| Study programme competencies |
| Code | Study programme competences |
| A8 | To be able to design and implement efficient marketing strategies from knowledge of the social environment, with a focus on communication and distribution: messages, media, channels, customer relationships, etc… |
| A13 | To know the impact of technology on the different processes of the textile industry |
| A14 | To acquire a clear perspective of the role of people in organizations, and to know the human resource management tools needed to achieve maximum commitment and performance |
| A15 | To know and to commit to the ethical perspective and values that the fashion industry and its firms must rest upon |
| A16 | To apply sustainability criteria to decision making in the fashion firm (and generally to the fashion industry) |
| A17 | To know how to implement Corporate Social Responsibility programs (in fashion markets) |
| A18 | To know the plastic and visual languages in the realm of fashion industry design, in order to understand and interpret the artistic creations of fashion garments |
| B1 | That students demonstrate that they acquired and understood knowledge in a study area that originates from general secondary education and that can be found at a level that, though usually supported by advanced textbooks, also includes aspects implying knowledge from the avantgarde of its field of study |
| B2 | That students know how to apply their knowledge to their job or vocation in a professional form, and have the competencies that are usually demonstrated through elaboration and advocacy of arguments and problem resolution within their field of study |
| B3 | That students have the capacity to collect and interpret relevant data (normally within their field of study) in order to issue judgements that include a reflection upon relevant topics in the social, scientific or ethical realm |
| B4 | That students may convey information, ideas, problems and solution to the public, both specialized and not |
| B5 | That students develop those learning skills that are needed to undertake ulterior studies with a high degree of autonomy |
| B6 | Capacity for cooperation, team-work and collaborative learning in interdisciplinary settings |
| B7 | Capacity to analyse trends (critical thinking) |
| B8 | Capacity to plan, organize and manage resources and operations |
| B9 | Capacity to analyse, diagnose and take decisions |
| B10 | Capacity to understand the social and historical-artistic dimension of fashion design and industry, as vehicle for creativity and the quest for new and effective solutions |
| C2 | Mastering oral and written expression in a foreign language. |
| C3 | Using ICT in working contexts and lifelong learning. |
| C4 | Acting as a respectful citizen according to democratic cultures and human rights and with a gender perspective. |
| C5 | Understanding the importance of entrepreneurial culture and the useful means for enterprising people. |
| C6 | Acquiring skills for healthy lifestyles, and healthy habits and routines. |
| C7 | Developing the ability to work in interdisciplinary or transdisciplinary teams in order to offer proposals that can contribute to a sustainable environmental, economic, political and social development. |
| C8 | Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society. |
| C9 | Ability to manage times and resources: developing plans, prioritizing activities, identifying critical points, establishing goals and accomplishing them. |
| 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 administered via Moodle, where only one option is correct, will be taken. Wrong answers entail a penalty of one third of the value of correct ones. 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, both face-to-face and virtually, 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 face-to-face 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: 100% of the 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 continuous evaluation, coming 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 |
Garcia-Torres, S., Albareda, L., Rey-Garcia, M. and Seuring, S. (2019). Traceability for Sustainability–Literature Review and Conceptual Framework.. Supply Chain Management: An International Journal. Vol. 24(1) 85-106.
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
McKinsey & Company (2019). https://cdn.businessoffashion.com/reports/The_State_of_Fashion_2019.pdf. The state of fashion 2019.
The Business of Fashion. Revista internacional de referencia (). https://www.businessoffashion.com. Acceso via Biblioteca Casa do Patín UDC
Modaes.es. Fuente nacional de referencia (). https://www.modaes.es. Acceso contenidos premium vía Biblioteca Casa do Patín 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. .
GARCÍA-TORRES, Sofía, y REY GARCÍA, Marta (2020). Sostenibilidad para la competitividad de la industria de la moda española: hacia una moda circular, digitalizada, trazable y colaborativa. . En REY GARCÍA, Marta, Coord, Información Comercial EspañolaEspañola (ICE), Revista de Economía, 912,
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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