PEPPERDINE UNIVERSITY

PEPPERDINE UNIVERSITY THE GEORGE L. GRAZIADIO SCHOOL OF BUSINESS AND MANAGEMENT DR. ANDREA SCOTT MBAM 6XX CONSUMER BEHVIOR FALL 2008 OPEN PM – PM MALIBU CAMPUS SYLLABUS Preliminary Version Updated 1/7/08 CONSUMER BEHAVIOR [MBAM 6XX] Semester: Location: Sessions: Professor: Office Hours: Office #: E-mail: Fall 2008 MAL U3 PM Dr. Andrea Scott Mondays 3:15 – 5:30 PM and by appointment 310-506-8537 ascott@pepperdine.edu Course Description Consumer behavior lies at the crossroads of the marketing, psychology, economics and anthropology disciplines. It attempts to understand the consumption activities of individuals as opposed to markets. The course will focus on consumer behavior although much of the theory we will cover applies to industrial settings. One class will be devoted to industrial consumer behavior and from time to time we will discuss the application of this discipline to business to business settings. Course Objectives We will study consumer behavior processes, decision making theories, external (i.e. things like families) and internal (e.g. things like attitudes) influences on consumer behavior. Special emphasis is placed on understanding how all of these issues impact the formulation of marketing strategies and programs: We attempt to understand: The various of kinds of decision models used by consumers How to develop marketing strategies on consumer information search patterns. The primary attributes consumers use in selecting retail outlets and how to build marketing strategies based on this knowledge. How is culture influential in terms of consumer behavior? What are the assumptions about the nature of society that play a role in marketing decisions? What is the role of demographics in influencing consumer behavior? The importance of perception in the development of retail strategy, brand names, logos, media strategy, advertising and package design. How to use learning and memory theories to develop product positioning strategies. Understand the nature of personality, motivation and emotion and the role they play in the consumption process. Course Requirements 1. The main text is Consumer Behavior, 7/E Michael Solomon, Auburn University ISBN-10: 0132186942; ISBN-13: 9780132186940. A handful of articles available in the library may also be assigned. 2. We’ll be using Blackboard extensively to communicate with each other. Please familiarize yourself with the website and check it often via the Blackboard or WaveNet portals. 3. During the first week of class, we’ll form several three or four-person teams. Each team will then work as a unit throughout the term and it will be your responsibility to prepare group assignments Course Grade Components Grades will be administered according to the following percentage system: Course Components 1. Class participation 2. Intra-group evaluation 3. Individual brand analysis 4. In-class activities; 2 @ 10% each 5. CB Review Project First Draft/ Top sheet (5%) Final Document (20%) Oral Presentation (10%) % 15 5 25 20 35 Type Individual Individual Individual Team Team Total points 100 Points Grade 100 -94 = A 93 - 90 = A89 - 87 = B+ 86 - 84 = B 83 - 80 = B79 - 77 = C+ 76 - 74 = C 73 - 70 = C69 - 67 = D+ 66 - 64 = D 63 - 60 = D59 and Below = F Other Considerations No make-up exams or extra credit assignments will be given. Anyone with special needs needs to see me during the first week of classes. Academic dishonesty and/or misconduct (including, but not limited to the use of illegally obtained notes or exams, drawing of exam answers from another’s exam, the sharing of exam answers with others, and plagiarism of any turned in material) will not be tolerated. At minimum violations will result in a grade of “F” in the course. The Graziadio School of Business and Management policy is further explicated later in this syllabus. Academic integrity mandates the following: 1. On group assignments, all work is to be performed exclusively by the members of the assigned group. Each member of the group should pull his/her weight. If you have a group member that is not fully participating I encourage you to meet and address the problem with the entire group; if there is still no resolution then let me know so additional action can be taken. Please keep in mind that intra-group evaluations are taken very seriously as part of the overall score. 2. When outside research is performed, sources are to be cited and any information discovered via published sources is to be identified as such. 3. All individual assignments must be the exclusive work of the individual student whose name appears on the assignment. Late Assignments Assignments will be penalized by 25% if turned in one week late, 50% if two weeks late. No assignments will be accepted after two weeks past the due date. Expectations of Written Work I am fussy about written work. That being said, please note the following grading policy: If I encounter five or more grammatical or formatting errors in the document, I will stop reading it and return it to you for correction. You will automatically lose 5% off the paper. Hopefully this is sufficient motivation to PROOFREAD your work and to use the writing services of the University as appropriate. Papers are due at the start of class. Please do not put them in presentation binders; a staple is sufficient. All papers are graded for both form and content: content in meeting the defined objectives and form in the clarity of communication and presentation (proficient use of English grammar and punctuation is expected). All reference resources must be properly cited. The following criteria apply to all submitted work:       Typed in 12 point font (minimum) Double-spaced (with the exception of sentence bullets and lists) Used standard one inch margins Numbered pages if the document is more than a page long Stapled in the upper left corner Identified your name, date of submission and assignment label (i.e., “IMC Campaign Analysis”) (This one may seem nutty, but you’d be shocked how often folks overlook getting credit for their work!) Title pages are optional. Laptop Policy Because our class is primarily discussion-driven, it is not a laptop-friendly environment. On the occasion that you may need the laptop for research purposes, you’ll be welcomed to use it during the prescribed activity ONLY. You will need them for the in-class cases. Kindly print paper versions of the articles for our class discussions and feel free to print out the Power Point slides that are posted in the e-room. Audio recording is permitted. Professor’s Expectations      Come to class fully prepared to discuss all assigned material –share responsibility for the quality of the experience Contribute to the class discussion in a way that enhances the learning process Conduct yourself in class as you would in a business situation (i.e., be courteous, offer constructive criticism, compliment on a job well done, and give thoughtful feedback). Cell phone use is prohibited during class time. Provide ongoing feedback with regard to the extent in which this class is meeting your needs and objectives Attend all class sessions (habitual tardiness and/or absence will affect your grade) Conduct This course may require electronic submission of essays, papers, or other written projects through the plagiarism detection service Turnitin (http://www.turnitin.com). Turnitin is an online plagiarism detection service that conducts textual similarity reviews of submitted papers. When papers are submitted to Turnitin, the service will retain a copy of the submitted work in the Turnitin database for the sole purpose of detecting plagiarism in future submitted works. Students retain copyright on their original course work. The use of Turnitin is subject to the Terms of Use agreement posted on the Turnitin.com website. You may request, in writing, to not have your papers submitted through Turnitin. If you choose to opt-out of the Turnitin submission process, you will need to provide additional research documentation and attach additional materials (to be clarified by the instructor) to help the instructor assess the originality of your work. The University expects from all of its students and employees the highest standard of moral and ethical behavior in harmony with its Christian philosophy and purposes. Engaging in or promoting conduct or lifestyles inconsistent with traditional Christian values is not acceptable. The following regulations apply to any person, graduate or undergraduate, who is enrolled as a Pepperdine University student. These rules are not to be interpreted as all-inclusive as to situations in which discipline will be invoked. They are illustrative, and the University reserves the right to take disciplinary action in appropriate circumstances not set out in this catalog. It is understood that each student who enrolls at Pepperdine University will assume the responsibilities involved by adhering to the regulations of the University. Students are expected to respect order, morality, personal honor, and the rights and property of others at all times. Examples of improper conduct for which students are subject to discipline are as follows:  Dishonesty in any form, including plagiarism, illegal copying of software, and knowingly furnishing false information to the University.  Forgery, alteration, or misuse of University documents, records, or identification.  Failure to comply with written or verbal directives of duly authorized University officials who are acting in the performance of assigned duties.  Interference with the academic or administrative process of the University or any of the approved activities.  Otherwise unprotected behavior that disrupts the classroom environment.  Theft or damage to property.  Violation of civil or criminal codes of local, state, or federal governments.  Unauthorized use of or entry into University facilities.  Violation of any stated policies or regulations governing student relationships to the University. Disciplinary action may involve, but is not limited to, one or a combination of the alternatives listed below: Dismissal – separation of the student from the University on a permanent basis. Suspension – separation of the student from the University for a specified length of time. Probation – status of the student indicating that the relationship with the University is tenuous and that the student’s records will be reviewed periodically to determine suitability to remain enrolled. Specific limitations to and restrictions of the student’s privileges may accompany probation.” Policy on Disabilities Assistance for Students with Disabilities The Disability Services Office (DSO) offers a variety of services and accommodations to students with disabilities based on appropriate documentation, nature of disability, and academic need. In order to initiate services, students should meet with the Director of the DSO at the beginning of the semester to discuss reasonable accommodation. If a student does not request accommodation or provide documentation, the faculty member is under no obligation to provide accommodations. You may contact the Director of Disability Services at (310) 506-6500. For further information, visit the DSO Web site at: http://www.pepperdine.edu/disabilityservices/. I look forward to a good session with you, and trust our time together will be valuable and enjoyable. Description of Assignments 1. Participation – 15%; individual These course participation points will be based primarily on quality and secondarily on the frequency of contributions to class discussion, our online forum (see below) and in-class group projects. It accounts for 15% of your grade and attendance will be taken at each class. If you need to be absent from class due to the observation of a major religious holiday simply let me know in writing by our second class session. If you have to miss class for other reasons then speak with me early in the trimester as to how this may impact your grade. Contribution Breakdown: % 1 100% Interpretation    Score Mode Rare; Very Infrequent If this person were not a member of the class, the quality of discussion would be diminished markedly. 2 92%    Consistently (across all class meetings) outstanding questions or insights are shared that reflect exceptional preparation and engagement with the class Ideas offered are always substantive and offer direction for the class Challenges are well substantiated and persuasively presented If this person were not a member of the class, the quality of discussion would be diminished. 3 88%    A combination of outstanding and good questions or insights are shared across almost all class meetings that reflect thorough preparation Ideas offered are usually substantive and provide good insights and sometimes direction for the class. Challenges are well substantiated and often persuasive. Good questions and insights are shared in many sessions that reflect sufficient preparation Ideas offered are generally substantive; provide good insights and on occasion direction for the class. Challenges are substantiated and sometimes persuasive. Good/OK questions and insights are shared in some sessions that reflect satisfactory preparation Ideas offered are sometimes substantive, provide generally useful insights but seldom offer a new direction for the discussion. Challenges are sometimes presented, fairly well substantiated, and are sometimes persuasive. Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive, provide few if any insights and never provide a constructive direction for the class. Integrative comments and effective challenges are absent. There is very infrequent participation Ideas offered are seldom substantive, provide few if any insights and never provide a constructive direction for the class. Integrative comments and effective challenges are absent. Infrequent Somewhat Frequent If this person were not a member of the class, the quality of discussion would be diminished somewhat. 4 85%    Frequent If this person were not a member of the class, the quality of discussion may be diminished somewhat. 5 75%    Infrequent If this person were not a member of the class, valuable airtime would be saved. 6 65%    and below Very Infrequent If this person were not a member of the class, the quality of discussion would not be changed. Class Online Forum Each student will be responsible for preparing a written response to the Weekly discussion questions that are posted on Blackboard [COURSE JOURNAL/DISCUSSION BOARD FOLDER]. The questions will relate to the day’s reading and will require your thorough reading and general comprehension of the material. Responses need not be more than a couple paragraphs as it is basically your take on the topic before we engage in a class discussion. You will submit your responses online and prior to the class session. I encourage you to print a copy of your responses and bring it with you to class. This exercise strengthens the level of the classroom discussion and is mutually beneficial for all participants. Your entries will be evaluated periodically and reviewed for completion vs. accuracy. 2. Intra-group Evaluation – 5%; individual An intra-group evaluation form will be passed out at the end of the semester. Each team member will asses the level of performance for all group members including his/her own contribution. If a member of a group has not participated in the work of the group in an equitable manner, I reserve the right to adjust his/her grade as I see fit. If you are having group problems, then see me early in the semester if you cannot work it out within your group. 3. Individual Brand Analysis – 25%; individual This assignment gives each student another chance to practically apply the analysis tools you’re developing and to SHOWCASE your own ability to demonstrate insight into a brand/consumer relationship development. I encourage you to stretch yourselves and select clever and interesting situations that allow you to showcase additional insight into the selected brand’s activity (Apple, McDonalds, and Coca-Cola, for example are excluded). [3-4 pages]. Since there can be no duplication, product/service selection will be on a first-come, first-served basis. Please send me the name of your selection promptly (or you may tell me in class). 4. In-class Activities– 2 @ 10% each; team Additional instructions for the in-class activity will be provided. 5. Consumer Behavior Review Project– 35%; team Each team is responsible for preparing a written analysis of a particular observation of consumer behavior over time and making an oral presentation. The written component is due: ________ at the beginning of class o You will need to provide several examples across multiple brands of how this phenomena has both influenced and been influenced by the various disciplines touched by consumer behavior (i.e., anthropology, economics, psychology, social-psychology, etc.). o Plagiarism in any form will not be tolerated. Be sure to use proper documentation for any information you did not create yourself. I’m a stickler for this and will not hesitate to penalize accordingly. o Be creative. Your ideas must be unique to this project and must be steeped in sound industry research. o Your group will be responsible for developing a 20- minute PowerPoint presentation that summarizes and demonstrates the major observations and offers potential marketing implications for business. You are welcomed to employ multi-media technology in your presentation. All group members must present a portion of the oral presentation. A presentation checklist is available at the course website. There will be inter-group peer evaluation of the presentations for feedback (not scoring) purposes only. Attendance is mandatory for all class participants on the presentation day. One More Thing… My roles in the class are facilitator and resource. Getting a business education is not simply learning more information but learning how to think and this course will tax you to become actively involved in that process. Consider the typology below when thinking about your own approach to this academic pursuit: Divergent Perspectives on MBA Education Individual Orientation 1. Learner 2. Consumer 3. Student View of Coursework Education Training Teaching The Means [Process] Thinking Doing Knowing The Desired End [Outcome] Understanding Degree Knowledge Emphasis Process Outcome 75% 25% 50% 25% 75% 50% Prepared for discussion purposes by Andrea D. Scott, PhD, April 2005 While each perspective has its own merit, I encourage each of you to espouse the “Learner” viewpoint above the others. My hope is that when you complete this course you will feel equipped, energized, and confident in your ability to think strategically and communicate effectively about marketing problems.” Tentative Course Outline [Any adjustments to this schedule will be announced in class and/or posted on Blackboard] Session Session 1 Session 2 Session 3 Session 4 Topic Consumer Behavior: Power, Scope and Context --Personal, social, and cultural factors Foundations of Consumer Behavior --Perception, Learning, Motivation, Attitudes,& Behavior Consumer Decisions and Relationships --Researching Consumer Behavior Research in Action --On-site research and in-class reporting Reconciling Brand Goals and Consumer Values Guest Speaker Environmental Considerations Social Impact Project Presentations Business & Marketing Implications Session 5 Session 6 Session 7