Consumer Behavior

Winter, 2017

Course number and section: MKT2241NN
Course Name: Consumer Behavior
3 Credit Hours:
Classroom Number: B403
Class meeting schedule: W 6-8:45PM
Instructor Name: Martin Shapiro, Ph.D.
Instructor Email:msh@berkeleycollege.edu
Office Hours: W 5-5:45PM
Office Location: 10 floor, 41 St, NYC

COURSE DESCRIPTION
Introduction to the nature and determinants of consumer behavior. Primary emphasis is placed on
developing an understanding of psychological characteristics (needs and personality) that influence and
shape consumer purchase decisions.
PREREQUISITES: MKT2220
COURSE LEARNING OBJECTIVES
Upon successful completion of this course, the student will achieve the following content objectives:
Define consumer behavior and understand the scope of consumer behavior.
Understand consumer behavior within the marketing concept, including issues concerning
customer value, satisfaction, and retention, consumer research, and marketing ethics and social
responsibility.
Explain the basic psychological concepts that account for individual behavior and demonstrate
how these concepts influence the individuals consumption-related behavior.
Explain how social and cultural concepts affect the attitudes and behavior of individuals in the
United States and the world beyond.
Explain the consumers decision-making process.

REQUIRED RESOURCES
Schiffman, Consumer Behavior 11th Ed. (2015). Pearson Education. ISBN 9780132544368.
This course uses an Online Course Resource (OCR). You can access the OCR by clicking on the Online
Course Resource folder located in the dark blue navigation panel in the upper left corner of your
Blackboard course homepage. For assistance with OCR access, contact: helpdesk@BerkeleyCollege.edu
or call 973-278-5400 ext. 1540. A link to a tutorial on the use of OCRs:
http://berkeleycollege.libguides.com/content.php?pid=180695&sid=1519849 .

OCR USAGE
Key concepts have been highlighted in green.
Links to outside readings and web resources in addition to Blackboard Course Materials will be
included at critical points in the OCR.
Throughout each required reading section, the instructor has inserted critical analysis yellow
sticky notes notes with comments and questions.
Study guides for the various course assessments have been embedded within the OCR.
 Students are encouraged to insert into the OCR their own critical analysis comments, notes and
study guides.
GRADING SCALE
100-90% A 79-75% C+
89-85% B+ 74-70% C
84-80% B 69-60% D
Below 60 = F

COURSE OUTLINE BY WEEK

The following course outline is tentative. Topics and/or their sequence, as well as dates, may change.
Week Chapters Topic Assessment/Assignments
Week 1 Ch. 1 Technology-Driven Consumer OCR Reading/Highlighting 4 hrs
Behavior Review Questions 1, 2, 6, p. 22; 3 hrs.
Video analysis 1; 2hrs.
Total: 9 hrs.
Week 2 Ch. 2 Segmentation, Targeting, and OCR Reading/Highlighting 3 hrs
Positioning RQ 2,4,6, p. 50; 2 hrs.
Video analysis 2; 2hrs.
Case 1, p. 52; 2 hrs.
Total: 9 hrs.
Week 3 Ch. 3 Consumer Motivation and OCR Reading/Highlighting 4 hrs
Personality RQ 1,7,15, p. 84; 3 hrs.
Video analysis 3; 2 hrs
EXAMINATION # 1
Total: 9 hrs.
Week 4 Ch. 4 Consumer Perception OCR Reading/Highlighting 3 hrs
RQ 2,4,7, p. 118; 2 hrs.
Video analysis 4; 2 hrs
Case 2; 2 hrs.
Total: 9 hrs.
Week 5 Ch. 5 Consumer Learning OCR Reading/Highlighting 4 hrs
RQ 2,3, p. 165; 3 hrs
Video analysis 5; 2 hrs
Total: 9 hrs.
Week 6 Ch. 6 Consumer Attitude Formation OCR Reading/Highlighting 3 hrs
and Change RQ 2,3, p. 165; 2 hrs.
Case 3, p. 166; 2 hrs.
Video analysis 6; 2 hrs.
Total: 9 hrs.
Week 7 Ch. 7 Persuading Consumers OCR Reading/Highlighting 3 hrs
RQ 3,7,9; 3 hrs.
Video analysis 7; 3 hrs.
EXAMINATION # 2
Total : 9 hrs
Week 8 Ch. 8 From Print and Broadcast OCR Reading/Highlighting 3 hrs
Advertising to Social and Mobile RQ 3,5, p. 205; 3 hrs.
Media Video analysis 8; 3 hrs.
 Assignment 2 hrs
Total: 9 hrs.
Week 9 Ch. 9 Reference Groups and Word-of- OCR Reading/Highlighting 3 hrs
Mouth RQ 2,5; p. 227; 2 hrs
Case 4, p. 228; 2 hrs.
Video analysis 9; 2 hrs.
Total: 9hrs.
Week 10 Ch. 10 The Family and Its Social OCR Reading/Highlighting 3 hrs
Standing RQ 1,4, p. 264; 2 hrs
Video analysis 10; 2 hrs
Total: 9 hrs.
Week 11 Ch. 11 Culture Influence OCR Reading/Highlighting 3 hrs
RQ 1,2,; p. 287; 3 HRS.
Vide analysis 11; 2 hrs
EXAMINATION # 3

Week 12 Ch. 11 - Culture OCR Reading/Highlighting 3 hrs

13 Other Course Resources 1 hrs
Assignment 2 hrs
Week 13 Ch. 14 Consumer Decision-Making and OCR Reading/Highlighting 3 hrs
Diffusion of Innovations Other Course Resources 1 hrs
Assignment 2 hrs
Week 14 Ch. 15 Marketing Ethics and Social OCR Reading/Highlighting 3 hrs
Responsibility Other Course Resources 1 hrs
Test Prep 2 hrs
Week 15 Course Overview and Evaluation 3 hrs.

STUDENT ASSIGNMENTS
Exams/Assessments: Exams may be a combination of multiple choice, short answer, and essay.
The focus of the exams will be applying course content.
Assignments: Written assignments will be announced in class and will not be accepted late. All
assignments must be typewritten, double- spaced, and void of any typographical errors.
Participation and Professionalism: The expectation for this class is students will attend each
class, participate in class discussions, refrain from doing outside work, meet all deadlines, and
conduct themselves professionally

GRADING POLICY
Term Paper ( to be discussed in class) 20%
Written Assignments 20%
Examinations (4) 10% each 40%
Video/Case analyses 20%
DEADLINES FOR ASSIGNMENTS
Assignments are due on the scheduled dates. No late assignment will be accepted for grading, unless for
valid and documented reasons.
CELL PHONE POLICY
Cell phones may not be accessed by students for personal use during on-site classes.

ATTENDANCE POLICY
Class attendance is required and will be made part of the students permanent academic record. Students
are responsible for notifying the instructor in advance of any expected absence.

PARTICIPATION AND TARDINESS

Class participation is essential to success in the course, as is being on time to class. Tardiness should be
avoided as not to distract the class and the professor.

CREDIT HOUR ASSIGNMENT POLICY

Course work performed outside of the classroom (such as reading, studying, writing papers, doing
projects or receiving tutoring) is critical to academic success. While the time requirements for individual
students may vary somewhat, a general rule of thumb is that students should spend about two
hours outside the classroom for every hour required in it.
ACADEMIC INTEGRITY
Berkeley College is committed to providing an educational experience designed to develop professional
competencies, including habits of personal and professional integrity. The College expects all members of
its community students, faculty, and staff to act honestly in all situations. Actions of Academic
Dishonesty will not be tolerated. "Academic dishonesty (is any) form of cheating and plagiarism which
result in students giving or receiving unauthorized assistance in an academic exercise or receiving credit
for work which is not their own. "(Kibler et. al. (1988), Academic integrity and student development:
Legal issues and policy perspectives, Ashville, NC: College Administration Publications, Inc., p. 1.) All
students are expected to agree to a pledge of honesty concerning their academic work, and faculty are
expected to maintain the standards of that pledge.

SafeAssign AS A LEARNING TOOL

SafeAssign helps prevent plagiarism by providing both the student and the professor a feedback report
that compares any student work submitted through the software with a comprehensive database of books,
journals, websites and papers written by other students. Some of the writing assignments in this course
will use Blackboards SafeAssign software to help students improve their skill at paraphrasing statements
contained in research on a topic and to help increase awareness of the proper use of citation when a
student writes a paper using ideas or statements taken from a research source. For any assignment
requiring research and/or requiring more than two pages of writing, students will be expected to submit
that assignment through SafeAssign in Blackboard, following the submission guidelines given with the
assignment instructions. Prior to submitting a final draft of an assignment, students will have the
opportunity to submit several drafts of that assignment to SafeAssign in order to get sufficient feedback
from SafeAssign reports to help minimize the risk of plagiarism. If the assignment continues to have
evidence of plagiarism in the final draft of the assignment, the professor will file a report to the
Department Chair documenting the use of the paper as an action of academic dishonesty. If a student fails
to submit an assignment to SafeAssign, the professor will assign a grade of zero for that assignment . By
submitting a paper to SafeAssign, that paper will become source material included in the SafeAssign
database.

ePORTFOLIOS AT BERKELY COLLEGE

Berkeley College asks all students to participate in building a program-long ePortfolio of the work that
they complete while taking classes at the College. Through a process of collect, select, reflect, and
connect, students learn to judge the quality of their own work, speak about their learning, and present
evidence of their current knowledge and skills. College faculty will assist with this process by
recommending that you store at least one significant piece of work from each course in your Blackboard
content collection. For more information, see the ePortfolios at Berkeley College" organization in
Blackboard.

PROGRESS REPORTS
At the end of Weeks 4 and 7 and during the middle of Week 11, all students will be notified through their
Berkeley email about their progress in this course. These reports may include specific strategies for
course improvement and your options if you are at risk for course failure.
ACADEMIC SUPPORT CENTER
The Academic Support Center offers academic assistance to all students through the use of services
including tutoring, workshops, and access to computer based programs. For further information, please
visit the Academic Support Center on Blackboard.

INFORMATION LITERACY
Information Literacy is a valuable set of skills that empowers students to become agile information
seekers who adapt to changing modes of information delivery and are selective, critical, ethical users of
information in all formats. These skills are embedded within course work throughout academic programs.

COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT (ADA)

Any student who seeks a reasonable accommodation of a disability with respect to an academic matter
should obtain a Berkeley College Request For Accommodation of Disability Form, as soon as the need
becomes apparent, from one of the following ADA Coordinators: 1) NY Campuses Adam Rosen, Psy.D,
(212) 986-4343, ext.4216, amr@BerkeleyCollege.edu; 2) NJ Campuses Sandra Coppola, Ph.D., (973)
278-5400, ext.1320,sec@BerkeleyCollege.edu; or 3) Online Katherine Wu, Ed.M., LMHC, (973) 405-
2111, ext.1394, knw@BerkeleyCollege.edu. The student should specify on this form the accommodation
sought, as well as the reason for and duration of the need, and then attach appropriate supporting
documentation when submitting this signed form to one of the ADA Coordinators. Such requests will be
determined by the relevant Department Chair in consultation with the relevant instructor and with the
concurrence of the ADA Coordinator. The types of accommodations available under Berkeleys Equal
Opportunity Policy are based upon the individuals documented disability and the Colleges ability to
provide assistance without incurring undue burden or fundamentally altering its programs, facilities,
policies or activities.

BIBLIOGRAPHY
Arnold, C. R. (2010). Ethical Marketing and the New Consumer. Hoboken, NJ, USA: John Wiley & Sons.
Barden, P. (2013). Decoded : The Science Behind Why We Buy. Somerset, NJ, USA: John Wiley & Sons.
Beckley, J. H., Lopetcharat, K., & Paredes, M. D. (2012). Product Innovation Toolbox : A Field Guide to
Consumer Understanding and Research. Hoboken, NJ, USA: John Wiley & Sons.
Danziger, P. N. (2006). Shopping : Why We Love It and How Retailers Can Create the Ultimate Customer
Experience. Chicago, IL, USA: Dearborn Trade, A Kaplan Professional Company.
Gains, N. (2013). Brand esSense : Using Sense, Symbol and Story to Design Brand Identity. London,
GBR: Kogan Page Ltd..
Goddard, G. J., Raab, G., & Ajami, R. A. (2010). Psychology of Marketing : Cross-Cultural Perspectives.
Farnham, Surrey, GBR: Ashgate Publishing Group.
Graves, P. (2013). Consumer.ology: the truth about consumers and the psychology of shopping. London:
Nicholas Brealey.
Holbrook, M. B., & Hirschman, E. C. (2012). Approaches to Semiotics [AS] : The Semiotics of
Consumption : Interpreting Symbolic Consumer Behavior in Popular Culture and Works of Art.
Berlin, DEU: Walter de Gruyter.
Holtzclaw, E. V. (2013). Laddering : Unlocking the Potential of Consumer Behavior. Somerset, NJ, USA:
John Wiley & Sons.
Kahle, L. R., & Valette-Florence, P. (2012). Marketplace Lifestyles in an Age of Social Media : Theory
and Methods. Armonk, NY, USA: M.E. Sharpe, Inc.
MacInnis, D. J., Park, C. W., & Priester, J. R. (Eds.). (2009). Advertising and Consumer Psychology :
Handbook of Brand Relationships. Armonk, NY, USA: M.E. Sharpe, Inc..
Nair, S. R. (2009). Consumer Behaviour and Marketing Research : Text and Cases. Mumbai, IND:
Himalaya Publishing House.
Rohrs, J. K. (2013). AUDIENCE : Marketing in the Age of Subscribers, Fans and Followers. Somerset,
NJ, USA: John Wiley & Sons.
Rowles, D. (2013). Mobile Marketing : How Mobile Technology is Revolutionising Marketing,
Communications and Advertising. London, GBR: Kogan Page Ltd.
Saito, F. (Ed.). (2009). Consumer Behavior. New York, NY, USA: Nova Science Publishers, Incorporated.
Samuel, L. R. (2013). Freud on Madison Avenue : Motivation Research and Subliminal Advertising in
America. Philadelphia, PA, USA: University of Pennsylvania Press.
Szmigin, I. (2003). Understanding the Consumer. London, GBR: SAGE Publications Inc. (US).
Stahlberg, M., & Maila, V. (2012). Shopper Marketing : How to Increase Purchase Decisions at the Point
of Sale (2nd Edition). London, GBR: Kogan Page Ltd.
Tungate, M. (2011). Branded Beauty : How Marketing Changed the Way We Look. London, GBR: Kogan
Page Ltd..
Van, D. B. J., & Behrer, M. (2013). How Cool Brands Stay Hot : Branding to Generation Y (2nd Edition).
London, GBR: Kogan Page Ltd..
Wood, N. T., & Solomon, M. R. (Eds.). (2009). Virtual Social Identity and Consumer Behavior. Armonk,
NY, USA: M.E. Sharpe, Inc.
Yarrow, K. (2014). Decoding the New Consumer Mind : How and Why We Shop and Buy. Somerset, NJ,
USA: Wiley.
Journals
Title: Academy of Marketing Science Journal
ISSN: 0092-0703
Publisher: Springer Science & Business Media
Database: ProQuest ABI/Inform Complete
http://ezproxy.library.berkeley.org/Login?url=http://search.proquest.com/abicomplete?accountid=38129
Title: Journal of Consumer Marketing
ISSN: 0736-3761
Publisher: Emerald Group Publishing, Limited
Database: ProQuest ABI/Inform Complete
http://ezproxy.library.berkeley.org/Login?url=http://search.proquest.com/abicomplete?accountid=38129

Databases for Assignment Research

ProQuest ABI/Inform Complete
http://ezproxy.library.berkeley.org/Login?url=http://search.proquest.com/abicomplete?accountid=38129
ProQuest Central
http://search.proquest.com/pqcentral?accountid=38129

Videos On Demand
Title: The Men Who Made Us Spend: Part 1 (49:13)
Database: Films on Demand, 2014
http://digital.films.com.ezproxy.library.berkeley.org/PortalViewVideo.aspx?
xtid=58804&psid=0&sid=0&State=&IsSearch=Y&parentSeriesID=&tScript=0
Title: The Men Who Made Us Spend: Part 2 (47:41)
Database: Films on Demand, 2014
http://digital.films.com.ezproxy.library.berkeley.org/PortalViewVideo.aspx?
xtid=58805&psid=0&sid=0&State=&IsSearch=Y&parentSeriesID=&tScript=0
Title: The Men Who Made Us Spend: Part 3 (48:38)
Database: Films on Demand, 2014
http://digital.films.com.ezproxy.library.berkeley.org/PortalViewVideo.aspx?
xtid=58806&psid=0&sid=0&State=&IsSearch=Y&parentSeriesID=&tScript=0
Title: Tracking Consumers Across Devices (4:00)
Database: Alexander Street Press, 2013
http://ezproxy.library.berkeley.org:80/Login?url=http://search.alexanderstreet.com/view/work/2331670

Websites
www.advertisingage.com
www.chiefmarketer.com
www.dmnews.com
www.promomagazine.com
www.inc.com
www.fortune.com
www.marketingsherpa.com
www.wallstreetjournal.com (marketing section)
www.marketingprofs.com
https://www.psychologytoday.com/basics/consumer-behavior
RUBRICS
Written Assignment Rubric
College Learning Outcome (CLO): 3. Critical Analysis and Reasoning
Students will use critical analysis and reasoning supported by knowledge and skills learned throughout their
degree programs to enhance personal and professional decision-making: Quantitative analysis and reasoning;
Analysis and reasoning in the Humanities, Sciences, Social Sciences, and Arts; Ethical analysis and reasoning;
Reasoning in career-related contexts

Skill Specific skill Does Not Meet Basic Proficient Advanced

ID within CLO Standard (Point Value: 2) (Point Value: 3) (Point Value: 4)
competency (Point Value: 1)
CAR Explanation Issue / problem to Issue/ problem to be Issue / problem to be Issue/ problem to be
1 of Issues be considered considered is stated considered critically considered critically is
critically is stated but description is stated, described, stated clearly and described
without leaves some terms and clarified so that comprehensively, delivering
clarification or undefined, understanding is not all relevant information
description. ambiguities seriously impeded by necessary for full
unexplored, omissions. understanding.
boundaries
undetermined, and/or
backgrounds
unknown.
CAR Conclusions Conclusion is Conclusion is Conclusion is Conclusions and related
2 and related inconsistently tied logically tied to logically tied to a outcomes (consequences
outcomes to some of the information (because range of information, and implications) are logical
(implications information information is chosen including opposing and reflect student's
and discussed; related to fit the desired viewpoints; related informed evaluation and
consequenc outcomes conclusion); some outcomes ability to place evidence
es) (consequences related outcomes (consequences and and perspectives discussed
and implications) (consequences and implications) are in priority order.
are implications) are identified clearly.
oversimplified. identified clearly.
Level of Fails to contribute Occasionally Contributes to class Contributes to class
Engagement to class activities contributes to class activities by offering activities by offering quality
activities by offering ideas and asking ideas and asking
ideas and asking questions on a appropriate questions on a
questions regular basis and regular basis. Constructively
challenges the challenges the accuracy and
accuracy and relevance of statements
relevance of made
statements made and effectively identifies
and summarizes main
points.
Preparednes Consistently Seldom prepared Usually prepared with Always prepared for class
s unprepared for with assignments and assignments and with assignments and
class and required materials required materials required materials and
expresses no and expresses limited and expresses basic accurately expresses
relevant foundational foundational foundational knowledge
foundational knowledge pertaining knowledge pertaining pertaining to issues raised
knowledge. to class discussions to class discussions during the discussion

RWC Reading: Apprehends Evaluates how Uses the text, Recognizes possible
6 Comprehens vocabulary textual features (e.g., general background implications of the text for
ion appropriately to sentence and knowledge, and/or contexts, perspectives, or
 paraphrase or paragraph structure specific knowledge of issues beyond the assigned
summarize the or tone) contribute to the authors context task within the classroom or
information the the authors to draw more beyond the authors explicit
text message; draws complex inferences message (e.g., might
communicates. basic inferences about the authors recognize broader issues at
about context and message and play, or might pose
purpose of text. attitude. challenges to the authors
message and presentation).
RWC Reading: Identifies aspects Recognizes relations Identifies relations Evaluate strategies for
7 Analysis of the text (e.g., among parts are among ideas, text relating ideas, text
content, aspects of the text, structure, or other structure, or other textual
structure, or such as effective or textual features, to features in order to build
relations among ineffective arguments evaluate how they knowledge or insight within
the ideas) as or literary features, support an advanced and across texts and
needed to and considering how understanding of the disciplines.
respond to these contribute to a text as a whole.
questions posed basic understanding
and assigned of the text as a
tasks. whole.

CAR Ethical Issue Recognizes basic Recognizes basic and Recognizes ethical Recognizes ethical issues
9 Recognition and obvious obvious ethical issues issues when issues when presented in a
ethical issues but and grasp are presented in a complex, multilayered
fails to grasp (incompletely) the complex, (gray) context AND can
complexity or complexities or multilayered (gray) recognize cross-
interrelationship. interrelationships context OR can grasp relationships among the
among the issues. cross-relationships issues.
among the issues.

Note: Berkeley College reserves the right to add, discontinue, or modify its programs and policies at any
time. Modifications subsequent to the original publication of this syllabus may not be reflected here. For
the most up-to-date information, please visit BerkeleyCollege.edu. Information about Berkeley College
courses is provided for purposes of illustration only. Course offerings, descriptions, syllabi, and content
are subject to change at any time without notice.

Updated as of 06/03/2015