WINE 7004 - Contemporary Issues in Wine Business (M)
North Terrace Campus - Trimester 2 - 2019
General Course Information
Course Code WINE 7004 Course Contemporary Issues in Wine Business (M) Coordinating Unit Business School Term Trimester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange N Course Description This course explores current issues of interest to the wine industry due to their potential to change industry landscape, international competitiveness or reflect changing consumer preferences and/or buying habits. Topics include the roles of wine and alcohol in society and their implications for health and government policy, changes in consumer to consumer forms of communication and social media and the growing importance of the roles of corporate social responsibility and ethics (as examples).
Course Coordinator: Coralie HallerLecturer: Dr Coralie HALLER, Associate-Professor
Head of Master International Wine Management and Tourism
Head of Master of Tourism Management
Founder and head of Corporate Chair in “Wine and Tourism”
Location: EM Strasbourg Business School, University of Strasbourg, France
Telephone: +0033 82145240
Coralie HALLER completed an MsC in European Business Administration (Burgundy School of Business, France), an MBA and a Graduate Certificate in Higher Education (Griffith University, Australia) and a Master Research (IAE of Aix en Provence, France). After several years of professional experience within various companies and educational environments in France and Australia, she obtained a PhD from Aix-Marseille University.
As an associate-professor at EM Strasbourg Business School, her research interests and teaching expertise concern information system management and entrepreneurship in wine and tourism industry. Her work has been published in several journals (Systèmes d’Information et Management, Entreprendre et Innover, International Journal of entrepreneurship and small business, International Business Review), books and academic and professional conferences.
Dr Coralie HALLER is currently in charge of the Master of International Wine Management and Tourism (she has created) and the Master in Tourism Management at EM Strasbourg Business School. She is also the founder of a Corporate Chaire in “Wine and Tourism” in partnership with the Alsace Wine Council, Grands Chais de France and a bank, the Crédit Agricole Alsace Vosges. She is also president of Wine and CO² and member of Wine Brotherwood Confrérie Saint Etienne, Saint Urbain and Confrérie des Bienheureux du Frankstein.
The full timetable of all activities for this course can be accessed from Course Planner.
This course is delivered in semi-intensive mode over 6 days seminars. It entails daily 3-hours face-to-face lectures from 9am to 12pm and 3,5-hours working sessions from 1pm-4:30pm.
Due to Sylvie's area of speciality, this Tri 2, 2018 offering of this course will have a Luxury focus;
The course is dedicated to give participants awareness and understanding of strategic perspectives and unique challenges faced by organizations within the wine industry in regards to luxury and premium brand positioning.
Luxury and premium brands have experienced remarkable growth and success in the last thirty years. The strong aspiration power and dream factors of luxury brands constitute nowadays an example of what many mass market brands would like to develop to differentiate and create strong customer loyalty.
At the same time, globalization and development of new emerging countries have also been very beneficial to luxury brands. All markets have demonstrated strong interest for luxury goods and services. In many countries local managers would like to understand the foundations of luxury brand management in order to possibly develop local premium or high end/luxury brands.
For all these reasons, this class will concentrate on the foundations of premium/luxury brand management and the art of luxury branding. It will analyse and explain how companies can create and grow luxury brands and then leverage on brand equity to create value and significant return on investment for their shareholders through proper brand management.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1. DESCRIBE what Luxury Marketing (LM) is and how LM is transforming the world of wine business
2. EVALUATE the role played by LM especially in brand management
3. RECOGNIZE the characteristics of different segments of the LM
4. EXPLAIN the paradoxes of LM
5. DETERMINE the importance of LM in the strategic positioning of an company
6. DISCUSS what LM can bring to the wine business
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)
1-5 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
1-5 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
5 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
- Ben Tahar Y., Haller C., Massa C. and Bédé S. (2018). Designing and creating tourism experience: adding value for tourists. In Sotiriadis M. (Eds.), Handbook of entrepreneurship in tourism, travel and hospitality : skills for successful ventures, Emerald.
- Barringer, B.R, Ireland R.D. (2012) Entrepreneuship, successful launching new ventures, 4th edition, Pearson Education
- Fayolle, A. (2017) “Thinking the future of entrepreneurship research through French lenses”, Revue internationale des
sciences de l'organisation, Vol.1, n°3, p. 59-72.
- Fisher, G. (2012) “Effectuation, Causation, and Bricolage: A Behavioral Comparison of Emerging Theories in Entrepreneurship
Research” Entrepreneuship Theory and Practices, 1019-105
- Haller C., Santoni, J., Barth, I. (2017) “Study of the role of stakeholders in an effectual entrepreneurial process within a context of proximity: Case of wine entrepreneurs supported by peers”, International Journal of entrepreneurship and small business, vol.32, n°1/2, p.208-228
- Johannisson B. (2014), “Entrepreneurship: theory, art and/or practice”, in Fayolle A. (Ed.), Handbook of Research on Entrepreneurship, Cheltenham (UK): Edward Elgar Publishing, p. 63-85.
- LandstroÌm H. (2014), “A history of entrepreneurship research”, in Fayolle A. (Ed.), Handbook of Research on Entrepreneurship, Cheltenham (UK): Ed- ward Elgar Publishing, p. 23-62.
- Read, S. & Sarasvathy, S.D. (2005) “Knowing what to do and doing what you know: Effectuation as a form of entrepreneurial
expertise”, Journal of Private Equity, vol.9, p.45-62.
- Sarasvathy, S. D. (2001) “Causation and effectuation: toward a theoretical shift from economic inevitability to entrepreneurial
contingency”, Academy of Management Review, vol. 26, p.243-263.
- Sarasvathy, S. D. (2001) “What makes entrepreneurs entrepreneurial ? ”, Harvard Business Review, June
- Sarasvathy, S.D. (2008) Effectuation: Elements of entrepreneurial expertise, Cheltenham:Edward Elgar Publishing.
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.
Online LearningAll topic lectures and most discussions will be recorded for the benefit of those that can’t attend the sessions. A comprehensive reading list will also be available in addition to lecture slides (although this is not a ‘slide intensive’ course) etc. All resources will be available via the course MyUni site. All assessments are to be provided electronically and will be marked and returned electronically via the Turnitin portal on the MyUni site.
Learning & Teaching Activities
Learning & Teaching Modes
This course is delivered in semi-intensive mode over 5 days. It entails daily face-to-face lectures and working sessions.
This course emphasizes Experiential and Action Learning as opposed to passive listening. Rather than rehashing concepts, discussions and interactions will be devoted to exploring, probing, extending and critically reflecting on the course content and outcomes. The fundamental goal of this Entrepreneurship class is to bring together interested, passionate and knowledgeable people to create a forum where they can share, learn, engage, question, contribute, discuss and debate about key issues they deem to be important about entrepreneurship concepts and practices. It is about knowledge generation via a minimally-structured, highly-engaging, and participant-driven format. Participants are asked to bring energy and enthusiasm, a collaborative mindset, and an open-mindedness
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements. The University expects full-time students to commit approximately 9 hours for a three- unit course of private study outside of your regular classes. Students in this course are expected to attend sessions in this intensive delivery mode course if at all possible. Students studying remotely must review session recordings and stay in touch with the lecturer and their group members as required to maintain contact and group cohesion
Learning Activities SummaryPrior to class
A#1 Entrepreneur Interview + transcription
DAY 1 – Tuesday, July 16th – 6,5hrs
Session 1 - 8.30-10.00 - lecture Introduction & Assignment guidelines + Setting of the learning context
Session 2 - 10.30-12.30 - Group working session - A#2 Pitch Elevator on entrepreneurship project
Session 3 - 1.30-4pm - lecture Entrepreneurship definition, context and issues NA
DAY 2 – Wednesday, July 17th – 6,5hrs
Session 4- 8.30-10.00 - Group working session Cross-analysis of projects
Session 5 - 10.30-12.30 - A#3 Group Presentation of Cross-Analysis of projects
Session 6 - 1.30-4pm - lecture Entrepreneurship as a conceptual framework NA
DAY 3 – Thursday, July 18th – 6,5hrs
Session 7 - 8.30-10.00- lecture Effectuation vs Causation theory NA
Session 8 - 10.30-12.30 Group working session Evaluation and selection of ONE project
Session 9 - 1.30-4pm - A#4 Group Presentation of evaluation and selection of ONE project
DAY 4 – Friday, July 19th– 6,5hrs
Session 10 - 8.30-10.00 - lecture Entrepreneurship and the digital transformation NA
Session 11- 10.30-12.30 - lecture Business Model Canvas NA
Session 12 - 1.30-4pm Group working session Creation of a Business Model Canvas
DAY 5– Saturday, July 20th– 4hrs
Session 13 - 8.30-11.00 A#5 Group Business Model Canvas presentation
Session 15- 11.15-12.30 Wrap up session NA
A#6 Essay Individual due 26th July
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.
Preparation and participation by participants are an essential part of the course. They are expected to learn to monitor and discuss their own learning and collaborate with other participants to discover and engage in entrepreneurship practices. The course involves substantial interaction where participants are expected to demonstrate effective collaboration skills and learn to present persuasive arguments. The course also involves presentations where participants are expected to develop both effective oral presentation skills, and feedback skills to critique and learn from others.
Reflection is a vital component of Experiential and Action Learning. Research informs that time spent reflecting on learning, gaining insight, evaluating experiences, facing challenges, and considering outcomes, enhance the learning process. Reflection provides a meaningful way to cement participants learning and embed it in the knowledge, experience, case studies and practical learning they have engaged in. This personalizes and authenticates participants learning, making it more memorable for practical use in the workplace. A description and explanation of each assessment is provided below:
Items Assessment Task Weighting A#1 Entrepreneurship Interview + transcription
PRIOR TO CLASS
10% A#2 Elevator Pitch of entrepreneurship project + ppt Session 2 10% A#3 Presentation of Cross-Analysis of projects Session 5 10% A#4 Presentation of the evaluation and selection of ONE project Session 9 10% A#5 Presentation of the Business Model Canvas Session 13 20% A#6 Essay 26th July 30% A#7 Contribution to group working session Session 2,4,8,12 10%
Assessment Related Requirements
Each assessment must be attempted, and an overall grade of at least 50% must be achieved to pass the course overall.
A#1: Entrepreneur Interview and transcription - PRIOR TO FIRST DAY OF CLASS
You are required to conduct an interview (face-to-face or virtual) with an entrepreneur of their choice. Entrepreneurs can come from your home country and can either be a man or a woman. If you are an entrepreneur, you cannot use your own company as the case study. The objective is for you to appraise the profile and behavior of an entrepreneur by asking him/her the following questions:
1. Who are you? (Profile)
2. What do you know? (Competences, knowledge, expertise)
3. Whom do you know? (Network)
4. Why did you start a company?
5. How this idea has moved to innovation?
6. What is your relationship to risk? To uncertainty? (Environment)
7. What is your relationships to the stakeholders? (Interaction,commitment)
8. How do you relate to the future?
The interview should be recorded and transcribed word-for-word. You are required to submit a copy of
both the transcription and recording in session 1 on Canvas.
A#2: Pitch Elevator of entrepreneurship project – SESSION 2
Within your group, you will give a 10 minutes’ presentation of the entrepreneur’s interview you have conducted. Answers to each of the 8 questions need to be presented. The presentation should be a given using a power point format. Your presentation will be followed by a 5 minutes’ questions-answers time allowing the other members of the group to gather additional information and further details about the project. Each presentation will be peered-evaluate using the following making guide.
The ppt of your presentation together with your group members peer-review should be submitted. A#2 final grade is given by the professor and the not by the peers.
Refer to marking criteria provided in class
A#3 Presentation of group cross-analysis of projects – SESSION 5
Note that A#2 is a pre-requisite for A#3. As a group, you need to analyze each member entrepreneur profile, idea generation and behavior. You need to refer back to the individual presentations that has been given in A#2. Your objectives as a group is to find similarities or differences between entrepreneurial projects on:
1. Profiles (Expertise, knowledge, network) - questions 1 to 3
2. From Idea generation to innovation – questions 4 & 5
3. Behaviors (relationship to the environment, risk, uncertainty and future) – questions 6 to 8
For session 5, groups are asked to prepare a 15-minutes power point presentation. Each participant must contribute to both the presentation and delivery however it will be up to each group to decide the allocation of tasks. This restriction is to ensure all participant have an equal basis for marking.
The ppt of your presentation together with your statement of contribution should be submitted for evaluation on Canvas.
Refer to marking criteria provided in class
A#4 Group presentation on the evaluation and selection of one project – SESSION 9
Each group has to select the ONE project which is the most innovative and original project according to each group criteria. As a group, you will first need to decide and agree on the evaluation criteria. You will need to come up with an evaluation grid with no more than 10 criteria. You will need to fill in individually each evaluation grid nominally and then decide collectively on the ONE project.
For session 9, Groups will need to prepare a 15-minutes presentation which will present THE project they have chosen and explain reason of this choice. Each participant must contribute to both the presentation and delivery however it will be up to each group to decide the allocation of tasks. This restriction is to ensure all participant have an equal basis for marking. The presentation should be a given using a
power point format and will be presented in working session 9 to the community.
The ppt of your presentation together with your statement of contribution should be submitted for evaluation on Canvas.
Refer to marking criteria provided in class
A#5 Group analysis of Entrepreneurship Project Business Model Canvas (BMC) – Session 13
Group will create a Business Model Canvas for the chosen entrepreneurship project and identify 2-3 possible strategic alternatives for the company to expand. The preparation will take place during sessions 12 13. Group will then do a 20-minutes presentation which will present the Business Model Canvas and the alternatives to expand. Each participant must contribute to both the presentation and delivery however it will be up to each group to decide the allocation of tasks. This restriction is to ensure all participant have an equal basis for marking. The presentation should be a given using a power point format and will be presented in working session 13 to the community. The ppt of your presentation together with your statement of contribution should be submitted for evaluation on Canvas.
A#6: Individual Essay - 26th July
You are asked to submit an individual essay. A minimum of 5 academic papers should be used and the essay should not exceed 4 pages (without bibliography) This essay should answer the following questions:
1. What is the profile of your entrepreneur? Refer back to the taxonomy of ways of how people become entrepreneurs and provide examples.
2. Discuss the different myths related to the entrepreneur’s profile.
3. Define what causal and effectual reasoning are. Which reasoning was
adopted by the entrepreneur and why? Provide example of specific situation.
A#7: Individual contribution to group working session
session 2, 4, 8 and 12
All 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.
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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