Learning objectives
The students:
- will: learn about the processes have determined the birth and the development of Large scale distribution systems in the USA and Europe;
- understand the changes in the economic framework that have influenced (and still influence) the dynamics through which Large scale distribution systems spread;
- evaluate the performance of Large scale sales channels and critically analyze innovations that are directly and indirectly related to the retail industry
- acquire a cultural background useful to communicate and interact with private management and institutional regulation subjects concerning issues related to the spread of Large scale distribution;
- experience a teaching method varied contents.
Prerequisites
A basic knowledge of economic history
Course unit content
The course takes into analysis the processes that, from the 19th century to the last decades of the 20th century, brought to the birth, development, and change of the large retail sector in Europe and in the United States. To do so, a set of crucial topics will be considered: the retail institutions (Department stores, chain store systems, supermarkets, and hypermarkets); the retail industry development from a comparative geographical angle (USA, Great Britain, and Italy); the social and economic spin-offs of the technologies adopted by large retail firms (as for refrigeration, accounting, transports, etc.)
Bibliography
READINGS FOR ATTENDING STUDENTS (information on how to retrieve these texts is provided on the Elly Platform).
Catalano F., Zorzetto F., Temporary store: La strategia dell’effimero, Milano, Franco Angeli, 2010, pp. 22-110 e 120-140; Drzazga M., The Transformations of Retail Trade Formats in Europe at the Beginning of the 21st Century, Economics World, Vol. 5, No. 2, 2017, pp. 94-100; Ellickson P., The evolution of the Supermarket Industry: From A&P to Wal-Mart, 2007, pp. 1-17; Hahn B., Power centres: a new retail format in the United States of America, Journal of Retailing and Consumer Services, Vol. 7, No. 4, 2000, pp. 223-231; Hawkins R., The Influence of American Retailing Innovation in Britain: A Case Study of F. W. Woolworth & Co., 1909-1982, in CHARM 2009, pp. 118-134; Nystrom P., The economics of retailing,” New York, Ronald Press, 1915, pp. 195-254; Scarpellini E., Esselunga: agli albori del commercio moderno, Bologna, ART, 2006; Shaw G., “The Study of Retail Development,” in Benson J., Shaw G. (eds.), The evolution of retail systems, c. 1800-1914, Leicester, Leicester University Press, 1992, pp.1-14; Shaw G., The evolution and impact of large-scale retailing in Britain, in Benson J., Shaw G. (eds.), The evolution of retail systems, c. 1800-1914, Leicester, Leicester University Press, 1992, pp.135-165; Williams R., Williams H., Vintage Marketing Differentiation: The Origins of Marketing and Branding, Strategies, New York, Palgrave Mc Millan, pp. 31-53; 56-62; 126-128; 139-140; 168-171; Witkowski T., A history of consumption in the United States, in Jones B. and Tadajewski M. (eds.), The Routledge Companion to Marketing History, New York, Routledge, 2016, pp. 41-59; Zimmerman M., The Super Market. A Revolution in Distribution, New York, McGraw-Hill,1955, pp. 16-68 e 289-327.
READINGS FOR NOT-ATTENDING STUDENTS (AVAILABLE IN THE DEPARTMENT'S LIBRARY)
Benson J., Shaw G. (eds.), The evolution of retail systems, c. 1800-1914, Leicester, Leicester University Press, 1992.
Seth A., Randall G. (eds.), The grocers: the rise and rise of the supermarket chains, London, Kogan, 2011.
Dupuis M. and Dawson J. (eds), European Cases in Retailing, Malden (MA), Blackwell, 1999.
Teaching methods
Classes are entirely taught in English. This peculiar feature, along with the constraints of distance-education determined by the covid-19 emergency, imply targeted teaching formats. A “flipped” classroom format will be initially adopted favoring students to softly address the course’s topics and terminology. Cycles of recorded lessons will be thus followed by a sync learning class to discuss the core issues previously addressed. Later, when students will be more trained, sync learning will complement and progressively replace “flipped” classrooms.
During classes, issues related to the changing patterns in the retail industry will be discussed drawing on different types of materials: history and marketing essays (almost entirely in English) will be integrated by case-studies concerning leading firms in Large Scale Retailing.
Assessment methods and criteria
Please note: when the covid-19 emergency will be over this part will be changed.
Attending students:
Halfway through the course students will take a first multiple choice test on the topics discussed in class up to that point.
At the end of classes students will take a second multiple choice test on the topics discussed during the whole course.
These two tests will count for 20% of the overall exam score (10% each one).
The remaining 80% of the total exam score will be assessed through an electronic written exam. Students will take a 2 hours long “open book” exam by using the function “compito” on the Elly platform. Students will be allowed using study materials and notes to answer in essay form to a question on the topics discussed during the whole course.
Please carefully note: being this an English taught course, in all three examinations questions and answers are to be provided in English.
Knowledge and understanding will be verified by the multiple choice test results and analyzing the contents of the written “open book” exam.
The ability in applying knowledge and understanding will be verified by analyzing the answers given in the written “open book” exam.
Learning skills and the ability in making judgments will verified by analyzing the contents of the written “open book” exam.
Communication skills and the ability in using the proper technical language will verified by analyzing the terms adopted in the written “open book” exam and the propensity in clarifying their meaning.
Non-attending students.
Online oral interview using Teams platform
Oral exam structured in 2 open questions each providing a maximum of 15 marks. By means of the interview knowledge and understanding will be assessed, as well as the ability in applying them to the case-studies tackled in the readings assigned. The answers provided will allow to evaluate the ability in making judgments of the candidates as well as their learning skills. An assessment as such will also consider their communication skills and ability in using the proper technical language.
Please carefully note: being this an English taught course, the online oral interview will be carried-out in English. Only students of previous Academic Years are allowed to take the exam in Italian.
