17232 - Consumer Behaviour

Course Unit Page

  • Teacher Daniele Scarpi

  • Credits 6

  • SSD SECS-P/08

  • Teaching Mode Traditional lectures

  • Language Italian

  • Campus of Forli

  • Degree Programme Second cycle degree programme (LM) in Economics and management (cod. 9203)

  • Course Timetable from Nov 16, 2021 to Dec 17, 2021

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Responsible consumption and production

Academic Year 2021/2022

Learning outcomes

The aim of the course is to acquire the ability to understand consumer choice processes, and how the preferences and choices of consumers are affected by marketing strategies. The understanding of consumer behavior will help providing strategic directions for managers. After completing the course the student should be able to: - analyze and understand the decision making process and its distortions; - Understand consumers' buying behavior; - Understand and implement experimental designs; - Understand the impact of advertising and word-of-mouth on the reactions of the consumer

Course contents

Cognitivism, habit, reinforcement, theory of plannes behavior, decision making, context effects, reference price, heuristics, presentation order, prospect theory, cognitive dissonance, phantom decoys, gravity models, satisfaction, communication

Readings/Bibliography

Comportamento del consumatore. Applicazioni per il marketing Robert East, Malcolm Wright, Marc Vanhuele Ed. Apogeo

Papers:

To deepen the context effects:

  • Simonson, I. (1989). Choice based on reasons: The case of attraction and compromise effects. Journal of consumer research, 16(2), 158-174.
  • Tversky, A., & Simonson, I. (1993). Context-dependent preferences. Management science, 39(10), 1179-1189.
  • Scarpi, D., & Pizzi, G. (2013). The impact of phantom decoys on choices and perceptions. Journal of Behavioral Decision Making, 26(5), 451-461.

To deepen the disconfirmation model:

  • Swan, J. E., & Trawick, I. F. (1981). Disconfirmation of expectations and satisfaction with a retail service. Journal of retailing.

To deepen the Elaboration Likelihood Model:

  • Petty, R. E., Cacioppo, J. T., & Schumann, D. (1983). Central and peripheral routes to advertising effectiveness: The moderating role of involvement. Journal of consumer research, 10(2), 135-146. 

Teaching methods

Frontal teaching.

Assessment methods

Written exam, usually composed of 3-5 short open questions on the whole program.

The exam is based on the program of the academic year during which it takes place, regardless of the year one attended classes. 

 

Evaluation: 

18-23: sufficient preparation and analytical skills but related to a limited number of topics covered in the course.
24-27: technically adequate preparation but with some limits with respect to the topics covered, good analytical skills, even if not particularly articulated, expressed in correct language;
28-30: excellent knowledge of a large number of topics covered in the course, good analytical and critical skills, mastery of specific terminology;
30L: excellent and exhaustive knowledge of the topics addressed in the course, ability of critical analysis and connection, mastery of specific terminology.

Teaching tools

Slides, journal papers.

Office hours

See the website of Daniele Scarpi