Consumer Behavior

Mrkt-355

Instructor: Dr. Scott Anderson

Office: School of Business; 712-749-2411

Course Description:

In this course we will examine both concepts and applications of consumer (and industrial buyer)
behavior by determining how the customer reacts in the marketplace to various marketing
strategies of the firm. We will focus on topics such as consumer decision-making, attitudes,
perceptions, social classes, reference groups, and family influences to determine how these
factors affect consumers in their buying decisions. Through several in-class exercises, we will
determine how companies can utilize consumer behavior concepts in new product development
and the design of promotional campaigns.

Course Objectives:

At the conclusion of this course, the student should be able to:

• Define external influences on buying behavior (culture, demographics, social status,
reference groups, purchasing groups, management influence).
• Define internal influences on buying behavior (perception, learning, memory,
motives, personality, emotions, and attitudes).
• Explain the decision making process and how it relates to consumers and industrial
buyers.
• Understand the self-concept and lifestyle and their influences on purchasing
decisions.

Course Requirements:

Study Habits
You are expected to read the assigned chapters prior to my presentation of the material.

Exams
There will be three exams and a final. Each exam is worth 100 points. The exams, which
consist of short-answer / multiple choice questions, will typically cover three or four
chapters. Permission to miss or delay an exam must be gained at least 24 hours
beforehand. If permission is not gained before the day of the exam, your test score will be
dropped two letter grades.

Homework
You may complete your homework projects and major project in two-person teams. See
instructions for each assignment below. Most papers have a limit of three, double-spaced
 pages. Late homework assignments will be penalized 30% and must be handed in the
following class period, otherwise a zero will be given.

Attendance/Participation
Attendance is required. If a student is to be absent from class, the student must notify the
professor prior to class. Students may use email or call ext. 2411 anytime to leave a
message for the professor. More than three unexcused absences will negatively affect the
final grade. Absences due to illness will be excused with an email note from the school
nurse.
Participation is essential and will contribute to your final grade.
Grading Procedure:

Final grades will be based upon the following schedule:

Exams and Final 4 * 100 = 400

Major Project 150
Homework Assignments 3 * 50 = 150
Attend/Participation 2 * 50 = 100
Total 800 points possible

The results of any pop quizzes will be figured into the final score.

Grading, based on percentage of total points, will be as follows:

A (P) 90%+ B (P) 80%+ C (P) 70%+ D (NC) 60%+ F (NC) Below 60%

NOTES:

Cheating of any type will not be tolerated and will result in an automatic F for the course.

Please notify me immediately if you have any type of disability that might impair your
learning. We will make any possible accommodation.

I reserve the right to change the syllabus or schedule during the semester. It is your
responsibility to be in class and to be aware of any changes.
 Buena Vista University, Harold Walter Siebens School of Business

Statement on Expectations Concerning Academic Rigor

Academic rigor means the consistent expectation of excellence and the aspiration to significant
achievement. It is specifically because we care so much for our students and their future that we require
them to meet the highest expectations of academic achievement and growth. Our graduates will
encounter increasing career competition from all corners of the world. As faculty it is our job to provide
students with academic and other developmental challenges, along with sufficient support, to create an
environment in which students internalize and embrace these expectations. Students need to take
advantage of these opportunities. Doing so will enable our graduates to thrive in a global marketplace
and lead meaningful lives.

Academic rigor pertains to standards of excellence to which we hold both faculty and students.

Faculty

Faculty who employ academic rigor serve as role models for students, inspiring them to strive for and
value excellence, achievement, and growth, by:

• Designing curricula that are modern, internally consistent, and focused on preparing graduates for
success.

• Establishing high standards and expectations, communicating them effectively, and

demonstrating them through challenging coursework and well-prepared and well-executed
classes.

• Fully involving students in the learning experience by encouraging thoughtful discussion,

collaboration, and active learning, as appropriate.

• Providing opportunities for student-faculty interaction in and out of class and encouraging
students to take advantage of these occasions.

• Employing strategies that acknowledge diverse methods of learning and that expand student
capabilities across various learning styles, while maintaining consistently high expectations for
achievement.

• Making it clear that successful full-time study requires full-time work, and designing substantive
and appropriate learning experiences that require that level of effort.

Students

An academically rigorous education requires an attitude and lifestyle conducive to achieving excellence.
Students fully realize the benefits of academic rigor by:

• Accepting complete and ongoing responsibility for learning and for grades earned.
• Coming to every class sufficiently prepared to participate and learn, approaching assignments
with the goal of learning the material, and using technology in a manner consistent with
achieving the course learning objectives.

• Conducting themselves honorably and treating professors, classmates, and the classroom
environment with complete respect.

• Taking advantage of all opportunities to learn, including interaction with faculty both in and out
of class.

• Maintaining an open mind and willingness to master new learning styles when encountering
diverse teaching and learning methodologies.

• Approaching each class in a professional manner, treating full-time study as the equivalent of
full-time employment, and determining exactly what is expected and required in each class...then
doing it.
 Consumer Behavior Assignments
Spring, 2007

Assignment 1 (Chapter 4)

This assignment is designed to show your understanding of the various social classes. You are to
secure a recent (within the past two weeks) newspaper from a city you have not lived in (a
Sunday paper is best). Select, and attach to your analysis, five advertisements from retail
establishments. For each advertisement estimate the social class being targeted, describe what
cues in the ad led to your estimate, and explain some of the criteria used by your book’s author to
define that social class. Include ads that target various social classes rather than having all of
your ads targeting the same social class. Include in your written analysis the name of the
newspaper, page number, and date of publication for each ad. This is a college-level paper and
care should be taken to make sure it appears as such (3-pages double spaced maximum).

Assignment 2 (Chapter 7)

Locate a recent (within the last six month’s) issue of Advertising Age, Fortune, Business Week,
or another business magazine. Find five "New Products" and categorize them as continuous,
dynamically continuous, or discontinuous innovations. Include a copy of each ad/article/PR
piece along with your analysis/interpretation. Include in your written analysis the name of each
publication, page number, and its publication date. This is a college-level paper and care should
be taken to make sure it appears as such (3-pages double spaced maximum).

Assignment 3 (Chapter 10)

Find and copy two advertisements that appeal to each level of Maslow’s hierarchy
(physiological, safety, belongingness, esteem, and self-actualization). For each ad:
1. Describe why the ad appeals to that particular level of the hierarchy
2. Speculate why the firm decided to appeal to that level
3. Document the source of each advertisement as in earlier assignments
Include in your written analysis the name of each publication, page number, and its publication
date. This is a college-level paper and care should be taken to make sure it appears as such (3-
pages double spaced maximum).

Major Project (see chapter 7)

• Choose a product: such as personal organizers, cell phones, health food, Christian
Children’s Fund, deodorant, exercise equipment (must be okayed with professor).
• Interview five consumers (develop a short survey) experienced with the product to
determine their current preferences and how they would be influenced to purchase this
product.
• Develop a set of six new advertisements (start with thumbnail sketches) to convince those
interviewed to switch to your new competitive product. Develop two adds each using the
following three techniques:
1. Informational reference group influence
2. Normative reference group influence.
3. Identification reference group influence.
• Show the ad program to the five consumers interviewed earlier to determine if your ad
campaign will be effective. Ask for their input regarding improvements (document their
thoughts and suggestions).
• Use their inputs to finalize the ads for your class presentation.
• Use the Standard Rate and Data or Simmons Research Bureau studies to choose
appropriate print media for your advertisements. Give the library location for SRDS and
tell the reader how much each magazine charges for a full-page, 4-color advertisement (3
magazines).
• Present your campaign to the class and determine if your classmates are likely to switch to
your new product
• In your paper:
∗ Describe the ad program and how each ad was designed.
∗ State the technique used for each ad
∗ Include: the completed surveys, the original ads (thumbnails/sketches), the final ads
∗ Include the print media information
There is a 20-point extra credit bonus for the best presentation each day.

ACCOMMODATIONS: According to ADA Law, Buena Vista University provides reasonable

appropriate accommodations through an organized process. Students are responsible to
advocate for themselves and to provide adequate documentation. Students requesting
accommodations must follow this process. Contact Donna Musel, Director of the Center
for Academic Excellence (CAE) and go to
http://www.bvu.edu/departments/academicaffairs/cae/studentaccommodations_sl.asp to
download appropriate forms.