Contemporary issues in retailing - Arab Open University

Contemporary issues in retailingThis block links to the issues raised in earlier blocksand examines the major forces affecting retailing.It considers the influences on retail sector expansion;the impact of technology, especially online retailing;globalisation and international retailing and corporatesocial and ethical issues.

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Activity 1Contemporary issues in retailingActivity 2Environmental issuesActivity 3Operations issuesActivity 4Market related issuesActivity 5Preparations for end-of-module assessment (EMA)

This block builds on issuesraised in Books 1, 2 and 3.Key topics covered are retaillocation, retail logistics,demand-driven supply,alternative distributionchannels, delivering customervalue and managing supplyrelationships, including theuse of information systems.

Session 1The supply side of retailingSession 2Retail buyingSession 3Supply chainmanagement

Retail planning and supply management 4

START

Getting started

B122–An introduction to retail management and marketing

Prepared by Fiona Ellis-Chadwick

This publication forms part of the Open University module B122 An Introduction to Retail Management and Marketing. Details ofthis and other Open University modules can be obtained from the Student Registration and Enquiry Service, The Open University,PO Box 197, Milton Keynes MK7 6BJ, United Kingdom (tel. +44 (0)845 300 60 90; email [email protected]).

Alternatively, you may visit the Open University website at www.open.ac.uk where you can learn more about the wide range ofmodules and packs offered at all levels by The Open University.

To purchase a selection of Open University module materials visit www.ouw.co.uk, or contact Open University Worldwide,Walton Hall, Milton Keynes MK7 6AA, United Kingdom for a brochure (tel. +44 (0)1908 858793; fax +44 (0)1908 858787;email [email protected]).

The Open University Walton Hall, Milton Keynes MK7 6AA

First published 2011

Copyright © 2011 The Open University

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilised in any formor by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher or alicence from the Copyright Licensing Agency Ltd. Details of such licences (for reprographic reproduction) may be obtained fromthe Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS (website www.cla.co.uk).

Open University module materials may also be made available in electronic formats for use by students of the University. Allrights, including copyright and related rights and database rights, in electronic module materials and their contents are owned by orlicensed to The Open University, or otherwise used by The Open University as permitted by applicable law.

In using electronic module materials and their contents you agree that your use will be solely for the purposes of following anOpen University module of study or otherwise as licensed by The Open University or its assigns.

Except as permitted above you undertake not to copy, store in any medium (including electronic storage or use in a website),distribute, transmit or retransmit, broadcast, modify or show in public such electronic materials in whole or in part without the priorwritten consent of The Open University or in accordance with the Copyright, Designs and Patents Act 1988.

Edited and designed and typeset by The Open University.

Printed in the United Kingdom by Cambrian Printers, Aberystwyth.

The paper used in this publication is procured from forests independently certified to the level of ForestStewardship Council (FSC) principles and criteria. Chain of custody certification allows the tracing of thispaper back to specific forest-management units (see www.fsc.org).

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2.1

ContentsWelcome to B122 7

1 Making a start 81.1 Module calendar 9

1.2 Ten things you need to know to make a successful start 10

2 Module contents 142.1 Module development 14

2.2 How is the module structured? 14

2.3 Block 1 What is retailing? 17

2.4 Block 2 Managing retail stores 18

2.5 Block 3 Retail marketing 19

2.6 Block 4 Retail planning and supply management 20

2.7 Block 5 Contemporary issues in retailing 21

2.8 Module themes 22

2.9 Module outcomes 25

3 Learning support and study skills 263.1 Learning support 26

3.2 Study skills 29

3.3 Referencing 32

3.4 Plagiarism 35

3.5 Help with computing on the module 37

4 Conclusions 39

References 40

Acknowledgements 41

Module team 42

Welcome to B122

When women are depressed, they eat or go shopping. Men invade

another country. It’s a whole different way of thinking.

Elayne Boosler

Congratulations on choosing a module about retailing. Not only is retail oneof the most dynamic business sectors with global reach but it is also anessential part of our daily lives. Whether you agree with the quotation aboveor not (we know men like shopping too!), we spend a good deal of timeshopping for the goods we need (or in some cases do not need). Asshoppers, we probably give little thought to how the goods arrive on shelvesand can even feel irritated when products we want are not readily available.This module will give you an insight into what goes on behind the scenes ofa retail operation and explore the array of activities a retailer undertakes toensure the right products are in the right place at the right time to meet ourevery need.

By looking inside a retail operation, you will see why there are so manypeople employed in the sector. According to statistics from Skillsmart Retail,there are about 3 million jobs in retailing in the UK alone – about 10 percent of the entire working population. Retail is the UK’s leading economicpowerhouse, generating £265 billion in annual sales – a third of allconsumer spending. Moreover, it underpins the UK’s massive tourism,leisure and hospitality industries.

Whether or not you currently work in retail, this module will help youappreciate the immense range of activities involved in retail, the associatedsectors and the array of career opportunities. You could go on to work in ahead office and make decisions about which product ranges to sell, designstore layouts, plan websites or decide on marketing campaigns to boost salesor customer loyalty. Alternatively, you could work in a retail outlet andenjoy the excitement of seeing your workplace exceed its performancetargets by providing high levels of service.

Retail is one of the fastest growing industries in the world today and fewindustries are as exciting and varied. Working in retail provides challenges ina fast-changing world. We hope you enjoy studying with the OpenUniversity and B122 in particular. We feel sure it will help you in yourcareer in retail and indeed as a consumer, constantly in touch with thisever-changing sector.

Regards,

The B122 Module Team.

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Welcome to B122

Retail isn’t just aboutselling and shelf-filling.Take something assimple as a pair of jeans;getting them onto theshop floor for customersto buy involves a diverserange of activities:

- buying, merchandisingand procurement

- store layout and design

- logistics anddistribution

- marketing planning andpromotions

- finance control

- customer service andsales management

- informationmanagement

- human resourcesplanning and training.

1 Making a startIn order that you can make a start on understanding the complexities ofretail management and marketing the module team has prepared this Gettingstarted guide to help you understand some of the thinking behind B122;introduce the module; help you make a start on your studies and act as apoint of reference and a source of support for your learning journey throughB122. The guide contains the following:

Making a start

Here you will get information about the important dates associated with themodule as well as important pointers and activities to help you get goingwith your studies. It also highlights important things you need to know whenstudying the module.

Module contents

This section is dedicated to providing an overview of the blocks which formthe module and also provides some details about the topic areas in eachblock.

Learning support and study skills

This section introduces learning tools that form part of B122, and gives youan opportunity to learn about study skills.

Get online and join your TGF (tutor group forum)

At the end of the guide you are invited to complete an activity and join yourTGF as a precursor to starting the Block 1 Online Activities.

If you are new to Open University study (and even if you aren’t) it is worthtaking some time now to familiarise yourself with the module materials andplan how you will allocate your studies.

This printed version of the calendar is not as detailed as the one you willfind when you go online. The reason for this is that this version of thecalendar aims to act as a guide to which parts of the module you should bestudying in each week and flags tutorials and assessment deadlines. Foractual dates of study and details of study materials you should access theonline calendar on the B122 website.

Getting started

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1.1 Module calendar

Module calendar, B122

Study week Module materials Tutorials/Online teaching and assessmentcut-off dates

1 ‘Getting started’ guide

Block 1

Session 1: Online activities (VLE – virtuallearning environment)

2 Session 2: Book 1

3 Session 3: Book 1 Day school 1 (4hrs)

4 Session 4: Book 1

5 Block 2

Session 1: Online activities (VLE)

6 Session 2: Book 2

Session 3: Book 2

7 Session 4: Book 2

Session 5: Book 2

8 Review week TMA 01 (tutor-marked assignment)

9 Block 3


10 Session 2: Book 3 Tutorial 1 (2 hrs)

11 Session 3: Book 3


13 Review week TMA 02

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15 Block 4


16 Session 2: Book 4 Tutorial 2 (2 hrs)


18 Review week TMA 03

19 Block 5


20 Session 2: Online activities (VLE)

21 Review week Day school 2 (4 hrs)

22 Working on EMA (end-of-moduleassessment)

23 Working on EMA

24 Working on EMA EMA

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1 Making a start

1.2 Ten things you need to know to makea successful start

B122 is full of activities, case studies and readings which we hope you willthoroughly enjoy. Here we have listed ten things which we think you shouldbe aware of, and which should help you progress through the module.

1 B122 is made up of different components

This module consists of printed books, online study materials and an onlineassessment guide. Figure 1 show the sequence of study and how the onlineand printed materials are organised.

Getting started

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Getting Started

TGF

TGF

TGF

TGF

Block 1: What is retailing?

Online activities 1

Book 1

Block 2: Managing retail stores

Online activities 2

Book 2

Block 3: Retail marketing

Online activities 3

Book 3

Online activities 4

Block 4: Retail planning andsupply management

Book 4

Online activities 5

Block 5: Contemporary issuesin retailing (online only)

ST

UD

Y T

HE

ME

S

TGF

Figure 1.1 The sequence of study

2 Both the online and the printed resources areessential module elements

Your study for each block begins on the module website, where there areonline readings and activities for you to complete. There are different typesof activities; some involve personal reflection, whilst others involve puttingyourself in the position of, say, a retail manager or customer.

The books are designed to develop your understanding of the core topics ineach block and introduce concepts, frameworks, and theories in detail.

Therefore it is not enough to just complete one element of the blocks. Theyhave been designed to complement each other and create a completeprogramme of study.

3 Your tutor is here to help

Your tutor is your main point of contact with The Open University. Theywill contact you at the start of the module. You can also find out who theyare and read their contact details on the ‘Tutor and tutorials’ section on yourOU StudentHome page. This person will provide you with direct studysupport during your B122 module. If they haven’t already, your tutor willcontact you before the formal start of the module.

The relationship between a tutor and a student can be tailored to youracademic needs, so please do feel free to discuss with your tutor anyparticular requirements that you feel you may have.

The Open University offers B122 tutorials for you to attend. The timetablesfor these tutorials are arranged by your OU Regional Centre and areconducted by your group tutor. You can find details of the programme, thetutors who will be running each session, the venues and precise times via thelink on your OU StudentHome page.

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1 Making a start

You are advised strongly to attend tutorial sessions throughout the module.Tutorials support and extend the learning process and create opportunities forgroup discussion, interaction and problem-solving.

4 You will be assessed throughout the module

The module assessment consists of three TMAs (tutor-marked assignments)and an end-of-module assessment (EMA). TMA 01, 02 and 03 will involvewritten work and your contributions to the TGF (tutor group forum) will alsobe assessed. You will find all relevant details (including cut-off dates) in theassessment guide on the B122 website (accessed via StudentHome).

5 Tutor group forums are not optional

In addition to working through online activities, you are required tocontribute to your online tutor group forum (TGF) during your online studiesfor each block. How and when to do this is detailed later in this guide. Yourparticipation in the tutor group forum is an integral and compulsory part ofthe module.

6 Participation in tutor group forums contributestowards your assessment

Ten per cent of the marks for each TMA will be awarded for yourparticipation in the TGF. Your tutor will monitor your contributions.

7 You will need regular access to a personalcomputer (PC).

At the risk of repeating ourselves, it is important to stress that all onlineresources in B122 are integral parts of the module and learning experienceand are not ‘add-ons’. You will need regular access to a personal computer(PC). If you are new to this form of learning, you will also need to developbasic ICT skills and confidence, but everything will be explained andnothing will be too difficult. The module has been designed so that aproportion of your study and reflection time will be online.

8 Don’t get in a flap!

The fold-out front covers (or flaps) of this guide give you an overview of themodule as well as some visual clues as to the areas you will be studying.This includes:

1 a map with each block colour coded to denote the area of study

2 hints and tips on studying and learning

3 a place where you can record personal information

4 a key to the main symbols you will encounter in the module.

The flap can additionally be used as a bookmark.

Getting started

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9 Keep up to date

You can see where you should be with your studies week by week withreference to either the B122 online study planner or the module calendar inthis guide (both contain the same basic information but the online planneralso hosts links to learning materials). The planner/calendar is another keypart of B122. It should help you understand the timing of the module andwhere and when the different elements fit together. We suggest you enteryour tutor/day school dates from the calendar at the front of this guide alongwith any other reminders you want to record for yourself into your personaland/or work diary now.

10 Plan to succeed

B122 aims to introduce many important topics and ideas to enable you todevelop your understanding of retail management and marketing. The teamthat put this module together hopes you will find the module interesting andchallenging. But in order to succeed you will need to get organised. Makesure you have everything you need to begin your studies and plan out howand when you are going to study.

We hope that we have built in time for you to get used to using all thedifferent elements of B122. You should find studying gets easier as themodule progresses and your confidence and study skills develop. We hopethat you will enjoy your studies of retailing.

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1 Making a start

2 Module contentsThis section explores the contents, structure, layout and topic areas of study,and considers how your understanding will develop as a result of studyingthis module.

2.1 Module development

The big idea driving the development of this module is to encourage you toadopt an integrated approach towards the study of retailing and to help youto do this we have developed study materials that reflect the practices ofretailers whilst providing opportunities for theoretical discussion. The reasonfor this is to enable you to see how theory can inform practice and to helpyou to identify new insights that you can incorporate into your everydayworking practices. The module ultimately aims to help you develop a richerunderstanding of retailing.

The reasons for adopting this approach are:

. The retail industry is highly dynamic, innovative and colourful and wewanted to translate this practical energy into academic study materialsthat were accessible and of relevance to both practising and aspiringretail practitioners. Indeed, in this guide, you encounter Business quotes,which are mostly comments from practitioners, academic and leadingcommentators who are passionate about retail.

. Theory can sometimes appear dull and may be quite difficult tounderstand, so we aim to present theories and concepts in an engagingand accessible manner by integrating theory with relevant and context-specific examples of retail practice in a user-friendly manner;

. You might be studying at this academic level for the first time andtherefore relating complex ideas to the real world can help.

These ideas and principles have guided the development of B122 and helpedthe academic team arrive at the following structure for the module.

2.2 How is the module structured?

B122 is organised into five blocks. Each block focuses on a particular aspectof retailing:

Block 1 What is retailing?

Block 2 Managing retail stores

Block 3 Retail marketing

Block 4 Retail planning and supply management

Block 5 Contemporary issues in retailing

Before we look at the content of the blocks in more detail, it is important tounderstand the presentation of the study materials. Part of the module ispresented online and part is in printed books. The reasons for adopting this

Getting started

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approach is to help you organise your studies and to use presentationmethods that best suit the type of material. So, longer readings that are morecomplex and challenging are in the printed text, interactive activities, whichrequire you to use the web, watch a film or listen to an interview, are online.When you are working online, you will find all the materials you need areonline; when you are studying the books, all of the materials you will needare in the book. There is one exception to this principle: when you arerequired to contribute to your tutor group forum (TGF).

To get the most out of the module it is essential that you study all of themodule materials: so remember, online sessions are not optional oralternatives to the printed books.

Now take some time out to do the following activity and think about howyou are going to approach your studies. If you are highly organised and havealready planned your workspace and study time, well done, you can moveon to the next section.

Activity 1: Getting organised

Spend about 20 minutes on this activity

Purpose: to encourage you to think about the time and space you will need

for your studies of B122.

We are aware that studying B122 is just one part of your extremely busy lives

so you might find it helpful to be organised from the start.

In terms of the time, you should aim to study a block about every three to

four weeks and this will require about 12 hours of study time a week.

Now think about what you are doing for the remainder of this week and then

use the space below to create a personal study schedule, which indicates

when you will have about 12 hours to complete your studies of this guide.

Personal study schedulePersonal study schedule

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2 Module contents

Discussion

There are no correct answers to this activity but there are perhaps some

incorrect ones. For example, if you have all of your study time set in a twelve

hour block I would encourage you to break up your study time into smaller

blocks. Or if you were planning to do most of your studies towards the end of

the week I would encourage you to reflect on whether you have any

opportunities to fit in an hour or two earlier in the week. Often life has a habit

of taking over as a week progresses. So here are some useful tips to help

you make space in your life for studying B122:

. Warn friends and family that for at least part of the week you will be

studying.

. Try not to fall behind the timings set out on the module calendar. If you

get into real trouble, contact your tutor and ask for advice.

. Use all the moral support you can get, especially your tutor group forums

and the day schools. You will not only learn more, but you will enjoy the

module more and be able to hear about other students’ experiences.

Managing in retail

For the shopper, retailing is straightforward; shops and stores provide

the goods and services they want to buy. But this creates some of the

biggest challenges for the retailer as they have to decide how to get the

right products to the right place and at the right time.

Fiona Ellis-Chadwick

Now that you have thought about how you are going to organise yourstudies, let us go on to think about what you will be studying over thecoming months.

Getting started

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2.3 Block 1 What is retailing?

This block sets out the module context and focuses on the businessenvironment which shapes the retail sector. It explores the meaning of theterm ‘retailing’, the environment within which retailers operate and howretailing has evolved in recent years. At the core of this block is the retailenvironment; the conceptual space where retailers trade. Here political, legal,economic, ecological and technological forces pull and shape the retailindustry and influence the products on sale, the location of stores and theamount consumers spend. This block will help you to understand how thetrading environment affects retailing and shapes the industry.

By the time you’ve finished studying this block you will have a betterunderstanding of the bigger picture of retailing and the backgroundknowledge necessary to understand the remainder of the module. Althoughthis block is the only one that has no formal assessment associated with it,we would recommend strongly that you pay full attention to these materialssince the blocks that follow assume that you have studied this part of themodule.

Business quote

A marketing orientated company looks outward to the environment

in which it operates, adapting to take advantage of emerging

opportunities and to minimize potential threats

Professor David Jobber, 2010, p.73

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2 Module contents

2.4 Block 2 Managing retail stores

This block considers what it takes to manage a retail store. You will explorethe types of skills a retail manager needs to successfully manage individualsworking in a store, how to organise the business to meet customerexpectations and important in-store retail issues, such as security, salestechnology and visual merchandising. Clarks’ Manager Lee Geraci explainsthe challenges you might encounter:

Business quote

Operational challenges mean retailers need to be organised and

work out how to have the right people at the right time to meet

customers’ needs.

Clarks’ Store Manager, Oxford Street London – Lee Geraci

The block begins online where you will explore types of retail ownershipranging from independent retailers to global corporations and see thedifferent formats retailers use to sell their products. You learn about manymanagement issues and what it takes to deliver good customer service.

Business quote

Customer service is very important and at Montague Jeffery this means

‘Spending extra time with the customer because it is in your long-term

interests as a business to sow the seeds to generate future business’.

Patrick Leonard, Montague Jeffrey, independent menswear store, Northampton

During your studies, you will also hear from retail employees about workingin retailing and encounter the technology theme for the first time. This casefocuses on a technology which has revolutionised modern retailing: thehumble barcode. By the end of the block you should have new insight intothe complex processes and issues a retail manger deals with and have abetter understanding of the range of skills that are needed to manage a retailstore, its customers and workforce.

At the end of this block you will complete TMA 01.

Getting started

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2.5 Block 3 Retail marketing

Business quote

Marketing is the centre part and is the hub of the organisation where the

decisions are made.

Cheryl Calverly, Marketing Manager, Birdseye Peas, 2010

This block explores marketing from a retail perspective and examines howeach element of the marketing mix (product, price, place and promotion)applies to retailing. Marketing is fundamental to the operation of everybusiness but especially to retailing which is a consumer-facing industry. Welook at why managers in retail need to understand the principles of marketingand the range of options available to communicate with customers. The blockexplores the use of marketing communications to connect with consumersand considers how retailers tap into new technologies to communicate withcustomers and deepen their understanding of consumer behaviour.

Business quote

You are almost climbing into the head of your customer and

anticipating the shifts and changes of their lifestyle almost before

they realise its happening.

Lord Puttnam, 2010

Marketing is a highly dynamic and challenging part of retail activity and theever-changing trading environment and management expertise at store levelcan affect success in this arena. By the end of the block, you will havedeveloped insight into retail marketing planning, customer behaviour andbranding and seen how some retailers have created some world-renownedbrands through innovation and the adoption of creative marketingmanagement techniques.


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2 Module contents

2.6 Block 4 Retail planning and supplymanagement

This block explores how retailers and their suppliers work together to delivercustomer value. Topics include:

. retail buying

. supply chains and supplier networks

. logistics

. information technology and retailing

. sales forecasting

. alternative distribution channels

Have you ever wondered why you can buy strawberries all year round(providing you are prepared to pay the market price at the time) or where thesweet potatoes you enjoy come from? The image below shows the differentorigins of the many products available on a single market stall. The goodsare made available through a global delivery super highway, which ensuresthe products we want, no matter where they come from, are available on ourlocal high street.

Where does your fruit come from? Melons from the UK, dates from Pakistan,pomegranates from China, apples from Chile and oranges from Spain.

By the time you complete this block you will have developed an insight intohow retailers select and buy products and how they manage productassortments, understand how goods get to the store and appreciate thecomplexities of getting products on to the shop floor for customers to buy.


Getting started

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2 Module contents

2.7 Block 5 Contemporary issues inretailing

This is the final block and it is different to the other four blocks insofar as itis entirely online. The study materials aim to draw together your learningfrom earlier blocks through examining the module themes. Throughout themodule you will have learnt about module themes via a series of casestudies considering some of the contemporary issues affecting retail. Themodule themes are as follows:

. retail sectors

. technology and retailing

. global and international retailing

. sustainability and ethics.

Case studies provide a further opportunity to examine how the links thatexist between academic theory and practice can be used productively. Yourstudy of this block is essential preparation for your end-of-moduleassessment (EMA) which you will undertake at the end of this block.

Business quote

At its outset, there was much speculation that online retailing would have

a massive impact on and might even eventually replace, the high street.…

Whilst it may not be possible to predict with any certainly how the

internet will shape the design of markets, the practice of marketing or

the behaviour of online shoppers, in the future it is very clear that online

retailing’s market-share, and influence will continue to rise.

Doherty and Ellis-Chadwick (2010)

At the end of this block you will complete your EMA.

Now let’s explore the module themes in a little more detail.

2.8 Module themes

Retailing is a highly dynamic industry that needs to respond continually tothe business environment and customer demands. There have been dramaticchanges in the ways that retailers operate and retail managers need to beaware of these trends in order to adapt management practices. We havechosen four topical themes for you to study that influence retailers’ currentand future activities. These run throughout the module, in both the onlineactivities and the printed material. In each block, you will find a casesrelating to module themes. The themes, together with the reasons forchoosing them are as follows:

Retail sectors

This theme highlights how the subjects covered in each block affect retailersoperating in different sectors differently. As retail markets have becomeincreasingly specialised, retail businesses have developed differentapproaches to their retailing operations. We examine some managementissues relevant to specific sectors such as the difference between sellingproducts like books, groceries and clothes and selling services likehairdressing, banking and travel.

Business quote

There are so many books and you need to be able to find where they all

are at any one time. Let me explain, in a supermarket when someone

puts a banana in with the apples it is very easy to see and put right but

when you are in a bookshop and someone puts a book of poems in with

the crime novels it is very difficult to detect.

Cathy Rentzenbrink of Waterstone’s on operational issues and challenges inbookselling

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Technology and retailing

Technology has been a key driver of retail change for many decades but isnow set to change retail more rapidly and dramatically than ever due toleaps in technological capabilities and the advent of online retailing. Thesechanges will affect all areas of management in retail, which is why it isimportant to be aware of these issues.

Retailers may adopt new technologies (in the hope that these will assist intheir day-to-day retail store operations), streamline their distribution andlogistics operations and create new channels to market. This theme not onlyexamines the adoption of new technologies but also looks at online retailingand considers the impact on high street sales.

Global and international retailing

Economic growth in well-developed nations is sluggish, a state that isunlikely to change in the next decade. However, new markets enjoying rapidgrowth and high retail demand are emerging around the globe. Retailersconstantly focus on how to expand market share and so emerging marketsand internationalisation raise important issues.

As their home markets are mature and offer limited scope for retailexpansion, retailers in the UK, Europe and the USA are looking for newmarkets to enter. This theme examines the opportunities and challengesafforded by international and global retailing. You should note that theview of international retailing presented here is largely from the perspectiveof a UK retailer entering an overseas market. However, you will findexamples of international retailers, both large and small, throughout themodule.

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2 Module contents

Logistics is the study ofhow products andmaterials move around inthe supply chain – thoseinterconnectedorganisations andactivities which arenecessary to transformraw materials into thegoods and services thatwe, as consumers,purchase.

Distribution iscommonly referred to as‘trucks and sheds’ andmay be focused on thephysical channels bywhich products are sentto the marketplace.

Channels to market arethe alternative routes bywhich retailers choose todistribute products andservices to consumers.These may be physicalor virtual (e.g. via theinternet).

Sustainability and ethics

World leaders, industrialists and many other groups are currently debatingthe impact of human behaviour on the planet. From a retailer’s viewpointclimate change and sustainability raise some difficult ethical questions whichcannot be ignored.

Retailers, like most people, believe that sustainability and ethics are ofincreasing importance to their businesses. These new demands affect manyaspects of the ways in which retail businesses work. In this theme you lookat the social, environmental and ethical issues which retailers may need toaddress if they are to ensure business success.

The contents of each block and the module themes are chosen to meetcertain learning outcomes. These are considered in the next section.

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2.9 Module outcomes

The previous sections outlined the contents of each of the blocks and themodule themes. This section sets out the module aims, which are shortstatements of the overall intentions of B122. The overarching academicpurpose of this module is to introduce the main functions and structures ofthe retail business and the key issues associated with understanding retailtrading environments.

After studying the module, you should be able to:

1 describe the key elements of a retail business and the retail tradingenvironment

2 explain relevant theories and principle concepts of retailing

3 discuss issues associated with operating a business in a retailenvironment/context

4 outline the key module topics and explain why each topic is important tounderstanding the principles of retail management

5 explain linkages between components of the module

6 organise your studies, setting up paper-based and/or computer-basedsystems that work for you

7 develop awareness of your learning style and how this influences the wayyou learn.

Now that you have finished exploring the contents of B122 and the learningoutcomes you can expect to achieve you deserve to take a break and stretchyour legs.

Business quote

There’s never enough time to do all the nothing you want.

Bill Watterson, Calvin and Hobbes (1990) p. 212

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2 Module contents

3 Learning support and study skillsIn this section, we explain how the learning support features of B122 havebeen developed to help you through the module. These features include:

. the B122 website

. tutor group forums

. online study planner

. module and block maps

. case studies and examples

. activities.

Additionally, we refer to important study skills which you might find useful.First, let’s look at each of the learning support features in turn and find outhow they can aid your study.

3.1 Learning support

The B122 module website

The module website is accessible from the OU StudentHome page – http://www.open.ac.uk/students – where it will be shown as one of the links in thesection of the homepage that gives your module title and code heading.

You will have access to the module website for the duration of your study.As you will have realised, the website is a key and integral part of yourstudies.

The website contains a variety of resources and provides you with anenvironment in which you can interact with other students and tutors.

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The homepage will give you three vital tools:

1 Communications and information resources – on the site you find thelatest module news, a store of study materials and access to all themodule forums.

2 The study planner – this part of the site is a guide to what you shouldbe studying and when, along with links to online study materials.

3 Administration – you will be able to access details about your tutorialsand how to get to them, contact details for your tutor and informationabout your assessment (including grades you have been awarded).

It is important to note that you can check the minimum personal computerspecification for the module on the Open University (OU) PersonalComputing website at http://www.open.ac.uk/computingguide.

In order to access the module website you will need access to the internet,using a web browser such as Microsoft1 Internet Explorer. You will alsoneed your Open University Computer Username (OUCU or ‘username’ forshort) and password. New students should have received a username andpassword when they registered for the module; existing students should havereceived a username reminder letter. If you have forgotten your password, oryour username, then you can request a new password via the OUStudentHome page.

Tutor group forums

TGFs are discussions where your messages are sent to an online area ratherthan to specific individuals. You are required to use your TGF to contributeto the activities in Blocks 1–5. As explained earlier, some of yourcontributions to the TGF are assessed (Blocks 2, 3 and 4) as part of youroverall mark for the module. TGFs are for discussions about module relatedissues. Any personal concerns should be addressed privately by your tutornot discussed in the TGFs.

You will be directed to join your TGF at various stages through the modulewhere you see this icon:

Throughout the module you will find forum activities designed to aid yourunderstanding of study materials. Your tutor will support your learning inthese activities, help by explaining difficult concepts and any issues aboutmodule material and encourage you to discuss and debate academic issues.

At the end of this Getting started guide you will find a TGF activity to getyou started online.

In addition to the TGF for your tutor group, there is a national B122 forumwhere you can ask generic questions and exchange personal experiences orhelpful information.

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3 Learning support and study skills

Please note that your tutor group forum opens officially on the start date ofthe module, until then you may not be able to see the TGF icon on thenavigator within the B122 website.

The online study planner

B122 is a 30-point module studied over 25 weeks. A detailed modulecalendar is available in the B122 web area. The B122 calendar is designedto help you level your study workload and track your progress.

We have estimated that, on average, a B122 student will spend:

. 10–12 hours a week working through each study session

. 3–4 weeks studying each block, which includes the multimedia activitiesand the printed module materials

. 1–2 weeks in advance of each tutor-marked assignment (TMA) cut-offdate for preparation and writing

. time attending tutorials in addition to these study estimates

. 4–6 weeks working towards completion of the end-of-module assessment(EMA) by the required date.

Adding all this up, you can expect to spend around 300 hours in totalstudying this module. We’ve included these estimates to help you gain arealistic view of the work you need to put into your studies.

There may be range of reasons why you find that the time it takes you tostudy B122 may differ from the ‘average’ that we have used to design themodule. If, for example, you are new or returning to study after a break, orif English is not your first language, you may need more time for some partsof the module than we have suggested. Again, please remember that yourB122 module tutor is there to support you academically and will be happy totalk through any concerns that you may have about your personalcircumstances.

Case studies and examples

Throughout each block you will find case studies and examples. Reflectingon examples should help you to develop your understanding of the modulematerials, and allow you to practise the skills we would like you to developin B122. The examples used in B122 are short descriptions of specificreal-life retail businesses. They are used to illuminate the points being madeand help you to apply theories or ideas to a practical context. They arebased on different types of articles from national newspapers to academicjournals. Sometimes longer examples are used which are referred to asthemed case studies.

Activities

Activities are either short ‘stop and think’ exercises, asking you to make alist of points and/or to think of some examples from your own lifeexperience, or longer exercises perhaps based on an essential reading or a

Getting started

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case study: requiring you to make notes and carry out some tasks. Activitieswill always include the following four components:

1 purpose – what it is for and why we are asking you to do it

2 task – what we are asking you to do

3 time – how long we would expect you to spend on the exercise – this isonly a guide, but if ‘10 minutes’ is specified then you know it is meantto be a short ‘stop and think’ exercise rather than a detailed task

4 feedback – each activity will normally be followed by a commentary(‘feedback’). This is to ensure that you have understood the main pointsand have been able to get the most you can from doing the activity. Thecommentary may offer suggestions as to what you might have thought of,but it is not intended to imply that this is the only right answer. Get intothe habit of covering up the feedback section while you tackle theactivity to ensure you achieve the learning intended.

Some of the activities in B122 are online and require you to use yourcomputer to access a website and find some specific information or pageswithin it. You then work with this information to think about a question.Feedback for online activities is not revealed until you have input an answer.

3.2 Study skills

Reading and note taking

Some of the work you will be doing on B122 will require (and will help youto develop) reading and note-taking skills. You may be someone who reads alot, and for pleasure or you may be a person who finds dealing with greattracts of unbroken text a bit of a nightmare. The most usual way in whichideas are spread around the academic community is by written papers andblocks, so there is no way of avoiding reading in academic study (this iswhy we say that people ‘read’ for a degree). However, complex ideas areoften illustrated by diagrams, such as the systems view of a businessdiagram in Figure 3.1.

Funds, information(feedback loop)

Resources, information(inputs)

Operations(transformation

processes)Organisation

Goods, services,information(outputs)

Customer(exchange

relationship)

Supplier(exchange relationship)

Marketplace(immediate environment of customers, suppliers, competitors)

Figure 3.1 A systems view of business

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Some people find diagrams much more attractive and easier to get to gripswith so might choose diagrams such as flow charts or mind maps as one ofthe ways in which to record business ideas. There isn’t a correct or incorrectway of recording your thoughts about, and the main points from, a reading,but it is essential that you do so. You will need to find an approach toreading and taking notes that works for you. If you need help, why not visitthe Student Toolkit on ‘Thinking, reading and taking notes’ in the ‘Skills forOU study’ section of the OU website on www.open.ac.uk/skillsforstudy.

Using activities for learning

The activities throughout B122 are a major vehicle for your learning on thismodule. We are sure that each activity will contribute to your learning, butwhat we cannot say is exactly how it will, because although each student islooking at the same materials, everyone will be matching them to their owndifferent, individual experiences and prior knowledge. Again, there are no‘right’ answers.

It is important that you develop a system in order to get the most that youcan from the activities and you may find the idea of using a ‘learning cycle’helpful. See Figure 3.2 for an example of a learning cycle.

You act, or do,or experience

something.

You review what happened(perhaps with other people),

and reflect on how it turned out.

You theorise about why thingswent the way they did

(perhaps tapping into otherpeople’s knowledge).

You plan to try things,or think about things abit differently next time.

Figure 3.2 The learning cycle (Source: adapted from Honey and Mumford, 1986)(Figure 1 from B120 study companion 10K p 18).

First, you will need evidence that you have carried out the activity – thatyou actually had the experience. This will normally be the output asspecified in the activity – and/or perhaps a reflection on what happened orwhat you thought when you did the activity or read the case study.

Then, you need to consider the learning that you got from the activity. Youcan do this by extending your reflection to think about the implications ofwhat you have found out, perhaps by comparing your answer with theauthor’s commentary. You might theorise about why you got the answer youdid, and why it might be different from the author’s. You could think abouthow this might affect what you might think or do in the future.

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Finally, you should capture your learning by writing a few notes to remindyou later, perhaps when you need to plan for a TMA or the end-of-moduleassessment, of what you were thinking.

Note: It may seem unlikely, but you will not get the same learning from anactivity if you just read what it is, and then read the author’s feedback.Learning comes from doing! Now have a go.

Activity: What can we learn from going shopping?


Purpose: to reflect upon your motivations for shopping

Task: Think about a recent purchase you made from a retailer in a store or

online. Take a few minutes to note down the reason/s for your purchase and

why you finally settled on a specific purchase.

Discussion

Sometimes we go shopping to purchase a product that satisfies a physical

need, such as running out of an item like milk, bread, rice or pasta; or

because something wears out or no longer fits, for example, shoes and

clothes.

Shopping for products and services has long been tied up with a whole host

of human emotions and behaviours. Shopping as an activity provides benefits

which may satisfy various psychological needs. For example, product needs

may vary from mostly functional, for example, a vacuum cleaner, to the more

obviously psychological need, for example, a designer T-shirt.

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Although the balance may alter, most products seem to offer some functional

and some psychological benefits. The Dyson vacuum cleaner for instance is

designed with a transparent dust-collection cylinder which, when used, shows

you just how much dust you are collecting and is therefore psychologically

satisfying as well!

The activity of going shopping also fulfils functional and psychological needs.

The rationale for going out on a particular shopping expedition is sometimes

referred to as one’s ‘shopping motivation’.

Using the internet

At various points in your studies you may be asked to access a particularwebsite and be given the electronic address. This may or may not take youto where you want to go (because the internet is a very dynamicenvironment which is being modified all the time by its users), so it is usefulto be able to find and access sites in which you are interested through asearch engine such as Yahoo! or Google. To do this, you need key wordswhich adequately describe what you are looking for, but do not producethousands of possibilities. Most search engines have an ‘advanced’ searchfacility which allows you to combine or exclude words or otherwise refineyour search, and with practice you will become adept at finding what youwant without too much trouble.

3.3 Referencing

Reference your arguments. When producing academic work, conventiondictates that we give credit to other people’s work when we cite theirtheories or research findings to substantiate our arguments. This meansstating where concepts and ideas you have used in your TMA come from ifthey are not your own original thoughts. For B122 you should use what isknown as the Harvard system of referencing, even if you are already familiar

Getting started

32

Sorry, the Google’s off

with an alternative system. We use the Harvard system throughout the B122module materials. This works as follows:

In the text, you should give the author and date of the relevant work. If youare using a direct quotation from the work, then give the page number aswell.

When you cite theories from the B122 books (or elsewhere) in your TMAs,you should give the author and date of the relevant work. If you are using adirect quotation from the work, then give the page number as well. Forexample:

The skill of ‘reading’ situations is particularly important in enabling

people to forge ‘actions that seem appropriate to the readings thus

obtained’ (Morgan, 1986, p. 11).

You will then need to include a full reference for this in the reference list atthe end of your essay. (This list must be arranged in alphabetical order.) Allthe sources cited in the module materials are referenced at the back of therelevant text, so if you cite or quote from one of these in your assessmentyou can easily find the correct reference entry to include. So, for theexample above, the entry would be:

Morgan, G. (1986) Images of Organization, Beverly Hills, CA, Sage.

The following is an example of how you would present a direct quote froma book with a single author:

‘As businesses have changed over the past century, so have the people

who work within them’ (Preston, 2006, p.7).

An indirect citation of the same idea might look like this:

People who work within businesses have changed as the businesses

themselves have changed (Preston, 2006).

In either case, you need to include a full reference at the end of your essay,as follows:

Preston, D. (2006) B120 Book 2 An Introduction to Human Resource

Management, Milton Keynes, The Open University.

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If you cite from a module book with multiple authors, an indirect quotationwithin the text should be written like this, with the name of the first authorfollowed by ‘et al.’ (meaning: ‘and others’):

The nature of working patterns has changed with the introduction of

Sunday trading and the liberalisation of opening hours (Ellis-Chadwick

et al., 2006).

Include all the authors’ names in the full reference at the end of the TMA,as follows:

Ellis-Chadwick, F., Emberson C. and Preston, D. (2011) B122 Book 2

Managing retail stores, Milton Keynes, The Open University.

When quoting shorter pieces of text the quotation is put into quotation marksinside the text itself. However, with longer pieces of text you do not need toput quotation marks around the quote, but rather indent it:

In the retail sector there have been several significant changesin recent years which have affected working patterns such asliberalisation of opening hours and Sunday trading. As a result,many individuals are part-time workers or work flexible hours;there is less job security; technology is changing the natureof the work and organisational structures are becomingmore fluid.

Ellis-Chadwick et al., 2011, p. 22

If you use materials from outside the module, you will need to be awareof the different conventions for recording journal articles, authoredbooks, chapters in edited books and information accessed on the internet.In each case, the body of your TMA (or EMA) must include the shortreference (e.g. Childe et al., 1994). At the end of your TMA (or EMA) listthe full reference. Below are examples of how to list these different typesof sources.

A journal article:

Childe, S.J., Maull, R.S. and Bennett, J. (1994) ‘Frameworks for

understanding business process re-engineering’, International Journal of

Operations and Production Management, vol. 14, no. 12, pp. 22–34.

Getting started

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An authored book:

Kay, J. (1993) Foundations of Corporate Success, Oxford, Oxford

University Press.

A chapter in an edited book:

Holtham, C. (1994) ‘Business process re-engineering: contrasting what

it is with what it is not’ in Coulson-Thomas, C. (ed.) Business Process

Re-engineering: Myth and Reality, London, Kogan Page.

Items accessed on the internet also need to be acknowledged. Again, yourTMA or EMA should include the short reference (e.g. Small BusinessService, 2005). Because website material can frequently change, you need toinclude in the reference list at the end of your essay the date that youaccessed the relevant site. For example:

Small Business Service (2005) ‘About the SBS’ [online], http:// www.sbs.

gov.uk/ (Accessed 26 February 2006).

These conventions of referencing apply to all of your work in order toensure good academic practice. Marks may be deducted from yourassignments if you do not demonstrate that you have understood thisreferencing convention.

3.4 Plagiarism

The Open University takes suspected cases of plagiarism very seriously.Plagiarism detection software is used to check each of your B122 TMAs.If you are found guilty of plagiarism you will be subject to disciplinaryaction.

What constitutes plagiarism or cheating? If you submit an assignment thatcontains work that is not your own, without indicating this to the marker(acknowledging your sources) you are committing ‘plagiarism’. This mightoccur in an assignment when:

. using a choice phrase or sentence that you have come across

. copying word-for-word directly from a text

. paraphrasing the words from a text very closely

. using text downloaded from the internet

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. borrowing statistics or assembled facts from another person or source

. copying or downloading figures, photographs, pictures or diagramswithout acknowledging your sources

. copying from the notes or essays of a fellow student

. copying from your own notes that contain direct quotations from a text,tutorial, video or lecture.

Plagiarism may occur inadvertently due to inexperience. So read carefully allthe module-specific study advice that you receive in your mailings,especially statements concerning plagiarism and how to reference yoursources.

Where plagiarised material is included in TMAs, tutors are likely to noticethe shifts in style and may be aware of the source. Seek their advice on thisearly on in your study. The temptation to plagiarise may arise from a lack ofself-confidence or from a lack of understanding about the aims of theassessment and about what is required of you.

TMAs are a way of assessing your performance during the module andcontribute to your overall module result. However, they also assist youin understanding your subject and aid your learning on the module.When you attempt to use the ideas and terms of the module independentlyyou learn more thoroughly and develop your own writing style. Youare likely to perform better in future examinations if you have learnedhow to write your own answers to questions in TMAs. By submittingwork that is not your own, you are denying yourself the benefit ofthis valuable learning strategy. Copying the work of others would becounterproductive to your goal of understanding the coursework and toreal achievement. Most students will not wish to take such a negativeapproach to studying.

Although you are encouraged to show the results of your reading byreferring to, and quoting from, works on your subject, copying from suchsources without acknowledgement is deemed to be plagiarism and will notbe accepted by the University. You are encouraged to collaborate with othersin studying, but submitted work copied from or written jointly with others isnot acceptable, unless collaboration is required in the particular assignment.You will be asked to sign a statement to confirm that all assessment workyou have submitted is your own.

Submitting work that has been done by someone else and persistentborrowing of other people’s work without citation are obvious instances ofplagiarism and are regarded as cheating. Paying for work from other sourcesand submitting it as your own is also cheating. It is intellectually dishonestto cheat and thus give one student an unfair advantage over others. If a caseof plagiarism is proven, this is a serious offence and the Open Universitydisciplinary procedures will be followed, as described under the StudentRegulations SA 1.6 and SD 7.2.

Getting started

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3.5 Help with computing on the module

For further information on using your computer as part of your module, goto the Computing Guide website at http://www.open.ac.uk/computingguide.If you have a technical query or a problem accessing the OU online, you cancontact the OU Computing Helpdesk. Examples of the types of queries theHelpdesk can help you with include: ‘I’ve forgotten my OU password’ or‘I can’t find my module website/forum’.

To contact the Open University Computing Helpdesk:

Telephone: +44 (0)1908 653972 open seven days a week from 8.00until 21.30

Email: [email protected]

Making a start online: join your TGF

You are nearly at the end of the preparatory work for B122. The final actionyou need take is to put into practice some of the things you have beenlearning about in this Getting started guide. You should now read the detailsof the following activity, make notes, then read the conclusion to this guidebefore visiting the module website and contributing to your TGF.

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TGF activity: What do you expect to get out of studyingretailing?


Purpose: to reflect on your personal aims and goals

Task: Use the space below to make a list of three things you expect to get

from studying B122.

Once you have drawn up your list, write a short posting on your TGF and

your tutor will provide you with feedback on your contribution. When you visit

the TGF you might also like to have a look around the website and see it you

can identify all of the features described earlier in this guide.

Discussion

Your reasons for studying this module will be entirely personal, however, you

may have specified expectations such as learning more about a particular

subject that interests you, getting a recognised qualification in retail,

developing your study skills or meeting with other people who are interested

in retail and bouncing ideas off them.

Getting started

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4 Conclusions

Passing B122 successfully

You may, even at this early stage, be interested to know about the formaluniversity requirements that you need to satisfy to pass B122 successfully.Full details are provided in Module Assessment Booklet which is providedonline in the study centre on your B122 homepage. You must read thedetails in the module assessment booklet as you prepare for each assignment.The following information is a summary only.

Briefly, there are two components to your formal assessment. The first ofthese – ‘continuous’ assessment (sometimes called ‘OCAS’) – refers to thethree tutor-marked assignments (TMA01, 02 and 03) that you need tocomplete and submit through the OU StudentHome page. Assignments aremarked by your tutor and you will receive detailed and extensive feedbackabout your work and what is expected in future assignments. You may wishto note that some of the marks for each of these assignments are awarded byyour tutor for your contribution to TGF discussions.

When you have completed all five blocks of the module materials, the OpenUniversity will set the second component of your assessment – the end-of-module assessment or ‘EMA’. This is a longer piece of work that is designedto help you show what you have learnt about the application of theory to apractical retail situation.

You need to gain an average of at least 40 per cent for each of these twoseparate assessment types to pass the module. Your final mark is made up ofthese two marks added together and divided by two. Full details areavailable from the module assessment booklet provided with your modulematerials. The way the University calculates your assessment marks and allthe rules and regulations relating to assessment are available throughStudentHome. You should familiarise yourself with these.

Congratulations, having worked through this Getting started guide you havealready started your B122 module studies, please now go to the B122homepage and click on the ‘Session 1: Online activities’ link in the studyplanner to start on the main module materials.

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4 Conclusions

Black plate (38,1)

ReferencesBoosler. E. Great-Quotes.com, 2011 [online].http://www.great-quotes.com/quote/1757 (accessed 25 January 2011).

Calverly, C. (2010) Taking Birds Eye peas from source to shop. [Interview].Feltham, Middlesex. Interviewed by Fiona Ellis-Chadwick. 19 August 2010.

Doherty, N.F. and Ellis-Chadwick, F. (2010) ‘Internet retailing: the past, thepresent and the future’, International Journal of Retail & DistributionManagement, vol. 38, no. 11/12, pp. 943–65.

Geraci, L. (2010) Store operations. [Interview]. Clarks Shoes, Oxford Street,London. Interviewed by Fiona Ellis-Chadwick. 25 August 2010.

Jobber, D. (2010) Principles and Practice of Marketing (6th edn), New York,McGraw-Hill.

Honey, P. and Mumford, A. (1986) The Manual of Learning Styles, Maidenhead,Peter Honey.

Leonard, P. How are you being served? Focusing on customer service.[Interview]. Montague Jeffery, St Giles St, Northampton. Interviewed by FionaEllis-Chadwick. 5 August 2010.

Puttnam, D. (2010) The media and the message. [Interview]. Brompton Road,London. Interviewed by Fiona Ellis-Chadwick. 27 July 2010.

Rentzenbrink, C. (2010) Operational issues and challenges in bookselling.[Interview]. Piccadilly, London. Interviewed by Fiona Ellis-Chadwick. 7September 2010.

Watterson, B. (1990) The Authoritative Calvin and Hobbes: A Calvin andHobbes Treasury, Kansas City, Andrews and McMeel.

Getting started

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Acknowledgements

Figures

Figure 1.1: © Fiona Ellis-Chadwick

Illustrations

Cover: Adapted from 3D images supplied by 3DStudio and Turbosquid.

© Turbosquid.

Copyright © 1996-2011 The 3dstudio.comTM, Inc. All rights reserved.

Page 11: © Ian Shaw/Alamy

Page 13: © iStockphoto

Page 17 right: © DBURKE/Alamy

Page 17 left: Nitro Media

Page 18 (both photos): Nitro Media

Page 19 right: © Fiona Ellis-Chadwick


Page 20 right: © Fiona Ellis-Chadwick


Page 22 (both photos): Nitro Media

Page 23: © Fiona Ellis-Chadwick


Page 25: © Vstock/Alamy Cosmetics


Page 32: © Mike Turner/Cartoonstock

Page 37: © Image Source/Alamy

Acknowledgements

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Module team

The Module Team

Fiona Ellis-Chadwick (Module Team Chair and Author)Caroline Emberson (Author)Roshan Boojihawon (Author)Leslie Budd (Reader in Social Enterprise, OUBS)Michael Phillips (Group Regional Manager, Undergraduate Programme)Frances Myers (Regional Manager)Erica Youngman (Programme Coordinator)Colin Stanton (Curriculum Manager)Iris Widdows (Curriculum Manager)Pat McCarthy (Qualification Manager)Val O’Connor (Module Team Assistant)Sue Treacy (Module Team Assistant)

Other contributors

Diane Preston, Open University Business SchoolMohammed Rafiq, Loughborough University Business SchoolKeith Pond, Loughborough University Business SchoolChristopher Moore, Caledonian Business School

Critical Readers

Haider AliKristen ReidSue HughesJoan HuntSally BookerRob ParkerJerome KileyNoreen SiddiquiTerry RobinsonJohn PalPaul Cowell

External Assessor

Professor Peter Jones, Department of Business, Education and ProfessionalStudies, University of Gloucestershire

Production Team

Jodie Archbold (Picture Researcher and Rights Clearances Assistant)Jill Alger (Editor)Martin Brazier (Graphic Designer)Johanna Breen (Editorial Media Developer)Anne Brown (Media Assistant)

Getting started

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Angela Davies (Media Assistant)Vicky Eves (Graphic Artist)Chris French (Producer for Sound and Vision)Sara Hack (Graphic Artist)Lucy Hendy (Media Assistant)Diane Hopwood (Picture Researcher and Rights Clearances Assistant)Chris Hough (Graphic Designer)Lee Johnson (Media Project Manager)Edwina Jones (Editorial Media Developer)Jane Roberts (Producer for Sound and Vision)Kelvin Street (Librarian)Keith Wakeman (Online Service Administrator)

Video assets

Nigel Douglas (Executive Creative Director)Robin Tucker (Head of Production)

Consultants

James McGill (Figure descriptions)Paul Meakin (Adviser on Law)

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Module team

Contemporary issues in retailing - Arab Open University

Documents

Transcript of Contemporary issues in retailing - Arab Open University