LO1:Examine and analyse the behaviour of consumers in different sectors and in relation to different types of products.

Assignment Brief

Course/Programme:

BA (Hons) Marketing Management

Level:

5

Module Title:

Consumer Behaviour and Relationship Management

Assignment title:

Reflective Report

Assignment number:

Component 2

Weighting:

50% of overall module grade

Date given out:

 

Submission date:

17/12/2023

Eligible for late submission (3 working days, with penalty)?

Yes

Method of submission:

X

Online only

 

Online and paper copy

Special instructions for submission (if any):

Reflective Report submitted online

Date for results and feedback:

14/01/2023

Learning outcomes assessed

1. Examine and analyse the behaviour of consumers in different sectors and in relation to different types of products.

2. Analyse the factors that influence customer behaviour (economic, technological, social, cultural, etc.).

Assignment Brief

The study of Consumer behavior is an interesting subject that includes understanding the behavior of individuals, groups, or organizations and all the activities associated with the purchase, use, and disposal of products. To understand what we buy and how we consume as a community, it would be helpful to reflect and understand our buying patterns, how we consume, and how we dispose - of products.

This assignment allows us the opportunity to reflect on ourselves, gauge how we are as consumers, and use our own buying and consumption practices to create a better understanding of the subject. It can also be beneficial to understand our consumption behavior as this may help us to become conscious of our practices and maybe become more ethical in our consumption.

LO1:Examine and analyze the behavior of consumers in different sectors and about different types of products.

Assignment Task: Your buying Behaviour

During this module, you are required to maintain a ‘reflective diary’ to record your buying behavior or the times when you have made a significant purchase and the processes that have led up to the purchase. Make notes of any factors that you considered before, during, and after buying/consuming products and services. Highlight in your reflection diary records if there are any changes in your buying pattern after studying this module.

Drawing on your knowledge gained from this module as well as your diary records and personal experience produce a 1,500-word reflective report documenting your buying behavior during the module. Using your understanding of consumer behavior theories and identifying factors affecting your own consumer behavior the reflective report is an account of what has impacted your consumption behavior.  

This reflective report will be based upon three theoretical models that will be delivered in the lectures, namely the ‘Hierarchy of Needs model (Maslow, 1943), ‘The Loyalty Loop’ (Edelmann & Singer, 2015) and the ‘Elaboration Likelihood Model’ (Petty & Cacioppo, 1984), each of which will enable you to be able to apply these to your buying behavior. For your reflective diary, you are required to reflect using any reflective model. As a suggestion, you may use the GIBBS Reflective cycle (Gibbs 1988) that is provided in this brief as an example. However, you are also free to use other reflective models to help facilitate your reflection, for example, Kolb’s (1984) or John’s (1995). 

GIBBS Reflective cycle

(GIBBS, 1988)

Report Structure

To include

Weightage %

Introduction

10%

Introduction to Related theory.

Relevant Consumer Behaviour theory- you may consider the following:

  • Hierarchy of Needs’ model (Maslow, 1943)
  • The Loyalty Loop’ (Edelmann & Singer, 2015)
  • Elaboration Likelihood Model’ (Petty & Cacioppo, 1984),

20%

Reflective Diary

Create entries and reflect on each entry using the GIBBS Reflective cycle (1988) and the given template.

Discuss any changes in you buying behavior, give reference to theory.

60%

Conclusion

5%

References

5%

Suggested template for GIBBS Reflective cycle (fill the table and insert in the Reflective Diary section)

 

Consumption Activity/ Description (factual information)

How did it make you feel/ how was the experience

Evaluation and Analysis (satisfied/unsatisfied, positives/ negatives, etc)

Conclusion(Summarize your learning/outcome, what is your verdict)

Action Plan(How would you deal with a similar situation in the future)

1.

 

 

 

 

 

2.

 

 

 

 

 

3.

 

 

 

 

 

Assessment Guidance: 

  • The reflective essay should be in first person.
  • Avoid contractions (e.g., don’t, it’s, isn’t) = do not, it is, is not
  • Avoid run on expressions (etc., and so on)
  • Avoid subjective language (e.g., nice, incredible, awesome. Be objective instead / relate to objective criteria = useful, appropriate, helpful)
  • Use clearly referenced supporting evidence (in text / reference list)
  • Use support to evidence lines of argument and opinions. This evidence can consist of examples (from practice), statistics, or the referencing of research and theoretical work of others in the field. The evidence is used to support the line of argument, this is often carried out using an argument/counter-argument structure.
  • Your sources of information must always be clearly referenced, both in-text and in a reference list at the end. So that the reader can locate the source of this information for themselves (See Harvard referencing guide). Not referencing or insufficient referencing is referred to as plagiarism and is strictly forbidden.
  • Diagrams should be used where appropriate.

Reference Citations 

In-Text Citation 

Recommended textbook: Hoyer, W.D., Macinnis, D. J., Pieters, R., Chan, E., and Northey, G. (2021) Consumer Behaviour: Pacific Edition 2nd edn  Victorria: Cengage

  • Cite references in the text with author name/s, year of publication, and page number in parentheses (“Harvard system”)
  • Author`s or editor`s surname. This could be an organization, e.g., BBC
  • Year of publication
  • Page number(s)
  • Enclose the whole citation in round brackets unless the author is the subject of the sentence, e.g., Hoyer et al. (2021, p.13) argue that...
  • Reference List (that includes relevant academic sources) is mandatory for a pass grade
  • An example of Journal or E-Journal Article
  • Author surname(s), Initial(s). (Year) ‘Title of article’, Journal Name, volume number (issue or part number), page range. Available at: DOI or URL (Accessed: date)
  • Dutta, M. and Marjit, S. (2016) ‘Intra-country technology transfer’, Indian Economic Review, 51(1/2), pp. 117–127. Available at: http://www.jstor.org/stable/44376239 (Accessed: 27 May 2021).
  • Barke, M. and Mowl, G. (2016) ‘Málaga – a failed resort of the early twentieth century?’, Journal of Tourism History, 2(3), pp. 187–212. Available at: https://doi.org/10.1080/1755182X.2010.523145 
  • NB If viewing the article online, include the DOI if available OR URL + accessed date (Note: the access date is only included when using URL, NOT when using DOI)
  • TIP! If page numbers are unavailable - e.g., if you are using a source that is only available in an online format with no PDF, and if this is usual in your discipline - then they are simply omitted.

Make sure it is clear to the reader ‘how you know’ the things that you claim to be true – where have you found your information? This means you need to reference sources that you use – think about acknowledging the contribution that others make and using evidence to support and strengthen claims that you make. All references should be presented using the Harvard format.

http://libguides.uos.ac.uk/friendly.php?s=academicskills/referencing.

Assessment Format: 

  • UK English must be used. Check for consistent spelling of names, terms, and abbreviations, including in tables and figure legends.
  • The format for your submission should be Microsoft Word (.doc/.docx) using minimum font size of 12 points.

Useful guide

Essay

Home - Essay - ATK - Learning and Teaching at University of Suffolk (uos.ac.uk)

Referencing and Plagiarism

Home - Referencing and Plagiarism - Learning and Teaching at University of Suffolk (uos.ac.uk)

Further guidance will also be provided in the classroom

Employability skills

This module focuses on managing relationships with customers and service users will ensure that students consider the behavior of the customers and service users of the orgnaisations in which they work. Whether working in marketing or another role in an organisation the module will ensure that students have an understanding of the importance of building and maintaining a relationship with customer and service users and an understanding of how this involves all aspects of an organisation. On successful completion of this module, a student will be able to demonstrate achievement of analyzing information and problem identification then developing a strategy for using skills in problem-solving, for a short-term relationship management problem or a longer term extended problem.

LO2:Analyse the factors that influence customer behaviour (economic, technological, social, cultural, etc.).

Assessment Criteria:

Level 5

In accordance with the FHEQ, at the end of Level 4 students will be expected to have a sound knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to take different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.

 

 

Assessment category

 

Introductory knowledge and understanding of the basic underlying concepts and principles of the subject(s)

Cognitive and intellectual skills

 

Application of theory to practice (for programmes with a professional practice element)

Reading and referencing

Presentation, style and structure

Work that significantly exceeds the specified word limit may be penalized

 

Pass mark, demonstrating achievement of all associated learning outcomes

90%-100%

Excellent work showing flawless understanding of the basic underlying concepts and principles of the subject(s).

Insightful and accurate presentation, interpretation and evaluation of concepts or evidence, facilitating eloquent and proportionate development of judgements or arguments. Evidences a deep understanding of the subjects’ key stances

Sophisticated application of theory to practice, demonstrating insightful selection of theory and flawless application to practice

Insightful and effective use of a carefully selected range of relevant reading, including research-informed literature where relevant. Consistently accurate application of referencing.

Exemplary presentation of work that is fluent and flawless throughout.

 

80%-89%

High quality work showing fluent understanding of the basic underlying concepts and principles of the subject(s).

Excellent presentation, interpretation and evaluation of concepts or evidence, facilitating a highly logical, coherent and balanced development of judgements or arguments. Critiques a variety of stances meaningfully,

Excellent application of theory to practice, with all links fully appropriate and meaningfully applied.

Consistent engagement with a refined range of relevant reading, including research-informed literature where relevant. Consistently accurate application of referencing.

Highly effective presentation of work that is coherently structured and clearly expressed throughout.

 

70% – 79%

Commendable work showing detailed understanding of the basic underlying concepts and principles of the subject(s).

Effective presentation, interpretation and evaluation of concepts or evidence, facilitating a logical, coherent and balanced development of judgements or arguments incorporating multiple stances.

Effective application of theory to practice, with the student making highly appropriate and carefully expressed links between the two

Consistent engagement with a wide range of relevant reading, including research-informed literature where relevant. Consistently accurate application of referencing.

Well-formed presentation of work that is coherently structured and expressed throughout. Clear and logical

Level 4

Introductory knowledge

Cognitive and intellectual skills

 

Application of theory to practice

Reading and referencing

Presentation, style and structure

 

Pass mark, demonstrating achievement of all associated learning outcomes

60% – 69%

Work of solid quality showing competent and consistent understanding of the basic underlying concepts and principles of the subject(s)

Good presentation, interpretation and evaluation of concepts or evidence, facilitating a logical and coherent development of judgements or arguments that shows awareness of other stances.

Sound application of theory to practice, with the student making appropriate, well-developed and articulated links between the two.

Engagement with a wide range of relevant reading. Sound application of referencing, with no inaccuracies or inconsistencies.

Competent presentation of work in terms of structure and clarity of expression.

 

50% – 59%

Adequate work showing understanding of the basic underlying concepts and principles of the subject(s), but lacking depth and breadth.

Adequate presentation, interpretation and evaluation of concepts or evidence, facilitating a largely logical and coherent development of judgements or arguments. An emerging awareness of other stances.

Consistent and accurate application of theory to practice, with the student making appropriate links between the two.

Engagement with an appropriate range of reading beyond essential texts. Referencing may show minor inaccuracies or inconsistencies.

Work is structured in a largely coherent manner and is for the most part clearly expressed.

 

40% – 49%

Simple factual approach showing limited understanding of the basic underlying concepts and principles of the subject(s). Narrow or misguided selection of material, with elements missing or inaccurate.

A limited use of concepts or evidence to support emerging judgements or arguments, although not always logical or coherent and with inaccuracies.

Relevant theoretical knowledge and understanding applied in practice, but with students not always making logical links between the two.

Evidence of reading, largely confined to essential texts, but mainly reliant on taught elements. Referencing may show inaccuracies and/or inconsistencies.

Ordered presentation in which relevant ideas / concepts are reasonably expressed.

 

 

Level5

Introductory knowledge

Cognitive and intellectual skills 

Application of theory to practice

Reading and referencing

Presentation, style and structure

Marginal fail

35% - 30%

Weak work showing limited, fragmentary understanding of the basic underlying concepts and principles of the subject(s). Work characterised by inaccuracies, irrelevant material and/or absence of appropriate information.

Largely descriptive work, with limited effort made to use concepts or evidence to develop judgements or arguments. Information accepted uncritically, with unsubstantiated opinions evident.

Limited understanding of the application of theory to practice, with the student often not making appropriate links between the two.

Poor engagement with essential texts and no evidence of wider reading. Heavily reliant on taught elements. Inconsistent and weak use of referencing.

Work is loosely, and at times incoherently, structured, with information and ideas often poorly expressed.

Fail

20% – 34%

Unsatisfactory work showing weak and flawed understanding of the basic underlying concepts and principles of the subject(s), for example through serious inaccuracies, inclusion of a significant amount of irrelevant material and/or absence of appropriate information.

Descriptive work with no effort made to use concepts or evidence to develop judgements or arguments. Views expressed are often illogical, invalid or irrelevant. Minimal or no use of evidence to back up views.

Weak understanding of the application of theory to practice, with only occasional evidence of the student making appropriate links between the two.

Limited evidence of reading and/or reliance on inappropriate sources. Limited engagement with taught elements. Very poor use of referencing.

Work is poorly presented in a disjointed and incoherent manner. Information and ideas are very poorly expressed, with weak English and/or inappropriate style.

< 20%

Highly unsatisfactory work showing major gaps in understanding of the basic underlying concepts and principles of the subject(s). Inclusion of largely irrelevant material, absence of appropriate information and significant inaccuracies.

Work is largely irrelevant or inaccurate, characterised by descriptive text and unsubstantiated generalisations. Complete lack of evidence to back up views.

Very weak theoretical knowledge and understanding, with no evidence of appropriate application in practice.

No evidence of reading or engagement with taught elements. Absent or incoherent referencing.

Work is extremely disorganised, with much of the content confusingly expressed. Very poor English and/or very inappropriate style.

 

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