Syllabus for course at advanced level

Transcription

1 Syllabus for course at advanced level Consumer Behaviour: Psychological and Cultural Perspectives Konsumentbeteende: psykologiska och kulturella perspektiv 7.5 Higher Education Credits 7.5 ECTS credits Course code: FE4328 Valid from: Autumn 2015 Date of approval: Department Stockholm Business School Main field: Specialisation: Företagsekonomi A1N - Second cycle, has only first-cycle course/s as entry requirements Decision This syllabus has been approved by the Board of Education at Stockholm Business School, Stockholm University, Prerequisites and special admittance requirements Degree of Bachelor worth at least 180 credits, or admitted to Business Studies IV, Extended Course or Business Studies IV, Magister s Course, Master s programme, or equivalent. Course structure Examination code Name Higher Education Credits 4323 Consumer Behaviour: Psychological and Cultural Perspectives 7.5 Course content With a focus in contemporary developments, the purpose of this course is to deepen the knowledge of the student in the field of consumer research. The course will critically assess both the traditions of consumer psychology and cultural approaches to consumption and define the various methodological assumptions that pertain to both subfields. In addition to recent theory building, the course will add to the methodological toolkit of the student by exploring both conventional and more radical approaches for inquiry. By conducting a research project utilizing the theoretical underpinnings and relevant methods of either discourse, the student will gain hands-on understanding of how knowledge is produced, assessed and implemented in consumer research. Learning outcomes Intended Learning Outcomes Upon completion of the course student will have a close familiarity with recent theoretical developments in the various schools of consumer research thought. In addition and in accordance with contemporary theoretical views, students will be able to understand and empirically operationalize how knowledge is produced, assessed and implemented in consumer research. Knowledge and understanding 1. Students will be able to assess and discern the ways in which consumer research is practically conducted. This is a translation of the Swedish original Page 1/5

2 Skills and abilities 2. Students will be able to carry out theoretically sound research projects by using the methodological toolkits of consumer research. Judgement and approach 3. Students will be able to evaluate how knowledge is produced in consumer research and critically consider the assumptions of the particular methodologies and how they are grounded in consumer research theories. Education The course consists of a combination of lectures, seminars and group work and requires a significant portion of self-study on the part of students. Assessment for the course will be continuous and is carried throughout the different activities of the course. The course workload is 200 hours equivalent to 7,5 ECTS (40 hours per week equivalent to 1,5 ECTS). Language of instruction is English. Forms of examination Assessment for the course will be continuous and is carried throughout the different course activities. Each assessment task is weighted in relation to its importance in the overall assessment of the course. The student s results from the different assessment tasks are added up to a total course score that will then translate into the final grade for the course. Assessment tasks The course contains the following weighted assessment tasks. 1. Learning diary: assesses intended learning outcomes number 1 3; constitutes 70% of total course points. 2. Seminar group work: assesses intended learning outcomes number 1 3; constitutes 30% of total course points. Grading After completion of the course, students will receive grades on a scale related to the intended learning outcomes of the course. Passing grades are A, B, C, D and E. Failing grades are Fx and F. A grade Fx can be completed for a grade E. A course comprises course points. Receiving a final passing grade requires at least 50 course points or more. The scale for the final grade is tied to fixed score intervals: A: ; B: 80-89; C: 70-79; D: 60-69; E: 50-59; Fx: 45-49; F: less than 45. The grades correspond to the total score points a student obtains (over a total of 100) for all the weighted assessment tasks combined as part of the continuous assessment for the course. Each assessment task is awarded points. The score for a single assessment task is the number of points multiplied by its percentage weight, and the combined total of score points for all weighted assessment tasks for the course are added up to a final score between 0 and 100 which then translates into a corresponding final course grade between A and F. All assessment tasks are assessed on a 100-point scale. Assessment criteria Assessment criteria are designed as overall assessments, combined qualitative descriptions of what the student is expected to do in order to demonstrate how well the course s learning outcomes are achieved. The assessment criteria are based upon the general abilities as expressed in the degree objectives of the Higher Education Ordinance (appendix 2, System of Qualifications). The list of abilities below is a compilation of these degree objectives. To pass the course (grade E) students should demonstrate general ability to: recall, understand and explain course content, the course subject and its scientific basis and methodology; apply course content; critically analyse course content; This is a translation of the Swedish original Page 2/5

3 problematise course content; orally and in writing, present and discuss course content; The following assessment criteria are used to decide to what extent students have demonstrated these abilities and hence fulfil the course s intended learning outcomes, whereby a grading decision can be made. A higher grade-level presupposes the abilities at lower levels. A (Excellent) The student demonstrates ability to evaluate and relate to the content of the course from a comprehensive, critically reflective perspective, as well as to transfer and apply insights in new, meaningful contexts. B (Very Good) The student demonstrates ability to, from an overarching and coherent perspective of the field, understand and use concepts to explain how different aspects of the course relate to each other, interconnect and become meaningful. C (Good) The student demonstrates ability to discuss the content, tasks and complex issues dealt with in the course from several well-developed but mainly independent perspectives. D (Satisfactory) The student demonstrates satisfactory ability to discuss the content, tasks and complex issues dealt with in the course in a way that, albeit in-depth and elaborate, is decidedly one-dimensional. E (Sufficient) The student demonstrates sufficient ability to discuss the content, tasks and complex issues dealt with in the course in a way that is decidedly one-dimensional. Fx (Fail) The student s knowledge, skills and abilities display minor flaws, overall or in significant parts. F (Fail) The student s knowledge, skills and abilities display major flaws, overall or in significant parts. Interim If the course is discontinued, or its contents are substantially altered, students have the right to be examined according to this syllabus once per semester for three further semesters. Limitations This course may not be included in a degree together with a course, taken in Sweden or elsewhere, of identical or partially similar content. Required reading Required Reading Levy, S. J. (2005). The evolution of qualitative research in consumer behavior. Journal of Business Research, 58(3), Hudson, L. A. & Ozanne, J. L. (1988). Alternative ways of seeking knowledge in consumer research. Journal of Consumer Research, 14(4), Loken, B. (2006). Consumer psychology: categorization, inferences, affect, and persuasion. Annual Review of Psychology, 57, Tversky, A. & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), This is a translation of the Swedish original Page 3/5

4 Tybout, A. M. & Artz, N. (1994). Consumer psychology. Annual Review of Psychology, 45(1), Bechara, A., Damasio, H., Tranel, D. & Damasio, A. R. (1997). Deciding advantageously before knowing the advantageous strategy. Science, 275(5304), Fitzsimons, G. J., Hutchinson, J. W., Williams, P., Alba, J. W., Chartrand, T. L., Huber, J.... & Tavassoli, N. T. (2002). Non-conscious influences on consumer choice. Marketing Letters, 13(3), Chen, H., Chiang, R. H. & Storey, V. C. (2012). Business intelligence and analytics: From big data to big impact. MIS quarterly, 36(4), Arnould, E. J. & Wallendorf, M. (1994). Market-oriented ethnography: interpretation building and marketing strategy formulation. Journal of marketing research, 31(4), Canniford, R. (2005). Moving shadows: suggestions for ethnography in globalised cultures. Qualitative Market Research: An International Journal, 8(2), Hietanen, J. & Rokka, J. (2015). Market practices in countercultural market emergence. European Journal of Marketing, 49(9/10), Nakassis, C. V. (2012). Brand, citationality, performativity. American Anthropologist, 114(4), Canniford, R. & Shankar, A. (2013). Purifying practices: How consumers assemble romantic experiences of nature. Journal of Consumer Research, 39(5), Hietanen, J., Rokka, J. & Schouten, J. W. (2014). Commentary on Schembri and Boyle (2013): From representation towards expression in videographic consumer research. Journal of Business Research, 67(9), Hietanen, J. & Rokka, J. (2015). Sound gone mad: The dubstep electronic Music Genre. Lee, N., Broderick, A. J. & Chamberlain, L. (2007). What is neuromarketing? A discussion and agenda for future research. International Journal of Psychophysiology, 63(2), Bimber, B. (2014). Digital media in the Obama campaigns of 2008 and 2012: Adaptation to the personalized political communication environment. Journal of Information Technology & Politics, 11(2), Denzin, N. K. (2001). The seventh moment: Qualitative inquiry and the practices of a more radical consumer research. Journal of Consumer Research, 28(2), Elliott, R. & Jankel-Elliott, N. (2003). Using ethnography in strategic consumer research. Qualitative Market Research: An International Journal, 6(4), Sherry, J. F. (2006). Fielding ethnographic teams: strategy, implementation and evaluation. In Handbook of Qualitative Research Methods in Marketing, (Ed.) Belk, R. W., , Edward Elgar: U.K. Kardes, F. R. (1996). In defense of experimental consumer psychology. Journal of Consumer Psychology, 5(3), Buhrmester, M., Kwang, T. & Gosling, S. D. (2011). Amazon s Mechanical Turk a new source of inexpensive, yet high-quality, data?. Perspectives on psychological science, 6(1), 3-5. Optional reading Polgar, S. (1979). Applied, Action, Radical, and Committed Anthropology. Currents in Anthropology: Essays in Honor of Sol Tax, Hill, T., Canniford, R. & Mol, J. (2014). Non-representational marketing theory. Marketing Theory, 14(4), Schwarz, N. (2004). Meta-cognitive experiences in consumer judgment and decision making. Journal of Consumer Psychology, 14(4), Walther, L. & Schouten, J. W. (2015). Next stop, Pleasure Town: Identity transformation and women's erotic consumption. Journal of Business Research. 69(1), This is a translation of the Swedish original Page 4/5

5 Jung, M. H., Nelson, L. D., Gneezy, A. & Gneezy, U. (2014). Paying more when paying for others. Journal of Personality and Social Psychology, 107(3), 414. Holt, D. B. (1991). Rashomon Visits Consumer Behavior: An Interpretative Critique of Naturalistic Inquiry. Advances in Consumer Research, 18, Goodall Jr, H. L. (2000). Writing the new ethnography. AltaMira Press. Ruby, J. (2000). Picturing culture: Explorations of film and anthropology. University of Chicago Press. Graeber, D. (2004). Fragments of an anarchist anthropology. Chicago: Prickly Paradigm Press. This is a translation of the Swedish original Page 5/5