Approved by University studies Sub-Committee. A2C2 action pending
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Approved by University studies Sub-Committee. A2C2 action pending Approved by University studies Sub-Committee. A2C2 action pending Document Transcript

  • Approved by University studies Sub-Committee. A2C2 action pending WINONA STATE UNIVERSITY PROPOSAL FOR UNIVERSITY STUDIES COURSES Department: Marketing Date 02/25/05 344 Buyer Behavior_ ____3____ Course No. Course Name Credits This proposal is for a(n) ___X___ Undergraduate Course Applies to: ___X___ Major ___X___ Minor __X__ Required __X__ Required ______ Elective ______ Elective University Studies (A course may be approved to satisfy only one set of outcomes.): Course Requirements: Basic Skills: Arts & Science Core: Unity and Diversity: _____ 1. College Reading and Writing _____ 1. Humanities _____ 1. Critical Analysis _____ 2. Oral Communication _____ 2. Natural Science _____ 2. Science and Social Policy _____ 3. Mathematics _____ 3. Social Science _____ 3. a. Global Perspectives _____ 4. Physical Development & Wellness _____ 4. Fine & Performing Arts _____ b. Multicultural Perspectives _____ 4. a. Contemporary Citizenship _____ b. Democratic Institutions Flagged Courses: _____ 1. Writing __X_ 2. Oral Communication _____ 3. a. Mathematics/Statistics _____ b. Critical Analysis Prerequisites: Grade of "C" or better in Marketing Communications, Market Analysis and Marketing Research (MKTG 322, 332 & 334). Provide the following information (attach materials to this proposal): Please see “Directions for the Department” on previous page for material to be submitted. Attach a University Studies Approval Form. Department Contact Person for this Proposal:
  • _Bill Murphy________________ __457-5698__________jmurphy@winona.edu____ Name (please print) Phone e-mail address
  • WINONA STATE UNIVERSITY UNIVERSITY STUDIES APPROVAL FORM Routing form for University Studies Course approval. Course_MKTG 344____________ Department Recommendation __X___ Approved _____ Disapproved __________________________ ___02/25/05____jmurphy@winona.edu___ Department Chair Date e-mail address Dean’s Recommendation _____ Approved _____ Disapproved* _________________________________ ________________ Dean of College Date *In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee. USS Recommendation _____ Approved _____ Disapproved _____ No recommendation _________________________________ ________________ University Studies Director Date A2C2 Recommendation _____ Approved _____ Disapproved _________________________________ ________________ Chair of A2C2 Date Faculty Senate Recommendation _____ Approved _____ Disapproved _________________________________ ________________ President of Faculty Senate Date Academic Vice President Recommendation _____ Approved _____ Disapproved _________________________________ ________________ Academic Vice President Date Decision of President _____ Approved _____ Disapproved _________________________________ ________________ President Date Please forward to Registrar. Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered __________________________
  • Course Description for Buyer Behavior 1. Catalog Description 344 – Buyer Behavior – 3 S.H. Buyer behavior takes a strategic perspective to examine the impact of the nature and scope of consumer and business buyer behavior on planning the marketing mix. The course includes the study of marketing management theory in the experience of consumer and business markets. Course implementation will involve detailed analysis of psychology, sociology and social psychology theories in the development of marketing strategy and implementation plans. This course fulfills 3 S. H. of the University Studies oral flag requirement. Buyer Behavior must be taken simultaneously with Marketing Plans (MKTG 346). Prerequisite: Grade of "C" or better in Marketing Communications, Market Analysis and Marketing Research (MKTG 322, 332 & 334).
  • 2. Course Outline of the major topics and subtopics: A. The Consumer as an Individual (moderate emphasis) 1. Consumer Motivation & Values a. Theories b. Application 2. Personality & Lifestyle a. Theories b. Application 3. Perception a. Theories b. Application 4. Learning a. Theories b. Application 5. Attitude Formation and Change a. Theories b. Application B. The Consumer & Social Context (moderate emphasis) 1. Reference Groups & Opinion Leadership a. Theories b. Application 2. Family a. Theories b. Application 3. Social Class a. Theories b. Application 4. Culture & Sub-Culture a. Theories b. Application C. Decision-Making – The Consumer (moderate emphasis) 1. Decision Making Models a. Stages of Decision Making b. Routine to Complex c. Hierarchical d. Compensatory 2. Diffusion of Innovation D. Organizational Markets (moderate emphasis) 1. Buying Situations 2. Systems Buying 3. Buying Center Roles 4. Nature and Size of Markets 5. Demand Characteristics 6. Buyer-Seller and Supplier Relationships 7. Buyer Objectives and Decision Criteria 8. Marketing Environment Influence on Buyer Behavior - Technology and Innovation Changes - The Law, Regulations and Enforcement - Economic Seasonal and Cyclical Conditions
  • 3. Basic Instructional Plan and Methods The course will be taught using a combination of readings, lecture, discussion, hands-on instruction, in-class exercises, and oral presentations & reports. The course will also make great use of communication, information and research technology tools such as laptops. 4. Course Requirements a. Active class participation: E-mail correspondence, responses to readings-based questions, news reports, homework assignments, and contribution to and leadership of class discussions. b. Examinations and Assignments: Numerous individual grading points (exams, quizzes, assignments, papers, and presentations) will be utilized to measure the comprehension of theories and concepts and their application to marketing management. c. Oral Communications: Substantial oral presentations and dialogue activities utilizing content from projects, cases and other exercises will be assigned throughout the course. Critique of such activities will utilize constructive criticism and peer evaluations to improve oral presentation performances. 5. Course Materials - Textbooks Peter, P., Consumer Behavior, McGraw-Hill/Irwin Hawkins, D., Best, R., and Coney, K.., Consumer Behavior, McGraw-Hill/Irwin Kardes, F., Consumer Behavior and Managerial Decision Making, Prentice Hall Peter, P. and Olson, J., Consumer Behavior and Market Strategy, McGraw-Hill Dwyer, F., and Tanner, J., Business Marketing, 3rd Edition, McGraw-Hill Vitale, R. and Giglierano, J., Business to Business Marketing: Analysis & Practice In A Dynamic Environment, Thomason Learning Morris, M., Leyland, P. and Honeycutt, E., Business-to-Business Marketing: A Strategic Approach, Sage Publishing
  • Oral Communications Flag Buyer Behavior is a required course in the Marketing major and minor that is focused on the study of human behavior in buying decision situations. This course is a prerequisite for Marketing Management, the Marketing major capstone course, and as such prepares the students for a multidisciplinary, wide ranging experience in the application of the marketing discipline. To this end these students need to polish skills they will need in the business world and evidence: 1. Teamwork (be able to work in a setting where communication is vital between two or more participants in a task); 2. Presentation (be able to represent their work and effectively present its outcomes to outside entities). Students in Buyer Behavior are required to: A. Earn course credit through prepared and extemporaneous oral presentation. B. Understand the features and types of speaking in their discipline. C. Adapt their speaking to specific audiences. D. Received appropriate feedback from teachers and peers, including suggestions for improvement. E. Make use of technologies used for research and speaking in the fields. F. Learn the conventions of evidence, format, usage, and documentation in their fields. Formal Presentation: The purpose of the formal presentations are to encourage examining the impact of the nature and scope of buyer behavior on marketing mix planning. This process involves gathering information, analyzing the buyer behavior content from a strategic perspective, and drawing conclusions regarding the implications to developing strategic implementation plans. Completion of the presentation will provide a systematic and comprehensive approach to oral presentations. (Letters in parenthesis correspond to the University Studies Writing Flag outcomes.) Each of the required oral presentations (a, b, c, d, e) begins with examination of key theoretical foundations in buyer behavior followed by a thorough information research effort involving the internet, public and commercial databases, library reference material, government documents, trade associations, periodicals, trade journals, business directories, annual reports, press releases, personal interviews or primary data collection. A systematic process for acquiring, analyzing, synthesizing and evaluating the information is provided through in-class exercises and discussion (a, d, e). Creating and maintaining research records (a, d, e) will document the information search effort and provide the basis for creating an efficient information search strategy for the next presentation. After completing this process three times, each student should have a well documented marketing information search strategy (a, d, e). Informal Presentations: The purpose of informal presentations is to help the student express and assess their level of understanding of key concepts, initiate a class discussion, and prepare for
  • the exams. Students will periodically be given class assignments that require a short presentation of major concepts (a, b, c) in their own words using relevant examples that illustrate the concept to a marketing manager. Constructive Presentation Critique Presentation critique support will be provided frequently through the use of sequenced assignments, peer review, instructor-guided assessments, the critique of other students’, and instructor feedback.