Study Guide

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

A Canvas learning environment is used to support the implementation, but it is important to take part in teaching and guidance on campus according to schedule. The study unit includes working in pairs or groups. You will receive individual feedback for assignments from the teacher, and working life or peer feedback may also be utilised.

Learning materials and recommended literature

Eg.
Sethna, Z. (2019). Consumer behaviour (4th edition.). SAGE Publications Ltd.
Kotler, P., Kartajaya, H., & Setiawan, I. (2021). Marketing 5.0: Technology for humanity. Wiley.
Kotler, P. k., Opresnik, M. O., & Armstrong, G. (2021). Principles of marketing (18 e. Global edition.). Pearson.
Webb, N. J. (2017). What customers crave: How to create relevant and memorable experiences at every touchpoint. AMACOM, American Management Association.
Wade, A. (2023). Transforming the B2B buyer journey: Maximize brand value, improve conversion rates and build loyalty. KoganPage.
Kasim, A. (2022). Sustainability and Consumer Behaviour. MDPI Books. (online only)
Thaler, R. H., & Sunstein, C. R. (2021). Nudge: The final edition (Updated edition.). Penguin Books.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

Company project TBD.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.” (Laurea degree regulations) In the case of online studies the lecturer can also specify some other way than participation on an online meeting what is required from the student so that he/she verifies his/her attendance on the study unit (Decision by the vice president, education 7/2019).

Students workload

5 ECTS = 135 hours of student work

Content and scheduling

Understanding customers can be challenging. How do we define what is valuable for an individual customer? What about organizations as customers? Today, many of the trends are international, but their local interpretation and implementation may still be very multifold. The study of the human mind has gone a long way, but part of the mind’s operations, especially on individual level, still remain difficult to forecast.

During this course we will define the factors that underlie customer actions, feelings, and judgment processes. We strive to understand purchasing decisions from the perspective of the individual and the organization, and analyze patterns and trends in customer behaviour.

Further information for students

The study unit corresponds to the requirements of Bachelor's level education.
According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

The quality of the study unit implementation has been assessed and the self-evaluation report is available in Canvas.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

In this study unit the assessing of the competences will be done by using the criteria set for requirement level I.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- use professional concepts extensively
- compare and choose
- relevant information
- report and communicate in a professional manner

To achieve grade 3 student must be able to
- use professional concepts in a consistent manner when explaining various work practices and situations
- gather information and use their knowledge basis
- report in the agreed manner

To achieve grade 1 (or pass) student must be able to
- use essential professional concepts when explaining various work practices and situations
- search for information in different sources
- report

Professional practice and workplace development

To achieve grade 5 student must be able to
- work independently, using the skills and methods learned
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
- anticipate their need for guidance

To achieve grade 3 student must be able to
- work using the skills and methods learned
- engage in professional interaction with customers and/or co-operation partners and identify their needs
- take part in guidance and utilise it

To achieve grade 1 (or pass) student must be able to
- work under guidance using the skills and methods learned
- interact with customers and/or co-operation partners
- receive guidance

Teamwork, skills, leadership, and responsibility

To achieve grade 5 student must be able to
- promote the team’s work and team spirit
- manage their time appropriately, completing the agreed tasks at the required quality level
- work responsibly, applying the skills and methods learned
- plan and evaluate their work, taking safety and/or ethical aspects into consideration

To achieve grade 3 student must be able to
- engage in goal-oriented work in a team
- plan and manage the progress of their work and use of time
- detect safety-related risks
- justify their actions in accordance with the professional code of conduct

To achieve grade 1 (or pass) student must be able to
- work as a member of a team
- plan the progress of their work and use of time under guidance
- work safely and in accordance with the professional code of conduct
- follow the provided instructions and rules

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. Laurea provides examination retake dates. Students must register for these examinations no later than 10 days before the retake date. A failed exam or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt." (Laurea degree regulations.)

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Grading scale

H-5

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

Virtual studies with scheduled online meetings. Bi-weekly individual assignments.

Location and time

A weekly detailed schedule will be released in the beginning of the course. Optional online tutoring via Zoom or at Laurea Leppävaara during the study unit.

Learning materials and recommended literature

All the material and links can be found from Canvas workspace.

Alternative completion methods of implementation

-

Co-operation with working life and/or RDI

-

Important dates

A weekly detailed schedule will be released in the beginning of the course.

Forms of internationality

-

Students workload

- Study unit lasts for 10 weeks
- 5cr / 137,5 hours

Further information for students

Understanding customers can be challenging. Still it creates the basis for business development. To whom do you develop your service to? Who is your customer and who is the end user for the product or service? How are you able to find all necessary information and make different decisions based on it? How do you use this information in service design or development?
During this study unit we’ll go through different aspects of customer behavior. The focus and examples are from different digital services. In addition, you’ll get the possibility to analyze your own behavior as a customer.
The study unit grade is based on weekly assignments which need to be completed and returned before the deadlines.

Grading scale

H-5

Evaluation methods and criteria

Students collect points from different learning activities
- Weekly studies
- Online meetings (Zoom)
- Online Tests
- Learning assignments and tasks

Evaluation criteria, satisfactory (1-2)

50-59 points = 1
60-69 points = 2

Evaluation criteria, good (3-4)

70-79 points = 3
80-89 points = 4

Evaluation criteria, excellent (5)

90-100 = 5

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

Contact classes, team work, individual work.

Location and time

In Leppävaara according to schedule. Presence on the first day is compulsory.
Lectures are on campus if no health issues prevent that.

Learning materials and recommended literature

Barden, Phil. (2013). Decoded. The Science Behind Why We Buy. Wiley.
Blythe, Jim. (2013). Consumer Behaviour. Sage.
Kahle, Lynn R. & Valette-Florence, Pierre. (2012). Marketplace Lifestyles in an Age of Social Media. Theory and Methods. Routledge.
Kahnemann, Daniel. Thinking Fast and Slow. (2011). Penguin Books.
Kotler, Philip & Armstrong, Gary. (2012). Principles of Marketing. Pearson.
Robbins, Stephen P. & Judge, Timothy A. (2016). Essentials of Organizational Behavior. Pearson.
Robbins, Stephen P., Judge, Timothy A. & Campbell, Timothy T. (2010). Organizational Behaviour. Pearson.
Solomon, Michael R. (2011). Consumer Behavior. Buying, Having, and Being. Pearson.
Soman, Dilip and N-Marandi, Sara. (2010). Managing Customer Value. One Stage at a Time. World Scientific.
Thaler, Richard H. & Sunstein, Cass R. (2009). Nudge. Improving decisions about health, wealth, and happiness. Penguin Books
Walden, Steven. (2017). Customer Experience Management Rebooted - Are you an experience brand or an efficiency brand? Palgrave Macmillan.

Important dates

Contact classes and deadlines.

Further information for students

Understanding customers can be challenging. How do we define what is valuable for an individual customer? What about organizations as customers? Today, many of the trends are international, but their local interpretation and implementation may still be very multifold. The study of the human mind has gone a long way, but part of the mind’s operations, especially on individual level, still remain difficult to forecast.
During this course we will define the factors that underlie customer actions, feelings, and judgment processes. We strive to understand purchasing decisions from the perspective of the individual and the organization, and analyze patterns and trends in customer behaviour.
The course grade is composed of two assignments which both need to be successfully completed and handed in by the deadlines. The assignments that arrive late will be graded only if the late handing in has been agreed in advance with the teacher. The honoring of deadlines is taken into account in the grading. The late handing in will lower the grade, and if not justified, disallows the completing of this course.

Grading scale

H-5

Evaluation methods and criteria

BACHELOR'S DEGREE INITIAL STAGE STUDENTS
EXCELLENT
grade 5
Students are able to:
• Apply professional concepts expertly.
• Comply with occupational safety instructions responsibly and independently.
• Justify activities using research knowledge.
• Work independently and take initiatives in line with objectives. Operations are often flexible, systematic, development-oriented, creative and active.
• Select the appropriate techniques and models for activities, and justify the choices.
• Act in customer-oriented ways and according to the situation.
• Promote group activities.
• Able to critically apply ethical principles in the subject field in one's conduct and tasks.
GOOD
grade 3
Students are able to:
• Apply professional concepts systematically.
• Apply occupational safety instructions in their activities.
• Justify, compare and analyse their activities using general guidelines.
• Able to cope independently in different tasks in each operating environment.
• Apply acquired techniques and models diversely.
• Act professionally in customer situations.
• Work in a group in line with objectives.
• Justify their activities in accordance with ethical principles..
SATISFACTORY,
grade 1
Students are able to:
• Apply most important/individual and appropriate professional concepts, and indicate their familiarity with the knowledge base.
• Act safely, although activities are often schematic/ experimental/ fumbling/ self-involved.
• Comply with rules and instructions, and justify their activities using provided instructions.
• Act appropriately under guidance.
• Use acquired techniques and models.
• Take customers into account in their actions.
• Act as group members.
• Act in accordance with ethical principles.

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

Contact classes, team work, individual work.

Location and time

In Leppävaara according to schedule. Presence on the first day is compulsory.
Lectures are on campus if no health issues prevent that. There are two guiding sessions organized via zoom.

Learning materials and recommended literature

Barden, Phil. (2013). Decoded. The Science Behind Why We Buy. Wiley.
Blythe, Jim. (2013). Consumer Behaviour. Sage.
Kahle, Lynn R. & Valette-Florence, Pierre. (2012). Marketplace Lifestyles in an Age of Social Media. Theory and Methods. Routledge.
Kahnemann, Daniel. Thinking Fast and Slow. (2011). Penguin Books.
Kotler, Philip & Armstrong, Gary. (2012). Principles of Marketing. Pearson.
Robbins, Stephen P. & Judge, Timothy A. (2016). Essentials of Organizational Behavior. Pearson.
Robbins, Stephen P., Judge, Timothy A. & Campbell, Timothy T. (2010). Organizational Behaviour. Pearson.
Solomon, Michael R. (2011). Consumer Behavior. Buying, Having, and Being. Pearson.
Soman, Dilip and N-Marandi, Sara. (2010). Managing Customer Value. One Stage at a Time. World Scientific.
Thaler, Richard H. & Sunstein, Cass R. (2009). Nudge. Improving decisions about health, wealth, and happiness. Penguin Books
Walden, Steven. (2017). Customer Experience Management Rebooted - Are you an experience brand or an efficiency brand? Palgrave Macmillan.

Important dates

Contact classes and deadlines.

Further information for students

Understanding customers can be challenging. How do we define what is valuable for an individual customer? What about organizations as customers? Today, many of the trends are international, but their local interpretation and implementation may still be very multifold. The study of the human mind has gone a long way, but part of the mind’s operations, especially on individual level, still remain difficult to forecast.
During this course we will define the factors that underlie customer actions, feelings, and judgment processes. We strive to understand purchasing decisions from the perspective of the individual and the organization, and analyze patterns and trends in customer behaviour.
The course grade is composed of two assignments which both need to be successfully completed and handed in by the deadlines. The assignments that arrive late will be graded only if the late handing in has been agreed in advance with the teacher. The honoring of deadlines is taken into account in the grading. The late handing in will lower the grade, and if not justified, disallows the completing of this course.

Grading scale

H-5

Evaluation methods and criteria

BACHELOR'S DEGREE INITIAL STAGE STUDENTS
EXCELLENT
grade 5
Students are able to:
• Apply professional concepts expertly.
• Comply with occupational safety instructions responsibly and independently.
• Justify activities using research knowledge.
• Work independently and take initiatives in line with objectives. Operations are often flexible, systematic, development-oriented, creative and active.
• Select the appropriate techniques and models for activities, and justify the choices.
• Act in customer-oriented ways and according to the situation.
• Promote group activities.
• Able to critically apply ethical principles in the subject field in one's conduct and tasks.
GOOD
grade 3
Students are able to:
• Apply professional concepts systematically.
• Apply occupational safety instructions in their activities.
• Justify, compare and analyse their activities using general guidelines.
• Able to cope independently in different tasks in each operating environment.
• Apply acquired techniques and models diversely.
• Act professionally in customer situations.
• Work in a group in line with objectives.
• Justify their activities in accordance with ethical principles..
SATISFACTORY,
grade 1
Students are able to:
• Apply most important/individual and appropriate professional concepts, and indicate their familiarity with the knowledge base.
• Act safely, although activities are often schematic/ experimental/ fumbling/ self-involved.
• Comply with rules and instructions, and justify their activities using provided instructions.
• Act appropriately under guidance.
• Use acquired techniques and models.
• Take customers into account in their actions.
• Act as group members.
• Act in accordance with ethical principles.

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

Virtual studies with scheduled online meetings. Bi-weekly individual assignments.

Location and time

A weekly detailed schedule will be released in the beginning of the course. Optional online tutoring via Zoom or at Laurea Leppävaara during the study unit.

Learning materials and recommended literature

All the material and links can be found from Canvas workspace.

Alternative completion methods of implementation

-

Co-operation with working life and/or RDI

-

Important dates

A weekly detailed schedule will be released in the beginning of the course.

Forms of internationality

-

Students workload

- Study unit lasts for 10 weeks
- 5cr / 137,5 hours

Further information for students

Understanding customers can be challenging. Still it creates the basis for business development. To whom do you develop your service to? Who is your customer and who is the end user for the product or service? How are you able to find all necessary information and make different decisions based on it? How do you use this information in service design or development?
During this study unit we’ll go through different aspects of customer behavior. The focus and examples are from different digital services. In addition, you’ll get the possibility to analyze your own behavior as a customer.
The study unit grade is based on weekly assignments which need to be completed and returned before the deadlines.

Grading scale

H-5

Evaluation methods and criteria

Students collect points from different learning activities
- Weekly studies
- Online meetings (Zoom)
- Online Tests
- Learning assignments and tasks

Evaluation criteria, satisfactory (1-2)

50-59 points = 1
60-69 points = 2

Evaluation criteria, good (3-4)

70-79 points = 3
80-89 points = 4

Evaluation criteria, excellent (5)

90-100 = 5

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

Contact classes, team work, individual work.

Location and time

In Leppävaara according to schedule. Presence on the first day is compulsory.
Lectures are on campus if no health issues prevent that.

Learning materials and recommended literature

Barden, Phil. (2013). Decoded. The Science Behind Why We Buy. Wiley.
Blythe, Jim. (2013). Consumer Behaviour. Sage.
Kahle, Lynn R. & Valette-Florence, Pierre. (2012). Marketplace Lifestyles in an Age of Social Media. Theory and Methods. Routledge.
Kahnemann, Daniel. Thinking Fast and Slow. (2011). Penguin Books.
Kotler, Philip & Armstrong, Gary. (2012). Principles of Marketing. Pearson.
Robbins, Stephen P. & Judge, Timothy A. (2016). Essentials of Organizational Behavior. Pearson.
Robbins, Stephen P., Judge, Timothy A. & Campbell, Timothy T. (2010). Organizational Behaviour. Pearson.
Solomon, Michael R. (2011). Consumer Behavior. Buying, Having, and Being. Pearson.
Soman, Dilip and N-Marandi, Sara. (2010). Managing Customer Value. One Stage at a Time. World Scientific.
Thaler, Richard H. & Sunstein, Cass R. (2009). Nudge. Improving decisions about health, wealth, and happiness. Penguin Books
Walden, Steven. (2017). Customer Experience Management Rebooted - Are you an experience brand or an efficiency brand? Palgrave Macmillan.

Important dates

Contact classes and deadlines.

Further information for students

Understanding customers can be challenging. How do we define what is valuable for an individual customer? What about organizations as customers? Today, many of the trends are international, but their local interpretation and implementation may still be very multifold. The study of the human mind has gone a long way, but part of the mind’s operations, especially on individual level, still remain difficult to forecast.
During this course we will define the factors that underlie customer actions, feelings, and judgment processes. We strive to understand purchasing decisions from the perspective of the individual and the organization, and analyze patterns and trends in customer behaviour.
The course grade is composed of two assignments which both need to be successfully completed and handed in by the deadlines. The assignments that arrive late will be graded only if the late handing in has been agreed in advance with the teacher. The honoring of deadlines is taken into account in the grading. The late handing in will lower the grade, and if not justified, disallows the completing of this course.

Grading scale

H-5

Evaluation methods and criteria

BACHELOR'S DEGREE INITIAL STAGE STUDENTS
EXCELLENT
grade 5
Students are able to:
• Apply professional concepts expertly.
• Comply with occupational safety instructions responsibly and independently.
• Justify activities using research knowledge.
• Work independently and take initiatives in line with objectives. Operations are often flexible, systematic, development-oriented, creative and active.
• Select the appropriate techniques and models for activities, and justify the choices.
• Act in customer-oriented ways and according to the situation.
• Promote group activities.
• Able to critically apply ethical principles in the subject field in one's conduct and tasks.
GOOD
grade 3
Students are able to:
• Apply professional concepts systematically.
• Apply occupational safety instructions in their activities.
• Justify, compare and analyse their activities using general guidelines.
• Able to cope independently in different tasks in each operating environment.
• Apply acquired techniques and models diversely.
• Act professionally in customer situations.
• Work in a group in line with objectives.
• Justify their activities in accordance with ethical principles..
SATISFACTORY,
grade 1
Students are able to:
• Apply most important/individual and appropriate professional concepts, and indicate their familiarity with the knowledge base.
• Act safely, although activities are often schematic/ experimental/ fumbling/ self-involved.
• Comply with rules and instructions, and justify their activities using provided instructions.
• Act appropriately under guidance.
• Use acquired techniques and models.
• Take customers into account in their actions.
• Act as group members.
• Act in accordance with ethical principles.

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

Contact classes, team work, individual work.

Location and time

In Leppävaara according to schedule. Presence on the first day is compulsory.
Lectures are on campus if no health issues prevent that.

Learning materials and recommended literature

Barden, Phil. (2013). Decoded. The Science Behind Why We Buy. Wiley.
Blythe, Jim. (2013). Consumer Behaviour. Sage.
Kahle, Lynn R. & Valette-Florence, Pierre. (2012). Marketplace Lifestyles in an Age of Social Media. Theory and Methods. Routledge.
Kahnemann, Daniel. Thinking Fast and Slow. (2011). Penguin Books.
Kotler, Philip & Armstrong, Gary. (2012). Principles of Marketing. Pearson.
Robbins, Stephen P. & Judge, Timothy A. (2016). Essentials of Organizational Behavior. Pearson.
Robbins, Stephen P., Judge, Timothy A. & Campbell, Timothy T. (2010). Organizational Behaviour. Pearson.
Solomon, Michael R. (2011). Consumer Behavior. Buying, Having, and Being. Pearson.
Soman, Dilip and N-Marandi, Sara. (2010). Managing Customer Value. One Stage at a Time. World Scientific.
Thaler, Richard H. & Sunstein, Cass R. (2009). Nudge. Improving decisions about health, wealth, and happiness. Penguin Books
Walden, Steven. (2017). Customer Experience Management Rebooted - Are you an experience brand or an efficiency brand? Palgrave Macmillan.

Important dates

Contact classes and deadlines.

Further information for students

Understanding customers can be challenging. How do we define what is valuable for an individual customer? What about organizations as customers? Today, many of the trends are international, but their local interpretation and implementation may still be very multifold. The study of the human mind has gone a long way, but part of the mind’s operations, especially on individual level, still remain difficult to forecast.
During this course we will define the factors that underlie customer actions, feelings, and judgment processes. We strive to understand purchasing decisions from the perspective of the individual and the organization, and analyze patterns and trends in customer behaviour.
The course grade is composed of two assignments which both need to be successfully completed and handed in by the deadlines. The assignments that arrive late will be graded only if the late handing in has been agreed in advance with the teacher. The honoring of deadlines is taken into account in the grading. The late handing in will lower the grade, and if not justified, disallows the completing of this course.

Grading scale

Approved/Failed

Evaluation methods and criteria

BACHELOR'S DEGREE INITIAL STAGE STUDENTS
EXCELLENT
grade 5
Students are able to:
• Apply professional concepts expertly.
• Comply with occupational safety instructions responsibly and independently.
• Justify activities using research knowledge.
• Work independently and take initiatives in line with objectives. Operations are often flexible, systematic, development-oriented, creative and active.
• Select the appropriate techniques and models for activities, and justify the choices.
• Act in customer-oriented ways and according to the situation.
• Promote group activities.
• Able to critically apply ethical principles in the subject field in one's conduct and tasks.
GOOD
grade 3
Students are able to:
• Apply professional concepts systematically.
• Apply occupational safety instructions in their activities.
• Justify, compare and analyse their activities using general guidelines.
• Able to cope independently in different tasks in each operating environment.
• Apply acquired techniques and models diversely.
• Act professionally in customer situations.
• Work in a group in line with objectives.
• Justify their activities in accordance with ethical principles..
SATISFACTORY,
grade 1
Students are able to:
• Apply most important/individual and appropriate professional concepts, and indicate their familiarity with the knowledge base.
• Act safely, although activities are often schematic/ experimental/ fumbling/ self-involved.
• Comply with rules and instructions, and justify their activities using provided instructions.
• Act appropriately under guidance.
• Use acquired techniques and models.
• Take customers into account in their actions.
• Act as group members.
• Act in accordance with ethical principles.

Learning outcomes

The student is able to
- define the factors that underlie customer actions, feelings and judgment processes
- describe purchasing decisions from the perspective of the individual and the organization*
- analyze patterns and trends in customer behavior

*The verb 'understand' has been replaced effective 1st of August 2024.

Teaching methods

According to the latest corona- guidelines (7.1.2022) the study unit will start 17.3.2022 at Leppävaara Campus. The study unit consists of contact classes, team work, individual work. ZOOM-meetings will be arranged if necessary and by visiting lectures request. Students are informed of any changes in implementation as soon as possible.

Location and time

On campus in Leppävaara according to schedule and Covid-19 allowing.
Presence is compulsory on the first day, 17.03.2022 12.30 - 15.00.

Learning materials and recommended literature

Barden, Phil. (2013). Decoded. The Science Behind Why We Buy. Wiley.
Blythe, Jim. (2013). Consumer Behaviour. Sage.
Kahle, Lynn R. & Valette-Florence, Pierre. (2012). Marketplace Lifestyles in an Age of Social Media. Theory and Methods. Routledge.
Kahnemann, Daniel. Thinking Fast and Slow. (2011). Penguin Books.
Kotler, Philip & Armstrong, Gary. (2012). Principles of Marketing. Pearson.
Robbins, Stephen P. & Judge, Timothy A. (2016). Essentials of Organizational Behavior. Pearson.
Robbins, Stephen P., Judge, Timothy A. & Campbell, Timothy T. (2010). Organizational Behaviour. Pearson.
Solomon, Michael R. (2011). Consumer Behavior. Buying, Having, and Being. Pearson.
Soman, Dilip and N-Marandi, Sara. (2010). Managing Customer Value. One Stage at a Time. World Scientific.
Thaler, Richard H. & Sunstein, Cass R. (2009). Nudge. Improving decisions about health, wealth, and happiness. Penguin Books
Walden, Steven. (2017). Customer Experience Management Rebooted - Are you an experience brand or an efficiency brand? Palgrave Macmillan.

Alternative completion methods of implementation

You may have acquired competence, for example through work experience, training organised in the workplace, organisational activities or hobbies. Familiarize yourself with the process in LINK
( https://laureauas.sharepoint.com/sites/linken/studypath/planningofstudies/recognitionofpriorlearning/Pages/default.aspx. )
To apply for the recognition of this study unit, complete the form for recognition of prior studies (in the menu on the right). Enclose with your application any documents you refer to. If required, also enclose a description of the content of the substitutive studies. The partial recognition of studies must be agreed on with the lecturer of this study

Important dates

Contact classes and deadlines.

Students workload

The workload is approximately 135 hours total.

Content and scheduling

1. Orientation, Customers, Customer Relationships, The Business Idea
2. Buying Behaviour
3. Understanding Customer Behaviour in Practice

Further information for students

Understanding customers can be challenging. How do we define what is valuable for an individual customer? What about organizations as customers? Today, many of the trends are international, but their local interpretation and implementation may still be very multifold. The study of the human mind has gone a long way, but part of the mind’s operations, especially on individual level, still remain difficult to forecast.
During this course we will define the factors that underlie customer actions, feelings, and judgment processes. We strive to understand purchasing decisions from the perspective of the individual and the organization, and analyze patterns and trends in customer behaviour.

Grading scale

H-5

Evaluation methods and criteria

n this study unit the assessing of the competences will be done by using the criteria set for requirement level I.

BACHELOR'S DEGREE INITIAL STAGE STUDENTS
EXCELLENT
grade 5
Students are able to:
• Apply professional concepts expertly.
• Comply with occupational safety instructions responsibly and independently.
• Justify activities using research knowledge.
• Work independently and take initiatives in line with objectives. Operations are often flexible, systematic, development-oriented, creative and active.
• Select the appropriate techniques and models for activities, and justify the choices.
• Act in customer-oriented ways and according to the situation.
• Promote group activities.
• Able to critically apply ethical principles in the subject field in one's conduct and tasks.
GOOD
grade 3
Students are able to:
• Apply professional concepts systematically.
• Apply occupational safety instructions in their activities.
• Justify, compare and analyse their activities using general guidelines.
• Able to cope independently in different tasks in each operating environment.
• Apply acquired techniques and models diversely.
• Act professionally in customer situations.
• Work in a group in line with objectives.
• Justify their activities in accordance with ethical principles..
SATISFACTORY,
grade 1
Students are able to:
• Apply most important/individual and appropriate professional concepts, and indicate their familiarity with the knowledge base.
• Act safely, although activities are often schematic/ experimental/ fumbling/ self-involved.
• Comply with rules and instructions, and justify their activities using provided instructions.
• Act appropriately under guidance.
• Use acquired techniques and models.
• Take customers into account in their actions.
• Act as group members.
• Act in accordance with ethical principles.