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2019-20
Consumer Behavior
BS-MKT-720
Fall, 2019
COURSE OBJECTIVES
The learning objectives are:
1. To provide a basic understanding of the psychological, sociological, anthropological, and economic processes
affecting consumer choices.
2. To assist students to gain an insight into how consumers think, feel, reason and select between alternatives’ so
as to craft appropriate marketing strategy.
3. To cultivate students awareness of how the consumer is influenced by his or her environment.
4. Studying consumer behavior will also assist the student as a consumer to better understand consumption related
decisions.
LEARNING GOALS
In addition to the specific course-related objectives, this course is designed to achieve the following learning goals
1. Critical and Integrative thinking: Each student will be able to identify critical issues in Consumer Behavior
settings, develop a perspective that is supported by relevant information and integrative thinking, to draw
and assess conclusions. This learning goal will be measured through assignments and submissions
2. Awareness of Global Issues affecting Consumer Behavior-related Decisions: Each student will be able to
identify key relevant global issues and be able to analyze the impact of the global environment on
Consumer Behavior, as compared with domestic market-related management issues. This learning goal will
be assessed through class discussion on different applications of Consumer Behavior in the global context.
3. Interpersonal Awareness and Working in Teams: Each student shall demonstrate an ability to work
effectively in a team, exhibiting behavior that reflects an understanding of the importance of individual roles
and tasks and the ability to manage conflict and compromise, so that team goals are achieved. (e.g., the
team based case presentations in the class and the group assignments will be a major component for
measurement of this learning goal).
4. Effective Presentation and Listening Skills: Each student shall be able to communicate verbally in an
organized, clear, persuasive manner and be a responsive listener. (e.g., I will expect you to use the case
presentations to develop your presentations skills. I also expect you to be active listeners when your
classmates are presenting and to give specific feedback.)
TEACHING METHOD
The course will be a combination of lectures, class discussion, case studies, and assignments. To participate
effectively in class, the student should come prepared to the class by reading in advance the sections of the textbook
that will be covered in the session, as well as any other material handed by the instructor, including the cases. Here
the onus of learning will be with the student and the instructor will be a facilitator. Instead of only learning ‘what to do,’
the cases will also be used as examples of real-world phenomenon where a particular issue or set of issues arise,
and good and bad practices are seen.
ATTENDANCE POLICY
Attendance at all the sessions is as per the university rules (minimum 75% excluding all leaves). The following
instances will also be treated as an absence unless prior permission is taken
Attending only part of the session, either entering or leaving during the break
Arriving in class after the session is scheduled to begin
Failing to display the name card
GRADING
The rubric that I will use for evaluation is as below.
Evaluation Item Weightage Nature Explanation
Case 10% Group Analysis and presentation of assigned cases. Please see the
presentations notes below.
In-class Quiz 20% Individual I will announce at least two in-class quizzes.
Assuming we have ‘n’ quizzes, I will take the marks of the
best (n-1) quizzes for final grading.
This is to take care of a missed quiz due to various reasons,
or bad marks in one quiz.
These are in-class, online quizzes and have to be taken
from within class only. Please do not request for taking the
online quiz from outside class.
Project Work 30% Group Please see details in the next section.
End Term 40% Individual The end term shall test students on the essential concepts
learned during the course and is likely to be a mix of both short
descriptive questions and MCQs.
Important: Please form groups of 6 classmates as quickly as possible, for your project to start quickly.
Evaluation
Please note that your final report will be evaluated basis the following rubric:
1. Quality of research and analysis: 60%
2. Relevance to the Objective of the assignment: 20%
3. Clarity and quality of presentation: 20%
If you have doubts at any stage, please feel free to contact me either after the class or in my office through prior
appointment.
As mentioned above.
Schiffman, L. G., Wisenblit, J., & Kumar, S. R. (2015). Consumer behavior (11th ed.). New Delhi, India: Pearson
Chapters from this book are assigned as required readings in the class schedule below. Please read the chapters
before coming to class for an engaging classroom discussion. Cases and any other reading material assigned for
reading will be uploaded on the e-learning platform.
Session No. – 11 Reference Group, Family and Social Class, and Consumer Behavior
Objective of the session In this session, we will examine how reference groups (e.g., family) and social class
play an influential role in affecting the attitudes and behavior of consumers and how
knowledge of these helps marketers.
Text Book Chapters Chapters 9
Readings --
Case Title and Number Discussion of case 2
Pedagogy Lecture, class discussion and case presentation(s).
Session No. – 14 Heuristics, Biases, and Framing Issues in Consumer Decision Making
Objective of the session In this session, we will look at Kahneman and Tversky’s seminal work in this area and
explore selected topics from Dan Ariely’s book, where consumers’ heuristics and
biases and framing issues have been explored.
Text Book Chapter
Readings I will announce in due course.
Case Title and Number --
Pedagogy Lecture and class discussion