Advanced Diploma in Retailing

Purpose

The purpose of the Advanced Diploma in Retailing is to develop the applied and practical competencies of the learner in the acquisition, understanding and application of retailing principles. It provides an intensive, focused and applied specialisation within the retail field to ensure that learners have a deep and systematic understanding of current thinking, practice, theory and methodology in the field of retail.

Rationale

The institution developed this qualification in order to create mobility for learners who complete qualifications in retailing within the institution and also with others offering similar qualifications. There is also a need for the advancement of knowledge in retailing for those who are already in the system in order to be acquainted with the new trends in retailing. Recently, technological, cultural and economic changes have shifted the balance of power to retailers and retailers have increased their capabilities and powers. Therefore it has become increasingly important for any manufacturer whose business model depends on being visible to the typical consumer to have individuals who specifically oversee retailing.

In retail firms, career opportunities occur in the merchandising/buying, store management and corporate staff functions. Corporate positions are found in these areas such as accounting, finance, promotions and advertising, information and distribution systems, and human resource management.

The retail sector is the second largest industry in South Africa after the mining sector. There is an estimated shortage of 40 000 retail managers. Retail management is a registered scarce skill. The university has been working with industry and the Wholesale and Retail SETA whom indicated a strong need for further articulation.

Lastly there is a shortage in academics specialising in retail which is partly due to the lack of post graduate qualifications in the field and this Advanced Diploma should help improve the situation in the medium to long term.

Recognition of Prior Learning (RPL)

The Department accepts Recognition of Prior Learning as an integral part of education and academic practice. It acknowledges that all learning has value and accepts the challenge posed by the assessment of prior learning and awards credits that are aligned with the Faculty programmes in order to promote lifelong learning. The purpose of the University of Johannesburg's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide access into qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as a basis for departmental RPL practices. The Department follows the UJ RPL Policy which requires the formation of a departmental RPL Committee to review RPL applications. The Committee compromises of at least three appropriate members in a Department, including an Advisor, Assessor and Moderator. An adviser acts as a facilitator between the RPL role players or as an evidence facilitator who may or may not be the HOD. The functions of the committee are to:

• Monitor and review the RPL policy and procedures within the Department.
• Oversee the RPL process and establish quality management in the Department.
• Manage the administration of the RPL process according to the RPL sub-committee guidelines as approved by the Faculty.

Advise the Faculty RPL sub-committee of the Department's recommendations.

Entry Requirements

The minimum admission requirements for entry into an Advanced Diploma are an appropriate Diploma or Higher Certificate in the field of Retail.

The qualification consists of 4 compulsory modules worth 32 Credits each at NQF Level 7 totalling 128 Credits.

Modules

• Strategic Retailing.
• Applied research for Retailing.
• Employment Relations for Retailers.
• Contemporary Retailing.

1. Evaluate types of strategic approaches to retailing.
2. Demonstrate an understanding of a range of strategic retailing, and employment-related aspects to solve problems or introduce change within retailing practice.
3. Take strategic retailing decisions and act ethically and professionally in relation to employment relations.
4. Identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory driven arguments.

Associated Assessment Criteria for Exit Level Outcome 1

• A systematic understanding of international retailing thinking, practice, theory and methodology is demonstrated.
• Principles of international retailing are applied to problems in case studies (scenarios) and are reflected on the applications made.
• International business and retail strategies are analysed.
• Cooperative strategy, strategic leadership and style which will ensure strategic retailing practice are discussed.
• Products are defined and classified, the nature and benefits of branding in a retailing environment are understood.
• The current thinking and practice regarding multi-channel retailing are discussed.

Associated Assessment Criteria for Exit Level Outcome 2

• The role that experiential marketing is playing within the retail industry is identified and discussed.
• Consumer groups for retail companies are critically analysed and relevant retailing aspects which should be considered are discussed.
• The increasingly important role that green retailing is playing within the societies today is identified and discussed and the challenges of the future in this regard are highlighted.
• The role that new media and social networking is playing in today's retailing environment is discussed.
• Interaction with industry role players and a retailing strategy for a real-life challenge that is prevalent in the retail industry is devised.
• All aspects relating to employment matters are identified and measures to improve the employment conditions are developed.

Associated Assessment Criteria for Exit Level Outcome 3

• Employment relations problems are explained by applying advanced theories and practice.
• Critical approach to employment relations is developed with consideration of issues and practice applicable to the retailing sector.
• Employment relations strategy for a retail company is developed.
• Employment relations processes within a retail environment are managed.
• The efficiency and effectiveness of employment relations in retail is measured.

Associated Assessment Criteria for Exit Level Outcome 4

• Principles of marketing research to solve problems are applied.
• Empirical research is conducted.
• A research questionnaire is developed.
• Principles of sampling are applied.
• Principles of data collection are applied.
• Data is captured, research data is analysed, statistical hypotheses is tested and empirical research results are interpreted.
• Empirical research findings are reported in the form of a research report.

Integrated Assessment

Assessment takes place in accordance with the Institution's Assessment Policy and the Faculty specific assessment policy. The Advanced Diploma in Retailing implements three summative assessments during the course of a module and one final summative assessment at the end of a module as the means of learning evaluation. The lecturer for each of the above-mentioned modules determines the assessment method to be used in each instance.

Specific assessment regulations are determined by the Faculty Board and approved by the Senate. Programme specific assessment criteria, rules and regulations, are communicated to learners in all learning guides. The development and implementation of assessment methods are based on the UJ and Faculty principles of assessment. A variety of 'fit for purpose' methods of assessment are used by the assessor/s within a module to assess the learners as defined by the learning outcomes.

Assessments include the following outcomes based activities

• Observation of real or simulated tasks, e.g. practical exercises/demonstrations, role-plays, presentations.
• Evaluation of a product after a task has been completed, e.g., projects, assignments, case studies, portfolios, artefacts, log books and reflective journals.
• Questions, oral or written, used either separately or in combination, e.g., tests examinations, including short or long questions, essays, multiple choice questions, etc.

All assessment activities are accompanied by a memorandum/assessment marking guide. The number and range of assessment methods used are included in the Learning Guides. Every assessment opportunity carries a predetermined weight that takes the integration of the outcomes into account.

Formative and Summative Assessment

Both formative and summative assessment is integral to all modules in the programme. Formative assessment is synonymous with continuous assessment and is conducted during the course of teaching and learning and usually do not count towards the final mark. Summative assessment is carried out during the module that contributes toward the semester mark for the specific module. A final summative assessment is carried out at the end of a semester (6 months) period of teaching and learning of a module. The purpose is to (i.e. judge) the student's achievement of the exit learning outcomes.

Supplementary summative and special assessment opportunities are equivalent to the original assessment opportunity aimed at accommodating students who were unable to be assessed in the original assessment opportunity.

The Chief Assessor who will be responsible for teaching and assessing a module, is usually the lecturer. Lecturers allocate marks for assessment criteria competence. Module marks are awarded for continuous and summative assessment opportunities during the period of registration for the module.

Summative assessment takes place during the process of learning and teaching. They take the form of tests, assignments, projects, presentations, creative production or other means where students provide evidence of learning. These assessments are used in the Advanced Diploma (Retailing) modules to:

• Support the teaching and learning process.
• Provide feedback to the student on her/his progress.
• Diagnose the student's strengths and weaknesses.
• Assist in the planning of future learning.
• Assist with the development of and contributes to the learner's capacity for self-evaluation.
• Help to make decisions on the readiness of the learner to do a summative assessment.

The lecturer responsible for teaching a module is responsible for designing, marking and recording the marks for each assessment and providing feedback to students. The final summative assessments for each module of the Advanced Diploma in Retailing are conducted at the end of each semester for the purpose of making a judgment about the level of competence of students in relation to the learning outcomes of each module. The results of summative assessments are used to calculate the learner's final semester mark reflecting a pass or a fail. The minimum number of summative opportunities required, are contained in the UJ Academic Regulations.