WINE 7005 - Direct Wine Marketing (M)

North Terrace Campus - Trimester 2 - 2017

This course provides students with basic understanding of the specific attributes of direct selling objectives and strategies, this includes direct mail, viral approaches and smart phone applications. However, the emphasis is placed on providing knowledge and developing skills specific to the production and implementation of strong and effective web based strategies to build consumer attachment and brand loyalty. This will include brand website development, club and community development, live streaming of wine events and online wine sales via 'virtual cellar doors'.

  • General Course Information
    Course Details
    Course Code WINE 7005
    Course Direct Wine Marketing (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 Y
    Course Description This course provides students with basic understanding of the specific attributes of direct selling objectives and strategies, this includes direct mail, viral approaches and smart phone applications. However, the emphasis is placed on providing knowledge and developing skills specific to the production and implementation of strong and effective web based strategies to build consumer attachment and brand loyalty. This will include brand website development, club and community development, live streaming of wine events and online wine sales via 'virtual cellar doors'.
    Course Staff

    Course Coordinator: Associate Professor Roberta Crouch

    Roberta has researched consumer behaviour, and more specifically the drivers of premium purchase decisions respective to wine, extensively both nationally and internationally in established and developing markets. Her particular areas of interest include country of origin effects, the power of non-intrinsic product cues to influence perceptions of product and service quality and the development of online strategies and social media to build brand attachment through virtual communities and live streaming events. She is internationally published in the areas of wine marketing and wine consumer behaviour and she is also a regular speaker at wine industry events both in Australia and internationally. She is also an active industry consultant, working in industry for corporate and government clients including Wine Australia.
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. Elucidate the unique attributes and challenges of direct wine selling;
    2. Translate core brand values to brand website (social media) environment;
    3. Develop an online direct wine sales promotional strategy;
    4. Identify and assess other forms of alternative forms of direct wine sales channels;
    5. Communicate, clarify, and present to peer audiences in a professional setting.
    6. Understand the implications of different cultural contexts and aspects of wine market maturity.
    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)
    1,2,3,4
    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
    1,2,3,4
    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
    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
    1,3,4,6
    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
    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
    5,6
  • Learning Resources
    Required Resources
    Students 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.
    Suggested reference Text: Kotler, P., and Keller, K. L. (2012), ‘A framework for marketing management’, 5th Edn, Prentice Hall, New Jersey (specifically Chapters 5 and 7)

    Readings:
    1. Cotlier, M. (2001), “The Sobering realities of selling wine online”, Catalog Age, 18, 3, 14.
    2. Gallant, L. M., Boone, G. M. and Heap, A. (2007). “Five heuristics for designing and evaluating Web-based communities”, First Monday, 12(3).
    3. Gordon, R. (2011), ‘An Audit of alcohol brand websites’, Drug and Alcohol Review, Nov, 30, 638-644.
    4. Gruner, R. L., Homburg, C. and Lukas, B.A. (2014), “Firm-hosted online brand communities and new product success”, Journal of the Academy of Marketing Scienc, 42, 29-48.
    5. Habel, C., Veale, R. and Lu, V.N. (2010), “I heard it through the Grapevine! Exploring drivers of participation in virtual communities”, 5th International Academy of Wine Business Research Conference, (Feb, Auckland, NZ).
    6. Martin, I.M. and Eroglu, S. (1993) “Measuring a Multi-Dimensional Construct: Country Image”, 28, p: 191 – 210
    7. Orth, U. and Crouch (2014) “Is Beauty in the Aisles of the Retailer? Package Processing in Visually Complex Contexts”, Journal of Retailing
    8. Orth, U. and Green, M.T. (2009) “Consumer Loyalty to family versus non-family business: The role of store image, trust and satisfaction”, Journal of Retailing and Consumer Services, 16, p: 248 – 259
    9. Orth, U., Stockl, A., Veale, R. et al. (2012) “Using attribution theory to explain tourists’ attachments to place-based brands”, Journal of Business Research, 65, p: 1321 – 1327
    10. Peterson, R. A. and Wotruba, T. R., (1996), “What Is Direct Sell? Definition, Perspectives, and Research Agenda”, Journal of Personal Selling & Sales Management, XVI, 4(Fall), 1-16.
    11. Rezvani, S., Shenyar, G., Dehkordi, G. J. et al. (2012) “Country of Origin: A Study over Perspective of Intrinsic and Extrinsic Cues on Consumers’ Purchase Decision”, Business Management Dynamics, 1, 11, p: 68 - 75
    12. Rosenbloom, B. (2007), “The wholesaler’s role in the marketing channel: Disintermediation vs. reintermediation”, International Review of Retail, Distribution and Consumer Research, 17, 4, 327-339
    13. Stanford, P.M. and Zdravkovic, W.S. (2011) “What? I thought Samsung was Japanese”: accurate or not, perceived country of origin matters”, International Marketing Review, 28, p: 454 – 472
    14. Thach, L. (2009), “Wine 2.0-the Next Phase of Wine Marketing? Exploring US Winery Adoption of Wine 2.0 Components”, Journal of Wine Research, 20,2,143-157.
    15. Veale, R. (2012) “Is it… country of origin? Closure type? Label style? Just what does it take to convey quality to wine buyers?”, Winegrower and Winemakers
    16. Veale, R. (2012) “Live-streaming events can turn your brand website into a virtual cellar door”, 586, Grapegrower and Winemakers, p:105 – 107
    17. Veale, R. and Quester, P. (2009) “Do consumer expectations match experience? Predicting the influence of price and country of origin on perceptions of product quality”, International Business Review, 18, 134-144.
    18. Zeithaml, V. (1988) “Consumer Perceptions of Price, Quality and Value: A means-End Model and Synthesis of Evidence”, Journal of Marketing, 52, (July), 2-22

    These are some wine based journals and a few notable marketing and business journals – You should not confine your investigation to only wine based publications; wine is a context only, and much of the best and most useful academic publications are found in highly regarded marketing and business journals.

    Academic journals and conferences

    Journal of International Business (JIBS)
    Journal of Consumer Behaviour
    European Journal of Marketing
    Journal of Wine Business Research
    Journal of Wine Marketing
    International Journal of Wine Business Research
    American Association of Wine Economics
    Academy of Wine Business research

    Below are also some electronic references that you may find useful

    • http://www.vitisphere.com/news-wine-english.html
    • http://www.winebusinessnews.fr/
    • http://www.winebusiness.com/news/
    • http://www.wine-business-international.com/129---en-top_navi-home.html
    • http://www.winebiz.com.au/dwn/
    • http://wbmonline.com.au/news/
    • http://www.northbaybusinessjournal.com/category/wine-industry/
    • http://www.decanter.com/news/wine-news
    • http://www.thedrinksbusiness.com/tag/wine/
    • http://www.wine-searcher.com/dept/wine+news
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course will incorporate readings, lecture seminars, tutorial exercises and real life case studies and all students are encouraged to actively participate in all activities and assessments. There will also be ample opportunity for self-directed learning.
    Workload

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

    It is expected that all students will attend all seminars and tutorials and engage in self-directed study and inquiry. This will include collaborating with group for the group project and class presentations. The University expects full-time students to commit approximately 9 hours for a three-unit course or 13 hours for a four-unit course, of private study outside of your regular classes.
    Learning Activities Summary
    The table below illustrates the class times and activities.

    Date Topics
    Seminar 1
    June 7, 2017
    • Course Introduction
    • What we’ll be doing
    • What are your assessments
    • What is ‘direct selling’ vs the use of intermediaries.
    • The continuing growth in online wine sales.
    • The rise of 3rd party operators
    • Wine 1, 2 and 3
    Seminar 2
    June 14, 2017
    • What it is that customers buy?
    • Today’s empowered consumer
    • The concept of co-creation
    • Brand communities
    • Engagement and attachment
    • The power of an experience….
    Seminar 3
    June 21, 2017
    • Building your brand online.
    • Wine Brand Building
    • The brand ‘story’
    • Brand pillars
    • Competitive advantage
    • Standing out in a crowded space
    • Building distinctive brand assets
    • In Class Case Study Assessment
    Seminar 4
    July 17, 2017
    • Gathering and Managing Customer Information
    • Community membership forms
    • Gathering other types of information and allow targeted appeals
    • Manageing data effectively and efficiently
    Seminar 5
    July 19, 2017
    “Let’s think strategy!”
    • How can we engage consumers?
      • Building attachment
      • Cellar doors
      • Web site competency
      • Use of 3rd party operators
      • Social Media – what can it really do for your brand
      • Live Streaming
    • Using an integrated approach
    • Group Presentations - Strategy Plan
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Assessment Task Task Type Weighting Learning Outcome
    Website Critique Individual 30% 2,3,5
    Case Study exam Individual 35% 1,4,5
    Direct Wine Sales and Promotion Strategy Collaborative 35% 1-6
    Total 100%
    Assessment Related Requirements
    Each assessment must be attempted, and an overall grade of at least 50% must be achieved to pass the course overall. Additionally, a poor peer review rating by fellow team members (lower than 5 out of 10 for all team related performance elements assessed) will result in a 5% reduction in a student’s overall grade (see Appendix 1).
    Assessment Detail

    REQUIREMENTS
    Each assessment must be attempted, and an overall grade of at least 50% must be achieved to pass the course overall.

    ASSESSMENT DETAIL

    Active contribution to tutorial exercises and class discussions – not just attendance.

    1. Website and online strategic critique (Individual assessment) 30%

    Each student will choose a wine brand website (from anywhere in the world – but you must be able to buy wine via that site) and using the application of theory and research critique the overall quality and communication of brand values, attractiveness and likely effectiveness of the site as a mechanism for the sale of wine online via that site. Criteria for the assessment will include, but is not restricted to:

    1. Ease of navigation
    2. Overall attractiveness/brand clarity
    3. Attributes respective to consumer engagement and opportunities for 2-way interaction/co-creation.
    4. Ease of transaction (including security) specific to a wine sale

    2. Case Study (Individual Assessment) 35%

    This supervised assessment is a case study analysis with stipulated questions – it will be completed within the usual seminar time.

    3. Direct Wine Sales Strategy (Group Assessment) 35%

    In groups of 4 or 5, each group must develop a strategic direct wine sales plan. This includes using media and other forms of communication to ‘drive’ wine consumers to the wine brand website. This strategy may rely on the existing brand changing some aspects of their existing web-site (e.g. to make buying easier or more engaging). It isn’t enough to ‘tinker’ around the edges of an existing brand strategy. Students must demonstrate their abilities to use the theory and concepts discussed in class and the findings of their own literature research to critically assess existing strategy and develop an integrated strategic plan aimed and achieving wine sales online and encouraging repeat sales.


    Presentation of Assignments
    • Students must retain a copy of all assignments submitted.
    • Please attach an ‘Assignment Cover Sheet’, which is signed and dated by you before submission via turnitin.
    • All group assignments must be attached to a ‘Group Assignment Cover Sheet’, which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.

    Lecturers can refuse to accept assignments, which do not have a signed acknowledgement of the University’s policy on plagiarism.

    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 for collection from Ngee Ann reception within 14 days of the due date with written feedback.


     

    Submission
    Presentation of Assignments
    · Students must retain a copy of all assignments submitted.
    · Please attach an Assignment Cover Sheet’, which is signed and dated by you before submission via turnitin.
    · All group assignments must be attached to a ‘Group Assignment Cover Sheet’, which must be signed and dated by all group members before submission.  All team members are expected to contribute approximately equally to a group assignment.

    Lecturers can refuse to accept assignments, whichdo not have a signed acknowledgement of the University’s policy on plagiarism.

    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 for collection from Ngee Ann reception within 14 days of the due date with written feedback.

     

    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.

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    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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