CH-14 Cultural Influences On Consumer Behaviour – Consumer Behaviour: Buying, Having, Being : Book Guide

Chapter 14 Cultural Influences On Consumer Behaviour CHAPTER OBJECTIVES When students finish this chapter they should: •Understand that a culture is like a society’s personality, and that it shapes our identities as individuals. •Understand that values and norms distinguish cultures from one another. •Understand that myths and rituals differ across cultures, and that marketers often capitalize on these. •Understand that many of our consumption activities—including holiday observances, grooming, and gift giving—are rituals. •Understand that we describe products as either sacred or profane, and some products move back and forth between the two categories. •Understand that marketers need to carefully consider the usage of both language and symbols when engaging in a cross-cultural marketing campaign. •Understand that when marketing across different cultures, either a standardized strategy or a localized strategy can be used. •Understand that cultural tastes and influences can spread across different countries and can sometimes become integrated with local meanings. CHAPTER SUMMARY •A society’s culture includes its values and ethics and the material objects produced by its people. It is the accumulation of shared meanings and traditions among members of a society. A culture can be described in terms of its ecology (the way people adapt to their habitat), its social structure, and its ideology (including people’s moral and aesthetic principles). •Myths are stories containing symbolic elements that express the shared ideals of a culture. Many myths involve some binary opposition whereby values are defined in terms of what they are and what they are not (e.g., nature versus technology). Modern myths are transmitted through advertising, movies, and other media. •A ritual is a set of symbolic behaviours that occur in a fixed sequence and that tend to be repeated periodically. Rituals are related to many consumption activities that occur in popular culture. These include holiday observances, gift giving, and grooming. •A rite of passage is a special kind of ritual that involves the transition from one role to another. These passages typically entail the need to acquire products and services, called ritual artifacts, to facilitate the transition. Modern rites of passage include graduations, initiations, weddings, debutante balls, and funerals. •Consumer activities can be divided into sacred and profane domains. Sacred phenomena are “set apart” from everyday activities or products. People, events, or objects can become sacralized. Sacralization occurs when sacred qualities are ascribed to products or items owned by sacred people. Objectification occurs when formerly sacred objects or activities become part of the everyday, as when “one of a kind” works of art are reproduced in large quantities. •Cultural diffusion can spread in ways that reach other countries, including those with transitional economies. •This can sometimes occur in ways such that the original product or idea becomes integrated with local meanings. LECTURE/DISCUSSION IDEAS XV. UNDERSTANDING CULTURE •Culture is man-made and is ‘society’s personality’ •Culture applies to abstract ideas and material goods and services •Culture is the accumulation of shared meanings, rituals, norms, and traditions Class Interaction Opportunity: Explain why culture is the “lens” through which people view products. •Consumer behaviour and culture relationship is a two way street: •TV dinner reflected a change in family structure •Natural and non-animal tested cosmetics reflects attitudes toward pollution, waste, animal rights •Pastel condoms carried by women signal changes in attitude and sexual responsibility Class Interaction Opportunity: How have the following products affected Canadian culture: cars, microwave ovens, snowboards, computers, smartphones, the pill, leisure time, Facebook, and the Internet? What do you think came first – the attitude or the product?  Beijing's car community has grown to over 5.5 Million cars and continues to grow by 300,000 cars a year. Liu Xiaoming, director of the Beijing municipal committee of communications, said. Authorities have tried to ease persistent traffic jams and reduce emissions with an on-going car ban in the city, which stops motorists from driving one day every week based on their license plate number.i Class Interaction Opportunity: How has the Canadian culture been affected by our subcultures? Class Interaction Opportunity: How has the Canadian culture been affected by American subculture?  Adherence to a worldview reduces anxiety arising from one’s awareness of vulnerability and mortality. According to terror management theory, a culture provides security by reinforcing a conception of the world as a just place and by promising immortality (either in a theological sense or via contributions to the ongoing culture).iii A. Aspects of Culture •Ecology: the way a system adapts to its habit •Social structure: the way in which orderly social life is maintained •Ideology: the way in which people relate to their environment and social groups Class Interaction Opportunity: Do you think Canada puts greater emphasis on individuality or the common good? Bring in ads that illustrate both positions. (Might compare with United States, China, England or Germany.)  Cultural differences also show up in terms of how consumers approach medicine and illness. According to one expert, British and Dutch consumers prefer tablets, while the French choose suppositories, and Germans tend to opt for injections. Germans are reported to be almost obsessive about the heart and circulation, while Southern Europeans attribute mystical qualities to the liver. Another researcher noted that diagnoses of the same ailment also vary by culture. A person’s reports of being tired in Germany would be attributed to cardiac insufficiency, while in the United Kingdom the person would be considered depressed, and in the United States the likely diagnosis would be a virus.iv II. FACTORS THAT DIFFER ACROSS CULTURES A. Values and Norms 1. Values – Shared beliefs shaped by individual, social, and cultural forces; many are universal •How cultures vary – these dimensions account for most differences; may explain differences in responses to marketing: •Power distance: how interpersonal relationships form when power differences exist (e.g., employee/boss, student/teacher) •Uncertainty avoidance: threat created by ambiguous situations •Masculinity/femininity: degree to which gender roles are clearly delineated •Individualism: do they emphasize individuality or common good •Long-term orientation: focused on future rewards or the past and present 2. Norms – Flow from values, dictating what is right/wrong, acceptable/unacceptable o Enacted norms: norm decided upon (e.g., drive on the right-hand side) o Crescive norms: more subtle, discovered through interaction with member of that culture, for example: •Custom: handed down from past •More: custom with strong moral overtone •Conventions: how to conduct everyday life Class Interaction Opportunity: Give an example of an example of an enacted norm, a crescive norm, a custom, a more, and a convention in the Canadian culture. Bring in advertisements that illustrate each one. B. Myths and Rituals – Stories and practices to help us make sense of the world •‘Magical’ properties to products – modern superstitions: anti-aging creams; trinkets to ward off sickness, old age, poverty, bad luck; lucky numbers, etc. 1. Myths – Story containing symbolic elements important to a culture •Functions and structure of myths: They serve four functions: •Metaphysical: help explain the origins of existence •Cosmological: all components are part of a single picture •Sociological: establish a social code to maintain order •Psychological: establish models for personal conduct •Myth construction: binary opposition (good vs. evil) •Mediating figures – animals are often given human characteristics •Myths in popular culture – Present in comic books, movies, holidays, and commercials •Re-enactment of popular myths – Disney weddings •Heroes Monomyth: myth common to many cultures (e.g., hero emerges from everyday world with super powers – Lancelot, Hercules, etc.) Comic book superheroes Class Interaction Opportunity: What are some examples of myths that are present in today's culture? Class Interaction Opportunity: (Ask your international students) What are some examples of myths that are present in your culture? 2. Rituals – Set of multiple, symbolic behaviours that occur in fixed sequence and repeat periodically (e.g., drink coffee out of favourite cup; your popcorn bowl) Class Interaction Opportunity: What is your morning ritual? What products do you need to support it? •Ritual artifacts – items used in the performance of rituals (e.g., birthday candles, wedding cake, first communion dress, greeting cards, ball park hot dogs, etc.) 3. Grooming rituals – Sequences of behaviour that aid in the transition from private self to public self or back (e.g., brushing hair, make-up, bathing) •Binary opposition in grooming rituals (e.g., private/public rituals as when a women ‘puts on her face;’ work/leisure rituals) 4. Gift-giving rituals – Obtain ‘perfect gift’ and remove price tag •Gift-giving as exchange •Economic exchange - the giver transfers the gift to a receiver who in turn is obligated to reciprocate (exchange birthday presents, Christmas presents) •Symbolic exchange – motivated by unselfish factors, nothing expected in return Class Interaction Opportunity: Have you ever received a gift from someone for whom you had not purchased a present? How did you react? Class Interaction Opportunity: What differences are there when you purchase something for someone else versus when you purchase something for yourself? •Gift-giving ritual stages: •Gestation: giver is motivated by an event to procure a gift (structural or emergent) •Presentation: process of gift exchange (response and evaluation) •Reformulation: bonds are adjusted to reflect exchange Class Interaction Opportunity: Be honest. Did you ever receive a present that you did not think was good enough? Too good? How did you respond? •Self-gifts – We reward ourselves for our good deeds or accomplishments  In a study that tested linkages between scores on the LOV Scale and gift-giving behaviour, both American and Asian participants in active social segments reported exerting greater effort and levels of gift-giving than did those in passive value segments.v 5. Cultural differences in gift giving – rituals and meanings associated with gifts differ across cultures 6. Re-gifting the unwanted – Economic stressors and the desire to recycle are motivators 7. Holiday rituals – Holidays are filled with rituals (e.g., gifts, phone calls, visits, etc.) and often based on myths  Santa exhibits some interesting similarities and binary oppositions to Christ. He performs miracles (e.g., he can fly), his reindeer are like manger animals, letters to Santa resemble prayers, and the North Pole is a pure place resembling Heaven. In opposition, though, Santa is old and fat and wears rich furs. He comes through the cold snow rather than the hot desert, and he brings luxuries rather than necessities.vi •Christmas – North Pole, Boxing day, Santa, gift giving •Valentine’s Day – Cupid is the hero; rituals include: exchanging gifts and cards, showing affection, going out, preparing and consuming food and drink, and paying special attention to grooming and clothing •Halloween – Celebrates evil (e.g., trick or treat, costumers, jack-o-lantern); anti-festival; involves non-family members primarily Class Interaction Opportunity: How do you think Halloween should be celebrated (if at all)? What does this say about your culture and your view toward contemporary culture and values? Class Interaction Opportunity: (Ask international students) What are some holidays you have in your country? How do you celebrate them? 8. Rites of passage – Special times marked by a change in social status (bar mitzvah, confirmation, wedding, graduation) •Stages in role transition Separation: detached from original group (e.g., college or university student leaves home) Liminality: person is literally in-between statuses (e.g., freshman during orientation) Aggregation: person re-enters society after rite-of-passage (e.g., goes home for Christmas as ‘university veteran’) Class Interaction Opportunity: How did your family react when you went off to college or university for your freshman year? When did you first go back home? When did you get back together with your high school friends? What happened when you came back to college or university this year? C. Sacred and Profane Consumption •Sacred consumption – Objects and events set apart from normal activities •Profane consumption – Objects and events that are ordinary (not special)  Money is not necessarily profane. It is invested with good powers (as when a person saves up a nest egg or makes a donation) as well as bad (as when used as a ransom or for blood money). It can be used to buy immortality (as in philanthropy, when a building is named after a donor), life (as when children are adopted or a surrogate mother is hired), or even death (contract murders or abortion).vii 1. Domains of sacred consumption – The ‘sacred’ permeates consumer experiences – making ‘ordinary’ consumption not so ordinary after all •Sacred places – ‘set apart’ by society, e.g., Bethlehem, Mecca, Statue of Liberty, Disney World, Graceland, Stonehenge, home Class Interaction Opportunity: How do you attempt to make your home/residence special, homey or even sacred? How can marketers serve this desire? •Sacred people – people elevated to sacred status, e.g., Marilyn Monroe, Elvis, sports heroes Class Interaction Opportunity: Who are some of the celebrities who have become sacred? Can you think of any who have actually been created by marketing people? (e.g., models, stars of television ads...) •Sacred events – events can be elevated to sacred status, e.g., Olympics, Stanley Cup, World Series, Woodstock, family vacation  Societies often devise ways to ensure that sacred things are kept separate. Legislation in Great Britain, for example was passed to prevent advertising (a profane commodity) from appearing two minutes before or after the telecast of any royal occasion (a sacred event).viii •Desacralization – When a sacred item or symbol becomes profane; removed from its special place or duplicated in mass quantities; religion •Sacralization – When ordinary objects take on sacred meaning; objectification •Collecting (systematic acquisition) vs. hoarding (unsystematic collecting)  The role of the souvenir as a “marker” of sacred experiences can be so compelling that it can actually supersede the experience itself. One researcher observed that 30 percent of visitors arriving on buses at a Canadian museum visited only the gift shop.ix Class Interaction Opportunity: Give an example of a person, event, or object that you have sacralized or desacralized. Explain why the process(es) occurred. Has there been an impact on your purchasing patterns? D. Language and Symbols – Language barriers as a problem for marketers; symbols are objects that represent something else •Back-translating – avoiding communication errors •Association with positive and appropriate symbols requires research of cultural meanings in different markets IV. MARKETING ACROSS CULTURES: THINK GLOBALLY OR ACT LOCALLY? - Dialogue on marketing strategy A. Adopting a Standardized Strategy – Locating large segments in many countries who share the same outlooks, preferences, aspirations (e.g., teenagers, working women, baby boomers) – focus is on similarities instead of differences (etic perspective) B. Adopting a Localized Strategy – Modifying a product or positioning for local tastes (emic perspective); Disney C. When Does Global Marketing Work Best? •Cross-cultural analysis – the degree to which consumers of different cultures are different or similar (psychological, social, cultural factors) •Between country analysis, within-country analysis •Combination of approaches – international image, minor modifications for culture (Coca-Cola) •Researchers have grouped consumers who evaluate global brands in the same way. They identified four major segments: o Global citizens: The largest segment (55 percent of consumers) uses the global success of a company as a signal of quality and innovation. o Global dreamers: The second-largest segment, at 23 percent, consists of consumers who see global brands as quality products and readily buy into the myths they author. o Antiglobals: Thirteen percent of consumers are skeptical that transnational companies deliver higher-quality goods. o Global agnostics: The remaining 9 percent of consumers don’t base purchase decisions on a brand’s global attributes. V. THE DIFFUSION OF CONSUMER CULTURE ACROSS CULTURES – Global brand movement and insinuation into local cultures; creeping Americanization of cultures and excessive materialism (resistance). Creolization – Foreign influences integrate with local meanings END-OF-CHAPTER SUPPORT MATERIAL Summary of Special Feature Boxes 1. Marketing Insight I: Diamond Ring Ritual This box takes a look at how rituals can sometimes be exported. Until 1993, there was no such thing as a diamond wedding band or engagement ring in China. Then, with the slogan “Zuan shi heng jiu yuan, yi ke yong liu chuan” (loosely, “Diamonds are forever, one piece will pass on from generation to generation”), retail sales of diamonds in China skyrocketed. 2. Marketing Insight II: Gift Buying Buying gifts can be difficult, and this box demonstrates how a company can take action to encourage people to make better gift buying choices. It discusses Marks and Spencer as an example as they counseled guys in buying Christmas lingerie. 3. Marketing Insight III: Wedding Gifts Online This box discusses changes in gift rituals through the example of online wedding gift registries. Examples of sites providing this service are presented, along with a discussion of stats related to the wedding industry and forces driving the proliferation of online registries, as well as how marketers are creating opportunities to maintain connections to registered customers. It also introduces the meaning of gift gifting, discussing the implications for the gift giving relationship as registries are relatively impersonal. 4. Marketing Insight IV: Bachelor’s Day The Chinese e-commerce giant Alibaba singlehandedly turned a minor holiday into a blockbuster sales event. This box describes how Alibaba helped create “Singles Day” in China and turned it into an excuse for shopping. By 2014, this “anti-Valentine’s Day” surpassed Black Friday as the most lucrative online shopping day. 5. CB As I See It Mehdi Mourali, University of Calgary discusses the powerful role that culture has on the behaviour of consumers. His research explores the impact of culture on people’s perceptions of space, and examines differences in how Canadian and Lebanese consumers perceive and react to crowded retail environments. Lebanese consumers responded more positively to a crowded setting than Canadians – whereas Canadians felt lower levels of personal space, privacy, and freedom to move. The contact level of cultures (embracing, touching, etc.) influences the degree to which consumers prefer closer interpersonal distance, or how much we like to have other people close around us. 6. Marketing Insight V: Green Weddings This box provides examples of new practices in the wedding industry to embrace sustainable practices, and where brides and grooms might go to get information on how to do so. 7. Marketing Insight VI: Localized Strategy While creating localized ad campaigns might work well at times, this box presents an example of how this strategy can go awry as today’s society means information travels quickly, and ads meant for one geographic area are likely to be picked up by others. Review Questions 1. What do we mean by culture? How is it related to an individual’s personality? Answer: We can think of culture as a society’s personality. It includes both abstract ideas, such as values and ethics, and material objects and services, such as the automobile, clothing, food, art, and sports that are produced or valued by a society. Put another way, culture is the accumulation of shared meanings, rituals, norms, and traditions among the members of an organization or society. 2. Give examples of public versus private rituals. Name some ritual artifacts we use to perform these rituals. Answer: Public rituals like the Super Bowl, presidential inaugurations, and graduation ceremonies are communal activities that affirm our membership in the larger group and reassure us that we are reading from the same script as everyone else. Other rituals occur in small groups or even in isolation. Market researchers have discovered that for many people small things like the act of late-night ice cream eating have ritualistic elements, often involving a favourite spoon and bowl. 3. Describe the three stages of the gift-giving ritual. Answer: The gift-giving ritual has three distinct stages: During gestation, the giver is motivated by an event to procure a gift. This event may be either structural (i.e., prescribed by the culture, as when people buy Christmas presents) or emergent (i.e., the decision is more personal and idiosyncratic). The second stage is presentation, or the process of gift exchange. The recipient responds to the gift (either appropriately or not), and the donor evaluates this response. In the third stage of reformulation, the giver and receiver adjust the bond between them (either looser or tighter) to reflect the new relationship that emerges after the exchange is complete. Negativity can arise if the recipient feels the gift is inappropriate or of inferior quality. 4. Define a rite of passage, giving two examples. Specify the stages involved. What does a dance for recently divorced people have in common with a fraternity Hell Week? Answer: Both are examples of modern rites of passage, or special times marked by a change in social status. Every society, both primitive and modern, sets aside times at which such changes occur. Much like the metamorphosis of a caterpillar into a butterfly, consumers’ rites of passage consist of three phases: • The first stage, separation, occurs when the individual is detached from his original group or status (e.g., the college freshman leaves home). • Liminality is the middle stage, in which the person is literally between statuses (e.g., the new arrival on campus tries to figure out what is happening during orientation week). • The last stage, aggregation, takes place when the person re-enters society after the rite of passage is complete (e.g., the student returns home for Christmas vacation as a college “veteran”). 5. What is the difference between sacred and profane consumption? Answer: Sacred consumption involves objects and events that are “set apart” from normal activities and are treated with some degree of respect or awe. They may or may not be associated with religion, but people tend to regard most religious items and events as sacred. Profane consumption involves consumer objects and events that are ordinary, everyday objects and events that do not share the “specialness” of sacred ones. 6. What is collecting, and how does it differ from hoarding? Answer: Collecting refers to the systematic acquisition of a particular object or set of objects. We can distinguish this activity from hoarding, which is merely unsystematic collecting. Hoarding is becoming a problem in some areas where consumers’ refusal to throw things away in some extreme cases has resulted in fires, eviction, and even the removal of children from the home. CONSUMER BEHAVIOUR CHALLENGE Discussion Questions 1. We can think of culture as a society’s personality. If your culture were a person, how would you describe its personality traits? Answer: Students may describe Canadian culture as young, polite, independent, healthy, and fit. Some of the following core values may be discussed: freedom; youthfulness; achievement; materialism; activity; conformity; individuality; mastery over the environment; efficiency; equality; humanitarianism; religious orientation, etc. In contrast, other cultures may be described in ways that are equally as distinctive and reflective of their unique (or stereotypical) characteristics. Instructors may be alerted to students' tendencies to describe Canadian culture as positive and other cultures are negative, in which case a discussion of ethnocentrism may be beneficial. That’s an interesting way to think about it! If my culture were a person, I’d say it might be curious and adaptable, with a deep love for knowledge and learning. It would probably be empathetic, always seeking to understand different perspectives and experiences. This person might also be a bit of a perfectionist, constantly striving to improve and innovate. They’d value diversity and be open-minded, appreciating the richness that comes from various viewpoints and backgrounds. Overall, it would be a person with a blend of intellectual curiosity, compassion, and a drive for growth and connection. How about you—how would you describe your culture’s personality if it were a person? 2. This chapter argues that not all gift giving is positive. In what ways can this ritual be unpleasant or negative? Answer: The text clearly states that negativity can arise if the recipient feels the fit is inappropriate or of inferior quality. The giver/donor may feel the response to the gift was inadequate, insincere, or a violation of the reciprocity norm, which obliges people to return the gesture of a gift with one of equal value. Both participants may feel resentful for being forced to participate in the gift-giving ritual. 3. For many people Disneyland is a sacred place. Do you agree? Why or why not? Answer: This question should be used to make sure that students understand the definition of “sacred” as it applies in consumer behavior (objects and events that are “set apart” from normal activities and are treated with some degree of respect or awe). Once they understand this, most all should agree that Disneyland is a sacred place to some (many?). 4. Describe the three stages of the rite of passage associated with graduating from university. Answer: Rites of passage include three phases: • Separation: detached from original group (e.g., first year college or university student leaves home) • Liminality: person is literally in-between statuses (e.g., freshman during orientation) • Aggregation: person re-enters society after rite-of-passage (e.g., goes home for Christmas as a "college or university veteran") For the college or university graduation example: • Students should recognize the college or university graduate's separation involves detachment from his or her college or university friends, roommates, fraternity brothers/sorority sisters, professors, etc. • During the liminality phase, the college or university graduate is in between stages - college or university and career - and experiences a period of adjustment to the new environment • Aggregation occurs when the graduate comes part of the professional society, identifying with his or her career, rather than college or university 5. Identify the ritual elements of a hockey game. Answer: A ritual is a set of symbolic behaviours that occur in a fixed sequence and that tend to be repeated periodically. Students may refer to various aspects like the opening ceremony and face-painting or the wave and chants that surround a game. Another popular one is the expectation the fans throw their hats on the ice when a player scores three goals in the game (the famous hat-trick). 6. Describe the three stages of the rite of passage associated with graduating from university. Answer: The first stage, separation, occurs when the individual is detached from his or her original group or status (e.g., the university student leaves home). Liminality is the middle stage, in which the person is literally between statuses (the new arrival on campus tries to figure out what is happening during orientation week). The last stage, aggregation, takes place when the person re-enters society after the rite of passage is complete (the student returns home for summer vacation as a university “veteran”). 7. “Christmas has become just another opportunity to exchange gifts and stimulate the economy.”’ Do you agree? Why or why not? Answer: Christmas abounds with myths and rituals far removed from its religious significance for many consumers. The Santa Claus myth serves the purpose of socializing children by teaching them to expect rewards when they are good and that members of society get what they deserve. 8. Bridal registries lay out very clearly the gifts a couple wants. How do you feel about this practice? Should people actually specify what you should buy for them, or should a gift be a more personal expression? Answer: There should be representatives that emerge to support both sides of this debate. Although, because this practice has become so culturally accepted, younger people will probably see nothing wrong with it. However, traditionally, the nature of gift giving was more symbolic in nature. Because the wedding couple specifies what they want in advance, the giver doesn’t really have to know very much about the recipients. As part of gift giving is developing or reinforcing a symbolic relationship, this reflects that the process has become much more automated. As one etiquette expert disdainfully points out, in the old days (pre-Internet) people were supposed to be “zealous with creativity” when selecting a gift. Now, it’s just gimme, gimme, gimme with a dollar amount attached. Experiential Exercises 9. The next time you go out on a first date, identify the set of crescive norms that are operating. Write a report (preferably when the date is over!) describing the specific behaviors each person performed that made it clear you were on a first date. What products and services are affected by these norms? Answer: Social norms that are subtle and embedded in a culture, those that are discovered only when people interact with other members of that culture, are known as crescive norms. First dates are about getting to know one another. As such, specific behaviors as to the nature of discussion will likely emerge. Additionally, there may be such norms as one party holding doors or pulling out chairs for the other. Being polite, on one’s best behavior, is a crescive norm that often changes as people get to know each other. Even the act of going to dinner might be counted as a first date norm, because it facilitates the “getting to know” factor. Students might include norms of omission, such as going home to meet the family on the first date. 10. Interview people you know about any “magic” items they own (e.g., a lucky charm, a St. Christopher’s medal or some other object hanging from their rear-view mirrors). Get them to describe their feelings about these objects and to explain how they acquired their magical properties. How would they feel if they lost these special items? Answer: The nature of “magic” as described in the text simply refers to the fact that marketers of many different types of goods will imply that their product will result in extraordinary effects. Most people will probably refer to items in their possession around which they themselves have somehow developed a sense of the supernatural. Be sure to make special note of any student who responds with an example that demonstrates that a company has actually played a role in the development of such perceptions. 11. Identify modern day myths that corporations have created. How do they communicate these stories to consumers? Answer: This question specifies how corporations create the myths about themselves. If information is communicated through mainstream channels (i.e., mass advertising or direct mail), then people will associate it very directly with the company and it likely will not be perceived as a myth. But in today’s world of marketing, companies have strategies such as stealth marketing and viral marketing, where information can be seeded without the consumer knowing the source. 12. Interview people you know who collect some kind of object. How do they organize and describe their collections? Do you see any evidence of sacred versus profane distinctions? (For example, a person who collects matchbooks might have sets that they’ll actually use to light a candle, buts other sets can’t ever be touched). Answer: The very nature of collecting should result in people applying some element of sacredness to the items being collected. However, there will likely be a range, with items that are more sacred and items that are less sacred. 13. Ask friends to describe incidents where they received a gift they thought was inappropriate. Why did they feel this way, and how did this event influence their relationship with the gift giver? Answer: According to the text, research has shown that gift giving is more exchange-oriented (instrumental) in the early stages of a relationship, but becomes more altruistic as the relationship develops. In addition, third parties can exert strong influences on gift giving as people are influenced by others in their social network when selecting gifts for recipients. So student responses to this question should depend upon which stage of a relationship the gift giving took place in. But given that this perspective on gift giving identifies a social and relationship component, a gift perceived as inappropriate will certainly affect the relationship between the receiver and the giver. CASE STUDY TEACHING NOTES 1. How would you describe food culture in Canada? How does it vary across different geographic areas? How does it differ across ethnic groups? Does it differ across different eating occasions—that is, eating in a restaurant, or eating home-cooked meals? Answer: Canada’s food culture is based on a set of crescive norms embedded in a culture and discovered only through interaction with other members of that culture. These norms may define, for example, what kind of food is acceptable to eat. Canada’s own food culture varies across regions. The pattern of food and beverage consumption reflects the values and norms of the different social groups found in geographic regions. As example, B.C. places an emphasis on health-consciousness in food culture, whereas, provinces like Quebec are more likely to enjoy rich foods such as Poutine, smoked meats, bagels, etc. In addition, food trends vary across different ethnic groups. Canada’s East Asian population, for example, is more likely to serve raw seafood than Canada’s European population. Furthermore, rituals that are based on religion, rights of passage, cultural, group or family each have their distinct food cultures. Specialized food and beverages (such as wedding cakes, ceremonial wine or even hot dogs) are ritual artifacts that affirm broad cultural and religious values. 2. What do you think of the farm-to-table food trend? Is this a meaningful change in food culture in Canada? Answer: The farm-to-table food trend is the start of a meaningful change in food culture in Canada. Not only does this trend reinforce the health-related and sustainable benefits of local food, it also reinforces the confidence and pride in a local culture. Whereas emerging consumer cultures have led to a globalized consumption ethic, the farm-to-table trend emphasizes the significant cultural differences within the same country. As noted in Question 1, Canada’s food culture varies based on province, ethnic group and through subsequent cultural rituals. In transitioning to a local food culture via the farm-to-table trend, it runs against the standardized imported food and beverage products of multinational brands. 3. What would you do if you were Lea? Would you seek to exploit this new trend and introduce the notion of farm-to-table into the supermarket? How would you do so? Answer: Lea must also be cognizant of the limitations of the farm-to-table trend. In some cases, the farm-to-table trend will be less likely to succeed if the cost of purchasing from local farms is transferred to consumers without the latter identifying any perceived additional benefit. In addition, the farm-to-table trend will be less likely to succeed if local products limit or do not meet the regional and ethnic diets. As a result, if Lea were to implement the farm-to-table trend, she must develop a customized marketing message based on the varying food cultures in Canada. Whereas B.C. consumers may favour the trend for its health-related benefits, Albertan consumers may support the trend on the basis that it supports local produce and dairy farms. By customizing the benefits of local farm-to-table food according to the values and norms of target consumers, Lea will more effectively introduce this new trend into Sobeys’ supermarkets. 4. Thinking back to Chapters 12 and 13, do you think certain subcultures or types of consumers might be more inclined to jump on the farm-to-table trend? How might the trend be positioned differently to appeal to different subcultural groups? Answer: As noted in Question 3, different regional and ethnic subcultures derive different benefits from the farm-to-table trend based on their respective values and norms. A strong response would outline the differences between these groups and their influence on consumer preferences as noted in Question 3. FIELD PROJECT IDEAS Individual Assignments 1. Ask students to compare and contrast two products - one a Canadian product and one product made in another country. Do students think that the marketing concept is present or absent in the design or promotion of each product design? Answer: Comparing Products: Students might compare a Canadian-made product like a Tim Hortons coffee cup with a product from another country, such as a Starbucks cup from the U.S. The marketing concept might be present in both, with Tim Hortons emphasizing Canadian identity and community, while Starbucks focuses on global brand consistency and premium experience. Students can analyze how these strategies reflect each brand’s target audience and market positioning. 2. Ask students to interview an international student. During the interview have students observe any nonverbal communication that is taking place. Ask what similarities and differences he or she noticed between the nonverbal language of his or her culture and the Canadian culture. Have students report on these similarities and differences. Answer: Nonverbal Communication Interview: Students observing nonverbal communication during an interview with an international student might notice differences such as varying use of eye contact, gestures, and personal space. For example, while direct eye contact might be valued in Canadian culture, it might be less emphasized or interpreted differently in other cultures. Students should report on these observations, highlighting how nonverbal communication reflects cultural values. 3. Have students interview two people from two different cultures. Have the student ask what major differences they see between the cultural values in their country and those in the Canadian culture. Ask the student to explain these to the class. Answer: Cultural Values Interview: When interviewing people from different cultures, students might find differences such as attitudes towards individualism versus collectivism. For instance, one person might describe their culture’s emphasis on community and family over individual achievements, contrasting with Canadian values that might prioritize personal success and independence. Students should explain these differences and their impact on social interactions and societal norms. 4. Ask students to identify a Canadian custom, more, and convention and then determine several products that are needed due to these crescive norms. Answer: Canadian Customs and Products: A Canadian custom like celebrating Thanksgiving might necessitate products such as turkeys, cranberry sauce, and pumpkin pie. These items are influenced by the cultural practice of gathering for a holiday meal, reflecting the custom, more (a norm), and convention (standard practice) associated with this celebration. Team Assignments 5. Ask the class to prepare a list of products that people tend to buy more for what the products mean than for what the products do. Are there other products that could satisfy the same need and perhaps even sell for less? Why do these products have lesser status? Answer: Products for Meaning vs. Function: Items like luxury watches or designer handbags often hold more value for their brand and status than for their practical use. Alternatives, like less expensive watches or bags, can serve the same function but lack the prestige associated with high-end brands. The higher status products have a perception of exclusivity and identity that drives their desirability despite the availability of more cost-effective options. 6. Ask the class to compare a list of rituals that will probably be performed (or that were performed) at their wedding ceremony and reception. What are the marketing implications of these rituals? (It is interesting to point out the different rituals based on religious or ethnic subcultures and rituals that seem to be solely Canadian.) An added question might be: How are wedding plans affected when people from different subcultures get married? Answer: Wedding Rituals and Marketing Implications: Wedding rituals, such as exchanging rings or specific cultural ceremonies, influence demand for related products and services like rings, decorations, or catering. Different ethnic or religious subcultures introduce unique practices, affecting market trends and offerings. Mixed-culture weddings may require a blend of traditions, impacting planning and marketing strategies for wedding-related businesses. 7. Invite a person from another culture to come to your class to discuss products commonly used in the guest's country that are seldom used in this country. In preparation, have the students develop a list of products commonly used in Canada. Ask the guest how available these products are in the guest's country, where they can be purchased, and the frequency of use. Answer: Cross-Cultural Product Discussion: Students should list products common in Canada, like maple syrup or poutine, and ask a guest from another culture about their availability and use in their country. The guest might explain that these products are rare or unfamiliar in their country, highlighting cultural and market differences in product availability and consumer habits. Individual or Team Assignments 8. Have individuals or class teams interview a ball player, an actress or actor, a student preparing for exams, a trial lawyer, or others you might choose, to see if they have a certain ritual or superstition that they tend to follow in preparing for and performing their activity. Do they remember when they first started performing this ritual? Answer: Interviewing for Rituals or Superstitions: When interviewing individuals like athletes or actors, students might discover personal rituals or superstitions they follow, such as wearing lucky socks or practicing specific warm-ups. They should ask when these practices began and how they impact their performance or confidence. Understanding these rituals can provide insight into the psychological aspects of preparation and performance. eLAB Individual Assignments 1. Go to www.menscience.com. Everyone has grooming rituals. Who grooms the most, men or women? Examine this website and the implications that it has for male grooming. Describe how the design of the website seeks to enhance male grooming rituals that would then require the use of products that they sell. Answer: Men’s Science Website: The Men’s Science website emphasizes targeted male grooming products with a clean, professional design. It enhances grooming rituals by showcasing detailed product information, benefits, and a lifestyle-oriented approach, appealing to men who are increasingly attentive to personal care. This focus encourages regular use and commitment to grooming routines. 2. Go to http://www.1800flowers.com/?flws_rd=1. Flowers have become one of Canada’s favourite gifts. After reading the material in the chapter, write a short one to two-page paper on the art of flower giving. What useful data does this site supply for this form of gift giving? Critique the ease and convenience of using the website. How do you think flower giving has changed since the advent of the Internet? Answer: 1800 Flowers Website: The site offers a user-friendly interface for selecting and sending flowers, with options for various occasions and delivery details. The convenience of online ordering and the detailed product descriptions streamline the gift-giving process. Flower giving has become more accessible and personalized with the Internet, offering real-time ordering and tracking features. 3. Go to www.elvis.com. After exploring this website, comment on the myth and legend of Elvis Presley. What marketing techniques are used? How has “the King” been able to retain a loyal following after all these years? Using data found on the website, construct a brief strategy for introducing the Presley music to today’s teen generation. Don’t treat this as an impossible task. How would “the King” do it if he were alive today? Remember, teens from the ’50s made him a superstar. Answer: Elvis Website: The Elvis.com site leverages nostalgia and iconic imagery to maintain Elvis Presley’s legend. Marketing techniques include exclusive merchandise and digital content. To reach today’s teens, a strategy might involve social media campaigns, music collaborations, and modernized merchandise, tapping into current pop culture trends while honoring Elvis’s legacy. 4. Go to www.hardrock.com. How does the Hard Rock Cafe make it easy for you to become a “collector” of their memorabilia? What secrets about our contemporary culture has the organization learned? Do you have any Hard Rock gear? If not, why not? With which generation would Hard Rock gear be most popular? Why? Answer: Hard Rock Cafe Website: Hard Rock Cafe’s website encourages collecting memorabilia through exclusive items and limited editions, with a strong focus on brand history and rock culture. It capitalizes on the nostalgia and rock music’s enduring appeal. Hard Rock gear is popular among fans of classic rock and could be less appealing to younger generations who may not connect with the brand’s rock-centric ethos. 5. Go to www.brighton.com and www.lululemon.com. How do these two different sites seek to make you into purchasers and collectors of their products? What strategies do you see? Answer: Brighton vs. Lululemon: Brighton’s site emphasizes elegant, unique accessories and a lifestyle brand approach, encouraging collectors through exclusive designs and personal touches. Lululemon’s site focuses on activewear with a community-oriented vibe, leveraging brand loyalty and fitness culture. Both use lifestyle branding to foster engagement and repeat purchases. eLAB Team Assignments 1. Go to www.marvel.com and www.dccomics.com. After visiting these two websites, have your group discuss and comment on the use of heroes and antiheroes in these two organizations’ products and websites. What magical qualities have been bestowed on the characters you have found? How are these characters used to deliver messages? How have marketers used these characters for merchandising purposes? Why do these characters remain popular? Which is your group’s favourite? Why? Answer: Marvel vs. DC Comics: Marvel and DC Comics both use heroes and antiheroes to convey complex messages and themes. Marvel's characters often grapple with personal flaws and realistic struggles, while DC's heroes are frequently portrayed with grandiose, almost mythic qualities. These characters are used for merchandising through themed products and media, maintaining their popularity due to their deep narratives and relatable or aspirational traits. Our group’s favorite might be based on the personal connection or thematic preference each member has. 2. Go to www.snopes.com. As a group, spend some time on this website. Then, choose an urban myth that you find most interesting (regardless of whether it is true or not). Apply the four interrelated functions of myths to the one that you chose. How can the concepts of binary opposition, mediating figure, or monomyth be applied to the myth that you chose? In your opinion, has the Internet made urban myths and legends more commonplace? Why? Answer: Urban Myths on Snopes: Choosing an interesting urban myth, such as the "killer in the backseat," we can analyze it using mythological functions. Binary opposition (good vs. evil), a mediating figure (the heroic rescuer), and the monomyth (the hero's journey) are applicable. The Internet has indeed amplified these myths' reach, making them more prevalent and accessible due to rapid sharing and social media. PROFESSORS ON THE GO! Chapter Objectives
When students finish this chapter they should understand why: •A culture is like a society’s personality, and it shapes our identities as individuals Invite a person from a foreign culture to come to your class to discuss products commonly used in the guest’s country that are seldom used in this country. In preparation, have the students develop a list of products commonly used in Canada. Ask the guest how available these products are in his or her country, where they can be purchased, and the frequency of use. Ask students to interview a person from a different culture or a foreign culture. During the interview have students observe any nonverbal communication that is taking place, then ask what similarities and differences he has noticed between the nonverbal language of his culture and the Canadian culture. Have the student report on these similarities and differences. Ask groups to prepare a list of products that people tend to buy more for what the products mean than for what the products do. Are there other products that could satisfy the same need and even perhaps sell for less? What makes these products have lesser status? •Values and norms distinguish cultures from one another Ask students to interview an international student. Ask about what values and norms exist, and what similarities and differences he or she noticed between that of his or her culture and the Canadian culture. Have students report on these similarities and differences. •Myths and rituals differ across cultures, and marketers often capitalize on these More and more, email messages are forwarded that represent incorrect or even mythical information (i.e., that Bill Gates will pay people money to forward an email). Have student groups locate an email that would qualify as a myth and research the origin of the message as well as its truthfulness. Go to www.snopes.com. As a group, spend some time on this website. Then choose an urban myth that you find most interesting (disregarding whether it is true or not). Apply the four interrelated functions of myths to the one that you chose. How can the concepts of binary opposition, mediating figure, or monomyth be applied to the myth that you chose? In your opinion, has the Internet made urban myths and legends more commonplace? Why? •Many of our consumption activities – including holiday observances, grooming, and gift giving – are rituals Invite someone from the wedding industry to come talk to the class regarding marketing practices in the industry. Collect literature from various wedding-related businesses to study prior to the guest speaker. Have students formulate questions prior to the class. Have a student briefly summarize an episode of a weekly television series that he or she watched recently. Have the class describe how the program transmitted cultural beliefs, values, and customs. Ask students to describe rituals they follow when visiting a shopping mall, movie theater, or restaurant. How could marketers capitalize on these rituals? Have students comment on the practice of drinking while attending university or college. What are their opinions and perceptions of the role of drinking in the post-secondary experience? Is it ritualistic? If so, how do marketers capitalize on this ritual? If a college really wanted to discourage drinking, what would be the best way to do this culturally? Have group members interview a ball player, an actress or actor, a student preparing for exams, a trial lawyer, and others you might choose to see if they have a certain ritual or superstition that they tend to follow in preparing for and performing their activity. Do they remember when they first started performing this ritual? •We describe products as either sacred or profane, and some products move back and forth between the two categories Ask students to identify what they perceive to be a sacred place on campus. How is this place honored? Marketed? How is information about this place passed on to future students? How does the university or college use this sacred place to market the university or college? Is this proper? Students should identify and describe a possession that most people would consider to be ordinary, but to them is sacred. Have them describe how this sacredness developed. Have student groups identify what they feel is the most sacred symbol on campus and establish the reasons for this. Then have the class come together and compare their results. •Marketers need to carefully consider the usage of both language and symbols when engaging in a cross-cultural marketing campaign Ask students to research examples of advertisements that flopped as a result of differences in language and symbolic meanings. What might have been done to avoid this problem? •When marketing across different cultures, either a standardized strategy or a localized strategy can be used Ask students to explain when they might consider using a standardized or localized strategy? Will it depend on the product? Target market? •Cultural taste and influences can spread across different countries and can sometimes become integrated with local meanings Ask students to discuss how they feel about the ‘Americanization’ of Canadian shopping landscape as more and more American stores enter the Canadian market. Are they excited to have easier access to the brands, or concerned about the potential loss of Canadian culture? ENDNOTES i Yanfeng, Qian, “Number of Cars in China could be Capped,” China Daily, October 19, 2009. ii Alexandra Harney, “Western-style shop until you drop,” Financial Times Property, February 18, 2004: 6. iii Abraham Rosenblatt, Jeff Greenberg, Sheldon Solomon, Tom Pyszczynski, and Deborah Lyon, "Evidence for Terror Management Theory: I. The Effects of Mortality Salience on Reactions to Those Who Violate or Uphold Cultural Values," Journal of Personality and Social Psychology 57 (1989) 4: 681 90. iv Martha Ann Overland, "What Ails Europeans? Everything," New York Times (November 26, 1991): C3. v Sharon E. Beatty, Lynn R. Kahle, and Pamela Homer, "Personal Values and Gift-Giving Behaviours: A Study Across Cultures," Journal of Business Research 22 (1991): 149 57. vi Russell W. Belk, "A Child’s Christmas in America: Santa Claus as Deity, Consumption as Religion," Journal of American Culture 10 (Spring 1987): 87 100. vii Russell W. Belk and Melanie Wallendorf, "The Sacred Meanings of Money," Journal of Economic Psychology 11 (1990): 35-67. viii Russell W. Belk, Melanie Wallendorf, and John F. Sherry, Jr., "The Sacred and the Profane in Consumer Behavior: Theodicy on the Odyssey," Journal of Consumer Research 16 (June, 1989): 1-38. ix Robert F. Kelly, "Culture as Commodity: The Marketing of Cultural Objects and Cultural Experiences," Advances in Consumer Research 14, eds. Melanie Wallendorf and Paul Anderson (Provo, Utah: Association of Consumer Research, 1987), 347-351. Solution Manual for Consumer Behaviour: Buying, Having, Being Michael R. Solomon, Katherine White, Darren W. Dahl 9780133958096