Pedagogy and Professional Development

Teaching Buying and Vending Skills Through Role Play

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Abstract

The fashion program at a midsize private university in the Northeast includes a team-taught sophomore-level Fashion and Retail Lab course, structured as a job simulation with projects that professionals encounter in the workforce. The Lab was divided into four rotations: Merchandise Buying, Product Development, Trend Forecasting, and Merchandise Promotion. The Merchandise Buying and Product Development rotations were taught concurrently in the first half of the semester, culminating in a Buyer/Vendor Role-Play in which teams of "vendors" pitched lines they developed to classmates who, when not presenting, posed as associate buyers. Student feedback collected over three semesters showed that they felt positively about this experience, enjoying the opportunity to show their creativity, and to both think like a buyer and a vendor. Although some students were not enthusiastic about giving oral presentations, they recognized their educational benefits. Other challenges identified by students were addressed in a process of continuous improvement. 

Keywords: product development, merchandise analysis, Kolb's Experiential Learning Cycle

How to Cite:

Jablon-Roberts, S., (2025) “Teaching Buying and Vending Skills Through Role Play”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21422