SEATTLE PACIFIC UNIVERSITY

School of Business & Economics

COURSE OBJECTIVES: To provide students with an understanding of how the principles underlying consumer behavior affect marketing management and strategy. Knowledge of consumer behavior is a prerequisite for effective market segmentation, product development and product positioning. Students will learn the interdisciplinary nature of Consumer Behavior and obtain the knowledge necessary to understand what variables affect consumer needs, how consumers learn about products, how they decide to buy different products of products, and how they evaluate products. Consumer Behavior theories, however, provide marketers will the background for asking appropriate questions rather than a specific blueprint for marketing actions. A key part of class discussions will revolve around analyzing the implications of Consumer Behavior theories for ethical decision making. We will discuss Biblical views of the nature of God, the nature of humanity, good and evil, as they apply to consumer behavior and the discipline of Marketing.

PERSONAL ORIENTATION TOWARDS CONSUMER BEHAVIOR: It is easy to be overwhelmed by the number of different theories that attempt to explain Consumer Behavior. To make matters worse, none of these theories predict human behavior very well. But, they are useful in marketing decision making because they provide insights on consumer attitudes, values, and decision-making. Students who approach this subject matter as passive learners, will probably become frustrated with the lack of definitive answers. But, those who see Consumer Behavior theories as tools for decision making, and not a substitute for rational thinking, will enjoy the challenge of trying to understand consumers and trying to predict consumer behavior. So, I like to be eclectic in my use of Consumer Behavior theories to predict what consumers will do in a given situation. Sometimes, sociological variables such as age, income, gender as well as cohort effects will be able to predict people’s behavior. Other times, psychological theories about human needs and attitude change may be more appropriate. It’s up to the individual marketer to determine which of the many theories of Consumer Behavior is most appropriate in a given situation. So, use this class as an opportunity to sharpen your marketing decision making skills. In all the class assignments, you will make predictions and observe the results. Fortunately, while you’re in the class, the consequences of making a wrong decision are minimal. Let’s use this quarter as an opportunity to learn a lot, and have fun trying to apply Consumer Behavior theories to "real life" situations.

REQUIRED READINGS: Consumer Behavior, 4th ed, by Michael R. Solomon, Prentice Hall, 1999.

Selected other readings will be placed on the on-line syllabus for the course. Reading these additional readings will be considered as part of the class participation requirements.

Field Assignment: Students in groups of 2-4 will complete an observational study in the retail environment. Students explore how differences in their appearance (social class, gender, etc.) influences salespeople’s reaction. Each group analyzes differences found in individual experiences and gives an oral presentation in class. Each student will submit an individual report based on his or her own insights.

Experiment: Students in groups of 2-4 will conduct a laboratory or field experiment utilizing one of the experimental designs discussed in the Marketing Research class. Students can examine the effects of brand image, advertising, price, color, music, and other variables on consumer willingness to purchase different types of products.

The experiment report will be graded 80% for content, 20% for clarity, style, and presentation. Group members will be asked to grade others in their group.

Reasons for success project: Select a retailer that is performing well in the marketplace. Obtain background information on the retailer and its competitors. Use Consumer Behavior theories to account for the retailer’s success. Is the success a result of rational problem solving on behalf of customers? Is the success due to emotional associations created through classical conditioning? Is it simply the effect of social influences and word-of-mouth communications? Construct a questionnaire that will test the theories that could account for the retailer’s success. Each student should interview 15 people and analyze the results of the interviews in light of the theories being tested. It is recommended that you complete this assignment working in groups of two.

EXAMINATIONS AND GRADING/EVALUATION CRITERIA:

Tests: There will be 5 quizzes throughout the quarter on specified chapters in the textbook.

Class Attendance and Participation: I believe that class attendance and participation greatly facilitate student learning. In addition, students will be expected to actively participate in class discussions over the textbook readings, cases, and articles available on-line.

Class participation will also involve weekly predictions on the ranking of new movies at the box office based on Consumer Behavior theories. Small groups (2-4 students) will compete with other groups in class to determine which group has the best record in predicting attendance at cinema theaters. Predictions and reasons for selection need to be submitted to me in class every Friday. Group answers will be checked against theater attendance information reported by Yahoo.com every Sunday afternoon. The weekly winners will be announced in class the following Monday. Students in the group with the best record of predictions will receive 20 bonus points at the end of the quarter. Lack of participation in weekly predictions will result in a lower participation grade.

Participation is also measured by the way you behave in class. Positive participation activities include the following: being polite towards others, being helpful, encouraging others, being friendly, showing interest in what others are saying, reaching out and trying to include all group members in group activities, and doing your personal best in group activities. Negative participation activities include the following: being habitually late for class, talking while someone else is involved in a class discussion or while I am lecturing, mocking someone or being disrespectful, leaving someone out of group activities, disrupting class activities, independent reading while I am lecturing or while we are engaged in a class discussion, being engaged in unrelated activities in class, behavior that disrupts others’ ability to participate in class, etc.

Academic Dishonesty: Cheating and plagiarism will not be tolerated. If someone is caught cheating or plagiarizing, he or she will receive a grade of 0 for the test or assignment.

Make-Up Quizzes: Make-up quizzes will only be given in cases of extreme personal or family emergency (serious personal illness, hospitalization of family members, death in the family, etc.) Make-up quizzes taken on a different day than the rest of the class will be different than those given in class.

Grading: The following number of points will be made available:

5 Quizzes 300 points

Experiment Report 200 points

Field Assignment Report 100 points

Reasons for Success Report 200 points

Class Participation 100 points

Total Possible Points 1000

A 930 - 1000 C 730 - 769

A- 900 - 929 C- 700 - 729

B+ 870 - 899 D+ 670 - 699

B 830 - 869 D 600 - 669

B- 800 - 829 E 0 - 599

C+ 770 - 779

SCHEDULE OF EVENTS/COURSE OUTLINE:

Reasons for Success report due by noon on March 17.