MODERN RETAIL DEVELOPMENT
cod. 1007208

Academic year 2022/23
1° year of course - First semester
Professor
- Giovanni Marcello CECCARELLI
Academic discipline
Storia economica (SECS-P/12)
Field
Economico
Type of training activity
Characterising
57 hours
of face-to-face activities
8 credits
hub: PARMA
course unit
in ENGLISH

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 superstores); 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.)

Full programme

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Bibliography


READINGS FOR ATTENDING STUDENTS (information on how to retrieve these texts is provided on the Elly Platform).
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 NON 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.
Non attending students can change the readings required for the exam, replacing one of the three books listed in the “readings for non attending students” with all those listed in the “readings for attending students” together with the recorded lessons or equivalent teaching materials available on the Elly and Microsoft Stream portals.

Teaching methods


Classes are entirely taught in English; this peculiar feature implies targeted and multifaceted teaching formats. 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.
A first cycle of 12/14 standard lectures will provide the basics features about the history of retail, discussing topics such as: the state of the art in history research, retail and its socio-economic context, the birth of Large Scale Retailing formats, the Supermarket in the Us and Europe, the changes in Large Scale Retailing between 20th and 21st century. These lectures will be integrated by two short cycles of recorded lessons focusing on two topics: distribution in Italy and the strategic role of promotions.
The second part of the course envisages mandatory attendance and adopts the teamwork teaching format, namely group activities to deepen, using cooperative methodologies, a specific topic chosen in agreement with the teacher. Students will work in small teams, where selected readings will be discussed and will serve to prepare, under the teacher’s supervision an academically structured essay, written in English. The main contents of the essay will be discussed in the classroom with a Power Point presentation in English.
Recorded lessons or equivalent teaching materials, together with the Power Point slides and any other additional material, will be made available to the students by means of the Elly and Microsoft Stream portals.

Assessment methods and criteria


Please note: in case of resurgence of the covid-19 emergency this part can be subject to changes.

Attending students
- Intermediate test.
Halfway through the course students will take a multiple choice test on the topics discussed in class during the first cycle of standard lectures, as well as the two short cycles of recorded lessons. This tests will count for 10% of the overall exam score; a positive outcome in it is mandatory to take part to the second part of the course.
- Teamwork essay and presentation.
Students are asked to prepare an essay in English, academically structured (research hypothesis, topic development, and conclusions), in which the topics addressed by the readings selected with the teacher are developed. The work will be organized in small teams within which the personal contribution provided by each student will be assessable. Each team will also prepare a short Power Point presentation where the main contents of the essay will be put forward in English to the classroom; in this presentation as well the contribution provided by each team member has to be will be assessable. Teamwork essay and presentation will count for 40% of the overall exam score.
- “Open book” exam.
The remaining 50% of the total exam score will be assessed through a written test scheduled at the end of the course. Students will take a 2 hours long “open book” exam, in which they will be allowed to use their study materials and notes to answer in essay form to a question on the topics discussed during the whole course.
Knowledge and understanding will be verified by analyzing the intermediate test, the teamwork essay and the “open book” exam contents. The ability in applying knowledge and understanding will be verified by analyzing the teamwork essay and presentation. Learning skills and the ability in making judgments will be verified by analyzing the answer given to the “open book” exam. Communication skills and the ability in using the proper technical language will be verified by considering the teamwork presentation.
Please carefully note: being this an English taught course, in all examinations questions and answers are to be provided in English.

Non-attending students
Written exam structured in 2 open questions divided in: (a) a general part each providing a maximum of 10 marks, and (b) a section devoted to applied historical cases each providing a maximum of 5 marks.
Knowledge and understanding will be verified by analyzing the contents of both answers.
The ability in applying knowledge and understanding will be verified by analyzing the answers given to the sections devoted to applied historical cases.
Learning skills and the ability in making judgments will verified by analyzing the answers given to the general part of the questions.
Communication skills and the ability in using the proper technical language will verified by analyzing the terms adopted in the answers and the propensity in clarifying their meaning.
Non attending students can change the readings required for the exam, replacing one of the three books listed in the “readings for non attending students” with all those listed in the “readings for attending students” together with the recorded lessons or equivalent teaching materials available on the Elly and Microsoft Stream portals.
Please carefully note: being this an English taught course, the exam will be carried-out in English. Only students of Academic Years earlier than 2020/21 are allowed to take the exam in Italian.

Other information

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