| Learning objectives |
- Identify and explain the difference between behavioral,
cognitive, experiential, and cultural theories when analyzing
specific consumer behavior.
- Select, explain and apply relevant key terms, definitions,
concepts, theories and models covered in the course to analyse
consumer behavior in a specific case setting.
- Analyze and describe how a marketer could use relevant theories
and models covered in the course to influence consumer behavior in
a specific case setting.
- Present a clear and coherent argument for your selection of key
theories and models and follow academic conventions in your written
presentation.
|
| Examination |
|
Perspectives
on Consumer Behaviour:
|
| Exam
ECTS |
7,5 |
| Examination form |
Home assignment - written product |
| Individual or group exam |
Individual exam |
| Size of written product |
Max. 10 pages |
| Assignment type |
Written assignment |
| Duration |
2 weeks to prepare |
| Grading scale |
7-point grading scale |
| Examiner(s) |
One internal examiner |
| Exam period |
Autumn |
| Make-up exam/re-exam |
Same examination form as the ordinary
exam
|
|
| Course content, structure and pedagogical
approach |
|
Aim of the course
The key aim of the course is to gain an understanding of the
consumer and their responses to brand communication as an input
into the decision-making processes of the marketing and brand
manager communication. Consumers are and have been the central
focus of brands since the emergence of branded products at the end
of the 18th century. The brand promise (and identity) has
been the manufacturer's (now service / value providers’)
attempt to achieve desired consumer responses, but it is the
consumer's response to brands that determines whether a brand
is successful or not. This course aims to give you an
in-depth insight into the influences, reasonings and outcomes
of consumer behaviour. It deals with the crucial issues of
why and how consumers consume and how marketers may respond to
this.
Content
Consumers can be understood in many ways depending on how we look
at them. The course introduces the student to different approaches
to understanding consumer behaviour: behavioural, cognitive,
experiential, and cultural approaches. It examines the
assumptions underlying each of these approaches, as well as their
strengths and limitations in relation to the decision processes of
marketing managers. Through the course the student is
introduced to ways of analysing consumer behaviour and implications
for marketing. Students are encouraged to apply this knowledge to
actual products and services.
Course progression
Consumer Behaviour is a foundation course in the study
program.
|
| Description of the teaching methods |
| This course is delivered in a blended learning
format. That is, we combine online material and lectures with
in-class discussions and workshops. Blended learning (the mix of
online and offline platforms) creates a powerful learning
environment for students, which we intend to use to its fullest
potential. The course consists of online lectures and materials,
online activities (e.g. online discussion forum, and/or peer graded
assignments), and on-campus group work and in-class discussion. The
class is highly interactive both online and offline with a
corresponding expectation that students engage in these
interactions. |
| Feedback during the teaching period |
| In order to increase student learning the course
includes several voluntary feedback activities. During the course,
groups prepare voluntary assignments before (and sometimes in)
class. In some cases, feedback is given collectively and students
can learn from the discussion of a few examples. At other times,
students will receive feedback on their own group contributions.
Further, towards the end of the course students will be able to
perform a learning check activity in terms of for example a
game/simulation/multiple choice test. Finally, a peer-graded group
assignment with group feedback finalizes the course and allows
students to collaboratively address a case (similar to the exam).
After the end of the peer-grading process, each group will receive
written feedback and general issues will be discussed in the final
class. |
| Student workload |
| Teaching |
30 hours |
| Preparation |
126 hours |
| Exam |
50 hours |
|
| Expected literature |
|
Text collection and research papers (Indicative literature -
final literature will be announced upon enrollment):
-
Arnould & Price (1993). “River Magic: Extraordinary
Experience and the Extended Service Encounter”. Journal of
Consumer Research, 20 (June), pp. 24-45.
-
Belk, Russ W. (1988). “Possessions and the Extended Self”.
Journal of Consumer Research, 15 (September),
139-168.
-
Belk Russ W, Ger Guliz, and Søren Askegaard. (2003). ”The Fire
of Desire: A Multisited Inquiry into Consumer Passion”.Journal
of Consumer Research, 30 (December), pp. 326-351.
-
Fournier, Susan (1998). “Consumers and Their Brands: Developing
Relationship Theory in Consumer Research.” Journal of Consumer
Research, 24 (March), pp. 343-373.
-
Kivetz, Ran, Oleg Urminsky, and Yhuang Zheng (2006). “The
Goal-Gradient Hypothesis Resurrected: Purchase Acceleration,
Illusionary Goal Progress, and Customer Retention.” Journal of
Marketing Research, 43 (February), pp. 39-58.
-
Levy, Sidney. J. (1959). “Symbols for Sale.” Harvard
Business Review, 37, pp. 117-124.
-
McCracken (1986). “Culture and consumption.” Journal of
Consumer Research, 13 (June), pp. 71-84.
-
Nord, Walter R., and J. Paul Peter (1980). “A Behavior
Modification Perspective on Marketing.” Journal of
Marketing, 44 (Spring), pp.
36-47.
|
Permalink