| Study programme competencies |
| Code | Study programme competences |
| A1 | To acquire basic knowledge of the management of a textile/fashion firm at a strategic, operational and functional level |
| A2 | To know the aspects of the environment that shape the evolution of the fashion industry and its firms, with particular focus on the impact of economic and legal trends |
| A3 | To develop competencies for interpersonal relations and interaction with external and internal stakeholders (customers, suppliers, media, partners…) |
| 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… |
| A9 | To master the logistics process of a fashion firm from a global perspective, from procurement to manufacturing and transportation, with a special focus on the typical textile industry processes: selection of materials and fabrics, patternmaking, manufacturing, etc, … |
| A10 | To acquire the economic-financial fundamentals needed to assess the status of a fashion firm and to adequately manage it from a triple perspective of liquidity, solvency and profitability |
| A11 | To acquire an international perspective of the fashion industry, and to master internationalization planning and management tools |
| 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 |
| 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 |
| C1 | Adequate oral and written expression in the official languages. |
| 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. |
| 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 analyse the general and sectorial environment | A1 A2 A3 A11 |
B1 B2 B5 B9 |
C7 C9 |
| To assess internal skill and resources when coming up with a business idea | A14 |
B1 B2 B5 B8 B9 |
C7 C9 |
| To devise a strategy including operational and financial decisions (marketing, production, logistics, HR, CAPEX, funding and so on) | A8 A9 A10 |
B3 B4 |
C3 C4 C5 |
| To assess the financial feasibility and profitabily of a business plan | A10 |
B3 B6 B7 |
C3 C5 C9 |
| To devise a business plan on the Fashion sector including ESG matters | A1 A2 |
C1 C8 C9 |
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| Contents |
| Topic | Sub-topic |
| What is a Business Plan? | When do you need a business plan? Why to devise a business plan |
| Content of a Business Plan | Executive summary Elevator pitch Company description: mission, vision, values Market research and potential: internal and external analysis Competitor analysis Product/service description Business strategy: marketing, operations, and HR Financial plan: forecasts, feasibility, and sensitivity analysis |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Oral presentation | A3 B3 B8 C1 C3 C4 C5 C9 | 2 | 6 | 8 |
| Supervised projects | A1 A2 A3 A8 A9 A10 A11 A14 B1 B2 B3 B4 B5 B6 B7 B8 B9 C1 C3 C4 C5 C7 C8 C9 | 20 | 42 | 62 |
| Guest lecture / keynote speech | A1 A2 A3 A8 | 5 | 0 | 5 |
| Workshop | A1 A2 A3 A8 A9 A10 A11 B4 B6 B7 B8 B9 C3 C8 C9 | 13 | 60 | 73 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Oral presentation | Students will be required to make an oral presentation over the business plan on the Fashion sector they will devise over the term at the end of the course. |
| Supervised projects | Students will be required to conduct a project including a business plan on the Fashion sector. |
| Guest lecture / keynote speech | Oral presentation complemented with the use of audiovisual media and the introduction of some questions addressed to students to transmit knowledge and facilitate learning. |
| Workshop | A workshop will be carried out in order to enable students to conduct their projects in an interactive way. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Supervised projects | A1 A2 A3 A8 A9 A10 A11 A14 B1 B2 B3 B4 B5 B6 B7 B8 B9 C1 C3 C4 C5 C7 C8 C9 | At the end of the course, students will be required to submit a written report including its business plan. | 40 |
| Workshop | A1 A2 A3 A8 A9 A10 A11 B4 B6 B7 B8 B9 C3 C8 C9 | Personal and team work and personal engagement in workshops will be also taken into account to grade students. | 10 |
| Oral presentation | A3 B3 B8 C1 C3 C4 C5 C9 | At the end of the course, students will be required to make a presentation on their business plans. | 50 |
| Assessment comments | |||
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A) EVALUATION REGULATIONS: 1. Evaluation conditions: It is forbidden to access the exam room with any device that allows communication with the outside and/or storage of information. 2. Identification of the student: The student must prove his/her identity in accordance with the current regulations. B) TYPES OFQUALIFICATION: 1. No-show grade: Corresponds to the student, when he/she only participates in evaluation activities that have a weighting of less than 20% on the final grade, regardless of the grade achieved. 2. Students with recognition of part-time dedication and academic dispensation of exemption from attendance: students with recognition of part-time dedication will be evaluated following the conditions expressed below for the early-call opportunity. C) EVALUATION OPPORTUNITIES: 1. First opportunity: the evaluation criteria previously indicated in this section will be applied. 2. Second opportunity: the evaluation criteria previously indicated in this section will be applied. 3. Early-call opportunity: There are specific conditions for the early call opportunity (art. 19 Normas de Avaliación, Revisión e Reclamacións das Cualificacións dos Estudos de Grao e Mestrado Universitario). In this case, evaluation is carried out by a specific mixed exam, comprehensive of all contents and skills of the subject. This exam accounts for 100% of final mark. D) OTHER EVALUATION OBSERVATIONS: Fraudulent behaviour in any of the methodologies subject to assessment will result in the grade of "Fail (0)" in the final assessment. Attendance |
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| Sources of information |
| Basic |
Pinson, L. (2008). Anatomy of Business Plan. The step-by-step Guide to Building your Business and Securing your Company's future. Out of your mind... and into Marketplace TM
Comunidad de Madrid (). Business Plan. http://www.madrid.org/cs/StaticFiles/Emprendedores/Analisis_Riesgos/pages/pdf/metodologia/1Plandeemp
Dupouy, L.T. (2018). Cómo desarrollar planes estratégicos de negocios: el proceso es más importante que el resultado final. https://www.harvard-deusto.com/como-desarrollar-planes-estrategicos-de-negocios-el-proceso-es-mas-im
Wahbe, A. (2019). How to write a business plan: Free template, tips, and examples. https://quickbooks.intuit.com/r/business-planning/business-plan-template/
Abrams, R. (2003). The Successful Business Plan. Secrets and Strategies. THe Planning shop |
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| Complementary | |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |
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1. The delivery of the documentary works that are made in this subject: a) It will be requested in virtual format and/or computer support b) It will realise through Moodle, in digital format without needing to print them 2. The importance of the ethical principles related to the values of sustainability in the personal and professional behaviours must be taken into account. 3. Work will be done to identify and modify prejudices and sexist attitudes and the environment will be influenced in order to modify them and promote values of respect and equality. 4. The full integration of students who for physical, sensory, psychic or sociocultural reasons experience difficulties to an adequate, egalitarian and profitable access to university life, will be facilitated. 5. Attention to diversity: The course may be adapted to students who require the adoption of measures aimed at supporting diversity (physical, visual, auditory, cognitive, learning or mental health-related). If this is the case, they should contact the services available at the UDC/at the centre: within the official deadlines stipulated prior to each academic term, with the Diversity Attention Unit (https://www.udc.es/cufie/ADI/apoioalumnado/); failing that, with the ADI tutor of the Faculty of Humanities. 6. Additional remarks: Using electronic devices (laptops, tablets, mobile phones and so on) will be permitted only for academic purposes. |