The Hang Seng University of Hong Kong

Module Outline

School/Department: Marketing

Module Code & Title: BUS2012 Consumer Psychology

Credit Units: 3 Year:

QF Level1 (2-6): 5 Hours: 45 hours

Module Classification:

(Multiple options are

acceptable, please “” the

box where appropriate)

☐ Major2 [] (mapping with relevant PILO)

☐ Minor3 []

☐ Business Core4 []

Business Elective5 [Please refer to programme information of relevant programme]

Common Core Curriculum6 (mapping with relevant learning outcomes)

☐ Chinese ☐ English ☐ Information Technology ☐ Quantitative Methods

General Education7 [Cluster (☐ 1/ 2/ ☐ 3/ ☐ 4)] ☐GEN1000

Medium of Instruction8:

☐ Chinese (☐ Cantonese/ ☐ Putonghua)

English

☐ Others (please specify): __________

Assessment Language:

☐ Chinese English

☐ Others (please specify):

__________

Mode(s) of Delivery: Lecture ( 3 hours/week) ☐ Laboratory (____hours/week) ☐ Tutorial (____hours/week)

standard class size: 30 standard class size: standard class size:

MOOC (if applicable):

☐ Learning Mode __________ hours Online learning plus _________ hours Face-to-face teaching

Prerequisites9: GEN1000 Perspectives on General Education

Exclusions10: BUS3002 Consumer Behaviour

Module Description:

This module exposes students to a number of interesting and practical topics pertinent

to the contemporary consumer. It focuses on the personal, social, and cultural factors

that influence the consumer decision-making process. Highlighting current practices

in advertising, branding, pricing, and store design, this module is intended to prepare

students to become informed and smart consumers.

(This module is open to all EXCEPT BBA-MKT and BBA-GB students.)

Module Intended

Learning Outcomes

(MILOs):

Upon completion of this module, students should be able to: Weighting

(if applicable)

a. understand the major concepts of consumer psychology; 30%

b. utilise appropriate consumer psychology concepts to gain

insights into consumer behaviour and business practices;

30%

c. interpret consumer research findings to make informed personal

or business decisions; and 20%

d. apply their knowledge in consumer psychology to critically

evaluate the consumption practices of themselves and others. 20%

100%

Notes:

1. QF Level is determined in accordance with the Generic Level Descriptors (GLD)

2. Major: A core/elective module for any Major/Concentration/Stream of Study

3. Minor: A core/elective module for any Minor Study

4. Business Core: A business core module for any Major/Concentration/Stream of Study

5. Business Elective: A business elective module for any Major/Concentration/Stream of Study

6. Common Core Curriculum: A CCC module that has been approved by the Common Core Curriculum

Committee

7. General Education: Cluster 1 – Humanities Cluster 2 – Social Sciences

Cluster 3 – Science and Technology Cluster 4 – Moral Reasoning

8. The official Medium of Instruction is English, unless otherwise approved by Academic Board

9. Prerequisites: Prior knowledge in these modules are required for taking the existing module

10. Exclusions: Any modules which are mutually exclusive from the existing module in a course of study

11. All modules will be regarded as Free Elective except those excluded modules

12. Pedagogical Methods: Lecture, Tutorial, Guest speaker, Internship, Case study, Field study, Role

playing, Company visit, Student presentation, e-learning / Computer software application, Project,

Independent study, Simulation game, Service learning, Exercise and problem, Others (please specify)

Module Intended

Learning Outcomes

(MILOs): Total

a b c d

Module

Content:

1. Introduction to Consumer Psychology

2. Consumers as Decision Makers

2.1 The Consumer Decision Making Process

2.2 Individual versus Group Decision Making

2.3 Ethical Decision Making

3. Micro-Level Influences on Consumer Behaviour

3.1 Cognition and Information Processing

3.2 Knowledge and Memory

3.3 Motivation and the Self

3.4 Personality and Values

3.5 Attitude and Persuasion

4. Macro-Level Influences on Consumer Behaviour

4.1 Social and Cultural Influences

4.2 Social Class Influences

4.3 Ethnic, Racial, and Religious Influences

4.4 Age and Gender Influences

Pedagogical

Methods12:

1. Lecture

2. Tutorial

3. Exercises and problems

4. Student presentations

5. Project

6. Case study

Assessment

Methods:

1. Class participation 10%

2. Test 20%

3. Assignments 30%

4. Exam 40%

Total: 30% 30% 20% 20% 100%

Texts &

References:

(*recommended

textbook)

1. Solomon, Michael R. (2020). Consumer Behavior: Buying, Having, and Being (13th

Ed., Global Edition). Upper Saddle River: Pearson.*

2. Hawkins, Del. I., and Mothersbaugh, David L. (2016). Consumer Behavior: Building

Marketing Strategy (13th Ed.). Boston: McGraw Hill.

3. Kamins, Michael (2018). Marketing Manipulation: A Consumer Survival Manual.

Singapore: World Scientific.

QF4

Generic

Level

Descriptors -

Competency

Mapping:

MILOs QF4 Generic Level Descriptors (GLD): Knowledge and Intellectual Skills a, b, c, d K1 Demonstrate and/or work with a broad knowledge base with some specialised

knowledge of a field of work or study a, b, c, d K2 Use a wide range of largely routine and some specialised intellectual skills

related to a subject/discipline/sector

b, c K3 Present and evaluate information, using it to inform future actions

Processes b, c P1 Perform skilled tasks requiring some discretion and creativity in a range of

contexts

b, c, d P2 Carry out routine lines of enquiry to address professional level issues and

problems

b, c, d P3 Exercise appropriate judgement in planning, selecting or presenting

information, methods or resources

Autonomy and Accountability b, c, d A1 Undertake self-directed and some supervisory activity

b, c A2 Operate within broad general guidelines and meet specified quality standards

b, c, d A3 Take responsibility for the nature and quantity of own output

c, d A4 Undertake a supervisory role, accepting some responsibility for the quantity

and quality of the output of others including compliance with prevailing

practice

b, c A5 Contribute to group performance

Communication, ICT and Numeracy a, b, c, d C1 Use a wide range of routine and some advanced skills associated with a

subject/ discipline/sector in both familiar and some new contexts

b, c, d C2 Synthesise, organise and present information coherently to convey complex

ideas in well-structured form

c C3 Use a wide range of standard ICT applications to support and enhance work

b, c C4 Use and evaluate numerical and graphical data to measure progress and

achieve

goals and/or targets

資歷架構

第四級 -「資

歷級別通用指

標」說明：

單元學習成果： 第四級「資歷級別通用指標」：

知識及智能

a, b, c, d K1 展現並／或應用廣泛的知識根柢及若干專門知識於某學習或工作領域中

a, b, c, d K2 運用與某科目／學科／界別有關的多類智能，包括常用及若干專門能力

b, c K3 呈報及評估資訊，以作今後開展行動的有用依據

過程

b, c P1 在不同的環境下，從事技術工作，當中涉及若干需酌情及創意處理的手

法

b, c, d P2 以邏輯推理和論證方法，進行常規的資料搜集和數據分析，作為處理與

專業水平有關的議題和問題的憑據

b, c, d P3 在規劃、篩選或呈報資訊、方法或資源等方面，作恰當的判斷

自主性及問責性

b, c, d A1 從事自主工作，若干為督導他人的工作

b, c A2 根據廣泛及通行的指引工作，並符合指定的質素標準

b, c, d A3 對自己工作成果的質量負責

c, d A4 督導他人，並對其工作成果的質量負若干責任，包括符合現行慣例之規

定

b, c A5 對團體的表現作出貢獻

溝通、資訊及通訊科技及運算

a, b, c, d C1 在熟悉的及若干新環境下，運用與某科目／學科／界別有關的常用和若

干高階技能

b, c, d C2 以條理清晰的手法，組織、整合和呈報資訊，並以結構嚴謹的模式，傳

達複雜的構思

c C3 運用各類標準資訊及通訊科技應用程式，支援及提高工作效能

b, c C4 運用及評估數字和圖像數據，衡量工作進度，以達到目的及 ／或目標

MILOs Mapping Against Objectives of the Common Core Curriculum (for all common core modules)

Contribution to

the Common

Core

Curriculum

Objectives:

MILOs Objectives of the Common Core Curriculum

a, b, c, d (i) To foster speaking, reading, writing, critical thinking, communication

skills, and IT and numerical skills necessary for students’ academic studies and future successes in an ever-changing world;

b, c, d (ii) To promote integrative learning through competing critical viewpoints and a variety of pedagogical models;

b, c, d (iii) To cultivate students to be literate and responsible participants in the

workplace, society and the world; and

b, d (iv) To develop students’ understanding of the ethical values and dimensions of their actions.

MILOs Mapping Against Learning Outcomes of GE Clusters (only applicable to modules to be listed under

GE)

Contribution to

the Learning

Outcomes of

Cluster 1:

Humanities

MILOs Upon completion of modules in this academic cluster, students should be

able to:

(i) Examine the meanings and values of human phenomena;

(ii) Articulate the representations of humanities in various forms; and

(iii) Assess the changes and transformations of humanities traditions.

Keywords: Appreciation, meaning, values

Contribution to

the Learning

Outcomes of

Cluster 2:

Social Sciences

MILOs Upon completion of modules in this academic cluster, students should be

able to:

a, b, c (i) Examine human behaviors and decision-making processes;

b, c, d (ii) Apply evidence-based social science approaches; and

b, d (iii) Evaluate the social, political, economic, and cultural factors that

influence social phenomenon.

Keywords: human behaviour, decision-making, social impact

Contribution to

the Learning

Outcomes of

Cluster 3:

Science and

Technology

MILOs Upon completion of modules in this academic cluster, students should be

able to:

(i) Examine the meanings and significance of science and technology in

human civilization by exploring its history, development, and impact;

(ii) Evaluate the connections between technologies and their social and/or

humanistic implications in ancient and modern world; and

(iii) Develop a scientific mind set and methodology in dealing with

humans’ daily-life challenges.

Keywords: human civilization, social and/or humanistic implications,

scientific method and mindset

Contribution to

the Learning

Outcomes of

Cluster 4:

Moral Reasoning

MILOs Upon completion of modules in this academic cluster, students should be

able to:

(i) Articulate various ethical theories in different moral traditions;

(ii) Reason contemporary ethical issues by assessing the argument of

various ethical concepts and theories; and

(iii) Establish his/her own ethical stances.

Keywords: ethical theory, reasoning, contemporary issues