Teaching Retail Operations in Business and Engineering Schools

Revolution in Marketing: Market Driving Changes, 2014

American Journal of Business Education (AJBE), 2011

Undergraduate programs in business are expected to provide a comprehensive learning for their students in order to prepare them to be able to deal with complex business problems in their jobs. Business schools attempt to provide this learning through various curricular design strategies. This paper proposes the use of an undergraduate course in retailing to help in achieving the objective of comprehensive learning about the operation of business enterprises, especially for marketing majors. A case is made that a well-designed retailing course provides the potential for reinforcing learning achieved in other marketing courses, creates an opportunity for crossfunctional business learning, and can also help in achievement of learning goals specified by AACSB.

Journal of Marketing Education, 2018

In this article, we present an educational approach that bridges theory and practice: an applied retail track. The track has been co-created by faculty and 10 partnering retail companies and runs in parallel with traditional courses during a 3-year bachelor’s degree program in retail management. The underlying pedagogical concept is to move retail education from simple dissemination of knowledge toward the production of learning by way of experiential, situated, and skill-based learning. Overall, we believe that this learning approach has helped to create a win-win-win situation for students, retailers, and faculty. Students gain unique insights from retail practice to complement their topically oriented course-based learning, thus enhancing their attractiveness to employers after graduation. Retailers gain in-depth knowledge about the competencies of young prospective employees, and faculty and retailers jointly benefit from exchanging ideas about contemporary challenges in retaili...

RePEc: Research Papers in Economics, 2001

Journal of Marketing Education, 2018

2007

The objective of this course is to give you both strategic and operational perspectives on retail design and management. The strategic perspective applies the basic paradigm of marketing to a retailing context. The operational perspective builds on this by studying aspects of store design, merchandising, and management that are specific to the retailing context.

Proceedings of the Proceedings of The 2nd International Conference On Advance And Scientific Innovation, ICASI 2019, 18 July, Banda Aceh, Indonesia, 2019

This study was conducted to identify students' perception towards retail management skills through managing business simulation at Centre Of Retail Excellence (CORE). Sample is a Diploma in Retail Management (DRM) students at Politeknik Sultan Azlan Shah (PSAS), Perak which managed CORE during their study. At Polytechnic Sultan Azlan Shah (PSAS), Centre of Retail Excellence (CORE) is a business simulation for teaching and learning process for DRM students. The sample size was 125 people who were randomly selected and distributed questionnaires through on-line survey. This study involved students of Diploma in Retail Management (DRM) semester 4, 5, 6 and alumni DRM. The objectives of this study was to identify students' perception towards retail management skills by managing CORE and to identify the types of skills gained by students through managing CORE. The study was analysed by using excel in Google Drive. From this study it can be concluded that by giving the students opportunity in managing CORE, there are positive perception in increasing retail skills among students DRM. In addition, it is also concluded that the skills used in managing CORE is a skills needed by employers.

2020

When teaching Operations Management (OM) in a liberal arts setting, two issues arise-the lack of interest and knowledge retention by the students. This paper suggests that these are due to the lack of integration of OM with other business disciplines when taught and the divergence between what working students experience in practice and how OM is taught. To address these, the paper suggests the use of a familiar strategy model-the value chain-as a platform to show how OM is integrated and interdependent with all other business courses which can raise interest in the subject. To assist with knowledge retention, the paper presents an integrated model of OM where the topics covered in the course are linked to each other as a system. This model can be shown in the beginning of the course and evaluated at the end where participants can contemplate how the model should be expanded/modified to incorporate developments in other fields such as logistics (especially last-mile practices), artificial intelligence or servitization.

Many retailers argue that university students do not have the practical experience and skills required in the workplace when graduating. This paper reports on research undertaken to address this issue and to identify a model to guide development and implementation of a retail store, on a university campus, to be used for work-integrated learning. A literature review was undertaken before a qualitative survey was conducted with 22 respondents, including retail lecturers, retail chain staff and other learning and retail experts. Data collection was via questionnaires, administered during semi-structured interviews. Lecturers provided details on activities and assessments used for practical assignments. Peer feedback via focus groups critiqued the findings once analysis was complete, increasing the trustworthiness of findings. A model was proposed that best suited the needs of retailers, learners and the university. Suggestions for further research are provided.