The In-Store Environment

FBTE22202 The In-Store Environment 10 Semester 2 Undergraduate Level 5 Stephen Doyle Unit coordinator Department of Materials 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 While there has been, and continues to be, much emphasis on digital, multi and omni-channel as places and spaces for retailer-consumer interaction, the physical store remains the primary locus wherein trading takes place. This is not to undermine the relevance of alternatives, but rather to highlight the continued importance of bricks and mortar as a channel to market and as a source of experience. Physical retailing, nevertheless, may be undergoing a change in terms of its role within the wider retail landscape and in respect of how consumers view and use it. Moreover, we must recognise the integrated nature of most (but not all) retailers across most (but not all) sectors.The unit will take a multi-disciplinary perspective, drawing upon the extensive management-based literature relating to atmospherics in retail/service environments and visual merchandising, as well as other academic disciplines such as design, architecture and environmental psychology.  It recognises that the design of the in-store environment is an important element of the retail market mix, and this unit considers the decisions areas involved in creating effective in-store environments, and the factors influencing this process.The unit will also take an applied approach to the subject, exploring in some detail the range of different types of store environments (e.g. Flagship stores, pop-up stores etc.), which will provide the context(s) for the application of relevant theoretic frameworks. While there has been, and continues to be, much emphasis on digital, multi and omni-channel as places and spaces for retailer-consumer interaction, the physical store remains the primary locus wherein trading takes place. This is not to undermine the relevance of alternatives, but rather to highlight the continued importance of bricks and mortar as a channel to market and as a source of experience. Physical retailing, nevertheless, may be undergoing a change in terms of its role within the wider retail landscape and in respect of how consumers view and use it. Moreover, we must recognise the integrated nature of most (but not all) retailers across most (but not all) sectors.The unit will take a multi-disciplinary perspective, drawing upon the extensive management-based literature relating to atmospherics in retail/service environments and visual merchandising, as well as other academic disciplines such as design, architecture and environmental psychology.  It recognises that the design of the in-store environment is an important element of the retail market mix, and this unit considers the decisions areas involved in creating effective in-store environments, and the factors influencing this process.The unit will also take an applied approach to the subject, exploring in some detail the range of different types of store environments (e.g. Flagship stores, pop-up stores etc.), which will provide the context(s) for the application of relevant theoretic frameworks. <div>The unit aims to:<ul><li>Analyse the processes involved in, and the factors influencing the design of, in-store retail/service environments.</li><li>Apply the principles of retail atmospherics and visual merchandising to evaluate the sensory and psychological effects of store environments on the retail consumer.</li><li>Appreciate the processes involved in the management of retail space: including layout planning, space allocation etc.</li><li>Analyse the concept of experiential retailing, and its application, both in general and more specific contexts (for example, in relation to flagship retailing, pop-up retailing etc.).</li></ul></div> A greater depth of the learning outcomes will be covered in the following sections:<ul><li>Knowledge and understanding</li><li>Intellectual skills</li><li>Practical skills</li><li>Transferable skills and personal qualities</li></ul> <ul><li>Outline the key principles of store design and experience delivery design in the context of retail fashion environments</li><li>Effectively use the principles of store design to critique a contemporary retail fashion store</li><li>Analyse consistency across fashion retail channels</li></ul>Contributing to the programme learning outcomes:  A1.    Systematically describe, analyse and appraise the structure of global fashion, textiles and related industries, with focus on the emerging issues of markets, services, consumer expectations within the macro-environment.A8.     Articulate the processes, procedures and practices of the global fashion industry.  <ul><li>Review the literature on the different aspects of store atmospherics and design with respect to rational, role and management of the designed environment</li></ul>Contributing to the programme learning outcomes:B1. Identify and conceptualise appropriate theories, applying them to the fashion and textile industry.B2. Synthesise, assess and evaluate information and data from appropriate sources and use these to make informed, independent judgments and decision making in relation to technical product and/or business contexts. <ul><li>Utilise on- and off-line resources to source information relating to in-store environments in a contemporary retail context</li></ul>Contributing to the programme learning outcomes:C4. Identify and employ appropriate sources of information.  <ul><li>Synthesise and organise material and data from a variety of sources into a cohesive presentation</li></ul>Contributing to the programme learning outcomes:D3. Clear and effective communication, using a range of styles and employing various media appropriate to the context.D8. An ability to apply creative and visual sensibilities in a commercial context. <div><div>This unit is delivered using a blended learning approach, which integrates technology and digital media with traditional classroom activities. A variety of learning and teaching processes will be used including: lectures, discussions, group activities and independent study. Canvas will be used to present online study materials, including videos, lecture notes, guided reading, articles and other information. Canvas will also be used for the submission of assessments.</div></div> 2 Written assignment (inc essay) 100% Written and verbal  N The recommended reading for this unit can be found on the <a href="https://www.readinglists.manchester.ac.uk/leganto/public/44MAN_INST/lists/338986382830001631?auth=CAS">online unit reading list</a>. Lectures 12 0 88