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CONSUMER BEHAVIOR Spring 2017

New York University – Stern School of Business Professor: Jacob Jacoby Section 1: MKTG-UB.0002.01 Office: Tisch 909 Days of week: M/W 11 a.m. -12:15 p.m. Phone: (212) 998- 0515 Room: KMC 4-120. E-Mail: JJacoby@Stern.NYU.edu Office Hours: Mon 3:20-4:15 p.m.; Wed 9:20 -10:15 a.m.; other times by appointment

Hi and welcome to the class!! I’ve tried to put everything into this Syllabus that I think you need to know. This Syllabus describes the class requirements and your responsibilities. I expect you to read it before coming to the second class, as I will not be sympathetic to students who obviously did not read the Syllabus and did not know their responsibilities. Prof. Jacoby Page A. Course objectives and approach 1 B. Components of Final Grade 2 C Required text and other reading assignments 2 D. Course website 2 E. Schedule of planned class-by-class sessions 3 F. Class sessions 4 1. Pre-class preparation 4 2. In-class activities 4 3. Attendance and participation 6 4. Homework? That’s up to you. 8 G. Teaching Fellow 8 H. Exams and grading policies 9 I. Group project overview 11 J. Miscellaneous 11 K. Pre-class exercises 13 L. Group project details 17 M. Group/Team Member Evaluation Form 25 N. Information Form (required, with photo) 26 O. My Product/ Service Form 28 A. COURSE OBJECTIVES AND APPROACH

Consumer behavior involves more than just buying products or paying for services. “At just about every moment of our lives, we engage in some form of consumer behavior. When we watch an ad on TV, send a text message to friends about a movie we just saw, brush our teeth, go to a ballgame or to a beach party, visit a website on the Internet, downloading a new CD, or even throw away a pair of shoes, we are behaving as a consumer. Being a consumer reaches into every part of our lives.” (Hoyer et al. 2013, Preface, page xiii.)

This course focuses on understanding the major factors underlying consumer behavior. We explore theories and research emanating from marketing, psychology, and sociology, and learn to use these to better understand and predict how consumers will respond to marketing actions.

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The broad goals are for students to: acquire knowledge of:

a framework for analyzing consumer behavior relevant psychological and sociological concepts methods for studying consumer behavior

apply this knowledge to: measure consumers’ beliefs, attitudes, intentions and behavior predict how consumers will react to different marketing strategies understand real-world consumer behavior problems

These course objectives will be met through (1) your active involvement in class discussions and assignments, (2) exercises, and (3) lectures designed to elaborate upon and/or provide different perspectives than the text.

B. COMPONENTS OF FINAL GRADE % 1. Exam #1 20 2. Exam #2 20 3. Exam #3 20

4. Group project 20 5. In-class participation1 20_

100% IMPORTANT: Last year, I finally gave up playing “mom” to college students who fail to fulfill class requirements as specified in the Syllabus. Points will be deducted for not handing in required assignments, e.g., you are required to provide a photo with your Information Form (Appendix N). C. REQUIRED TEXT AND OTHER READING ASSIGNMENTS Hoyer, Wayne D., MacInnis, Deborah J. and Pieters, Rik, Consumer Behavior (6th edition) 2013, South-Western/Cengage. ISBN-13:978-1-133-43521-1. The NYU Bookstore is selling new copies for $387.25 and used copies for $290.45. New hardcover copies may be available from Amazon.com for less. Amazon also offers used copies for around $100, rental copies for under $50, and Kindle rental copies for $52.05. IMPORTANT: The first class session will cover material from a different book, Chapters 2 and 3 from James Jaccard and Jacob Jacoby (2010) Theory Construction and Model Building Skills. New York: Guilford Press. These chapters are posted on the class website. It would be good if you could read them before coming to the first class. D. COURSE WEBSITE

All Stern courses have a dedicated website. To access this site, start by visiting sternlife.stern.nyu.edu You'll see a dashboard once you log in using your Stern login credentials. From there you'll see a list of apps, one of which is NYU classes. Follow the login instructions and input your NYU NetID (different

1 In-class participation counts for 20% of your grade, so it’s important that you read Section F3, below.

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from your Stern credentials, this is the number/letter combination that was assigned to you) and your NYU password. Then you'll see the NYU Classes dashboard. The website contains many useful things, including the assigned readings (Chapters 2 & 3) from Jaccard & Jacoby (under Resources), updated information on assignments and forthcoming exams, copies of the “handouts,” a brief bio of the professor, etc. Please check it regularly. The website will also contain the PowerPoint slides used in any in-class presentation by the professor. (Since I tend to be tinkering with these slides until the last minute before class, the slides are usually provided the evening or day after when they are used.)

E. PLANNED CLASS-BY-CLASS SESSIONS

(Deviations may occur, e.g., invited speaker may switch dates.)

Sess’n Date Topic Readings Other Assignments 1 1-23 Scientific approach to studying CB Jaccard & Jacoby, Ch. 2 & 3* 2 1-25 Intro to CB Text: Ch 1 Information Form due

Group rosters emailed on 26th/27th 3 1-30 Motivation, Ability, Opportunity (MAO) Text: Ch 2 My Product/My Service form due

4 2-01 Information (cognition) acquisition:

Exposure Comprehension Text: Ch 3

5 2-06 Information (cognition) storage/retrieval: Memory & Knowledge

Text: Ch 4 Group project proposal due

6 2-08 Information + affect + behavioral intention:

Attitudes – High Effort Text: Ch 5 Response to proposal provided

7 2-13 Attitudes – Low Effort Text: Ch 6

8 2-15 Problem recognition & information search Text: Ch 7 Special office hours for groups on 2-16; sign-up required

9 2-22 EXAM #1 Covers: Chapters 1-5, plus Jaccard & Jacoby Ch. 2-3

10 2-27 High effort decision making Text: Ch 8

11 3-01 Low effort decision making Text: Ch 9 Group Report, Part 1 due

12 3-06 In-class Project reviews

13 3-08 In-class Project reviews

14 3-20 Post decision processes Text: Ch 10

15 3-22 Social influences on CB Text: Ch 11

16 3-27 Outside speaker

17 3-29 EXAM #2 Covers: Chapters 6-11

18 4-03 Diversity Text: Ch 12

19 4-05 Household & Social class influences Text: Ch 13

20 4-10 Psychographics Text: Ch 14

21 4-12 Innovations Text: Ch 15

22 4-17 Symbolic CB Text: Ch 16

23 4-19 Ethics & social responsibility Text: Ch 17

24 4-24 CB & Deception/Confusion Marketing Warfare* Final Group Report due

25 4-26 EXAM #3 Covers: Chapters 12-17

26 5-01 Project Presentations

27 5-03 Project Presentations

28 5-08 Project Presentations Team member evaluations due

* Posted on class website

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F. CLASS SESSIONS 1.) Pre-Class Preparation Class will be devoted to expanding upon the assigned reading material and providing experiences you cannot have on your own. If you do not prepare for class, you will miss much of the content of the course, you will learn substantially less from the discussions and exercises, you will not be able to participate in class effectively, and it is less likely that you will perform well on the exams and other assignments. It is also very likely you will receive a lower course grade. The Planned Class Sessions (on page 3 of this Syllabus) identifies the text chapter and/or other assigned reading for each session. To obtain the most benefit from this course (and increasing the probability of a higher grade), it is important that you prepare for class. This means doing the following before coming to class.

First, do the assigned reading. In addition to the assigned chapter, this includes reading the (a) Questions for Review and Discussion, and (b) Consumer Behavior Case that appear at the end of that chapter. To help make the assigned reading more concrete and personally relevant, and also to prepare you for the in-class discussions, as you read each chapter, think of how the assigned reading can be used to understand consumer behavior with respect to Your Personal Product or Service (as described in Section F2b, below). Also think of how the assigned reading is relevant to your group project (as described in Sections I and L, below).

During a Spring 2016 interview, when asked “What advice do you have for NYU’s incoming class?” Katherine Fleming, NYU’s new Provost, answered: “Do the reading! You'll be amazed how much easier your classes are when you do the assigned reading. I don't mean that to sound patronizing—it was a revelation to me, partway through my college career. If I wasn’t prepared for a class, I’d go there and think, I don’t know what’s going on, this is so boring, this is so complicated, ugh, I’m going to bomb the test. But lo and behold, if you actually just do all of the assigned work—which takes less time than it takes to worry about but not do the assigned work—you will be guaranteed to do well in any class. That's my advice.”

Second, after reading the assigned chapter, select two of the Questions for Review and Discussion at the end of that chapter and prepare typed answers for those questions. (I sometimes use the Questions for Review and Discussion as short-essay questions on exams, so this exercise may help you for the exams as well.) During class, I’ll be calling on students to answer the Questions for Review and Discussion and/or Case Questions at the end of the chapter, after which I may ask a second student to comment upon and augment the first student’s answer, etc. Third, I’ve prepared set of exercises for most of the chapters (see Section K, below). The objective is to have each student do one such exercise over the semester. Three or four people will be randomly assigned to do the pre-class exercise for each chapter, and be responsible for reporting the results to the class. If you happen to be absent on the day you are supposed to present your exercise, you will be assigned to do another such exercise.

2.) In-Class Activities I’ve re-structured the class to place greater emphasis on generating discussion regarding the subject matter. To achieve this goal, most class sessions will consist of some combination of the following: (a) discussing how contents of the assigned chapter apply to the group projects, (b) discussing how contents of the assigned chapter apply to each individual’s personal product, (c) in-class exercises, (d)

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presentation and discussion of pre-class exercises, (e) answering end-of-chapter discussion questions, (f) going over the end-of-chapter case, (g) supplemental lectures, and (h) tying the preceding back to the Learning Objectives identified at the start of each chapter. 20% of each student’s grade will be based on the student’s contributions to these activities. For how to receive the most participation points and not have any deducted, see section F3, below. 2a.) How the assigned chapter applies to your group project. As described in Sections I and L, below, all students will participate as part of a team in planning and conducting a research project on some aspect of consumer behavior. Many chapters will have contents (findings, principles, ideas, etc.) that apply to these projects. A portion of the class discussion likely will be devoted to discussing these implications and applications. 2b.) How the assigned chapter applies to your Product or Service. To increase involvement with the content and class participation, each student will be assigned responsibility for one product (actually, a brand2 of that type of product) and one service (actually a brand of that type of service) for the remainder of the semester. For each assigned chapter, their task will be to select two ideas and, in a paragraph or two for each, write up how these ideas apply to understanding consumer behavior regarding and/or promoting their specific product or service. What this means is that, as you read the chapters, you should be asking yourself “How can this concept or idea that I’ve just read about be applied to understand consumer behavior regarding and/or promote my product or service?” A portion of class time will be devoted to having several students discuss their ideas, then calling on other students to comment on/add to what was said. Regardless of whether called on during class or not, at the end of class, each student is required to hand in their write-up of how the two ideas they selected ideas apply to understanding consumer behavior regarding and/or promoting their specific product or service. Participation points will be deducted for failing to do so. To avoid or at least minimize duplication across students, I’ll distribute the form provided as Section O, below and ask you to complete it during the first class session. The form asks you to identify three (3) products/brands and three (3) services/brands of interest to you. I’ll look over all the submissions and, to avoid duplication, will assign one product and one service to each student. These product and service assignments will be posted on the class’ website. Starting September 14th, I’ll begin asking students “How can a concept or idea in today’s assigned chapter be applied to better understand consumer behavior regarding and/or promoting your product or service?” 2c.) In-class exercises. For most classes, the class will participate in an in-class exercise designed to illustrate a concept covered in the assigned chapter. By and large, these in-class exercises will involve breaking the class into small groups of students each, having these groups work on the exercise for about 5 to 10 minutes, then having a class discussion on what these exercises yielded. 2d.) Pre-class exercises to be presented in class. I’ve prepared set of exercises for most of the chapters that can be done by students before coming to class (see Section K, below). Each student will be responsible for doing one such exercise over the semester. Given the number of students registered for

2 The term “product” refers to a category of goods. The term “brand” refers to the name a company uses to identify its particular offering in the product category. As examples, while cars, coffees and toothpaste are products, Toyota®, Starbucks® and Crest® are the brand names of cars, coffees and toothpaste that come from specific companies.

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the class, 3 or 4 students will be randomly assigned to independently do a pre-class exercise for one chapter, and report their results to the class. Reporting will take the form of making a brief (4 minute or so) PowerPoint presentation to the class. If you happen to be absent on the day you are supposed to present your exercise, you will be assigned to do another such exercise. (Presentation of the exercise to the class counts as 5 of the 20 participation points.) 2e.) End-of-chapter Questions for Review and Discussion. Students will be called on to answer one of these end-of-chapter questions. I expect we’ll try to do at least two or three questions per class. 2f.) End-of-chapter Case. Each chapter has an end-of-chapter case followed by several questions. I will assume you have read the case and given some thought to how you would answer these questions, and will randomly call on students to do so. 2g.) Lectures. For most of my time as a college professor, my approach was to rely primarily on lectures that integrated the chapter content with relevant other content. These days, though I still do some lecturing, I rely on a more participatory format that (hopefully) conveys the material in a more interesting and enjoyable way. 2h.) Tying the preceding back to the Learning Objectives. Each chapter begins with a set of learning objectives. I’d like to try something new this semester. Using the last few minutes of each session, I’ll be calling on students to see how well we’ve handled each of the objectives. 3.) In-Class Attendance and Participation

ATTENDANCE IS REQUIRED! If you are not in class, you can't benefit from what happens in class nor can you contribute to the benefit of your classmates. The official Stern School policy on attendance includes the following:

Attendance is required and part of grade.

Faculty will excuse absences and entertain requests to change exam and assignment due dates only in cases of documented serious illness, family emergency, religious observance, or civic obligation. If you will miss class for religious observance or civic obligation, you must inform your instructor no later than the first week of class. Vacation travel is not an acceptable reason for absences or requests to reschedule exams and assignments.

In the event of illness, a doctor’s note will be required for the absence to be excused. Most other legitimate reasons will require a formal letter describing the circumstances and approval at least one week IN ADVANCE. Table-top name-cards will be prepared for each student. Each student will pick his or her own name-card up at the beginning of each class session, then return it at the end of each session. Students whose names cards are not picked up will be marked “Absent.” It is a violation of the Stern Code of Conduct to pick up a name card for someone who is absent or comes to class late. I will also consider it a violation if you fail to return your name card at the end of each class. I realize that occasions arise that may cause you to be absent. Whenever you know in advance that you will be absent, please let me know in advance. If you miss class, be sure to obtain copies of notes from a

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classmate to ensure that you do not miss any important material. Students having 4 or more unexcused absences will have their final course grade lowered. Beginning with the fourth unexcused absence, 1% will be deducted from the Participation component of the student’s grade for each missed class. LATENESS TO CLASS. The Dean has issued guidelines to faculty on how to treat lateness to class. All classes are expected to begin on time. Being late is defined as not being in the room when I begin class. While coming late once or twice might be excused, a pattern of lateness will be used to lower your final grade. Students arriving late to class may be required to sign-in when picking up their name placards.

PARTICIPATION IS REQUIRED! Class participation is worth 20% of your grade. Recognize that participation is NOT synonymous with attendance! As described below, participation means actively contributing during class.

PARTICIPATION GRADE: The 20% of your grade based on your participation will be based on your (1) Pre-class exercise presentation (worth 4 points, see Section F2d), (2) in-class contributions, (3) attendance, and (4) if appropriate, tardiness to class.

Everyone begins the semester with 10% out of the 20%. From this point onward, you can do one of three things: you can raise your participation grade from 10% to as much as 20%, you can remain at 10%, or you can lower your 10% down to as much as 0%.

What will raise my Participation grade from 10%?

Contributing either by answering questions posed by the professor or other students, by commenting on points made others, and by raising relevant new points for our consideration. Since this class offers no opportunities for earning “extra credit”, the most sensible thing you can do to raise your grade is to be an active contributor. I’m especially looking for students to support one another by building on each other's knowledge, asking questions intended to clarify points, and suggesting avenues for moving the discussion forward.

What will lower my Participation grade from 10%?

Regardless of how high your grades may be on the exams or on other class components, infrequent contributions to class discussions will be deemed unsatisfactory and result in a lower participation grade. Simply being present in class will not increase your participation grade. (In the past, some students who received grades of A- on the exams but not participated regularly in class have ended up getting final grades of less than A-) If you’re not present, you can’t contribute. So, as described below, your participation grade will be lowered beginning with your fourth absence.

What will the Professor do to facilitate and encourage participation?

Sometimes I’ll call on students who raise their hands. Sometimes I’ll “cold call” on students regardless of whether or not they volunteer. Sometimes, I’ll use a random procedure for calling on students. Sometimes I’ll ask “What do you think about what was just said?” and expect the student to say “Here’s what I agree with; here’s what I disagree with; here’s what I think could be improved upon; etc.” Sometimes I’ll ask the class to suggest questions they’d like to see the class discuss. And sometimes I may be silent -- which should be a signal to you that I expect the class to become more actively engaged in discussing the point.

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Here are some guidelines for class discussion:

Listen actively and attentively Ask for clarification if you are unsure or confused Do not interrupt one another Challenge one another, but do so respectfully Critique ideas not people Avoid put downs Do offer opinions, but remember they are stronger with supporting evidence Build on one another's comments Do not monopolize the discussion Feel free to speak from your own experience If you are offended by anything said during the discussion, acknowledge it immediately.

I’ll also be doing something that worked very well in my classes last semester. To have the class as a whole weigh in on what it thinks have been helpful contributions, at the end of the semester, I will identify 5 to 7 students who I think were top contributors and have the class as a whole vote on which of them will receive 1st, 2nd and 3rd place prizes for their being “Most worthwhile contributors over the semester.” These prizes will be $100, $50 and $25, respectively. By having the class as a whole participate in these evaluations, I hope to cut down on the tendency for some people to monopolize the discussion when they don’t have much to contribute. (IMPORTANT: If you are inclined to rarely contribute, do NOT take this as an excuse to rarely contribute in this class, as that will hurt your participation grade.) Class participation will not be judged only by the amount of “airtime,” but also by the quality of the comments and questions you contribute to the class discussions. 4. HOMEWORK? THAT’S UP TO YOU. If at any point I get the impression that in-class participation is weak (with pretty much the same few students participating most of the time), I will give students fair notice that they need to engage in greater participation. If this does not yield the desired outcome, then I reserve the right to institute and collect homework assignments. The objective of the homework will be to make sure you read and think about the material BEFORE coming to class so that you are better prepared to participate in class.

G. TEACHING FELLOW Greg Oxenberg gregory.oxenberg@stern.nyu.edu Office Hours: To be determined Office: LC of Tisch; Ernst & Young Learning Center (exiting the elevator, go hard left, to the

computer room inside the E&Y Learning Center) When it comes to questions regarding grading of exams, your first point of contact should be the Teaching Fellow. If, after doing that, you want to meet with me but cannot attend my regularly scheduled office hours, please send me an e-mail to set up another mutually convenient time.

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H. EXAMS AND GRADING POLICIES 1. Exams -- 60% of your grade There will be three exams based on the text, supplementary readings, handouts and lecture material. The exams will consist of multiple choice and short essay questions. The exams will not be cumulative. The dates and content covered by each exam are described on page 3 of this Syllabus, Planned Class-by-Class Sessions. Rules that apply during exams:

a. On the day of exams, students should NOT sit in their usual seats or next to their usual buddies. Instead, seating will be assigned at random.

b. Bring a pen! After completing the multiple choice questions in pencil, you are required to finalize your answers by circling IN INK the multiple choice answer (A, B, C, D, E) you want counted for each question.

c. Cell phones must be turned off and placed out of sight. d. The exams are 75 minutes. Plan to go to the bathroom immediately before or after the exam.

2. Failing to Take an Exam Inform me in writing (e-mail is preferable) of any legitimate exam conflict at least one week in advance. If I do not receive written notice at least one week before the exam, it’s likely that you will not be given an opportunity to take a make-up. If you miss an exam due to illness or injury, a make-up will not be scheduled for you unless I receive a letter from your doctor, on his/her letterhead, indicating the date and time of the medical problem that prevented you from taking the test. You are responsible for contacting me concerning missing an exam before the exam, but no later than 48 hours after the exam. If you are unable to take a make-up exam before the next class session, your doctor’s letter must also indicate the date through which your medical incapacity extended. I may choose to give you a substitute test or I may assign greater weight to another test.

3. Stern Code of Conduct

Every student is obligated to report to the instructor any suspected violation of Stern’s Code of Conduct that he/she has observed. If you are concerned about revealing your identity, please drop a detailed note in my mailbox. Instances of suspected violations (such as cheating on exams, plagiarism, etc.) will be turned over to the Stern Judiciary Committee. After taking an exam, do not discuss any details of exams with students in other sections. Doing so is considered a violation of the Stern Student Code of Conduct. 4. Grading Policies a. General At the Stern School, students are graded on the quality of their work. We very much appreciate hard work and it is usually necessary to work hard in order to produce high quality work. However, effort alone is not sufficient for a good grade. The Stern School is the most selective undergraduate program at NYU and one of the top-rated undergraduate business programs in the country. You are here because you are exceptional people, but that means the school expects a lot from you. The TA and I will

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be very responsive to students who need extra assistance, but the standards are high and should be. That is why Stern students are so highly regarded and what makes your degree valuable. Please let me know immediately if you have any problem that prevents you from performing satisfactorily in this class. If you have a learning disability that may affect your performance, please let me know immediately, so that we can make arrangements to accommodate your needs now (in consultation with the Moses Center, if appropriate). I will be unsympathetic if such problems are brought to my attention after the 3rd class session. b. Likely grade distribution At NYU Stern, we strive to create courses that challenge students intellectually and that meet the Stern standards of academic excellence. To ensure fairness in grading, the Stern faculty has agreed that for elective courses the individual instructor or department is responsible for determining reasonable grading guidelines. I will be using the following grading guidelines for this course:

25%-35% of students can expect to receive A’s for excellent work

40%-60% of students can expect to receive B’s for good or very good work

15%-25% of students can expect to receive C’s or less for adequate or below adequate work

c. Rebuttals If you feel that a calculation or judgment error has been made in grading, please write a formal memo to the Teaching Fellow describing the error and give it to your TF with the original graded document. Also include documentation in support of your opinion (e.g., a photocopied page from the textbook with the relevant information highlighted). The TF will make the decision and I will review the TF’s decision. The TF will then get back to you as quickly as possible with an answer. Please note that any request for re-assessment of a grade usually results in re-grading the ENTIRE assignment or test. (This means that if errors are detected in the grading of other sections, they will also be corrected, whether they are in your favor or not.) Students have one week after an assignment has been returned to them to submit a grade rebuttal. After that date, no rebuttals will be accepted. d. Cheating/Plagiarism

Cheating and plagiarism will NOT be tolerated. Cheating or plagiarism will result in the grade of “F” for the assignment, quiz, or exam for all the participating parties. Violations of the Stern Student Code of Conduct (see: http://www.stern.nyu.edu/uc/codeofconduct) also will result in referral to the Stern Honor Council.

Cheating: [During an exam] All communications, written, oral or otherwise, among students is forbidden …. The use of notes, books or other written materials calculators or other aids are forbidden…. Providing or receiving information about the content of an exam is forbidden …. The use of anyone else to take an exam for a student is forbidden. Plagiarism: Whether working individually or in groups, students are required to submit their own work. Ideas, data, direct quotations paraphrasing or any other incorporation of the work of others must be clearly referenced. To do otherwise constitutes plagiarism. Examples of plagiarism include:

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the use of ideas or seven or more consecutive words taken from another source and failing to attribute these ideas or words to the original source

the use of other persons or services to prepare written work that the student submits as his or her own.

the use of previously or concurrently submitted papers or segments thereof written by … the student himself or herself; and

submission of the same or very similar papers in different sections of multiple section courses by collaborating students.

The behaviors just described are not all-inclusive, but only examples of plagiarism and other forms of cheating. No form of cheating or plagiarism is acceptable. Since students in other sections of this course may have the same or highly similar assignments and exams, it is considered a violation of the Stern Ethics Code if a student from a section that has completed an assignment or quiz shares information with a student in another section that has not yet completed that assignment or quiz. Further, according to the Stern Student Code of Conduct, if a student has knowledge of or observed a violation of the Code of Conduct, he or she is obligated to report the incident to the instructor. e. Extra Credit There are NO opportunities to improve your grade through extra credit work. I. GROUP PROJECT OVERVIEW A significant part of your course grade (20%) will be determined by your participation in a team project. Briefly, it consists of working as part of a team of 4 to 5 students to design, conduct and report on a research project focused on an aspect of consumer behavior chosen by the group. Section L, below, is a ten page document describing the group project. Please read it carefully. J. MISCELLANEOUS

1. Getting the Information You Need

I use two methods – in class and e-mail (through the course website) – to make announcements of such things as details on assignments, grade breakdowns, syllabus revisions, and any other information about which you need to be aware. But not every announcement will be made both ways. It is your responsibility to check your e-mail at least once every weekday (Monday through Friday) and you will be expected to be aware of any e-mail announcements within 24 hours of the time the message was sent. If for some reason you are not able to check your e-mail, find out from a “buddy” whether anything was sent that you need to know. (You may want to take their phone numbers or e-mail addresses for this purpose.) It is also your responsibility to be aware of all announcements and handouts given in class. If you miss a class, get copies of materials from classmates. Do not ask the TF or me to review what happened in class. If you are having trouble with e-mail or the class web site, read the notes below before contacting me.

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2. Using E-mail and the Course Web Site I am not a computer consultant (pity you if I were) and neither is the TF. Here are some helpful hints concerning use of e-mail and the course website. Many of you are undoubtedly conversant on this subject and will not need to read them. However, if you have trouble after using the instructions below, check first with at least one consultant in the Stern computer lab. If he or she cannot resolve your problem, then try asking the TF. Your E-mail address. Once you are registered for this course, the registrar will send your name to our computer folks and, if you don’t have one already, a Stern e-mail address will be created for you. It will be the same username that is on your NYU ID, but the Stern account will end with @stern.nyu.edu. Your default password will be your social security number, so change it as soon as possible. To do this, simply visit the Simon web site (http://simon.stern.nyu.edu), log in with your Stern ID and password, and click on “Change Password.” If you do not have a Stern e-mail address or cannot access it, see someone in the Stern Computer Lab in Tisch Hall (Room LC-13; Phone: 998-0399). If he or she can’t help you, ask to see a supervisor. If you would prefer to receive e-mail at an address other than your Stern e-mail address, have your Stern e-mail forwarded to your preferred address. To do this, simply visit the Simon web site (http://simon.stern.nyu.edu), log in with your Stern ID and password, and click on “E-mail Options.” 3. Classroom Etiquette Many students have complained about students who use class time for other purposes or act in a distracting manner. Please observe the following standards of classroom behavior: Arrive at class on time. Before entering the classroom, turn your cell phone off completely; not to silent or vibrate. The only material you should be reading is that concerned with the class. Reading of any other

material, such as newspapers or magazines, doing work from another class, or using a smart phone is not acceptable.

Laptop Policy -- Recent research reveals that note-taking on laptops yields inferior understanding and retention of content.

For example, Pam Muller (Department of Psychology, Princeton Univ.) and Daniel Oppenheim (Anderson School of Management, UCLA) investigated memory for lecture material in college students who took notes by hand and those who took notes on a laptop. They found that the two groups of note takers performed equally well on questions that involved recalling facts from the lecture. When it came to answering conceptual questions that required them to apply what they had learned in the lecture, students who took notes on a laptop performed significantly worse than those who took notes by hand. The researchers speculated that laptop users’ notes may reflect mindless transcription of the lecture, supported by the fact that the notes contained relatively more words and more verbatim overlap with the lecture material. Even when the laptop note takers were explicitly instructed to avoid verbatim transcription, they seem to have difficulty doing so. Perhaps the most striking result was the fact that longhand note takers still outperform laptop note takers on a test one week later, after both groups were given a chance to review their notes. Taken together, these results suggest that modality matters, even for the most diligent

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note takers. “It may be that longhand note takers engage in more [cognitive] processing [of the lecture material before it is input into memory] than laptop notes takers, thus selecting more important information to include in their notes, which enables them to study this content more efficiently,” the researchers write. See: Mueller, P.A. & Oppenheimer, D.M. (2014) the pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25 (6), 1159-1168. Doi: 10.1177/0956797614524581

Another study by Susan M. Ravizza, Mitchell G. Uitvlugt, and Kimberly M. Fenn. As summarized in Logged In and Zoned Out: How Laptop Internet Use Relates to Classroom Learning, This Week in Psychological Science (TWiPS) January 10, 2017.

Although laptops can be important learning tools, they may also be a source of distraction. Students enrolled in an introductory psychology course logged into a proxy server at the beginning of class. This server tracked students' Internet usage and the number of http requests they made during each lecture. Students' final cumulative exam grade was used as an indicator of their classroom performance. After accounting for intelligence, motivation, and interest, nonacademic Internet usage (e.g., using social media, online shopping, and watching videos) was found to be inversely related to students' class performance. Accessing the Internet for academic purposes (e.g., visiting the course website, looking at Wikipedia) did not benefit classroom performance.

Bottom line: Although I will allow laptops to be used in class, if I receive complaints or find they are being used for non-class purposes, I reserve the right to prohibit their further use in class. K. PRE-CLASS EXERCISES

As described in Section F2d, each student will be responsible for doing one pre-class exercise over the semester. Given the number of students registered for the class, 3 or 4 students will be randomly assigned to independently do a pre-class exercise for one chapter, and report their results to the class. Reporting will take the form of making a brief (4 minute) PowerPoint presentation to the class. If you happen to be absent on the day you are supposed to present your exercise, you will be assigned another such exercise. (Presentation of the exercise to the class counts as 4 of the 20 points for participation.) These pre-class exercises are as follows. Chapter 2: Visit a retail website (e.g., Staples.com, HotTopic.com, and BarnesandNoble.com) and carefully examine the description and information provided about one of the featured products. Also, read the site’s descriptions of shipping and payment options. What perceived risks are being addressed by the information on this site? How does the retailer either reduce risk perceptions or enhance risk perceptions with respect to the featured product or the shipping and payment options? Chapter 3: Browse through a copy of one of your favorite magazines looking for two ads that you think are highly effective for generating exposure, attention, and perception. Also find two ads that you think are ineffective for each process. What makes the good ones effective? What do you think is wrong with the others, and how could they be improved? Show the ads as part of your presentation to the class.

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Chapter 4: For your product or service (see Section F2b, above), either: (1) Suggest ways to increase the amount of attention received by an existing marketing stimulus (e.g., print ad, TV ad, web ad or banner, billboard, product package, sign, product placement, or sponsorship) for that product or service, or (2) Come up with a new stimulus that you expect would maximize the attention given. In coming up ideas, you may want to consider: (a) the specific goal of the stimulus (e.g., a need to draw attention to new information or the need for a product to stand out in the retail setting so that it will be more likely to be chosen), (b) the target audience that you are trying to reach, especially issues relevant to that

target market and common habits and lifestyle choices that may affect opportunities for exposure, (c) aspects of the message to which it may be most important to draw attention, (d) the extent of involvement that the consumer group would likely have with this product category or brand and

implications for willingness to process information, (e) the extent to which ad avoidance and/or

habituation may be significant factors—and, if significant, how to address these, (f) the complexity of any message and implications for comprehension—i.e., is a message difficult to understand? If so, what can be done to increase the likelihood that it will be correctly understood? Chapter 5: Locate ten social media ads (on facebook, etc.) that you think will elicit elaborative processing. Analyze these ads for the types of source and message factors discussed in the chapter. Based on this analysis, answer the following questions: (a) Which types of source and message factors are most frequently used? (b) Which ads do you think are most effective, and why? (c) Which ads do you think are least effective, and why? (Use 1 slide near the start of your presentation to identify the 10 ads.) Chapter 6: Write down the names of five of your favorite celebrities, and identify branded products or services for which those celebrities would make good spokespersons. Indicate why or why not these pairings make sense, and the celebrity’s potential role in building brand equity.

Chapter 7: Using either your product or service, describe how each of the following would influence the nature of the consideration set a consumer might use in making a purchase decision: (a) prototypicality, (b) brand familiarity, (c) goals and usage situations, (d) brand preference, and (e) retrieval cues. Chapter 8: Select a product that would represent a high-effort decision situation. Now describe how a consumer would make this decision using the following: (a) compensatory brand-processing models, (b) compensatory attribute-processing models, (c) noncompensatory brand-processing models, and (d) noncompensatory attribute-processing models. Explain how you would design a marketing effort to influence each of these strategies. (Note: students selected for this exercise will be responsible for only one of the letters, a, b, c or d.) Chapter 9: For either your product or service, generate four statements consumers of the product or service might say (or think) when using each of the following 5 cognitively and 3 affectively based decision-making tactics.

COGNITIVELY BASED AFFECTIVELY BASED

Performance-related tactic

Feelings

Habit-related tactic

Variety-seeking needs

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Brand-loyalty tactic

Buying on impulse

Price tactic

Normative tactic

Chapter 10: Visit one of the following consumer opinion and complaint Web sites and familiarize yourself with the resources available to dissatisfied consumers. Record two or three of the most extreme complaints you find on the site. Discuss the implications for consumers and companies of these and related websites. www.epinions.com ; www.untied.com ; www.allstateinsurancesucks.com

Chapter 11: Exercise 1: Keep a word-of-mouth log for 24 hours. Document (a) what information you hear, (b) whether it is positive or negative, (c) what effect do you think it will have on your behavior, and (d) why. Think about what implications the entries in your log have for marketers. Also consider the source of this word-of-mouth information. Was the other party part of an aspirational group? Associative reference group? Does homophily fit in here?

Chapter 11: Exercise 2: Read the “Big Buying on Black Friday and Cyber Monday” case at the end of the chapter. Do some independent research on the subject. Then summarize the case for the class and, incorporating what you found from your independent research, answer the four case questions.

Chapter 12: Pick one food and one non-food product/service that you think will show consumption differences across different religious subcultures. Explain why you believe this is so. Are there differences in other consumer behaviors (with respect to acquisition and disposition) for these religious subcultures? How might marketing efforts differ for these subcultures?

Chapter 13, Exercise 1: Among marketers who target consumers in more than one social class, a favorite strategy is developing different product lines or brands within a product category to appeal to consumers in each targeted class. Choice Hotels International offers travelers a variety of lodgings suitable not only to a broad range of incomes but also to several different social classes. Go to the company’s site at www.choicehotels.com, scroll to the bottom of the page, and click on the link for each lodging subsidiary (Clarion, Quality, Comfort, Sleep, etc.). Examine each hotel’s page for cues that appeal to consumers in a particular social class. Which lodgings appeal to upper-class consumers? Which lodgings appeal to middle-class consumers? Which lodgings appeal to working-class consumers? What other cues and information can Choice Hotels provide at its website to steer consumers toward the lodging subsidiary that best meets their needs?

Chapter 13, Exercise 2: Not many years ago, if you said the words “Sun City” and, for many adults, the image that came to mind was one of seniors living in cookie-cutter homes in a retirement community. Del Webb Inc. revamped its marketing strategy years ago to broaden the appeal of its communities beyond this stereotype of Sun City. Visit the company’s website at www.delwebb.com. How does Del Webb Inc. use age, family life cycle stage, and lifestyle to segment the market for its communities and homes? Describe some of the products targeted to various segments. How can Del Webb Inc. improve its marketing strategy to target consumers in the Baby Boomer generation?

Chapter 13, Exercise 3: Once dominated by working class men, the fan base for the National Association for Stock Car Auto Racing (NASCAR) has changed radically over the past several years. Browse www.nascar.com and examine the home page and links. Which social class influence is exemplified by NASCAR’s surging popularity? What are some of the stimuli intended to engage the

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interest of consumers beyond NASCAR’s original fan base? By broadening its appeal to consumers of other social classes, does NASCAR risk alienating its original working-class fan base?

Chapter 14: Visit the VALS website www.strategicbusinessinsights.com/vals/ustypes.shtml and determine your profile. Do you agree that the segment in which the survey placed you, based on your answers, in an accurate description of your lifestyle, personality, and/or values? Explain. In terms of psychographics, what additional details about your values, personality, or lifestyle would help a car manufacturer target you more effectively for a new car purchase? What questions would you add to the survey in order to elicit these details? Now re-take the survey without indicating a level of income to see if your segmentation type differs. Chapter 15: Read either several business publications (like BusinessWeek, Fortune, or the Wall Street Journal) or several computer or electronics-related publications and locate two innovative products and/or services. (a) Why are these offerings innovations? (Relate your answers to the chapter’s definition of an innovation.) (b) What type of innovations are they––continuous, dynamically continuous, or discontinuous? Functional, aesthetic, symbolic? (c) Describe whether you think adoption and diffusion of these offerings will be fast or slow by using concepts such as relative advantage, operability, and legitimacy. (d) Indicate how marketers might overcome resistance and speed adoption and diffusion for those offerings whose diffusion is likely to be slow.

Chapter 16, Exercise 1: Consider the graduation role transition. Identify the rituals that mark this role transition and the enabling products that mark its passage. Find at least two advertisements for the products or services that are relevant to this ritual. Identify a set of marketing implications regarding marketing to those undergoing this transition.

Chapter 16, Exercise 2: Consider the “first baby” role transition. Identify the rituals that mark this role transition and the enabling products that mark its passage. Find at least two advertisements for the products or services that are relevant to this ritual. Identify a set of marketing implications regarding marketing to those undergoing this transition. Chapter 16, Exercise 3: Interview someone you know about one or more possessions that they regard as special/sacred. Try to get them to indicate why these possessions are special and compare their answers with the reasons given in the chapter for why possessions are special. What marketing implications can you derive from their responses? Chapter 17: Examine the privacy policies of three Internet retailers. What types of data does each retailer say it collects, and why? Under what circumstances can you review the data each site would be collecting about you? What does each retailer say it plans to do with consumers’ personal data? Do you think these sites are addressing consumers’ privacy concerns? What can you suggest to improve these privacy policies?

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L. GROUP PROJECT DETAILS Marketing professionals work together as teams to find solutions to marketing problems. A significant part of your course grade (20%) will be determined by your participation in a team project. As part of this course, you will be required to carry out a team project in which you select a particular consumer issue or problem, propose and carry out a study to examine this issue/problem, discuss your findings in class and provide a written report as described below. For example, you might seek to determine what the most salient attributes are when it comes to purchasing product X or using service Y. Or you might wonder how different consumers react to different promotional messages, then conduct a survey or experiment to examine this. One reason for the team approach: According to a study reported in April 2016, 64% or recent college graduates say they are well prepared for working with others in teams. This contrasts starkly with 37% of employers who say recent college graduates are well prepared for working with others in teams. See: https://www.linkedin.com/pulse/why-college-recruiting-broken-cornelius-mcgrath?trk=eml-b2_content_ecosystem_digest-recommended_articles-67-null&midToken=AQG7j637XvJ6oQ&fromEmail=fromEmail&ut=0XjB8vPyVUp7c1

Grading The grade for the group project (20%) will be determined as follows:

Written report 10% In-class Presentation 5% Individual team member contribution as determined by peer evaluations 5%

Topic

The topic should meet the following requirements:

1. It should be a consumer behavior phenomenon related either to the acquisition, consumption or disposal of a product or service. It can be a pre-purchase phenomenon, a purchase phenomenon, a post-purchase phenomenon, or a combination of these. It can also focus on reducing consumption (e.g., of cigarettes, sugary soft-drinks, texting while driving).

2. It should have managerial or public policy relevance. That is, it should increase our

understanding of an aspect of consumer behavior in ways that can benefit firms and/or consumers. See pages 15-21 of Hoyer, MacInnis and Pieters for some ideas.

3. It should be feasible. You should be able to study the issue within the confines of a semester

using a methodology you are familiar with.

Process The project will proceed in several stages:

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1. Jan 26/27. To correspond to what happens in the workplace (where you typically don’t get to pick your colleagues), the professor will form 9 groups of approximately 4 members each and e-mail this information to the class. This will be your group for the entire semester. You may not get a divorce. You will need to learn to work together. Group members should exchange their phone numbers and set up a time and place to meet. (Drops and Adds at the beginning of the semester may make it necessary to re-assign a few people to different groups during the second week.)

2. By Jan 30. Once the team is formed, MEET AS SOON AS POSSIBLE, discuss ideas for your team project (perhaps think of your experiences as a consumer and what you would like to know), and choose someone to be the team coordinator. That person will have the slightly added responsibility of moving the project along, calling meetings, coordinating activities, and maintaining contact with me on an “as needed” basis. By writing “slightly added responsibility” I mean to emphasize that everyone else in the group also bears the responsibility of moving the project along. Using a Team Member Evaluation Form found as the last page of this document, you will be required to evaluate the contribution of the other members in your group at the end of the semester. The anonymous team member evaluations will determine the Individual Contribution portion of the group project grade. Team members who are judged by their peers not to have done their fair share of the work during the semester can have their overall course grade dropped by as much as 4 points, which often can mean the difference between receiving an A or a B, or a B or a C as a final grade. Prepare and exchange a team roster listing each member of the team along with his/her e-mail address and phone number. PLACE THE TEAM COORDINATOR’S NAME AT THE TOP OF THE ROSTER and distribute this to all team members. IMPORTANT: As described below (in the section entitled Summary of Important Project Dates), e-mail copies of this list to the Professor no later than Jan 30.

3. Feb 6. Submit a brief research proposal describing the issue or topic the group would like to study.

Feel free to check ideas out with me at the start or end of class. If you have difficulty coming up with an idea, read pages 15-21 of Hoyer, MacInnis and Pieters, then scan the text’s detailed Table of Contents and the Subject Index at the end of the text for topics that might interest you. Perspective on the types of research methods you can use are provided in the Appendix to Chapter 1 (pages 28-41), as well as below. The proposal should be no more than two type-written pages; one page is certainly acceptable. These should be submitted as described below. I will react to these proposals no later than Thursday, February 2nd. If my response is “No” (it will usually be because I think you may be biting off more than you can chew in one semester), those groups will have until 5 p.m. on February 9th to e-mail me an acceptable revision or alternative.

4. Feb 16. For groups wishing to spend up to 30 minutes discussing their projects with me, I will hold

additional office hours on Thursday, Feb 16th. There will be a sign-up sheet in class on Feb 13 for groups to schedule these appointments.

5. Feb 8 – Feb 27: Conduct a literature search looking into both academic and popular business

sources. This should result in Part I of the report and provide you with the hypotheses or ideas to test in Part II. Locate at least 5 relevant sources. Your text is a sixth source. During this period, you also need to develop your research design and draft instruments (e.g., questionnaires/interview form/rating forms) and, if applicable, stimuli (e.g., advertisements).

6. Mar 1. As discussed below, a draft of Part I (and point #7 in Part II) of the Final Report, along with

drafts of all proposed instruments and descriptions of stimuli are due.

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7. Mar 6 and 8. The draft research design and instruments (questionnaires, interviews) will be discussed with the professor in class. Five the groups will be assigned to come on one of these days, the other 4 on the other day.

8. Mar 20–Apr 28. Not counting spring break (Mar 13-17), you will then have approximately five

weeks to conduct the project, tabulate and analyze the data, and write up Part II of the Final Report in which you discuss your findings and their implications for management and/or public policy. (Though 5 weeks may sound like a lot of time to accomplish what needs to be done, it isn’t!!! Don’t let time slip away.) During this period, you should also revise Part I so that it no longer refers to what you intend to do, but describes what you actually did. You will also need to develop a PowerPoint deck to be used by your team when making its in-class presentation.

9. April 24. Regardless of the date your group will be making its presentation, so that all groups have

the same amount of time, the final report and copies of the PowerPoint presentation are due. Please provide a hardcopy and an e-mail copy of both the final report and slide presentation.

Assignments you submit will be checked by the Turnitin plagiarism detection service against a database of all prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications, and will become part of Turnitin's database.

10. May 1 – May 8: Deliver a PowerPoint presentation of your research project to the class. The

presentation should be clear and concise, taking about 15 minutes, and allowing for 5 minutes of Q&A afterward. It will count for 5% of your course grade. (When preparing slides, don’t cram content into slides. Make sure content is readable from last row in class. And, when presenting, don’t talk to the board and fail to make at least occasional eye contact with the audience.) As it is considered rude to be there on the day you give your presentation then be absent on the days others give their presentations, all students are required to attend these final class sessions.

11. May 9. Using the Team Member Evaluation Form found near the end of this syllabus, evaluate the

contribution of all the members in your group. These anonymous evaluations are REQUIRED FROM EVERYONE; failure to complete and e-mail this evaluation to the professor and the TA will result in an automatic 2 point deduction from your final grade. These completed forms will be used to determine the individual portion of the group project grade, which counts for 4% of your total grade for the course.

Format of Final Report

The report should use the following format: PART I

1. Cover Page (Title of report, date, names of group members) 2. Table of Contents 3. Abstract (50 to 100 words) 4. Problem Description (one or two paragraphs) 5. Literature review and educated hunches. Cite literature using author(s)’ last name(s) and

year of publication, e.g., Smith and Jones (2007). Place the full citation in Reference List

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(#10, below). DO NOT PLAGIARIZE IDEAS OR WORDS (7 words in a row = plagiarism; taking someone else’s idea without attributing them to the source = plagiarism)!!!

6. Hypotheses or predictions based on literature review and educated hunches. PART II

7. Research Design a. Overview of Study b. Hypotheses or Predictions c. Description of subjects/respondents/participants d. Procedure to be implemented

8. Research Results 9. Discussion of Results. Incorporate concepts from the text and lecture into your discussion.

a. Interpretation of results b. Managerial implications c. Limitations of your study and areas of future research

10. Reference List – cited literature in alphabetical order, by first author’s last name 11. Appendices with tables and figures, if applicable 12. List describing division of tasks by each member of the team 13. Signature page containing the signatures of all the team members attesting to having

contributed to, read and approved the write-up of the report. Not including the cover page, Table of Contents, appendix material, or concluding signature page, the report should not exceed 12 pages, double-spaced, 1-inch margin, Calibri font, 11 point size. There is a limit of 6 pages of appendix material.

APPENDIX 1: EXAMPLES OF PREVIOUS PROJECTS (But you need to come up with your own, new ideas!!!)

Effect of music in advertising: Examined the effects of obscure music versus pop music on advertising recall. Developed an experiment in which a car ad was paired with different types of music and a control condition with no music. (experiment)

Consumer reactions to product placements: Examined how consumers' reactions to product placements in movies depends on the characteristics of the movie. Showed people fragments from either "The Matrix" or "Charlie's Angels", both of which included Nokia cell phone placements, then recorded people's impressions of Nokia as well as their direct reactions to these placements. (experiment)

Online music piracy: Examined why consumers engage in online music piracy. Explored different types of actions on part of the record companies that could change this habit. (depth interviews, survey)

Neutrogena for men: Studied consumers' reactions to the Neutrogena product line for men. Made recommendations for positioning the new product line to attract male consumers without alienating the female market. (depth interviews, survey)

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Anti-smoking appeals: Examined consumers' reactions to anti-smoking ads using fear-appeals or humor-appeals. Determined which appeals are most effective for particular demographic segments. (survey)

9/11 and the luxury goods market: Studied consumers' responses to 9/11 and the consequences for the luxury good market. (case study)

Magazine recommendations: Studied students’ reactions to product recommendations in women’s magazines. Examined students’ trust in the recommendations and whether they’ve purchased recommended products. Conducted interviews with magazine editors and stores whose products were recommended. (survey, depth interviews, regular interviews)

Consumer perceptions of bottled and tap water: Examined college students’ preferences for bottled water over tap water. Conducted taste test and survey. (experiment, survey)

The dilemma of marketing patriotism: Examined consumer reactions to subtle patriotic cues in ads for American (hot dogs) and exotic (falafels) products. (depth interviews, experiment)

The purchasing of movie paraphernalia: Examined which types of consumers purchase movie paraphernalia and the motivations behind their purchases (depth interviews, surveys).

APPENDIX 2: OVERVIEW OF RESEARCH METHODS

The research method should be compatible with the topic. The appropriate research method depends on the question you are trying to address. It is suggested that you review the Appendix to Chapter 1 of the text (Developing Information about Consumer Behavior, pages 28-41), which discusses various approaches to consumer research. “Primary Research” methods can be divided into qualitative and quantitative methods.

Qualitative Methods:

+ requires only a limited number of participants or observations - verbal or observational data is often hard to interpret and summarize

o Case Study – detailed analysis of one particular consumer behavior phenomenon (e.g., consumers' reaction to a particular new product introduction)

Select a potentially interesting marketing phenomenon Assess feasibility of gathering a wide range of information on this phenomenon Define relevant information to be collected based on a literature review and

your own insight in the phenomenon Collect information Structure and summarize information Interpret results using relevant literature as well as your own common sense. Summarize findings, draw conclusions

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o Depth interviews - Talk to people

Develop 6 to 12 mostly open-ended interview questions based on the literature review and your own insight into the problem

Conduct detailed interviews with a limited number of representative consumers. Ask same exact questions of all respondents, but allow participants to bring up new issues themselves (remain open to perspectives that have not been considered earlier).

Interpret results using relevant literature as well as your own common sense. Summarize findings, draw conclusions

o Focus Groups – Have people talk to each other

Select discussion points based on the literature review and your own insight in the problem

Bring together 5 to 10 representative and relevant consumers. Moderate the discussion: make sure that the discussion points you have

identified earlier are all covered, but stay open to alternative perspectives you had not considered earlier.

Interpret results using relevant literature as well as your own common sense. Summarize findings, draw conclusions

o Observation – Observe consumers in the marketplace

Select observation locations, observation times, and relevant consumer

behavior discussion points based on the literature review and your own insight in the problem

Observe as many consumers as you judge necessary to be able to generalize your findings. Watch out for reactivity and memory distortion.

Make sure you carefully note the behaviors you had judged relevant in advance, but stay open to other relevant behaviors that you hadn’t considered earlier.

Interpret results using relevant literature as well as your own common sense. Summarize findings, draw conclusions

Quantitative Methods:

+ is considerably more objective thus easier to interpret and summarize - requires a larger number of participants to be able to generalize

beyond the sample

o Content Analysis – collect ads, analyze their content, compare findings

Define the relevant sets of ads to be analyzed Based on the literature review and your own insight in the phenomenon,

identify and list the dimension to be coded For each dimension, list the anticipated coding categories

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Develop a sampling plan for selecting the ads Collect ads Code the ads Summarize findings for each set Compare across sets Interpret results using relevant literature as well as your own common sense. Summarize findings, draw conclusions

o Survey – Administer a questionnaire

Identify the concepts you want to study (e.g., consumer knowledge,

motivations, attitudes, beliefs, intentions, or behaviors) based on the literature review and your own insight in the problem.

Construct a questionnaire to measure these concepts. Administer the questionnaire to a representative and relevant group of

consumers. Analyze your findings Interpret results using relevant literature as well as your own common sense.

Use statistical techniques if you want to. Summarize findings, draw conclusions

o Experimental Research – Manipulate X (the independent variable) and see if it

influences Y (the dependent variable) Based on the literature review and your own insight into the problem of

interest, identify the relationship(s) you want to study. Identify independent and dependent variables. Operationalize the independent variable: that is, find a way of manipulating the

independent variable in your experiment. Choose a way of measuring the dependent variable (e.g., using a questionnaire) Recruit participants Carry out the experiment Analyze your findings Interpret results using relevant literature as well as your own common sense.

Use statistical techniques if you want to. Summarize findings, draw conclusions

o Data Mining – Examine a database

Identify relevant consumer behaviors based on the literature review and your

own insight in the problem. Identify existing databases that may contain information about these behaviors. Obtain access to a database. Analyze the database using statistical techniques. Interpret results using relevant literature as well as your own common sense. Summarize findings, draw conclusions

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A few comments

Other individuals enrolled in this or any other section of Consumer Behavior do NOT qualify as participants for your research project either as interviewees, focus group members, questionnaire respondents, etc.

I recommend that every group use one qualitative method and one quantitative method. After deriving ideas from your literature search and from your own speculations, a common approach is to do a focus group or a number of interviews to further explore your hypotheses, next refine your ideas, then conduct a survey or experiment to test your hypotheses. In other words:

1. Generate an interesting research question 2. Do a literature search on that question/issue 3. Develop an interesting idea, hypothesis, etc. 4. Conduct 3 focus groups OR 10-15 interviews to explore the idea or hypothesis 5. Refine your ideas and develop suitable questionnaires, rating scales, etc. 6. Conduct a survey using a questionnaire (with 40 or more respondents) or an experiment

(with 40 or more respondents if using “within controls,” or 50 respondents if using “between controls” )

7. Tabulate, interpret and prepare a discussion of the findings

A considerable amount of quantitative marketing research in the real world relies on simple cross-tabulation tallies and percentages. If you select a quantitative approach, you should provide cross-tabs. It is not necessary to conduct any additional, more sophisticated statistical analyses of your findings. However, if you do want to perform a statistical analysis, here are the most popular analysis methods for the respective quantitative research methods:

1. Survey: Correlations Linear Regressions Logistic Regressions Factor Analysis

2. Experimental Research:

Analysis of Variance Linear Regressions Logistic Regressions

3. Data Mining:

Correlations Linear Regressions Logistic Regressions Factor Analysis Multi-Dimensional Scaling

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M. TEAM MEMBER EVALUATION FORM

If you don’t submit the required evaluation, 2 points will be deducted from your final grade, so read the rest of this carefully. When completed, e-mail the form to me (JJacoby@Stern.NYU.edu). COMPLETED FORMS ARE DUE NO LATER THAN 4 p.m. THURSDAY, MAY 9, 2017. Once you provide your evaluation, it will be held in the strictest of confidence. I will NOT divulge your ratings to anyone! Though people have different skills and abilities and contribute in different ways, there are occasions when not every member of a team is perceived by other team members as carrying an equal or fair share of the overall load. The purpose of this rating sheet is to determine whether everyone in a group should receive the same grade for the project, or some should receive more credit while others receive less. Please enter YOUR name on the first line below. Next, list the names of all the other members of your group on the remaining lines. Then indicate the percent of credit you believe each should receive for this project. If, in your judgment, everyone contributed approximately the same amount to the overall effort, then everyone should be given the same rating. Thus:

Number of Team Members Rating to Each Person

4 25%

5 20%

6 16.7%

Place YOUR NAME on line #1. Then indicate the percentage you would allocate to each team member. Include yourself.

TEAM MEMBERS' NAMES: PERCENT

1.

Your name printed and signed should be listed first:

2.

3.

4.

5.

6.

NOTE: THE PERCENTAGES MUST TOTAL TO 100% 100%

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N. INFORMATION FORM – PAGE 1 OF 2

Professor Jacoby MKTG-UB.0002.01 SPRING 2017 Staple

your photo

here

***

Print Your Name: ___________________________

ID#: ____________________________________ School:___________________________

Home phone #: ____________________________ Work phone #:____________________

Major(s):____________________________

Preferred e-mail address Expected

(print clearly, lower case): _________________________ graduation date: _________________

Hometown?____________________________________________________

Are you employed at present? ___Yes, full-time ___Yes, part-time ___ No

If employed, please indicate the company name, your title, and the kind of work you do:

_____________________________________________________________________________

_____________________________________________________________________________

List any classes you will miss for religious observance:

_____________________________________________________________________________

______________________________________________________________________________

List other courses (titles and professors) you are taking this semester:

***USING PHOTOCOPY OF NYU ID PHOTO IS OK – BUT ONLY IF YOU ARE

CLEARLY RECOGNIZABLE. PLEASE STAPLE YOUR PI CTURE IN THE AREA

ABOVE. PLEASE DO NOT HAND IN A LOOSE PICTURE.

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N. INFORMATION FORM – PAGE 2 OF 2

Buddy Responsibilities (in case of absence or tardiness):

1. Provides/shares copies of notes.

2. Obtains extra copy of all handouts.

3. Available to summarize what went on in any class you missed

Names, phone numbers and e-mail addresses of your two class buddies:

Buddy Phone Number e-mail address

1._________________________ _______________ _______________

2._________________________ _______________ _______________

Contract:

Please read the following statement and indicate your agreement by providing your

signature below. Before signing, read the Syllabus thoroughly.

I have read this Syllabus thoroughly. I understand and agree to the requirements associated

with this course, most especially, those of Stern’s Student Code of Conduct .

___________________________________________ _________________

Signature Date

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O. MY PRODUCT/MY SERVICE FORM

PRINT YOUR FULL NAME:_______________________________________

A. List three different PRODUCTS that interest you (e.g., cars, coffee, toothpaste). B. Next, for each product, identify a specific BRAND for which you would be responsible.

A. TYPE OF PRODUCT B. BRAND 1. ____________________________ ______________________________________ 2. ____________________________ ______________________________________ 3. ____________________________ ______________________________________

C. List three different SERVICES that interest you (e.g., airline, banking, pro-sports team). D. Next, for each service, identify a specific BRAND for which you would be responsible.

B. TYPE OF SERVICE B. BRAND 1. ____________________________ ______________________________________ 2. ____________________________ ______________________________________ 3. ____________________________ ______________________________________