AGRIBUS 7057 - Trends & Issues in the World Food System
North Terrace Campus - Trimester 2 - 2022
General Course Information
Course Code AGRIBUS 7057 Course Trends & Issues in the World Food System Coordinating Unit Centre for Global Food & Resources Term Trimester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Taught as an intensive Available for Study Abroad and Exchange Y Course Description Constantly evolving market forces, socioeconomic trends local, national and international policies and unexpected shocks transform food systems in diverse and complex ways. An important aim of this course is to explore, research, and analyse how trends and issues in the world food system impact on businesses, global corporations, households, producers, retailers, consumers and governments. Current issues that we address may include pandemics, economic development, growth, trade, climate change, technology, food safety, nutrition, health, diet, intellectual property rights, resource management, finance, retail markets and risk. This course requires students to learn how to analyse and evaluate these issues using core concepts from systems thinking and economic principles. . Students will be required to assess an issue, transform it into an economic question, and then analyse it. This will require students to examine the connection between the diverse parts and the whole of a particular issue. This will encourage an understanding of how issues impact on different economy structures (free-market, and command and control) and different economic and social issues (e.g. inequality and gender issues).. . The course is designed to help students write effectively and communicate their ideas with clarity.
Course Coordinator: Dr David Adamson
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
- Analyse how local and national policies impact food security, nutrition and health outcomes, land and water resources, vulnerable populations and sustainable agriculture systems;
- Apply a global perspective to evaluating how businesses, governments and international organisations adapt to evolving agricultural and food systems;
- Formulate policy positions in concise opinion articles targeted to wide audiences; and
- Communicate results of analytical thinking that persuasively articulates options for resolving social, ethical, economic and environmental food related issues.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesAll required readings are provided on the course website. There is no required textbook for this course.
Recommended ResourcesThis is a wide-ranging course. The reading list includes key literaure and epirical studies that support and/or challenge what you hear in the lectures. You are expected to follow up the references to articles or books and read widely agricultural business and agricultural development journals.
For background information on the more industrial countries agricultural sectors visit OECD’s and WTO’s web pages. For developing and emerging economies, visit the World Bank’s and FAO’s web pages.
Australian government, industry bodies and NGOs present an abundant supply of excellent information and analysis on international developments on their web pages.
Online LearningPower-point slides for each lecture are made available on the course webpage.
Learning & Teaching Activities
Learning & Teaching ModesThe transformation of the course to dual mode means that before each lecture students are required to peruse all recorded material and reading material (this will be monitored).
Each lecture will be divided into two main components.
First we will summarise the core concepts for the day and provide ample opportunity for the students to ask questions to clarify these concepts. These concepts will be based around a specific current issue occuring in the world's food system.
Second students will be expected to untangle these issues using the core skills (economic first principles, systems thinking, and evaluation). Students will be expected to use these skills by themselves or within groups.
These activities are designed to prepare students for the indiviudal assignements.
These lectures are designed to motivate students to grapple with the same kinds of decisions and dilemmas community leaders, NGOs, international organisations, multinational corporations and policymakers confront. The lectures aim to create a classroom where students absorb information, discuss strategies and concepts and practice teamwork skills to resolve real world problems.
Learning and teaching for this course includes self-directed learning exercises and tasks. Students are expected to take an independent approach to learning by doing all prescribed readings associated with course material.
I expect you to be actively involved in the discussion during each seminar session; to be prepared to accept and explore alternative viewpoints; to go beyond the suggested readings; to use initiative to present other topical material as examples and to work cooperatively and productively in small groups.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Contact time consists of 9 seminars = 36 hours
First oped article = 8 hours
Second oped article = 8 hours
Position paper = 18 hours
Presentations = 12 hours
Background Reading = 74 hours
Total 156 hours
Learning Activities Summary
The topics for each class are: Session Topics 1 Course Overview: The Global Food System & the Tools to Explore Issues 2 The Role of Resources 3 The Role of Policy 4 Food & Development 5 Climate Change 6 Trade Policy 7 Future of Food Production 8 Consumer Influences on Production 9 Lecture topic to be chosen by class
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Length Weighting Learning Outcome In Class Quiz (4) Individual 20% 1, 2, 3, 4 Assignment 1 Individual 1,500 words 25% 1, 2, 3, 4 Assignment 2 Individual 2,000 words 45% 1, 2, 3 Engagement Individual 10% 1, 2, 4 Total 100%
Assessment Related RequirementsThe dual nature of the course means that students must watch all material before each lecture. The lecture is designed to discuss this material, undertake learning tasks, and for the students to be actively engaged with other students and critically discuss issues. Willingness to communicate and interact in the classroom is essential.
There will be 4 short answer quizzes during the course. These quizzes will be held on-line and will occur during the lecture. Each quiz will be based on concepts from the previous lecture/s.
The first assignment is designed to define and apply the 3 core concepts (economic first principles, systems thinking, and how to evaluate an issue) to a case study.
The second assignment is designed for the students to use the core concepts to provide a solution to an issue. In this case, the solution must clearly be analyzed by the core concepts.
The students are required to engage in-class activities that include: learning activities; group discussions; workshops; debates; on-line forums; watching pre-recorded videos; and consultation.
QuizzesThere will be 4 short answer quizzes during the course. These quizzes will be held online and will occur during the lecture. Each quiz will be based on concepts from the previous lecture/s. Each quiz is worth 5 marks
Assignment 1In no more than 1000 words, 12 pt font, and referencing in The University of Adelaide Harvard Style (here). The first assignment is designed to define and apply the 3 core concepts (economic first principles, systems thinking, and how to evaluate an issue) to a case study. A marking rubric and the case study will be provided in Lecture 1.
Assignment 2In no more than 2000 words, 12 pt font, and referencing in The University of Adelaide Harvard Style (here). The second assignment is designed for the students to use the core concepts to provide a solution to an issue. In this case, the solution must clearly be analyzed by the core concepts. A marking rubric and the issue will be provided in Lecture 1.
SubmissionAssignments must be submitted in:
1. Softcopy through Turnitin on MyUni
Your assignment MUST include the GF assignment cover sheet which can be downloaded from MyUni under “Assignments”. Each page must be numbered with your student ID and name.
All assignments must be presented professionally with clear headings, appropriate referencing and using one and a half spacing.
Extensions will only be granted if requests are received in writing to the course coordinator at least 24 hours before the final due date unless they are requested on medical or compassionate grounds and are supported by appropriate documents.
Please contact the course coordinator, preferably by email, at any time to make an appointment for assistance or guidance in relation to course work, assignments or any concerns that may arise. Assignments will normally be returned two weeks after they have been submitted.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.