Msc Fashion and Lifestyle Marketing

GCU London

MSc Fashion and Lifestyle Marketing

Definitive Programme Document

January 2018 TABLE OF CONTENTS

SECTION CONTENT PAGE

List of Tables 3 1 GENERAL PROGRAMME INFORMATION 4 2 PROGRAMME RATIONALE AND DEMAND 5 2.1 Rationale 5 2.2 Student Demand 8 2.3 External Demand 9 2.4 Benchmarking 10 3 RESOURCES 12 4 RESEARCH AND STAFF DEVELOPMENT 14 4.1 Research 14 4.2 Staff Development 16 5 STRATEGY FOR LEARNING 17 5.1 Introduction 18 5.2 Learning and Teaching Approaches 18 5.3 Enhancement Themes 19 5.4 Programme Accessibility and Inclusiveness 20 5.5 Internationalisation 21 5.6 Management of Work Based/Practice Learning 21 5.7 Engagement with External Stakeholders 22 5.8 Supporting and Developing Students 22 5.8.1 Student Induction and Transition 22 5.8.2 Academic Support 23 5.8.3 Student Performance Feedback 23 5.8.4 Student Engagement 25 5.8.5 Career Development and Employability 25 5.9 Assessment Strategy and Loading 26 5.10 Programme-specific Assessment Regulations 29 5.11 Procedures for Project and Dissertation Supervision 29

APPENDICES

1 PROGRAMME SPECIFICATION (AND CURRICULUM MAP) 2 MODULE DESCRIPTORS 3 ACADEMIC STAFF CURRICULUM VITAE 4 STRATEGY FOR LEARNING CURRICULUM DESIGN TEMPLATE 5 COMMON GOOD ATTRIBUTES TEMPLATE

2 List of Tables

Table 1 Key programme information 5 Table 2 MSc International Fashion Marketing Recruitment 2012/3-2016/17 6 Table 3 Local London Competition in Postgraduate Education in Fashion 6 Marketing Table 4 Jobs Secured by Recent GCU London Fashion Alumni 10 Table 5 Programme Structure 11 Table 6 Proposed Mapping Modules Across Programmes 14 Table 7 Internationalisation Initiatives: Examples 21 Table 8 Examples of Continuous and formative Feedback 24 Table 9 Activities Beyond the Classroom 26 Table 10 Assessment Strategy and Loading 27

3 1. GENERAL PROGRAMME INFORMATION

GCU London was established in 2010 as a satellite campus of GCU. In 2015, it became a School. It has the accolade of being the first Scottish University to open in London. Since its inception it has developed a strong reputation with its links with industry. Evidence of this being the launch of the British School of Fashion (BSoF) in 2013 and its ability to successfully attract the attention of numerous businesses who have generously awarded scholarships, these being, AllSaints, House of Fraser, Marks and Spencer and Margaret Howell. Programmes offered at the Campus have attracted students from both the UK and overseas. In addition, GCU London has invited respected and inspirational industry figures to share their expertise with students. In all, since its inception, programmes have been developed with a view to meeting the expectations of international businesses to ensure students are equipped with the skills needed to thrive in the global marketplace. It is estimated that approximately 60 nationalities are represented at GCU London.

In pursing the above and fulfilling GCU’s mission as the University for the Common Good that transforms lives, enriches cities and communities, innovates for social and economic impact and engages globally, GCU London aims to develop postgraduate programmes that are:

• Coherent, cohesive and effective; • Furnish students with opportunities to engage in strategically aligned work based learning; • Underpinned by impactful research; • Supported by an international curriculum and; • Effective in raising the profile of both GCU and GCU London

Cognisant with the above aim, and leveraging the expertise and reputation of The British School of Fashion, a new programme is proposed, MSc Fashion and Lifestyle Marketing. The new programme will be part of the suite of Masters level programmes already being delivered at GCU London. These programmes have served to contribute to GCU London’s reputation and the University’s commitment to being at the forefront of innovative postgraduate education. They include: MSc Fashion Business Creation, MSc Luxury Brand Marketing, MSc Global Marketing, MSc International Management and Business Development and MBA Luxury Brand Management.

The following report outlines the rationale for the new programme. Consultation has taken place with GCU London School Board, the Director of the British School of Fashion, staff, including the Careers Consultant, and existing students at GCU London, wherein the proposal has been approved by the University’s Academic Policy and Practice Committee. Externally, guidance was sought from the Retail Trust, BSoF Honorary Professors and other industry contacts with executive roles at Marks and Spencer, Debenhams, Top Shop, Burtons, Dorothy Perkins, White Company, Margaret Howell, Needle and Thread, Folk, ASOS, and Miss Selfridge in regard to demand for the programme. Finally, international agencies via the Marketing, Recruitment and Communications at GCU London were also consulted. In addition, a scan of competing related MSc programmes in London and elsewhere has been undertaken and a survey of graduates of GCU London fashion programmes has also been undertaken. Key information about the programme is offered in Table 1.

4 Table 1: Key programme information

1. GENERAL INFORMATION 1. Programme Title: Fashion and Lifestyle Marketing 2. Final Award: MSc Fashion and Lifestyle Marketing 3. Exit Awards: Post Graduate Certificate in Fashion and Lifestyle Marketing Post Graduate Diploma in Fashion and Lifestyle Marketing 4. Awarding Body: Glasgow Caledonian University 5. Approval Date: December 2017 6. School: GCU London 7. Host Division/Dept: Not applicable 8. UCAS Code: Not applicable 9. PSB Involvement: Not applicable 10 Place of Delivery: London 11 Subject Benchmark Statement: QAA Masters Degree in Business and Management Benchmark Statement 12 Dates of PSP preparation/revision: December 2017

The programme is compliant with UKVI regulations for Tier 4 students. It is anticipated that the demand for part time study will come from the UK domestic and London local market as part time study is not available to students studying under Tier 4 and whilst part time study is available to students under other elements of the Points Based System, for example Tier 2 and Tier 5, it is very difficult to predict how many applications will be received in these cases.

2. PROGRAMME RATIONALE AND DEMAND

2.1 Rationale

The rationale for this programme development is based upon two important dimensions. The first is positioned as a proactive and decisive response to intense market competition that has adversely affected GCU’s current provision and position in the London market. The second dimension is to view this development as an innovative and market-leading response to significant changes in market structure and professional practice that has been informed and shaped by the latest academic thinking with respect to the marketing of fashion and lifestyle products and services. Further background to each of these dimensions is delineated below.

Intense Local Market Competition and Erosion of GCU Differentiation

The MSc in International Fashion Marketing (IFM), which this new programme is to replace, was one of the first programmes to be launched at GCU London in October 2010. Over the past seven years, the programme has been the most significant and successful in terms of student recruitment, student progression and completion, as well as the number of students supported through scholarship funding provided by the UK’s leading fashion companies. The programme has attracted applicants from a diverse range of under-graduate discipline areas and has enjoyed a strong global reach, attracting students from across Europe, Asia and

5 Americas. Furthermore, graduates from the programme have secured marketing positions with many leading fashion businesses, both in the UK and further afield and many have progressed rapidly to secure senior management positions within the sector (see p.10).

With two intakes each year, the programme initially experienced a high number of student applications. However, as indicated in Table 2, numbers have fallen over the past five years:

Table 2 MSc International Fashion Marketing Recruitment 2012/3-2017/18

2017/18 2016/17 2015/16 2014/15 2013/14 12/13 Target enrolment 30 30 30 20 20 20 Trimester Start Sept Jan Sept Jan Sept Jan Sept Jan Sept Jan Sept Jan No. of formal 103 144 49 147 30 185 26 179 31 176 42 type applicants No. of students 18 28 12 29 6 45 13 36 18 44 12 actually enrolled in current 1st year Total 40 Total 35 Total 58 Total 54 Total 56 intake

The Programme Development Team does not believe that the decline in student numbers is a symptom of any inherent failure with respect to the academic rigour or management of the programme. A range of important strengths with respect to the existing International Fashion Marketing programme can be identified and these include a strong improvement on student progression in recent years1; positive External Examiner reports; varied assessment experiences e.g. live projects, simulations, portfolio work; emulation of industry practices e.g. access to industry databases for learning; strong industry links and adoption of blended learning practices. Furthermore, the extensive scholarship support for the programme provided by leading industry partners, such as All Saints, Marks and Spencer, House of Fraser / Don McCarthy Foundation, serve as a testament to the reputation that the programme enjoys within the fashion business sector.

However, while the programme has demonstrable strengths, two significant factors have contributed to a decline in demand and student registrations for the programme at GCU London. Firstly, as Table 2 demonstrates, competition within the London HE market, in particular, and the UK HE market in general, has intensified significantly since the launch of the programme in 2010. For example, in the immediate / local market, six institutions now offer equivalent programmes in the discipline area, as illustrated in Table 3.

Table 3 Local London Competition in Postgraduate Education in Fashion Marketing

MA Fashion Business Management University of Westminster MA International Fashion Marketing Regent’s University London MA Strategic Fashion Marketing University of the Arts (UAL) MSc International Fashion Marketing University of Coventry in London MA Fashion Marketing & Communications University of the Creative Arts (UCA) MA International Fashion Management University of East London

Secondly, the distinctiveness of the GCU London International Fashion Marketing programme provision has been eroded significantly by the “me-too” programme offerings of the competition. For example, contacts at University of Coventry in London have indicated

1 In 2016/17, 71.8% of September 2017 cohort passed all modules incl. the dissertation at first diet. The figure in 2013/14 was only 41%.

6 that the GCU London IFM programme served as the direct template for the development of their own programme. A scrutiny of all of the London-based competitor programmes indicates very high degrees of similarity in terms of content, structure and teaching and learning methods to those offered by GCU. Consequently, the first-mover advantage and degree content differentiation that the GCU IFM programme initially enjoyed is no longer externally evident or of sufficient significance to secure protection from the competition.

Creative Academic Response to Changed Market Conditions

While acknowledging that the decline in student numbers has acted as an important stimulant for a reappraisal of the IFM programme, the Development Team has also been motivated by the desire to regain a market-leader position through the development of an innovative, industry-relevant and academically credible programme that will be attractive to prospective students and to the industry.

By way of context, over the past 5 years, the consumption of fashion goods has slowed both within the UK and advanced global markets. Instead consumers are electing to transfer, (and significantly increase), spending upon what are classified and described as “lifestyle” products. The scope of the lifestyle product category is reasonably broad and includes furniture and homeware; electronic personal goods and accessories, leisure and sports goods, craft, garden and cooking products and so on.

Many of the world’s leading fashion companies (H&M, NEXT, INDITEX), have indicated that their future growth opportunities will be dependent on their ability to create, develop and market products and experiences within the lifestyle goods sector, rather than solely from the clothing sector. Further, the advent of digital commerce has not only enhanced the opportunities for these companies to distribute clothing in new territories, it has also stimulated their desire to participate in adjacent lifestyle product categories in order to capitalise upon global demand.

The advent of the digital age has not only provided new distribution opportunities for established fashion companies, but it has also removed market entry barriers for non- fashion, tech-based firms to enter the fashion and lifestyle goods market, either via collaborations (e.g. Google and Levi Strauss; Fossil and Kate Spade; Apple and Hermes) or by acquisition, (e.g. Amazon and Whole Foods). As such, interest in the development and marketing of lifestyle products is not confined solely to fashion businesses and is now high on the agenda of the world’s most successful and influential technology companies.

Returning to the fashion sector, these significant consumer and competitor shifts have resulted in a reformulation of the fashion business models making the creation, development and marketing of lifestyle goods a new growth priority. The “new- generation thinking” among fashion business is that they must now think, act and market as fashion and lifestyle companies and as a result, their expertise requirements now must also incorporate skills in the development and marketing of lifestyle products.

Yet, despite this clear and major shift in the remit, thinking and behaviour of fashion companies, the UK HE sector so far has failed to respond adequately and fully to these important consumption changes, new business opportunities and employment skill requirements.

Consequently, it is the belief of the Programme Development Team that because this proposal is clearly aligned to current and future industry need and because it will be founded upon robust, contemporary academic thinking in consumer - marketing, it will swiftly prove attractive and successful within the London market. This pre-eminent status will be soon demonstrated by both the level of industry support that it will secure and extent and strength

7 of student demand that it will generate. This status will be further enhanced by GCU’s strong reputation in the area of sustainable and fair fashion – which will add yet further a distinction and attractiveness to and for all stakeholders.

The Programme Development Team notes that this idea and proposal has the support and encouragement of the BSoF’s honorary Professors. As leaders of a range of successful fashion and lifestyle companies, they have indicated that there is a need for skilled graduates proficient in the identification, development and marketing of fashion and lifestyle goods and services.

In summary, the background and rationale for the programme is based upon the need to protect, revitalise and extend GCU BSoF’s positioning as a distinctive and compelling leader in the provision of M level programmes in the fashion and lifestyle areas. The new programme will extend the programme’s scope and participation beyond fashion to new, adjacent areas of business development and activity, academic research and employment opportunity. The Programme Development Team is confident that it will secure strong and consistent market demand.

These distinctive and differentiated dimensions in terms of title, market sector focus and course content will also ensure that there is sufficient and clear distinction between this programme and the IFM programme that it will replace at GCU London.

2.2 Student Demand

Predominantly, students who register on to fashion programmes at GCU London are international. Hence to obtain a gauge in the level of student demand for the new programme, in liaison with the Marketing and Recruitment Coordinator at GCU London, consultation with agents was sought. Feedback confirmed that there is clear evidence of student demand for the programme. For example:

‘In my opinion, there are many schools providing fashion marketing programmes, therefore lifestyle programme will be more special and become popular in the near future. Also some students may pursue a master degree in lifestyle programme if they study design on their first degree, since design is much related to lifestyle, particularly if they are interested in womenswear or menswear. Moreover, the programme does not require students to have a design background, which is good for those who cannot design’

Yuting ZHU Education Counsellor, Kaohsiung Office, Taiwan

Summary of feedbacks collated by OxBridge Consulting include:

‘the programme stressed that "digital marketing, sustainability, creative development and brand management that be applied and adapted to a range of product categories and market sectors", we believe that the direction meets the trend of fashion marketing development in Taiwan.

Meanwhile, the stereotype of Fashion Industry remains almost equivalent to “Luxury”, in comparison Lifestyle product seems much more down-to-earth and approachable. The advantage of the Fashion and Lifestyle Marketing is the Career Opportunities

In terms of the specific content of the programme to attract demand, feedback captured from students via both Staff Student Consultative Group meetings (SSCG) and the GCU Student Experience Survey undertaken in March 2017 provide a clear indication of what students want from their programmes of study. Information gathered from these sources have

8 informed us that students are looking for an opportunity to undertake a work experience to be embedded in their programme. They see this as an opportunity to obtain an invaluable experience, develop business sense, interpersonal skills and establish career-long connections. Further, it is evident in students’ choice of dissertation topics and in coursework assessments, wherein there is some flexibility of choice of topic, along with fashion, there is a clear interest in the exploration of an aspect of lifestyle marketing.

In support of the above, research undertaken by the Careers Consultant based at GCU London identified that:

‘fashion students do want the masters course to prepare them for work. They expect the fact they are studying the course to make them more appealing to employers in itself (because it is specialist masters study and at GCU London). They certainly want the course to help them secure work experience/internships and to increase their chances of working in the UK on graduation (not all want to do this, but many do).’

The Careers Consultant concluded: ‘The proposed programme seems positive in responding to industry developments. It seems consistent with the students’ needs and ambitions.’

2.3 External Demand

In consultation with industry representatives, as identified above, across the board, the executives were supportive of the aim and purpose of the proposed new degree. They confirmed that it was relevant and appropriate to the needs of industry.

With respect to specific observations and suggestions, in the future, greater levels of customisation is expected wherein companies leveraging individuals’ personal data via online profiles in order to deliver a more personal offering explicitly relevant to an individual’s own lifestyle. Hence, employers are looking for graduates who show competence in consumer insights and are digitally literate, that is, have the ability to use information and communication technologies to find, evaluate, create, and effectively communicate information for marketing purposes. Employers are also looking for graduates with appropriate fashion industry work experience.

Within a UK context, fashion is the largest employer of all the UK's creative industries. It is estimated to support 797,000 jobs and its direct value to the UK economy is estimated at £26bn (British Fashion Council). Within a global context, the apparel industry has some of the world’s most rapidly growing companies e.g. German based online retailer Zalander. Much of the growth evident in the industry is coming from developing markets, notably from the exploding buying power among Asian consumers (McKinsey, 2014). As Countries develop, globally clothing and other lifestyle goods are seen as an extension and expression of many consumers new and changing lifestyles.

Further research undertake by the Careers Consultant at GCU London indicated that:

‘The proposed programme seems positive in responding to industry developments. It seems consistent with the students’ needs and ambitions.’

A quick check of the number of roles currently advertised on Indeed.com for a search ‘lifestyle marketing’ brought 491 hits (Caveat – we know that not all roles are advertised, but this is an indicator).

Below, Table 4 lists a sample of jobs that recent alumni of fashion programmes at GCU London have secured:

9 Table 4 Jobs Secured by Recent GCU London Fashion Alumni

Marketing Manager - Wholesale, COACH Europe at Coach Marketing and Advertising Consultant at Rachel Hirsh Limited Marketing coordinator UK – KEDS & SPERRY at Wolverine World Wide Business Development Executive at L.K.Bennett E-commerce Assistant at Hunter Boot Ltd Assistant Buyer at ASOS.com Tod's and Roger Vivier Press Office Ecommerce Assistant at Pentland Brands Founder and manager at Serendipity Fashion Agency International Business Assistant at Arcadia Group Ltd Assistant Buyer - Mini Girls at Boden Senior Allocator at Perry Ellis International - @PEICorp Senior BAA - Fashion Clothing at Oliver Bonas Operations Manager at All Saints Account Director DACH - Beauty, Pharma & Personal Care at Mintel Digital Marketing Executive at STV Group plc Assistant Merchandiser at Aquascutum Account Manager - UGG Australia Deckers Brands Trainee Merchandiser at F&F Clothing Accounts Payable Administrator at Ted Baker Web Team Assistant at Primark Stores Limited

2.4 Benchmarking

As indicated above in the programme rationale, at postgraduate level, the local market in London is a crowded market wherein various iterations of fashion marketing named awards exist. Likewise, beyond the London market, nationally, fashion marketing at postgraduate level is studied extensively across the UK (UCAS identify 70 courses at postgraduate level). Internationally, fashion marketing Masters programmes can be studied in Paris, Milan, Barcelona and beyond Europe, USA and Australia. Offering this new programme that extends beyond fashion to embrace lifestyle, and is cognisant of the connected consumer and the connected marketplace, serves to offer differentiation from competitors.

10 Table 5 Programme Structure

MSc Fashion and Lifestyle Marketing: Programme Structure Start Full Time

Trimester A Trimester B Trimester C September Career Planning Career Planning and Research Project Entry Point and Professional Professional (12 months) Development Development Introduction to Research Methods Consumer Fashion and Lifestyle Insights Retail Experiences Fashion and Sustainability and Lifestyle Fair Fashion Marketing: Theories and Concepts Trend and Design Fashion and Lifestyle Decisions Brand Lab Trimester B Trimester C Trimester A Trimester B January Entry Career Planning Career Planning and Consumer Insights Research Project Point and Professional Professional (15 months) Development Development Fashion and Fashion and Lifestyle Retail Lifestyle Experiences Marketing: Theories and Concepts Sustainability and Trend and Design Fair Fashion Decisions Introduction to Fashion and Research Methods Lifestyle Brand Lab NB: all modules have 15 credit weighting except dissertation, which has 60 credits

MSc Fashion and Lifestyle Marketing: Programme Structure Start Part Time Year 1

Trimester A Trimester B Trimester C September Career Planning Career Planning and Research Project Entry Point and Professional Professional (24 months) Development Development Fashion and Lifestyle First Year Retail Experiences Fashion and Fashion and Lifestyle Lifestyle Brand Lab Marketing: Theories and Concepts Trend and Design Decisions

Trimester B Trimester C Trimester A Trimester B January Entry Career Planning Career Planning and Consumer Insights Research Project Point and Professional Professional (30 months) Development Development

11 Fashion and Trend and Design First Year Lifestyle Brand Decisions Lab

MSc Fashion and Lifestyle Marketing: Programme Structure Start Part Time Year 2 Trimester A Trimester B Trimester C September Consumer Introduction to Research Project Entry Point Insights Research Methods (24 months)

Second Year

Trend and Design Sustainability and Decisions Fair Fashion

Trimester B Trimester C Trimester A Trimester B January Entry Fashion and Fashion and Research Project Point Lifestyle Retail Lifestyle (30 months) Experiences Marketing: Theories and Second Year Concepts Sustainability and Introduction to Fair Fashion Research Methods

3. RESOURCES

Physical

With regards to physical resources to support the programmes, the GCU London library has more than 3,500 print books on site and the collection continues to grow. We obtain copies of all reading list books and order additional copies of the most popular titles as required, based on student demand. Further, students have access to any books available from the main GCU library in Glasgow through an intersite loan service. The GCU Library has over 426,500 e-books, which are accessible to all students 24 hours day/7 days week using their GCU login details. The library is open 6 days a week and has extended evening hours, until 20.00, from Monday to Thursday.

The library provides electronic access to 198 databases, 31,668 journal titles and most international newspapers through paid subscriptions. GCU subscribes to several marketing databases that are particularly relevant to marketing, fashion and luxury students: Global Market Information Database (GMID), Mintel and IBISWorld. In addition, Vogue Archive, WGSN, EDITED and Visual Arts Data Service (VADS) are excellent resources for fashion images and reports.

14 student computers are provided in the learning zone, with some study space for students with their own device. The computer lab has an additional 15 student computers with device subscriptions for a suite of software for image editing, creating logos, icons, drawings, typography and desk top publishing, which includes the Adobe Photoshop, Illustrator and InDesign all available for students. 10 more student computers are available on the 1st floor. In addition, there is a quiet study area with 5 desks and a learning café with seating for approximately 40 students, including break-out spaces with comfortable seating. Students

12 can also request private use of classrooms, especially when conducting group work, by booking through the Student Office team on the first floor.

Academic staff have use of GCU Learn as a virtual learning environment as part of the strategy for blended learning. GCU Learn functions to provide a repository for learning materials including lecture notes, web links, academic articles, video clips and podcasts. In doing so, GCU Learn serves to support student engagement in active and self-directed learning.

Human

In terms of human resources, the GCU London student lifecycle is fully supported by administrative staff based in London, with the following dedicated functions: Head of Operations; Campus Administrator; Receptionist; Programme Administrator; Marketing and Recruitment Officer; Marketing, Recruitment and Admissions Manager; Research Administrator and; Careers Consultant.

With regards to student support functions to support learning, the following roles exist: Student Learning and Services Manager, Academic Development Tutor (ADT), academic library staff and Target English who provide language support to students. The nature of support provided by Target English includes language development workshops, in-sessional tutorials and dissertation tutorials. The Academic Development Tutor at GCU London works closely with academics, coming into classes to give, for example, directed academic writing supported distinct to an assessment in that module. Further, the ADT provides weekly classes to students across the Campus for generic academic support. In addition, with regards to technical support, there is a dedicated Campus Technician. With regards to personal support, GCU London has an arrangement with the University of Westminster Counselling Service to provide confidential counselling for students. Finally, there is an active Student Association at GCU London that has a number of societies, including currently:

Business Society Badminton Society LGBT+ Society Fashion Society Common Good Society

In addition, GCU London Volunteers are registered GCU London students who give up some of their time to help deliver and support Students' Association activities on and off campus. Further, The London Leadership Programme is GCU Students' Association's flagship leadership and employability award. This programme aims to get students to think about leadership and to realise that every GCU London student has the ability to demonstrate leadership throughout their University career, in the workplace and in any volunteering or mentoring role. At the Campus there is a GCU Student Association Co-ordinator and also an elected Student Representative.

As with all other programmes at GCU, MSc Fashion and Lifestyle Marketing has a dedicated Programme Leader who is in overall charge of the programme and is responsible for its academic coherence and the overall quality of the student learning experience. They also function as academic members of staff and they are also involved in teaching on modules. The Programme Leaders also fulfil the function of Academic Advisors on their programme wherein they support the student’s academic and personal development. Module Leaders are designated for each of the modules. The Module Leader is responsible for the planning, delivery, monitoring, standards, and academic development of their modules, and for ensuring that the module descriptor is accurate and up-to-date.

For MSc Fashion and Lifestyle Marketing, nine members of academic staff have been identified in the delivery of the programme. Guest Speakers e.g. marketing practitioners and industry fashion specialists (buying, merchandising, brand management) are invited on to Campus to discuss their role within the industry. Previous Guest Speakers have included branding specialists, start-up companies and senior fashion marketing specialists and include:

Sir Eric Peacock: October 2017 Suzanne Harlow, Debenhams’ Executive Group Director for Product: October 2017 Henry Holland, Founder, House of Holland: November 2016 Nayna McIntosh, Founder & CEO Hope Fashion: October 2016 Imran Amed Founder and CEO of Business of Fashion: July 2015 Patrick Grant, CEO of Norton & Sons of Savile Row: January 2014 Caroline Rush, Chief Executive of the British Fashion Council: March 2014 Nick Robertson, Chief Executive of ASOS, Britain’s largest e-tailer: March 2013

With regard to the utilisation of academic staff resources in module delivery, there is a desire to achieve a clear differentiation across programmes whilst seeking to achieve operational efficiency.

MSc Fashion and Lifestyle Marketing (FLM) will be the first programme in GCU London that will be delivered with the postgraduate 15 credit module plus 1 60 credit dissertation module structure. In 2020, GCU London programmes identified below in Table 6 will be required to be revalidated. It is anticipated that when these programmes undergo programme development and revalidation, in order to create efficiencies, some sharing of modules with MSc FLM will take place. This is illustrated in Table 6.

Table 6 Proposed Mapping Modules Across Programmes

GCU London Programme Shared Module MSc Fashion Business Creation Fashion and Lifestyle Brand Lab Sustainability and Fair Fashion

MSc Fashion Business Creation Career Planning and Professional MSc Luxury Brand Marketing Development MSc Global Marketing Introduction to Research Methods MSc International Management and Research Project Business Development MBA MBA Luxury Brand Management

4. RESEARCH AND STAFF DEVELOPMENT

4.1 Research

GCU London has a rich research environment and is actively involved in contributing to the University Research Strategy. All Module Leaders and Programme Leaders involved in the programmes are research-active. Appendix 3 provides a list of Staff CVs of those staff involved in academic delivery on the programmes. These CVs provide direct evidence of research engagement relevant to the subject of each of the programmes. As a précis, a snapshot of some of the academic research output is identified below.

14 From the list below, it can be seen that research and advanced scholarly activity underpins both the subject matter of the programme and pedagogic research underpinning the programme. Moreover, research related skills development for students are incorporated throughout their programme making sure that students are equipped with analysis and synthesis skills needed for the labour market. In addition to research that forms a part of the Programme delivery, students would be benefitting from the wider research environment and external researchers through for example GCU London Research Seminar Series.

Publications

Jackson T. (publication due 2018) Creative Thinking in Fashion and Art’, Routledge Jackson T. (Publication due 2018) Contemporary issues in global luxury, Bloomsbury Fashion Business Cases, Jackson T. & Shaw D. (2009) Mastering Fashion Marketing, Palgrave Master Series Jackson T. (2006) The Fashion Handbook, Palgrave MacMillan Jackson T. & Shaw D. (2001) Mastering Fashion Buying and Merchandising Management, Palgrave Master Series Khalifa, D. and Shukla, P. (under review) ‘The fall from Grace: consumer response to status brand threats’, LVMH-SMU book chapter (May, 2016). Khalifa, D. and Shukla, P. (forthcoming) ‘Me, My brand and I: Consumer responses to brand- related rejection - the role of brand identification and the source of rejection’, Journal of business Research Littlejohn, A., Margaryan, A., Vojt, G. & Lukic, D. (2017). Learning from Incidents Questionnaire (LFIQ): The validation of an instrument designed to measure the quality of learning from incidents in organisations. Safety Science. Lukic, D., Solari, M., Martins, H. & Yarosh, M. (2017). ‘Erasmus mundus intercultural competence - results and EMIC Toolkit’. In Proceedings of EDULEARN Conference, Barcelona, 3-5 July, 2017. Published by IATED ISBN: 978-84-697-3777-4. Lukic, D., Solari, M. & Yarosh, M. (2015). ‘Developing intercultural competence in Erasmus Mundus: reflective practice through technology-enhanced learning’. In Proceedings of EDULEARN Conference, Barcelona, 6-8 July, 2015. Lukic, D., Margaryan, A. & Littlejohn, A. (2013). Individual agency in learning from incidents. Human Resource Development International, 16(4). Marciniak R., & McColl J. (forthcoming) ‘The Vintage Supply Chain: The Role of Networks’ chapter in Textiles: Advances in Research and Applications, Nova Science Publishers, Inc Marciniak R., & Budnarowski C. (2016) ‘Fashion Tourism and the Creative Industries’, chapter in P.Long and N. Morpeth (eds) in Tourism and the Creative Industries: Theories, Policies and Practices, Routledge Marciniak R. & Gad Mohsen M. (2016) ‘Post-Purchase Consumer Behaviour, Sustainability and its Influence on Fashion Identity’, p.203-220 in Damayanthie Eluwawalage ‘Fashion Tyranny and Revelation, Inter-Disciplinary Press Margaryan, A., Borsinou, E. & Lukic, D. (2014). Narrating Your Work: An approach to supporting knowledge sharing in virtual teams. Knowledge Management Research and Practice. Peschken, T. Shukla, P. Lennon, J. Rate, S. (2016) ‘The role of Information Alignment and Entrepreneurial traits on SME Internationalization: A Conceptual Framework’, Management Research Review, Vol. 38, No. 2

Presentations

Hancock J., Peschken T., & Marciniak R. (2017) ‘Rethinking peer assessment to develop intercultural competence in student group work’, HEIR Conference, 13-14th September 2017, Robert Gordon University, Aberdeen,Scotland Hancock J., Marciniak R., & Peschken T. (2016) “Exploration of Group Work and Peer

15 Assessment: A Case Study of Culturally Diverse Groups”, Chartered Association of Business Schools (CABS), Learning, Teaching & Student Experience 5th annual Conference, 26-27 April 2016, Aston University, Birmingham, UK Khalifa, D. and Shukla, P. (2017) ‘Fight or Flight: Consumer Responses to Luxury Brand’s Market Status Threat’, The Mystique of Luxury Brands, Seoul, South Korea. May, 2017 Khalifa, D. and Shukla, P. Shukla, P., & Khalifa, D. (2017) ‘A unified framework on brand threat effects and consumer responses’ In 2017 Global Fashion Management Conference at Vienna (pp. 68-70) Khalifa, D. and Shukla, P. (2016) ‘Me, My brand and I: Consumer responses to brand- related rejection - the role of brand identification and the source of rejection’, The Mystique of Luxury Brands, Shangahai, China. May, 2016 (Nominated for the best paper award) Khalifa, D. and Shukla, P. (2016) ‘From Glitz to Gloom: consumer response to luxury brand threats’, LVMH-SMU Asia Luxury Brand Research, Singapore. June, 2016 Marciniak R. Charles E. & McColl J. (2017) ‘Third Sector Retailing: Management of End of Life High Value Fashion’, 6th International Conference on Social Responsibility, Ethics and Sustainable Business, University of Applied Sciences for Engineering and Economics, Berlin Peschken T. McKinnon S. (2015) ‘Bringing the world into your classroom: embedding collaborative on-line international learning in the teaching of Marketing’, Proceedings of the 2014 Association of Business School Learning, Teaching and Student Experience Conference, York, UK Peschken T. Shukla P. Lennon, J. Rate, S. (2014) 'Exploring the role of information structure (structural alignment theory) and motivational goal orientation (regulatory focus theory) of the (SME-) owner/manager in the decision to internationalise', Proceedings of the 2014 IMRA-Kean International Conference, ed. M. Chattalas, M. Cooper, J. Pancholi, P. Shukla, New Jersey, USA. ISBN: 978-0-9573841-1-5. Shukla P. Khalifa D. Peschken T. (2014) 'Investigating the role of attitude functions for luxury goods in developed and emerging ', Proceedings of the 2014 IMRA-Kean International Conference, ed. M. Chattalas, M. Cooper, J. Pancholi, P. Shukla, New Jersey, USA. ISBN: 978-0-9573841-1-5.

4.2 Staff Development

Academic Development

In line with GCU, the Programme Team are committed to the continual enhancement of the knowledge, skills and understanding in learning, teaching and assessment to create a high quality student learning experience. To this end, during 2016/17, three members of this staff team became Senior Fellows of the Higher Education Academy. Currently one member of staff is in the process of applying for Senior Fellow and a further member of staff is currently undertaking PgC in Learning and Teaching in Higher Education. To this end, the programme team are striving towards the target that by 2020 75% of GCU programmes will be delivered by programme teams where the majority of members hold professional recognition of teaching.

Participation in Learning, Teaching and Quality Staff Development

All members of the teaching staff utilise a blended learning approach within their teaching and learning via GCU Learn. In keeping with the Strategy for Learning (SfL), which requires the continued development of a University wide culture where staff value and contribute to the continuous enhancement of learning and teaching, GCU London have an active programme of staff development learning and teaching workshops. The GCU London

16 Learning, Teaching and Quality Sub Committee is the vehicle wherein staff development needs are identified. Examples of staff development taking place in 2016/17 include:

Grademark Camtasia edShare Basic Copyright Quality Enhancement and Assurance update Dealing with plagiarism Marking dissertations and providing feedback

A forthcoming staff development workshop, to be delivered by Target English, is Student Language and Providing Feedback. Target English are currently trialling with students, assessment diagnostics for a summative piece of work. They are also trialling a teaching observation with the purpose of observing language delivery of native speaking lecturer who delivers material to an international cohort of students. Advice on language delivery will be provided to the lecturer who is being trialled and this will be fed back into the forthcoming workshop wherein they will present a set of recommendations for student support.

Participation in Research Staff Development

With regards to supporting staff development in research, a recent activity, initiated by the Academic Development Tutor at GCU London are Writing Activity Retreat Mornings (WARM), which take place on Campus. A room is booked for a complete morning to allow an opportunity for concentrated writing time. This initiative has developed from a two day research writing retreat, which took place in September 2017 for GCU London active researchers and PhD students at GCU London. These initiatives help to build a supportive community of researchers at the Campus. In addition, staff development in research is also evident at Research Club meetings, which are a regular activity at GCU London. Both academic staff and PhD students attend these meetings. Depending upon the Agenda, they can be used as a forum in which individuals research ideas or as an opportunity to trial a conference paper prior to attending and presenting the paper at the actual conference wherein their paper has been accepted.

Personal Development and Annual Review (PDAR) is a yearly discussion about objectives for the year and staff development needs. In line with the University’s Accelerate CPD Learning and Teaching Change Strategy (2015–2020), the teaching staff on MSc Fashion and Lifestyle Marketing programmes typically have in their PDAR documentation an objective that captures engagement in CPD in learning and teaching.

5. STRATEGY FOR LEARNING

5.1 Introduction

The University’s Strategy for Learning (SfL) underpins the MSc Fashion and Lifestyle Marketing programme and is informed by international and national developments and effective practice in learning, teaching and assessment. Inspired by the University’s mission and vision and the changing landscape in Higher Education, the SfL will create successful graduates who are global citizens and who will contribute economically and socially to the communities we serve. The SfL supports the GCU Values of Integrity, Creativity, Responsibility and Confidence.

For MSc Fashion and Lifestyle Marketing this will be achieved by enabling students to deal with the global challenges, for example, executing global fashion and lifestyle marketing campaigns and; through developing divergent, creative, responsible and entrepreneurial

17 thinking applied to real-world problems, for example, understanding customers wants and needs across different geographical and cultural boundaries. Also, problem solving around the use digital and social media in different global contexts. The programme SfL will also develop attributes linked to employability, career development and the motivation to continue to learn throughout professional and personal lives. For MSc Fashion and Lifestyle Marketing, this is achieved via a dedicated module called Career Planning and Professional Development.

The SfL recognizes and embraces the diversity of GCU students, current and potential, and the commitment to the participation, progression and success of all students regardless of background. Transformational learning, flexible pathways, digital learning as well as learning and teaching excellence are highlights of the SfL and is centred on a single goal: to develop graduates who will be proficient in their discipline, enterprising, responsible and capable of fulfilling leadership roles in different organisational and cultural contexts.

This is achieved through the application of the GCU Model, based on engagement-led learning and real world problem solving, coupled with opportunities for personalisation. The design of the programme has been guided by the GCU Model’s set of eight design principles, which are embedded and mapped against each programme:

Engaged Learning Divergent Thinking Flexible, Inclusive, Accessible learning Broad & Deep Learning Global Learning Real World Problem Solving Entrepreneurship Responsible Leadership and Professionalism

The SfL implementation is enabled by staff, digital learning/technology, support systems, environment, university systems, student feedback/evidence based and effective partnership working. Through these enablers and design principles, the SfL and the GCU Model as implemented in these programmes, will demonstrate:

1. An outstanding student experience; 2. A curriculum which is flexible, inclusive, accessible, personalised and internationalised; 3. Inspirational approaches to learning, teaching and assessment and; 4. Learning and teaching excellence underpinned by research and scholarship.

For the GCU Mission please see

http://www.gcu.ac.uk/theuniversity/aboutglasgowcaledonian/vision/

Please see http://www.gcu.ac.uk/gaq/strategyforlearning2015-2020/ for Strategy for Learning

Appendix 4 details the SfL Design Template for MSc Fashion and Lifestyle Marketing and outlines how the eight principles are aligned to the programme structure and content.

5.2 Learning and Teaching Approaches

The University aims to produce excellence in the provision of learning and teaching and is committed to providing the best possible student learning experience. This includes providing high quality academic feedback that is timely, fit for purpose and designed to

18 enhance the future learning of students. The University’s commitment to continuously improving the student learning experience is evidenced by the Introduction of Feedback Principles, which apply to all students. The purpose of devising these principles is to ensure that students have the skills and confidence to use this feedback positively to enhance their future learning and improve the GCU experience.

To make a real difference to the learner experience, it is acknowledged that the teaching and learning approach must strive to engage students in active and self-directed learning. In line with the Strategy for Learning, the MSc Fashion and Lifestyle Marketing programme team strive to achieve teaching excellence, and in doing so, present students with a variety of digital and blended learning experiences. As good practice across all the programme modules, there will be a variety of teaching methods employed using the GCU Learn digital learning platform as a repository for lectures and other electronic materials including submissions of courseworks and feedback. In addition, lectures, lecturer and student led seminars, tutorials and practitioner workshops (for photoshop, Indesign and Illustrator) will all be used as part of the physical delivery of the model. For each weekly module session, lecture notes will be posted on GCULearn 48 hours prior to it taking place and reading materials one week before. Further, a variety of assessment strategies are used including reports, portfolios, presentations. The programme contains one exam. In order to create a point of differentiation and promote innovation with the programme’s learning and teaching strategy, the following approaches will be implemented:

• Through the module, Career Planning and Professional Practice, students will have the opportunity to undertake a work experience; • For some assessments, where appropriate, students will have the opportunity to engage in live projects; • Industry speakers will be organised to expose students to practitioners in the sector and introduce them to real world problems. • Tutorials will typically be used as a vehicle to provide guidance and formative feedback on draft assessment work; • Summative feedback will be provided to students via GradeMark; • Industry and cultural visits will be made; • When appropriate, international visits will be built into part of the delivery programme (e.g. for current fashion students at GCU London, this Autumn they will be attending the 6th International Workshop on Luxury Retail, Operations and Supply Chain Management, Politecnico di Milano, Italy, 27 - 28 November 2017).

5.3 Enhancement Themes

Assessing the experience of students studying at University is at the heart of current higher education policy initiatives. The QAA Enhancement Themes programme, which serves to enhance the student learning experience in Scottish higher education, is evidence of this. Within the programme, specific themes are identified. The current theme, launched in October 2017, is evidence for enhancement (2017-2020). GCU London and the programme’s intended approach to this is:

• As identified above (p.16) , information collected from the teaching observation pilot study being undertaken by Target English, will serve to help the Programme Team identify what it is they do well in the classroom and what it is that can be improved. Thereby, with the support from Target English the findings of Target English’s study, help to prioritise interventions for improving the student classroom experience;

• Currently, information on student experience is obtained via a number of sources i.e. Staff Student Consultative Group meetings; module evaluation surveys;

19 Postgraduate Taught Experience Survey and the International Student Barometer. At GCU London, further opportunities for acquiring information are through Debrief the Dean, a New Starters Survey and an Induction Survey. These additional sources of evidence serve to support the Programme Team in decision marking regarding, for example, curriculum design, programme organisation, support for independent study and how best to meet student expectations.

For QAA Enhancement Themes please see http://www.qaa.ac.uk/about- us/scotland/development-and-enhancement/enhancement-themes

5.4 Programme Accessibility and Inclusiveness

In designing the programme, The Programme Team have ensured that they have designed a curriculum which is inclusive, flexible and accessible. This has been achieved by following the guidance outlined in the University’s Inclusive and Accessible Learning and Teaching Checklist.

With respect to guidance on accessibility, the Programme and Module Handbooks and learning materials are provided electronically via GCU Learn. Lecture outlines, handouts or presentations are also made available to all students via GCULearn at least 24 hours in advance. Assessment submission dates are published in the Programme and Module handbooks, which are made available to students at the start of the trimester. Likewise, reading lists are made available to students via Module Handbook. The Programme Team are all aware and support the guidance that students are permitted to audio record their lectures, tutorials and supervision sessions using their own equipment for their own personal learning. GCU London campus, relevant software is on all machines to support access. Well established procedures for examinations include complete adherence to GCU policies in relation to reasonable adjustments. A refresher staff development course on assistive software took place in Sept 2015.

In terms of inclusivity, the Programme Team will ensure that assessments are clearly explained, notified early, directly linked to learning outcomes that are genuine measures of competence and balanced across the programme. The modules’ learning outcomes, mapped against the QAA Master’s in Business and Management Benchmark statements, are free from discrimination and indeed promote ethical and inclusive behaviour. We aim to provide students with a wide range of assessment opportunities that will allow them opportunities for success in a variety of formats, examples include presentations, group reports, individual coursework items and an exam. Additionally, firmly committed as we are the PRME principles, our assessments will help students to develop and refine key skills for life and work such as working within a team, negotiation, and time management. Furthermore, through the programme content, we recognise and reinforce the importance of understanding how to work within an international and diverse workforce (in particular, see module Career Planning and Personal Development).

With respect to inclusiveness, there are two GCU London Equality and Diversity leads whose remit includes supporting staff in reviewing teaching materials and case studies to ensure that resources do not demonstrate particular bias or limit representation of groups. Embedded scaffolding of support for students is available via the GCU London Academic Development Tutor and also Target English. Finally, the Programme Team are fully aware of and support the need to create, where appropriate, alternative formats for assessing students.

20 5.5 Internationalisation

GCU acknowledges that the curriculum must be sufficiently international in nature to ensure that it achieves its international recruitment targets, supports student mobility (both inwards and outwards), evidenced through GCU Strategy for Learning “Global Learning” Principle and support for the global PRME community. Internationalisation of the curriculum is defined as the incorporation of an international and intercultural dimension into the content of the curriculum as well as the teaching and learning processes and support services of a program of study. The programme serves to achieve this through the provision of teaching that is informed by internationally informed research and delivery of a curriculum that embraces international and intercultural perspectives. In doing so, this serves to equip students with the “knowledge, skills and self awareness they need to participate effectively as citizens and professionals in a global society characterised by rapid change and increasing diversity”. Table 7 offers some example of how the Programme Team have embedded internationalisation into the programme.

Table 7 Internationalisation Initiatives: Examples

Curriculum Initiatives • In seminars, using case studies, beyond Anglophile/Western/Eurocentric orientation, to encourage exchanges between students of cultural beliefs and assumptions, for example Chen et a.’s (2011) case study of Guanxi practice and Chinese buyer–supplier relationships • In group work assessments, working in cross cultural groups, cultural competence will be fostered Student Centred Initiatives • International study tour e.g. International Workshop on Luxury Retail, Operations and Supply Chain Management, Milan (see p.19) • Extra teaching support for students using English as an additional language is offered during the first Trimester of joining the programme (delivered by Target English) University Wide Initiatives • Staff employed at GCU London including the Programme Team, support and Professional Services staff, are from culturally diverse backgrounds including Pakistan, Germany, Czech Republic, India, Egypt and the US • GCU London makes strong efforts to be cognisant of various cultural events throughout the calendar for example, Chinese New Year • GCU London provides language services for students for whom English is an additional language • The programme team will make arrangements for the consistent transfer of credit and marks for the purpose of progression and final award decisions between the University and host institutions

5.6 Management of Work Based/Practice Learning

There is no requirement for students to have worked in the field of fashion and lifestyle marketing to gain entry to this programme. However, it is highly probable that a number of students, coming on to the programme, will seek part time employment in this field (for international students, keeping working hours with Tier 4 visa requirements i.e. maximum of 20 hours per week during term time).

Practice learning is embedded into the teaching and learning strategy through seminars and, where appropriate, live project assessment. Further, use of relevant industry-related case studies and industry guest speakers are used. In addition, the module, Career Planning and Professional Development, serves to enable students to identify, understand, develop and articulate their key personal abilities and plan their careers. Embedded in this module is a work experience, wherein students will be encouraged to use the concepts of personal

21 development and relate it to what they are experiencing outside the classroom in order to be better prepared for their professional life. The student will be provided with support in identifying the work experience via the Programme Leader in conjunction with the Careers Consultant at GCU London.

5.7 Engagement with External Stakeholders

The University’s Strategy for Learning includes Real World Problem Solving as one of its eight principles and this provides the basis for the Programme Team to work collaboratively with industry providing students with experiential learning. Examples or collaborative work include live projects (e.g. fashion students have undertaken live projects for All Saints and Montrose18). GCU London has industry links, via the British School of Fashion, through its network of Honorary Professors who include Kenneth Cole, Patrick Grant and Imran Amed. These professors have come onto Campus to deliver Masterclasses. In 2013, a partnership between GCU British School of Fashion and Marks & Spencer was formed. Working together, an annual scholarship fund has been created to support new talent in the fashion business sector and established. In additional, this engagement has culminated in an M&S Design Studio being based at GCU London. Making the most of being based in London, students attend Fairs and events appropriate to their programme, for example, events at London Fair Week and Going Global. Good relationship with Alumni students are evident wherein a number have been very supportive in giving their time to come in and give guest lectures and also in 2016, through the GCU London Careers Consultant, were involved in a workshop with current students providing careers support.

In line with the University’s mission, For the Common Good, external engagement is evident through work with Business in the Community, Crisis, UpRising and Hackney Pirates. In October 2017, GCU London organised Industry and Partners networking event, in particular, work based learning formed a key element of the event.

With regards to external academic stakeholder engagement, members of the Programme Team participate in research collaborations with other academic colleagues in other HE institutions both within the UK and beyond. For example, in the UK colleagues from Bournemouth and out with the UK, colleagues in Saudi Arabia, Spain and Denmark.

5.8 Supporting and Developing Students

GCU is highly committed to the student experience in regard to being a key enabler in ensuring the success of the University’s overall KPIs. This commitment is evidenced through the University’s Student Experience Framework, the essence of this framework being that it supports all students and key principles being that the student experience is a whole life experience, which exists both in and outside the classroom; the experience is personalised, that is, personalised to meet the needs of a diverse student population. Finally, centrality of the learning and teaching experience is key to student engagement and belonging. Examples of the programmes and GCU London School’s alignment to the Student Experience Framework is detailed below along the other of the University’s student- facing policies in respect to student entitlement and engagement designed to underpin the University's strategic goals for access, progression, retention, employability, and enhancement of the student experience.

5.8.1 Student Induction and Transition

At GCU London ensure that pre-arrival, induction and transitions activities are well designed, inclusive in order to promote retention, progression and successful completion of our students. Induction events include practical information such as advice on local places to shop, to worship, and information on attendance. Close coordination between GCU London

22 academics, professional services staff and the GCU Student Association London Officer also ensure that social events are embedded in induction programme, for example, an International Food event and sports activities such as a table tennis tournament. At induction, there is a welcome from the Dean and a bespoke programme introduction. For those who join after Induction week ‘catch up’ sessions are organised to support both learning and information. Support is also given to encourage the formation of student friendship groups. This is further enhanced by the Societies on campus and by the London leadership programme that is led by GCU Student Association.

The smallness of the GCU London Campus serves to foster a level of informality and a strong sense of community among students and staff. With 60 countries represented in a student population, plus an international staff body, contributes to a multicultural environment. At students are exposed to the full range of professional student support services, including, counselling, careers support, Target English (external supplier who provides English language support throughout the year), library staff. And the Academic Development Tutor.

The “whole life experience” is evidenced by helping students with residential accommodation needs and any personal support needs. The Students’ Association introduces students to the range of GCU London societies and co-curricular activities. In addition, students are encouraged to engage in volunteering opportunities through local links to volunteer organisations. Additionally, GCU London sponsors a place on the UpRising programme (UpRising is a UK-wide youth leadership development organisation. Through the induction survey, student satisfaction levels in respect of their pre-arrival and induction experiences are captured.

5.8.2 Academic Support

On-going learner support and advice is provided through the Learning Development Centre and, in particular, the Academic Development Tutor (ADT) through workshops and team teaching on modules plus one to one tutorials and provides feedback on draft assignments. The ADT also supports the Introduction to Research Methods module as well as the dissertation. GCU London is currently supported by the Learning technologist teams based in Glasgow. Working closely with the teaching team and colleagues in Glasgow ensures that GCU London’s virtual learning provision and digital learning engagement is highly appropriate for the programmes. Dissertation Supervisors provide one-to-one dissertation tutorials to advise and guide students in their final piece of coursework. GCU London programme leaders provide advice and guidance on all academic matters. They are also fulfil the role of Academic Advisors to student on the programme. Working closely with the Student and Learning Services Manager in GCU London, the academic team helps students navigate the professional support services that are available. Target English are a company who provide regular one to one sessions for those students for whom English is not a first language, providing to support Academic English.

In addition to the information provided in module handbooks, a programme handbook is provided online to all students containing details of the programme aims and structure, staff contact and other support information, together with essential regulations and an outline of student responsibilities. This information, together with Student Staff Consultancy Group and Programme Board minutes, and any additional items relating to the University, is also posted on a dedicated programme portal within GCULearn.

5.8.3 Student Performance Feedback

Via Feedback for Future Learning initiatives, GCU London ensures that all students are provided with clear, high-quality, supportive and timely feedback and fit for purpose. The first

23 stage of feedback in GCU London is through Grade Mark in GCU Learn. This electronic feedback mechanism allows for direct engagement with the body of the coursework/assignment. This is then can be supported by individual tutorials with module tutors and whole class/seminar feedback, picking up on specific points that relate to many learners. Further feedback opportunities are via the Academic Development Tutor. This range of dialogue and interaction allows students the opportunity to unpack the feedback and to understand the feed forward implications. Students are directed to the range of online support materials provided on the GCU website which support their engagement with feedback, for example the Using Feedback successfully page can be particularly useful in initially supporting students to engage with the feedback they receive.

Student performance is monitored at programme level through Programme Boards and then through other mechanisms including the London School Board and GCU London Learning, Teaching and Quality Sub Committee. The Programme Team acknowledges that feedback is a continuous process. To this end, various mechanisms and software tools are drawn upon in order to provide formative feedback. Examples from both programmes are offered below in Table 8 to illustrate where feedback builds on previous work.

Table 8 Examples of Continuous and formative Feedback

Whole class Used in some modules. For example, students are asked to feedback produce a structure for an assessed report. Generic feedback provided to ensure all students understand the assessment. Provides the lecturer with the opportunity to explain common misunderstandings. Turnitin Used during the research supervision process. Students submit Software draft literature review via Turnitin. Supervisors subsequently provide feedback. Across other modules, students are encouraged to submit draft copies of coursework via Turnitin as a form of self checking and encourage them to be independent. Audio Feedback Used as an informal method of feedback e.g. for draft work for e.g. podcast the research project. Students have responded positively to this feedback – they can listen to it more than once and find the feedback more personal. Discussion GCU Learn has a discussion board, which is utilised as a Boards and formative feedback mechanism. Times are set when discussions chatrooms can take place regarding an assignment via the discussion board. Efficient way of providing personalised feedback, which may also be of use to other students tackling the same assessment. Recycling Used in some modules. For example, matrix produced based on written assessment criteria for coursework with feedback comments. comments Draft work submitted by students is marked using the matrix. Efficient way of providing individual feedback. Tutorials and Built into some of the modules to allow for feedback on draft Workshops coursework part way through the module. One to one and small group tutorials are used.

24 5.8.4 Student Engagement

GCU London undertakes to:

• Ensure that all students are provided with clear and timely academic feedback as outlined above. • Further promote partnership via attendance monitoring with the purpose of identifying students who need support. • Encourage development of leadership skills through offering the Student Leaders Programme. • Provide a range of academic support interventions to support student retention and success, via our Academic Development Tutor and other In-sessional Academic Support provision as outlined above. • Make sure students know who to speak to if they have a problem or feel their academic studies are at risk, this includes their programme leader, module tutor, our ADT, the Student and Learning Services Manager, library support staff or the Dean. GCU London prides itself on its open door policy. • Provide students with an international experience via the internationalisation that is embedded within the design of the programme. • Make it easy for students to navigate the support that is available to them across the University and ensure that all staff are aware of the services on offer and can signpost these to students • Work with students and the Students’ Association to improve and enhance the quality of the student experience. At GCU London the Dean, Student and Learning Services Manager and GCU Student Association work very closely together with a focus on resolving students issues as they arise. • Promote and encourage student involvement in GCU’s quality assurance and enhancement processes. All programmes have student representatives and Student Staff Consultative Groups take place on a trimester basis. • Promote partnership working between professional support services and teaching staff across the campuses to engender a holistic approach to the student experience.

5.8.5 Career Development and Employability

This programme is designed to meet the needs of students who wish to pursue a career within the fashion and lifestyle sector. Specific job functions include, for example, buyer, merchandiser, social media, digital marketing and brand management roles. Students are offered careers support via the GCU Careers Consultant. The support provided is aimed to prepare students for the local and international job market, and activities that help them to find a graduate career. The service includes advertising graduate level jobs, as well as casual/part time jobs, voluntary opportunities and work experience, advice on CVs, applications, interviews, coaching for interviews, discussing career options and analysing a job search strategy. This guidance is provided at programme level in the classroom and also via one to one support for in-depth advice.

The following were all considered in the programme design:

• Fully developed graduate attributes within the learning outcomes for the modules and programme; • Engagement with employers to ensure the programme remains relevant to industry needs; • Inclusion of a work experience as a core component of the programme through the Career Planning and Professional Development module;

25 • GCU provides all alumni with access to a range of services which will enhance their employability and career development; such as:

o access to the university's Careers Service for up to two years after graduation o Invitations to alumni events which engender social and business o networking opportunities o CPD opportunities for alumni to return to study for professionally o relevant courses at GCU

Various approaches are adopted in order to equip students with proficiency in the chosen subject thereby ultimately equipping them to be work ready and possess the capability to take on leadership roles within the industry and organisations they wish to work in. Table 9 offers examples of activities beyond the classroom wherein students can engage with employers, the industry and wider cultural experiences that positively contribute to enhancing employability.

Table 9 Activities Beyond the Classroom

Industry Engagement Guest speakers/Meet the recruiters Cultural events Visits to Museums/Galleries e.g. V&A; Design Museum Industry Visits e.g. Floris Perfumers Flag Ship Store; Mulberry, Somerset Alumni Involved in career development workshops PPACT Student-owned record and action plan for students to record individual learning and development. This provides an opportunity for students to reflect on activities engaged in beyond the classroom e.g. GCU Societies Virtual support e.g. https://careersintheory.wordpress.com/ Linkedin

5.9 Assessment Strategy and Loading

The assessment strategy for the programme has been informed by the Strategy for Learning and is compliant with the University Assessment Regulations Taught Postgraduate Programmes: http://www.gcu.ac.uk/gaq/regulationsandpolicies/assessmentregulationsandassociatedpolici es

Within the Strategy for Learning it is stated that ‘assessments will be adopted, which embrace best practice in traditional and technology-enhanced learning.’ To this end, a goal of the strategy is to “promote dynamic, staged, flexible and varied approaches to assessment”. As a result, the programme ensures that within the assessment strategy, students are provided with the opportunity to apply theory to real world situations in a variety of different ways. In addition, they are facilitated to engage in critical personal learning, for example through reflective practice and opportunities to work with mentors as part of the project process. In all, a diverse assessment strategy has been designed to include group and individual reports and presentations, portfolio development, formatively assessed poster presentations and an exam. Table 10 provides an overview of the assessment strategy and loading for the programme. This assessment loading complies with the GCU Assessment Regulations and Associated Policies: http://www.gcu.ac.uk/gaq/regulationsandpolicies/assessmentregulationsandassociatedpolici es

26 Table 10 Assessment Strategy and Loading

Module Title Trim Credit Assessment Submission

Career Planning and AB 15 CW 1,500 words Personal Day 4, Week Professional BC CW Development Plan (40%) 15 Development 2,000 word 3 Year Career Plan Day 4, Week 9 (60%) Consumer Insights A 15 CW 20 minute Group Presentation Week 8 (50%) EX Seen Essay Question/Class Test Day 2, 2nd (50%) week of exam diet Fashion and Lifestyle A 15 CW 3,000 word Individual illustrated Day 2, Week Mktg: Theories and written report (100%) 13 Concepts

Trend and Design A 15 CW 3,000 word Illustrated written Day 5, Week Decisions report (100%) 14 Introduction to Research B 15 CW1 Research proposal group Week 9 Methods presentation (40%) CW2 2,000 word Individual research Day 4, Week report (60%) 14 Fashion and Lifestyle B 15 CW1 10 min Group Presentation plus Week 12 Retail Experiences 1,500 word report (30%) 2,500 word Individual Report Day 1, Week CW2 (70%) 15 Fashion and Lifestyle B 15 CW 3,000 word Illustrated Individual Day 5, Week Brand Lab Portfolio (100%) 13 Sustainability and Fair B 15 CW1 Group Presentation (20%) Week 10 Fashion CW2 2,500 word individual Report Day 3, Week (80%) 14 Research Project B, C 60 CW1 1,500 word Research proposal Day 5, Week 2 CW2 (20%) Day 1, Week 15,000 word Research project 16 (80%)

27 Methods MMN52 Fashion and B 15 30% 70% 5005 Lifestyle Retail Experiences* MMN52 Fashion and B 15 100 5002 Lifestyle % Brand Lab* MMN52 Sustainability B 15 20% 80% 5003 and Fair Fashion * EXIT AWARD: Post Graduate Certificate in Fashion and Lifestyle Marketing (4 from the above, including at least 2 of those marked*)

SCQF Level 11 Module Module Title Trimester Credits Assessment Weighting Code Cw1 Cw2 Cw3 Exam1 Ex2 Ex3 (Exam (Exam (Class Office) Office) Test) MMN22 Career AB, BC 15 40% 60% 5001 Planning and Professional Development MMN52 Consumer A 15 50% 50% 5004 Insights* MMN52 Fashion and A 15 100 5000 Lifestyle % Marketing: Theories and Concepts* MMN52 Trend and A 15 100 4999 Design % Decisions* MMN22 Introduction B 15 40% 60% 5006 to Research Methods MMN52 Fashion and B 15 30% 70% 5005 Lifestyle Retail Experiences* MMN52 Fashion and B 15 100 5002 Lifestyle % Brand Lab* MMN52 Sustainability B 15 20% 80% 5003 and Fair Fashion * EXIT AWARD: Post Graduate Diploma in Fashion and Lifestyle Marketing (all of the above)

28 5004 Insights* MMN52 Fashion and A 15 100 5000 Lifestyle % Marketing: Theories and Concepts* MMN52 Trend and A 15 100 4999 Design % Decisions* MMN22 Introduction B 15 40% 60% 5006 to Research Methods MMN52 Fashion and B 15 30% 70% 5005 Lifestyle Retail Experiences* MMN52 Fashion and B 15 100 5002 Lifestyle % Brand Lab* MMN52 Sustainability B 15 20% 80% 5003 and Fair Fashion * MMN22 Research B or C 60 20% 80% 5007 Project EXIT AWARD: Masters in Fashion and Lifestyle Marketing (all of the above)

5.10 Programme-specific Assessment Regulations

There are no Programme Specific Assessment Regulations applicable to MSc Fashion and Lifestyle Marketing.

5.11 Procedures for Project and Dissertation Supervision

The final module of the programme is the Dissertation module, which carries 60 credits, underpins the student’s independent research and learning journey in obtaining the Masters degree. Students submit their research interest and topic in the latter part of the Introduction to Research Methods module (Trimester B or C depending upon their start date). Based on their topic, each student is allocated an individual supervisor whose research specialism matches with the student topic where possible.

Students have a minimum of five one hour meetings with their dissertation supervisor either via face to face, or alternatively utilising Skype, where appropriate. Full information on the processes for scheduling meetings and resolving difficulties will be available in the Dissertation Handbook, which is made available to the student via GCU Learn prior to the start of the dissertation process. The Dissertation supervision will continue throughout the project duration. This will also help students judiciously use supervisor’s time and provide an opportunity for the supervisor to offer constructive feedback throughout the process. Each Dissertation will be assigned two markers, including the supervisor and the second marker. In addition, ethical approval for the research is required, where necessary, disclosure is sought; a grievance process is in place.

In all, the module complies with the GCU Assessment Regulations and the associated Policy on Project and Dissertation Supervision, see link Policy on Project and Dissertation Supervision, see link Policy on Project and Dissertation Supervision.

Appendix 1

Programme Specification Pro-forma

GLASGOW CALEDONIAN UNIVERSITY

Programme Specification Pro-forma (PSP)

1. GENERAL INFORMATION

1. Programme Title: MSc Fashion and Lifestyle Marketing 2. Final Award: MSc Fashion and Lifestyle Marketing 3. Exit Awards: Postgraduate Certificate in Fashion and Lifestyle Marketing Postgraduate Diploma in Fashion and Lifestyle Marketing 4. Awarding Body: Glasgow Caledonian University 5. Approval Date: 6. School: GCU London 7. Host Department: N/A 8. UCAS Code: N/A 9. PSB Involvement: N/A 10. Place of Delivery: GCU London 11. Subject Benchmark Statement: QAA Master’s Degrees in Business and Management 2015 12. Dates of PSP Preparation/Revision: 5th December 2017

2. EDUCATIONAL AIMS OF THE PROGRAMME

The GCU London MSc Fashion and Lifestyle Marketing programme is designed for graduates of any discipline who want to pursue a career in marketing and want to gain specialist knowledge of the fashion and lifestyle sector. The programme draws on GCU London’s respected track record of providing marketing education. On graduating from this programme, students will join the group of GCU London alumni, many of whom occupy a global presence, at senior level, in the fashion industry.

Drawing upon latest research in the field, MSc Fashion and Lifestyle Marketing programme is underpinned by current theory. Further, a practitioner perspective is integrated throughout the programme via a work experience, industry visits, guest speakers and live projects. The programme is global in outlook and is cognisant of the opportunities that digital commerce presents the fashion and lifestyle sector to distribute clothing in new territories to capitalise on global demand; to new forms of marketing communications and; to engage in product and service developments to create new offerings that integrate both fashion and technology.

The distinctive features of this programme is the specialist subject matter that is delivered in design management and trend analysis, branding, experiential retail marketing, consumer behaviour and marketing communications, wherein application of fashion and lifestyle is explicitly applied in these subjects. In addition, the opportunity for a work placement that students choose depending upon their career aspirations. Advanced independent research takes the form of a dissertation. Embedded in the programme, is examination of current issues of global concern, including sustainability and social responsibility, and examination of how these relate to fashion and lifestyle marketing practice.

It is anticipated that future graduates of the programme will be able to perform as professionals applying their knowledge, real world problem solving skills and competences in order to successfully achieve jobs within the fashion and lifestyle marketing sector. Specifically, the educational aims of the programme are to:

• Provide students with a range of opportunities for studying theory and practice relevant to fashion and lifestyle marketing; • To enable students to research specific areas of fashion and lifestyle marketing in depth, via modules and, more specifically, the dissertation • To prepare and equip students with the appropriate academic knowledge to enable them to

communicate effectively on issues relating to fashion and lifestyle marketing; • Offer students the opportunity to engage in real world problem solving through, for example, a work placement opportunity and live projects; • To equip students with the necessary skills and attributes to make an immediate effective contribution upon their employment in fashion and lifestyle marketing

3. INTENDED LEARNING OUTCOMES The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

3A Knowledge and Understanding: On completion of this programme the successful student will have knowledge and understanding of:

A1 The role of marketing in fashion and lifestyle organisations and its role within the broader field of business and management A2 The dynamic and changing nature of the fashion and lifestyle sector within the global business environment A3 The marketing functions, operations and processes that impact on fashion and lifestyle organisations together with an understanding of the diversity of cultures, values, structures, management and governance of these organisations A4 The external context in which fashion and lifestyle marketing organisations exist, including the effects of economic, political, sociological, environmental, cultural, digital, technological, ethical and social responsible factors at local, national and global levels upon the strategy, management and and how these relate to contemporary fashion and lifestyle marketing practice A5 Marketing theories, models and frameworks together with tasks, analysis and management decision making in the application of theory to the advancement of fashion and lifestyle marketing practice A6 Methodological issues in marketing

3B Practice: Applied Knowledge, Skills and Understanding: On completion of this programme the successful student will be able to: B1 Think in a critically reflective and creative manner in matters relating to fashion and lifestyle marketing. This includes capability to identify assumptions, evaluate statements, detect false reasoning and identify implicit values B2 Solve complex problems and make decisions evidenced through an ability to create, identify and evaluate options and implement and review fashion and marketing lifestyle marketing decisions B3 Conduct research and enquiry into fashion and lifestyle marketing issues, either individually or as part of a team, through research design, data collection, synthesis and reporting B4 Recognise and address ethical dilemmas, corporate social responsibility and sustainability issues B5 Exhibit commercial acumen showing an ability to innovate and demonstrate an awareness of risk B6 Critically evaluate marketing problems and issues in order to produce recommendations for decision and subsequent action

3C Generic Cognitive Skills: On completion of this programme the successful student will be able to: C1 Determine the scope of a task C2 Identify resources needed to undertake the task and manage resources C3 Collect and critically evaluate information C4 Plan and conduct independent research C5 Work with complex ideas and justify judgements made through effective use of evidence C6 Reflect on personal learning and development

3D Communication, Numeracy and ICT skills: On completion of this programme the successful student will be able to: D1 Express ideas clearly and unambiguously using a range of media (written, oral and digital) D2 Present, challenge and defend ideas and results using a range of media (written, oral and digital)

D3 Actively listen and respond appropriately to ideas of others D4 Apply appropriate digital software in the analysis and presentation of information D5 Using appropriate technology, interpret qualitative/quantitative data to solve research problems

3E Autonomy, Accountability and Working with Others: On completion of this programme the successful student will be able to: E1 Manage themselves, time and resources effectively E2 Work effectively in a team and recognise challenges and opportunities associated with team working E3 Show sensitivity and respect for diverse values and beliefs E4 Apply the ethical requirements in both the access and use of information

Strategy for Learning

The University’s Strategy for Learning (SfL) requires all of the University’s programmes to embed in the curriculum a clear framework of design principles, which include: engaged learning; divergent thinking; personalized learning; inclusive, accessible learning; broader and deeper learning; flexible, inclusive and accessible learning; global learning; real world problem solving; entrepreneurship; and responsible leadership and professionalism. The strategy is designed specifically to meet the overall educational aims of the programme as well as specific learning outcomes. Whilst a mechanism to embed this strategy at the level of the School, they can also be embedded at programme level through teaching and learning strategies.

Common Good Attributes

Glasgow Caledonian is the University for the Common Good. Its mission is to make a positive difference to the communities it serves, this being at the heart of all that the University does, especially in its social innovation teaching and research. To this end, the University’s Common Good Curriculum supports students to achieve four GCU Common Good Attributes, which are underpinned by GCU’s core values, these being Integrity, Creativity, Responsibility and Confidence. Drawing upon the above learning outcomes.

4. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS

SCQF Level 11 Module Code Module Title Credit MMN225001 Career Planning and Professional Development 15 MMN525004 Consumer Insights* 15 MMN525000 Fashion and Lifestyle Marketing: Theories and Concepts* 15 MMN524999 Trend and Design Decisions* 15 MMN525005 Fashion and Lifestyle Retail Experiences* 15 MMN525002 Fashion and Lifestyle Brand Lab* 15 MMN525003 Sustainability and Fair Fashion* 15 MMN225006 Introduction to Research Methods 15 Exit Award – Post Graduate Certificate in Fashion and Lifestyle Marketing: on 60 successful completion of 4 modules/60 credits from the above list of taught modules, including at least two from those marked* Exit Award – Post Graduate Diploma in Fashion and Lifestyle Marketing: on 120 successful completion of all the above taught modules/120 credits MMN225007 Research Project 60 Exit Award – Masters in Fashion and Lifestyle Marketing: on successful completion 180 of all the above modules/180 credits

5. SUPPORT FOR STUDENTS AND THEIR LEARNING

We will support students by: 3

An induction at the start of the programme Student handbook; Module handbooks and module descriptors; Access to online library resources Learning Development Centre; An Academic Adviser to assist with academic/personal issues; Access to Student Services Department; Student representatives on the Programme Board; Student Staff Consultative Group; Web-based learning including GCU Learn.

Listening to student opinions

A Student/Staff Consultative Group operates for the all students on the MSc Fashion and Lifestyle programme who are invited to make use of this as a channel to represent student views via the class Student Representative, who also attends the Programme Boards. The calendar of meetings will be made known to students by the Programme Leader and students are encouraged to submit matters for discussion via the Programme Leader or the Programme Administrators.

Student Support and Guidance

Support and guidance is offered via the:

Programme Leader; Module Leaders; Programme Administration team; Peer support; Student Services Department.

Additional support in areas such as registration, funding, careers, counselling, learning development, library, regulations and conduct is also available at GCU London Campus.

Programme Leader

The Programme Leader has overall responsibility for the academic aspects of a student’s programme of study. This involves:

• ensuring entry requirements are fulfilled; • arranging supervision of dissertation projects; • monitoring academic standards; • liaison with the External Examiner.

Each postgraduate student of the University has access to a member of staff who has formal responsibility for offering general advice and guidance on academic matters, and for providing information on support services organised within the University community. The Programme Leader will perform the duties of Academic Adviser for MSc Fashion and Lifestyle Marketing.

Students are entitled to expect the following from their Academic Adviser:

• feedback on overall academic progress; • guidance before withdrawal from any module; • guidance following failure of any module; • referral to University officers in respect of non-academic personal problems.

Module Leaders

Individual modules within MSc Fashion and Lifestyle Marketing will be co-ordinated by Module Leaders whose role will primarily be that of facilitator of the named module. The Module Leader is the first point of contact in respect of academic matters related to the named module.

The role of the Module Leader is to:

• design and structure the curriculum; • provide academic leadership; • facilitate learning through the use of computer mediated conferencing; • act as the first examiner in assignments and examinations.

Students are provided formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission.

Programme Administration Team

Administrative support for the Programme is provided by the Central Programmes Office. A team of named administrators will be a point of contact for students. They will assist in the processing of enquiries and applications, maintain student records, record the result of student assessments in conjunction with the University’s Department of Academic Administration, acknowledge receipt of coursework and generally be a point of routine enquiry for students.

6. CRITERIA FOR ADMISSION

Candidates must be able to satisfy the general admissions requirements of Glasgow Caledonian University

Programme Admission Requirements: Entry to the MSc Fashion and Lifestyle Marketing programme will normally be on the basis of a candidate having a United Kingdom (UK) Honours degree or equivalent, normally at grade 2.2 or above.

English Language

Academic IELTS score of 6.0 (or equivalent) with no element below 5.5.

If a student does not meet the English language requirements, they may be eligible for our pre-sessional English programme which is taught at our London campus.

Flexible Entry - Credit Transfer and RPL:

Candidates will be actively considered and encouraged to apply under the GCU Guidelines for Flexible Entry: Credit Transfer and Recognition of Prior Informal Learning (RPL). This process of measuring experiential learning refers to learning which has not previously been assessed, or credit-rated, including that achieved through work experience. An applicant can seek entry to the programme if they do not have the normal entry requirements, but can demonstrate that they have achieved the prerequisite skills and knowledge through their experience (RPL), or informal learning (RPiL). Applicants may be granted entry with advanced standing, if they can demonstrate equivalence to the learning outcomes of a module. A student can gain credit towards an award through a combination of prior informal and prior certificated learning. There are programme limits on the amount of credit that can be awarded through RPL and credit transfer. Candidates presenting claims for prior learning must achieve 50% of the credit required at the final level of their award through accredited modules. In considering applications for entry, the University’s “Recognition of Prior Learning Policy” will be adhered to:

https://www.gcu.ac.uk/media/gcalwebv2/theuniversity/gaq/gaqfiles/RPL_at_GCU_Policy_V7_Oct_2016.pdf

Entry with Advanced Standing

In considering applications for direct entry, the University’s “Guidelines for Flexible Entry: Credit Transfer and Recognition of Prior informal Learning” policy will be adhered to: http://www.gcu.ac.uk/quality/handbook/Documents/ GCU_RPL_Policy_May2011.pdf

7. METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF TEACHING AND LEARNING

Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: • Annual Programme Monitoring Process • Annual Module Monitoring Process • Module Feedback Questionnaire • External Examiners’ Reports • Annual monitoring (required by Professional and/or Statutory Bodies) • Enhancement-led Internal Subject Review (ELISR) • Enhancement-led Institutional Review (ELIR)

Committees with responsibility for monitoring and evaluating quality and standards: • Student-Staff Consultative Group (SSCG) • Programme Board (PB) • School Board • Assessment Board (AB) • University Learning and Teaching Sub-Committee (LTSC) • University Academic Policy and Practice Committee (APPC) • University Senate

Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • Student-Staff Consultative Group (SSCG) • Student Representative on Programme Board (PB) • Student Representative on School Board • Module Feedback Questionnaire • GCU Learn • Open access to members of Programme Team e.g. Module Leaders, Programme Leader, Academic Advisor, Year Tutor 6

Staff development priorities include: • Postgraduate Certificate in Learning and Teaching • Continuous Professional Development (CPD) • Performance and Development Annual Review (PDAR) • Peer support for teaching • Mentoring scheme for new teaching staff • Conference and seminar attendance and presentation • Research Excellence Framework (REF) submission • Membership of Higher Education Academy (HEA) • Membership of and involvement with Professional Bodies

8. ASSESSMENT REGULATIONS Students should expect to complete their programme of study under the Regulations that were in place at the commencement of their studies on that programme, unless proposed changes to University Regulations are advantageous to students.

The Glasgow Caledonian University Assessment Regulations which apply to this programme, dependent on year of entry can be found at: GCU Assessment Regulations

9. INDICATORS OF QUALITY AND STANDARDS

• Student progression rates • Student Staff Consultative Meetings • External Examiner Reports considered at Programme Boards • Annual Module Monitoring Report of modules to the Programme Board for sharing of good practice and proposed modules enhancements • Annual Programme Analysis • The outcome of any Cognate Area Reviews organised by the School and /or University • The outcome of any University internal quality audit of the programme • The outcome of any QAA HE subject/institutional review • Application rates • Applications through ‘word of mouth’ recommendations • Annual student satisfaction questionnaire • Research publication: conference papers, journal articles, chapters in textbooks • Consultancy income

10. INFORMATION ABOUT THE PROGRAMME

Key information about the programme can be found in:

• Definitive Programme Document • Programme Handbook • Module Handbook • University Website http://www.gcu.ac.uk • School Website • GCULearn • My Caledonian • University Prospectus

This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of

the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning assessment methods of each module can be found in the University Module catalogue which can be accessed from the University website. The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

A curriculum map is attached showing how the outcomes are being developed and assessed within the programme. This relates the modules from Section 4 to the outcomes in Section 3.

DATE: 17th October 2017

CURRICULUM MAP for MSc Fashion and Lifestyle Marketing The curriculum map links the modules (Section 4) to the Outcomes listed in Section 3 PSMAP

This map provides both a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. It also provides a checklist for quality assurance purposes and could be used in approval, accreditation and external examining processes. This also helps students monitor their own learning, and their personal and professional development as the course progresses. The map shows only the main measurable learning outcomes which are assessed. There are additional learning outcomes (e.g. attitudes and behaviour) detailed in the module specifications which are developed but do not lend themselves to direct measurement

Modules Code Title A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 E1 E2 E3 E4 MMN225001 Career X X X X X X X X X X X X Planning and Professional Development MMN525004 Consumer X X X X X X X X X X X X X X X X X X Insights MMN525000 Fashion and X X X X X X X X X X X X X Lifestyle Marketing: Theories and

Concepts MMN524999 Trend and X X X X X X X X X X X X X X Design Decisions MMN225006 Introduction to X X X X X X X X X X X X X X Research

SCQF Level 11 Methods MMN525005 Fashion and X X X X X X X X X X X X X X X Lifestyle Retail Experiences MMN525002 Fashion and X X X X X X X X X X X X X X X X X Lifestyle Brand Lab MMN525003 Sustainability X X X X X X X X X X X X and Fair Fashion MMN225007 Research X X X X X X X X X X X X X Project

ASSESSMENT LOADING MATRIX for FASHION AND LIFESTYLE MARKETING

SCQF Level 11 Module Module Title Trimester Credits Assessment Weighting Code Cw1 Cw2 Cw3 Exam1 Ex2 Ex3 (Exams (Exams (Clas Office) Office) s Test) MMN225001 Career Planning and Professional Development AB, BC 15 40% 60% MMN525004 Consumer Insights* A 15 50% 50% MMN525000 Fashion and Lifestyle Marketing: Theories and Concepts* A 15 100% MMN524999 Trend and Design Decisions* A 15 100% MMN225006 Introduction to Research Methods B 15 40% 60% MMN525005 Fashion and Lifestyle Retail Experiences* B 15 30% 70% MMN525002 Fashion and Lifestyle Brand Lab* B 15 100% MMN525003 Sustainability and Fair Fashion* B 15 20% 80% EXIT AWARD: Post Graduate Certificate in Fashion and Lifestyle Marketing (4 from the above, including at least 2 of those marked*)

SCQF Level 11 Module Module Title Trimester Credits Assessment Weighting Code Cw1 Cw2 Cw3 Exam1 Ex2 Ex3 (Exams (Exams (Class Office) Office) Test) MMN225001 Career Planning and Professional Development AB, BC 15 40% 60% MMN525004 Consumer Insights A 15 50% 50% MMN525000 Fashion and Lifestyle Marketing: Theories and Concepts A 15 100% MMN524999 Trend and Design Decisions A 15 100% MMN225006 Introduction to Research Methods B 15 40% 60% MMN525005 Fashion and Lifestyle Retail Experiences B 15 30% 70% MMN525002 Fashion and Lifestyle Brand Lab B 15 100% MMN525003 Sustainability and Fair Fashion B 15 20% 80% EXIT AWARD: Post Graduate Diploma in Fashion and Lifestyle Marketing (all of the above)

SCQF Level 11 Module Module Title Trimester Credits Assessment Weighting Code Cw1 Cw2 Cw3 Exam1 Ex2 Ex3 (Exams (Exams (Class Office) Office) Test) MMN225001 Career Planning and Professional Development AB, BC 15 40% 60% MMN525004 Consumer Insights A 15 50% 50% MMN525000 Fashion Lifestyle Marketing Theories and Concepts A 15 100% MMN524999 Trend and Design Decisions A 15 100% MMN225006 Introduction to Research Methods B 15 40% 60% MMN525005 Fashion and Lifestyle Retail Experiences B 15 30% 70% MMN525002 Fashion and Lifestyle Brand Lab B 15 100% MMN525003 Sustainability and Fair Fashion B 15 20% 80% MMN225007 Research Project B or C 60 20% 80% EXIT AWARD: Masters in Fashion and Lifestyle Marketing (all of the above)

ASSESSMENT LOADING MATRIX MAPPED TO ACADEMIC CALENDAR for FASHION AND LIFESTYLE MARKETING

Module Title Trimester Credit Assessment Submission Assessment Task

Career Planning and AB 15 CW 1,500 words Personal Day 4, Personal development plan (PDP) identifying personal strengths and Professional BC Development Plan Week 15 weaknesses, including clear development actions relevant for future career Development (40%)

CW 2,000 word 3 Year Day 4, A detailed career plan including short term and midterm career plans, Career Plan Portfolio Week 9 including reflection on external engagement/work experience (60%) Consumer Insights A 15 CW 20 minute Group Week 8 Peer assessed group presentation wherein real-life situations are analysed, Presentation (50%) students apply ethical and sustainable business thinking and professional skills to present solutions to problems and challenges

EX Seen Essay Question Day 2, 2nd Individual essay written under exam conditions/class test (50%) week of exam diet Fashion and Lifestyle A 15 CW 3,000 word Individual Day 2, Formulate an integrated multi-media Marketing: Theories and illustrated written Week 13 marketing communications strategy Concepts report (100%) Trend and Design A 15 CW 3,000 word Illustrated Day 5, Identify a gap and analyse opportunities for improving the profitability and Decisions written report (100%) Week 14 sustainability of a fashion and lifestyle brand Introduction to Research B 15 CW1 Research proposal Week 9 Group presentation on development of research proposal Methods group presentation (40%) CW2 2,000 word Individual Day 4, Individual report on research conducted based on CW1 research report (60%) Week 14 Fashion and Lifestyle B 15 CW1 10 min Group Week 12 Create a proposal for a retail experience for an established fashion and Retail Experiences Presentation plus lifestyle brand 1,500 word report CW2 (30%) 2,500 word Individual Day 1, Examine concepts and theories that underpin retail experiences Report (70%) Week 15 Fashion and Lifestyle B 15 CW 3,000 word Illustrated Day 5, Develop a new fashion lifestyle brand Brand Lab Individual Portfolio Week 13 (100%) Sustainability and Fair B 15 CW1 Group Presentation Week 10 Investigate a particular aspect of fair fashion practice in a company Fashion (20%) 12

CW2 2,500 word individual Day 3, Present an assessment of the interactions between fashion and lifestyle, the Report (80%) Week 14 consumer and society on sustainability strategies Research Project B 60 CW1 1,500 word Research Day 5, Develop a research proposal C Proposal (20%) Week 2, CW2 15,000 Research Day 1, Undertake a research project Project (80%) Week 16

13 Appendix 2

Module Descriptors

MMN225001 Career Planning and Professional Development

MMN225006 Introduction to Research Methods

MMN225007 Research Project

MMN524999 Trend and Design Decisions

MMN525000 Fashion and Lifestyle Marketing: Theories and Concepts

MMN525002 Fashion and Lifestyle Brand Lab

MMN525003 Sustainability and Fair Fashion

MMN525004 Consumer Insights

MMN525005 Fashion and Lifestyle Retail Experiences

N.B. All modules are new and therefore all currently awaiting approval MMN225001 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Career Planning and Professional Development M

Module Code Module Abbreviation MMN225001 Career Planning and Professional Development

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 AB~BC~A

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours

External Engagement 50.00 Assessment (FT) 30.00 Independent Learning (FT) 34.00 Seminars (FT) 33.00 Tutorials (FT) 3.00

Summary of Content

The aim of the career planning element of the module is to refect, analyse and take responsibility for the student's own individual progress and skills development in the context of their future career aspiratons. The module will equip students to identfy their own abilites, values and interests to match these with the knowledge, skills and attudes required by employers of graduates. The development of competence is closely ted with learning from real life experiences. Therefore the module will support development of refectve practce within a context of external engagement experiences. The external engagement for this module can take a form of work experience, volunteering, study abroad or desk based consultancy. Student will be invited to use the concepts of career planning and professional development and relate them to what they are experiencing outside the classroom in order to be beter prepared to plan and manage their career. The module topics include awareness of career opportunites using your postgraduate qualifcaton; producing CVs, making applicatons, undertaking interviews, examining the selecton process and presentaton skills. Furthermore, the module would look at core competences needed for professional development, such as teamwork, leadership, innovaton, confict management, negotaton and intercultural competence. Refecton on key competences, specifc abilites needed for certain jobs and learning from external experiences would all be discussed in the context of the student's own career plans and assist them in making informed decisions and planning for the future.

Learning Outcomes MMN225001 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

On successful completion of the module the student should be able to:-

1. Evaluate their own knowledge, skills and attitudes and how these relate to different types of career opportunities . CW01 2. Critically assess the range of job opportunities available to graduates both nationally and internationally. CW02 3. Demonstrate ability to reflect on experience and draw appropriate conclusions relevant for personal growth. CW01/CW02 4. Demonstrate the ability to develop and manage professional development and career plans. CW01/CW02

Teaching / Learning Strategy

The career planning element of the module is organised around workshop-style seminars and will include visits from guest speakers on the career opportunites available both natonally and globally. The learning and teaching strategy in this module is designed to integrate professional development needs with appropriate theory, complemented by industry contextualisaton. The learning journey begins with the structured identfcaton of development needs, achieved for example through the use of diagnostc tools and a number of interactve workshop sessions throughout the trimester. The aim of this 'workshop' approach is to develop self-awareness and awareness of others, which in turn facilitates self-management and efectve interacton. The module draws on experiental learning through external engagement in the form of work experience, volunteering, study abroad periods or desk based consultancy projects. The module will feature key inputs from the visitng lecturers, career advisors, Programme specialists and employers to ensure that the focus of delivery is appropriate to the career destnatons of each programme and the industry-specifc requirements of potental future employers. The student will be provided with support in identfying the external engagement experience through sessions with the External Engagement Coordinator and informaton from respectve Programme specialists who can ofer suggestons related to their specifc industry feld. GCU London will contnue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students.

Syllabus

· Career planning and career management · Changing graduate labour market & nature of opportunites for postgraduates · Self-awareness - skills, values, interests · Opportunity awareness of your postgraduate qualifcaton · CVs, applicaton, interview, selecton · Professional development and refecton · Teamwork and leadership · Confict management and negotaton · Intercultural competence · Presentaton skills · Preparaton for the external engagement experience (gathering evidence, collectng feedback, preparing the portolio)

Indicative Reading MMN225001 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Due to its integratve nature of the module, there is no core text for this module. This recommended reading list gives a selecton of texts in the area of professional development and career management. Students are expected to undertake their own literature search relatng to their assessments and personal career plans.

Anderson, L. E. & Bolt, S. B. (2013) Professionalism: skills for workplace success. Upper Saddle River, New Jersey: Pearson. Browaeys M.-J. & Price R. (2011) Understanding Cross-cultural Management (2nd editon), London: Prentce Hall/ Financial Times. Caproni, P (2012) Management Skills for Everyday Life (3rd Internatonal editon) Upper Saddle River, New Jersey: Pearson. Carr M. & Hopkins Newell L. (2014) Guide to Fashion Entrepreneurship, Fairchild Books. Granger (2015) The Fashion Industry and Its Careers, Fairchild Books. Cotrell, S (2010) Study Skills for Success. The Personal Development Planning Handbook. (2nd editon). Basingstoke: Palgrave Macmillan. French R. (2010) Cross-cultural Management in Work Organisatons (2nd editon), London: Chartered Insttute of Personnel and Development. Grifn, R W & Van Fleet, D D (2014) Management Skills; assessment and development. South-Western, Cengage Learning. Guirdham M. (2009) Culture and Business in Asia, London: Palgrave Macmillan. Hopson, B. & Scally, M. (2014). Build your own rainbow : a workbook for career and life management (Fifh editon). Oxford Management Books 2000 Ltd Iles P.A. & Zhang C. (2013) Internatonal Human Resource Management: A Comparatve and Cross-cultural Approach, London: CIPD. Lees, J. (2014). How to get a job you'll love (2015-2016 ed.). Maidenhead, Berkshire: McGraw-Hill Professional. Megginson, D. & Whitaker, V. (2007) Contnuing Professional Development (2nd Editon) London, CIPD. Paulins V.A & and Julie L. Hillery J.L. (2014) Careers Professional Development for Retailing and Apparel Merchandising, Fairchild Books. Robbins, S. P. & Hunsaker, P. L. (2012) Training in Interpersonal Skills (6th editon) Upper Saddle River, New Jersey. Pearson Routledge. Routledge, C., Carmichael, J., & Chartered Insttute of Personnel Development. (2007). Personal development and management skills. London: Chartered Insttute of Personnel and Development. Paulins V.A & and Julie L. Hillery J.L. (2016) Guide to Fashion Career Planning, 2nd Editon, Fairchild Books Stone E. (2015) In Fashion, 2nd editon, Fairchild Books. Wheton, D & Cameron, K (2011) Developing Management Skills (8th editon). Prentce Hall. Winstanely D. (2007) Personal Efectveness, London: CIPD. Wood, JT (2012) Communicaton in our lives (Internatonal editon), Wadsworth: Cengage-Learning.

Transferrable Skills MMN225001 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

TRADITIONAL ACADEMIC SKILLS Critcal analysis

Efectve communicaton in writen and spoken word

Primary and secondary research skills PERSONAL DEVELOPMENT SKILLS Skills analysis: matching skills to occupatonal areas and job-related competencies Decision making Self-confdence Refectve practce Career planning ENTERPRISE OR BUSINESS SKILLS Interpersonal skills

Presentaton skills - oral and in writng Teamwork Leadership Confict management Negotaton Intercultural Competence Innovaton

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 40.00 45.00 Personal Development Plan 1,500 words (Day 4, Week 15 of the first trimester) Course Work 02 60.00 45.00 3-year Career Plan 2,000 words (Day 4, Week 9 of the second trimester)

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Dane Lukic Module Tutor Ruth Marciniak Module Tutor Thomas Peschken Module Tutor Saud Taj MMN225006 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Introduction to Research Methods M

Module Code Module Abbreviation MMN225006 IRM

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 A~B

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 40.00 Independent Learning (FT) 72.00 Lectures (FT) 12.00 Practicals (FT) 18.00 Tutorials (FT) 8.00

Summary of Content

The aim of this module is to provide students with an introducton to a range of research approaches to critcal inquiry, relevant to their feld of study. The module will introduce students to knowledge and skills on how to: formulate research questons, plan a research project, collect data, analyse data and write a research report. Students will learn how to compare and contrast diferent research paradigms, to enable them to choose appropriate methodologies and methods in order to address a partcular research queston. They will also consider related practcal, ethical and philosophical issues when developing and conductng research.

Learning Outcomes On successful completion of the module the student should be able to:-

1. Critically assess research gaps and generate research aims and objectives applicable for an appropriate research project relevant to field of study. CW01/CW02 2. Design a research project to answer a particular research question. CW01/CW02 3. Evaluate and apply appropriate research methodologies and methods. CW01/CW02 4. Synthesise a range of information. CW01/CW02 5. Demonstrate the ability to plan, execute and present a research project. CW01/CW02

Teaching / Learning Strategy MMN225006 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Lectures will provide introductons to syllabus topics; seminars and practcal sessions will provide support on developing practcal skills on formulatng a research proposal and conductng a research project. Programme leaders will lead some sessions to ensure students understanding of module content and their assessment is programme relevant. Students will be given indicatve reading to enhance their understanding of syllabus topics. The assessments in this module will encourage group work and peer learning in developing a research proposal and independent research skills in conductng and writng up a research project.

Syllabus

Introducton to research methods in social sciences and business; developing a research queston; how to conduct and write a literature review; how to evaluate research; quanttatve and qualitatve research approaches including data collecton, data analysis methods and philosophical issues; how to manage a research project; research ethics; how to write up a research report.

Indicative Reading MMN225006 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Indicatve reading list: Blumberg, B. F., Cooper, D. R. and Schindler, P. S. (2014) Business research methods. 4. ed. London: McGraw-Hill Educaton. Bryman, A. (2012) Social research methods. 4th ed. Oxford ; New York: Oxford University Press. Bryman, A. and Bell, E. (2015) Business research methods. Fourth editon. Cambridge, United Kingdom ; New York, NY, United States of America: Oxford University Press. Creswell, J. W. (2014) Research design: qualitatve, quanttatve, and mixed methods approaches. 4. ed. Los Angeles, Calif: SAGE. Denscombe, M. (2014) The good research guide: for small-scale social research projects. 5. ed. Maidenhead: Open University Press. Denzin, N. K. and Lincoln, Y. S. (eds) (2011) The Sage handbook of qualitatve research. 4th ed. Thousand Oaks: Sage. Leedy, P. D. and Ormrod, J. E. (2015) Practcal research: planning and design. Pallant, J. (2013) The SPSS Survival Guide. 5th Ed. Milton Keynes: Open University Press. Remenyi, D. (2013) Case Study Research. Saunders, M., Lewis, P. and Thornhill, A. (2015) Research methods for business students. 7th Ed. New York: Pearson Educaton. Silverman, D. (2013) Doing qualitatve research. Fourth editon. London ; Thousand Oaks, California ; New Delhi ; Singapore: SAGE Publicatons Ltd. Silverman, D. (2014) Interpretng qualitatve data. 5. ed. Los Angeles, Calif.: Sage Publ. Sturdy, A. (ed.) (2009) Management consultancy: boundaries and knowledge in acton. Oxford ; New York: Oxford University Press. Wickham, L. and Wilcock, J. (2012) Management consultng: delivering an efectve project. 4. ed. Harlow: Financial Times Prentce Hall. Wisker, G. (2008) The postgraduate research handbook: succeed with your MA, MPhil, EdD and PhD. 2nd ed. New York: Palgrave Macmillan (Palgrave study guides). Key Journals: Academy of management review Academy of management journal Journal of marketng Journal of fnance Human resources Internatonal journal of management reviews Journal of retailing Psychology and marketng Journal of internatonal business studies Journal of business research Journal of fashion marketng and management

Transferrable Skills MMN225006 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Problem solving Critcal thinking and evaluaton Informaton retrieval Data analysis Data interpretaton Teamwork Peer learning Interpersonal skills Negotaton Writen and oral communicaton skills Independent learning and self-management Ethical conduct Time management Refectve learning

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 40.00 45.00 Research proposal group presentation (Week 9) Course Work 02 60.00 45.00 Individual research report 2,000 words (Day 4, Week 14)

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Bipasha Ahmed Module Tutor Dina Khalifa MMN225007 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Research Project M

Module Code Module Abbreviation MMN225007 RP

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 60.00 A~B~C

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 120.00 Independent Learning (FT) 468.00 Tutorials (FT) 12.00

Summary of Content

The aim of this module is to enable students to develop an understanding and obtain practcal experience of the research process and research skills required to undertake a supervised independent research project. Students are expected to demonstrate the ability to conduct advanced research, which is based on a wide and extensive critcal review of the literature relevant to their feld of study. Before the student commences their research project, they must develop an assessed research proposal for their intended project, with guidance from their academic supervisor. During the research process and in co-operaton with their supervisor, students are required to demonstrate critcal awareness of practce in their applied feld, relevant theories, research techniques and approaches. They must demonstrate methodological and analytcal rigour supported by well-constructed argument and debate. Both the proposal and project elements of the module ofer students the opportunity to apply course concepts, theories and techniques, draw on internatonally published literature and good practce, and develop and interpret knowledge about practce in their area of study. The project's subject mater involves the theoretcal and empirical investgaton of a relevant industry related issue and focuses upon topics covered in the student's programme of study. The research project can assume one of 3 forms: An Applied Research Project, an Inquiry Project or a Consultancy Project. The Applied Research project involves collecton of either primary data or combinaton of primary and secondary data. The Inquiry Project is secondary data based and can assume the form of an exploraton of an aspect of the development of global trends in the relevant business literature and an assessment of its implicatons for local practce. The Consultancy project is normally primary data based and requires the student to adopt the role of a consultant with a relevant organisaton. Students intending to choose this opton are required to secure an agreement in principal, from a client organisaton prior to the fnalisaton of the frst piece of coursework. Regardless of the nature of the output selected, the project is required to be theoretcally robust and methodologically sound to meet the academic requirements of the module. Equivalence in the assessment of all three projects is maintained.

Learning Outcomes MMN225007 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

On successful completion of the module the student should be able to:-

1. Critically assess research gaps and generate research aims and objectives applicable for an appropriate research project relevant to field of study. CW01/CW02 2. Demonstrate a systematic and critical understanding of relevant theory pertaining to the chosen topic. CW02 3. Design a research project to answer a particular research question. CW01/CW02 4. Demonstrate the use of appropriate methodological framework to meet the aim and objectives of the project. CW02 5. Synthesise a range of information. CW01/CW02 6. Conduct empirical research. CW02 7. Present an intellectually robust and evidence based analysis and develop appropriate recommendations. CW02

Teaching / Learning Strategy

The students are responsible for managing their learning journey and resources, developing a research proposal and producing the fnal applied research report or consultancy report. Depending on which trimester they will be taking the module, there will be three "pre module sessions" delivered in the previous trimester in order to provide support in developing the research proposal for their project, and allocate appropriate supervisors. These sessions will also provide vital informaton concerning both the academic and administratve requirements of the module, and a forum for students to seek clarifcaton or discuss issues that may be of concern. There will also be a number of support sessions provided during the course of the module trimester, focussed on research conduct and writng-up. GCU Learn will be used support the students' learning experience through access to module relevant informaton and resources. Key material such as the ethics approval form, model consent form, staf contact details and other relevant material will be made available for students and posted via GCU Learn for convenient access, alongside the module handbook. In additon to tutor and peer support to enrich the learning experience, the students also beneft from the expertse of their respectve supervisor who has an appropriate research or scholarly background in the area. The role of the supervisor is to support the development of both the proposal and the project, and provide advice and guidance regarding project administratve, procedural and approach issues.

Syllabus

· Three pre module sessions to support development of research proposal under supervision · Three project briefng sessions during the course of the module.

Indicative Reading

Indicatve reading list:

Bryman, A., & Bell, E. (2015) Business Research Methods, Oxford University Press.

Fisher, C. (2010) Researching and Writng a Dissertaton for Business Students, Pearson Educaton Limited, FT Prentce Hall.

Remenyi, D. and Bannister, F. (2013) Writng up your research for a dissertaton or thesis, Academic Publishing Internatonal.

Ritchie, J., & Lewis, J. (2013) Qualitatve Research Practce: A Guide for Social Science Students and Researchers, London Sage Publicatons.

Walliman, N.S.R. (2011) Your Research Project: A Step-by-Step Guide for the First Time Researcher, London: Sage Publicatons.

Wickham P A., & Wilcock, J. (2012) Management Consultng: Delivering an Efectve Project; Prentce Hall; Edinburgh MMN225007 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Transferrable Skills

Problem solving Critcal thinking and evaluaton Informaton retrieval Data analysis Data interpretaton Writen communicaton skills Independent learning and self-management Ethical conduct Time management Refectve learning

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 20.00 45.00 Research Proposal 1,500 words (Day 5, Week 2) Course Work 02 80.00 45.00 Research Project 15,000 words (Day 1, Week 16)

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Bipasha Ahmed Module Tutor Dina Khalifa MMN524999 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Trend and Design Decisions M

Module Code Module Abbreviation MMN524999 Trend and Design Decisions

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 A~B

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 40.00 Independent Learning (FT) 72.00 Lectures (FT) 12.00 Practicals (FT) 12.00 Seminars (FT) 12.00 Tutorials (FT) 2.00

Summary of Content

Design is an evolving discipline. Its role contnues to broaden as organisatons are increasingly viewing design as being integral to their decision-making processes in product and service innovaton. Adoptng a global approach, this module explores the stages involved in the applicaton of design to business and, in partcular fashion and lifestyle businesses. It aims to bridge the gap between creatvity, management, academic theory and professional practce. The later part of the module introduces students to the central concepts of fashion and lifestyle trend analysis. It explores the roles of both consumers and industry as product developers, gatekeepers, and promoters of fashion and lifestyle trends. In additon, this module provides students with an introducton to digital tools, which will be applied to the creaton, manipulaton and presentaton of fashion and lifestyle illustratons both within this and other modules.

Learning Outcomes On successful completion of the module the student should be able to:-

1. Understand the design process and the contribution of key design schools of thought and their methodological contributions. CW01 2. Criticallly appraise shifting trends evident in the global fashion and lifestyle sector together with the key factors that are impacting on commercial and sustainable success of companies working in this sector. CW01 3. Through trend analysis, demonstrate an ability to identify a gap and analyse opportunities for improving the profitability and sustainability of a fashion and lifestyle brand. CW01 4. Demonstrate a practical ability to use and apply taught digital design software for fashion and lifestyle presentations. CW01 MMN524999 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Teaching / Learning Strategy

The module is delivered via weekly lectures, seminars and lab work. Lectures provide the framework to study design and trend theory. Lectures are augmented by seminars, facilitatng the opportunity for students to gain a deeper understanding and contextualise learning. Some tutorials are built into the programme to support assessment work. Lab work is used to support students in learning and using Adobe Indesign, Illustrator and photoshop. Directed learning will serve to further enhance student knowledge and provide a richer learning experience. GCU Learn serves as a repository for learning materials including journal artcles, on-line videos and selected book chapters. In additon, independent learning provides the opportunity for refecton.

Syllabus

History and practce of design and fundamentals of design decisions Design thinking: diferent schools of thought - e.g. Stanford, Nordic Design Research: Framing the design problem and identfying design opportunites Manging the design process Compettve advantage through design Trend mapping: past, present and future - fashion cycles Forecastng resources that help predict trends in the fashion and lifestyle industry Introducton to digital tools, sofware and electronic resources for the creaton, manipulaton and presentaton of fashion and lifestyle imagery

Indicative Reading MMN524999 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Bailey S. & Baker J. (2014) Visual Merchandising for Fashion, Fairchild Books Best K. (2015) Design Management: Managing Design Strategy, Process and Implementaton, Fairchild Books Craciun M. (2017) Islam, Faith, and Fashion: The Islamic Fashion Industry in Turkey, Bloomsbury Crewe L. (2017) Geographies of Fashion: Consumpton, Space and Value, Bloomsbury Diamond J. & Diamond E. (2014) The World of Fashion, Fairchild Books Divita L.R. & Brannon E.L. (2015) Fashion Forecastng, 4th editon, Fairchild Books Fiore A.M. (2010) Understanding Aesthetcs for the Merchandising and Design Professional, 2nd Editon, Fairchild Books Garner M.B. & Keiser S. (2012) Beyond Design: The Synergy of Apparel Product Development, 3rd Editon, Fairchild Books Greever T. (2015) Artculatng Design Decisions, O'Reilly Media Inc. Hands D. (2017) Design Management, Kogan Page Holland G. & Jones R. (2017) Fashion Trend Forecastng, Laurence King Kjaer A. (2014) The Trend Management Toolkit: A Practcal Guide to the Future, Palgrave Macmillan Kim E. Fiore A.M. Kim H. (2011) Fashion Trends: Analysis and Forecastng, Berg Kuldova T. (2017) Luxury Indian Fashion: A Social Critque, Bloomsbury Lalaounis S. (2017) Design Management: Organisaton and Marketng Perspectves, Routledge Lynch A. & Strauss M. (2014) Changing Fashion: A Critcal Introducton to Trend Analysis and Meaning, Pegler M.M. & Kong A. (2018) Visual Merchandising and Display, 7th editon, Fairchild Books Rousso C. & Kaplan Ostrof N. (2018) Fashion Forward: A Guide to Fashion Forecastng, 2nd Ed, Fairchild Books Steele V. (2017) Paris Fashion: A Cultural History, Bloomsbury Stone E. (2018) The Dynamics of Fashion, 5th Editon, Fairchild Books Swanson K.K. & Everet J.C. (2015 Promoton in the Merchandising Environment, 3rd Editon, Fairchild Books

Journals Design Fashion Theory Fashion Practce Journal of Design Studies Forum Next look - fashion trends forecast - styles and accessories

Websites Businessofashion.com Lynda.com tv.adobe.com wgsn.com EDITED.com thisismirador.com formffyfve.com designweek.co.uk

Transferrable Skills

Visual and writen communicaton Organising and planning work Intercultural awareness Global mind set Research skills Ability to apply knowledge and theory to real-world problems Creatvity in applying knowledge to contemporary issues and emerging themes in marketng Ability to prioritse tasks and manage tme Problem solving MMN524999 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 100.00 50.00 Illustrated written report 3,000 words plus images (Day 5, Week 14)

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Erica Charles Module Tutor Erica Charles Module Tutor Timothy Jackson MMN525000 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Fashion and Lifestyle Marketing: Theories and Concepts M

Module Code Module Abbreviation MMN525000 FLMTC

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 A~B

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 40.00 Independent Learning (FT) 72.00 Lectures (FT) 12.00 Seminars (FT) 24.00 Tutorials (FT) 2.00

Summary of Content

In the age of digital media, businesses must rethink traditonal marketng concepts and strive to implement more comprehensive approaches appropriate for next generaton marketng. It is evident a paradigm shif has taken place toward holistc marketng wherein marketng seeks to harmonise traditonal approaches with innovatve ones. Key to this shif is the change in power dynamics towards the connected consumer wherein the challenge for marketers is to make interactons and experiences as seamless, consistent, and efectve as possible for consumers.

This module covers the fundamental, strategic and communicaton elements of marketng. It explores the role and consequences of digital technologies on both social relatons and marketng practce and considers the implicatons, opportunites and challenges faced by marketng practtoners in a digital setng. Further, it gives students an in-depth understanding of the marketng communicaton both from a theoretcal and practcal perspectve. Ethics of marketng communicatons are also addressed in this module.

Learning Outcomes On successful completion of the module the student should be able to:-

1. Demonstrate an understanding and comprehensive knowledge of marketing theories and concepts in a global context. CW01 2. Critically assess the impact of recent changes in communication technologies on the successful marketing of fashion and lifestyle goods and services. CW01 3. Critically reflect on marketing and digital marketing practices. CW01 4. Apply marketing theory and techniques to practical situations within a fashion and lifestyle marketing context. CW01 MMN525000 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Teaching / Learning Strategy

Lectures are used to introduce students to the theories, concepts and practces and are supplemented and supported by a programme of recommended reading. Teaching materials for lectures are made available to students electronically, via GCU Learn. Where appropriate, guest lecturers, including speakers from the industry will contribute to the module. Seminars are used to promote discussions, provide the opportunity to engage in-class exercises as a vehicle to discuss various concepts and theories. Tutorials are used to provide formatve feedback on assignments. The assessment used in this module is practtoner based, relevant and appropriate for business needs.

Syllabus

The foundatons of marketng theory and the concept of marketng as an exchange Customers and markets: management of exchange and relatonship marketng The ofer: the product as a bundle of benefts Satsfying the connected consumer: needs satsfacton and exploring the digital consumer Promoton and positoning the ofer Marketng communicatons theory in digital and non-digital worlds The scope, practce and environment of integrated marketng communicatons - online and ofine Marketng across geographic and cultural boundaries Ethics of marketng, digital marketng and marketng communicatons

Indicative Reading MMN525000 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Baines P. Fill C. & Rosengren S. (2016) Marketng, 4th editon, OUP Oxford Bendoni W.K. (2017) Social Media for Fashion Marketng, Bloomsbury Publishing Bickle M. (2010) Fashion Marketng: Theory, Principles & Practce, Fairchild Books Blythe J. (2009) Key Concepts in Marketng, Sage Publicatons Chafey D. & Ellis-Chadwick F. (2016) Digital Marketng: Strategy, Implementaton and Practce, 6th Editon. Pearson Cope J. & Maloney D. (2016) Fashion Promoton in Practce Fairchild Books Fill C. & Turnbull S. (2016) Marketng Communicatons: discovery, creaton and conversatons, 7th editon, Pearson Fuchs C. (2017) Social Media: A Critcal Introducton, Sage Gill P., Petrizzi R. & Rath P.M. (2012) Marketng Fashion: A Global Perspectve, Fairchild Books Harris C. (2017) The Fundamentals of Digital Fashion Marketng, Bloomsbury Publishing Kotler P. Kartajaya H. & Setawan I. (2016) Marketng 4.0: Moving from Traditonal to Digital, Wiley india Pvt. Ltd, Kotler P. & Keller K.L. (2016) Marketng Management, Global Editon, 15th editon, Pearson Kotler P. Kartajaya H. & Setawan I. (2010) Marketng 3.0: From Products to Customers to the Human Spirit, John Wiley and Son Moore G. (2012) Basics Fashion Management 02: Fashion Promoton, Fairchild Books Perlman S. & Sherman G.J. (2010) Fashion Public Relatons, Fairchild Books Shimp T. & Andrews J.C. (2017) Advertsing, Promoton, and other aspects of Integrated Marketng Communicatons, 10th editon, South-Western College Pub

Journals Digital marketng Journal of marketng communicatons Journal of Marketng Journal of Interactve Marketng Journal of Internet Marketng

Journal of Marketng Intelligence and Planning Journal of Marketng Theory and Practce

Journal of the Academy of Marketng Science

Websites Businessofashion.com smartnsights.com themarketngblog.co.uk EDITED.com WSGN.com

Transferrable Skills

Creatvity Planning and tme management Inter-cultural awareness Research skills Writen communicaton Global Market Organising and planning work Ability to apply knowledge and theory to real world problems

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 100.00 50.00 Individual illustrated written report 3,000 words (Day 2, Week 13) MMN525000 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Ruth Marciniak Module Tutor Erica Charles Module Tutor Ruth Marciniak MMN525002 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Fashion and Lifestyle Brand Lab M

Module Code Module Abbreviation MMN525002 FLBL

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 A~B

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 40.00 Independent Learning (FT) 72.00 Lectures (FT) 12.00 Practicals (FT) 12.00 Seminars (FT) 12.00 Tutorials (FT) 2.00

Summary of Content

Critcal to marketng actvity is the brand. Partcularly within the fashion and lifestyle sector, which is notable for its complexity, diverseness and constant evolvement of brands. Dimensions of a brand are recognised as the means by which the brand is managed by the company and represented within the marketplace. It serves to convey a distnct image and positoning of a company's products and services and acts as a diferentator amongst its compettors. Further, from the consumer perspectve, it ofers an experience. Drawing upon contemporary theory and practce, the module explores the various issues associated with developing new brands, in doing so, introducing them to market. The module content covers the key issues associated with brand development and brand management including dimensions of brand identty, brand positoning, brand image, brand equity, branding strategies, cross cultural branding; and sustainability branding via the concept of environmental and social benefts.

Learning Outcomes On successful completion of the module the student should be able to:-

1. Understand the managerial significance of branding in a competitive fashion and lifestyle. CW01 2. Effectively apply branding principles and communication theories to a new brand concept . CW01 3. Develop a brand management and communications strategy to meet marketing objectives. CW01 4. Explore digital media for fashion and lifestyle by importing, creating and manipulating image files and effectively communicate ideas through visual presentation formats. CW01 5. Manage the processes involved in developing a digital brand portfolio. CW01

Teaching / Learning Strategy MMN525002 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

The teaching and learning strategy consists of lectures, seminars, labs and tutorials. Lectures are used to communicate key theories and practces of the subject. Seminar groups are used to discuss brand management issues, ofen via case studies. Labs are used for brand development work wherein students will be using Indesign, photoshop and illustrator. Formatve feedback is provided in tutorials. Directed study takes the form of reading and group discussion outside of class. Field visits and guest lecturers will be drawn upon to enhance students' learning. All module materials are made available to students via the University's VLE, GCU Learn.

Syllabus

Brand concepton: introducing and naming new brands Developing a visual brand identty online and ofine Identfying and establishing brand positoning and targetng Sustainability and brand positoning. Integratng marketng communicatons to build brand equity Measuring sources and outcomes of brand equity Designing and implementng branding strategies. Managing brands over geographic boundaries and market segments

Indicative Reading MMN525002 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

D'Arienzo (2016) Brand Management Strategies, Fairchild Books De Chernatony L. (2010) From Brand Vision to Brand Evaluaton, 3rd editon Routledge De Chernatony L. & MacDonald M. (2011) Creatng Powerful Brands: The Strategic Route to Success in Consumer, Industrial and Service Markets, 4th editon, Routledge Cope J. & Maloney D. (2016) Fashion Promoton in Practce, Fairchild Books Hameide K.K. (2011) Fashion Branding Unraveled, Fairchild Books Hancock II J.H. (2016) Brand/Story: Cases and Exploratons in Fashion Branding, Fairchild Books Harris C. (2017) The Fundamentals of Digital Fashion Marketng, Bloomsbury Publishing Kapferer J-N. (2015) How Luxury Brands Can Grow Yet Remain Rare, Kogan Page Jin B. & Cedrola E. (2017) Fashion Branding and Communicaton: Core Strategies of European Luxury Brands, Palgrave Macmillan Kapferer J-N. (2012) The New Strategic Brand Management: Advanced Insights and Strategic Thinking, 5th editon, Kogan Page Raturi S. (2016) Strategies for Fashion Brand and Private Label, LAP Lambert Academic Publishing Rowles D. (2017) Digital Branding: A Complete Step-by-Step Guide to Strategy, Tactcs and Measurement, 2nd editon, Kogan Page Schaefer W. & Kuehlwein J.P. (2015) Rethinking Prestge Branding: Secrets of the Uber-Brands, Kogan Page Tungate M. (2012) Fashion Brands, Kogan Page Wheeler A. (2017) Designing Brand Identty: An Essental Guide for the Whole Branding Team, 5th Editon John Wiley & Sons

Journals Fashion and Textles Journal of Global Fashion Marketng Journal of Fashion Marketng and Management Journal of Brand Management Journal of Product and Brand Management

Websites Business of Fashion Lynda.com tv.adobe.com wgsn.com EDITED.com

Transferrable Skills

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 100.00 50.00 Illustrated Individual Portfolio 3,000 words (Day 5, Week 13)

Pass Mark 50% PG MMN525002 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Erica Charles Module Tutor Erica Charles Module Tutor Timothy Jackson MMN525003 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Sustainability and Fair Fashion M

Module Code Module Abbreviation MMN525003 Sustainability and Fair Fashion

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 A~B

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 40.00 Independent Learning (FT) 72.00 Lectures (FT) 12.00 Seminars (FT) 24.00 Tutorials (FT) 2.00

Summary of Content In recent years a shift has taken place, driven by high street fashion retailers, wherein they have recognised a need for fashion to change its thinking, attitudes and practices to such ways that are environmentally, ethically and financially sound (DEFRA, 2010). Further, small niche businesses, many of which are new companies, are starting out from the principles of sustainability. The aim of this module is to support future fashion and lifestyle professionals to think beyond profit and performance centered approaches and move towards a mind-set that offers a balance of economic, environmental and societal considerations in production, buying, merchandising, supply chain and marketing decisions.

To this end, within the context of fair fashion, the content of the module will provide students with a critical understanding of the buying, merchandising and distribution functions within a fashion organisation. Firstly, students will explore the concept and need for sustainability and the role of different stake holders for sustainable fashion. Following this, the module challenges students to think about the production/consumption continuum and how this may be managed in a more sustainable way. The module ends by exploring end of life clothing and associated logistics considerations in dealing with recycling.

Particular emphasis is on global learning wherein students are encouraged to look beyond the internal view of a fashion company, but explore the operating capability of the firm within a global context and examination of the challenges of operating globally. In addition, responsible leadership and professionalism is also embedded within the programme content, which incorporates economic, social and environmental factors associated with sourcing, outsourcing, location of production and supplier relationship management. MMN525003 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Learning Outcomes On successful completion of the module the student should be able to:-

1. Understand the broad definitions and concepts of sustainability in a context of the fashion and lifestyle sector and responsibility of companies working within this sector. CW01 2. Comprehend the link between stakeholder theory and social responsibility and identify key stakeholders for social responsibility. CW01 3. Critically appraise economic, environmental and societal considerations in production, buying, merchandising, and supply chain decisions. CW01 4. Evaluate the interactions between fashion and lifestyle, the consumer and society on sustainability strategies.CW02

Teaching / Learning Strategy The module will be delivered via weekly lectures and seminars. Lectures provide the framework to explore sustainability and fair fashion and analyse buying, merchandising and distribution functions. Lectures are augmented by seminars designed to provide an opportunity to critically examine material delivered via lectures thereby facilitating the opportunity for students to gain a deeper understanding and contextualise learning. Some tutorials are built into the programme to support assessment work. Directed learning will serve to further enhance student knowledge and provide a richer learning experience. GCU Learn serves as a repository for learning materials including journal articles, on-line videos and selected book chapters. In addition, independent learning provides the opportunity for reflection.

Syllabus Definitions and concepts of sustainability Social responsibility, human rights and the responsibility of companies Global pressures that are driving the need for improved sustainability The impact and responsibilities of the fashion and lifestyle sector Fast v slow fashion and associated challenges in building sustainable supply chains Ethics of sourcing, buying and merchandising Supply chain structure, supplier selection and relationships Stakeholder theory and social responsibility, key stakeholders in the supply chain for social responsibility Reverse, closed loop logistics and dealing with end of life fashion and lifestyle goods

Indicative Reading MMN525003 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Books Brooks A (2015) The Hidden world of Fast Fashion and Second Hand Clothing, Zed Books Bubonia J. E. (2014) Apparel Quality, Fairchild Books Choi T & Chen T C E (2015) Sustainable Fashion Supply Chain Management: From Sourcing to Retailing, Springer Clark J. (2014) Fashion Merchandising: Principles and Practice 2014, Palgrave Macmillan Clodfelter R. (2018) Retail Buying: From Basics to Fashion, Fairchild Books Davies Burns L., Mullet K.K. & Bryant N.O. (2016) The Business of Fashion, Fairchild Books Dickson M.A. Loker S. & Eckman M. (2014) Social Responsibility in the Global Apparel Industry, Fairchild Books Fletcher K. & Tham (2015) Routledge Handbook of Sustainability and Fashion, Routledge Fernie J. & Grant D.B. (2015) Fashion Logistics: Insights into the Fashion Retail Supply Chain, Kogan Page Gardetti M.A. & Torres (2013) Sustainability in Fashion and Textiles: Values, Design, Production and Consumption, Routledge Grace I. Kunz G.I., Karpova E., & Garner M.B. (2016) Going Global: The Textile and Apparel Industry, 3rd ed, Fairchild books Grose V. (2011) Basics Fashion Management 01: Fashion Merchandising, Fairchild Books Gullingsrud A. (2017) Fashion Fibers: Designing for Sustainability, Fairchild Books Ha-Brookshire J. (2017) Global Sourcing in the Textile and Apparel Industry, 2nd Edition, Fairchild Books Londrigan M. (2019) Fashion Supply Chain Management, Fairchild Books Henninger C. Aleviziou P.J. Goworek H. & Ryding D. (2017) Sustainability in Fashion: A Cradle to Upcycle Approach, Palgrave MacMillan Llyod R. (2018) Successful Integrated Planning for the Supply Chain, Kogan Page Hethorn J. & Ulasewicz C. (2015) Sustainable Fashion, 2nd Edition, Fairchild Books Mirzabeiki V. (2016) Case Study: Supply Chain Design for E-Retailers, Kogan Page Muthu S.S. (2017) Textiles and Clothing Sustainability: Sustainable Fashion and Consumption, Springer Padovani C. & WhittakerP. (2017) Sustainability and the Social Fabric, Bloomsbury Paulins V.A. (2014) Ethics in the Fashion Industry, Fairchild Books Rafi-Ul-Shan P.M., Perry P. & Grant D.B. (2016) Case Study: Managing Sustainability in the Fashion Supply Chain, Kogan Page Rosenau J.A. & Wilson (2014) Apparel Merchandising: The Line Starts Here, 3rd ed, Fairchild Books Shaw D. & Koumbis D. (2013) Fashion Buying, From Trend Forecasting to Shop Floor, Fairchild Books Tepper B.K. & Green M. (2016) Mathematics for Retail Buying, 8th Edition, Fairchild Books Topps J. (2018) Managing the Retail Supply Chain, Kogan Page

Journals Environment, Development and Sustainability International Journal of Physical Distribution and Logistics Management International Journal of Retail and Distribution Management Journal of Business Ethics Journal of Fashion and Marketing Management Sustainability Textile Progress

Web sites http://sustainable-fashion.com https://www.ethicalfashionforum.com https://www.forumforthefuture.org

Transferrable Skills MMN525003 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Group presentations provide students with the opportunity to demonstrate presentations skills, teamwork, time-keeping and effective communication with an audience. Together with research skills, the individual written report enable students to exhibit cognitive and intellectual skills including critical thinking.

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 20.00 45.00 Group Presentation 10 mins (Week 10) Course Work 02 80.00 45.00 Individual Report 2,500 words (Day 3, Week 14)

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Ruth Marciniak Module Tutor Ruth Marciniak Module Tutor Thomas Peschken MMN525004 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Consumer Insights M

Module Code Module Abbreviation MMN525004 CI

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 A~B

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 40.00 Independent Learning (FT) 72.00 Lectures (FT) 24.00 Seminars (FT) 12.00 Tutorials (FT) 2.00

Summary of Content

The module is designed to provide an in-depth and critcal understanding of consumer insight and how it informs marketng practces. Students are introduced to the concept of customer insight and its role in marketng decision-making. A range of models of consumer behaviour is examined in the context of strategic decision-making and consumer behaviour in consideraton of emerging themes and contemporary issues in marketng.

The module evaluates the psychological, social and economic roots of the discipline of consumer behaviour and relates these to contemporary consumers. Students will examine the role and contributon of consumer insights into marketng. The module also addresses emerging themes and contemporary issues such as technological advances, sustainability and consumerism from a global perspectve; in recogniton of emerging issues, such as consumer vulnerability, students will explore the delicate balance of utlising consumer insights for strategic marketng purposes while safeguarding consumer interests towards responsible marketng practces. Further, in line with Principles for Responsible Management Educaton (PRME), the module explores global contemporary issues related to the United Natons Global Compact and how consumer insights can inform and lead towards sustainable marketng practces that make a positve contributon towards human and labour rights, ant-corrupton eforts and environmental concerns while delivering consumer value. The module will enable students to appreciate the issues, events and trends which confront marketers in the student's specialist feld in an increasingly dynamic, interdependent and complex world, and to make reasoned independent judgements of the efects of alternatve responses to these challenges.

In summary, the module aims to examine advances towards responsible marketng practces informed through a critcal understanding of consumer behaviour insights to deliver consumer value while addressing emerging themes and contemporary issues. MMN525004 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Learning Outcomes On successful completion of the module the student should be able to:-

1. Demonstrate a critical understanding of consumer behaviour theories and concepts from a cognitive, behavioural and experiential perspective orally and in writing. CW01/EXAM01 2. Critically appraise cultural influences in contemporary consumption in a global context. CW01 3. Critically analyse emerging themes and contemporary issues in relation to consumer behaviour. CW01/EXAM01 4. Apply research and analysis techniques to gather evidence of consumer behaviour to inform marketing practices. CW01 5. Evaluate alternative responses to emerging themes and contemporary issues towards sustainable and responsible marketing. EXAM01

Teaching / Learning Strategy

Theoretcal concepts are delivered through the lecture programme. These concepts are further analysed, elaborated and applied in a series of intensive seminars, which encourage students to actvely partcipate, work in teams and present ideas. All seminar actvity requires prior directed reading and preparaton. The module promotes independent learning in both class and assessment actvites. Further, group tutorials support students in their assessment eforts for direct formatve feedback on their progress. The module also uses online mult-choice quizzes to provide a feedback mechanism for independent study.

The assessment tools are a peer assessed group presentaton and an individual essay writen under exam conditons. The assessments are designed to promote refecton, analyse real-life situatons and require students to apply ethical and sustainable business thinking and professional skills to present solutons to problems and challenges. Firstly, based on small-scale consumer behaviour research projects students develop their critcal research and presentaton skills; further the presentatons are group work as well as peer assessed providing a platorm for student groups to engage with each other, develop their team working abilites and provide constructve feedback. The essay builds on the research project and presents an opportunity for deeper learning; informed by their consumer behaviour understanding, in an open-ended task, students critcally appraise a creatve and innovatve marketng soluton to a self-selected contemporary issue. The assessment process is supported with custom made assessment seminars and tutorials created in associaton with Academic Development Tutor support. Both academic and industry speakers are utlised to enhance the teaching and learning strategy, supportng a contemporary, challenging and industry-relevant curriculum. The module incorporates the use of a Virtual Learning Environment (GCU Learn) whereby student resources will be served on a dedicated module website. This will provide a range of sophistcated learning resources, including bulletn boards, chat rooms and the opportunity to deliver course materials and a diverse range of learning resources to students through varied devices.

Syllabus

· Introducton to consumer behaviour, customer insight and delivering consumer value · The consumer as an individual (e.g. Cognitve, behavioural and experiental models of consumer behaviour; Percepton; Attudes; Personality)

· The consumer as group member (e.g. Reference groups; Culture and Sub Culture; Cross-cultural aspects of consumer behaviour; Psychographics and Lifestyle)

· Consumpton and Identty (e.g. The role of consumpton in postmodern society; Self and self-concept; Consumpton and symbolic meaning; Consumerism and ethical consumpton; Shopping and compensatory consumpton) Emerging themes and contemporary issues in marketng (e.g. UN Global Compact, consumer vulnerability, big data, sustainability of supply chains, counterfeitng) Implicatons for marketng strategy (Materialism, consumpton and sustainability; technology and contemporary consumers; customer insight and efectve sustainable strategic marketng practce) MMN525004 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Indicative Reading

Key Readings (latest Editons of): · Belz, F. M. and Peate, K., Sustainability Marketng: A Global Perspectve, John Wiley and Sons

· Hoyer, W., MacInnes, D., Consumer Behaviour (Internatonal Editon)

· Parsons, E. and Maclaran P., Contemporary Issues in Marketng and Consumer Behaviour, Buterworth-Heinemann

Supplementary Readings (latest Editons of):

· Cova, B, Consumer Tribes, Buterworth-Heinemann

· De Pelsmacker, P., Geuens, M. and Van den Bergh, J., Marketng Communicatons: A European Perspectve, Prentce Hall

· Earls, M., Herd: How to Change Mass Behaviour by Harnessing Our True Nature. John Wiley & Sons

· Evans, M., Foxall, G, Jamal, A., Consumer Behaviour, John Wiley and Sons

· Foxall, G., Consumer psychology for marketng

· Gabriel, Y., and Lang, T., The Unmanageable Consumer, Sage

· Harrison, R., Newholm, T. and Shaw, D., The Ethical Consumer, Sage Publicatons

· Jha, R., Environmental Sustainability: A Consumpton Approach, Routledge

· Lewis, D. and Bridger, D., The Soul of the New Consumer, Nicholas Brealey Publishing

· Okonkwo, U., Luxury fashion branding: trends, tactcs, techniques

· Pellandini-Simanyi, L., Consumpton norms and everyday ethics

· Schifman, L., Kanuk, L., Hansen, H., Consumer Behaviour a European Outlook, Prentce Hall

· Solomon, M, Bamossy, G, Askegaard, S, and Hogg, M., Consumer Behaviour: A European Perspectve, Prentce Hall - Blythe, J., Consumer Behaviour, Thomson

· Solomon M. and Rabolt, N., Consumer Behaviour in Fashion, Prentce Hall

· Wagner, S., Understanding Green Consumer Behaviour: A Qualitatve Cognitve Approach (Consumer Research and Policy) Key Journals:

· Journal of Marketng

· Journal of Marketng Research

· Journal of Consumer Research MMN525004 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

· Marketng Science

· Internatonal Journal of Research in Marketng

· Psychology and Marketng

· Journal of Business Research

· Marketng Leters

· Consumpton, Markets and Culture

· Advances in Consumer Research

· Journal of Consumer Behaviour

Transferrable Skills

TRADITIONAL ACADEMIC SKILLS - Ability to apply knowledge and theory to real-world problems/ scenarios - Critcal analysis

- Efectve communicaton in writen and spoken word

- Primary and secondary research skills PERSONAL DEVELOPMENT SKILLS - Self-confdence

- Self-discipline

- Creatvity in applying knowledge to contemporary issues and emerging themes in marketng - Knowledge of internatonal afairs

- Ability to refect

- Reliability, integrity, honesty and regards for others through work in small teams ENTERPRISE OR BUSINESS SKILLS - Ability to prioritse tasks and manage tme

- Interpersonal skills

- Presentaton skills

- Ability to work in teams and leadership skills - Innovaton

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 50.00 45.00 Group Presentation (Week 8) Exam (School) 1.50 50.00 45.00 Seen Essay Question (Day 2, second week of the exam diet) MMN525004 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Thomas Peschken Module Tutor Dina Khalifa MMN525005 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Module Title Type Fashion and Lifestyle Retail Experiences M

Module Code Module Abbreviation MMN525005 FLRE

Module Level School Status 5 GCU London Awaiting Approval

Division GCU London

Credit Points Semester Max No Min No 15.00 A~B

Pre-Requisite Knowledge

Co-Requisite Knowledge

Prohibited Combinations

Module Structure

Activity Type Total Hours Assessment (FT) 40.00 Independent Learning (FT) 72.00 Lectures (FT) 12.00 Practicals (FT) 12.00 Seminars (FT) 12.00 Tutorials (FT) 2.00

Summary of Content

The evaluaton of retail performance is dependent upon quality of goods, quality of the service process, retail design and image, whether it be ofine or online. From the customer's perspectve, this highly complex mix infuences consumer decision making, loyalty and, ultmately contributes to the retail experience. The foundaton of this module is creatve industry practce, set within a theoretcal context. The aim of the module is to explore key concepts and theoretcal foundatons of experiental retail marketng e.g. retailscapes, both virtual and physical, in creatng retail experiences for the consumer.

Learning Outcomes On successful completion of the module the student should be able to:-

1. Obtain a critical understanding of the relationship between traditional retail marketing and experiential retail marketing. CW02 2. Explore the development of retail experiences as a marketing concept. CW02 3. Critically assess the application of theoretical concepts of experiential marketing in current retail marketing strategies. CW01/CW02 4. Provide a create solution for a retail brand experience. CW01 5. Explore digital media for fashion and lifestyle by importing, creating and manipulating image files and effectively communicate ideas through visual presentation formats. CW01

Teaching / Learning Strategy MMN525005 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

The teaching and learning strategy is delivered through lectures, seminars and labs supported by multmedia and online resources. Lectures are used to communicate key theories and practces of the subject. Seminar groups are used to discuss applicaton of theory, ofen via case studies. Labs are used to support assessment work wherein students will be using in design, photoshop and illustrator. Formatve feedback is provided in tutorials. Directed study takes the form of reading and group discussion outside of class. Field visits and guest lecturers will be drawn upon to enhance students' learning. All module materials are made available to students via the University's VLE, GCU Learn.

Syllabus

The experience economy: evoluton, theoretcal concepts and the demand for experiences Retail experiences: retail format development: historical perspectve & retail categorisaton framework Staging experiences that sell - Oldenberg's Third Space Retail design and layout: creatng diferent retail experience - fashion and lifestyle retail pops ups, events, fagship stores, concept stores & digital experiences Experiental marketng strategy: experiental objectves Customer experience management and customer relatonships: physical and emotonal expectatons Customer experience in the digital world: virtual retail experiences and customer journey mapping Transferring the retail experience across geographical and cultural boundaries

Indicative Reading

Belk, Russell W. & Rosa Llamas (Eds.) (2013), The Routledge Companion to Digital Consumpton, Abingdon: Routledge Berkhout C. (2016) Retail Marketng Strategy: Delivering Shopper Delight, Kogan Page Jay Diamond J., Diamond E., & Lit S. (2015) Fashion Retailing: A Mult-Channel Approach, 3rd Ed, Fairchild Books Dillion S. (2011) The Fundamentals of Fashion Management, Fairchild Books Halepete Iyer j. & Bennur S. (2017) Retailing in Emerging Markets 2nd Editon, Fairchild Books Harris C. (2017) The Fundamentals of Digital Fashion Marketng, Bloomsbury Publishing Koumbis D. (2014) Fashion Retailing: From Managing to Merchandising, Fairchild Books Mikunda C. (2006), Brand Lands, Hot Spots & Cool Spaces: Welcome to the Third Place and the Total Marketng Experience, London: Kogan Page. Peppers D. & Rogers M. (2016) Managing Customer Experience and Relatonships: A Strategic Framework, 3rd editon, John Wiley and Son Petermans A. & Kent A. (2016) Retail Design: Theoretcal Perspectves, Taylor and Francis Pine J. & Gilmore J. (2007) Authentcity: What consumers really want, Harvard Business School Press, Boston Pine J. & Gilmore J. (2011) The Experience Economy: Work is Theatre & every business a Stage, Harvard Business School Press, Boston Sherman G.J. & Perlman S. (2014) The Real World Guide to Fashion Selling and Management, 2nd ed, Fairchild Books Smilansky S (2017) Experiental Marketng: A practcal guide to interactve brand experiences, 2nd editon, Kogan Page Wright T. & Snook C.J. (2017) Digital Sense: The Common Sense Approach to Efectvely Blending Social Business Strategy, Marketng Technology, and Customer Experience, John Wiley and Son Zentes J. Morschet D. & Schramm-Klein H. (2016) Strategic Retail Management: Text and Internatonal Cases, third editon, Springer Gabler

Journals Journal of marketng management Journal of Retail & Leisure Property Journal of Retailing and Consumer Services The Service Industries Journal

Web sites experientalmarketngnews.com eventmarketngstrategies.com hotcow.co.uk twiter.com/joepine MMN525005 1 Ver Glasgow Caledonian University 17/18

In Maintenance Module Descriptor

Transferrable Skills

Assessment Methods

Component Duration Weighting Threshold Description Course Work 01 30.00 45.00 Group Presentation & Portfolio 10 mins plus 1,500 words (Week 12) Course Work 02 70.00 45.00 Individual Report 2,500 words (Day 1, Week 15)

Pass Mark 50% PG

Contact Name Admission / Marketing Contact Eva Koleckova Module Leader Timothy Jackson Module Tutor Timothy Jackson Module Tutor Ruth Marciniak Appendix 3

Academic Staff Curriculum Vitae

Bipasha Ahmed

Erica Charles

Craig Dewis

Jessica Hancock

Dina Khalifa

Tim Jackson

Dane Lukic

Ruth Marciniak

Thomas Peschken

Saud Taj

Curriculum Vitae Dr Bipasha Ahmed Academic Qualifications University of Sheffield PhD in Psychology Department of Psychology PhD Psychology (awarded 1997)

Polytechnic of Central London BSc Honours Degree in Science (BPS approved (University of Westminster) Psychology pathway) (awarded 1992)

Professional Qualifications UEL/HEA Fellow of Higher Education (FHEA) (December 2008)

Current post Lecturer GCU London (September 2015 - )

Previous employment Research Fellow School of Health and Life Sciences, Glasgow Caledonian University 02/2015 – 08/2016

Visiting Lecturer Royal Holloway University 06/2014 – 06/2015

Research Fellow School of Health and Life Sciences, Glasgow Caledonian University 08/2014 – 12/2014

Academic lead in Qualitative Division of Population Health Sciences and Education Methods St George's University of London 02/2013 – 07/2014

Senior Lecturer School of Psychology, University of East London (UEL) 01/2001 – 02/2013

Lecturer School of Social Sciences, University of Greenwich September 1996 - January 2001

Teaching experience Current: Module leader and lecturer for Research Methods; Research Project Design and Methods and Dissertation modules at GCU London Previous: Social Psychology and Research Methods

Current Research and Scholarly Activities, Advanced/Professional Practice  Inequalities research, particularly in relation to BME and other minoritised communities. o Inequalities in health and mental health service provision and interventions.

 South Asian women’s experiences of Domestic (including sexual) violence

 NHS and NIHR funded projects on sexual health: o Perceptions of stakeholders and potential users on the use of self testing for HIV, self sampling for other STIs and online risk assessment tools o Systematic review on the clinical effectiveness of HIV interventions.

Recent Publications (last 10 years) Flowers, P., Wu, O., Lorimer, K., Ahmed, B., Hesselgreaves, H., MacDonald, J., Cayless, S., Hutchinson, S., Elliot, L., Sullivan, A. and Clutterbuck, D., (2017.) The clinical effectiveness of individual behaviour change interventions to reduce risky sexual behaviour after a negative human immunodeficiency virus test in men who have sex with men: systematic and realist reviews and intervention development. Health Technology Assessment.

Flowers, P., Riddell, J., Park, C., Ahmed, B., Young, I., Frankis, J., Davis, M., Gilbert, M., Estcourt, C., Wallace, L. and McDaid, L.M., (2017). Preparedness for use of the rapid result HIV self‐test by gay men and other men who have sex with men (MSM): a mixed methods exploratory study among MSM and those involved in HIV prevention and care. HIV medicine.

Flowers, P., Riddell, J., Park, C., Ahmed, B., Frankis, J., Davis, M., Gilbert, M., Estcourt, C., Wallace, L. and McDaid, L., (2016). The HIV self-test for gay men: a mixed methods exploratory study for intervention development. European Health Psychologist, 18(S), p.495.

Flowers, P., Wu, O., Lorimer, K., Ahmed, B., Hesselgreave, H., MacDonald, J., Elliott, L. and McDaid, L., (2016). Interventions to reduce risky sexual behaviour in gay men: systematic review and intervention development. European Health Psychologist, 18(S), p.1057.

Flowers, P., Knussen, C, Frankis, J, Young, I., Park, C., Ahmed, B. and McDaid, L. (2015), HIV testing: barriers and facilitators to effective implementation in MSM’. Invited plenary, at British Association of Sexual Health and HIV, spring conference, 2015. June 2nd. Glasgow, Scotland.

Flowers, P., Park, C., Ahmed, B., Frankis, J., Young, I. & Davis, M (2015) Intimate technologies and reflexive sexual health: self-testing for HIV. Paper presented at British Sociological Association conference, GCU, Glasgow.

Ahmed, B., and Howarth, C. (2014) Race in: T. Teo (ed) Encyclopaedia of Critical Psychology. Springer, New York, USA.

Mansouri, B. and Ahmed, B (2011) Exploring Sexual Health Understandings of Young South Asians in East London using Visual Methodologies. Poster Presented at UEL Undergraduate Research Internship Poster Exhibition. UEL, London.

Ahmed B. (2010) Not Telling it How it is: Secrets and Silences of a Critical Feminist Researcher In R. Ryan-Flood and R. Gill (eds) Secrecy and Silence in the Research Process. London: Routledge

Ahmed, B. (2010) Re-thinking ‘culture’ as a psychosocial construct and practice: Implications for theories, practices and services working with Black and Minority Ethnic communities. Paper presented at Psychosocial Studies 3rd Network Conference. UEL: London

Ahmed B, Reavey P, and Majumdar A (2009) Constructions of ‘culture’ in accounts of South Asian women survivors of sexual violence. Feminism and Psychology 19(1): 7–28;

Ahmed, B. (2008) Teaching Critical Psychology of ‘Race’ Issues: Problems in Promoting Anti- racist Practice. Journal of Community and Applied Social Psychology, 17: 1-14 Ahmed B, Reavey P, and Majumdar A (2008) Cultural Transformations and Gender Violence: South Asian Women’s Experiences of Sexual Violence and Familial Dynamics in K. Throsby and F. Alexander Gender and Interpersonal Violence: Language Action and Representation. Palgrave Macmillan

Ahmed B. (2007) Re-Thinking ‘culture’: implications for developing ‘culturally sensitive’ theories, practices and services. Paper presented at the International Critical Health Psychology Conference. Beverley, MA.

Curriculum Vitae Erica Charles, MSc.

Academic Qualifications Complete May PgC Learning and Teaching in Higher Education 2018

June 2003 MSc Fashion Marketing & Promotion Glasgow Caledonian University

June 1995 BA (Hons) Marketing with French University of Huddersfield

Professional Qualifications Sept 2016 Chartered Institute of Marketing: Digital Marketing: Diploma [Associate Member]

May 1996 Institute of Sales Promotion: Diploma

June 1995 Chartered Institute of Marketing: Diploma [Associate Member]

Current Post Sept 2016 - British School of Fashion Lecturer/Programme present GCU London Leader for MSc Fashion Business Creation

Previous Employment Mar 10 – Sept 16 Mary’s Living & Giving Shop for Save the Brand Consultant / Children (Charity retailer) Chief Brand Ambassador

July 07 – Sept 09 HGA Group London Sales & Marketing International Solutions Agency Manager / Account Director

Jan 02 – July 07 BUREAUX, London Account Director Brand Development Agency

Apr 99 – Nov 01 Limited Services Corporation, London Account Executive Marketing Department for The Limited Inc

Teaching Experience Modules in the areas of Marketing Strategy, Business Development, Brand Marketing, Marketing Communications, Retail Strategy, Fashion Design

Jan 16 – Mar 16 Istituto Marangoni, London Visiting Lecturer: BA (Hons) Fashion Business: ‘Advanced Fashion Retail’ programme

Jun 10 – Mar 16 Central Saint Martins, London Short Course Associate Lecturer: ‘Fashion Design & Marketing’, ‘Fashion Promotion’ and ‘Brand Management’

Teaching Experience cont’d

Jan 15 – Mar 15 Fashion Retail Academy, London Associate Lecturer: L3 Fashion Retail

Aug 13 / Aug 14 Hong Kong University, Hong Kong Visiting Lecturer: Short Course: Fashion Design & Marketing

Current Research and Scholarly Activities, Advanced/Professional Practice Programme Review at Manchester Metropolitan University for the MSc Fashion and Business (Oct 2017)

Recent Presentations Jul 18 Charles, E, Marciniak, R and McColl, J (2018) “The Nature of Parenting Advantage: Case of Mary’s Living & Giving Shop for Save the Children” Submitted for presentation at the 25th International Conference of recent Advances in Retailing and Services Science, Madeira, Jul 17-19

Sept 17 Marciniak, R, Charles, E and McColl, J (2017) “Third Sector Retailing: Management of End of Life High Value Fashion” 6th International Conference on Social Responsibility, Ethics and Sustainable Business, Berlin Sept 28-29

Curriculum Vitae

[Craig Dewis, Mr.]

Academic Qualifications [07/2010] [BSc (Hons) Environmental Science, University of East Anglia]

Professional Qualifications [N/A] [N/A]

Current Post [Nov 2016-] [GCU London] [Learning & Student Services Manager]

Previous Employment [12/2014- [GCU London [Senior Adviser 10/2017 (Student Engagement & Compliance) 11/2013 – GCU London International Student 12/2014 Support Coordinator

03/2013 – University of Northampton Visa Support 11/2013 Coordinator

08/2012 – University of Bedfordshire International Records 03/2013 Officer

01/2011 – University of Bedfordshire] International Office 08/2012] Administrator]

Teaching Experience [N/A]

Current Research and Scholarly Activities, Advanced/Professional Practice [N/A]

Recent Publications [N/A] [N/A]

Recent Presentations [N/A] [N/A]

Consultancy and Other Relevant Activities [insert date] [insert details of consultancy/other relevant activities]

Curriculum Vitae

Dr Jessica Hancock

Academic Qualifications 2016-2017 Postgraduate Certificate in Learning and Teaching in Higher Education (Distinction), Glasgow Caledonian University 2010 – 2014 DPhil English Literature, University of Oxford Beyond Sorrow and Swords: Gender in the Old Norse Völsung Legend and its British Rewritings • Funded by an AHRC studentship grant, 2010 – 2013 • Supervisor: Prof. Heather O’Donoghue

2008 – 2009 MA English Literature (Distinction), Cardiff University 2005 - 2008 BA (Hons) English Literature (First Class), Cardiff University

Professional Qualifications 2017 Fellow of the Higher Education Academy

Current Post 2015-2018 Glasgow Caledonian University Lecturer in Academic Development

Previous Academic Employment

2014-15 University of Portsmouth Learning Support Tutor

2013-14 Brunel University London Academic Skills Adviser

2012-13 Various University of Oxford colleges/ Tutor organisations

Teaching Experience See above

Research and Scholarly Activities and Funding  Plagiarism and Identity (GCU internal grants, £4,000, 2017): qualitative, interview- based research examining the negotiation of identities and good academic practice for postgraduate students  Old Norse Masculinities (Magnus Magnusson award, £3,500, 2017): production of an edited volume on masculinities in Old Norse literature  Enhancing and Promoting English Language Development for International Students (GCU 2020 Student Experience Scholarship, £4,000, 2017, with colleagues in GCU’s School of Health and Life Sciences): qualitative research analysing how to tailor and embed additional EAP provision and raise awareness in the staff and student body of the issues that students may face  Critical Writing Project (ALDinHE, £500, 2016): qualitative, interview-based research examining student and staff interpretations and experiences of critical writing  Group Writing and Cultural Diversity (Santander scholarship, £500, 2016): conference attendance  Group Work, Internationalisation and Postgraduate Transitions (GCU QAA Enhancement Scheme Scholarship, £2000, 2016, with Ruth Marciniak and Thomas Peschken, GCU): qualitative analysis of students’ experience of group work, creation and implementation of new peer assessment tool, qualitative, interview-based research examining student experiences of peer assessment, creation of teaching videos  BTEC Students (Widening Participation, Brunel University, £500, 2014): qualitative, interview-based research examining the academic experiences of students with BTEC entry qualifications  Doctoral Research (AHRC, maximum award - full funding for three years [fees and stipend])

Recent Publications 2018 'Who's Afraid of an Electric Torch?: Reimagining Gender and the Viking World in Contemporary Picture Books' in The Vikings Reimagined: Reception, Recovery, Engagement (MIP).

Recent Presentations Education

 Enhancing the Student Experience of Culturally Diverse Groups (Higher Education Institutional Research conference, Robert Gordon University: September 2017)  ‘Professor Please Read and Tell Me What I Should Be Doing?’: How International Students Navigate the Requirement to Write Critically (European Association for Teaching Academic Writing, Royal Holloway University, June 2017)  ‘It Engraves in Your Head Better’: International Students, Academics and Critical Writing (Association of Learning Development in Higher Education: April 2017)  ‘Widen My Horizon’ or a ‘Bitter Experience’?: Group Writing and Cultural Diversity (Writing Development in HE Biennial Conference, Plymouth University: June 2016)  An Exploration of Group Work and Peer Assessment: A Case Study of Culturally Diverse Groups (CABS Learning, Teaching and Student Experience Conference, Aston University, April 2016)  ‘Share the Good Way for Learning’: International Students’ Social Interpretation of the Learning Experience (Annual conference of the Association of Learning Development in Higher Education [ALDinHE], Heriot Watt University: March 2016)  Towards a Stronger Partnership: Working with Students with BTEC Entry Qualifications in HE (ALDinHE annual conference, Solent University: March 2015)  You Can’t Always Do What You Want: The Practicalities of Non-subject-specific Academic Support (ALDinHE annual conference, University of Huddersfield: March 2014)

Literature

 ‘Hjarta Högna, bróður míns, blóðugt’: Male Familial Relationships in the Poetic Edda and Völsunga saga (International Medieval Congress, University of Leeds: July 2017)  Girls and Boys: Gendered Re-imaginings of the Norse World in Children’s Literature (Rediscovering the Vikings, University of Cork: November 2016)  How to Mechanise Your Dragon: Technology in Rewritings of the Völsung Legend (Viking Society Annual Conference, University of Birmingham: February 2016)  Gender and the Supernatural in Snorri’s Völsung Legend (Colsonoel, University of Oxford, May 2014)  The Male Body and Performance in William Morris’ Sigurd the Volsung (London 19th Century Conference, UCL: 2014)  ‘But You Are a Girl’: Gender and Technology in Melvin Burgess’ Bloodtide and Bloodsong (The Middle Ages in the Modern World, University of St Andrews: June 2013)  ‘A Saddlebag Full of Science’: Technologies of Identity in Melvin Burgess’ Bloodtide (Child and the Book 2013, University of Padua, Italy: March 2013)  “Valði hon þeim stórar brynjur”: Ideologies of Femininity in Völsunga saga (Student Symposium, Aarhus University, Denmark: March 2013)  ‘No longer ‘as little as a leaf’: Völsunga saga’s alternative construction of Guðrún’ (CCASNC, University of Cambridge, February 2013)  ‘Ekki fellr oss þat ór minni’: Völsunga saga as a Memory of the Heroic Poetic Edda (International Saga Conference, Aarhus University, Denmark: August 2012)  The Poetic Edda Transformed: Shape-shifting in Völsunga saga (MEMSA, University of Durham: July 2012)  Traumatic Identities in Sigurd the Volsung (Narratives of Victorian and Neo-Victorian Trauma, University of Portsmouth: June 2012)  Poetics and Performance: Morris’ Politics of Identity in Sigurd the Volsung (English Faculty Graduate Conference, University of Oxford: June 2012)  ‘Sigurðr Norðan’: Echoes of the Volsung Legends in the Fornaldarsögur (ONORS, University of Oxford: May 2012)  The Courtly Dragon-Slayer: Heroic and Chivalric Masculinities in Völsunga saga (Interactions and Identity, University of Southampton: March 2012)  ‘Ónýtom orðom at bregða’: Insults and Identity in the Heroic Poetic Edda (COLSONOEL, University of Oxford: May 2011)  Performing Marriage: the Legends of the Virgin Spouses in Ælfric’s Lives of Saints (Medieval Symposium, University of Cardiff: June 2009)

Curriculum Vitae

Dina Khalifa

Academic Qualifications 2013- 2016 Glasgow Caledonian University (GCU London) Full-time PhD student, Luxury Brand Marketing Thesis Title: Consumer responses to luxury brand-related identity threats: the role of brand identification, self-construal and source of rejection Supervisors: Prof. Paurav Shukla Dr. Julie McColl Prof. Christopher Moore (Semi-finalist for Best Dissertation Award at the 2016 KSMS Doctoral Dissertation competition)

2009- 2011 Arab Academy of Science and Technology (AAST), Alexandria, Egypt MBA. Marketing, G.P.A: 3.93 2003-2008 Arab Academy of Science and Technology (AAST), Alexandria, Egypt Bachelor of Science (BSc), Business Administration (Major Marketing) G.P.A: 3.94 “Excellent with Honour”, Ranked first in the class.

Current Post October,2017_October,2018 Glasgow Caledonian University, Lecturer London

Previous Employment November,2013-October,2016 Glasgow Caledonian University, Part-time London Postgraduate Assistant Lecturer Teaching Experience I have nine years of teaching experience both in the UK and Egypt which provides me with the ability to engage with students from diverse cultural backgrounds proactively. My teaching experience includes both undergraduate and postgraduate degrees. I have taught a number of marketing and management courses such as consumer-led fashion marketing, integrated marketing communications, research methods, marketing research, and strategic management. Within these modules, students were taught the basic concepts of luxury brand marketing which they later used to develop and activate strategic and marketing plan for a new business within the luxury sector. I have also been involved in module and course development activities both in Arab Academy, Egypt and at GCU London. In 2015, I was nominated for ‘teaching award’ by GCU students association.

I have supervised masters’ dissertations in the UK during the past 2 years on topics such as Luxury values perceptions, cross-cultural examination of luxury consumption, social media innovations, and online shopping motivations within the luxury sector. I encouraged the students to adopt or extend existing theoretical frameworks within the field of marketing and management to the context of fashion or luxury fashion thus increasing the rigour of their research output. These supervisions have built my interest and expertise in academic research. I have recently won GCU research grant for a new PhD studentship focusing on exploring the meaning and significance of the Hijab identity in the age of Islamophobia. This studentship will give me the opportunity to embark on my first PhD supervision.

Current Research and Scholarly Activities, Advanced/Professional Practice I am a driven and passionate researcher on identity and luxury consumption with more 8years of experience in deploying quantitative research. I am also well versed with qualitative methods. My research focuses on identity threats and the psychological motivations that drive luxury consumption. Specifically, my research examines consumer responses to identity threats that target the luxury fashion brands that consumers identify with. In this regard, I have published papers in referred journals such as Journal of Business Research (ABS 3*) and several others. I have also been working on several projects beyond my PhD with leading researchers in the field including my supervisor Prof. Paurav SHUKLA and Prof. Jaywant SINGH (Kingston University). I have won £2000 grant at Glasgow Caledonian University for data collection on one of the research projects I am working with. One of the conference papers that came out of my thesis was nominated for the best paper award at the Mystique of Luxury Brands conference, co-organized by Curtin University, Australia and Em-Lyon Business School, France, held in Shanghai, China in May 2016. I am also currently working on a collaborative research projects with two faculty members focusing on attitude functions theory within the luxury consumption domain. These are just a couple of projects I plan to continue and grow.

Recent Publications  Khalifa, D. and Shukla, P., 2017. Me, my brand and I: Consumer responses to luxury brand rejection. Journal of Business Research, 81, pp.156-162.  Khalifa, D. and Shukla, P. Shukla, P., & Khalifa, D. (2017, July). A unified framework on brand threat effects and consumer responses. In 2017 Global Fashion Management Conference at Vienna (pp. 68-70).  Khalifa, D. and Shukla, P. (2017). “Fight or Flight: Consumer Responses to Luxury Brand’s Market Status Threat”, The Mystique of Luxury Brands, Seoul, South Korea. May, 2017.

Curriculum Vitae

Tim Jackson, British School of Fashion

Academic Qualifications 2003 Certificate in Online Education; IOE University of London

2002 PGCHE; University of the Arts, London

1990-1992 (PT) Master of Arts Marketing; University of Westminster

1988-1990 (PT) Postgraduate Diploma in Marketing; University of Westminster

1982-1985 HND in Business and Finance; Middlesex Polytechnic

Professional Qualifications

2003 Fellow of the Higher Education Academy

1990 Chartered Institute of Marketing; Postgraduate Diploma in Marketing - MCIM

Current Post September 2016 GCU London SeniorLecturer; – present programme leader for MBA Luxury Brand Management and MSc Luxury Brand Marketing]

Previous Employment

January2014- [Regent’s University Principal Lecturer: August 2016 Programmes Director:Fashion Marketing

Programme Director; 2012-2014 European Business School MA Luxury Brand Regent’s University Management

Principal Lecturer in 1994-2012 London College of Fashion Fashion Marketing

1993-1994 Brettonwood Partnership Ltd Associate Consultant: Marketing projects Product Manager 1989-1993 DASH (Alexon Group) Merchandising team 1987-1989 Burton Menswear (Burton Group) Retail Manager; Main 1985-1987 Jaeger Menswear store and Harrods concession

Teaching Experience Currently teach Luxury Perspectives and Practice and Strategic Brand Management modules on the MBA. Also supervise MBA and MSc dissertations.

At Regent’s (in the School of Fashion and Design); Fashion Marketing, Buying and Merchandising, Strategic Branding for Luxury, Fashion Retailing, Creative Thinking, Fashion Journalism. Additionally created the PG Diploma in Fashion Buying and Merchandising seeing it through all stages of validation. Supervised dissertations on the BA aand MA programmes in EBS.

At London College of Fashion my last post was Director EMBA (Fashion); Created and led development of UAL’s first MBA. Argued for and secured the Executive MBA (Fashion) for LCF. I structured the programme (mix of online and face-to-face), wrote four units and much of the documentation. I secured British Fashion Council collaboration in development of the programme, selected the validation panel (mix of academic and industry expertise) and course team before successfully steering the programme through final validation (November 2010). 2. Course Director PG Certificate Fashion Buying and Merchandising. 3. Learning and Teaching Coordinator for School of Graduate Studies – responsible for implementing UAL/LCF learning and teaching strategy across all disciplines within the Graduate School. 4. Teaching across three masters programmes – topics include brand management, luxury, trends and fashion buying / merchandising.

Current Research and Scholarly Activities, Advanced/Professional Practice Currently writing: Contemporary issues in global luxury for Bloomsbury Fashion Business Cases (Publication due 2018)

Currently writing: ‘Creative Thinking in Fashion and Art’, Routledge (Publication due 2018)

2010- present contributing journalist covering the business of luxury for Stylus.com covering the main global luxury conferences and CEO interviews;

2016-present freelance writer on luxury for WALPOLE (British luxury association)

2005 – 2015 contributing journalist covering the business of fashion and luxury for WGSN

Completed over 90 since 2001; Sky 1, BBC1 Breakfast & Lunchtime News, CNN, CBC, BBC Radio 5 Live, LBC Radio: Topics have included, luxury brand M&As, fashion designers, fashion weeks, retailers’ results, new media, fashion ethics.

Most recent (2017), Live interview on BBC Radio 5’s ‘Wake-up-to-money’ programmes about problems in UK high street fashion retailing, with Mickey Clarke 12th January 2017

(2016),Llive Interview with Tanya Beckett, on CSR in the global luxury market and the impact on luxury brand, BBC World TV’s ‘Business Edition’ 3rd February 21.15hrs

(2015), Live Interview on France’s decision to ban size zero models in fashion weeks, BBC World TV’s ‘World Business Report’ on 30th March 13.30hrs

(2015), Live Interview with Aaron Heslehurst, on London Fashion week, the business of fashion, BBC World TV’s ‘World Business Report’ on 21 September 10.30hrs

Recent Publications 2017 2017, Financial Times Business of Luxury Summit: Lisbon Portugal, May14-16: summit analysis for Walpole members

2017 Mindful Luxury Condé Nast international Luxury Conference, Consumer Trends, www.stylus.com, Muscat OMAN April 4-6

2017 Foreword for new book: Strategic Fashion Management, R.Thind, Routledge

2016 ‘Luxury travel’s state of play Asia’: New York Times conference, Consumer Trends, www.stylus.com, Singapore, December 1-2

2016 ‘The Americas’ Walpole Luxury Summit, report for Walpole members, June 30

2016 Financial Times Business of Luxury Summit: Consumer Trends, www.stylus.com San Francisco, May 22nd to 24th

2016 ‘Luxury beyond product’: New York Times conference, Consumer Trends, www.stylus.com Versailles, April 5th and 6th

2015 ‘Hard luxury’: Condé Nast global conference, Consumer Trends www.stylus.com, Palazzo Vecchio, Florence, April 22nd and 23rd

2015 Technology, Legacy and the New Consumer’, Consumer Trends www.stylus.com, Financial Times Business of Luxury Summit, Monaco, June 7-9

2015 Bloomberg ‘Good Business’ conference London, report www.positiveluxury.com

2014 New York Times luxury conference: Miami. In depth report for Consumer Trends www.stylus.com

2014 Financial Times Business of Luxury Summit: Mexico Moments –in depth Report www.stylus.com

2014 CEO interview: Mykolas Rambus (WEALTH-X) on UHNWIs, www.stylus.com

2013 Chairman / Founder interview with Sung-Joo Kim, MCM: www.wgsn.com

2013 Interview with Suzy Menkes, Fashion Editor, International Herald Tribune www.wgsn.com

2009 Mastering Fashion Marketing, Palgrave MacMillan, co-author of book

2009 ‘Virtual Flagships’ chapter in book, ‘Flagship Marketing’ Tony Kent, Routledge

Recent Presentations 2016 Panel member with team from Brand Union consultants and Marketing Director of Thomas Pink for discussion on contemporary luxury at Walpole event, Getty Images Gallery London W1

2015 Panel member at ‘Contemporary Art and its Markets: Art and Luxury Goods’ ISEA panel discussion, with Christies and art experts: White Cube, London

2013 KEYNOTE presentation at The Luxury Supply Chain Workshop at Politecnico di Milano, November 18th

2012 Fashion Business Forum in Athens: ‘Heritage in Luxury Branding’ February 14th

2011 Fashion Business Forum in Athens: the potential for Virtual Flagship Stores’, January 17th

2010 The Tipping Point Annual Conference on Global Business Trends: Theme ‘The Sixth Sense’, Presentation – “Global trends in fashion and luxury” Lithuania, September 23/24

2009 INTERNATIONAL HERALD TRIBUNE conference ‘Techno Luxury’, Presentation: “Virtual Flagship Stores – An evolution in brand communication?” Berlin Nov 16th-18th

Chartered Institute of Marketing conference on Experiential Marketing, 2008 Presentation: “Luxury brand management in the context of changing global consumers”. Colombo, SRI LANKA, May 7th-8th

Public lecture at the Victoria and Albert Museum: Global Trends in 2008 Luxury Fashion

Consultancy and Other Relevant Activities 2017 Monthly Thought Leadership written pieces for Luxury recruitment company Directory Group’s blog (unpaid common good)

2016 Client, Positive Luxury, Production of a Luxury Trend Report and promotional event at the Traveller’s Club, Pall Mall, London

2013 Client, MCM: To introduce the brand to influential fashion bloggers and participate in a press event.

2012 Client, Value Retail (including Bicester Village): Management development centred around nurturing creative and original thinking

2011 & 2012 Client, Talk PR: Management development centred around nurturing creative and original thinking

2009 Client, Vogue.com: Trends in global luxury – presentation to Vogue.com advertisers

2009 Client, Aquascutum: Advice on web presence and selection of design agency to develop website

2009 Client, MCM Luxury brand: Advice on rebranding website working with Korean based team

2007 Client, Goldman Sachs: Advising analysts on trends in global luxury, including presentation to GS pension fund clients

External Examining

2016-present External Examiner BBA programmes London and San Francisco, HULT International Business School

2011-2016 Appointed as Examiner for the Chartered Institute of Marketing (professional qualification)

2009-2013 External Examiner: MSc International Fashion Marketing, Heriot-Watt University, Edinburgh

External Examiner: MA Luxury Brand Management, European Business 2010-2012 School, Regent’s College

External Examiner: BA (Hons) International Fashion Business, 2007-2010 Nottingham Trent University

External Examiner MA Fashion Management, Winchester School of Art 2007-2010 (University of Southampton)

Curriculum Vitae Dr Dane Lukic PhD, MA, Dip, SFHEA

Academic Qualifications 2009-2012 PhD in Organisational Learning. Working on the project “Learning from Incidents: a social approach to learning from health and safety incidents in the workplace”, Glasgow Caledonian University, Caledonian Academy. Collaboration with Shell and ConocoPhillips on professional learning in the companies. Awarded UK Energy Institute and Shell Fellowship. 2006-2008 Erasmus Mundus MA in Lifelong Learning: Policy and Management at Danish University of Education, Copenhagen and University of Deusto, Bilbao. Awarded a highly competitive Erasmus Mundus Scholarship by the European Commission. Undertaken studies at both participating universities in Denmark and Spain. 2001-2006 Diploma in English Language and Literature, Faculty of Philology, University of Belgrade. 2004-2005 Belgrade Open School, Department for Advanced Undergraduate Studies (DAUS), the Core Programme. Relevant interdisciplinary modules: Civil Society I&II, Market Economy, Skills (Rhetoric, Business Culture, Presentation), Personality and Democracy.

Professional Qualifications Jun 2017 Senior Fellow of the Higher Education Academy in Learning and Teaching.

Current Post Aug 2015- present Senior Lecturer in Organisational Learning. GCU London Research Lead since March 2017. Postgraduate Research Tutor (PGRT) since November 2016.

Previous Employment Sep 2013-Jul 2015 Lecturer in Organisational Behaviour/HRM. Glasgow Caledonian University, London Campus. Programme Leader for the MSc International Business Management (London). Jun 2012-Jun 2013 Research Fellow, Caledonian Academy, Glasgow Caledonian University. Working on the project Engaging Employees with Learning from Incidents (LFI-Engage). Collaborative project with Shell, Centrica and Energy Institute in the area of organisational learning from incidents. Apr 2010-Jun 2013 Coordinator of the Higher Education Academy funded Technology Enhanced Professional Learning Special Interest Group (TEPL SIG). Feb-Aug 2006 Translator assisting a court interpreter. Translating legal documents (Serbian-English-Serbian). May 2005-Jun 2006 Part-time Office Assistant/ESOL Supervisor at the British Council Belgrade. Supervising teams of invigilators and conducting Cambridge ESOL exams and other international exams conducted by British Council. Apr-Sep 2005 Volunteering at CePIT (Centre for the Research of Informational Technologies) at Belgrade Open School (BOS).

Teaching Experience Sep 2013-present Teaching the Developing Personal and Professional Competence (DPPC), Personal and Professional Development (PPD), Managing People and Performance (MPP), Change and Leadership (CL) modules across a range of MSc programmes and teaching Responsible Leadership module (RL) on the MBA Programmes. Apr 2012 Training planning and delivery at the Erasmus Mundus Association Liaison Group Meeting, DG EAC, Brussels. Delivered sessions on leadership styles, innovative teamwork and time management. Oct 2011 Invited lecture to 4th year students in Organisation, Social and Work Psychology within the course “Intervention in Organisations: Group and Organisational Development” at University of Porto, Portugal. Oct 2011 Invited seminar for PhD and Master students and academics at the Institute for the Research on Psychology of Human Resources, Organisational Development and Work Quality, University of Valencia, Spain. Title of the 3h seminar “Learning from incidents - an opportunity for organisational learning and change”. Nov 2011/Sep2012 Trainer at a 1 day workshop “Enhance your employability: the Global Perspective” for the GCU Student Leaders Programme. Aug 2011 Trainer at the 1 week course “Leadership Summer School” organised by the Canadian Federation of Engineering Students (CFES), Toronto, Canada. Delivered sessions on leadership styles, emotional intelligence, group dynamics, conflict management, change management, time management and case study. Feb 2011-Jul 2011 Delivering workshops for employees at Shell Fife NGL Plant. Using the Change Lab method to improve learning processes and safety at the organisation. Monthly workshops. Dec 2010-April 2011 Delivering workshops for employees at ConocoPhillips Humber refinery. Using the Change Lab method to improve learning processes and safety at the organisation. Biweekly workshops. Dec 2010 External trainer at a 10 days training course “From Knowledge to Inspiration: Creating active Young Europeans”. Organised by AEGEE, Las Palmas de Gran Canarias, Spain. Feb 2009 Trainer and Expert on Education at a one-week conference “Y Vote on Jobs and Mobility”. Rome, Italy. Organised by AEGEE and Youth in Action Programme of the European Commission. Education and Mobility Working group. Jun 2010-Nov 2010 Part of the quality evaluation team for the Erasmus Mundus Quality Assessment Exercise (EMQA), together with the European Commission experts and ECOTEC Consulting. Evaluated the quality of 2 Erasmus Mundus Master programs: Workplace, Organisational and Personnel Psychology (quality visits in Valencia, Paris and Coimbra) and FUSION (quality visit in Madrid).

Current Research and Scholarly Activities, Advanced/Professional Practice

Currently leading a GCU London Internal research Grant on Intercultural Competence at GCU. The Principal Investigator and Network Coordinator an international project on Erasmus Mundus Intercultural Competence (EMIC). Project funded by the European Commission Erasmus Mundus Action 3 funds. Project involves 3 other EU University partners and 5 associated partners. Full partners: GCU (Coordinating Institution); University of Deusto, Spain; University of Porto, Portugal; University for Peace, Costa Rica. Website http://www.emic-project.org/.Supervising 1 PhD Students as Director of Studies.

Invited reviewer for the Irish Health Research Board funding grants.

Invited reviewer for the Learning Organization journal, Journal of Workplace Learning, Academy of Management Learning and Education (AMLE) journal.

Member of the International Scientific Advisory Board of the International Conference of Education, Research and Innovation (ICERI).

Invited Reviewer for the European Education Research Quality Indicators project (EERQI) funded by the European Commission FP7 programme. Reviewed academic articles in the field of education and intercultural learning.

Recent Publications Peer-reviewed journals: Littlejohn, A., Margaryan, A., Vojt, G. & Lukic, D. (2017). Learning from Incidents Questionnaire (LFIQ): The validation of an instrument designed to measure the quality of learning from incidents in organisations. Safety Science. Littlejohn, A., Lukic, D. & Margaryan, A. (2015 - in press). Comparing safety culture and learning culture. Risk Management. Margaryan, A., Borsinou, E. & Lukic, D. (2014). Narrating Your Work: An approach to supporting knowledge sharing in virtual teams. Knowledge Management Research and Practice. [Impact factor 1.069] Lukic, D., Margaryan, A. & Littlejohn, A. (2013). Individual agency in learning from incidents. Human Resource Development International, 16(4). Lukic, D., Littlejohn, A. & Margaryan, A (2012). A framework for learning from incidents in the workplace. Safety Science, 50(4), 950-957. [Impact factor 1.578] Lukic, D., Margaryan, A., & Littlejohn, A. (2010). How organisations learn from safety incidents: a multifaceted problem. Journal of Workplace Learning, 22(7), 428-450.

Peer-reviewed conference proceedings: Lukic, D., Solari, M., Martins, H. & Yarosh, M. (2017). ‘Erasmus mundus intercultural competence - results and EMIC Toolkit’. In Proceedings of EDULEARN Conference, Barcelona, 3-5 July, 2017. Published by IATED ISBN: 978-84-697-3777-4. Lukic, D., Solari, M. & Yarosh, M. (2015). ‘Developing intercultural competence in Erasmus Mundus: reflective practice through technology-enhanced learning’. In Proceedings of EDULEARN Conference, Barcelona, 6-8 July, 2015. Lukic, D., Littlejohn, A., & Margaryan, A. (2013). Measuring the quality of learning from incidents processes in the workplace. In Proceedings of the Research, Work and Learning Conference, Stirling 24-26 June 2013. Lukic, D., Littlejohn, A., & Margaryan, A. (2012). Transferability of learning from incidents. In Proceedings of International Conference on Organisational Learning, Knowledge and Capabilities (OLKC), Valencia, Spain. Lukic, D., Littlejohn, A., & Margaryan, A. (2011). Feedback loops in learning from incidents. In Proceedings of the Research, Work and Learning Conference (RWL), Shanghai, China, 5-7 December 2011. Lukic, D., Littlejohn, A., & Margaryan, A. (2011). Learning from incidents in organisations. European Association for Research on Learning and Instruction Conference (EARLI). Exeter, UK, August 30- September 3 2011. Lukic, D., Margaryan, A., & Littlejohn, A. (2011). Key factors in effective approaches to learning from safety incidents in the workplace. In Proceedings of IChemE "Hazards XXII" Symposium, Liverpool, UK, April 11-14, 2011. Published by IChemE. ISBN (CD) 978-0-85295-547-5. Lukic, D., Yarosh, M., & Martins, H. (2011). Intercultural Competence: Bridging the intersectoral gap. In Proceedings of the 5th International Technology, Education and Development Conference (INTED2011), Valencia, Spain, 7-9 March 2011. Published by IATED. ISBN (CD): 978-84-614-7423-3. Lukic, D., Littlejohn, A., & Margaryan, A. (2011). University and industry interaction in learning from incidents. In Proceedings of the 5th International Technology, Education and Development Conference (INTED2011), Valencia, Spain, 7-9 March 2011. Published by IATED. ISBN (CD): 978-84-614-7423-3.

Products, Project Reports and Professional magazines: Lukic, D. & Solari, M. (Eds.) (2015). Erasmus Mundus Intercultural Competence (EMIC) Toolkit. OER Toolkit. Yarosh, M., Lukic, D. & Santibáñez Gruber, R. (2014). Baseline Study Report for EMIC Learning Programme development. OER project report. Lukic, D., Littlejohn, A. & Margaryan, A. (2012). Learning from incidents. Petroleum Review, 66(790), 36-37. Energy Institute. Boursinou, E., Lukic, D., & Margaryan, A. (2012). Narrating Your Work: Developing a replicable methodology for improving knowledge sharing in virtual teams. Project final report. Caledonian Academy, Glasgow Caledonian University, UK Boursinou, E., Lukic, D., & Margaryan, A. (2012). Narrating Your Work (NYW) Methodology Toolkit. Caledonian Academy, Glasgow Caledonian University, UK. Lukic, D. (2008). Erasmus Mundus and Intercultural Competence. Emanate-Magazine of Erasmus Mundus Association (Issue 1, p.14-15).

Consultancy and Other Relevant Activities

Erasmus Mundus Intercultural Competence (EMIC) 2013-2015. Principal Investigator and the Coordinator of the network. Project granted 150,000 Euros by the European Commission Erasmus Mundus Action 3 funds. Partners: GCU (Coordinating Institution); University of Deusto, Spain; University of Porto, Portugal; University for Peace, Costa Rica. Learning from Incidents Seminar Series 2013-2014. Contributed to proposal development and speaker at the seminars. Project granted £30,000 by the UK Economic and Social Research Council (ESRC). Engaging Employees with Learning from Incidents (LFI-Engage) 2012-2013. Co-researcher. Project granted £62,000 by Energy Institute and Shell. Initiated the idea for the project and contributed extensively to the project development. Technology Enhanced Professional Learning Special Interest Group, 2010-2013. SIG Coordinator. Project granted £20,000 by the Higher Education Academy. Key contribution to the proposal development and running of the SIG. Narrating your work, Oct 2011-Feb 2012. Co-researcher. Collaborating with Shell Netherlands. Internally funded project. Involved in the project proposal development and planned delivery. The project explored the impact of online work storytelling on workplace cohesion and knowledge sharing. BP Learning and Safety Culture, Jan 2012-Jul 2012. Research Assistant (Consultancy). Project exploring the learning and safety culture in the workplace and developing a measuring instrument for BP. The project arose after BP contacted us having read my publication in the Journal of Workplace Learning.

Curriculum Vitae

Dr Ruth Marciniak

Academic Qualifications 2007 PhD, Strategy planning processes in e-commerce: A study of the UK fashion retail sector, Manchester Business School, The University of Manchester 1994 MBA, Glasgow Caledonian University 1988 PgD, Information Technology, Glasgow University 1983 BA (Hons) 2.1 Home Economics (Clothing), Leeds Polytechnic

Professional Qualifications 2017 Senior Fellow of the Higher Education Academy recognition reference number: PR133025

Current Post 2012- Glasgow Caledonian University (GCU London) Senior Lecturer

Previous Employment 1999 – 2012 London Metropolitan University Principal Lecturer 1994 - 1999 Glasgow Caledonian University Senior Lecturer 1984 - 1994 Queen’s College Glasgow (now GCU) Lecturer 1983 - 1984 Double Two Shirts, Wakefield, West Yorks Assistant Designer

Teaching Experience MSc Module Leader: Brand Value Inception to Delivery and; Fashion Merchandising and Distribution Management Dissertation Supervision: MSc International Fashion Marketing

2015/16 Nominated for Student Teaching Award 2013/14 Nominated for Student Teaching Award

PhD Supervision:

First Supervisor to Abrar Hamdan Alsharif, title: Business tourism in Saudi Arabia: technology acceptance and response to electronic word of mouth, submitted August 2017

First supervisor to Cara Connell, title: “The power of social interaction: the effect of B2C and C2C communication on fashion e-retail customer experience”, Glasgow Caledonian University, part time student, registered 2014

First Supervisor to Alexandra Garrett, title: The internationalisation of luxury brands: the role and function of airport retail in a luxury brands expansion strategy, part time student, registered October 2015

Research Degree Completion

Albert Martins, title: “The role of export associations as supporters of SME: Exporters in Ghana’s non-traditional export sector” (PhD, 2012), third Supervisor

Theodoros K. Tarnanidis, title: “An Exploratory Study on the Selection of Apparel Clothing Reference Points for Important Shopping Occasions and an Investigation of Decision- Making Styles of Greek College Students” (PhD, 2011), third Supervisor Current Research and Scholarly Activities, Advanced/Professional Practice

Grant Applications

2016/17 GCU London Internal Research Grant successfully secured £1,658.00 with Erica Charles and Julie McColl, topic: ‘Third Sector Retailing: Management of End of Life High Value Fashion’

2015/16 GCU Enhancement Theme Scholar Project, successfully secured £2,000 with Jessica Handcock and Thomas Peschken, topic: ‘Recognising the Value of Diversity: Postgraduate Student Experiences of Working in Cross Cultural Groups’

Recent Publications

2017 Marciniak R., & McColl J. (2017) ‘The Vintage Supply Chain: The Role of Networks’ chapter in Textiles: Advances in Research and Applications, Nova Science Publishers, Inc 2016 Marciniak R., & Budnarowski C. (2016) “Fashion Tourism and the Creative Industries”, chapter in P.Long and N. Morpeth (eds) in Tourism and the Creative Industries: Theories, Policies and Practices, Routledge 2016 Marciniak R. & Gad Mohsen M. (2016) Post-Purchase Consumer Behaviour, Sustainability and its Influence on Fashion Identity, p.203-220 in Damayanthie Eluwawalage ‘Fashion Tyranny and Revelation, Inter- Disciplinary Press 2013 Marciniak R., Holley D. & Dobson C. (2013) “Fashion Students Engaging in Iconic Designs in a Business World”, chapter in P. McIntosh & D. Warren “Creativity in the Classroom: Case Studies in Using the Arts in Teaching and Learning in Higher Education, The University of Chicago Press 2012 Marciniak R. (2012) “Departure Points Case Study: St Pancras International”, chapter 5 in Charles McIntyre (editor) “The Tourist Retail Experience: magnets, events and flow”, Routledge 2010 Tarnas T., Owusu-Frimpong N. & Marciniak R. (2010) “Consumer Choice: Between Explicit and Implicit Reference Points”, The Marketing Review 10(3):269-287 2007 Marciniak R. & Bruce M. (2007) “Fashion E-tailing” chapter in T.Hines & M.Bruce (ed) Fashion Marketing: Contemporary Issues 2nd edition CIM Butterworth-Heinneman

Recent Presentations 2017 Marciniak R. Charles E. & McColl J. (2017) ‘Third Sector Retailing: Management of End of Life High Value Fashion’, 6th International Conference on Social Responsibility, Ethics and Sustainable Business, University of Applied Sciences for Engineering and Economics, Berlin 2017 Hancock J., Peschken T., & Marciniak R. (2017) ‘Rethinking peer assessment to develop intercultural competence in student group work’, HEIR Conference, 13-14th September 2017, Robert Gordon University, Aberdeen,Scotland 2017 McColl J. Marciniak R. & Shearer L. (2017) “The Vintage Supply Chain: The Role of Networks”, 3rd International Colloquium on Design, Branding and Marketing, 5th- 6th April 2017, Bournemouth University 2017 Connell C. & Marciniak R. (2017) ‘Online customer brand engagement: The role of the website in engaging over 45 year-old female high street fashion consumers’ ICDBM 2017, Bournemouth University, UK 2016 Hancock J., Marciniak R., & Peschken T. (2016) “Exploration of Group Work and Peer Assessment: A Case Study of Culturally Diverse Groups”, Chartered Association of Business Schools (CABS), Learning, Teaching & Student Experience 5th annual Conference, 26-27 April 2016, Aston University, Birmingham, UK 2016 Marciniak R. (2016) ‘Social Media Marketing and Examination of the Need for Consumer Closure’ 21st International Conference on Corporate and Marketing Communications, Middlesex University, 7th-8th April 2016 Alsharif A.H. and Marciniak R. (2016) ‘Understanding the Influence of Information Timeliness and Ranking in e-WOM on Travelers to Saudi Arabia: Using a Theory of Elaboration Likelihood Model and Attitudes’, 21st International Conference on Corporate and Marketing Communications, Middlesex University, 7th-8th April 2015 Gad Mohsen, M., Marciniak, R. and Nicholls, R. (2015) When Luxury Hides Itself: Unveiling the Meaning Arab Women Attach to Luxury, 3rd International Conference on Contemporary Marketing Issues (ICCMI), Kingston University, London, UK 30 June - 2 July 2015 2014 Marciniak R. & Budnarowska C. (2014) Selfies: An Exploration into the Brand Effects of Visual Imagery within Earned Media, 2nd International Colloquium on Design, Branding and Marketing, 9-10th December 2014, Nottingham Trent University, Nottingham 2014 Marciniak R. & Gad Mohsen M. (2014) Post-Purchase Consumer Behaviour, Sustainability and its influence on Fashion Identity, 6th Global Conference: Fashion, Mansfield College, Oxford, UK, September 2014 2014 Marciniak R. & Gad Mohsen M.(2014) Homogeneity in Luxury Fashion Consumption: An Exploration of Arab Women, IMRA-ABRM International Conference 23-24 June, Cambridge, UK 2014 2012 Marciniak R. & Gad Mohsen M. (2012) Sustainable versus disposal post- purchase behaviour: Just how long do we keep our clothes? European Marketing Academy (EMAC) 14th Annual Conference, ISCTE Business School, Lisbon, Portugal, May 22-25, 2012 2012 Gad Mohsen M, Marciniak M. & Goodfellow J. (2012) A Time-based Perspective of Benefit Segmentation in Fashion Purchase Decision Making: Buy It Now to Benefit When?, 19th International conference on Recent Advances in Retailing and Consumer Services Science (EIRASS), Vienna, Austria, July 2012 2012 Marciniak R. & Gad Mohsen M. (2012) The End of the Tale - Why Do We Dispose of our Clothes?, 13th International Conference of ModaCult – Center for the Study of Fashion and of Cultural Production of the Università Cattolica of Milan, Milan, Italy, June 7-9, 2012 2011 Marciniak R. Gad Mohsen M. & Goodfellow J. (2011) Benefit Temporality and Clothing Purchase Behaviour, British Academy of Management (BAM), Aston University, UK September 2011 2011 Marciniak R. & Budnaroksa C. (2010) “Can Social Networking Provide a Realistic and Rewarding Form of CRM?: Profiling the Use of Social Shopping Communities in the Fashion Sector”, 18th International conference on Recent Advances in Retailing and Consumer Services Science (EIRASS), Istanbul, Turkey, July 2010 2010 Marciniak R. & Budnaroksa C. (2010) “The Importance of Location in Pop-up Retailing”, 18th International conference on Recent Advances in Retailing and Consumer Services Science (EIRASS), Istanbul, Turkey, July 2010 2010 Tarnanidis, T., Owusu-Frimpong, N., and Marciniak R. (2010) Consumer Choice of Reference Points: A Hierarchical Categorization,European Academy of Marketing Conference, Copenhagen University Business School, 1-4 June 2010, Copenhagen. Tarnanidis, T., and Owusu-Frimpong, N., and Marciniak R. (2010) An 2010 exploratory study on the selection of apparel clothing reference points for important shopping occasions, Academy of Marketing Conference, Coventry University Business School, 6-8 July 2010, Coventry. 2010 Tarnanidis, T., and Owusu-Frimpong, N., and Marciniak R. (2010) Apparel Clothing Reference Points, Annual International Conference on Small and Medium Sized Enterprises: Management-Marketing-Economic and Social Aspects, Athens Institute for Education and Research (ATINER), 2-5 August 2010, Athens. Consultancy and Other Relevant Activities External Examinerships 2016 - 2019 University of Southampton, Faculty Business, Law and Art, BA Fashion Marketing and BA Fashion Marketing and Management, 2016 - 2020 University of Roehampton, Pg Business Programmes 2016 - 2019 University of Brighton, MSc Marketing (and pathways) and PGCert Social Marketing 2011 - 2015 Bournemouth University, School of Tourism, BA (Hons) Retail Management 2010 - 2015 University of West London, West London Business School, for MA Marketing 2009 - 2013 University of Glamorgan, Faculty of Business and Society, for the subject of Marketing 2007 - 2013 University of Westminster, School of Media, Arts & Design, Department of Fashion, Film & Music, for MA Fashion Business Management 2006 – 2010 Nottingham Trent University, School of Art & Design for BA (Hons) Fashion and Textile Management, October 2006-2010 Validations

2017 External Academic Adviser for undergraduate curricula, London College of Fashion 2015 Interim Consultant for the Postgraduate Degree Review, Hertfordshire Business School, University of Hertfordshire 2014 Periodic Review of MSc Marketing programme, Academic External Panel Member, Brighton Business School, University of Brighton 2014 Undergraduate Review of BA (Hons) Marketing programme, Academic External Panel Member, Hertfordshire Business School/School of Computer Science, University of Hertfordshire 2007 Services Management Masters Framework, School of Services Management, Bournemouth University

Academic review

2017 2016 International Journal of Retail and Distribution Management 2016 European Journal of Marketing, special issue, Marketing and Flexibility 2013 Reviewer for Leverhulme Grant Application 2013 International Journal of Retail and Distribution Management 2007 Management Decision

Curriculum Vitae

Thomas Peschken SFHEA, MSc (distinction), ProfDip (CIM), BA (Hons), Diploma (French)

Academic Qualifications 2013 - ongoing Doctoral research (part-time) - GCU London Supervisory team: Prof Paurav Shukla, Prof J John Lennon, Dr Shirley Rate; working title: “A cognitive perspective of small business internationalisation decision making: Considering the impact of information structure and motivation to process information”

2015 - 2016 Methods and Statistics in Social Sciences - Coursera MOOC/ University of Amsterdam Experiments for Improvement - Coursera MOOC/ McMaster University Chinese (Beginners) – Open University

2006 - 2007 MSc Information Systems Management - University of Stirling

2003 - 2006 BA (Hons) Travel Management - University of Brighton

Diploma in Modern Languages (French) - University of Brighton

Professional Qualifications 2017 Senior Fellow of the Higher Education Academy (SFHEA) - Glasgow Caledonian University Recognition of prior learning through HEA accredited AcceleRATE CPD

2011 Systems Thinking in Service Organisations (Professional Course) – Derby University Enterprise Centre

2004 - 2006 Professional Diploma in Marketing - Chartered Institute of Marketing

Current Post 2012-ongoing Glasgow Caledonian University Lecturer

Previous Employment 2009-2012 Selective Marketplace Ltd. Export Manager

Teaching Experience Current Module Leadership and teaching include two global marketing specialist modules ‘Product and Service Innovation and Global Logistics’ and ‘Global Marketing Strategy’ as well as marketing core module ‘Consumer-Led Sustainable Marketing’ and management/ business development specialist module ‘Entrepreneurship’.

Current Research and Scholarly Activities, Advanced/Professional Practice Doctoral research (part-time) - GCU London Supervisory team: Prof Paurav Shukla, Prof J John Lennon, Dr Shirley Rate; working title: “A cognitive perspective of small business internationalisation decision making: Considering the impact of information structure and motivation to process information” GCU London Small Research Grant: In collaboration with Dina Khalifa and Paurav Shukla won internal research grant to facilitate data collection for research worth £2,000 research the “Effect of attitude functions on luxury consumption in developed and emerging markets” GCU Enhancement Theme Scholarship: In collaboration with Jessica Hancock and Ruth Marciniak won internal research grant to develop innovation in learning and teaching for the benefit of the university worth £2,000.

Erasmus+: Educational Quality at Universities for Inclusive International Programmes (EQUiiP); developing evidence-based training to develop senior level curriculum internationalisation capacity; includes teaching buy-out

Recent Publications 2016 § Peschken, T., Shukla, P., Lennon, J., Rate, S., 2016, ‘The role of Information Alignment and Entrepreneurial traits on SME Internationalization: A Conceptual Framework’, Management Research Review, Vol. 38, No. 2

Recent Presentations 2016 Hancock, J., Marciniak, R., Peschken, T. 2016, ‘Exploration of Group Work and Peer Assessment: A Case Study of Culturally Diverse Groups’, Proceedings of the 2014 Chartered Association of Business School Learning, Teaching and Student Experience Conference, Birmingham, UK

2015 Peschken, T., McKinnon, S., 2015, ‘Bringing the world into your classroom: embedding collaborative on-line international learning in the teaching of Marketing’, Proceedings of the 2014 Association of Business School Learning, Teaching and Student Experience Conference, York, UK

2014 Peschken, T., Shukla, P., Lennon, J., Rate, S., 2014, 'Exploring the role of information structure (structural alignment theory) and motivational goal orientation (regulatory focus theory) of the (SME-) owner/manager in the decision to internationalise', Proceedings of the 2014 IMRA-Kean International Conference, ed. M. Chattalas, M. Cooper, J. Pancholi, P. Shukla, New Jersey, USA. ISBN: 978-0-9573841-1-5.

2014 Shukla, P., Khalifa, D., Peschken, T., 2014, 'Investigating the role of attitude functions for luxury goods in developed and emerging ', Proceedings of the 2014 IMRA-Kean International Conference, ed. M. Chattalas, M. Cooper, J. Pancholi, P. Shukla, New Jersey, USA. ISBN: 978-0-9573841-1-5.

Consultancy and Other Relevant Activities 2007 Experiment e.V. (self-employed/contracted) - Bonn, Germany Process analysis, database programming/design, implementation and user training Dr Saud A. Taj Glasgow Caledonian University 95 Ramsgill Drive 40 Fashion Street, Spitalfields Ilford, Essex London, E1 6PX, United Kingdom IG2 7TP Phone (Off): +44-141-2731773 (Cell) +44-7501029340

E-mail: [email protected] [email protected]

ACADEMIC APPOINTMENTS Lecturer HRM/Organisational Behaviour Sep 2013 – till date Glasgow Caledonian University (United Kingdom) Doctoral Researcher/ Graduate Teaching Assistant Jan 2009 – Aug 2013 University of Glasgow (United Kingdom) Lecturer in Management Feb 2006 – Sep 2007 University of Balochistan (Pakistan)

EDUCATION University of Glasgow, Glasgow, United Kingdom PhD in Management (specialization in Strategic HRM) 2014 Dissertation Title: “An exploratory study of employer branding and its role is resolving the integration-responsiveness problem in multinationals: a signaling theory perspective”. Recipient of Higher Education Commission of Pakistan scholarship for PhD. MSc in Management (specialization in Human Resource Management) 2008 Dissertation Title: “Talent management and ageing workforce in public sector organizations in United Kingdom”. Recipient of Higher Education Commission of Pakistan scholarship for MSc. Iqra University, Quetta, Pakistan MBA – Finance (CGPA 3.63) 2005 University of Balochistan, Quetta, Pakistan BA – Economics 2003

RESEARCH OUTPUTS Refereed Journal Papers (selected) Taj, S.A. (2016) Application of signaling theory in management research: addressing major gaps in theory. European Management Journal, 34: 338-348. Doi:10.1016/j.emj.2016.02.001. [Impact Factor 1.22] Taj, S.A. (2015) The impact of ‘forced’ mergers and acquisitions on employer brands: A review of United Kingdom’s banking sector in the difficult times of financial crisis. The International Journal of Management, 4(3): 31-40. Taj, S.A. (2015) The Royal Bank of Scotland and its reputational decline: A case study. Business and Management Horizons, 3(2): 13-23. Sanneh, L. and Taj, S.A. (2015) Employee engagement in the public sector: A case study of Western Africa. International Journal of Human Resource Studies, 5(3): 70-101. Taj, S.A. (2015) Promoting authenticity in employer brands to address the global-local problem in complex organizations: The case of a developing country. International Journal of Social, Education, Economics and Management Engineering, 9(5): 1268-1273. Alrashed, I., Alrashed, A., Taj, S.A., Phillips, M. and Kantamaneni, K. (2014) Risk assessments for construction projects in Saudi Arabia. Research Journal of Management Sciences, 3(7): 1-6. Manuscripts in Progress Taj, S.A., Pate, J. and Martin, G. (2016) Understanding the impact of employer branding signals on employees’ perspectives on the integration-responsiveness problem in multinationals. Paper under first review with The International Journal of Human Resource Management. Taj, S.A. and Al-Adhami, B. (2016) Performance management as gateway to employee engagement: the case of UK retail sector. Paper under second review with Human Resource Development International. Taj, S.A., Pate, J. and Martin, G. (2016) Employer branding: A review of the field and directions for future research. Planned submission: International Journal of Management Reviews. Taj, S.A. and Pate, J. (2017) Towards a resolution of the integration-responsiveness problem: A conceptual model of employer branding and signaling theory. Planned submission: European Management Journal. Taj, S.A. (2017) A review of HRM research in Pakistan: Identifying potential gaps. Planned submission: Human Resource Development Review. Books in Progress Taj, S.A. Employer branding: A tool for addressing the challenges facing 21st century organizations. Expected completion, June 2017. Taj, S.A. Getting admission and surviving the PhD process. Expected completion, August 2017. Taj, S.A. How to win the PhD battle: Things your supervisor will never tell you. Expected completion, December 2017. Taj, S.A. A simple guide for understanding qualitative research. Expected completion, December 2017. Refereed Conference Papers Taj, S.A. (2015) Promoting authenticity in employer brands to address the global-local problem in complex organizations: The case of a developing country. Paper presented at the 17th International Conference on Human Resource Management (ICHRM) held in Montreal, Canada on 11-12th May 2015. Paper published in conference proceedings.

RESEARCH PROJECTS AND FUNDINGS Erasmus+ Capacity Building in Higher Education (500,000 Euros) October 2015 Applied for Erasmus+ funding for the project titled “Intercultural competence of academic and administrative staff in higher education institutions” as Co-Investigator with 8 partner institutions across Europe and Latin America. Doctoral Research Funding – HEC Pakistan ($75,000) September 2007 Funding received by the Higher Education Commission (HEC) of Pakistan for conducting doctoral research at the University of Glasgow, United Kingdom. Funding fully covered tuition fee and living expenses for the 4 year study period. Dean’s Research Grant ($8,000) Principal Investigator April 2007 Received Dean’s grant for conducting small research project on designing engagement strategies for academic staff at the University of Balochistan. Involved as the Principal Investigator. University Federal Grant ($2000) Principal Investigator September 2006 Received grant from the University of Balochistan’s Federal Funds for conducting fieldwork for the research project titled: A study of recruitment strategies of young students. Balochistan Research Institute ($25,000) Co-Investigator August 2005 Involved in a major research project as Co-Investigator. The project involved researching working conditions in higher education institutions in the province of Balochistan.

CONFERENCE ATTENDANCE/PRESENTATIONS Attended the Chartered Management Institute (CMI) annual conference on “How ethical values in business are core to an organization’s success” on 30th October 2015 held at Edinburgh Napier University, Edinburgh, United Kingdom. Presented at the 17th International Conference on Human Resource Management (ICHRM) held in Montreal, Canada on 11th – 12th May 2015. Attended the Chartered Management Institute (CMI) annual leadership conference on 14th November 2014 held at Glasgow Caledonian University, United Kingdom. Conducted a seminar on ‘Employer branding as the means of building corporate reputation’, in Serena Hotel, Quetta, Pakistan in July 2011. Presented at a conference on ‘Employer Branding in Pakistan’ held in Pearl Continental Hotel, Lahore, Pakistan in October 2010. Presented at the practitioners’ conference on employer branding, the ‘Employer Branding Summit’ in Hatfield, London, United Kingdom held in March 2009.

AD HOC REVIEWER ROLES European Management Journal since 2015 Invited reviewer for the journal Corporate Reputation Review since 2015 Invited reviewer for the journal Academy of Human Resource Development since 2015 Invited reviewer for the academy’s conference papers World Academy of Science Engineering and Technology since 2015 Invited reviewer for the academy’s conference papers Journal of Product and Brand Management since 2016 Invited reviewer for the journal

EDITORIAL BOARD APPOINTMENTS International Journal Series in Multidisciplinary Research 2015 Editorial board member

TEACHING/ACADEMIC ADMINISTRATIVE EXPERIENCE Lecturer in HRM and Organisational Behaviour Sep 2013 – till date Glasgow Caledonian University (London, United Kingdom) Serving as Lecturer for HRM/Organizational Behaviour modules within the university’s London campus. Normal strength of teaching groups range between 30 – 60+ students. Involved in delivering lectures across a variety of academic programmes. Modules taught – Managing People and Performance, Leadership and People Management, Managing Change, and Personal and Professional Development. Serving as Programme Leader for MSc Management and MSc International Marketing programmes. Duties include programme administration; academic advising and student support; representing the students at the Programme Boards and Assessment Boards; representing the programmes at the Student-Staff Consultative Group (SSCG) meetings; student recruitment; representing the programmes at various on-campus and off-campus events, including Open Days, Away Days, and other national and international recruitment events. Graduate Teaching Assistant (GTA) Sep 2008 – May 2013 University of Glasgow (Glasgow, United Kingdom) Served as Tutor for different subjects within the Business School. Normal strength of tutorial groups range between 15 – 25 students. Responsible for conducting tutorial sessions for under-graduate and post-graduate degree courses that involved teaching students, clarifying concepts and techniques, and facilitating group discussions and activities as required by the Professors. Helped students in choosing appropriate topics for dissertation and assisted them with topic refinement and idea generation. Provided feedback to students on the progress of their research proposals and dissertations. Involved in marking exam scripts and student essays/assignments. Involved in various exam duties including invigilation, collecting and delivering exam scripts, and marking. Lecturer in Management Feb 2006 – Sep 2007 University of Balochistan (Quetta, Pakistan) Taught different subjects including Human Resource Management, Organizational Behaviour, Strategic HRM, Training and Development, Principles of Business and Management, Marketing Management, and Business Communication to graduate and post-graduate degree classes. Responsible for preparing and conducting routine lectures to class strength of 50 – 75+ students. Prepared teaching syllabi for various Business and Management subjects within the department and assisted the Board of Advanced Studies (BAS) with finalizing syllabi for various courses. Supervised academic dissertations and tracked the progress of students involved in dissertation writing. Helped students in refining their research ideas and assisted them in building ideas during the course of their research projects. Involved in marking student essays, exams, presentations and dissertations. Involved in student counselling activities. Helped students choose appropriate careers and assisted them in embarking suitable and relevant professional careers. Assisted students in preparing Personal Development Plans (PDP). Such plans consisted of helping students in identifying their capabilities and potentials and guiding them in utilizing these potentials for their future careers.

PhD SUPERVISION Muna Al-Hammady (as Third Supervisor) Expected completion June 2017 Topic: Towards effective succession planning for leadership continuity in public sector organizations of Abu Dhabi. Muhammad Zeeshan (as Second Supervisor) Expected completion November 2018 Topic: Managing knowledge boundaries: comparing intercultural and inter-disciplinary work and competence. Catherine Olusanmi (as Third Supervisor) Expected completion June 2017 Topic: Organizational subcultures and identity in mergers and acquisitions. Mamdouh Albarraq (as Second Supervisor) Expected completion May 2019 Topic: Role of leadership in managing risks associated with the modernisation of public sector in developing nations: a case study of Saudi Arabia.

DEPARTMENTAL/SCHOOL RESPONSIBILITIES Glasgow Caledonian University (London) September 2013 – till date Member - School Research Committee. The committee is responsible for monitoring, implementing and reviewing the School research strategy and ensuring that research targets are achieved. It is further responsible for advising the School’s Senior Management Team (SMT) and School Board about the research policies which must be developed to ensure research excellence. The committee also holds responsibilities of submitting recommendations to the University’s Central Research Committee, the Higher Degrees Committee, and the Research Ethics Committee. Member - School Business and International Development Committee. Reporting to the Director of Business Partnerships and Operations, the committee is responsible for ensuring the implementation of all international recruitment and business development activities, including transnational education, as required to meet the School’s and the University’s internationalization and business development strategies. It is further responsible to advise the SMT on internationalization and business engagement activities of the School. The committee also deals with the operations of all international recruitment, marketing and collaborative development activities. It also is concerned with maintaining links and relations with external bodies such as the British Council, United Kingdom Visas and Immigration, International Higher Education Unit, United Kingdom Trade and Investment etc. Leader - School Research Club. I lead the School Research Club that provides a forum for bringing together academics and researchers (including PhD students) within the School to discuss research ideas, plan new studies, and provide collaborative research opportunities to staff employed across the different departments including business and management, fashion and luxury marketing, risk and finance. Organizer - GCU London Research Seminar Series. I am directly involved in organizing and managing the School’s research seminar series. My key roles include inviting academics and researchers from a variety of backgrounds and organizing research seminars and other events.

PROGRAMME AND MODULE DESIGN/DEVELOPMENT Involved in the validation of new portfolio of programmes at GCU London School. The London campus of Glasgow Caledonian University was given the status of an academic school (in addition to the three existing Schools) from September 2015 which resulted in the validation of new portfolio of academic programmes. I was directly involved in the design and validation of the new MSc International Management and Business Development programme. Designed three new modules for the newly validated programmes. Modules included Leadership and People Management, Managing Change, and Developing Personal and Professional Competence.

ACADEMIC/PROFESSIONAL ASSOCIATIONS Chartered Management Institute (CMI) 2015 Member (MCMI)

INDUSTRY EXPERIENCE HR Executive June 2005 – May 2007 Telenor Pakistan, Quetta, Pakistan Responsible for assisting the HR manager with normal activities and operations of the HR department. Engaged in making entries related to employee attendance, training, engagement activities, holidays, medicals, and other relevant information into the HRIS (Human Resource Information System). Coordinated and liaised with other organizations and departments regarding employee discounts and corporate rates. Responsible for managing the payroll system and performing administrative payroll duties that included preparing ROE (records of employment), payroll deduction for various programmes, sorting and distributing pay stubs, maintaining employee files, and preparing employment letters and contracts. Involved in the preparation and distribution of benefit booklets, materials, and pension information. Performed other duties assigned by the HR manager.

HONOURS AND AWARDS Received ‘Best Teacher Award’ in Management subject area at the University of Balochistan in 2007. Earned Higher Education Commission of Pakistan (HEC) scholarship for MSc and PhD studies in United Kingdom. ‘Employee of the Month’ for two consecutive months at Telenor Pakistan in 2006. ‘Best Student Award’ for Economics and Accounting in A-Levels for the year 2000. Gold Medallist in Athletics - 1998.

Appendix 4

Strategy for Learning Design Template

APPENDIX 4

STRATEGY FOR LEARNING DESIGN TEMPLATE: MSc FASHON AND LIFESTYLE MARKETING

Curriculum Design Specific examples of where this Specific areas for enhancement and Specific examples of current and Principle principle is embedded currently timeline for achieving them future application of digital learning/ technology

The programme team are After first cycle of the programme Use of the internet for career planning Engaged learning committed to personalised learning (2018/19), all modules will be reviewed e.g. sites such as experiences where possible, using a combination of feedback from https://careersintheory.wordpress.com/ achieved through offering e.g. a the teaching team, industry feedback and Linkedin choice of companies in which to and from the SSCGs. examine. This is embedded into the Use of GCU Learn for discussion design of some of the assessments boards and padlet in the modules Fashion and Lifestyle Brand Lab and Fashion Bring your own device (BYOD) e.g. lap and Lifestyle Retail Experiences. top, ipad, into the classroom to use as Through the use of peer part of the learning activity assessment in the module Consumer Insights, students are acknowledged as partners. Personalised learning is also evident in Career Planning and Professional Development wherein students produce their own detailed career plan. In assessed group work in the module Sustainability and Fair Fashion, students select their groups to work with (A1, A3, C6, D3, E2) Students are encouraged to After first cycle of the programme Use of the flipped classroom wherein Divergent thinking generate creative ideas through the (2018/19), all modules will be reviewed students will be encouraged to view exploration of various possible using a combination of feedback from new content before the class e.g. for solutions e.g. when thinking about the teaching team, industry feedback the module Trend and Design fashion and lifestyle brand and from the SSCGs. Decisions, from sources such as development in the module Fashion wgsn.com and Ted Talks, which they and Lifestyle Brand Lab. The can subsequently apply the knowledge module Trend and Design in the classroom/seminars to foster Decisions brings together two divergent discussions. subject disciplines, marketing and design management, which serves to foster innovative and divergent thinking (A2, B6, C5, D1, E1) Ensure learning in all modules After first cycle of the programme GCU Learn as a virtual learning Flexible, Inclusive, across the programme is (2018/19), all modules will be reviewed environment offers flexibility in access accessible learning underpinned by values of equity and using a combination of feedback from fairness e.g. using a peer the teaching team, industry feedback Use of dropbox or googledrive etc. assessment tool in group work in and from the SSCGs. when undertaking student group work the Consumer Insights module. – facilitates sharing of Work experience as part of Career information/documents Planning and Professional Development offers flexibility in Use of smartphones for audio learning in that students choose recordings of group meetings which companies they apply to for their work experience and also Use of Grademark to provide choose the nature of the work accessible feedback to students experience itself e.g. it can include undertaking voluntary work. Inclusive learning is promoted through seminar work in e.g. Fashion & Lifestyle Retail Experiences wherein for seminar work, students are formed into cross cultural groups. (A4, A6, B4, C1, D3, E3, E4) Encourage students to relate After first cycle of the programme Use of GCU Learn as a rich repository Broader and deeper previous knowledge to new (2018/19), all modules will be reviewed for students to fully immerse learning knowledge e.g. include design using a combination of feedback from themselves in the learning e.g. history in the module Trend and the teaching team, industry feedback uploading a broad variety of electronic Design Decisions. Encouraging a and from the SSCGs. materials e.g. videos, podcasts, broad range of learning tasks, in journal articles, newspaper articles, courseworks in Trend and Design trade reports, blogs and historical Decisions, Fashion and Lifestyle sources e.g. Google’s Art and Culture Brand Lab and Fashion and site – We Wear Culture Lifestyle Retail Experiences wherein students use digital Use of Indesign, Photoshop and software as part of visual Illustrator for visual communications in communication of their work. In courseworks Introduction to Research Methods and the Research Use of SPSS and Nvivo for data Project, students use appropriate analysis technology to input and interpret data. (A5, A6, B1, C3, C5, D1, D4, D5) Fashion students at GCU London After first cycle of the programme Through Twitter, Facebook, Instagram Global learning are composed mainly of (2018/19), all modules will be reviewed or other social media platforms, international students, hence global using a combination of feedback from personal learning networks (PLN) to learning is fostered through the teaching team, industry feedback facilitate an exchange of ideas encouraging discussion in cross and from the SSCGs. between students across various cultural groups. For example in nationalities to support global learning group work in a number of modules, including Consumer Insights and Use of dropbox or googledrive etc. Fashion and Lifestyle Retail when undertaking student group work Experiences students are – facilitates sharing of encouraged to work in cross cultural information/documents groups to build inter-cultural competence. Internationalising the curriculum is embedded into the content of the module Sustainability and Fair Fashion wherein the students examine the fashion industry from a global perspective. (A2, A4, B5, C5, D3, E3) Employability of graduates is After first cycle of the programme Use of the internet for searching for Real world problem solving enhanced through embedding a (2018/19), all modules will be reviewed work experience opportunities e.g. work experience in the module using a combination of feedback from sites such as Career Planning and Personal the teaching team, industry feedback https://careersintheory.wordpress.com/ Development. Use of guest and from the SSCGs. and Linkedin and also recruitment speakers and industry visits and sites such as work experience are used to expose http://www.talismanfashion.com and students to real world issues. Case http://fashion-recruit.com/ studies are used in modules, e.g. Fashion & Lifestyle Retail Use of case study videos e.g. sourced Experiences and Fashion via e.g. adForum.com and Lifestyle Marketing Theories and digitaltrainingacademy.com Concepts to expose students to the changing needs of industry, the economy and society. (A1, A2, A4, B3, B5, C5) Encouraging the development of an After first cycle of the programme Use of Padlet to stimulate discussion Entrepreneurship entrepreneurial mindset is evident in (2018/19), all modules will be reviewed and brainstorming creative thinking the module Career Planning and using a combination of feedback from and ideas. Personal Development wherein the teaching team, industry feedback students are encouraged to reflect and from the SSCGs. Use of an e-portfolio wherein it serves on the personal attributes of as a repository for a student’s initiative, independent thinking and catalogue of work to track their problem solving. Embedding an learning journey and development of understanding of being creative ideas. entrepreneurial as a way of thinking and behaving is evident in the module Trend and Design Decisions wherein students are encouraged to examine innovation, and creativity in the subject of Design Management. (A3, B5, B6, C5) Fostering leadership that is After first cycle of the programme Use of dissertation writing blogs e.g. Responsible leadership and underpinned by professional ethics (2018/19), all modules will be reviewed https://thesiswhisperer.com and professionalism and a commitment to sustainable using a combination of feedback from insidehighered.com/blogs/gradhacker and responsible change is the teaching team, industry feedback embedded in the Sustainability and from the SSCGs. Electronic referencing tools e.g. Zotero and Fair Fashion module. It is here where students explore ethical Use of Ted talks for talks on business practices of business responsible leadership leaders in the fashion and lifestyle sector. They are encouraged to think beyond profit and performance centred approaches and move towards a mind-set that offers a balance of economic, environmental and societal considerations in fashion and lifestyle production, buying and merchandising.

Students will have the opportunity to cultivate professionalism by demonstrating specialised knowledge in fashion and lifestyle marketing in the Research Project module and also the Introduction to Research Methods module, which underpins the Dissertation. (A5, B1, B2, B3, C3, C5, D1, E1, E4) Professional development needs: The module Career Planning and Professional Development serves as a vehicle for supporting professional development for students on the MSc Fashion and Lifestyle programme. The module supports development of reflective practice within a context of external engagement experiences. The external engagement can take a form of work experience, volunteering, study abroad or desk based consultancy. Furthermore, the module looks at core competences needed for professional development, such as teamwork, leadership, innovation, conflict management, negotiation and intercultural competence. Reflection on key competences, specific abilities needed for certain jobs and learning from external experiences are all explored in the context of the student’s own career plans to assist students in making informed decisions and planning for the future. How does research underpin learning and teaching on your programme? Please give examples Members of the programme team are actively engaged in pedagogic research, which underpins the programme’s teaching and learning strategy. Examples of output from this research includes:

Hancock J., Marciniak R., & Peschken T. (2016) “Exploration of Group Work and Peer Assessment: A Case Study of Culturally Diverse Groups”, Chartered Association of Business Schools (CABS), Learning, Teaching & Student Experience 5th annual Conference, 26-27 April 2016, Aston University, Birmingham, UK

Marciniak R., Holley D. & Dobson C. (2013) “Fashion Students Engaging in Iconic Designs in a Business World”, chapter in P. McIntosh & D. Warren “Creativity in the Classroom: Case Studies in Using the Arts in Teaching and Learning in Higher Education, The University of Chicago Press

Peschken T. McKinnon S. (2015) ‘Bringing the world into your classroom: embedding collaborative on-line international learning in the teaching of Marketing’, Proceedings of the 2014 Association of Business School Learning, Teaching and Student Experience Conference, York, UK

Further in 2015/16, three members of the programme team (Jessica Hancock, Thomas Peschken and Ruth Marciniak successfully secured £2,000 internal research grant funding for the Enhancement Theme Scholar Project, topic: ‘Recognising the Value of Diversity: Postgraduate Student Experiences of Working in Cross Cultural Groups’

Strategy for Learning Mapped with Module Learning Outcomes: MSc Fashion and Lifestyle Marketing

Module Title Engaged Divergent Flexible, Broader Global Real world Entrepreneurship Responsible learning thinking Inclusive, and learning problem leadership and accessible deeper solving professionalism learning learning

Career Planning and LO3, LO4 LO2 LO2 LO1 LO1 Professional Development

Consumer Insights LO2 LO2 LO2 LO1 LO3 LO5

Fashion and Lifestyle LO3 LO1 LO4 Marketing: Theories and Concepts

Trend and Design Decisions LO1 LO4 LO4 LO4 LO3

Introduction to Research LO1 LO2 LO2 Methods

Fashion and Lifestyle Retail LO3 LO4 LO3 LO3 LO4 Experiences

Fashion and Lifestyle Brand LO5 LO2, LO3 LO4 LO5 Lab

Sustainability and Fair LO4 LO4 LO3 LO1, LO2, LO4 Fashion

Research Project LO3 LO2 LO1

Appendix 5

Common Good Attributes Template

APPENDIX 5

COMMON GOOD ATTRIBUTES TEMPLATE: MSC FASHION AND LIFESTYLE MARKETING

Common Good Attributes Curriculum content and design Learning and teaching activities Authentic assessment practices (what we teach) (how we teach) (how we measure)

Active and Global Citizenship: Trend and Design Decisions The learning and teaching strategy Typically, courseworks in modules explores global social trends, e.g. on the programme strives to put the address real world issues, various Acting honestly, fairly and ethically transgender in fashion. Students study of fashion and lifestyle assessment methods are used to in: have the opportunity to engage in marketing in a global context. This is measure this including group volunteering specifically through achieved through the use of case presentation in Sustainability and • Recognising and actively seeking Career Planning and Professional studies selected to give students a Fair Fashion, which is also used as to address global social trends and challenges Development, wherein a work broad and global perspective, for a vehicle to measure how we might • Viewing the world from the experience is built into the module. example in Fashion and Lifestyle build a more sustainable society. perspective of different cultures For example, this can include Marketing: Theories and The seen essay question exam in • Participating in the community at volunteering with a charity retailer Concepts, action learning sets are Consumer Insights will measure an a local, national and global level such as Oxfam Boutique. Fashion used for case study work. Career aspect of different consumer • Taking account of and valuing and Lifestyle Marketing: Theories Planning and Professional segments/cultures. diversity and Concepts examines valuing Development fosters students to • Exploring social problems and diversity e.g. critical assessment of develop skills which are relevant to a taking action to build a more just use of the plus size and ethnically global employment market. This is and sustainable society • Addressing inequality and diverse models as part of a fashion achieved via workshop-style disadvantage brands marketing communications. seminars wherein students in the Both the Introduction to Research seminar group are composed of Methods and Research Project individuals from different nationalities module provide a vehicle to explore and cultures. Participating in the citizenship topics, if selected, such community is achieved through the as identity and diversity of social use of guest lecturers, some of justice and equality. Sustainability whom work in the London community and Fair Fashion explores corporate or international visiting lecturers from social responsibility implementation e.g. Denmark or France. in fashion supply chains through exploration of inequality in clothing manufacturing work practices. This also provides the opportunity to explore the world from different perspectives and cultures. Fashion and Lifestyle Brand Lab examines the growing interest in sustainability embedded in fashion brands. (A2,A3,A4,B3,E3,E4) Entrepreneurial mind-set Students are encouraged to think Learning and teaching on the Aspects of entrepreneurial mind-sets creatively, critically and divergently in programme involves student led are measured in a number of • Being curious and prepared Fashion and Lifestyle Brand Lab seminars wherein, in the module modules. Including Fashion and to take calculated risks wherein they create and develop new Fashion and Lifestyle Brand Lab, Lifestyle Brand Lab where the • Identifying opportunities for brand ideas. Identifying students present their creative 3,000 word Illustrated Individual change opportunities for change is explored solutions to the class. A vehicle for Portfolio requires creating new brand • Creating solutions , and putting these into practice, in response to in Trend and Design Decisions helping students to be curious and solutions. Thinking creatively is identified real-world problems wherein students engage in trend creative is through brainstorming in measured in Trend and Design • Thinking creatively, critically and analysis and learn about forecasting. seminars. This takes place in Trend Decisions via an individual divergently, drawing on a range Students are encouraged to and Design Decisions. Identifying illustrated written report. of ideas and unexpected participate in an international field trip opportunities for change is examined connections to be exposed to fashion and lifestyle through store visits in Fashion and • Dealing with complexity and marketing in other cultures e.g. to Lifestyle Retail Experiences uncertainty • Actively seeking a diversity of support Fashion and Lifestyle wherein students critically assess experiences and concepts from Retail Experiences, retailer gaps in store offerings. different cultural contexts analyses are undertaken during the visit. In Career Planning and Professional Development, students are exposed to real-world problems in regard to searching for job opportunities. (A4,A5,B1,B2,B5,B6,C2) Responsible leadership: Embedded in the modules Within the module, Fashion and Working collaboratively is measured Sustainability and Fair Fashion, Lifestyle Brand Lab, students act as in three modules, Sustainability and • Exercising: Consumer Insights and Fashion peer assessors, assessing other Fair Fashion, Consumer Insights • Empathy and Lifestyle Retail Experiences students brand ideas, thus and Fashion and Lifestyle Retail • Resilience are opportunities to learn about contributing to inspiring and Experiences. Professionalism is • Professionalism effective team working skills to influencing attitudes of others and measured in Career Planning and • Inspiring and influencing the thinking, attitudes and behaviour support assessed group work, which also building a class community Professional Development via both of others includes, for example, negotiating. through the development of trust. assessments for this module, these • Working collaboratively towards Professionalism and reliance is Fostering a personal commitment to being the personal development plan a common vision and common explored in Career Planning and equality and diversity is encouraged and the 3 year career plan. goal Professional Development wherein in Trend and Design Decisions • Building communities through the the module content covers wherein, in seminars, students development of trust professional development and discuss solutions for meeting the • Developing solutions that are reflection, teamwork and leadership. needs of diverse communities. ethical, visionary, realistic and Trust is explored in sustainable Sustainability • Actively demonstrating a and Fair Fashion where students personal commitment to equality examine supplier relationships. and diversity (A3,B4,D3,E2,E3,E4)

Confidence: Students are provided the Students have the opportunity to Where appropriate, embedded into opportunity to learn from their engage in student led seminars, the assessment strategy are live • Acting assertively and experiences in Career Planning and which amongst other things, serve to projects, respecting your own and reasonably Professional Development wherein develop assertiveness. Student led others’ rights and needs, and also • Challenging yourself and the module content includes self- seminars are evident in Fashion and respect and engage with a range of continually learning from experience awareness – skills, values, interests. Lifestyle Brand Lab. Continually stakeholders, are measured through • Respecting your own and Understanding of respect of diverse learning from experiences is fostered the live project assessment. In others’ rights and needs audiences is examined in Consumer in through feedback on formative addition, acting assertively and • Becoming a ‘changemaker’, Insights where different market assessment work, which take place reasonably is measured via the 3 making a positive difference segments are identified and in tutorials across nearly all of the year career development plan in • Being able to understand, explored. Similarly, in Fashion and modules on the programme. Career Planning and Professional respect and engage with a Lifestyle Marketing: Theories and Development. diverse range of audiences Concepts, an understanding of and stakeholders marketing communications for diverse audiences and stakeholders is examined. (A3,A4,B2,B5,C6,D3,E3)

Common Good Attributes Mapped with Module Learning Outcomes: MSc Fashion and Lifestyle Marketing

MSc Fashion and Lifestyle Active and Global Entrepreneurial mind- Responsible Confidence Marketing Citizenship set leadership

Module Title

Career Planning and LO1 LO1, LO3, LO4 Professional Development Consumer Insights LO2 LO5

Fashion and Lifestyle LO1 Marketing: Theories and Concepts

Trend and Design Decisions LO2 LO4 LO3

Introduction to Research LO5 Methods

Fashion and Lifestyle Retail LO4 Experiences

Fashion and Lifestyle Brand LO2 Lab

Sustainability and Fair LO1, LO4, LO5 LO1, LO2, LO4 Fashion

Research Project LO7