University of North Carolina at Greensboro
Bryan School of Business and Economics
Department of Marketing, Entrepreneurship, Hospitality and Tourism
Course: Marketing 424, Consumer Behavior, Spring 2015
Class Times: M, W, F at 10 am in Room 111
Instructor: Sara MacSween, sbmacswe@uncg.edu
Office Hours: Mondays from 11 am – 12.30 pm or by appointment, Room 374
Text: Consumer Behavior, 11th Edition by Schiffman and Wisenblit
Course Description: This class explores the psychological and socioeconomic factors
affecting consumer motivation, behavior and buying decisions. It places emphasis on
current theory and research about the behavior of consumers as individuals and
members of socioeconomic groups. The use of new technologies will also be covered.
Course Objectives:

To give students a workable understanding of consumers’ emotional and
behavioral buying patterns.

To provide students with an understanding of the different key factors that
directly or indirectly influence consumer behavior.

To facilitate an opportunity for students to expand their thinking so they are
prepared to enter the workforce and persuade their consumers (B-C and B-B) to
buy and use particular products and services.

To explain the importance of marketing communications during the buying cycle
to reinforce the concept of value.
Honor Code: This class will follow the following Honor Code policies:

University’s Academic Integrity Policy, which can viewed at
http://academicintegrity.uncg.edu/

The Bryan School’s Faculty and Student Guidelines, which can be viewed at
www.uncg.edu/bae/faculty_student_guidelines.pdf
Make-up Exams: Only given due to illness, and students must provide a note from a
physician on letterhead with a signature before a make-up exam will be given.
Grading
Midterm exam I
Midterm exam II
Midterm exam III
Oral presentations
(2 per group)
Class participation
50 multiple choice questions covering chapters 1-5
50 multiple choice questions covering chapters 6-10
50 multiple choice questions covering chapters 11-16
10 minute group presentation with Q&A session,
groups choose their presentation format
Discussion during class and submission of in-class
assignment(s)
TOTAL
25%
25%
25%
20%
5%
100%
Grading Scale: Final grades will be assigned as follows:
97-100
93-96
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
F
=
=
=
=
=
=
=
=
=
=
=
=
A+
A
AB+
B
BC+
C
CD+
D
D-
Oral Presentation Rubric
Points
5 points
5 points
Item
Introduce team and topic
All team members turn in peer evaluation forms the day of the
presentation
10 points
Provide relevant marketing definitions and descriptions
40 points
Fullness of answering the question
20 points
Inclusion of relevant graphics and examples
10 points
Presentation is 10 minutes long (points deducted if over/under time)
5 points
Class interest/participation
5 points
Inclusion of references
Note: Up to 10 points will be deducted for individual participation based on peer
evaluation forms.
Class Participation Rubric
Points
5 points
20 points
75 points
Item
Upload your photo to Canvas
Submission of email marketing assignment (turn in hard copy)
Participation in class (earn up to 75 points)
Class Expectations
As instructor, I have the following responsibilities:
1. Come prepared to every class with a well thought-out class.
2. Design my class so you will understand how a marketer uses their understanding
of consumer behavior to connect with consumers and prospective consumers.
3. Consider that it is not always your fault if you don’t understand the material.
4. Create a mutually respectful classroom environment.
5. Provide real working examples of how consumer behavior translates in B-C and
B-B environments.
As students, you have the following responsibilities:
1. Turn off your phone so you can focus on the lecture. Your smart phone is smart
enough!
2. Come prepared to every class by reviewing previous notes and reading the
material. It’s amazing how things make sense when you read before class!
3. Consider that it is not always the instructor’s fault when you don’t understand the
material.
4. Treat others (including the instructor) with respect.
5. Ask questions when you don’t understand. Asking questions is a sign of maturity
- not ignorance. Sales professionals spend a lot of time asking their customers
questions.
Important Notes
1. The exam consists of questions from the text (50%) and lecture (50%). If you
don’t attend class, then you will miss HALF of the material on the exams. Slides
ARE NOT posted on Canvas.
2. Office hours are available each week for review of slides and questions.
3. Quality, not quantity, is important for class participation and oral presentations.
Spring 2015 Class Schedule
Date
Mon, Jan 12
Wed, Jan 14
Fri, Jan 16
Mon, Jan 19
Wed, Jan 21
Fri, Jan 23
Mon, Jan 26
Wed, Jan 28
Fri, Jan 30
Mon, Feb 2
Wed, Feb 4
Fri, Feb 6
Mon, Feb 9
Wed, Feb 11
Fri, Feb 13
Mon, Feb 16
Wed, Feb 18
Fri, Feb 20
Mon, Feb 23
Wed, Feb 25
Fri, Feb 27
Mon, Mar 2
Wed, Mar 4
Fri, Mar 6
March 9-13
Mon, Mar 16
Wed, Mar 18
Fri, Mar 20
Mon, Mar 23
Wed, Mar 25
Fri, Mar 27
Mon, Mar 30
Wed, April 1
Fri, April 3
Mon, April 6
Wed, April 8
Fri, April 10
Mon, April 13
Wed, April 15
Fri, April 17
Mon, April 20
Wed, April 22
Fri, April 24
Mon, April 27
Mon, May 4 - noon
Activity & Team Presentations
Course introduction and team assignments
Chapter 1
Continuation of Chapter 1 and Chapter 2
No Class – MLK Holiday
Continuation of Chapter 2
Oral Presentations - Teams 1, 2 and 3
Chapter 3
Continuation of Chapter 3
Oral Presentations – Teams 4, 5 and 6
Chapter 4
Class will not meet – complete email marketing assignment
(will be posted on Canvas, bring in printed copy to next class)
Continuation of Chapter 4
Chapter 5
Continuation of Chapter 5
Oral Presentations – Teams 7, 8 and 9
Midterm I
Chapter 6
Continuation of Chapter 6 and Midterm I review
Chapter 7
Continuation of Chapter 7
Oral presentations – Teams 10, 11 and 12
Chapter 8
Continuation of Chapter 8 and Chapter 9
Continuation of Chapter 9
No Class - Spring Break
Chapter 10
Continuation of Chapter 10
Oral Presentations – Teams 1, 2 and 3
Midterm II
Chapter 11
Continuation of Chapter 11
Midterm II review and Chapter 12
Continuation of Chapter 12
No Class – Easter Break
No Class – Professor Given
Chapter 13
Continuation of Chapter 13 and Chapter 14
Chapter 14
Oral Presentations – Teams 4, 5 and 6
Oral Presentations – Teams 7, 8 and 9
Chapter 15
Chapter 16
Oral Presentations – Teams 10, 11 and 12
Review day
Midterm III
Oral Presentations - Topics
Team 1, Presentation 1
Team 2, Presentation 1
Team 3, Presentation 1
Team 4, Presentation 1
Team 5, Presentation 1
Team 6, Presentation 1
Team 7, Presentation 1
Team 8, Presentation 1
Team 9, Presentation 1
Team 10, Presentation 1
Team 11, Presentation 1
Team 12, Presentation 1
Team 1, Presentation 2
Team 2, Presentation 2
Team 3, Presentation 2
A company is introducing a new E-book reader. Suggest
segmentation, targeting and positioning strategies for the new
product.
Discuss how two websites or apps you regularly visits track
your behavior and enable marketers to target you effectively.
Find three print advertisements directed at three different
clusters, each one belonging to one of the three frameworks
listed in Table 2.3: PRIZM, P$YCLE and ConneXions. Explain
your choices.
The owners of a local health-food restaurant need a
psychographic profile of families living in a five-mile driving
radius. Write a 10-item psychographic questionnaire that
measures a family’s dining preferences.
Show advertisements that depict different defense
mechanism. Discuss the effectiveness of each ad and
mechanism.
Find and discuss an example of a B-C and B-B advertisement
or communication that is designed to arouse consumer needs.
Discuss the effectiveness of each ad.
Find three examples of promotional methods that use ambush
or experimental marketing. Discuss the effectiveness of the
sensory input provided.
Select a company that produces several versions of the same
product under the same name brand (not an example used in
the text). Prepare a list of the benefits each item offers.
Explain if you think the benefits will persuade consumers to
buy each version.
Find an example of two ads that targets the left side of the
brain and two ads that target the right side of the brain.
Discuss your choices and their effectiveness.
Find advertisements that illustrate each of the four
motivational functions of attitudes. Describe how each ad
either reinforces an existing attitude or is aimed at changing
an attitude.
Find print ads using each of the following advertising appeals:
fear, sex and humor. Discuss their effectiveness and
persuasive value in class.
Should marketers use more written copy than artwork in print
ads? Provide examples of one B-C and one B-B ad. Explain
your answer with your two examples.
Take pictures of two types of out-of-home media. Present
them in class and describe their target market and
effectiveness.
Find and present ads that encourage consumers to engage in
word-of-mouth communications. Discuss the communication
channels used.
Which of the five stages of the family life cycle constitutes the
most lucrative segment for each of the following products and
Team 4, Presentation 2
Team 5, Presentation 2
Team 6, Presentation 2
Team 7, Presentation 2
Team 8, Presentation 2
Team 9, Presentation 2
Team 10, Presentation 2
Team 11, Presentation 2
Team 12, Presentation 2
services: (1) TV cable subscriptions, (2) Club Med vacation, (3)
Domino’s Pizza, (4) e-Readers and (5) the fastest Internet
access available in one’s location? Explain your answers.
Find five ads promoting green products or activities. Explain
whether you believe each one is effective or not.
Find two good and two bad examples of advertising directed
towards elderly consumers. To what degree are these ads
stereotypical? Do they depict the concept of perceived age?
How could these ads be improved by applying some Chapter
12’s guidelines for advertising to elderly consumer?
Identify a group that can be regarded as a subculture at UNCG. (1) Describe the norms, values and behaviors of the
subculture’s members. (2) Interview five members of that
subculture regarding attitudes toward the use of credit cards.
(3) What are the implications of your findings for marketing
credit cards to the group you selected?
Select one of the following countries: Mexico, Brazil,
Germany, Italy, Kuwait, Japan or Australia. Learn about the
country’s customs and consumption in the chosen country.
Prepare a promotional strategy designed to persuade tourists
from this country to visit the US.
How do consumers reduce post-purchase dissonance? How
can marketers provide positive reinforcement to consumers
after purchase to reduce dissonance? Provide examples.
Identify a product, service or style recently adopted by
you/your friends. Identify the innovation and describe the
diffusion process up to this point. What are characteristics of
early adopters? Who didn’t adopt it? What features are likely
to determine its eventual success or failure?
Find and discuss ads that depict the following: exploitive
targeting of children, overaggressive adverting, direct-toconsumer advertising of pharmaceuticals, cause-related
marketing, societal marketing by a for-profit company and
socially undesirable representation.
Compile a list of consumptive behaviors that you consider
unethical. For each behavior listed, explain why you view it as
wrong. Also, for each behavior listed, discuss the possible
reasons a person engaging in that practice may use to justify
it.
Neutrogena would like to extend its facial cleanser product
line. Design a qualitative and a quantitative research design.