# Group Project & Presentation (group) Each team will choose one project out of a total of five to work on. The description and requirements of those five projects are available on Canvas. The purpose of those projects is to apply the material in the text, along with research from institutional resources (i.e., library) and the internet, to a better understanding of consumer behavior and marketers’ strategy. An additional and very important purpose is to improve your interpersonal skills and presentation skills. All students must participate and contribute in the presentation and written report. The presentation should be 20 minutes + 5 minutes. The presenting team will be graded on their coverage of theory from the text, the quality of the presentation (i.e., use of overheads or other collateral material, no reading, etc.), and professional demeanor (i.e., no hands in pockets, business dress, etc.). If you did not participate and contribute well, a peer evaluation will be applied. If you get a peer evaluation of less than 80%, you will be graded individually. The grading sheet of your project is also available on Canvas. Remember, quantity is not quality. Submit your report at least one to two days prior to the deadline is a much safer action.
mkt385_group_projects_3.doc
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A class presentation (30 minutes + 5 minutes) is required for the group project, in
addition to a written report. The purpose of the project is to apply consumer
behavior concepts and theories to the study of marketing problems/issues. The
group paper should be no more than 12 pagers, double-spaced, 1-inch margins.
Work may be divided among group members; however, all group members should
contribute equally to the project. In addition to an overall group grade, you will also
be “graded” by other members of your group when necessary.
• # Group Project & Presentation (group)
Each team will choose one project out of a total of five to work on. The description and
requirements of those five projects are available on Canvas. The purpose of those projects
is to apply the material in the text, along with research from institutional resources (i.e.,
library) and the internet, to a better understanding of consumer behavior and marketers’
strategy. An additional and very important purpose is to improve your interpersonal skills
and presentation skills.
All students must participate and contribute in the presentation and written report. The
presentation should be 20 minutes + 5 minutes. The presenting team will be graded on
their coverage of theory from the text, the quality of the presentation (i.e., use of overheads or other collateral material, no reading, etc.), and professional demeanor (i.e., no
hands in pockets, business dress, etc.). If you did not participate and contribute well, a
peer evaluation will be applied. If you get a peer evaluation of less than 80%, you will be
graded individually. The grading sheet of your project is also available on Canvas.
Remember, quantity is not quality. Submit your report at least one to two days prior to
the deadline is a much safer action.
*Listed below are a number of options that your group can choose for the project. Select
an option that you are interested in.
1. Develop a list of attributes that may be salient for local restaurants. For three local
restaurants, survey 50 people about their attitude toward the restaurants. In other
words, use multi-attribute model of attitudes to ask people about their views on
the restaurants ( i.e., ask people to rate a restaurant according to whether the
restaurant has attribute …, and also how important attribute … is to the person;
using this information, determine overall attitude toward each restaurant). What
implications do your results have for restaurant managers? How can a manger
improve the image of his/her restaurant? On what, if any, dimensions does a
particular restaurant perform well?
You should also collect some information on peoples’ background characteristics (ie,
demographics). Are there any differences in the type of clientele that each restaurant
serves? What are the marketing implications of your results?
2. Watch three hours of prime time network television (Do not use cable television
channels for this project). Code the ads for: who you think the target audience is
(men, women, or both), the actors used in the ad (male, female, groups), and how
the genders are portrayed in the ad. In particular, ads should be coded to reflect
dimensions of masculine and feminine sex roles. For example, one aspect of the
masculine sex role is assertiveness. Based on your coding of ads, you should be
able to determine how often men are portrayed as assertive and how often women
are portrayed as assertive in the ads shown. Once you have coded the ads for
characteristics of gender roles, analyze your results. That is, base on what you
observed, what can you conclude about gender roles today? How women are
portrayed in ads and how well does this fit with traditional women’s gender roles?
How well do the men’s portrayals fit traditional male gender roles? Given your
observations, what can you conclude about the state of gender role today?
3. Watch two hours of Saturday morning children’s programming. Record how
many ads are shown? What types of products are advertised? Are there any
frequently used techniques and themes across the ads (i.e., cartoon characters,
bright colors, etc)? What impact might these types of ads have on children’s
values over time? Next, watch two hours of prime time programming and record
how many ads are shown. What types of products are advertised? Are there any
frequently used techniques and theme (i.e., Comparative ads, one-side appeals,
humor, etc) across the ads? What impact might these types of ads have on adults’
value over time?
Based on your observation, discuss the relationship between advertising and
consumers’ values.
4. Visit a grocery store and observe interactions between parents and children in the
cereal aisle. Collect data for 50 parent-child dyads. Hint: you should develop a
coding sheet before you actually undertake your observations. You may want to
include such categories as the sex and apparent age of children, apparent social
class of the family, who initiate selection of a cereal, what strategies children use
to influence selection of a cereal (e.g., requests, throwing box in the cart, temper
tantrum, etc), parents’ responses to requests (e.g., refusing, refusing with
explanation, accepting, etc), who first suggested the cereal that was ultimately
selected, etc. What do your observations indicate about children’s role in family
purchases of cereal? What are the marketing implications of your results? Be sure
to include examples of your coding sheet in the paper and tabulate your results.
(Other hints: make sure that all group members who are observers use the same
coding categories. Record days of week and times during which observations are
made—these factors might affect your results).
5. Make a log of all the commercials shown on one network television channel over
a two-hour period. Do the same thing for a cable channel on the same day and
time period (this can be done in two consecutive weeks). Categorize each
commercial according to product category and whether they are presented as a
drama or argument. Categorize each according to the type of message used (e.g.,
one vs. two-sided appeals, comparative ads, etc) and the type of spokesperson
used (e.g., television actors, celebrities, company spokesperson, animated
character, etc). You may also use other dimensions by which to code ads; the
previously listed dimensions are examples. Based on your categorizations, what
can you conclude about the dominant forms of persuasive appeals used by
marketers? Were there any differences in types of commercials between the two
networks? If so, why might this be the case? Be sure to include tables of your
categorizations in the paper. (Videotapes of selected commercials may be helpful
for the class presentation. Be sure to hand in your coding sheets of ads with your
paper.)
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