AD204-12 Consumer Behaviour - Home



ASSUMPTION COLLEGE

MARIE EUGENIE SCHOOL FOR INNOVATIVE LEARNING

COURSE SYLLABUS

SECOND SEMESTER, SY 2015-2016

COURSE CODE & TITLE : Consumer Behavior

CREDIT UNITS : Three (3) Units

PREREQUISITE COURSES:

PROFESSOR : Jessica G. Evangelista jessicalacege@ 09175217280

I. COURSE DESCRIPTION

Marketing begins and ends with the customer, from determining customers' needs and wants to providing customer satisfaction and maintaining customer relationships. This course examines the basic concepts and principles in customer behavior with the goal of understanding how these ideas can be used in marketing decision making.

The course explores how the examination and application of consumer behavior is central to the planning, development, and implementation of marketing strategies. This class is designed to provide students with 1) an understanding of the many factors that influence consumer behavior, 2) fluency with some of the prominent theories that comprise consumer psychology, 3) the ability to formulate and answer questions about consumer behavior, and 4) the ability to relate conclusions to actionable marketing strategy.

This class will examine prominent theories in psychology and other disciplines that relate to consumer behavior and evidence that can be used to test and further refine those theories. Furthermore, because theories rarely predict behavior with perfect accuracy, the class will explore the research process in detail. Doing so will help students develop the skills necessary to critically evaluate and conduct their own targeted behavioral research.

LEARNING OUTCOMES: At the end of the term, the students should be able to:

THINKING AND COMMUNICATING

1. To appreciate the importance of understanding the customer to a firm's success.

2. To acquire an understanding of the psychological processes that underlie the effectiveness of marketing strategy in terms of impact on consumer behavior.

3. To acquire a knowledge base that enables critical assessment of current and future metrics, research technologies, and research data output.

4. To acquire a “toolbox” of psychological principles applicable to marketing strategy.

FEELING AND DOING

1. Develop concepts for anticipating customer reactions to marketing stimuli.

2. Obtain a framework for analyzing consumer behavior problems

3. Show how behavioral evidence can be used to evaluate alternative marketing strategies

4. Learn how to use customer behavior concepts in determining marketing strategy.

5. Acquire experience in applying these theories to real-world consumer behavior problems

II. EVIDENCE OF LEARNING

Expected Output:

1. Weekly class activities and team assignments

Team assignments are designed to give you working experience with the research process. These assignments will involve formulating research questions, planning and executing experiments, analyzing data, and developing marketing strategy on the basis of the results. You will also learn to manage tasks in a group setting, and communicate ideas both orally and in writing. You will receive a separate handout detailing the team assignments.

2. Individual Case Study

3. Midterm project

Will be based on lectures, assigned readings, and class assignments.

4. Final project

Details will be discussed in class

5. Extra Credit

Your grade in this class will be based on the rubric. Students may not request supplementary assignments for “extra” credit, since offering opportunities to some students that are not available to all would be unfair. Exams may list problems for “extra credit” but these opportunities, if available, will be available to all students.

COURSE CALENDAR/ SCHEDULE

|Detailed Course Content & Time Frame |Course Activities/ Requirements/ Assessments |

|Subject Orientation | |

|Week 1 | |

|Course Requirements and Introduction to Consumer Behavior | |

|Introduction to Consumer Behavior |Learning Experiences |

|Week 2 |Understand consumer behavior and the different types of consumers |

|Consumer behavior and the marketing concept |Understand the relationship between consumer behavior and marketing |

|Customer value, satisfaction, trust, and retention |concept, societal marketing concept, segmentation, targeting, and |

|The impact of new technologies |positioning |

| |Understand relationship between consumer behavior and customer value, |

| |satisfaction, trust, and retention |

| |Understand the effect of new technologies, and how marketer are |

| |increasingly able to reach consumers |

| |Understand the makeup and composition of a model of consumer behavior |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

|Consumer Research Process |Learning Experiences |

|Weeks 3 |Understand the importance of consumer research for firms and their brands|

|Developing research objectives |Steps in consumer research process |

|Collecting secondary data |The importance of establishing specific research objectives |

|Designing primary research |The purpose and types of secondary consumer research that is available |

|Data analysis and reporting research findings |for decision making and planning |

| |Understand specific features and applications of different methods in |

| |consumer research |

| |Assessment: Case studies and Team FGD |

| |Instructional Aid: Powerpoint presentation |

|Market Segmentation and Strategic Targeting |Learning Experiences |

|Week 4 |Understand why market segmentation is essential |

|Criteria for effective targeting |The criteria for targeting selected segments effectively. |

|Bases for segmentation |The bases for segmenting consumers. |

|Implementing segmentation strategies |How segmentation and strategic targeting are carried out. |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

|Consumer Motivation |Learning Experiences |

|Week 5 |Understand the types of human needs and motives and the meaning of goals.|

|Motivation as psychological force |Understand the dynamics of motivation, arousal of needs, setting of |

|Dynamics of motivation |goals, and interrelationship between needs and goals. |

|Types and systems of needs |Learn about several systems of needs developed by researchers. |

|Measurement of motives |Understand how human motives are studied and measured. |

| |Assessment: Case studies and Individual Paper |

| |Instructional Aid: Powerpoint presentation |

|Personality and Consumer Behavior |Learning Experiences |

|Week 6 |Understand how personality reflects consumer’ inner differences |

|Defining personality |Freudian, Neo-Freudian, and Trait theories and the influence of |

|Theories of personality |personality on consumers’ behavior and attitudes |

|Understanding consumer behavior |How personality reflects consumers’ responses to product and marketing |

|Brand personality |messages |

|Self and self-image |How marketers seek to create brand personalities-like traits |

|Virtual personality |Product and services that consumers use enhance their self-image |

| |Online identities |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

| |Group 1 Presentation: Chapter 14 Psychographics, Value, Personality, and |

| |Lifestyle |

| |Source: Hoyer, W. D., Pieters, R., & MacInnis, D. J. (2010). Consumer |

| |behavior. Mason, OH: South-Western Cengage Learning |

|Consumer Perception |Learning Experiences |

|Week 7 – December 18 |Understand the sensory dynamics of perception. |

|Sensory dynamics of perception |Learn about the three elements of perception. |

|Elements of perception |Understand the components of consumer imagery and their strategic |

|Consumer imagery |applications |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

| |Group 2 Presentation: Chapter 4 Knowledge and Understanding |

| |Source: Hoyer, W. D., Pieters, R., & MacInnis, D. J. (2010). Consumer |

| |behavior. Mason, OH: South-Western Cengage Learning |

|MIDTERMS |MIDTERMS |

| | |

|Consumer Learning |Learning Experiences |

|Week 10 |Understand the process and four elements of consumer learning |

|Elements of consumer learning |Understand the process and four elements of consumer learning. |

|Behavioral learning |Study behavioral learning and understand its applications to consumption |

|Information processing and cognitive learning |behavior. |

|Consumer involvement and passive learning |Study information processing and cognitive learning and understand their |

|Outcomes and measures of consumer learning |strategic 
applications to consumer behavior. |

| |Study consumer involvement and passive learning and understand their |

| |strategic affects 
on consumer behavior. |

| |Understand how consumer learning and its results are measured. |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

|Consumer Attitude Formation and Change |Learning Experiences |

|Week 11 |Understand what attitudes are, how they are learned, and their nature and|

|Defining attitudes |characteristics |

|Structural models of attitudes |Composition and scope of selected models of attitude |

|Attitude formation |How experience leads to initial formation of consumption-related |

|Strategies of attitude change |attitudes |

|Behavior can precede or follow attitude formation |Ways consumers’ attitudes are changed and can lead to behavior, which can|

| |lead to attitudes |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

| |Group 3 Presentation: Chapter 5 Attitudes Based on High Effort |

| |Source: Hoyer, W. D., Pieters, R., & MacInnis, D. J. (2010). Consumer |

| |behavior. Mason, OH: South-Western Cengage Learning |

|Communication and Consumer Behavior |Learning Experiences |

|Week 12 |Understand the role of the message’s source in communication process |

|The source as the message initatior |Role of the message’s audience in the communication process |

|The receiver as the target audience |Advertising media and how to select the right media when sending |

|The media as channels for transmitting messages |promotional messages |

|Designing persuasive messages |Understanding consumers enables marketers to develop persuasive messages |

|Feedback determines the message’s effectiveness |How to measure the effectives of promotional messages |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

| |ASSIGNMENT FOR NEXT MEETING: |

| |Research on the Filipino family: 1) its changing household spending |

| |patterns 2) dynamics of husband-wife decision making 3) role of children |

| |in family decision making 4) tradition and non-traditional family life |

| |cycle |

| |Research on social classes in the Philippines |

| |Group 4 Presentation: Chapter 15 Social Influences on Consumer Behaviour |

| |Source: Hoyer, W. D., Pieters, R., & MacInnis, D. J. (2010). Consumer |

| |behavior. Mason, OH: South-Western Cengage Learning |

|The Family and Its Social Class Standing |Learning Experiences |

|Week 13 |Socialization process and the roles of the family |

|Socialization and related roles of family |Traditional and non-traditional family life cycle and their impact on |

|Family decision makings |consumer behavior |

|Family life cycle |Distinctive profiles of specific social class groupings |

|Social class |How social class is used in consumer research studies |

|Measurement of social class |Assessment: Case studies and Individual Paper |

|Lifestyle profiles of the social class |Instructional Aid: Powerpoint presentation |

|Social-class mobility |ASSIGNMENT FOR NEXT MEETING: |

|Geodemographic clustering |Research on Filipino core values |

|The affluent consumer |Group 5 Presentation: Chapter 13 Social Class and Household Influences |

|Middle class consumers |Source: Hoyer, W. D., Pieters, R., & MacInnis, D. J. (2010). Consumer |

|Working class and other nonaffluent consumers |behavior. Mason, OH: South-Western Cengage Learning |

|Recognizing the “techno-class” | |

|Selected consumer behavior applications of social class | |

|Influence of Culture on Consumer Behavior |Learning Experiences |

|Week 14 |What culture is and how it impacts consumer behaviors. |

|Defining culture |How culture acts as an “invisible hand” that guides consumption-related |

|Culture satisfies needs |attitudes, values and behavior. |

|Culture is learned |How culture sets standards for what satisfies consumers’ needs. |

|Culture is dynamic |How culture is learned and expressed in language, symbols, and rituals. |

|Measurements of culture |How consumers are always adapting to culture-related experiences. |

|Core values |How the impact of culture on consumer behavior is measured. |

|Shopping culture |How core cultural values impact American consumers. |

| |How the American culture became a “shopping culture.” |

| |Assessment: Case studies and Developing a Consumer Behavior Case Study |

| |Instructional Aid: Powerpoint presentation |

| |Group 6 Presentation: Chapter 12 Consumer Diversity |

| |Source: Hoyer, W. D., Pieters, R., & MacInnis, D. J. (2010). Consumer |

| |behavior. Mason, OH: South-Western Cengage Learning |

|Consumer and the Diffusion of Innovations |Learning Experiences |

|Week 15 |Twofold process of the spread and acceptance of innovative products and |

|Diffusion process |services within a social system |

|Adoption process |How individual consumers decide whether or not to try an adopt |

|Profile of the consumer innovator |Personal characteristics of innovators |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

|Consumer Decision Making and Beyond |Learning Experiences |

|Week 16 |Three levels of consumer decision making |

|Levels of consumer decision making |Four different models of consumer decision making |

|Models of consumers: Four views of consumer decision making |Detail the model of consumer decision making |

|Model of consumer decision making |Nature and scope of consumer gift giving |

|Consumer gifting behavior |Need for relationship marketing |

|Consuming and possessing |Assessment: Case studies |

|Relationship marketing |Instructional Aid: Powerpoint presentation |

|Marketing Ethics and Social Responsibility |Learning Experiences |

|Week 17 |Understand the meaning of marketing ethics and social responsibility |

|Exploitive Targeting |Potential unethical marketing practices involving targeting especially |

|Manipulating consumers |vulnerable or unaware customers |

|Social responsibility |How marketers can ambush consumers |

| |How marketers can advance society’s interest via advocating social |

| |benefits, cause-related marketing, and green marketing |

| |Assessment: Case studies |

| |Instructional Aid: Powerpoint presentation |

|FINALS |Submission of Final Project |

GRADING SYSTEM: * Should be aligned with objectives and course requirements

|MIDTERM GRADE |PRE-FINAL GRADE |FINAL GRADE |

|40% - Class Standing |40% - Class Standing |60% Prefinal Grade |

|* Quizzes |* Quizzes |40 % Midterm Grade |

|* Written activities |* Written activities |100% TOTAL |

|* Homework/ Seatwork |* Homework/ Seatwork | |

|* Case Study |* Case Study | |

|60% - Midterm Exam |60 % - Final Project | |

|100% TOTAL |100% TOTAL | |

COURSE POLICIES:

• Attendance and lateness/Missed Exams and Assignments

❖ Tardiness is recorded within 15 minutes from the start of the class schedule. It is the responsibility of the latecomers to approach and inform her professor about her tardiness.

❖ Three instances of tardiness make one absence.

❖ Maximum permissible number of absences per semester. For all 3 unit courses meeting twice a week:

4 cuts – for Freshmen and Sophomores

6 cuts – for Juniors and Seniors

2 cuts – for all year levels for a 3 unit course meeting once a week.

❖ It is the responsibility of the students to keep track of their absences and incidents of tardiness. They should exercise wise use of their allotted cuts. Students should not expect a warning upon reaching the maximum number of allowable cuts.

❖ Any absence (or equivalent incidents of tardiness) beyond the maximum number of permissible absences automatically means a grade of Failure due to Absence (FA). After having exceeded the maximum allowable cuts, negotiations should be made immediately with the Associate Dean only in the following instances:

a) Prolonged illnesses and contagious diseases, death in the immediate family or other equally compelling reasons.

b) Official representation in school-related activities as recommended by the Dean of Student Affairs or the Department Chairperson;

❖ The presentation of a doctor’s certificate and/or letter from the parents/guardian is required. In the case of school - related activities, proof of attendance must be presented.

❖ Students are responsible for all lectures and assignments given during their absence. No make-up tests are given for those missed during absence.

(Note: An excused absence is one that has been authorized by the school)

• Class participation:

❖ Each student is expected to be an active participant during class discussions. Extra credits will be given to students who will enhance classroom interactions through their opinions and insights.

• Submission of Requirements

❖ All academic requirements must be submitted on time.

• Academic dishonesty

❖ Any student caught engaging in cheating or plagiarism will be subject to sanctions described in school policy (SH p. 49) that can include failure of the course.

REFERENCES

Assael, H. (2004). Consumer Behaviour. Boston; Houghton Mifflin

Blackwell R.D., Minard P.W. and Engel J.W. (2006). Consumer Behaviour (10th ed.). Thomson South Western

Blyth, J, (2008). Consumer Behaviour. London: Thomson Learning.

Evans, M., Jamal, A., and Foxall, G. (2009). Consumer Behaviour. (2nd ed.), Chichester,Wiley

Hanna, N. and Wozniak, R. (2001). Consumer Behavior – An Applied Approach (2nd ed.). Prentice-Hall.

Hoyer, W. D., Pieters, R., & MacInnis, D. J. (2013). Consumer behavior. Mason, OH: South-Western Cengage Learning.

Malhotra, N. K. (2007). Marketing research: An applied orientation. Upper Saddle River, NJ: Pearson/Prentice Hall.

Peter, J. P., & Olson, J. C. (2010). Consumer Behavior & Marketing Strategy, (9th ed.). McGrow-Hill Irwin

Schiffman, L. G., & Kanuk, L. L. (2010). Consumer behavior. Upper Saddle River, NJ: Pearson Prentice Hall.

Solomon, M. R. (2004). Consumer Behavior – Buying, Having and Being (6th ed.). Pearson Prentice Hall.

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