University of Florida
MAR 3503 - Consumer Behavior
Fall 2007
Dr. Joel B. Cohen
208 Bryan Hall
Office Hours:
Email:
Class website:
Section 0111
Section 2948
T, R. 4-5 MAT 108
T, R. 8-9 MAT 108
Tues. - Thurs.1-2:45 pm and by appointment
joel.cohen@cba.ufl.edu
http://bear.cba.ufl.edu/COHEN/MAR3503
TEXT: Consumer Behavior by Wayne D. Hoyer and Deborah J. MacInnis; Fourth Edition (Houghton
Mifflin, 2007).
STRUCTURE OF THE COURSE
Course Objective : This section of MAR 3503 offers marketing majors and other interested students
a rigorous introduction to the study of consumer behavior emphasizing underlying behavioral concepts
and guiding principles. This is not a managerially-oriented presentation.
Approach: My approach to the course relies on the active involvement of students in the learning
process. My in-class presentations are based on the assumption that students have read and thought
about the designated readings. I typically discuss new material that expands on concepts and issues
introduced in the readings. Attendance, therefore, is essential as is a willingness to take an active role
in class discussions, such as by asking clarifying questions. Students who prefer a more traditional
lecture course format that highlights/summarizes the textbook and where they are more passive
recipients of information are strongly advised to consider other course options. Assignments (to be
discussed below) are designed to create a deeper understanding of the material as well as to stimulate
class discussions.
I hear and I forget;
I see and I remember;
I do and I understand--Chinese Proverb
Academic Honesty
You will be expected to follow the standards of the University of Florida with respect to academic
honesty. When you enrolled at the University of Florida, you signed the following statement: "I
understand that the University of Florida expects its students to be honest in all their academic work. I
agree to adhere to this commitment to academic honesty and understand that my failure to comply with
this commitment may result in disciplinary action up to and including expulsion from the University."
Students with Disabilities
Students requesting classroom accommodation must first register with the Dean of Students Office.
The Dean of Students Office will provide documentation to the student who must then provide this
documentation to the course instructor when requesting accommodation.
COURSE GRADES
There are two separate components of the course grade: tests and group project assignments. You must
reach the designated total FOR EACH OF THE TWO COMPONENTS to receive each grade. So, a
student earning a B in one component and a C in another will receive a C in the course.
TESTS: There will be 13 tests (most will be a single question) with dates indicated on the next page.
The purpose of these tests is to reward students who read and think about each of the readings at the
specified times. The test items will not be difficult for those who have done so. You will receive 1
point for passing each test.
CHAPTER ASSIGNMENTS: There are a total of 5 Chapter Assignments. You will be asked to form
chapter assignment study teams to carry out these assignments. See the Chapter Assignment booklet
(attached) for details Grades will be assigned as follows:
A
=6
B+
=5
B
=4
C
=3
Unsatisfactory = 0
Some assignments will be accompanied by group presentations. Students who do not participate in a
group presentation will receive a full letter grade deduction from the project grade awarded to the
group.
OVERALL GRADES:
Grade
A
Test Points Needed *
11
Project Points Needed
26
B+
10
23
B
10
19
C+
9
17
C
9
15
D+
8
12
D
8
10
* For each test point above 11, students can add these to their project point totals. So a student
earning 13 test points can add 2 points to their project point totals.
Course Outline
Date
8/23
8/28
8/30
9/4
9/6
9/11
9/13
9/18
9/20
9/25
9/27
10/2
10/4
10/9
10/11
10/16
10/18
10/23
10/25
10/30
Topic
Perspectives on the Field of Consumer Behavior
Cultural, Demographic and Household Influences
Research in Consumer Behavior Test 1 (Ch 13-14)
Research Design Issues I
Research Design Issues II
Test 2
Research Design Project Presentations
Interpersonal Influence
Symbolic Consumer Behavior Test 3 ***
Diffusion of Innovations
Needs Assessment and Motivation Test 4
Individual Differences in Motivation
Chapter 15 Part 1 Project Presentations
Discussion of Chapter 15 Part 2 Projects Test 5
Chapter 15 Part 2 Project Presentations
Perception and Comprehension
Test 6
Memory and Retrieval
Test 7
Attitudes Based on High Consumer Effort
Attitudes Based on Low Consumer Effort Test 8
No Class---Prepare Ch. 6 Project Reports
Attitudes and Brand Management
11/1
11/6
11/8
11/13
11/15
11/20
11/22
11/27
Decision-Making Based on High Effort Test 9
Decision-Making Based on Low Effort
The Post Decision Phase
Test 10
Public Policy Issues
Marketing and Advertising Regulation Test 11
Marketing and Social Responsibility
Thanksgiving Holiday No Class
Regulating Tobacco Advertising and Promotion
Test 12
11/29
12/4
Assignment(s)
Chapter 1
Chapter 13 and 14
Chapter 2 and Research Methods Chapter1
Note: This test includes material presented in class.
Research Methods Chapter assignment due
Chapter 16
Chapter 18
Chapter 17 Chapter 17 assignment due
Chapter 3
Chapter 15
Chapter 15 assignment due (part 1)
Expectancy Value Theory 1
Chapter 15 assignment due (part 2)
Chapters 4 and 5
Chapter 8 A Spreading Activation Model 1,
Chapter 7
Chapter 6
Conceptualizing, Measuring and Managing Customer-Based
Brand Equity 1 Chapter 6 assignment due
Chapters 9, 10
Chapter 11
Chapter 12
Chapter 19
Advertising Challenges,1 Deceptive Advertising Chapters1
Chapter 20
a. The FDA’s Proposed Rules Regulating Tobacco and
Underage Smoking and the Commercial Speech
Doctrine1, and
b. Playing to Win: Marketing and Public Policy at Odds
Over Joe Camel 1
Trademark Infringement and Consumer Confusion: The Effects of Brand Name Similarity on Brand Source
Consumer Behavior in the Courtroom Test 13
Confusion: Implications for Trademark Infringement 1
Review
*** From this point on, all tests include material from the last test on including the current day’s work.
1
These readings are found in the packet sold at Orange and Blue Textbooks - 309 NW 13th Street
directly across from Krispy Kreme (3 blocks north of University Avenue)
CHAPTER ASSIGNMENT BOOKLET
Instructions
Chapter Assignments: Chapter Assignments are described in the next several pages. Each addresses a
particularly important issue in the course. The written discussions will typically require 3-6 pages to
adequately address the issues. The due date for each assignment appears in the course outline along
with the timing of project presentations by chapter assignment study teams. Although I have attempted
to make each chapter assignment as clear as possible, you are expected to raise any questions you may
have in class and sufficiently in advance of when a project is due to enable you to carry out your work
with confidence.
Chapter Assignment Study Teams: Without exception, Chapter Assignments are to be discussed and
prepared by three person “study teams.” Students are responsible for forming their own study teams,
and it is expected (but not required) that these will change over the course of the semester to allow
students to gain exposure to others’ thinking. If a student does not make a substantial conceptual
contribution to a particular assignment, that student’s name must not appear on the paper. Each team
member is responsible for making sure that this policy is not violated.
The Chapter 17 assignment asks you to discuss individual experiences as consumers. You must
present these experiences individually and in a separate section compare and contrast them for
additional insights.
MAR 3503
Chapter Assignments
ASSIGNMENT: Research Methods Chapter (outside reading)
You are responsible for developing a promotional plan for a new digital audiotape machine. Because
of the new technology and the fact that many consumers may not believe some of the claims you want
to make (even though they are supported by engineering studies), you propose spending additional
funds to use highly credible, expert spokespeople in your advertising. You are asked, however, to
provide hard evidence that could justify these added expenditures, or they will not be made. You will
need to demonstrate that consumers' responses to the claims will be more favorable if such
spokespeople are used in the advertising rather than having the company itself make the same claims. .
You first contact two research suppliers your firm has used and request proposals.
1.
Evaluate the two study options that are proposed by these research suppliers.
A.
Introduce the digital audio tape machine in a test market. For the first month, use
company-claim ads (without a high credibility/expert spokesperson). For the second
month use the same ads, but with a high credibility/expert spokesperson making the
claims. Compare the sales figures in the test market to see which approach is more
effective. What does the reading tell you about the threats to the validity of this study?
You must clearly identify/label each and be specific about such threats. You must also
explain how/why these threats apply to this study?
B.
In a survey, ask people how likely they are to believe the claims: (1) if the company
made them, and (2) if the particularly high credibility/expert spokesperson you are
considering made them on behalf of the company. Briefly explain the procedure you
believe they would use to see whether each person believes the claims more under
presentation one or two. Based on the reading, what concerns are there about the
validity of people’s answers in this study? (Do not discuss survey research issues in
general—closed-end versus open-end questions, sampling, etc.)
2.
Design and develop an experiment that would provide better evidence. Begin by stating your
guiding hypothesis in as clear a fashion as possible. To do this, identify the independent (i.e.,
causal) and dependent (i.e., outcome) variables and what you expect the effect of the former to
be on the latter. Exactly how will you manipulate the independent variable? What will be your
operational definition of a "more favorable response" to the advertising? Identify/label the
research design (based on the reading) and detail the realistic procedures you will use to test
your hypothesis in this experiment.
3.
While planning the experiment you learn that management is considering a change in
marketing strategy. They want to focus separately on technically savvy consumers and a mass
market audience. How would you change your experiment to provide evidence for both of
these target markets and show whether the presence/absence of expert/credible spokespeople
would impact differently on these two groups of consumers? How (realistically) would you
select people for this study and guarantee their exposure to the identical ads?
ASSIGNMENT: Diffusion of Innovations (Chapter 17)
Consider your own or your family's first time purchase of (what for them is) a new and different
product -- an innovation. This cannot be a “new” replacement product (e.g., replacing a computer). It
can range from a major technological advance to a substantially new version of a product concept that
has been around for a while but which your family has not purchased previously. According to the
book, what type of innovation was this and why? Identify each of the key characteristics of innovations
(use the discussion in the book to do this) and discuss their impact on either the likelihood or rate
(speed) of adoption during the acquisition process (note: do not discuss how people responded to the
innovation after acquisition) for this product. Explain how these characteristics impacted your
family’s adoption process leading up to product acquisition.
Your group provides “data” from families that vary in numerous ways for products that also vary in
numerous ways. So, there are a number of different variables at work here. What tentative conclusions
(or working hypotheses) about marketing innovations to consumers did your group develop after a
thoughtful consideration of this available “data”?
The Chapter 17 assignment asks you to discuss individual experiences as consumers. You must
present these experiences individually and in a separate section compare and contrast them for
additional insights.
ASSIGNMENT: Consumer Attitudes (Chapter 6)
This assignment is based on the expectancy-value model discussion starting on page 130 and the
measures used in the TORA model (see page 133). For this assignment we will focus on the prediction
of AACT and skip the SN part of the model. Your group should reach agreement on the information
needed for steps 1 and 2 below. Following that, each person should separately provide the information
needed in steps 3 through 7 below. Rely entirely on your data for steps 8-10.
1. Identify two cars (makes and models) that you think are fairly similar. Next, identify three cars
that are moderately different (in various ways) from both of these. Place the names of these five
makes and models of cars as column headings in a table.
2. Assume you have just graduated from college and have accepted an attractive job offer.
Congratulations! You are now in the market for a new car. Decide what automobile
characteristics / benefits / outcomes (e.g., aspects of performance, appearance, cost) you believe
constitute salient beliefs that should affect your attitude, and list these as rows in this same table.
(For this exercise, 5-7 salient beliefs would be fine.)
3. Assume you were going to buy one of these cars. Rank order the 5 cars in terms of your overall
likelihood of buying each, with 5 being the most preferred and 1 being the least preferred. Put
these rankings in the columns of your table.
4. Provide your set of evaluative (good/bad) ratings (ei) for each salient belief (e.g., fuel economy).
5. For each salient belief, assess the likelihood (bi) that this outcome will occur (or benefit will be
realized) if you purchased each of the five cars that appear in the table.
6. Calculate your attitude toward buying each of these cars (AACT) as indicated at the top of page 133.
(Note that you are not considering the subjective norm (SN) portion of the TORA model.)
7. Take the role of a consumer in a very different demographic/life cycle category (with respect to
age, family situation, income, etc.) and describe this person in a sentence or two. Repeat steps
three through six for this consumer.
8. How useful would this data be (assuming the data came from a large and sound consumer survey)
in predicting peoples' brand preferences (and possibly behavior)? (Hint: if this assignment
produced any evidence that would allow you to verify this opinion you should use it.)
9. Assume the data you generated came from a large nationwide sample. First, consider only the
similarities and differences in certain scores as a function of person-to-person differences exhibited
in steps 4, 5, and 7. What marketing concept is illustrated here? What insights does your data give
you that should be important to these car manufacturers? Provide specific data-based examples.
10. Next, consider the similarities and differences in certain scores only as a function of car-to-car
differences. Using only these data, give some specific examples as to how this research might
guide a marketing/advertising program. (Take the role of a marketing executive for several car
companies in discussing what the data is telling you.)
ASSIGNMENT: Individual Differences and Market Segmentation (Part I) (Chapter 15)
This is part one of a two-part assignment. In an overall sense, what you will be doing is identifying
some fairly basic need, value or personality trait and carrying out a research study to see whether
people who have different levels of that individual difference variable are led to behave differently as
consumers.
Part one (i.e., this assignment) consists of selecting some need, value or personality trait identified in
this chapter or in Chapter 3 and then stating a hypothesis regarding how it may affect a consumer's
behavior and, finally, developing measures to assess the resulting behavior (i.e., its presence or
frequency). Part two will focus on the measurement of the individual difference variable itself and the
collection of data to test your hypothesis. For this assignment, ignore part 2.
Choose the need, value or trait carefully by thinking about how likely each is to be expressed in a
person's consumer behavior.
(1)
Choose one of these needs, values or traits that, if strong (for a given consumer) or
heightened (say by an advertising appeal), will affect some aspect of consumer behavior
(e.g., what is purchased, what brand the consumer intends to purchase). The need/value
you choose must be general and not product specific.
(2)
State a hypothesis indicating the relationship between high and low levels of the
individual difference variable and its resulting effect on consumer behavior (e.g.,
"People who have higher levels of need "X" will eat more hot dogs; buy Palm Pilots;
switch channels more often.”)
(3)
Since some of these relationships don’t appear to make good sense, explain why you
think the need, value or trait you identified could have that specific effect on a
consumer's behavior. Discuss whether or not you think there are substantial and
enduring differences in the strength of that need, value or trait across people, or whether
most people have about the same level, though its strength varies over time depending
on situational factors. If you believe situational factors are important in altering need
strength, discuss some of the most important situational factors.
(4)
For today's assignment assume that you will be able to identify people who have higher
(and lower) levels of that need (i.e., you will deal with that issue in part two of the
assignment). Your focus, here, is only on the dependent variable and how you will
measure it. What will you do to determine if their consumer behavior was consistent
with what you predicted it would be? Be specific. Could you simply observe what they
did; is that practical? If not, develop a set of survey questions that will allow you to
determine whether their behavior was consistent with your prediction. (“How many hot
dogs did you eat last week?” “Are you likely to buy a PDA; which brand of PDA are
you likely to buy?”) Note that you can combine an experimental manipulation (e.g.,
some aspect of an advertisement) intended to heighten the specific need with questions
to determine whether people whose needs were heightened behaved as predicted. You
may wish to review the outside reading material dealing with designing experiments.
ASSIGNMENT: Individual Differences and Market Segmentation (Part II)
(1)
Develop 5 to 10 items designed to measure the need, value or personality trait you selected in
Part I. To do this think about questions you would like to ask people if you wanted to know
whether they had a high level of the particular need, value or personality trait. Imagine you are a
“detective” interviewing the respondent. Consider what questions you would ask that would
provide strong clues as to the strength of that particular need, value or personality trait. You
cannot simply ask the person for a self-rating (e.g. “would you say you are an introvert or an
extrovert?”) on the need, value or trait both because the person may not have thought enough
about it (and so may not know) and because you may not get a truthful response to such a direct
question. After all, some traits may seem “better” to have than others.
Questionnaire items can deal with opinions, preferences, activities, interests or anything you
think indicates the strength of that need, value or trait. Items typically require a response along
an "agree-disagree," "always-never" or some similar continuum. You can also confront people
with a choice if you think the choice they make provides evidence about whether a particular
need is strong or weak. (“When I have free time I prefer to spend it doing x,y,z.”) Beware of
items that people will give the same response to for very different reasons or to achieve different
goals (e.g., most people prefer name brands, sometimes for higher perceived quality and
sometimes for other reasons). It is also very important to avoid “circularity.” That is, your
assessment of the strength of a person’s need, value or trait must capture that relatively
unchanging aspect of the person, rather than some product preference that is narrowly linked to
the consumer behavior you are trying to predict (i.e., a “need” for ice cream).
(2)
Gather the data you need to test the hypothesis you developed in the previous assignment. To do
this you need to combine two separate sets of items in one questionnaire: (1) the individual
difference-assessment inventory described above and, (2) the measures you developed in the
previous assignment to assess the consumer behavior of interest. To be sure that your small and
unrepresentative sample contains people who are high as well as low on the need you selected,
deliberately pick half who you think are likely to be high and half who you think are likely to be
low. Administer the total questionnaire to six people per study team member.
(3)
Graph your data by plotting each person’s score on the individual difference-assessment
inventory (i.e., the independent variable) and his/her score on the consumer behavior of interest
(i.e., the dependent variable). Every person, in essence, becomes a single point on the graph
defined jointly by their scores on the two variables. Discuss and evaluate the relationship you
found. Was your hypothesis confirmed: did the "highs" (on the need/value you chose) display
different consumer behavior than the "lows"? Based on what you have learned why, aside from
sampling issues, do you think your results turned out the way they did? Bring in insights from
the readings and class discussions.