MARKETNG 7023 - Understanding Consumers (M)
North Terrace Campus - Trimester 2 - 2021
General Course Information
Course Code MARKETNG 7023 Course Understanding Consumers (M) Coordinating Unit Adelaide Business School Term Trimester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange Y Assumed Knowledge MARKETNG 7104 Course Description This course introduces the theory of consumer behaviour and relates it to the practice of marketing. It will present relevant material drawn from psychology, anthropology, social and behavioural sciences within the framework of the consumer decision process and its main influencing factors.
Course Coordinator: Professor Arvid HoffmannProf. Arvid Hoffman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
- Understand and explain the nature and scope of consumer behaviour and present about this in a professional and engaging manner;
- Identify and explain factors which influence consumer behaviour and demonstrate how knowledge of consumer behaviour can be applied to in practice to marketing;
- Provide a theoretical and practical basis for assessing consumer behaviour using real-world examples and report on this in a professional, logical and coherent way;
- Identify and discuss characteristics and challenges in dealing with consumer behaviour for firms in the modern world including cultural and ethical implications;
- Gather, evaluate and synthesise information and existing knowledge from a number of sources and experiences while displaying critical thinking and problem solving skills;
- Work effectively and efficiently in a team addressing consumer behaviour topics.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2, 3, 4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Pascale Quester, Simone Pettigrew, Sally Rao Hill, Foula Kopanidis, Del Hawkins (2014), Consumer Behaviour: Implications for
Marketing Strategy, (7th Ed.), Australia: McGraw-Hill Irwin.
eBooks of this text is available. The textbook has a related website which provides additional and updated material including relevant websites and self-testing tools. To access, visit the student site at: www.mhhe.com/au/questercb7e
M.R., Russell-Bennett, R. and Previte, J. (2013), Consumer Behaviour: Buying,
Having, and Being, 3rd ed., Pearson, Frenchs Forest, N.S.W.
LG. (2014), Consumer Behaviour, Pearson, Frenchs Forest, N.S.W.
In addition, students are also encouraged to read on the topics covered by this course in the following journals. Students will find these journals particularly useful for the assignment:
• Journal of Consumer Research
• Journal of Consumer Behaviour
• Journal of Consumer Marketing
• Journal of Marketing
• Psychology and Marketing
• Journal of Consumer Psychology
• Journal of Personality and Social Psychology
This list of references is a guide only; it is up to the student to determine what additional material is needed to satisfactorily complete their
presentation, assignment, and the course.
Online LearningMost of the learning material will be available on the MyUni course website.
Learning & Teaching Activities
Learning & Teaching ModesThis course entails 30 hour face-to-face lectures and tutorials for a Trimester.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies.
Students in this course are expected to attend all seminars throughout the Trimester.
Learning Activities SummaryWeek 1
Introduction to consumer behaviour
Situational influences and problem recognition
Information search and choices
Purchases and post-purchase processes
Perception, Learning, and memory
Online mid-semester quiz during lecture time, no lecture, no tutorial
Motivation, personality, and emotion
Attitudes and attitude change, and the changing Australian society and lifestyle
Group influence and group communication
Household structure and consumption behaviour and social stratification
Culture and cross-cultural variations in consumer behaviour
No lecture, no tutorial
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting Learning Outcome Participation (individual) 10% 1, 2, 3, 5 Presentation (group) 30% 1, 2, 3, 4, 5, 6 Online MyUni mid-semester quiz (individual) 30% 1,2,3 Final assignment in lieu of exam (individual) 30% 1, 2, 3, 4, 5, 6 Total 100%
Assessment DetailAssessment requirements are clearly covered in the Course Outline and also within MyUni and in lectures and tutorials during the semester.
Submission· Please retain a copy of all assignments submitted.
· All team members are expected to contribute approximately equally to a group assignment.
· Teaching staff can refuse to accept assignments, which do not have a signed acknowledgement of the University’s policy on plagiarism.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Coursework Academic Programs Policy
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- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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