught sessions and scheduled contact time such as tutorials, critiques and workshops.

Appropriate guidance and advice - students will be directed by personnel elsewhere if requests can not be met within the course.

Online access - accurate and appropriately detailed information accessible and usually available Moodle access is helpful at supporting students as part of a virtual group outside class access.

A student handbook fully outlining the course philosophy, aims and objectives, course structure and curriculum, module outlines, assessment criteria and University assessment regulations.

18.4 Application stage and pre-enrolment liaison at all entry points Levels 4-6 Applicants at each stage have access to course information via the main University site, Open Days, personal enquiry. Newsletters which are sent out three times over the summer to update on the years end, summer projects and new info for the start of term and induction. 18.5 Orientation Programme - induction programme for all new students at Level 4 The aim is for a positive and engaging experience to commence the course. Students are introduced to:

i) Academic processes: course and module structures, timetables and delivery; achievement.

ii) Progression, assessment; industry liaison; travel and exchange opportunities.

iii) PDP the academic support within library and Student Service facilities across the University with clear guidance on the Student Services and Student Union and all internal facilities including financial advice, careers and job bureau, counselling, medical services, disabilities, crèche and chaplaincy.

iv) Booklists; budgeting, travel and living expenses; accommodation; part-time work.

v) Social activities to familiarise the peer group, other year groups and the wider context of BIAD.

vi) Explanation of staff and student responsibilities.

vii) Safe working practices of studios / workshops in accordance with the health and safety guidelines.

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viii) Access to the equal opportunities policy, student charter operating at Birmingham City University.

ix) The public facilities in Birmingham retail outlets, museums, galleries and libraries.

18.5.1 Orientation for direct entry at Level 5 and 6 All students are offered a review of the above in order to be reminded of the any changes to the programme. 18.5.2 Orientation for overseas students

i) Overseas facility at Student Services – Students are encouraged to utilise the facility for English.

ii) Overseas students are aware of the Orientation Week prior to the start of the level of entry.

18.5.3 Orientation for incoming exchange students at Level 5 All students have access to all the above and receive correspondence up to 6 months before arrival. 18.5.4 Orientation for outgoing exchange students at Level 5

All students are informed 9 months to 18 months before an exchange commences. Access is via the key contacts at the institutions and a 3-way communication triangle between exchange co-ordinators.

Students are encouraged to be at least a little familiar with a different culture, in order to be as comfortable with the new programme as quickly as possible programme.

Talks by previous outgoing students and by incoming students are organised to inform year groups.

18.5.5 Induction at Levels 5 and 6 for continuing students Re-emphasis on points 18.4 and 18.5 for Level 4.

18.6.1 PDP – Personal Development Planning – refer:

Purpose PDP has four main functions within the programme across the three levels:

1. Induction – a multi-facetted process to provide academic information and student support. The Orientation Programme and Study Skills is designed for Level 4 and new students at Levels 5 and 6. The BCU Student Services and BIAD Library play a key role where the input of the Student Union is essential to Induction and meeting the students. The Careers Service is introduced in personally.

2. PDP Review and Progress Tutorials – a two-pronged tool in planning and reflection. The student will plan their learning at the start of each term; they will then evaluate their progress towards completion of the term. This use of PDP is a continuous part of the Orientation programme throughout the course.

3. Support and Guidance for Employability – curriculum vitae and resumes, application letters and Work Placement planning require regular review at Level 4 and 5 for work experience and Level 6 for career planning. At these points the Careers Service play an integral role.

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4. Monitoring processes – there are three main facilities:

i) Mentoring facility – to allow the opportunity for Level 5 and 6 students to have a mentoring role and increase their sense of responsibility and maintain their own continued professional development. Mentoring is for all new students to receive and access practical advice.

ii) Monitoring minority student groups - PDP sessions are additional to personal tutorials, but aligned to academic progress and the learning processes at each level. It is within PDP that the academic progress and needs can be more easily identifiable. Minority groups include: international students, all APEL students and those joining at Level 5 and 6 entry. A student who has had a continued period of absence and needs to familiarise again with learning, will be also be counted here.

iii) Monitoring independent study and individual progress – PDP offers advice on self-directed techniques during periods of self-directed learning, especially on industrial placement at Levels 4 and 5, through Moodle, email and throughout Level 6 on a one to one.

Structure PDP has been designed as follows:

Level 4 - Dedicated formal areas exist in the curriculum structure for regular PDP reviews

Level 5 -. Dedicated formal areas exist in the curriculum structure for regular PDP reviews

Level 6 - Dedicated formal areas exist in the curriculum structure for regular PDP reviews

PDP will include the following activities: Focus and Reflection Planning progress Evaluating achievement Support for Employability CV advice Application letter writing and form filling Interview practice Role play Psychometric tests

18.7 Support for Personal Development Planning

18.7.1 QAA Guidelines and Subject Benchmark for PDP Students are encouraged to identify and reflect on their own learning needs. “ A structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development” QAA PDP Guide 2009 “..fundamental to the study and practice of the student’s chosen discipline” SBAD 4.3

18.7.2 Resources

Academic staff with a variety of high quality expertise and regular use of Careers

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Service.

Industry liaison through projects, assessed work experience and voluntary work experience.

Use of E-learning through Moodle as a discussion forum and information.

18.7.3 Structure - PDP as part of Course Design Emphasis is on a balanced offer to:

i) Allow flexibility to students in how the values of PDP can be differently acquired.

ii) Recognise the integrated nature of the industry and how roles inter-relate.

iii) Prepare graduates in order to adapt to perhaps entirely new roles with different expertise.

The process and structure of PDP within the curriculum is as follows:

Curriculum Design

a) Embedded PDP: 105-/360 credits, a minimum of 25% of the course, is allocated to PDP as formal assessment within 5 modules across the programme.

o Levels 4 and 5 - Professional Development and Human Resource Management.

o Level 5 - Industry Placement. o Level 6 - Final Major Project Stage 1 and 2 - Innovation and

Entrepreneurship. o Level 6 – Final Major Project Stage 4 - Promotion and the Future.

b) Integrated PDP - a whole-curriculum approach where all or most parts of the programme involve activities which are aligned with PDP processes particularly in relation to industry including:

o Subject-specific modules form the core of the main subject, enhancing specific industry knowledge and skill for the individual student. The concentration of subject-specific modules delivery ranges from 75% to 100% of the semester delivery.

c) Linked PDP - on all projects there is a form of industrial contact which may not necessarily form part of assessment, but the individual is still developing professionally through connection with the course. Other links in connection with the curriculum include: individual access to the BCU Careers Service; student promotion at Graduate Fashion Week and other events.

d) Extended PDP integrates learning outside the curriculum such as part-time work, volunteering and informal, professional work experience via the course and contact with recruitment agencies.

e) Discrete PDP – the student may undertake independent PDP not initiated by the course.

o Commercial focus – The course is enhanced by a unique industry focus. 14/15 modules = 93% programme content, which contains at least 15 career functions to maximise student experience and awareness. On every project there will be a form of industrial contact for the student, so the individual is continually professionally developing through every module.

o The Indicative Content in all module descriptors indicates how the module relates to career outcomes and professional practice.

o The role of assessment – peer assessment, industry assessment, self-evaluation used so the individual student can reflect and re-evaluate their

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learning and progress from different standpoints. o Moodle is used as an additional learning virtual tool to support PDP as part

of Induction. o The Careers Service is actively involved in the delivery of PDP modules

across all levels.

18.7.4 Level 6 and PDP

The self-directed nature of Level 6 places emphasis on critical evaluation and reflective practice. It completes a process for developing personal aspirations and recognition of progress and attainment, as course completion approaches.

Formal and informal assessment structure the ‘own learning’ process through independent projects. These help advance knowledge, develop experience and skill towards personal career ambitions.

Students evaluate total individual learning over the three year period in formal assessment to reflect on the value of their learning within their job applications and towards their futures.

19 Criteria for Admission

Candidates must satisfy the general admission requirements of the programme.

The current admission requirements can be found under the ‘Entry Requirements’ tab of the web page for this course.

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20 Methods for evaluation and improvement of quality and standards

Committees

Staff/Student Forums.

Course Board of Studies.

School Academic Monitoring Committee.

Institute Board.

Faculty Academic Standards and Quality Enhancement Committee.

Final Examination Board.

Industrial Liaison Panel.

Course Team Meetings.

Level Co-ordinator’s Meetings.

Undergraduate Forum.

School Management.

Mechanisms for review and evaluation

BCU/BIAD Student Questionnaire.

End of Semester reviews.

External Examiners’ Reports.

Annual Evaluation Report.

Annual Staff Appraisal (IPR).

DIUS Innovation Nation 2008.

DIUS Widening Participation Higher Education 2006.

DIUS Enterprise Policy Statements.

BCU Careers Service.

Module Evaluations.

National competitions – define academic and industry standards.

Organised industry visits.

Employer feedback from industry placements.

Industry Assessment on projects.

Course Module evaluations (qualitative / quantitative).

QAA benchmarks as referenced.

Alumni offer valuable insights of future needs, trends and quality from their current roles.

External organisations offer an exchange of high quality knowledge and experience – City Centre Management, Chamber of Commerce, local government bodies.

Visiting Personnel and Industry professionals and their insights and assessment of future needs.

Documents

Programme Specification: BA (Hons) Fashion Retail Management