Spring, 2015
Room D114
Tuesdays January 6 – February 3
6 – 10 pm
Instructor: Elizabeth Lahey
Office Hours: by Appointment
Email: elahey@ben.edu
Mobile Phone Number: 708-764-2266
PRE-ASSIGNMENT: Make sure you have the textbook ordered for arrival before class
begins. Please read the section titled VIII, Topical Course Outline for the pre-readings
and select a YouTube commercial to discuss with the class.
MKTG 310: CONSUMER BEHAVIOR
I.
COURSE DESCRIPTION
A study of consumers' needs, wants, and behavior in the marketplace as a basis for the
formulation of marketing strategy. (3 credits).
II.
TEXTBOOK AND MATERIALS
Hawkins, D. I. & Motherbaugh, D.L. (2013). Consumer behavior: Building marketing
strategy. (12th ed.) New York: McGraw-Hill/Irwin. ISBN 978-0077645557/ 0-07764555-3
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate
students from diverse ethnic, racial and religious backgrounds. As an academic
community committed to liberal arts and professional education distinguished and guided
by our Roman Catholic tradition and Benedictine heritage, we prepare our students for a
lifetime as active, informed and responsible citizens and leaders in the world community.
IV.
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Benedictine Core Goals
Benedictine University's core mission is to prepare students for active participation in an
increasingly interconnected world. Its Core Curriculum advances this mission by
enabling students to attain a broad range of learning goals, listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and
interpret numerical data;
3. Acquire a knowledge of the history and heritage of western civilization, to
include
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 the contributions of religious faith and philosophical thought to
understanding the person in community,
 the relationship of the individual to society: membership and participation in
groups and institutions,
 scientific literacy through a knowledge of the history, the methods, and the
impact of science on the individual, society, and the environment,
 artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual
relationships, interdependence of peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active
participation in society;
6. Make informed ethical decisions that promote personal integrity, the legitimate
rights and aspirations of individuals and groups, and the common good.
B. Course Goals/Objectives/Outcomes
As a distribution course within the Core Curriculum, MKTG 310, was designed with the
above Core goals in mind. Thus, upon successful completion of this course, the student
will be able to demonstrate mastery of the following objectives and student learning
outcomes:
1) Students will be able to critically analyze case studies about consumer
behavior’s relationship to marketing
2) Students will be able to observe consumer decision-making processes and
discuss their behavior-related findings
3) Students will be able to prepare advertisements using internal and external
influences
4) Students will be able to present information in a public forum
5) Students will be able to participate in a team environment
6) Students will be able to enhance their writing skills
V.
TEACHING METHODS/DELIVERY SYSTEM
The classroom is primarily a discussion course due to its condensed nature. The
discussions will be supplemented by a combination of lectures, videos, case studies, and
student initiated activities. Other teaching methods include a print advertisement, a
comparative paper/panel discussion, a commercial, and a final exam. In order to
complete the course successfully, students must come to all classes and must be prepared
to do the in-class work.
VI.
COURSE REQUIREMENTS
Attendance Policy
This course is highly accelerated, and students will need to take a great deal of
responsibility for their own learning outcomes. Attendance is required in each class
meeting for the full period of time. Any absence must be due to extraordinary
circumstances and will require documentation for it to be considered excused.
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Documentation must be provided immediately in order to determine what, if any,
accommodations are reasonable or possible. Class attendance will directly impact your
final grade, and each undocumented absence will be considered unexcused and will result
in a 20% reduction in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition
which prevents you from attending any class(es), appropriate medical documentation
must be provided immediately so it may be determined what, if any, accommodations are
reasonable or possible.
No late homework is accepted period. No in-class assignments, exams or quizzes may be
made up.
Reading Assignments
Reading assignments may be found under the Topical Course Outline (Section VIII). All
students are expected to be actively reading the material assigned before the class meets
for the week so as to complete the assessments, assignments and quizzes, as well as,
participate knowledgably in the discussions.
Written Assignments and Projects
Written assignments are indicated in the Topical Course Outline (Section VIII). Written
assignments must be typed or prepared using a computer with Microsoft Word and
submitted in hard copy on the night due. Students will be allowed to develop their own
format(s) for written assignments. In general, written assignments will be evaluated and
graded on the substantive content and how the student expressed his/her opinion
regarding the subject matter. However, the instructor reserves the right to lower a
student’s grade if grammar, syntax, spelling, and style are such that the written
assignment is confusing or especially poorly executed.
There will be one written assignment of 300 – 500 words in length.
Electronics Policy
As in most professional meetings cell phones and other electronic devices are to be set to
silent mode. Laptops may be used to take notes. No device may be used to text, IM or
access the internet during class. Doing so will result in the loss of ½ the day’s
cases/exercises points.
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a
university. Benedictine University at Springfield pursues these missions in an
environment guided by our Roman Catholic tradition and our Benedictine heritage.
Integrity and honesty are therefore expected of all University students. Actions such as
cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple
submission, solicitation, and misrepresentation are violations of these expectations and
constitute unacceptable behavior in the University community.
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Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students
are expected to exhibit academic honesty at all times. Violations against academic
honesty are always serious and may result in sanctions that could have profound longterm effects. The final responsibility for understanding the Academic Honesty Policy of
the institution, as well as the specific policies for individual courses normally found in
syllabi, rests with students. If any doubt exists about what constitutes academic
dishonesty, students have the responsibility to talk to the faculty member. Students
should expect the members of their class to be academically honest. If students believe
one or more members of the class have been deceitful to gain academic advantage in the
class, students should feel comfortable to approach the faculty member of the course
without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of
Academic Affairs. Along with a verbal warning, the following are consequences a
student may face for academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
Textbook Issues
My syllabus is always available at least a month in advance of class, so buy the
textbook in plenty of time for class. Absolutely no extensions are given for late or
missing textbooks.
Other
The instructor reserves the right to make changes to the syllabus and any course
requirements as needed.
VII. MEANS OF EVALUATION
See the Topical Course Outline (Section VIII) for details on each assignment/assessment
below. Note: Some assignments/assessments will be acceptable if late, many will not, so
carefully review the assignment/assessment detail below.
A – 90% - 100%
B – 85% - 89.9%
C – 75% - 84.9%
D – 60% - 74.9%
F below 60%
YouTube Commercial
Quizzes (4 @ 10 points)
In Class Cases/Exercises (5 @ 20 points)
Print Advertisement (200 points)
Commercial (200 points)
Consumer Buying Paper (200 points)
10
40
100
200
200
1%
4%
10%
200
20%
20%
20%
4
Consumer Buying Panel Discussion (100 points)
Final Exam (150 points)
150
Total
100
15%
10%
1000
100%
If a student believes that an error has been made in reporting a grade, an appeal must be
made in writing to the instructor and must be initiated 60 calendar days after the end of
the term for which the grade in question was recorded. The appeal should contain
specific information about why it is believed the grade reported is inaccurate. See the
Student Handbook for details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed
with a “C” or better, and a student must submit a completed “Request for an Incomplete”
form to the Registrar’s Office. The form must be completed by both student
and
instructor, but it is the student’s responsibility (not the instructor’s) to initiate this process
and obtain the necessary signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the
appropriate form, with appropriate signatures, and returning the completed form to the
Advising Office. Please refer to the Student Handbook for important financial
information related to withdrawals.
VIII. TOPICAL COURSE OUTLINE
Week
Topics & Chapters Covered
Class Activities and Work
Due


Week 1
Week 2
General Introduction To Consumer Behavior
Chapter 1 – Consumer Behavior and Marketing
Strategy, Entire Chapter pp. 5 – 30
Chapter 2 – Cross- Cultural Variations in
Consumer Behavior, Entire Chapter pp. 37 – 68
External Influences on Consumer Behavior
Chapter 3 – The Changing American Society:
Values, Entire Chapter pp. 77 – 101
Chapter 4 – The Changing American Society:
Demographics and Social Strata, Entire Chapter
Up To The Blue Section: Measurement of Social
Prepare for Quiz
YouTube Commercial
Due
In-Class:
Introductions
Syllabus Review
Quiz
Lecture and Discussion
Videos


Prepare for Quiz
Print Advertisement
Due
In-Class:
Quiz
5
Week 3
Week 4
Week 5
Class pp. 108 – 137
Chapter 5 – The Changing American Society:
Subcultures, Entire Chapter pp. 149 – 178
Chapter 6 –The American Society: Families and
Households, Entire Chapter pp. 185 – 210,
Skipping Blue Sections: Marketing Strategy Based
on the Household Life Cycle pp. 197 - 198 and
Marketing Strategy and Family Decision Making
pp. 203 - 204
Chapter 7 – Group Influences on Consumer
Behavior, Entire Chapter Up To The Blue Section
Marketing Strategies Based on Reference Groups
pp. 217 – 228. Please also read page 246.
Case 2-4 – How Social Media Nearly Brought
Down United Airlines, pp. 261 – 263
Internal Influences on Consumer Behavior
Chapter 8 – Perception, Entire Chapter pp. 271 301
Chapter 9 – Learning, Memory, and Product
Positioning, Blue Sections Only: Nature of
Learning and Memory pp. 312 – 213 and Memory’s
Role in Learning p. 313 (First Paragraph Only) and
Learning, Memory and Retrieval pp. 327 – 335
Chapter 10 – Motivation, Personality, and
Emotion, Entire Chapter pp. 351 – 375, Skipping
Brown Sections: McGuire’s Psychological Motives
pp. 353 – 358 and Marketing Strategies based on
Motivation Conflict pp. 361 – 362 and Marketing
Strategies Based on Regulatory Focus pp. 362 – 363
Chapter 11 – Attitudes and Influencing
Attitudes, Page 384 Only (Start Below The Black
Line and Stop at the Blue Section Attitude
Components)
Case 3.4 – Clorox Green Works Line, pp. 449 –
450
The Buyer Themselves and The Buying
Situation’s Impact on Consumer Behavior
Chapter 12 – Self-Concept and Lifestyle, Blue
Sections Only: Self-Concept pp. 420 – 422 (Stop at
Consumer Insight 12-1) and The Nature of Lifestyle
pp. 427 – 434 (Stop at the Blue Section: GeoLifestyle Analysis)
Chapter 13 – Situational Influences, Blue
Sections Only: Situational Characteristics and
Consumption Behavior pp. 467 – 476 and Ritual
Situations pp. 477 – 478
The Consumer Buying Behavior
Decision-Making Process
Chapter 14 – Consumer Decision Process and
Lecture and Discussion
Videos
Discuss Case 2-4


Prepare for Quiz
Commercial Due
In-Class:
Quiz
Lecture and Discussion
Videos
Discuss Case 3-4
Team Meetings


Prepare for Quiz
Consumer Buying
Paper Due
In-Class:
Quiz
Lecture and Discussion
Panel Discussion
Lifestyle Exercise
Situations Exercise
Videos

Prepare for Final Exam
In-Class:
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Problem Recognition, Blue Sections Only: Types
of Consumer Decisions pp. 490 – 493 and The
Process of Problem Recognition pp. 493 – 497
Chapter 15 – Information Search, Blue Sections
Only: The Nature of Information Search pp. 512 512 and Types of Information Sought pp. 512 – 516
and Sources of Information pp. 516 – 524
Chapter 16 – Alternative Evaluation and
Selection, Blue Sections Only: Consumer Choice
and Types of Choice Process pp. 544 – 551 (stop at
the Brown Section Measurement of Evaluative
Criteria) and Individual Judgment and Evaluative
Criteria pp. 553 – 556
Chapter 17 – Outlet Selection and Purchase,
Entire Chapter pp. 579 - 601
Chapter 18 – Postpurchase Processes, Customer
Satisfaction, and Customer Commitment, Entire
Chapter pp. 611 – 636
Case 4-4 – Netflix Continues to Change the Face
of In-Home Movies Around the Globe, pp. 648 –
650
Lecture and Discussion
Discuss Case 4-4
Final Exam
Assignment Details
A. YouTube Commerical: DUE THE FIRST NIGHT OF CLASS (10 points)
Please select one of your favorite YouTube commercials to share with the class in an
open discussion. The class will talk about the concepts of Consumer Behavior that may
be seen in each student’s commercial. No late commercials will be accepted and the
student will receive a grade of zero.
B. Quizzes (4 @ 10 points)
There will a quiz at the end of class weeks 1-4 over the lecture/textbook material. The
quiz will be general in nature and not dwell on specific details in the reading. They will
be short write formats. Late quizzes will not be accepted and the student will receive a
grade of zero.
C. In-Class Cases/Exercises (5 @ 20 points)
Students will be asked to work in small discussion groups in the classroom each week to
complete the questions at the end of the assigned Case Study readings and/or present
materials as part of a class Exercise. These activities may not be made-up, so lack of
attendance means students receive a grade of zero.
C. Print Advertisement (200 points)
Each student will prepare a print advertisement for an original product of his or her
choice and advertise it using a specific identifiable external influence. The print
advertisement must be aimed at a specific target market as approved in advance by the
instructor so that there are no repeated audiences. The student may use any media to
prepare the poster. It is to be brought to class Week 2. The student will be expected to
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explain the print ad to the class based upon the grading criteria below. Students should
expect to take about 5 minutes to discuss their print advertisement.
The student’s grade will be determined as listed: 1) the product’s creativity (10%), 2)
matching the product to the target market (20%), 3) the understanding of the target
market chosen based upon the readings in the textbook (10%), 4) the explanation of how
the advertising appeals to the particular target market (10%), 5) a simple identification of
non-utilized market segments and why the appeal for the product/advertising would be
less appealing (10%), 7) the breadth of explanation on external influence utilized on
consumer behavior as discussed in Chapters 3-7 (20%), plus 8) the effort put into the
advertisement itself (20%). Late submissions will not be accepted and the student will
receive a grade of zero.
D. Commercial (200 points)
Each student will select a well-known product and brand and prepare a new and
completely different commercial for the product/brand utilizing one or more internal
influences. The commercial must not be a spin-off of an existing commercial for the
product/brand. The commercial should completely fill a 30 second television time slot.
It may be in the form of a YouTube video or a series of 10-20 storyboards (a PowerPoint
slide show).
The target market chosen for the commercial must be pre-approved by the instructor and
must not be one that the current advertising campaign already targets. The student
should be exploring how to take a current product/brand and expand its marketability to
another untapped market segment. The commercial should attempt to address the chosen
target market via one of more internal influences (see Chapters 8 – 11.) Commercials
are to be presented to the entire class Week 3. The student will be expected to explain
the commercial to the class based upon the grading criteria below. Students should
expect to take about 5 minutes to discuss their commercial.
The commercial should explain and will be graded on the following: 1) why the student
chose the particular product/brand (5%), 2) details on the product’s current commercial
advertising campaign (10%), 3) which market segments the product/brand is targeting
today (10%), 4) the target market the student’s commercial will appeal to and why (5%),
5) what attention getting strengths of the commercial will impact the target market
chosen (as discussed in Chapters 8) (20%), 6) how well the student addresses the chosen
target market’s internal influences (20%), and 7) the creativity and effort of the
commercial itself (25%) and, 8) the student should speculate as to why the product/brand
does not choose to go after the student’s selected target market as of today (5%). Late
submissions will not be accepted and the student will receive a grade of zero.
E. Consumer Buying Paper (200 points)
Each student will select three products, one from each identified category, from a list
presented the first night of class. The student will then observe each of the consumer
buying decision processes used by purchasers of the chosen products. Each student will
complete the consumer buying observations during Weeks 2-3 of class. The observations
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may begin any time after the student gets their products assigned. Students will then
prepare a 300 – 500 word Microsoft Word formatted (.rtf, .doc, .docx) document that
compares and contrasts the buying behavior for their three chosen products. The paper is
due Week 4 of class in hard copy. Late papers are not accepted.
Grading will be based upon the following scheme. Paper format, style, organization,
grammar, syntax, spelling, etc. will count as 20% of the grade. The introduction, thesis
sentence, and conclusion will count for 30% of the grade. Content will count for 50% of
the total points and will be determined based upon the relevant issues below. In addition,
if the comments on the paper clearly indicate to the instructor that not enough time was
spent observing consumer buying behaviors to really grasp the important similarities and
differences in levels of involvement, situational factors, and decision-making steps,
the best grade a student can expect to receive is a 75% or a C. Late submissions will not
be accepted and the student will receive a grade of zero.
Each student should be prepared to discuss in their paper any relevant issues from the list
below. The student should feel free to discuss any other interesting observations made
that furthered their understanding of consumer buying behaviors for their assigned
products.
a. How quickly, in general, were the decisions to buy made?
b. Were the typical consumers of this product alone, if not, who was with them?
c. Did sales personnel interact with the consumers? If so, how? How where the
sales people dressed? Did they appear to have any special education or
training?
d. What, if any, package labels were read? Did they appear to have an influence
on the purchase decision?
e. Was more than one brand of the product compared and contrasted? How did
that impact the decision to purchase?
f. What internal or external influences (per the textbook) impacted the
customers?
g. What situations (per the textbook) impacted the customers?
h. Did the buyers seek information of any type, from whom and/or what? Did
any consumers bring materials with them from a magazine, newspaper or the
internet?
i. Were the customers exploring alternatives or actually purchasing?
j. Were the issues of returns, delivery, warranty, or old product disposal
discussed?
Suggestions:
1) Choose any store that specializes in the assigned product and ask permission
to observe the manner in which customers make their purchase decision about
the product.
2) Spend at least 30 minutes per product, for a total of 90 minutes, watching how
people approach, look at, compare, and make their decision to buy. Students
will primarily be considering how involved the buyers are in the process, what
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situation the buyer faces, and which steps in the decision-making process
occurred.
3) Do not communicate or interact with the people you are observing as you will
change the dynamics of the consumer’s buying process.
F. Panel Discussion (100 points)
Students will be chosen at random during class Week 4 to discuss one of the products
they observed for their Consumer Buying Paper. They will be placed with others that
observed a similar product, although not necessarily the exact same item. The panel will
have an impromptu comparative conversation about the similar buying patterns across
their products. No preparation for this activity is possible. This activity may not be
made-up, so lack of attendance means students receive a grade of zero.
G. Final Exam (150 points)
There will be one comprehensive exam that will consist of multiple-choice questions and
essay/short answer questions of varying values. The exam will be given the last hour or
so of Week 5’s class. Late exams will not be accepted and the student will receive a
grade of zero.
IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities, and services. Students
with disabilities requiring accommodations to participate in campus-sponsored programs,
activities, and services, or to meet course requirements, should contact the Resource
Center as early as possible: springaccess@ben.edu or (217) 717-9253
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in
this syllabus in Sections IV and VI. Instructor will use background knowledge probes,
one-minute papers, reflective essays and/or other Classroom Assessment Techniques as
deemed necessary in order to provide continuous improvement of instruction.
JR 12/15/14
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