MAR201 CONSUMER BEHAVIOUR

TRIMESTER 3 2020

MAR201
CONSUMER BEHAVIOUR

TRIMESTER 3 2020

Unit Guide

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 MAR201 CONSUMER BEHAVIOUR
TRIMESTER 3 2020

About MAR201 Consumer Behaviour

Contacts
Below is a list of contacts for this unit. Please liaise directly with your unit instructor
regarding appropriate consultation times. It is usually best to make contact with the staff
via email.

Unit Instructor
Email:
Tuyen Nguyen
Student Advisor 79 Nguyen Dinh Chieu Street, District 3, HCMC
Email: tuyen.nguyen @isb.edu.vn

Unit overview
The unit is designed to equip students with knowledge and skills relating to theoretical
basis and applications of consumer behavior. It examines the decision making processes
that individuals, groups and organizations go through when spending resources on
consumption, analyses the determinants of consumer behavior and links behavioral
concepts to marketing strategy. The implications of explanations of consumer behavior for
marketing strategy are considered and a practical emphasis is placed on developing
planning skills that will allow participants to translate consumer behavior theory into
marketing management action.

Pre-requisites
MAR101 Principles of Marketing
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Assessment information
Learning outcomes
Learning outcomes for the unit are outlined below. Upon completion of this unit, students
will be able to:
Understand the concept of consumer behavior, the role and function of
1.
consumer behavior within the discipline of marketing.
Understand external influences on consumer behavior such as culture
2. and reference groups of family, household, and social class. And apply
such knowledge to design marketing strategies.
Understand the internal influences to consumer decision making,
3. including perception, learning, memory, motives, personality, emotions,
and attitudes. And apply such knowledge to design marketing strategies.
Understand consumer decision making process, then explore how
4. marketers can use this process to increase consumer product knowledge.
And apply such knowledge to design marketing strategies.
Following Bloom’s taxonomy, students should accomplish the aforementioned knowledge and
another two following outcomes:
B1. Analysis: Analyze Case Studies to determine positive solutions.
• Assessment: Perform analysis on case studies and Unit Exams.
B2. Synthesis: Combine consumer behavior concepts learned in the course.
• Assessment: Perform research and analysis of consumer practices.
Assessment summary
ASSESSMENT ASSESSMENT ITEM AND DUE DATE LEARNING VALUE
NUMBER OUTCOMES (%)
1. Class participation LO1-LO4, B1 25%
 Quizzes 10%
 In class participation and discussion 15%
2. Group report LO3, B2 25%
Due: Session 12
5. Final exam (Individual) LO1-LO4 50%
Due: TBA
Final marks and grades are subject to confirmation by the School Assessment Committees
which may scale, modify or otherwise amend the marks and grades for the unit, as may be
required by University policies.
Note: To successfully complete this unit, students must:
 Achieve a minimum of 50 marks;
 Complete all assessment items; and
 Attend 80 per cent of class time. See attendance requirements in the session of class
policies and rules below.
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Assessment 1: Class attendance, participation & discussion (25%)
Overview
Start from Section 2, students will be assigned to work in groups to prepare slides and
discuss their selected topics related to the respective studied chapters. These preparations
have to be done at home before the classes start.
 Quizzes 10%
 In class participation and discussion 15%
Due: Ongoing throughout the duration of the course
Details
Quizzes. Due on every session, at the start of each class from session 2 to session 10. To
check the level of knowledge and understanding of students about the theoretical and
applied content of the subject and the ability to express them. Questions will cover all
materials in the assigned Chapter(s) reading before the class. There will be ten quizzes
(length: 5-10 minutes; style and format: True/False, Multiple Choice, and/or short answer)
for two points each.
Slides. There will be 10 assigned topics for presentation. All team (team of 4-5 assigned
students) have to prepare slides at home and upload to e-learning system before coming to
the class.
The marking is based on:
 Master of the media richness
 Comprehension of topic and critical evaluation
 Creativity and innovativeness of the topic presentation
 Presentation flow and relationship with audiences
In class participation. Class attendance, participation and discussion includes coming to
class and taking part in class discussions (this involves listening/reading as well as
writing/speaking and completing all in-class activities), asking questions, contributing your
knowledge and insights in whatever form is appropriate, and striving to make all your
contributions excellent.

Assessment 2: Group report (25%)

Overview
Due: due Session 11
Length: 20 minutes presentation (5%) and a written report of 3500 words (20%)

Details
Part 1: Literature review (1000 words with -/+5%)
Groups of 4-6 students will collaborate to work on the assignment. Each group will be
allocated to do a literature review on issues of consumer behavior of a specific
product/service category (each group will do different category) that reflected clearly about
problem solving within the industry, your group will need to justify why and how strategy
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decisions affected with using of evidence from a range of sources (at least 5 articles) to
support. Detail will be described clearly in the first session. The report should cover
definitions of the concepts, arguments of how those concepts affect the assigned category.

Part 2: Report (2500 words with -/+5%)

Groups must first decide on a market segment to target. Segments will either be provided or left for
groups to determine, depending on the nature of the market. Next, based on the desk research
regarding the product/service the group chooses, defining the problems and the objectives of the
company. Based on each chapter and these objectives, the group designs the discussion guide for
focus group. After that, the group collects the data via focus group, analyses and make the report in
order to answer the objectives.
Content of the report must include:
 A profile of the target segment (Persona)
 The problems and objectives of the company
 Use of the theory behind the chosen topics to demonstrate the relevance of their influence on
the consumer’s brand decision-making. (From the part 1)
 A set of marketing considerations that should be taken into account by organisations targeting
the segment.

Assessment 5: Final exam (Individual) (50%)

Overview
This is a 120-minute examination and consists of multiple-choice and short answer
questions.
Due: TBA
Length: 120 minutes

Details
Textbook and powerpoint slides prepared during the class are allowed in this exam. No
laptop, smartphone or any devices that can connect to other online and offline sources and
communicate with people are not allowed in this exam.
The exam is a two-hour examination held during the formal examination period. It is a
written examination consisting of two parts.
Part A is worth 30 per cent. It comprises a compulsory question, which may contain
multiple parts. Regardless of the number of parts, answers are to be no more than six
single-sided pages in length. The question may be in the form of a case study utilising
articles or videos from the news media or other sources, or it may be a general question.
The question will be designed to require students to apply a number of consumer behaviour
topics covered during the semester.
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Part B is worth 20 per cent and consists of two essay questions worth 10 per cent each,
from a choice of four. Each response should not exceed three single-sided pages in length
(i.e. three pages for each answer).
Marking criteria and standards
Part A and B are worth 30 and 20 percent respectively.
Hint: Students who tend to get higher marks for the final exam are those who do not just
“regurgitate” the textbook. Additional marks are given if students can show an
understanding of consumer behaviour, with their own examples rather than those used in
the text book. The group project can often assist as such examples.
General submission requirements

Assignment cover sheet

All assignments are to be submitted with an Assignment Cover Sheet. Group assignments
are to be submitted with a Group Assignment Cover Sheet as well as a Peer Evaluation
Form. Non-contributing team members can sometimes be an issue with group-work
structured assessment. Individual student group work scores may be adjusted as a result of
peer dissatisfaction with a particular student’s contribution to group work assignments, as
reflected in submissions of the evaluation form.

Note: Assignment cover sheets and the evaluation form can be located on E-learning
system (http://elearning.isb.edu.vn/). Students are to keep a copy of all assignments
submitted for marking.

Submission style and method

A professional standard of presentation is expected for all assignments. Assignments
should be typed, one and a half spaced, on A4 paper. Use a simple clear format, suitable
for a report to senior management in a commercial organisation.

All assignments are required to be submitted electronically via E-learning system

(http://elearning.isb.edu.vn/) by 11:55 PM on the due date and if required, in hard copies
to the unit coordinator by the due date. The title of assignment submitted via E-learning
system shall be as follows: Student name or Name of group_Unitname_Name of
Assignment.

Late assignment and make-up policy

Coursework and assignments are expected to be completed within the stated time frame. No
late assignments will be accepted unless prior authorisation granted by the coordinator. In
case such an authorisation is not granted, grade deduction will be applied. The coordinator
may decide not to accept assignments that are not submitted within 3 days after the
assignment due date. However, if there are extenuating or unforeseen circumstances, an
exception may be granted at the discretion of the unit coordinator and based on a Special
Consideration Application for assessment task extension.
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All quizzes, the mid-term test, and final exam must be taken on the assigned dates. If there
are extenuating or unforeseen circumstances, the unit coordinator must be contacted prior
to the quiz or exam dates to authorize a make-up if required. No make-up quiz or exam will
be accepted unless a prior approval granted by the unit coordinator based on a Special
Consideration Application for a supplementary examination.
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Teaching activities
Schedule of activities
SESSION PROGRAM READINGS & ACTIVITIES ASSESSMENT
SCHEDULE ITEMS DUE
1  Course overview  Learning guide
 Consumer  Forming groups and assigning topics
behaviour and Chapter 1- Consumer Behaviour and Marketing
Marketing strategy Strategy
 Introduce Discussion:
marketing brief and  What do the students expect from learning CB?
research brief  Marketing activities: Market analysis, STP-4P
 What are the applications of understanding consumer
behaviour?
Case: Consumer insight 1-2: The Meaning of Consumption
(page 30)
Preparation for next session:
 Each group chooses a product/service and defines the
marketing problems regarding 4P by browsing the
information on the internet. Based on this, each group
defines research proposal.
 Each group reads Chapter 2 and 7, and prepares power
point slides that presents the contents to achieve the
learning outcomes of each chapter.
2  Cross-Cultural Chapter 2- Cross-Cultural Variations In Consumer Each group submits the
Variations in Behavior preparation of this
Consumer Discussion session 2 working days
Behavior  What are the cultural values? How they affect consumer before the session starts
 Group Influences behaviour?
on Consumer Case: Consumer insight 2-2: Bollywood Goes Global (page
Behavior 66)

Chapter 7- Group Influences on Consumer Behavior

Discussion
 You are a marketing manager and want to use the power
of reference groups to influence consumers. Reference
group influence can take three forms. Name and
describe each, and explain how you could use each type
of influence in an advertisement.
 Factors affect the degree of group influence
 Diffusion of Innovation
Case: Consumer insight 7-2: Online Strategies to Leverage
Buzz and WOM (page 246)
Activity:
 One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
Preparation for session 4:
 Based on the research proposal preparing in S1, each
group lists out the questionnaires for the discussion
guide regarding the external influences.
Each group reads Chapter 8 and 9 and prepares power point
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SESSION PROGRAM READINGS & ACTIVITIES ASSESSMENT
SCHEDULE ITEMS DUE
slides that presents the contents to achieve the learning
outcomes of each chapter. Besides, each group prepares one
learning theories by combining the contents in the textbook
and more information from academic research.
3 Introduction to Market Research
An example of focus group
4  Consumer Chapter 8- Perception Each group submits the
perception Discuss factors that affect the attention and interpretation of preparation of this
Consumer learning, and consumers (stimulus, individual, situational) session 2 working days
memory Case: Consumer insight 8-2: Rhetorical Figures and before the session starts
Perception

Chapter 9- Learning, Memory, and Product Positioning

Discuss the five learning theories. How are these learning
theories helpful for companies to build brand image, product
positioning, and repositioning.
Case: Consumer insight 9-2
 Reading Your Mind
http://www.cbsnews.com/video/watch/?id=5119805n
Activity:
 One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
 Each group presents one learning theory.

Preparation for next session:

 Each group lists out the questionnaires for the discussion
guide regarding consumer perception, consumer learning
and memory (choose one learning theory to build up the
questionnaires).
 Each group reads Chapter 10 &11 and prepares power
point slides that presents the contents to achieve the
learning outcomes of each chapter
.
5  Motivation, Chapter 10- Motivation, Personality, and Emotion Each group submits the
Personality, Discussion: McGuire’s Psychological Motives? preparation of this
Emotion  Regulatory focus theory suggests that consumers will session 2 working days
 Attitudes and react differently depending on which broad set of before the session starts
Influencing motives is more salient. Name and describe the two
Attitude prominent sets of motives and describe how consumers
 will react when each set of motives is more noticeable.
Case: Consumer insight 10-1 (page 366)
Discussion: Emotion and marketing strategies

Chapter 11- Attitudes and Influencing Attitudes

Discussion: Attitude components? Attitude change
strategies?
Case: Consumer insight 11-1
Discussion: Communication characteristics that influence
attitude formation and change.
Activity:
 One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
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SESSION PROGRAM READINGS & ACTIVITIES ASSESSMENT
SCHEDULE ITEMS DUE
 Each group reads consumer insight 10-1 and answers the
questions in Powerpoint.
 Each group reads consumer insight 11-1 and answers the
questions in Powerpoint.
Preparation for next session:
 Each group lists out the questionnaires for the discussion
guide regarding consumer motivation, personality,
emotion, and attitude
Each group reads Chapter 12 &13 and prepares power point
slides that presents the contents to achieve the learning
outcomes of the chapter.
6  Self-concept and Chapter 12- Self-Concept and Lifestyle Each group submits the
lifestyle Discussion: what is self-concept? How to measure? preparation of this
 Situational Lifestyle session 2 working days
influence VASL before the session starts
Case: Consumer insight 11-2
http://www.strategicbusinessinsights.com/vals/presurvey.s
html
Activity:
 One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
Preparation for next session:
Each group lists out the questionnaires for the discussion
guide regarding self-concept and lifestyle.

Chapter 13- Situational Influences

Discussion:
Different situations: communication, purchase, usage,
disposition situations? And the characteristics of each
situations (i.e., Physical Surroundings, Social Surroundings,
Temporal Perspectives, Task Definition, Antecedent States)?
Case: Consumer insight 13-1
Discussion:
Describe and develop a Person- situation segmentation
matrix for a chosen product. Provide some suggestions for
marketers.
Case: Consumer insight 13-2
Activity:
 One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
Preparation for next session:
Each group lists out the questionnaires for the discussion
guide regarding situational influence.
Each group reads Chapter 14 &15 and prepares power point
slides that presents the contents to achieve the learning
outcomes of the chapter.
7  Consumer Chapter 14- Consumer Decision Process and Problem Each group submits the
Decision Process: Recognition preparation of this
The Process and Chapter 15- Information Search session 2 working days
Problem Discussion: Three types of decision making (nominal, before the session starts
Recognition limited, extended)
 Information search Case: Consumer insight 14-2
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SESSION PROGRAM READINGS & ACTIVITIES ASSESSMENT
SCHEDULE ITEMS DUE
Discuss different marketing strategies: Maintenance
Strategy, Disrupt Strategy, Capture Strategy, Intercept
Strategy, Preference Strategy, Acceptance Strategy)
Case: Consumer insight 15-2
Activity:
 One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
Preparation for next session:
Each group lists out the questionnaires for the discussion
guide regarding the Process and Problem Recognition and
information search
Each group reads Chapter 16 and prepares power point slides
that presents the contents to achieve the learning outcomes
of the chapter.
8  Consumer Chapter 16- Alternative Evaluation and Selection Each group submits the
Decision Process: Discussion: Decision Rules for Attribute-Based Choices preparation of this
Alternative Conjunctive Decision Rule, Disjunctive Decision Rule, session 2 working days
Evaluation and Elimination-by-Aspects Decision Rule, Lexicographic before the session starts
Selection Decision Rule, Compensatory Decision Rule?
Case: Consumer insight 16-2
Activity:
 One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
Preparation for next session:
Each group lists out the questionnaires for the discussion
guide regarding alternative Evaluation and Selection
Each group reads Chapter 17 &18 and prepares power point
slides that presents the contents to achieve the learning
outcomes of the chapter.
9 Consumer Decision Chapter 17- Outlet Selection and Purchase Each group submits the
Process: Discussion: Factors that affect outlet choices (store preparation of this
 Outlet selection attributes, consumer characteristics, In-store and online session 2 working days
and purchase influences) before the session starts
 Post-purchase Case: Consumer insight 17-2
processes,
customer Chapter 18- Postpurchase Processes, Customer Satisfaction,
satisfaction, and and Customer Commitment
customer Discussion: Customer satisfaction? What are the behavioural
commitment responses of dissatisfied consumers? What should marketers
do to ensure customer satisfaction?
Case: Consumer insight 18-2
Activity:
One group presents the prepared slides, other groups
discusses and summaries the key points of the session.
i  Consumer Insight

11 Preparation for group Students prepare group presentation and group report at
presentation home
12 Group presentation All groups present their assignments Group report
and final revision Preparation for next session:
Each group summaries all key contents in the unit in
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SESSION PROGRAM READINGS & ACTIVITIES ASSESSMENT
SCHEDULE ITEMS DUE
powerpoint (note: each chapter is presented in 2 slides)

Tutorials
Tutorials following the lecture in each session provide students the opportunity to apply
and share knowledge by doing a variety of in-class activities individually or in group such
as exercises, discussion, and presentation. These activities focus on demonstrating your
skills and help you build your ability to achieve the learning outcomes for this unit.

Tutorial questions/exercises will be provided in class. You will be expected to have

completed specific reading and exercises from the textbook and other required materials
prior to attending each lecture and tutorial class. If you have not prepared adequately, you
will not get the full benefit from this learning opportunity.
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Learning resources

Essential reading
Prescribed Hawkins, D. I. & Mothersbaugh, D. (2015). Consumer Behavior:
Textbook Building Marketing Strategy (13th ed.). Boston: McGraw-Hill.
Recommended Peter, P. & Olson, J. (2010). Consumer Behavior (9th ed.). McGraw-
readings Hill.

Online resources
http://search.proquest.com/login
E-library Username: UEHCMC2010
Password: thuvien0810
E-learning http://elearning.isb.edu.vn/

Referencing requirements
Student assignments are to contain original content created by the students. Assignments
will be rejected if they include plagiarised content or contain excessive amounts of
quoted/cited material and minimal original content. Students will receive a grade of ZERO
(0%) for any assignments rejected for this reason. Written assignments WILL BE
RANDOMLY checked by the lecturer with Turnitin.com, an online plagiarism-checking
tool.

Furthermore, your reference to support your statements must be from a reliable source, such
as textbooks, additional reading materials, and reference books. However, many websites
are not reliable sources. Examples are Wikipedia.org, about.com, and ask.com. If you are
not sure if a reference is acceptable or not, please contact the lecturer.

The Publication Manual of the American Psychological Association (APA) 6th ed ., will
serve as the primary reference materials for all students. Therefore, all papers must be
submitted in APA format. The mechanics of student papers and work will be evaluated, as
well as the content. It is imperative that guidelines be reviewed before an assignment is
begun. It is also important that the required submission format be followed in compiling the
final paper or assignment.

Class policies and rules

Attendance requirement
UEH-ISB policy requires students to enter electronic finger print before entering the
classes. Class attendance is compulsory and students should provide reasons for the failure
to attend the class on a particular lecture/workshop session. Students are required to attend
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a minimum of 80% of all classes in order to secure class participation marks. Please let
your lecturer and/or UEH-ISB know if you are unable to attend any session.

Arriving to class late by 15 minutes at the beginning, arriving late by 5 minutes after the
break, or leaving prior to the scheduled end time without the permission of the lecturer
will equate to an absence. Grade reductions for the unit will be assessed when final grades
are assigned if the above absence rule is violated during the unit.

Electronic device use

Cell phones will be turned off or switched to vibrate mode before class starts. No phone
calls or text messaging are allowed inside classroom during class time. Portable listening
and/or music devices may not be operated in the classroom. Headphones and/or ear buds of
any type may not be worn while in the classroom whether operating or not. Laptop and
other electronic devices are not permitted unless specifically authorised by the lecturer
exclusively for note taking and doing class work. If you are in violation of these policies
you will be excused from class and an absence will be assessed.

Email etiquette
Your teachers receive many emails each day. In order to enable them to respond to your
emails appropriately and in a timely fashion, students are asked to follow basic
requirements of professional communication. Firstly, all emails should have a concise and
descriptive title, including the class and name of the unit you are enquiring about as your
teacher may be teaching more than one unit/class. Students need to be clear about the
intention of their emails, use appropriate tone and language, proof-read what is written in
the email before sending it. Students should also allow 3-4 working days for a response
before following up. If the matter is legitimately urgent, you may indicate this in the email
subject header but be sure that the email does require an immediate response before using
this strategy. If your email request is complex and requires a lengthy response it may be
probably best to make an appointment with your teacher to meet in person.

Student behaviour guidelines

Everyone must behave professionally. Students are expected to demonstrate respect for
teacher and fellow students at all times. Behaviour that is disruptive to a positive learning
environment reported to the teacher will result in a warning on the first instance; the second
instance might result in a failing grade along with expulsion from the course or program.

Students are to be punctual at every class session and group meeting. Homework, readings
and other required assignments must be well prepared and completed as scheduled.
Students must also actively participate in classroom activities and discussions.

Any student caught (1) cheating on an exam, (2) collaborating with others on work to be
presented, if contrary to the stated rules of the course, (3) submitting, if contrary to the
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rules of the course, work previously submitted in another course, (4) knowingly and
intentionally assisting another student in any of the above actions, including assistance in
an arrangement whereby work, classroom performance, examination, or other activity is
submitted or performed by a person other than the student under whose name the work is
submitted or performed, or (5) plagiarising, may fail the class and be subject to further
disciplinary action. First violation will result in a grade ZERO (0%) for that assignment.
Second violation will result in a failing course grade.

Disability support services

Students with disabilities are advised that accommodations and services are available at
UEH-ISB. It is the student's responsibility to contact UEH-ISB office and submit
appropriate documentation prior to receiving such services.

Additional information
This unit guide may be revised at the discretion of the Unit Coordinator with approval from
Program Academic Director and School Academic Committee where appropriate.