UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Consumer Insight (CB718)
2.
School or partner institution which will be responsible for management of the module
Kent Business School
3.
Start date of the module
Spring 2015
4.
The number of students expected to take the module
40
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Intermediate I]
7.
The number of credits and the ECTs value which the module represents
15 credits (7.5 ECTs)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring, to be taught at Stage 2 only
9.
Prerequisite and co-requisite modules
CB714 Marketing Principles is a pre-requisite
10. The programmes of study to which the module contributes
BA (Hons) Business & Management
BA (Hons) Business & Management with a Year in Industry
11. The intended subject specific learning outcomes
This module is concerned with the analysis and interpretation of consumer behaviour; the
generation of consumer insight, and its use in the context of management decision-making. On
completion of this module students will be able to:
11.1
Demonstrate knowledge and understanding of the nature of consumer buying behaviour.
11.2
Understand the contributions that concepts from economics, psychology and sociology
can make to modelling consumer behaviour.
11.3
Demonstrate critical awareness of different tools and techniques for generating
consumer insight.
11.4
Understand the role that consumer insight plays in marketing decision-making.
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UNIVERSITY OF KENT
11.5
Interpret statistical information relating to consumer behaviour, for the purpose of market
segmentation and new product development.
12. The intended generic learning outcomes
The following are the generic learning outcomes for this module:
12.1
Ability to select, organise and synthesise complex information.
12.2
Ability to undertake independent and self-managed learning.
12.3
Ability to propose solutions to problems based on analysis and discussion / debate.
12.4
Ability to communicate effectively through oral and written presentations.
12.5
Ability to communicate effectively within a group context.
13. A synopsis of the curriculum
Consumer insight has become a key source of competitive advantage for businesses seeking to
differentiate their products and services through a more precise targeting of specific consumer
segments. The use of loyalty schemes that generate behavioural data of unprecedented detail has
transformed the way in which consumer insight is generated and applied. This module explores this
development and the way in which loyalty card data can be used in combination with traditional
approaches to consumer research to generate unique behavioural insights that facilitate more
effective marketing decision-making.
The syllabus comprises the following core topics:
1. Introduction to consumer buying behaviour – disciplinary boundaries and environmental
contexts
2. The relationship between buyers and consumers – distinguishing between the purchase
decision and the consumption decision
3. Influences on the consumer as a purchaser – internal (perceptions and attitudes) and
external (promotions, advertising and the retail environment)
4. Modelling consumer behavior – conceptual, theoretical and methodological frameworks
5. Generating consumer insight – data collection
6. Interpreting consumer insight – data analysis
7. Applying consumer insight - linking theory with practice
8. Ethical issues in the generation and use of consumer insight
14. Indicative Reading List
The core text for this module is:
Stone, M., Bond, A. & Foss, B. (2005). Consumer Insight: How to use data and market
research to get closer to your customer’, London: Kogan Page
The following texts will provide useful background reading:
Smith, B. & Raspin, P. (2008). Creating market insight: how firms create value from market
understanding’, New Jersey: John Wiley & Sons
Malhotra, N., Birks, D. & Wills, P. (2013). Marketing Research: An Applied Approach, London:
Pearson.
Sorensen, H. (2009). Inside the mind of the shopper: the science of retailing, London:
Prentice Hall
Humby, C., Hunt, T., Phillips, T. (2007), Scoring points: How Tesco continues to win customer
loyalty, London: Kogan Page.
Schiffman, L. and Kanuk, L. (2011), Consumer Behaviour, 10th Edition, London: Pearson.
Evans, M.M., Foxall, G. and Jamal, A. (2009), Consumer Behaviour, 2nd Edition. London:
Wiley.
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UNIVERSITY OF KENT
East, R., Wright M., Vanhuele, M. (2008). Consumer Behaviour: Applications in Marketing,
London: Sage.
Hoyer, W.D. & MacInnis, D.J. and Pieters, R. (2012). Consumer Behaviour, 6th Edition, Ohio:
South-Western Cengage
Additional reading will be recommended from journal articles to be published in the module
guide. Such reading will provide the intellectual platform for the module beyond the lecture
series. The following journal articles are an example of the selective readings that will form
the basis of seminar discussions:
Voss, Kevin E., Spangenberg, Eric R. and Bianca Grohmann B. (2003). “Measuring the
Hedonic and Utilitarian Dimensions of Consumer Attitude,” Journal of Marketing Research,
Vol. XL (August), 310-320.
Mittal, Banwari. (1995). “A Comparative Analysis of Four Scales of Consumer Involvement,”
Psychology & Marketing, Vol. 12(7), 663-682.
Gourville, John T. (2006). “Eager Sellers and Stony Buyers: Understanding the Psychology
of New Product Adoption” Harvard Business Review, June, 98-106.
Scientific Journals:
Journal of Consumer Behaviour
Journal of Consumer Research
Journal of Marketing Channels
Journal of Consumer Marketing
.
15. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes:
The module will be delivered using two different modes of teaching and learning: lectures and
seminars. The objective of the former is to introduce formally the conceptual theoretical and
methodological components of the course. Seminars are designed to encourage active learning
and peer-based methods of learning, with students working in groups, role playing and providing
feedback to each other on key learnings and areas for improvement in both content and delivery.
In both lectures and seminars time is given for comment and questions.
Hours
Subject LOs
Generic LOs
Lectures
11
11.1 – 11.5
12.3, 12.4
Seminars
10
11.1 – 11.5
12.4, 12.5
Preparation for
seminars
40
11.1-11.5
12.1-12.3
Preparation for
exam
40
11.1-11.5
12.1-12.4
Independent study
49
11.1 – 11.5
12.1 – 12.2
Total hours
150
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UNIVERSITY OF KENT
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
The module is assessed by a combination of examination (60%) and coursework (40%).
The coursework consists of two elements:
a) an online Moodle test (one-hour), covering the first half of the course (20%)
b) a group project, with students working together in groups of up to five people ,comprising a
written report (3,000 words) on the interpretation of consumer behaviour data from a variety of
statistical sources (20%)
Additionally there will be a two-hour, closed book end-of-year examination (60%).
Weighting
Subject LOs
Generic LOs
End-of-year examination
(two-hour, closed book)
60%
11.1 – 11.4
12.1 – 12.4
Online Moodle
test (one-hour)
20%
11.1 – 11.5
12.1 - 12.3
Group project with written
20%
11.1 – 11.5
12.1- 12.5
report (3,000 words)
17. Implications for learning resources, including staff, library, IT and space
Staff time for the teaching hours outlined above. Library resources should be sufficient for the
indicative reading; lecturing and seminar facilities. There are no specific IT requirements for this
module beyond the usual module website for module material.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in
its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered:
Medway
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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UNIVERSITY OF KENT
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Head of School
Date
…………………………………………………….
Print Name
Module Specification Template
Last updated February 2013
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