| Course Objectives: |
To enable students to understand, in a theoretical framework, consumers’ roles and functions in the marketplace; explain the decision process and its determinants conceptually; interpret satisfaction/dissatisfaction, belief–attitude–intention relations and group/environmental effects from an interdisciplinary perspective; and evaluate findings within ethical and social‑responsibility principles. |
| Course Content: |
Fundamental theories of consumer behavior; consumer motivation, knowledge, attitudes, beliefs and behaviors; individual differences (personality, values, lifestyle) and external environmental factors (culture, ethnicity, social class, family, reference groups); the decision process (need recognition, search, evaluation, purchase and post‑purchase); the digital consumer and e‑WOM; implications for marketing communications and strategy. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Explains the scope of the consumer behavior field, key theories and models, and consumers’ roles/functions in the marketplace.
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2) Defines and classifies the stages of the consumer decision process (need recognition–search–evaluation–purchase–post‑purchase) and the factors shaping the process.
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3) Compares and relates individual determinants (perception, learning & memory, motivation, personality, values, lifestyle) and their effects on behavior.
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4) Analyzes how environmental/social/cultural factors (culture, subculture, social class, family, reference groups) influence consumer behavior.
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5) Evaluates persuasion, attitude change, e‑WOM and innovation adoption in marketing communications/strategy; discusses ethical and social‑responsibility dimensions.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
Introduction to consumer behavior; scope, research and core principles |
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| 2) |
Creating marketing strategies for the customer: loyalty, retention, global view |
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| 3) |
Consumer decision making: process and variables |
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| 4) |
Pre‑purchase: need recognition, search, evaluation of alternatives |
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| 4) |
Pre‑purchase: need recognition, search, evaluation of alternatives |
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| 5) |
Retail & e‑commerce purchasing; post‑purchase (consumption, evaluation) |
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| 6) |
Individual determinants I: demographics, psychographics, personality; changing market structures
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| 7) |
Individual determinants II: personal values, lifestyle (VALS) |
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| 8) |
Midterm Exam |
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| 9) |
Motivation; consumer knowledge (types, sources, interpretation) |
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| 10) |
Beliefs, affect, attitudes and intentions |
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| 11) |
Environmental factors: culture, ethnicity, social class; impacts on marketing |
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| 12) |
Family & household influences; decision roles and life cycle |
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| 13) |
Group & personal influence: reference groups, opinion leadership, innovation adoption |
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| 14) |
Shaping consumer thought: cognitive learning, memory and use in communications |
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| Course Notes / Textbooks: |
Koç, E. (2019). Tüketici davranışı ve pazarlama stratejileri (6. bs.). Seçkin Yayıncılık.
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| References: |
Koç, E. (2019). Tüketici davranışı ve pazarlama stratejileri (6. bs.). Seçkin Yayıncılık.
Önerilen / Recommended
Schiffman, L. G., & Wisenblit, J. (2019). Consumer behavior (12th ed.). Pearson.
Solomon, M. R. (2018). Consumer behavior: Buying, having, and being (12th ed.). Pearson.
Peter, J. P., & Olson, J. C. (2010). Consumer behavior and marketing strategy (9th ed.). McGraw‑Hill.
Cialdini, R. B. (2021). Influence: The psychology of persuasion (New & expanded). Harper Business.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
| 1) |
Explain the fundamental concepts, historical development, and theoretical framework of graphic design. |
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| 2) |
Define typography, color theory, and composition principles in visual communication design. |
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| 3) |
Evaluate the social, cultural, and ethical aspects of graphic design to develop an interdisciplinary perspective. |
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| 4) |
Develop original and innovative design solutions using creative problem-solving methods. |
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| 5) |
Apply visual hierarchy, perception psychology, and user experience (UX) principles to design for international markets. |
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| 6) |
Effectively use digital tools and design software to produce professional graphic design work. |
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| 7) |
Take responsibility in international graphic design projects individually or within a team to develop creative solutions. |
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| 8) |
Manage graphic design projects and plan processes while applying a professional work discipline. |
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| 9) |
Continuously improve by following global innovations, technologies, and methodologies in graphic design. |
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| 10) |
Adopt intercultural design principles to create visual solutions for global audiences. |
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| 11) |
Develop design solutions that are culturally sensitive, ethically appropriate, and sustainable. |
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| 12) |
Work independently or participate in teamwork within graphic design processes. |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
14 |
3 |
42 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
14 |
2 |
28 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
0 |
0 |
0 |
| Total Workload of Teaching & Learning Activities |
- |
- |
70 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
2 |
15 |
30 |
| Midterms |
1 |
18 |
18 |
| Semester Final Exam |
1 |
24 |
24 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
72 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
142 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
6 |