| MBA (ENGLISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| MBA5201 | Consumer Behaviour | Spring | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | DERYA ŞAHİN |
| Course Lecturer(s): |
Prof. Dr. AHU ERGEN Prof. Dr. ÖZGÜR ÇENGEL Assoc. Prof. FİGEN YILDIRIM Dr. Öğr. Üyesi KAZIM SELÇUK TUZCUOĞLU |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course aims to provide students a more comprehensive view regarding final consumers. It teaches to look deeper into consumers’ world by focusing on the psychological, sociological and cultural aspects of consumption. |
|
The students who have succeeded in this course; The students who succeeded in this course; Student will be able to analyze the socio-cultural factors that are influencing consumers before purchase. Student will be able to classify consumer needs in terms of the utilitarian, biogenic, psychogenic, and hedonic dimensions. Student will be able to establish the link between consumer identity and consumption. Student will be able to analyze what influences consumers during shopping. Student will be able to analize the decision making process of consumers. Student will be able to develop effective marketing mesages for consumers. Student will be able to have the ability to look deeper in consumers’ minds. |
| Moving from micro to macro topics, perception, learning, motivation, personality and lifestyle, attitudes, identities, decision making mechanisms and social and cultural interactions of consumers are the main topics of this course. Different dimensions of consumption before, during and after purchasing are investigated. |
| Week | Subject | Related Preparation |
| 1) | Opening Ceremonies and Introduction to the Course | Weekly Reading |
| 2) | A historical perspective to consumer culture | Weekly Reading |
| 3) | Perception and Learning | Weekly Reading |
| 4) | Motivation | Weekly Reading |
| 5) | Self | Weekly Reading |
| 6) | Personality and Lifestyles | Weekly Reading |
| 7) | Midterm | None |
| 8) | Attitude Change | Weekly Reading |
| 9) | Decision Making Process | Weekly Reading |
| 10) | Group Influences | Weekly Reading |
| 11) | Buying and Disposing | Weekly Reading |
| 12) | Buying and Disposing | Weekly Reading |
| 13) | Social Class & Subculture | Weekly Reading |
| 14) | Effects of Culture | Weekly Reading |
| Course Notes / Textbooks: | Solomon et al. (2010). Consumer Behaviour: A European Perspective" Slater, Don (1997), Consumer Culture & Modernity, Cambridge: Polity Press. |
| References: | Pazarlama kitapları |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Homework Assignments | 10 | % 10 |
| Presentation | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Application | 13 | 3 | 39 |
| Study Hours Out of Class | 13 | 6 | 78 |
| Presentations / Seminar | 1 | 2 | 2 |
| Homework Assignments | 11 | 3 | 33 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 200 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. | 5 |
| 2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | 5 |
| 3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | 4 |
| 4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines, | 4 |
| 5) | To be able to solve the problems encountered in the field by using research methods. | 5 |
| 6) | Being able to independently carry out a work that requires expertise in the field. | 3 |
| 7) | To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. | 3 |
| 8) | Being able to lead in environments that require the resolution of problems related to the field. | 3 |
| 9) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | 3 |
| 10) | To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. | 5 |
| 11) | To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | 4 |
| 12) | To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. | 4 |
| 13) | To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. | 3 |
| 14) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | 4 |