Vietnam National University – Ho Chi Minh City

International University
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Code
IS082IU

Course Name

RETAIL MANAGEMENT

September 2023

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 VIETNAM NATIONAL UNIVERSITY HCMC
INTERNATIONAL UNIVERSITY
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Name: Retail Management

Course Code: IS082IU

1. General information

Course This subject will provides the student with a comprehensive view of retailing and
designation an application of marketing concepts in a practical retail managerial environment.
As a potential marketing manager, this course will give students insight into the
retailing environment of which students will be a part and allow students to make
informed decisions in your interaction with retailers. The course also provides a
good foundation for those interested in owning or running a small retail business
or those interested in pursuing a retail career as a merchandise buyer or store
manager.
Semester(s) in 5
which the
course is taught
Person Dr. Nguyen Hang Giang Anh
responsible for
the course
Language English
Relation to Compulsory
curriculum
Teaching Lecture, project.
methods

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 Workload (incl. (Estimated) Total workload: 70
contact hours, Contact hours (please specify whether lecture, exercise, etc.): 45
self-study
hours) Private study including examination preparation, specified in hours1: 25

Credit points 3
Required and None
recommended
prerequisites for
joining the
course
Course Students will be provided with skills of using data from a variety of sources, be
objectives introduced to basic retailing principles and the scope of retailing and current
technology along with future trends in the retailing. Through this unit, students will
able to build a Retail Store, will take the student from learning concepts to the
application of the concepts through the creation of a retail concept and marketing
plan. Industry professionals will provide students with real world experiences in
this process.
Course learning Upon the successful completion of this course students will be able to:
outcomes Competency level Course learning outcome (CLO)
Knowledge CLO1. Understand basic retailing principles and the
scope of retailing.
CLO2. Understand current technology along with future
trends in the retailing.
Skill CLO3. Able to build a Retail Store, will take the student
from learning concepts to the application of the concepts
through the creation of a retail concept and marketing plan.
Industry professionals will provide students with real
world experiences in this process.
Attitude CLO4. Reason around ethical and privacy issues in this
course conduct and apply ethical practices.

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When calculating contact time, each contact hour is counted as a full hour because the organisation of the
schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.

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 Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture session (3 hours)
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Weight Level
Introduction to the world of retailing 1 I, T
Types of retailers 1 I, T
Multichannel retailing 1 I, T
Customer buying behavior 2 I, T
Retail locations 1 I, T
Retail site location 1 I, T
Managing the Merchandise process 1 I, T
Retail pricing 1 I, T
Retail communication mix 2 I, T
Store layout and design 1 I, T

Examination Answer questions, exercises.

forms
Study and Attendance: A minimum attendance of 80 percent is compulsory for the class
examination sessions. Students will be assessed on the basis of their class participation.
requirements Questions and comments are strongly encouraged.
Assignments/Examination: Students must have more than 50/100 points overall
to pass this course.
Reading list [1] Retailing Management, 11th Edition. New York: McGraw-Hill/Irwin. Levy,
Michael, Barton A. Weitz, Dhruv Grewal, 2022.
[2] Retailing, 7th Edition. Cengage Learning, Patrick M. Dunne, Robert F. Lusch,
James R. Carver, 2010.
[3] Logistics and Retail Management: Emerging Issues and New Challenges in
the Retail Supply Chain, 5th Edition. Kogan Page. John Fernie, Leigh Sparks,
2019.
[4] Retail Management: A Strategic Approach, 13th Edition. Pearson. Barry
Berman, Joel R. Evans, 2018.

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-4) and Program/Student Learning
Outcomes (PLO/SLO) (1-7) is shown in the following table:

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 PLO/SLO
CLO 1 2 3 4 5 6 7
1 x x
2 x
3 x
4 x
ABET Student Outcomes
Criteria for Accrediting Engineering Programs, 2020-2021
1. An ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics.
2. An ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors.
3. An ability to communicate effectively with a range of audiences.
4. An ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts.
5. An ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals, plan
tasks, and meet objectives.
6. An ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions.
7. An ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.

3. Planned learning activities and teaching methods

Week Topic CLO Assessments Learning activities Resources

Reading [1], [2],
Introduction to the world Lecture presentation, [3], [4] and
1 1, 2
of retailing in-class discussion Teaching
Material
Reading [1] and
Lecture presentation,
2 Types of retailers 1, 2 Quiz/HW Teaching
in-class discussion
Material
Reading [1], [4]
Lecture presentation,
3 Multichannel retailing 1, 2 Quiz/HW and Teaching
in-class discussion
Material
Reading [1], [2]
Customer buying Lecture presentation,
4-5 1, 2 Quiz/HW and Teaching
behavior in-class discussion
Material

5
 Reading [1], [2],
Lecture presentation,
6 Retail locations 1, 2 Quiz/HW [4] and Teaching
in-class discussion
Material
Reading [1], [2],
Lecture presentation,
7 Retail site location 1, 2 Quiz/HW [4] and Teaching
in-class discussion
Material
Reading [1], [2],
Managing the Lecture presentation,
8 1, 2 Quiz/HW [4] and Teaching
Merchandise process in-class discussion
Material
9-10 Midterm Exam
Reading [1], [2],
Lecture presentation,
11 Retail pricing 1, 2 Quiz/HW [4] and Teaching
in-class discussion
Material
Reading [1], [3],
Retail communication Lecture presentation,
12 1, 2 Quiz/HW [4] and Teaching
mix in-class discussion
Material
Reading [1], [2]
Lecture presentation,
13-14 Store layout and design 1, 2 Quiz/HW and Teaching
in-class discussion
Material
Reading [1], [2],
Lecture presentation,
15 Customer service 1, 2 Quiz/HW [4] and Teaching
in-class discussion
Material
Group Project
16-17 3,4
Presentation
18 Final Exam

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3 CLO4

Group project Group project
Group Project (20%)
60% Pass 60% Pass

Quiz/HW Quiz/HW
In-class assignment (10%)
60% Pass 60% Pass

Midterm exam (30%)

50% Pass 50% Pass

Final exam (40%)

50% Pass 50% Pass
Note: %Pass: Target that % of students having scores greater than 50 out of 100.

5. Rubrics (optional)

5.1. Grading checklist

Grading checklist for Written Reports

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 Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Technical content (60%)
Abstract clearly identifies purpose and summarizes principal 10
content
Introduction demonstrates thorough knowledge of relevant 15
background and prior work
Analysis and discussion demonstrate good subject mastery 30
Summary and conclusions appropriate and complete 5
Organization (10%)
Distinct introduction, body, conclusions 5
Content clearly and logically organized, good transitions 5
Presentation (20%)
Correct spelling, grammar, and syntax 10
Clear and easy to read 10
Quality of Layout and Graphics (10%) 10
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW
Score Description
5 Demonstrates complete understanding of the problem. All requirements of task are included in
response
4 Demonstrates considerable understanding of the problem. All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted
Note: this rubric is also used to evaluate questions in an exam.

5.3. Analytic rubric

Critical thinking value rubric for evaluating questions in exams:
Capstone Milestone Benchmark
4 3 2 1
Issue/ problem to be
Issue/ problem to be considered critically is
Issue/ problem to be considered critically is stated but description
considered critically is stated stated, described, and leaves some terms Issue/ problem to be
clearly and described clarified so that undefined, ambiguities considered critically is
comprehensively, delivering all understanding is not unexplored, boundaries stated without
Explanation of relevant information necessary seriously impeded by undetermined, and/ or clarification or
issues for full understanding. omissions. backgrounds unknown. description.

7

Information is taken from
source(s) with enough
Evidence interpretation/ evaluation to
Selecting and using develop a comprehensive
information to analysis or synthesis.
investigate a point of Viewpoints of experts are
view or conclusion questioned thoroughly.
Thoroughly (systematically
and methodically) analyzes
own and others' assumptions
and carefully evaluates the
Influence of context relevance of contexts when
and assumptions presenting a position.
Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into
account the complexities of an
issue. Limits of position
(perspective, thesis/
hypothesis) are acknowledged.
Others' points of view are
Student's position synthesized within position
(perspective, (perspective, thesis/
thesis/hypothesis) hypothesis).
Conclusions and related
outcomes (consequences and
implications) are logical and
Conclusions and reflect student’s informed
related outcomes evaluation and ability to place
(implications and evidence and perspectives
consequences) discussed in priority order.
Source: Association of American Colleges and Universities
Information is taken from
source(s) with enough
interpretation/ evaluation
to develop a coherent
analysis or synthesis.
Viewpoints of experts are
subject to questioning.
Identifies own and others'
assumptions and several
relevant contexts when
presenting a position.
Specific position
(perspective,
thesis/hypothesis) takes
into account the
complexities of an issue.
Others' points of view are
acknowledged within
position (perspective,
thesis/ hypothesis).
Conclusion is logically
tied to a range of
information, including
opposing viewpoints;
related outcomes
(consequences and
implications) are identified
clearly.
Information is taken
from source(s) with
some interpretation/
evaluation, but not
enough to develop a
coherent analysis or
synthesis. Viewpoints of
experts are taken as
mostly fact, with little
questioning.
Questions some
assumptions. Identifies
several relevant contexts
when presenting a
position. May be more
aware of others'
assumptions than one's
own (or vice versa).
Specific position
(perspective, thesis/
hypothesis)
acknowledges different
sides of an issue.
Conclusion is logically
tied to information
(because information is
chosen to fit the desired
conclusion); some
related outcomes
(consequences and
implications) are
identified clearly.
Information is taken
from source(s) without
any interpretation/
evaluation. Viewpoints
of experts are taken as
fact, without question.
Shows an emerging
awareness of present
assumptions
(sometimes labels
assertions as
assumptions). Begins
to identify some
contexts when
presenting a position.
Specific position
(perspective, thesis/
hypothesis) is stated,
but is simplistic and
obvious.
Conclusion is
inconsistently tied to
some of the
information discussed;
related outcomes
(consequences and
implications) are
oversimplified.

Oral communication value rubric for evaluating presentation tasks:

Capstone
4 3
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is clearly
and consistently
observable and is skillful
and makes the content of
Organization the presentation cohesive.
Language choices are
imaginative, memorable,
and compelling, and
enhance the effectiveness
of the presentation.
Language in presentation
Language is appropriate to audience.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
Delivery presentation compelling,
Milestone
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is clearly
and consistently
observable within the
presentation.
Language choices are
thoughtful and generally
support the effectiveness
of the presentation.
Language in presentation
is appropriate to
audience.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
presentation interesting,
2 1
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is
intermittently observable
within the presentation.
Language choices are
mundane and
commonplace and
partially support the
effectiveness of the
presentation. Language in
presentation is
appropriate to audience.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
presentation
Benchmark
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is not
observable within the
presentation.
Language choices are
unclear and minimally
support the effectiveness of
the presentation. Language
in presentation is not
appropriate to audience.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) detract
from the understandability
of the presentation, and

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 and speaker appears
polished and confident.
A variety of types of
supporting materials
(explanations, examples,
illustrations, statistics,
analogies, quotations from
relevant authorities) make
appropriate reference to
information or analysis
that significantly supports
the presentation or
establishes the presenter's
credibility/ authority on
Supporting Material the topic.
Central message is
compelling (precisely
stated, appropriately
repeated, memorable, and
Central Message strongly supported.)
Source: Association of American Colleges and Universities
6. Date revised: August 24, 2023
and speaker appears understandable, and speaker appears
comfortable. speaker appears tentative. uncomfortable.
Supporting materials Supporting materials
(explanations, examples, (explanations, examples, Insufficient supporting
illustrations, statistics, illustrations, statistics, materials (explanations,
analogies, quotations analogies, quotations examples, illustrations,
from relevant authorities) from relevant authorities) statistics, analogies,
make appropriate make appropriate quotations from relevant
reference to information reference to information authorities) make reference
or analysis that generally or analysis that partially to information or analysis
supports the presentation supports the presentation that minimally supports the
or establishes the or establishes the presentation or establishes
presenter's credibility/ presenter's credibility/ the presenter's credibility/
authority on the topic. authority on the topic. authority on the topic.
Central message is Central message can be
Central message is clear basically understandable deduced but is not
and consistent with the but is not often repeated explicitly stated in the
supporting material. and is not memorable. presentation.
Ho Chi Minh City, dd/mm/yyyy
Head of School of Industrial Engineering and
Management
(Signature)