Course Syllabus

Consumer Behavior Analysis

Lecturer: Ike Janita Dewi, MBA, Ph.D.

(Email: ikejanitadewi@yahoo.com)

I. COURSE DESCRIPTION AND OBJECTIVES

Analysis of Consumer Behavior provides a conceptual framework of consumer behavior

and other various issues, which includes applications of several theories in psychology,
sociology, anthropology, communication, and microeconomics. Consumer behavior
focuses on buying behavior, or buying decision-making process, and is influenced by
various factors. These factors can be classified as: (1) external, that is, culture, sub-
culture, social class, reference group, and family, and (2) internal, that is, attitudes,
personality, life style, motivation, and perception. Analysis of those factors will become
a sound basis in developing marketing strategy, such as those related to market
segmentation, product positioning, and marketing communication.

The objective of this course is to provide students the skills and ability in analyzing the
various aspects which influence consumers in their buying decision-making. Students
will have a broadened vision and establish a sound basis required for planning market
segmentation and other related strategies in marketing of a business or non-business
organization.

Throughout this course, topics will be introduced and illustrated with case examples
and practical exercises to encourage discussion and debate. This approach of linking
each theory with its application in practice will enable participants identify limitations
and difficulties associated with the models and concepts.

Students are required to attend the fourteen-class sessions in accordance with the rule
of Master of Management USD. During the class meetings every student has to become
an active participant in discussing the materials. Hence, it is compulsory for students to
be well prepared by reading and studying the materials carefully before the class held.

II. TEXTBOOK

Hawkins, Del. I, David L. Motherbaugh, and Roger J. Best (2011), Consumer Behavior:
Building Marketing Strategy, 11 edition, Boston: McGraw-Hill Irwin.

Other supporting articles and books (will be specified during class discussion)
III. GRADING SYSTEM

Final exam 30%

Midterm exam 30%
Term paper 20%
Discussion, presentation and in-class participation 20%

IV. COURSE SCHEDULE and MATERIAL

Session Topic
Introduction
Overview of Consumer Behavior
1 Consumer Behavior and Marketing Strategy (Ch1)
Marketing Ethics and Marketing Social Responsibility (Ch 21)
Discussion Topic: Consumer Rights and Social Responsibility
Perception (Ch 8)
2 Discussion Topic: The Emergence of Green Consumers and
Marketing Strategies
Learning, Memory, and Product Positioning (Ch 9)
3
Discussion Topic: Perception
Motivation, Personality, and Emotion (Ch 10)
4 Case 1: Product Positioning Strategies (Can “Green Products”
become a Unique Selling Proposition?)
Attitudes and Influencing Attitudes (11)
5 Case 2: Identifying Consumers’ Motivation, Personality, and
Emotion
Self-Concept and Lifestyle (Ch 12)
6
Case 3: Consumer Attitudes
Cross-Cultural Variations in Consumer Behavior (Ch 2)
7
Case 4: Self Concepts and Lifestyle
Values (Ch 3)
8
Demographics and Social Class (Ch 4)
Subcultures (Ch 5)
9 Group influences (Ch 7)
Case 5: The Influence of Culture in Consumption
Families and Households (Ch 6)
Group communications: Word-of-mouth and diffusion process
10
Case 6: Identifying consumer segments and sub-cultures
(Identification of “Green Culture” in Consumers’ Lifestyle)
Consumer Decision Process: Situational Influences (Ch 13)
11 Consumer Decision Process and Problem Recognition (Ch 14)
Case 7: Group Influences
Information Search (Ch 15)
12 Alternative Evaluation and Selection (Ch 16)
Case 8: Situational Influences in Consumer Decision Making
Outlet Selection and Purchase (Ch 17)
13 Postpurchase Processes (Ch 18)
Case 9: Consumer Decision Making
14 Consumer Research

Methods to Achieve the Objectives

In Classroom, by:
Lecture and Discussion, Each individual student is requested to attend the lecture compulsorily (refer to
the academic rule). Attendance at all class session is expected, especially class discussion of assigned
cases. Absence from class is a serious matter and you should not violate the policy of the MM Program
USD regarding the class attendance.
Due to the fact that participation in class discussion of cases counts 20% of your grade, each student must
contribute significantly to in-class analysis of the cases. Each student required to be an active participant
and make meaningful comments on cases being discussed. Your grade in class participation is something
to be earned via consistent contribution to class discussion. You should, therefore, make a conscientious
effort to be sufficiently prepared to contribute to the class discussions. The responsibility for making the
learning process succeed is yours
Case discussion. Students’ in-groups make oral and written presentation. The lecturer will guide the
discussion. If a student fails to get a good mark in the case discussion, he/she may be requested to retake
the whole course in the next term for overall improvements.
Mid and final exams. Midterm and final examinations will be conducted to test your knowledge,
understanding, comprehension, and capability to apply the course material in solving actual marketing
problem.
Students who fail in the exams are given chances to retake similar exams in the next term or next batch
for overall grade improvements.

Off classroom, by:

Preparing a case solution paper by each group in power point format or word processing format. The
paper should cover: (1) Case summary, (2) Main issue, (3) Problem statement, (4) Analysis of solution
alternatives, and (5) Recommendation.
Writing an individual term paper submitted to the lecturer in the day of final exam. The paper should be
typed using computer in 1.5 line space format, original, and 8-15 pages excluding references. Each
student may choose any relevant topics in marketing management. Many examples can be seen in any
marketing journals or magazine.

WHY THE CASE STUDY APPROACH

The case study process brings theories, concepts, and facts to a stage of application and implementation.
Each case is different because each organization in each situation is different, but you will learn to
appreciate and analyze the problems faced by many different companies and to understand how
managers have tried to deal with them.

Two things are inherent in the use of cases in education. One is that you have to think! Doing case studies
is not an exercise in memorization. There is no place to look up answers and there is no one right answer.
Instead, you have to read between the lines, assimilate, and synthesize various pieces of information,
apply concepts and theories, and project all this into a realistic situation. This takes a lot of thinking!

It also takes time! You cannot read a case a few hours before class and expect to offer good analysis and
solutions. Top executives cannot do it and you cannot as well. Although good intuition is a great skill, if
you have it, it still has to be based upon a thorough analysis and synthesis of concepts and applied facts. It
also requires that you fully understand the financial numbers of the case. In case analysis, “number
crunching” is “the key" to a successful case analysis. Students should be comfortable in using financial and
mathematical analysis techniques and ratios in preparing for a case.

The second inherent factor in using case studies is the interaction with others. Although much can be
learned from the information that is in a case and from the cognitive process in analyzing the case, the
ultimate test will come in being able to articulate and explicate this process.

The other part of interaction, which many of us too often forget, is called listening. You should listen and
reply to others rather than ignore their points of view for yours. In addition, you should ask questions of
others and of the instructor. Voltaire said, “Judge of man not by his answers, but by his questions.” Good
executives listen and ask questions before making important decisions.