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Session: 2022/23
Last modified: 07/03/2022 13:54:14
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Title of Module: Contemporary Consumer Behaviour |
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Code: MARK08009 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Karina
McGowan |
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| Summary of Module |
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This module will develop student understanding of how and why people consume the way they do and how they themselves as consumers perceive, form attitudes and make decisions regarding their own consumption behaviours. The module will allow students the opportunity to explore and consider what influences consumers both internally and externally. Firstly, the lectures will consider the micro psychological and behavioural perspectives of consumer behaviour including learning and memory, motivation, personality, the self -concept, information processing, attitudes and attitudinal change and individual decision making. The module will then progress to consider the macro social and cultural perspectives of consumer behaviour where the lectures will address areas including culture, postmodernism, reference groups, experiential consumption, social processes and communications. Finally, the class will consider future trends in consumer behaviour.
At the heart of the marketing concept, the study of consumer behaviour provides a vast topic of study. It is crucial that students are able to understand the importance to organisations of recognising how consumers behave in the marketplace and how this impacts upon the wider business environment.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of the scope, defining features and main concepts of the subject of consumer behaviour
L2.
Undertake critical analysis of the micro perspectives that influence consumption and synthesize relevant ideas and issues in relation to contemporary societies and contextual situations
L3.
Demonstrate awareness of and evaluate the macro social and cultural perspectives that influence consumption
L4.
Apply knowledge in order to demonstrate an understanding of the role of customer insight in marketing practice and building customer relationships |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Develop a knowledge of the scope, defining features and main areas underpinning the subject of consumer behaviour in different market sectors.
Developing an awareness and understanding of the principle theories, concepts and terminology involved in consumer behavior and the inherent difficulties in translating these into practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply knowledge in using a range of professional skills, techniques and practices in order to demonstrate an awareness of the importance of understanding consumers for marketing and the wider business environment. |
| Generic Cognitive skills |
SCQF Level 8.
Understanding critical analysis, evaluation and synthesis of ideas, concepts and information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Using a range of skills involved in accepted Marketing practice, such as conducting secondary research, designing presentations and portfolios in a professional manner and making use of a range of IT applications in order to do so. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercising autonomy and initiative in sourcing materials
and taking responsibility for the delivery and presentation of both individual and group coursework. Resolving any conflict or difficulties which may arise due to group dynamics.
Working effectively with others to acquire an understanding of current professional practice. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The Learning & Teaching Strategy for this module is based on the university's strategy for teaching and learning. Formal lectures and interactive teaching methods will be used to develop students' understanding of changes in environmental factors that affects client organisation.
Lectures will introduce, remind the core ideas and exemplify key theoretical and critical concepts essential for a live consultancy project. This is followed by face to face workshops in the format of two hours per week for 30 weeks. Workshops will be in a supervised format and attendance is required at weekly workshops.
Face to Face workshops will include collaborative groups of four members and they are expected to undertake the analysis of the client organisation concerning the applicability of concepts and theories to observed practice. Workshops will include a combination of both mandatory and self select options. This module will run across two Trimesters and students will be expected to make oral group presentations in Week 10 at the end of Trimester one.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Laboratory/Practical Demonstration/Workshop | 0 |
| Asynchronous Class Activity | 0 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Solomon, M.R., Askegaard, S., Hogg, M.K., and Bomossy,G.A (2019) Consumer Behaviour, A European Perspective, 7th Edition, Pearson, Harlow, England
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via Moodle
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | James Watt |
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| External Examiner | J White |
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| Accreditation Details | |
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| Version Number | 3.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| portfolio |
| report |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The module has been designed to reflect increases in the diversity of the student body and in this respect, the approach is ‘learner centred’. Staff are expected to work alongside students and learning support staff to personalise the delivery of the module, which offers students the opportunity to celebrate difference in personal, academic and employability skills and, through problem based activities, students are encouraged to explore and share diverse experience of learning and skills development.
Additionally, students of different nationalities are encouraged to work together, during workshop, group presentation and group written submissions, to introduce benefits from diverse cultural backgrounds, in order to achieve and deliver continuous assessment work.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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