Aalborg University Culture, communication & Globalization 19/ th semester project

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1 Table of context 1. Introduction (PL) Problem formulation (PL,LN) Methodology (LN) A social constructivist approach (LN) The social constructivist effect on the project (LN) Hypotheses (PL,LN) Research strategy (LN) Theoretical research strategy (LN) Empirical research strategy (LN) Verification of the project (LN) Theory Country of origin (PL) The decision making process in conjunction with the food choice model (LN) Moment of truth in conjunction with point of purchase (PL) Methodical preparation of interview and questionnaire (LN) The interviews (LN) The questionnaire (LN) Analysis of the theory and empirical data (PL,LN) Decision making process life stage and influences (PL) Problem recognition (LN) Information search (LN) Evaluation of alternatives (PL) Purchase decision (LN) Purchase behavior/second moment of truth (PL) Conclusion (PL,LN) Literature Appendix Appendix 1, questionnaire Appendix 2, questionnaire answers Appendix 3, Crossing questionnaire

2 1. Introduction The globalization of the world has changed people as consumes and consumers have a lot more to choose from (Solomon, 2010; 34). There is more competition among products and this gives consumers more to choose from. In the food industry there has, for a long time, been a tendency among consumers to choose products there comes from small, domestic and authentic places. We can see that not only does the food industry change, but the consumer behavior changes concurrently with the industry 1. Consumer behavior is a changing phenomenon because of today s internationalization of companies and consumers are getting more and more options to chose from, when they are purchasing. Theorists believe that, the biggest problem is that modern consumers have too many information s and choices instead of too few choices to choose from (Solomon, 2010; 332). Some professors have another conviction; they believe that, the more choices the consumer has, the better for the consumer and that choice without information s is not a real choice (Gabriel, 2006; 26). But what is consumer behavior and how do consumers choose what to purchase? Solomon has tried to define the concept consumer behavior : It is the study of the processes involved when individuals or groups select, purchase, use or dispose of products, services, ideas or experiences of satisfy needs and desire Solomon 2010 Consumer behavior is the study of when, why, how, and where people do or do not buy a product (Solomon, 2010; 33). It is an attempt to understand the buyer decision making process, both individually and in groups. The theory about consumer behavior studies characteristics of individual consumers such as demographics and behavioral variables in an attempt to understand people's wants, needs and desire. It also tries to assess influences on the consumer from groups such as family, friends, reference groups, and society in general (Solomon, 2010; 33). Consumer behavior involves the psychological processes that consumers go through in recognizing needs, finding ways to solve these needs and making purchase decisions. Where you need to figure out whether or not to purchase a product and, if so, which 1 2

3 factors is most important to you. A consumer purchase is a response to a need, desire, lust or a problem and when we are shopping we have different ways to tackle our purchases (Solomon, 2010; 33). The decision making process are very depending on the product. The products become a part of the consumers daily life, but it is not always recognizable for the consumer, because it sometimes happens automatically. An automatically decision making could be shopping for daily products such as milk, meat or sugar and a more full-time decision making could be buying a car (Solomon, 2010; 332). But as the Danish society is changing and more Danish companies are using foreign companies to take care of the production 2. This makes the automatically choice of daily groceries much more difficult for the consumer, because they now have to take factors such as country of origin and transportation into consideration. Consumers are grouping into one of three types of consumer decisions when they are about to purchase a product. Consumers who want to buy a new car and those who just want to get some milk are in different types of decision making (Solomon, 2010; 334). First there is extended problem solving, which is where there is a high risk and involvement in the purchase and the consumer is doing an extensive search for information about the product and alternatives. Second we have limited problem solving, which is concerned with the low risks and involvements in purchasing the product and the consumer only have a little search for information s about the product. In this context consumers use simple decision rules, when it comes to choosing alternatives. Third and last there is habitual decision making, which is where the consumers choose with little or no conscious effort, when it comes to consuming products. Many of their purchases decisions are made as a routine and they may not realize what purchases they have made, before the products are on the counter. These decisions are made by the automatically decisions making process (Solomon, 2010; 334). Consumer choices are a way for some consumers to create social contact with other consumers. One study of lonely people showed, that consumers are going shopping to look for social interactions and get inspiration from other consumers (Gabriel, 2006; 27). When consumers choose, they are influenced by how the product connects with their wants and needs. But how do we decide among all the alternatives there are in the store? Country of origin is one factor which can affect consumers decision making process

4 Country of origin is the original country from which a product is produced. It can be an important piece of information in the decision making process (Solomon, 2010; 356). Because more Danish companies are using the global market to produce their products, the country of origin cue become more important as consumers often evaluate quality of a product based on the country where the products are produced 3. Country of origin has an impact on consumers' quality perceptions of a product, as well as preference for and willingness to buy a specific product. Furthermore, several studies have shown that consumers have some attitudes towards own and foreign products, as well as they have attitude towards various countries (Urbonavičius, 2009; 37). Consumers tend to have a preference to products from their own country or may have a preference for or against products from certain countries (Shimp, 1987; ). Certain products or items are strongly associated with specific countries and products from those countries often attempt to benefit from these relations. Sometimes country of origin can reflect a negative signal about countries and this can for instance occur if there have been some bad experiences in connection with a product (Solomon, 2010; 356). In the institutional environment of EU the production standards differ between countries. Country of origin is a sort of information, which can be effective for their consumers decision making. It is commonly, that consumers use country of origin as a way to evaluate the specific product. Country of origin is often graded as an important factor and it shows, that especially women use country of origin as a quality information to a larger extent than men (Hoffmann, 2000; 221). It shows that, consumers tend to make more use of country of origin, when they are less familiar with a product and use country of origin as a decision tool (Han, 1989; ), this could for instance be when they are considering meat after a recently meat scandal (Hoffmann, 2000;212). When consumers make their buying decisions about alternative products from different countries of origin, their responses to the price change of a product from a particular country may be based on their beliefs about the availability and substitutability of the substitutes from other countries ( Urbonavičius, 2009; 29). We have chosen to go more into depth with country of origin, because it is a relative large area. We have chosen to focus on food, since we feel, it has relevance towards country of origin. We wonder about how people choose food and if country of origin has an impact on them. To make the project more specific we have chosen to look into meat and the effect country of origin has, when it comes to purchasing meat. This has relevance, to the project, because there in the recent 3 Ibid, note 3 4

5 years have been several concerning meat scandals 4. There have been numerous of cases, where example wholesale dealers 5 and major Danish supermarket chains 6 have repacked the old meat with a new date and relabeled foreign meat with Danish origin. This is not the end for meat scandals. Veterinaries are predicting that there will be more examples of meat scandals in the future 7. We have seen an increasingly development of corroborations between neighboring countries and this is a doorway for the meat industry, to move some of their productions to a cheaper foreign country 8. We cannot stop this development, unless we make some adjustments in the Danish society, because the foreign competitors have fewer expenses when it comes to production meat 9. At the same time, the Danish food concerns, such as Danish crown 10, are having a hard time competing with the prices, swine breeders are getting for their pigs, south the Danish boarders 11. It is important to us to find an academic field of interests, which will help us define the tendency whether country of origin, plays an important role when it comes to choosing meat. Danish consumers are making their way down to the store and choosing the specific store mainly because of three things; the supermarket leaflet, habits and the total variety in the store 12. A study reveals that, Danes are creatures of habits, when it comes to choosing their grocery store. More than fifty percent of the respondents are using their usual store, when they are choosing where to purchase 13 and when it comes to purchasing groceries, it happens in the usual store, with the usual products, which is located close to the consumers home or work 14. Because the Danish society consists of 5.5 million citizens 15, we cannot possible reach them all. Additionally, it is no reason to involve those who are not part of the purchasing decision of meat. That is why we have chosen to use the Danish students who are living away from home, as our academic Ibid note Ibid note 7 13 Ibid note 6 14 Ibid note

6 field of interests. The students are relevant to our project, because we and Sohail 16 believe that students are the consumers of tomorrow. Furthermore there is more or less not studied much about Danish students relations to the concept Country of origin. Students are often defined as confident and individuals. They often develop their social skills in interaction with other people and another study shows, that the younger you are, the more joy you will find during the consumption 17. The students want to archive great things in their lives and trust their own attitudes and ideas. Students are often young, so they are highly aware of technology and what is new. They are into material goods and know all about brands and the importance of image. They are responsible, wants to make the world a better place and have knowledge about organic products 18. Students are brand aware and love to experience with brands, but how do they feel towards consumption of meat in supermarkets? Not many studies have researched how Danish students purchase in supermarkets and how they decide what to purchase and why. This study will involve an analysis of how Danish students relate to country of origin and if it has an effect on their choices of meat. We will put our emphasis on country of origin, how Danish students attitudes are towards the topic and how country of origin affects their purchasing choice of meat. How are Danish students deciding when or what to buy and how do they choose from all the different types and brands of meat? Are they choosing different alternatives or are we just choosing the food we know and always have bought? This project focuses on the Danish consumers perspective on decision making and what relation they have to country of origin. The perspective will therefore be from the consumer point of view and not from the business point of view. The above mentioned about consumer behavior will lead us to how Danish students decide what to buy and why they made that exact decision and if country of origin has an effect on their purchase decision. This will be a study about Danish students and their consumption patterns concerning food, more specific the consumption of meat, and how they feel towards the concept country of origin in their daily purchases Problem formulation Which behavior is shown by Danish students when they are purchasing meat in supermarkets in relation to country of origin?

7 Now that we have defined the research area and created the problem formulation, we have to discuss how we will answer the problem formulation and which methods we will use, so that we can create new knowledge to make a conclusion based on our findings. 7

8 2. Methodology In this chapter it will be explained how we wish to answer the problem formulation and why it is we want to answer it. First of all, we have chosen to use Danish students as our academic field of interest. We have chosen this segment because we find it interesting to investigate how the behavior is in relation to country of origin. And as said in the introduction (cf. 1. Introduction) meat will be the product of our focus. This project will be structured by a deductive approach, which means that we first decide on the research area, and then create a problem formulation of our interest within the research area (Bryman, 2008; 11). Afterwards we find the necessary theories which can help us answer the problem formulation. We have chosen a deductive approach because we want to gather empirical data where the process is; defining a research area and theories, create a problem formulation, collecting the data and then evaluate the finding according to the problem formulation (Bryman, 2008; 10). This is a structure that makes sure that we actually can use the collected data to answer the problem formulation. Because when we have evaluated the data in relation to the problem formulation we will know if the theories are valid and in fact useful, as we have tested the theories by collecting data (Bryman, 2008; 11). When we have found what we consider is the right theories to answer the problem formulation, we will study these by reading and comparing articles where the theories have been used. We will do this to create a knowledge about the theories, which makes us able to define topics to discus in three interviews. These interviews will be used to produce questionnaires including both quantitative and qualitative questions, which will form the empirical data of this project. The interview methods will be fully explained in the chapter Empirical research strategy. We have chosen this method of collecting data, because we think it is the most objective method possible. Had we instead chosen an inductive approach, where we collect the data and afterwards defining the best suitable theory, the data would have been affected by our opinion on the subject, where as the deductive approach would base the knowledge from others and our own opinion, and by that make it more objective. We believe that the collected data never will be completely objective because our ontology is that the reality is subjective, which means that it is not possible to look at the reality without letting your own attitude and interpretation influence on the way you are looking at it. This ontology is inspired by a social constructivist approach 8

9 (Berger & Luckmann, 2004; 58) Furthermore people around you will also influence your way looking at the reality with their attitude and interpretations, which means we also believe that the interaction between every individual is crucial to understanding each perspective of the reality (Berger & Luckmann, 2004; 58). This is why we believe that it is impossible to develop empirical data being objective, because there is not such a thing as an objective reality as everybody influences each just by being in it. From our perspective on consumer behavior this is dynamic, because the consumer as an individual constantly will be influenced by others in their external environment such as family, friends, co-workers and in generally people in the supermarket. That is why it is crucial to study the behavior to understand the connections between the individuals but, to be able to understand their behavior. This all leads to our epistemology; it is impossible to collect objective data and knowledge (inspired by Berger & Lukmann, 2004; 58). First of all the theories that we choose to use to answer the problem formulation, are the theories that we believe suits the best, according to our deductive approach described in an earlier paragraph in this chapter. Furthermore will we not be able to analyze these objectively, which leads to the interviews, as they will be influenced by the way we have chosen to analyze the theories and the words we choose to use and basically being there will affect the respondents. Secondly will the questionnaires be affected subjectively because they are produces on the knowledge we gain from the interviews and of the theories that we chose. In the end our interpretations of the data and theories will never be objective, because it will all be influenced by our interpretations. These convictions are in accordance with the social constructivist approach. The social constructivist approach will be described in the following chapter; 2.2 A Social constructivist approach A social constructivist approach According to Berger and Luckmann the social constructivist approach has its focus on the everyday reality of life because this is the human reality. It is here that every person lives their life, and it is in this reality that people react from. It is also in this reality that people interact with each other, which means that this reality never can be objective. But the everyday reality is in a way also objectified because it is all ready interpreted by the individuals who has interacted 9

10 in this reality before this new individual comes with their subjective interpretation. It is these objectifications that explains how individuals should behave and what is right or wrong (Berger &Luckmann, 2004; 59). Furthermore is the individual conscious of that their attitude towards the reality is a common attitude, which means that this attitude is shared by many who also understand these objectifications there is in this world. The thing that separate individuals is that everybody has their own interpretation of this shared attitude of the reality (Berger & Luckmann, 2004; 61) In this project is it very interesting how Berger and Luckmanns social constructivist approach looks at routines and habits when we in our problem formulation wish to investigate consumer behavior in supermarkets which is characterized by routines. Also the aspect about how people interfere in their everyday reality is the same approach as in one of our hypotheses; people get inspired by other people in the supermarket (cf Hypotheses). According to Berger and Luckmanns approach new knowledge does, for instance when there is some kind of meat scandal, not interfere with the routines and habits, because this knowledge will become a part of the everyday reality. Instead the reality will be richer, because the individual now has more knowledge because of the interaction with other individuals (Berger & Luckmann, 2004, 62). But in every interaction between people there will happen an interpretation of the person the individual correspond to, but there will also be a self reflection which often is built on opinions that others have about the person. Besides the self reflection the individual will also create a picture of the other person. How the individual chooses to interpret the other person will also influence the way the individual choose to interact whit the person (Berger & Luckmann, 2004; 68-69). This means that there in the everyday reality is an inter-subjective reality that every single individual shares with others. Because of that it will be impossible to exist in the everyday reality without having some kind of interaction with other individuals, and it is in this interaction that individuals exchange opinions and interpretations (Berger & Luckmann, 2004; 61) The social constructivist effect on the project With these convictions the investigations of this project, will be influenced by our own everyday reality, just as people in our network will influence the result. Our network will influence our project a great deal, because it is through our network we have found our respondents to the interviews, but also the questionnaires, because these have been handed out to people in our 10

11 network, and from that point have spread like rings in the water. We had some considerations about how and who to choose for the interviews. Should we choose somebody that we did not know, so that we did not have any interpretations of the person that we interviewed, or should it be somebody that we knew who would feel comfortable in our company? In the end we decided, that both options for the interviews would be equally affected by our interpretations of the situations according to our epistemology, which means that it will be impossible for us to make an objective interview. Based on this conclusion we decided to interview three people from our close network, not somebody where we knew their behavior towards food, but somebody that would be comfortable in our company, to make sure that the discussion would be as open as possible. But before we were going to make the interviews, we raised some hypotheses based on the literature that we have studied, but also based on our own interpretation of the research area. We raise those to help us wonder what to investigate in the interviews and questionnaire Hypotheses In relation to our problem formulation, we have raised some hypotheses which we want to investigate deeper in the analysis and in the conclusion. This means that we will try to confirm or disconfirm the hypotheses if possible. The hypotheses are based on our interpretations of the theories and in generally our opinion of the subject. These hypotheses will be used as inspiration and help us wonder why we interpret as we do. We see this as an important process, as our interpretations of the theories will be subjective according to our epistemology, and these hypotheses will help us question whether we have understood and interpret the theories correctly. The hypotheses will be used in the analysis chapter, where these will help us make sure that we stay as objective toward the data as possible, by continuously taking notice of the hypotheses and by that the theory. Danish Students do not use much time considering, whether the meat is of Danish origin Our first hypothesis is about students approach towards country of origin of meat in supermarkets. Students may not use that much time on their decision making whether the country of origin of the meat is Danish or German. We state this, because students might just feel, that buying food is something that they need to overcome, so they can move on. This can be used as a consideration about students consumption patterns when developing empirical studies. 11

12 Does students consider the opportunities before shopping meat or do they just take the cheapest or easiest way. Danish Students do consider their disposable amount when purchasing food We believe that students do take their disposable amount to consideration, and we believe that they will purchase the cheapest solution possible, so that there will be space for having fun within the disposable amount. Danish students get inspired by others in the supermarket This hypothesis is based on our ontology, where we believe that people constantly influence each other. This also goes for students in the supermarket. We believe that Danish students will get inspired what they see others buy, just as we believe that Danish students maybe unaware, get information about products by just being around others in the supermarket. Women use country of origin to a larger extent than men. We have read cases and scientific articles about how women to larger extent are using country of origin than men are (Hoffmann, 2000; 218). There were also made a research about differences between men and women, where they found out, that women purchase behavior are more driven from inspiration and randomness than men are. This is a hypothesis will be solved through our empirical studies and when it comes to male and female Danish students. We have also come up with our own hypotheses while studying the topic country of origin and consumer behavior. Now that we have raised the hypotheses of our interpretation of the research area we are readig to define how we are going to investigate the problem formulation but also if we can confirm or reject the hypotheses Research strategy In this chapter we will explain the approach of this project and which methods there will be used to gain new knowledge about how Danish students consume food in the supermarket. 12

13 2.4.1 Theoretical research strategy As described earlier in this the chapter 2. Methodology we will in this project work deductive, which means that we started by finding the most relevant theories within the subject consumer behavior. Here we found the decision making processes, the food choice model, moment of truth and point of purchase the most relevant to answer our problem formulation. One of the main things in our problem formulation is the aspect country of origin which will be defined in the chapter 3.1. Country of origin. This means that we will try to create a connection between the theories and country of origin. We chose the theories on the basis on, that they can help us understand consumers behavior in the supermarket. We chose the decision making process because it is one of the main theories to understand consumer behavior. When Danish students are going to purchase a product, there will always be some kind decision process all depending on the product they are purchasing. The food choice model helps us understand why Danish student choose as they do in the supermarket and which factors affect the food choice of the individual. In the end we will make a connection between moment of truth and point of purchase, because we believe that point of purchase is a step within the moment of truth. When we have discussed the theories we will create an analysis based on the theory and the collected empirical data Empirical research strategy To create a full analysis of how Danish students consume their meat in supermarkets, we will need to collect some empirical data. We choose to collect data to be able to create an analysis where there both are a theory point of view and the empirical date point of view. These two point of views will help us create a more dynamic analysis by both having information from the theories about how it should be and from the collected data how it really is. These two aspects will be interesting to analyze and help answer the problem formulation. To collect information about Danish students consumer habits we will apply two different methods; interview and questionnaires. As said in the chapter 2. Methodology our approach will be to make three interviews to get the main idea of Danish students consumer behavior. We will make qualitative research interviews, because this method is good when you want to create new knowledge and this sort of interview has its focus on the individual in their everyday life and this person interpretation of the subject (Kvale & Brinkmann, 2009; 41) which also is consistent with our methodology, where we are inspired by the social constructivist, which is based on how 13

14 individuals interfere with each other in their everyday reality. We choose to create a qualitative research interview because we wish to get an understanding of how Danish students consume and which criteria are most important to them when consuming meat. Here we are going to discus price, quality, country of origin and other aspects like these. To create a discussion about these criteria s we have chosen to make the interviews semi-structured. This means that there will be some topics we are going to discus, and to each topic will there be questions, these questions has the purpose of helping starting a discussion during the interview, but also to make sure that we can use the data we collect. We have chosen the semi-structured method, because that we think that it is necessary to have some kind of structure to make sure that we stay on the right track, but also to make space to discussion that can provide information that we did not expect (Bryman, 2008; 438) The second method we are going to use when collecting the data is questionnaires. These questionnaires will be based on the information gathered from the interviews. The questionnaire will both be quantitative and qualitative. If we had chosen only to use quantitative data, we would not have gotten the same variations from the respondents, just as if we had chosen to make a qualitative questionnaire, we would not have been able to make the same kind of statistics without coding the answers, and when coding the answers the data would be interpret subjectively by us. This means that we have chosen both aspects, because some of the questions do not need to be open-ended, but where a priority is more telling about Danish students behavior in supermarkets, then having them writing an explanation. In other questions the respondents can choose between yes and no but they also have the possibility to make a comment to their answer. The main goal of creating the questionnaire is to get more information about Danish student behavior, but we also believe that if we want to get enough respondents to make it reliable, the questionnaire has to be as basic as possible if we don t want to lose the respondents interest. That is way we have chosen to make the questionnaire as quantitative as possible. The only reason why we are able to do this is because we have a good understanding of the general picture which we achieved through the interviews Verification of the project It is very important to look at the verification of the project, because it is essential to have in mind how valid and reliable the data is. Here we define validity as being if a measure of a 14

15 concept really measure that concept (Bryman, 2008; 151) and reliability as if the measurements are consistence (Bryman, 2008; 149). First of all, we have tried not to affect the respondents too much before they answer the questionnaire. This is because we do not want to influence the respondents with our opinion before they answer the questionnaire. The same goes for the interviews, where we tried to ask the questions as objective as possible. If the respondents are influenced by our opinion the data collection will not be valid, which make it useless, when we are going to answer the problem formulation. But before we can conclude that our collected data is valid, we have to consider if it is reliable. When gathering quantitative data you have to pay special attention to if the data is reliable. To be reliable it has to live up to three aspects; stability, internal reliability and inter-observer consistency (Bryman, 2008; ). Stability is if the results are stable over time. Because of the short period of time that we are working with this project, we will not be able to see if there will be any different tendencies the second time around, but we will distribute the questionnaire to as many different groups within the segment students. By doing that we will be able to see if there is any difference of the answers according to which education the respondent is studying. Internal reliability is about scaling the data so it is possible to compare the results. By always using the same kind of scale, we can make sure that the results will be comparable. The last aspect is the inter-observer consistency which is about coding the data without letting it be influenced by subjective opinions. By creating a questionnaire as quantitative as possible there is not that much to code, when it all comes out in numbers and statistics. The qualitative questions we will have to code individually to make the coding as objective as possible. Now that we have defined which methods we will use to gain knowledge and create empirical data to answer the problem formulation, we are ready to study the theories which will help us develop topics for the interviews and the questionnaire. 15

16 3. Theory In this chapter we will present the theories we will use to answer the problem formulation. There will be an introduction country of origin and the theories; the decision making process, the food choice model and the moment of truth in conjunction with point of purchase. These theories will be discussed in relation to country of origin. The theories will be discussed with a consumer point of view instead of the marketer point of view. This is important, because we want to investigate how Danish student purchase and not how marketers can get Danish student to pay attention to their specific product. We want to do that, by constantly drawing a connection between the theories in generally and students behavior in relation to country of origin Country of origin The aim of this project is to get a better understanding on how Danish students choose what meat they want to purchase and if country of origin has a significant impact on them before, during and after the consumption. When consumers are standing in the supermarket, how do they differentiate one product from another? Country of origin is the country of production, where a product comes from. Some theorists some uses the term made in to define the origin of a product (Al-Sulaiti and Baker, 1998; 151). Country of origin can be an efficient way for consumers to distinguish between the supermarkets wide range of products (Hoffmann, 2000; 211). Country of origin may also be an helpful way for consumers to differentiate between quality standards and it is commonly acknowledged, that consumers sometimes use country of origin as a way to evaluate products (Hoffmann, 2000; 211). Surveys shows country of origin is frequently graded as important by consumers and the results indicate that women use country of origin as a quality cue to a larger extent than men (Hoffmann, 2000; 225). Other studies have showed that, country of origin is a signal of product quality, while others have concluded it as an attribute (Hoffmann, 2000; 212). In this project we are talking about Danish students and their behavior towards meat and in relation to meat, country of origin is often graded as important by consumers (Hoffmann, 2000; 212). There have been some food safety scares in Europe in the past few years and these have raised some consumers interests in information about foods origin and production (Loureiro, 16

17 2003; 287). So when we are talking about food, there are several reasons to why at consumers choose the way they do. Theorists distinguish between search, experience and credence characteristics, when talking about product characteristics. The first one is search characteristics, which are criteria s that are observable by the consumer prior to consumption, at the point of purchase. The second one is experience characteristics, which are observable to the consumer following consumption and this could be characteristics such as taste or smell. The third and last one are credence characteristics, which cannot be detected by consumers, such as animal welfare connected to the product (Hoffmann, 2000; 213). These can be used in relation to our problem formulation. We need to identify which criteria Danish students use, when they are purchasing meat and if they are using some characteristics to evaluate one meat from another. Consumers cannot always evaluate the product and need some cues and indicators as an evaluation tool (Hoffmann, 2000; 213). Trust between the product and consumer are essential, because consumers only can rely and evaluate the meat on its appearance and packaging. At point of purchase, consumers need some quality indicators or cues, so they are able to evaluate the product. Theorists define quality cues as information that is available to consumers prior to consumption (Hoffmann, 2000; 213). Quality cues or indicators can be intrinsic or extrinsic. Intrinsic cues are a part of the physical product, such as color, marbling and fat content, where extrinsic cues are related to the product, such as country of origin, brand name, price and store name (Hoffmann, 2000; 213). Of all the available cues, it is the individual consumer that perceives what is essential in judgment the quality of the product. What a consumer perceives as important depends on preference, previous experience, attitudes, lifestyles and etcetera (Hoffmann, 2000; 213). By taking some of the intrinsic and extrinsic cues into consideration, we can observe if, Danish students intentional or unintentional are using these as a way to evaluate what to buy or not to buy. A recent study from Sweden indicates, that country of origin is the main symbol consumers often looks for when purchasing pork and beef. The Swedish respondents ranked country of origin as one of the most important extrinsic cues in judging the quality of the meat. The study indicates that country of origin is an important indicator for consumers. But in contrast, findings by Grunert (1996) on perceptions of meat in France, Germany, Spain and the UK shows, that information about country of origin has no effect on the consumers (Hoffmann, 2000; 215). The study seems to believe, that country of origin matters, when a country has not been used to imported meat and that is one reason to why they often recognize the domestic products rather 17

18 than the imported products (Hoffmann, 2000; 215). It could be interesting to see, how Danish students feel towards country of origin and see whether they have the same perceptions as Sweden or France, Germany and UK. Now that we have defined the country of origin, we will discuss the decision making process that Danish students are going through during their purchasing of meat, and what relations there are between their choices and country of origin The decision making process in conjunction with the food choice model One of the main processes of understanding Danish students behavior, is to understand their decision making process when they purchase meat. Many theorists have used the decision making process to investigate how people consume different kinds of products. Svend Hollensen is one of the theorists who uses the decision making model. He has taken the model to another level and included social demographic variables and psychological variables (Hollensen, 2003; 123). Another theorist is Alan Kotler, he describes the decision making process as basic as possible. The five steps decision making model is one of the most common models to use when you want to understand why consumers choose as they do (Kotler, 2009; 247). But to get an even better perspective of the decision making model, we will create a connection between the classic five stage model and the food choice model. The food choice model contains some of the variables as Svend Hollensens does, but the food choice model is made directly to analyze how people choose their food (Sualakamala, 2010; 244). When using the food choice model we will analyze Danish students life course, what they are influenced by and their personal systems. We believe that if we unite Kotlers version of the decision making process and the food choice model, we will reach the best understanding possible, on how Danish student consume their meat. As just described has the food choice model two elements, which affect the Danish student as a consumer, even before they start to consider the first stage of the decision making process. The first of the three elements is life course. This element gets influenced by the individuals past, present and future involvement with food consumption. The food experience that the student had as a child will probably have an influence on how they will consume meat today, just as their current surroundings have an influence on their consumer behavior. As for the country of origin 18

19 aspect, this means that the future of Danish meat consumption is influenced by the parents of the current youth and their surroundings. The second element is influence. As the word influence indicates it is about what different kinds of influences that people get affected by in their daily life (Sualakamala, 2010; 245): - Ideals based on beliefs, attitudes, expectations, and standards. - Personal factors based on physical and physiological conditions of an individual. - Resources such as economical status, cooking equipment, space, cooking skills, and time - Social framework based on relationship among individuals toward food preferences and selections - Food context These factors will all influence on each other in the decision making process, which leads to the final food choice. Food availability is also an important factor. Students will probably choose the simplest way to purchase their meat, which also affect country of origin depending on what selection the supermarket offers. (McEntee, 2009; 354) Now that we have an understanding of what is affecting the students, even before they even start to decide what product to purchase, we can start using the decision making model. The decision making process is divided into five different stages; problem recognition, information search, evaluation of alternatives, purchase decision and post purchase behavior. 19

20 Problem recognition Information search Evaluation of alternatives Purchase decision Purchase behavior (Inspired by Kotler, 2009, 247) The first stage is where the consumer recognizes that there is a problem. The recognition of the problem is often divided into two different stimuli; internal stimuli and external stimuli (Kotler, 2009; 247). The internal stimuli are triggered by humans basic needs, like hunger and thirst, where the external stimuli are triggered by the surroundings, what are other people having, wearing or using. The main subject in this project is how Danish students purchase their meat products, which means that it is mainly the internal stimuli that defines the problem; I need food. But when we look at the external stimuli, and how people influence each other and our hypothesis about people get inspired by others in the supermarket (ct Hypotheses). We can also argue that there is an external stimuli present, when students purchase their meat. The next stage of the decision making process is information search. The stage information search is about where you find your information about a particular product. In this stage there are four groups, which all contain elements of places, where consumers find their information (Kotler, 2009; 248): 1. Personal: family, friends, generally people in your close network 2. Commercial: advertisement, internet, salesman, dealers, displays 3. Public: mass media, consumer rating organizations 4. Experiential: handling, examining, using the product It can be argued if there is a difference in where you find your information according to what kind of product you are purchasing. When we are talking about behavior in the supermarket there are many channels from where students can find their information. First of all they can get 20

21 inspired by their close network, but also commercials, the media and generally by testing their options. But we do not believe that the information search has the same intensity as when purchasing the computer. In relation to consumer behavior in chapter 1. Introduction, there are different ways on how Danish students will react to a problem, need or desire. The focus in this project is meat and therefore Danish students will most likely fit into the third type of consumer decisions; habitual decision making, where you purchase controlled by habits. This information search is like the point of purchase, where it is here and now the consumer decides if they are going to purchase or not. Point of purchase will be fully defined in the chapter 3.3. Moment and truth in conjunction with point of purchase. The third stage of the decision making model is evaluation of alternatives. This stage is about how marketers can affect the consumer to buy their brand (Kotler, 2009; 249). But because we do not look at the marketer point of view in this project, this stage will not be use as its original purpose. To answer the problem formulation it is important to understand if Danish students do any kind of considerations about why they purchase as they do and if they prefer Danish meat or not. To understand the choices students make, we have to understand what is most important to them in the purchasing moment. To investigate how students evaluate their alternatives, we will in the questionnaire ask what they find most important when they have to choose between relatively identical products. Here we will use country of origin as one of the response opportunities to see how students response towards it, and if country of origin is a factor that they take to consideration. By making this investigation we will make sure that we get the consumer point of view, and how Danish students evaluate their alternatives. It could also be interesting to see if the students childhoods have any effect on how students evaluate their opportunities. This will be a part on the research in the analysis chapter 5.1. Decision making process life stage and influences. The fourth stage of the decision making model is purchase decision. Again there is a connection to the point of purchase. Here it is about defining what the most important attribute to the consumer is. Is it the price, country of origin, the quality, labeling or service (Kotler, 2009; 251)? These factors are all a part of the moment of truth and point of purchase, which means that this decision making process of purchasing meat often is a short process, where the consumers are affected by the people around them; family, friends and even the people in the supermarket and how their parents purchased. Again if it was the computer the student was going to purchase, 21

22 there would probably have been other considerations such as; can I effort it, can I effort it, if I lose my student job and so on. But this aspect is still interesting to consider. Does student consider their disposable amount when purchasing meat (cf Hypotheses)? This is also a hypothesis that we are going to investigate in chapter 5.5. Purchase decision. The fourth stage of the decision making model also has a close connection to the third element; the personal system. This element is about the actual process of selecting the meat. Again there is a reference to the moment of truth and point of purchase, where the consumer has a direct connection to the product. Here it is about sensory perception, monetary considerations, convenience, health and nutrition, managing relationships, and quality (Sualakamala, 2010; 246). It is often not possible to meet all of these factors, which means that the consumer will have to consider which of the factors are most important to them. Because of this, country of origin will have an effect on the consumer behavior whether they are selecting on the price or the meats country of origin. The fifth stage of the decision making model is purchase behavior. Here it is about using the product that has been purchased, which also refers to the second moment of truth. The question is how large the gap is from what the consumer got compared to what they expected (Kotler, 2009; 253). This leads to the paradox of choice. In a normal size supermarket, there will be many different kinds of meat that the consumers can purchase (Schwartz, 2004; 20). This means that when the consumer chooses one product over another, he or she will miss out on all the other opportunities. To understand how students react towards all of these opportunities, we want to investigate their behavior when they have purchased a product how will their reaction be to respectively a good experience or a bad experience, and how do this experience affect their purchase behavior afterwards? That is why the fifth stage is very important to analyze, because it gives an understanding of students behavior, and in relation to the experience, see if country of origin is a factor that will affect their reaction. This aspect will be investigated in the analysis chapter. During this discussion of the decision making process there has been some connections to the theories moment of truth and point of purchase, which we in the next chapter will define. We will create a conjunction between the moment of truth and point of purchase just as the conjunction between the decision making process and the food choice model. 22

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