MARKETING 371: CONSUMER BEHAVIOR
San Diego State University
Dr. Lois Bitner Olson
Office 3105
Office Hours: MW 12:00-1:30
TTh 12:30-1:30 or by appt.
Fall, 2012
Olson3@mail.sdsu.edu
858-456-4750, 619-594-4750
Course Objective:
The consumer is the focus of all marketing activities when marketing managers
operate under the Marketing Concept. It is the objective of Consumer Behavior to
develop:
 an understanding of the environmental or social factors that influence the
consumer decision-making process;
 an understanding the individual or psychological factors that influence the
consumer decision-making process;

the consumer processes of decision-making and of information processing;
 knowledge of how consumer behavior impacts the marketing manager's
strategy in product decision, pricing, placement, and promotion in the global
marketplace..
The Consumer Behavior Model will be applied to a variety of subcultures and market
segments throughout the course to illustrate the application of the basic psychological
and social principles to Marketing Strategy (Refer to the Model posted on
Blackboard)
Student Learning Outcomes:





Ability to demonstrate an understanding of key concepts such as branding and
buyer behavior.
Ability to demonstrate an understanding of key concepts such as branding and
brand equity.
Ability to demonstrate a proficiency in the development of marketing strategies
and plans that respond consumer motivations and personalities, to different
ways of learning and processing information, to differences in perception, and
how attitudes shape the consumer’s response.
Ability to demonstrate a proficiency in the development of marketing strategies
and plans that consider how group influences: culture, sub-culture, social class,
reference groups, and families affect the buying process.
Ability to demonstrate a proficiency in analyzing markets and customers
utilizing primary sources of information, particularly observation.
Text Required:
Rapaille, Clothaire. 2006. The Culture Code: An Ingenious way to Understand
Why People Around the world Live and Buy as They Do. Broadway Books.
Required.
1
De Mooij, Marieke. 2010. Consumer Behavior and Culture: Consequences for
Global Marketing and Advertising. Thousand Oaks, CA; Sage Publications.
Required.
Assigned Readings.
Course Structure:
The classroom will consist primarily of lecture and videos. Student participation is
encouraged through questions and comments on the text readings and the classroom
lectures. The text will be used quite extensively but there are many lectures that do
not parallel the text so attendance in class is recommended to have all of the material
pertinent to the mastery of Consumer Behavior. Videos are carefully chosen to
illustrate basic principles and apply concepts. Consequently, students will be tested
on all material; lecture, text, and tapes.
Grading: each student will be graded on three separate elements:
Exams: three @ 22% each
October 3, November 7, December 5
Assignments: two @ 15% each
October 17, November 21
Class Participation
66 %
30 %
5%
Examinations:
Each examination will be comprised of short-answer questions; primarily multiple choice,
some fill-ins, and short answer. The questions are primarily application in orientation
and are not mere memorization of lectures or the text. Exams cover material from
lecture; the text and supplemental reading assignments; class discussions; and videos
shown in class.
Assignments
Each student will be required to prepare two written assignments. The paper must be
in hard
copy, and while there is no length required, they generally run 3-5 pages. In some
cases, tables, charts, and graphs may facilitate communicating the information.
Each assignment is due at 6:00 PM on the day scheduled, or before. They are due on
October 17, and November 21,
and the specifics of each are clearly specified on Black Board in “Assignments.”
The first deals with Culture, the Meaning of Goods, and Brand Image and requiring
observation.
The second deals with application of the application of Culture to perceptions cues and
archetypes, and requires observation, application, and analysis.
SYLLABUS
Reading assignments are carefully listed on the syllabus and for some topics portions of
chapters are listed or additional readings are indicated. Most additional readings are
available in the SDSU library online.
2
Class /Date
Aug 27
Aug 29
Sept 5
Sept 10
Sept 12
Sept 17
Sept 19
Sept 24
Sept 26
Chapt.
De Mooij
Topic
Introduction to Consumer Behavior
Introduction to Consumer Behavior
Consumer Behavior Model
Consumer Behavior Model
Decision-Making Categories
Decision-Making Categories
Diffusion of Innovations
1
1
1,3
3
7, p. 267
Group /Sociological Influences
Diffusion of Innovations
7, p. 267
Transfer of Meaning: Culture to
Individual
Diffusion of Innovations
Transfer of Meaning: Culture to
Individual
Effect of Culture
2
2
Oct 1
Effect of Culture
2
Oct 3
Preliminary Exam #1
1,2 (7)
Effect of Culture
Sub-Cultures
Sub-Cultural Influences
Group Influences
2
Oct 8
Oct 10
5, p.15+
Oct 15
Oct 22
Group Influences
Assignment #1 Due 6:00 PM
Group Influences
Family Influences
Oct 24
Family Influences
Oct 17
Oct 29
Oct 31
Nov 5
Nov 7
Nov 14
5. p. 15+
Chapt. Rapaille
or
Add’l Readings
CODE: 1
CODE: 2
CODE: 3
CODE: 3
Diffusion of
Innovation Rdgs.
CODE: 4
Diffusion of
Innovation Rdgs.;
McCracken Rdgs,
McCracken Rdgs.
CODE: 5
Hofstede Rdgs.
CODE: 6
Hofstede Rdgs.
CODE chapters 1-6,
readings to this
point.
Rdgs:
:Sub-Culture
CODE: 7
Social Class
Readings
CODE:8
Ref Group Rdgs.
CODE:9
Family Influence
Rdgs.
CODE:10
Family Rdgs.
CODE: 11,1 2
Psychological or Individual Influences
Motivation Theory
5, 1st part Freud Rdgs.
Motivation Theory
Freud Rdgs.
Id, Ego, Superego
5,6
6
Jungian Archtypes
Archetypal Personalities
Rdgs.
CODE chapters
Preliminary Exam #2
5,6
7-12, rdgs.to this
point.
Learning Theory
4
3
Nov 19
Learning Theory
Perception Theory
6
Nov 21
Nov 26
Assignment #2 Due 6:00 PM
Perception Theory
Attitude Formation
Nov 28
Attitude Change, Product
Repositioning, New Products
Application to Product Categories
Attitude Change, Product
Repositioning, New Products
Application to Product Categories
Dec 3
6, 7
7
8
4, 6-8
Dec 5
Preliminary Exam #3
4
Grading Guidelines
Dr. Lois Bitner Olson
Good grades are usually correlated with regular attendance and with accurate and timely completion
of assignments. Poor grades are often correlated with frequent absences and incomplete or missing
work.
There are NO contracts for grades nor extra credit projects. To receive an "A," the student needs to
do everything well, on-time, and go beyond what is expected of the class. Grades are normally
distributed in most classes with the average grade being... AVERAGE. Consequently, the grading
spectrum would pattern a normal distribution and have the following characteristics:
"A"
This student clearly stands out as an excellent participant by the instructor's, the class's, and
the student's own measurements. He has unusually sharp insight into the material
and solid integration of information - concepts and facts - beyond the scope of the
presented material. Concepts and principles from other classes and disciplines are
well integrated into the student's mastery of the material so that he is truly a scholar.
She initiates thoughtful questions and adds penetrating comments and ideas to the
class. He could be tested on the material on a day other than the test day and would
be able to perform very well on that exam.
Example: "A" work is of such a nature that it could be put on reserve for students to
review and emulate. An "A" student is an example for other students to follow and
will stand out in the evaluation of all members of the class and will exhibit such
performance on all work.
"B"
The "B" student clearly grasps the matter at a level considered to be very good. He is an
active listener and participant in class. The student both speaks and writes very well
and accomplishes more than the minimum requirements. Her work in and out of the
class is beyond the level of the majority of the students.
Example: "B" work indicates a high quality of performance and is given in recognition
for solid work. It should be considered very respectable to earn a "B" as the student
is above approximately 84% of the class. Most of his work could be shared with
others as exemplary.
"C"
The "C" student demonstrates a satisfactory comprehension of the subject matter. She
accomplishes the minimum requirements of the course and does not exert herself
substantially beyond that level. There is a generally acceptable level in oral and
written communications as well as exhibiting an understanding the basic concepts of
the course although there may be a variance in these areas as to the student's
proficiency in each activity and assignment.
Example: "C" work is represented as the norm. The student has done the
work as assigned and met the deadlines.
"D"
The "D" student is producing a quality and a quantity of work below the standard. The work
is often quite erratic in quality and timing. The student is either physically or mentally
absent from the class frequently. The student does not evidence acceptable effort
nor adequate comprehension of the material.
Example: "D" work is passing by a slim margin.
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