| Study programme competencies |
| Code | Study programme competences |
| A8 | Ser capaz, en base al conocimiento del entorno social, de diseñar y poner en marcha estrategias de marketing eficaces, que contemplen especialmente las variables de comunicación y distribución: mensajes, medios, canales, relación con el cliente, etc, ... |
| A13 | Conocer el impacto de la tecnología en los distintos procesos de la industria textil. |
| A14 | Tener una perspectiva clara del papel de las personas en la organización, y conocer las herramientas de gestión de recursos humanos necesarias para conseguir de las mismas la máxima implicación y rendimiento. |
| A15 | Conocer y asumir la perspectiva ética y los valores imprescindibles en los que debe descansar el mundo de la moda y sus empresas. |
| A16 | Incorporar criterios de sostenibilidad en los procesos de toma de decisión de la empresa (y por extensión a los mercados de moda). |
| A17 | Saber implantar programas de Responsabilidad Social corporativa (en los mercados de moda). |
| A18 | Conocer los lenguajes plásticos y visuales en el ámbito del diseño de la industria de la moda, para entender e interpretar las creaciones artísticas de prendas de moda. |
| B1 | Que los estudiantes hayan demostrado poseer y comprender conocimientos en un área de estudio que parte de la base de la educación secundaria general, y se suele encontrar a un nivel que, si bien se apoya en libros de texto avanzados, incluye también algunos aspectos que implican conocimientos procedentes de la vanguardia de su campo de estudio |
| B2 | Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio |
| B3 | Que los estudiantes tengan la capacidad de reunir e interpretar datos relevantes (normalmente dentro de su área de estudio) para emitir juicios que incluyan una reflexión sobre temas relevantes de índole social, científica o ética |
| B4 | Que los estudiantes puedan transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado |
| B5 | Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía |
| B6 | Capacidad para la cooperación, el trabajo en equipo y el aprendizaje colaborativo en entornos interdisciplinares |
| B7 | Capacidad para analizar tendencias (razonamiento crítico). |
| B8 | Capacidad de planificación, organización y gestión de recursos y operaciones |
| B9 | Capacidad de análisis, diagnóstico y toma de decisiones |
| B10 | Capacidad de comprensión de la dimensión social e histórico-artística del diseño y la industria de la moda, vehículo para la creatividad y la búsqueda de soluciones nuevas y efectivas. |
| C2 | Dominar la expresión y la comprensión de forma oral y escrita de un idioma extranjero |
| C3 | Utilizar las herramientas básicas de las tecnologías de la información y las comunicaciones (TIC) necesarias para el ejercicio de su profesión y para el aprendizaje a lo largo de su vida |
| C4 | Desarrollar el ejercicio de una ciudadanía respetuosa con la cultura democrática, los derechos humanos y la perspectiva de género |
| C5 | Entender la importancia de la cultura emprendedora y conocer los medios al alcance de las personas emprendedoras |
| C6 | Adquirir habilidades para la vida y hábitos, rutinas y estilos de vida saludables |
| C7 | Desarrollar la capacidad de trabajar en equipos interdisciplinares o transdisciplinares, para ofrecer propuestas que contribuyan a un desarrollo sostenible ambiental, económico, político y social |
| C8 | Valorar la importancia que tiene la investigación, la innovación y el desarrollo tecnológico en el avance socioeconómico y cultural de la sociedad |
| C9 | Tener la capacidad de de gestionar tiempos y recursos: desarrollar planes, priorizar actividades, identificar las críticas,establecer plazos y cumplirlos. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| To know the global trends that are transforming the value chain of fashion | A14 A15 A16 A17 A18 |
B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 |
C2 C3 C4 C5 C6 C7 C8 C9 |
| To understand the importance of complying with regulation and self-regulation in the fashion industry | A14 A15 A16 A17 |
B6 B7 B8 B9 B10 |
C7 |
| To know the mechanisms and tools that can improve traceability and transparency in fashion supply chains | A13 |
B8 B9 |
C3 C8 |
| To know the importance of customer experience in fashion, its antecedents and its consecuences | A8 |
B7 B8 B9 |
C3 |
| To understand the effects of digital transformation of fashion retailing in order to take advantage of its opportunities | A13 |
B3 |
C3 C8 |
| To understand ongoing transformations in the fashion industry | B2 B4 B5 B6 B7 |
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| To understand new styles of management, particularly in the fashion industry | A14 A15 A16 A17 |
B3 B6 B7 B8 B9 |
C3 C4 C7 C8 |
| To understand the new trends in automation and digital disruption | A8 A13 |
B6 B7 |
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| To understand new forms of marketing and customer behavior | A8 A13 A15 A16 |
B2 B3 B7 B8 B9 |
C3 C7 C8 |
| Contents |
| Topic | Sub-topic |
| Globalization and complexity in the fashion value chain | Definition of fashion value chain Globalization of production and consumption of fashion Complexity: outsourcing and offshoring |
| Social and environmental sustainability: responsible consumption and corporate social responsibility (CSR) | Key concepts Sustainable business models in fashion Responsible consumption |
| Compliance: regulation and self-regulation in the fashion industry | Definition and origins of compliance Hard law vs soft law in the fashion industry International alliances, norms and standards |
| Traceability of the fashion supply chain | Traceability and transparency in supply chains Tols and mechanisms for traceability for sustainability |
| Customer experience | Definition of customer experience Rethinking the customer experience in fashion: omnichannel and new customer journey |
| Digital transformation of brick and mortar stores | The new role of physical stores in the omnichannel paradigm Digital application in physical stores |
| Collaborative and circular economy | Key concepts Practical applications of collaborative economy in fashion Practical applications of circular economy in fashion |
| Digital disruption, artificial intelligence and automation | Key concepts New challenges for fashion businesses New paradigms and stakeholders |
| Customization | Definition, origins and evolution From "just in case" to "just in time": the big transformation of production and consumption |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Case study | A13 A14 A15 A16 A17 A18 B1 B7 B9 C2 C3 | 12 | 24 | 36 |
| Seminar | B9 C5 C6 C9 | 8 | 16 | 24 |
| Multiple-choice questions | A8 B10 | 3 | 21 | 24 |
| Guest lecture / keynote speech | A14 A15 A16 A17 B2 B3 B4 B5 B6 B8 C4 C7 C8 | 21 | 42 | 63 |
| Personalized attention | 3 | 0 | 3 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Case study | Different learning materials will be used (cases, audiovisuals, readings); both in the classroom in order to complement theoretical and theoretical-practical teaching, and outside the classroom in order for students to prepare the group practical assignments that are subject to continuos evaluation and may deal with real organizations. |
| Seminar | Participation in all sessions of the course, including seminars, presentations of group practical assignments and guest lectures, is compulsory given that their contents can be subject to evaluation. |
| Multiple-choice questions | A test examination will be held, a multiple choice type where only one option is correct and incorrect answers entail a penalty. |
| Guest lecture / keynote speech | The fundamentals of the course will be explained in the classroom in theory-based sessions and utilizing audiovisual aids, guided discussions, cases and other interactive methodologies. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Case study | A13 A14 A15 A16 A17 A18 B1 B7 B9 C2 C3 | The grade obtained in team projects will weight 30% of the final grade. All team members will get the same grade | 30 |
| Seminar | B9 C5 C6 C9 | Attendance to all sessions is compulsory, including seminars and guest lectures, and will be duly assessed Attendance to sessions will weight a maximum of 10% of the final grade |
10 |
| Multiple-choice questions | A8 B10 | A multiple-choice type of test exam, where only one option is correct, will be taken. Wrong answers entail a penalty. It is strictly necessary to pass the exam (with a grade equal or superior to 5, in a 0-10 grading system) in order to pass the course. All materials and contents addressed in the classroom or recommended in moodle, either through the lectures or in the interactive sessions (be them teaching case discussions, plenary or team-based, or seminars), including the discussion of individual assignments or in the presentation of group assignments, are subject to be asked about in the exam. It is important that students prepare individually for the exam utilizing all materials available in the virtual platform (visual aids, individual and team readings and multimedia materials), plus the notes they took in the classroom, in order to better understand the real examples used to illustrate course contents and to develop their own critical thinking and professional criteria. It is key that students complement these materials with the individual revision of suggested readings, in order to clarify any remaining question. |
60 |
| Assessment comments | |||
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Participation in guest seminars and ordinary lectures (worth 10% of the final grade) could be randomly checked. The aforementioned evaluation criteria will apply to both the first and the second opportunity, including Erasmus and other exchange students. Those students with part-time registration and "dispensa académica de exención de asistencia" will have the following weights: 40% grade will come from team projects and 60% grade will come from the exam. Those students who fail the multiple-choice exam will receive the exam grade as course grade. The grade obtained by students from their team projects (up to 30%) and attendance checks (up to 10%), will be valid only for the ongoing academic year. It is forbidden to access the classroom with any device allowing for data transmission and/or warehousing when any of the evaluations is taking place (mobile phones, smart watches, etc.). |
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| Sources of information |
| Basic |
(). .
Rey-García, M., Regueiro Otero, A., Mato-Santiso, V. (2018). "The Challenges of Digital Transformation for Fast-Fashion Brands: A Proposal for an Operational Tool to Measure Omni-Channel Integration. Advances in National Brand and Private Label Marketing, Springer, 95-103
Ellen MacArthur Foundation (2017). A New Textiles Economy: Redesigning fashion’s future.
Stewart, R., Niero, M. (2018). Circular economy in corporate sustainability strategies: A review of corporate sustainability reports in the fast-moving consumer goods sector. Business Strategy and the Environment
Garcia-Torres, S., Rey-Garcia, M. and Albareda-Vivo, L. (2017). Effective Disclosure in the Fast-Fashion Industry: from Sustainability Reporting to Action.. Sustainability, 9(12), pp. 2256.
Karamchandani, A Kubzansky, M, Frandano, P. (2009). Emerging Markets, Emerging Models. MARKET-BASED SOLUTIONS TO THE CHALLENGES OF GLOBAL POVERTY. Monitor Company Group
Caro, F., and Martínez-De-Albéniz, V. (2014). How fast fashion works: Can it work for you, too. IESE Insight, 21(21), 58-65.
REY-GARCIA, M. Y FOLGUEIRA SUÁREZ, T. (2019). http://www.catedrafundacionarecesdcuniovi.es/publicaciones-libros-publicados-es.html. El reto de la moda sostenible
(). http://www.claraavilac.com/.
McKinsey & Company (2019). https://cdn.businessoffashion.com/reports/The_State_of_Fashion_2019.pdf. The state of fashion 2019.
(). https://www.40defiebre.com/.
Revista internacional de referencia (). https://www.businessoffashion.com. Acceso via Biblioteca Casa do Patín UDC
Fuente nacional de referencia (). https://www.modaes.es. Acceso contenidos premium vía convenio UDC
Battilana, J; Lee, M.; Walker, J. Y Dorsey; Ch. (2012). In search of the Hybrid Ideal. Stanford Social Innovation Review, pp.51-55
Rey-Garcia, M., Lirola-Walton, E. & Mato-Santiso, V. (2017). La transformación digital de la distribución comercial: la tienda física, de caja brick and mortar a nodo omnicanal”. En Trespalacios Gutiérrez, J. A.; Vázquez Casielles, R.; Estrada Alonso, E. y González Mieres, C. (e
Aitken, Sally (). Seduction in the City: The birth of shopping. .
Deloitte (2016). The Deloitte Consumer Review. CX marks the spot: Rethinking the consumer experience to win..
Prahalad, C.K., Hart, S.L. (2002). The fortune at the bottom of the Pyramid. Strategy+Business, issue 26
Fogliatto, F.S.m, da Silveira, J.C, Borenstein, D. (2012). The mass customization decade: An updated review of the literature . International Journal of Production Economics Volume 138, Issue 1, pp 14-25
(). The True Cost. |
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