WINE 7006 - Wine Retail, Cellar Door and Food Tourism (M)

North Terrace Campus - Trimester 2 - 2017

This course combines two of the most important aspects of wine retailing in a local environment. Firstly, it explores the basics of tourism and the structure of the tourism industry with a specific focus on wine tourism and wine and food festivals within this broader context. Secondly, the course focuses on the principles of establishing and managing a multichannel retail concern including a cellar door context. It will expose the student to the theoretical and practical aspects of selling and retail practices. Areas of concentration are the basics of retail and wholesale operations. The course is specifically oriented to show how a strong retail and cellar door strategy underpins a wine business. The course may involve some fieldwork and practical case studies.

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Course Details

Course Code	WINE 7006
Course	Wine Retail, Cellar Door and Food Tourism (M)
Coordinating Unit	Adelaide 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	Y

Course Staff

Course Coordinator: Charlotte Massa

Location: Strasbourg, France
Telephone: +0033 6 73 06 97 79
Email: charlotte.massa@em-strasbourg.eu

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On successful completion of this course, students will be able to:

1	Outline tourism organizations, policies and planning
2	Define factors explaining the development of wine tourism in different countries as well as the prestigious appeal of a wine tourism destination and vineyard
3	Sketch marketing strategy to improve destination attractiveness
4	Identify behaviours and motivations of wine tourists according to their origin, culture and experience
5	Explain wine distribution issues and world wine distribution strategies
6	Analyse a multichannel retailing strategy in a cellar door context

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)	1,3,4,6
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	1,2,3,5,6
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	2,3,4,6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1-6
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	2,3,4,5
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	2,6

Learning Resources

Recommended Resources

Berman B. and Evans J.R. (2012), Retail Management: A strategic approach, Pearson.
Carlsen J. and Charters S. (2006), Global wine tourism: research, management and marketing, Cabi Publishing.
Hall C.M., Sharples L., Cambourne B. and Macionis N. (2009), Wine tourism around the world, Routledge.
Morrison A. (2013), Marketing and managing tourism destinations, Routledge.
Thach L. and Charters S. (2016), Best Practices in Wine Tourism: Case Studies from Around the World.
Learning & Teaching Activities
Learning & Teaching Modes
- Lectures
- Group presentations
- Case studies
- Field trips
Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Course 1 (29 May – 9am-12am): Case study (1h)
Course 2 (29 May – 1:30pm-4:30pm): Case study (1h)
Course 3 (30 May – 9am-12am): Group presentation (10/15 minutes per group)
Course 4 (30 May – 1:30pm-4:30pm): /
Course 5 (31 May – 9am-12am): Group presentation (10/15 minutes per group)
Course 6 (31 May – 1:30pm-4:30pm): Case study (1h)
Course 7 (2 June – 9am-12am): /
Course 8 (2 June – 1:30pm-4:30pm): Group presentation (10/15 minutes per group)
Course 9 (5 June – 9am-12am): /
Course 10 (5 June – 1:30pm-4:30pm): Case study (1h)
Course 11 (6 June – 9am-12am): Field trip
Course 12 (6 June – 1:30pm-4:30pm): Exam (2h)

Learning Activities Summary

i.Tourism overview
a. Major trends and key figures

b. Definitions

c. Tourism and wine tourism organizations

d. Focus on wine tourism and sustainable development

ii. Tourism marketing strategy
a. Destination branding

b. Tourism market segmentation

iii. Tourist behaviour
a. Market trends

b. Motivations to travel

c. The purchase behaviour process

d. Consumption experience

iv. Wine distribution
a. World wine distribution strategies – Focus on the French wine distribution channels

b. “Off trade” versus “On trade”

c. Direct sale by producers

v. Principles of multichannel retailing
a. Trends and issues

b. Retailing strategies

c. E-commerce – omnichannel and multichannel strategies

d. Retail metrics to measure retail performance

Specific Course Requirements

Basic knowledge in marketing and strategy.

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 Summary

Assessment Task	Task Type	Weighting	Word count/time	Due	Learning Outcome
Group work presentation (1)	Collaborative & Individual	10% Collaborative, 10% Individual	10 to 15 minutes per group	Week 1 and Week 2	1,2,4
Group work presentation (2)	Collaborative & Individual	10% Collaborative, 10% Individual	10 to 15 minutes per group	Week 1 and Week 2	1,2,4
Group work presentation (3)	Collaborative & Individual	10% Collaborative, 10% Individual	10 to 15 minutes per group	Week 1 and Week 2	1,2,4
Report	Individual	40%	Maximum 10 Pages	11 June 2017	3,5,6
Total		100%

Assessment Detail

Group work presentations:
• PPT presentation
• Groups of 4-5 persons max.
• Speech length (10 to 15 minutes per group)
• Upload your PPT online after the session

Individual report:
• Maximum 10 Pages
• Upload to MyUni as well as email to charlotte.massa@em-strasbourg.eu
• Due date: 11 June 2017

Submission

Group work presentation
You must provide a PowerPoint Presentation. Each slide aims at answering one question.

Course Grading

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.

Student Feedback

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator