WINE 7000EX - Learning Discoveries in Wine
External - Trimester 3 - 2020
General Course Information
Course Code WINE 7000EX Course Learning Discoveries in Wine Coordinating Unit Business School Term Trimester 3 Level Postgraduate Coursework Location/s External Units 3 Available for Study Abroad and Exchange N Course Description This course involves direct interaction between students and wine industry and academic experts, thus allowing students to engage with these mentors in order to develop an in-depth understanding of the relevance and importance of their respective contributions to the wine industry nationally and internationally. These mentors will share real life wine experiences and insights with students in small group settings and assist them to understand, quite intimately, some of the important areas of wine related business and academic pursuits underpinning industry success. These mentors will include staff at the university (across disciplines), visiting academics and be drawn from industry and government. The outcomes will be individual research reports and reflective journals. Students will also have the opportunity to explore their particular areas of interest as related to the expertise of the mentors involved.
Course Coordinator: Mr Nigel BarkerCourse Coordinator: Mr Nigel Barker
Lecturer: Nigel Barker
Location: 10 Pulteney Street, Nexus Building (Rm 10.26)
Telephone: +61 404890174
Course Website: www.myuni.adelaide.edu.au
The full timetable of all activities for this course can be accessed from Course Planner.1.3 COURSE TIMETABLE This course is being presented in semi-intensive mode and will revolve around group research activity
combined with lecturer group consultation. Normal hours of classes will not necessarily be followed and groups will be able to arrange lecturer consultations throughout the course to fit their group agenda.
· Course overview and assessments.
· Background introduction to mentors.
· Working effectively in groups / Surviving groups.
· Knowing your own strengths and weaknesses (do a self SWOT).
· Group study and meeting time – who’s going to do what..
· Debrief and preparation for background research and interviews with mentors
· Fine-tuning your interview question guides.
· Interviews with mentors
· Group meetings with lecturer to show plans and allocations of tasks ·
Day 4 Research day + Group meetings with lecturer
Day 5 Research day +Group meetings with lecturer if needed
Day 6 (Later that week by appointment) Group meetings with lecturer to discuss presentations and show status of project
FINAL PRESENTATIONS TO MENTORS· Presentation of findings and final report to lecturer and mentors. The full timetable of all activities for this course can be accessed from the Course Planner at https://access.adelaide.edu.au/courses/search.asp
Course Learning OutcomesOn successful completion of this course, students will be able to:
- Work effectively as a team member, showing leadership and cooperation as required to enhance group outcomes;
- Develop an interview plan and use it to effectively interview individuals and collect relevant primary information;
- Apply basic secondary data collection and evaluation;
- Undertake strategic business analysis in order to develop appropriate problem solving strategies;
- Communicate, clarify, and present to peer audiences in a professional setting; and
- Produce a logical and coherent group Research Report that provides value to stakeholders.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2, 3, 4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2, 3, 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 5, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 5, 6
There is no prescribed text for this course, but a comprehensive
reading list relevant to topic discussions will be provided. However,
it is expected that students will look beyond these resources and find
additional literature of value.
Recommended ResourcesStudents have access to library and electronic databases and use of
these and other sources of legitimate information, such as industry
journals and other publications are recommended when appropriate.
Learning & Teaching Activities
Learning & Teaching ModesThis course is scheduled to be delivered over 6 intensive days of
teaching over the trimester period. Due to the completcity of the
subject however, these days are often more focussed on one-to-one
discuissions with the lecturer and group time for project development.
(For online students thi swill mean a teleconference meeting with your lecturer).
The focus of the course will be an interactive research project with one
of our industry mentors and fellow group members. For students studying
remotely, all lecture and tutorial sessions will be recorded as with
interviews and debriefs with our industry mentors. However, it is
expected that group members will maintain close contact between sessions
in order to complete the required tasks and maximise learning outcomes.
No information currently available.
Learning Activities SummaryTopics
Course overview and assessments.Background introduction to mentors. Working effectively in groups / Surviving groups.Knowing your own strengths and weaknesses (do a self SWOT).(knowing what’s useful and what’s not). Group study and meeting time – who’s going to do what.Debrief and preparation for background research and interviews
Contact each other and discuss the project. Identify any questions you might have for the client and send to your lecturer.
Finalizing and fine-tuning your interview questions and send to your lecturer.
Listen to the mentor interview online.
Within a week: Arrange a time for a group meetings with lecturer to discuss status and process.
Group meetings and meetings as required with your lecturer to discuss status. Report writing: structure and content.
Submission of final report.
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 SummaryA description and explanation of each assessment is provided below.
Please note, this course is not exempt from Assessment for Coursework
Peer Assessment Due Nov 5
Meeting Minutes Due Oct 15, 29
Mentor Interview Report Due Oct 15
Reflective Journal Due Nov 5
Research Report Due Oct 29
Assessment Detail1. Peer assessment (Individual Assessment) 10%. Working
in a group setting can, and usually is, challenging. This is true
whether it is in a study or work context. However, the reality of life
(especially our working life) is that we must just ‘get on with it’ and
work productively with others to achieve common goals. Something that
makes this easier is each person making a commitment to sharing work
appropriately, allocate tasks according to strengths within the team and
to making a strong effort to achieve success. There are 5
criteria that each of your team members will assess each other group in
their team against on a scale of 1 to 10, where 1 is poor performance
and 10 is virtually ‘perfect’ performance, the criteria are explained
below: Openness and flexibilityTrust and cooperationDutifulnessDependabilityAchievement of goals and tasksThese elements will be explained in more detail in class, although
students are encouraged to seek additional insights via personal
investigations and discussions.
2. Minutes of team meetings (Group assessment) 10%. Due dates October 15 (3 x meetings) October 29 (2 x meetings) Students
must supply the minutes of at least 5 team meetings; these will be
included in with the final report. These must be more that an account of
who attended and how long the meeting lasted. It is expected that from
the first meeting decisions regarding what needs to be done, who will do
it and when it will be completed for group review will be recorded.
Then in subsequent meetings, progress against action items and deadlines
will be reported and subsequent actions decided. There will also be
information sharing discussions and teamwork towards overcoming
obstacles and problems. Remember also that your lecturer (another mentor
in the course) is always available to help and can be invited to
meetings, or to provide advice/feedback prior or post a meeting. It is
not expected that minutes will be pages long – bullet points and
summaries of discussions are fine – just so long as it is clear what
took place, was achieved and decided. You may minute more meetings but 5
will be assessed. Students that are studying remotely can take part via
Skype or telephone or other forms of ‘online chat’ that are available.
3. Mentor interview report (Individual Assessment) 20% This
is a report respective to the successful interview of mentors. It will
be approximately 2000 words in length and will provide an overview of
your findings from the interview and will include a list of interview
questions that were asked by your team and your personal assessment
(with examples) of the quality and quantity of the information that was
received. It will also include a summary of what was learned from
answers to questions posed by other groups and your views of the success
of the interview overall. You should also include identification of
information that you still need to acquire and where you may source
this. It is expected that all groups will record the interviews and
share this audio file for your reference. Of course the lecture will be
recorded and provided on MyUni for the benefit of students studying
4. Reflective journal (Individual Assessment) 30%. This
aspect of the overall assessment carries as much weight as the
investigative report that you are also required to complete. A major
focus of this course is to encourage individuals to reflect on the
process of learning about a specific topic (and the reporting on that
topic) and also to apply critical thinking to this process as well as
their individual team experiences. This journal is more than a diary,
and mere ‘descriptions’ of events or topics will not justify strong
assessment marks. There are a number of readings that will be provided
in addition to discussion and explanation in lectures.
5. Research report (Group Assessment) 30% Each
mentor will be presenting the class with a ‘problem’ specific to their
area of interest. Each group will be required to interview them and to
use their information, plus a wide range of information sourced by the
team to address the question and complete a report of not less than 7000
words (not including any appendices) that investigates the context of
the question and provides some clear strategies and recommendations
respective to it. At our first class all students will be allocated to groups (including remote students) and will be assigned a mentor.
SubmissionAll assignments are to be submitted by the due date using the Turnitin
facility on the course MyUni website. Assignments will be marked
electronically and returned that way too. Please remember to keep a copy
of all your work. Each assignment must also have an assignment cover
sheet as its first page and title page after that. Late Assignment Submission Students
are expected to submit their work by the due date to maintain a fair
and equitable system. Extensions will generally only be given for
medical or other serious reasons. All requests for extensions must be
emailed to the lecturer in charge of the course before the due date.
Each request will be assessed on its merits. A late assignment (without
prior arrangement) will be penalised by a 5% mark reduction for each day
that it is late. Return of Assignments Lecturers aim to marked and return assignments to student within two (2) weeks of the due date with written feedback.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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