ENTREP 7060OL - Marketing Technology and Innovation

Online - Quadmester 3 - 2016

Develops an understanding of the forces driving competition and demand in markets or technology-intensive products and services. Covers product management decisions (design, channels/logistics, pricing/promotions etc.) across stages of product life cycles affecting innovative and/or technology products. Enhances skills in analysing competitive trends, identifying threats and opportunities, designing new products, and/or marketing strategies. Students develop a marketing strategy and perform a market analysis to define potential markets for an innovation and/or a technology.

  • General Course Information
    Course Details
    Course Code ENTREP 7060OL
    Course Marketing Technology and Innovation
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Quadmester 3
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact approx 4 hours per week over 10 weeks (interaction and preparation)
    Available for Study Abroad and Exchange
    Course Description Develops an understanding of the forces driving competition and demand in markets or technology-intensive products and services. Covers product management decisions (design, channels/logistics, pricing/promotions etc.) across stages of product life cycles affecting innovative and/or technology products. Enhances skills in analysing competitive trends, identifying threats and opportunities, designing new products, and/or marketing strategies. Students develop a marketing strategy and perform a market analysis to define potential markets for an innovation and/or a technology.
    Course Staff

    Course Coordinator: Dr Allan O'Connor

    Program Director Contact Details:
    Innovation and Entrepreneurship (PG)
    Name: Dr Allan O’Connor
    Phone: +61 8 8313 0188

    Teaching Staff
    Name: Peter Vroom

    Short Bio:

    Peter Vroom is Principal of Vroom & Associates, an Adelaide firm that specialises in working with early stage technology start ups and turning ideas and passion into business value.

    The firm has a track record of assisting clients with strategies to build their technology business as well as to achieve a successful business exit.

    Peter has a technology business building background since founding his first venture in the 1970s, an online computer service bureau business (nowadays known as ‘Software as a Service’ or ‘SaaS’). He has been involved in numerous technology ventures over the years as founder, investor, director, advisor, or mentor. His international experience covers doing business in Asia Pacific, the US, and Western Europe. Peter completed the Master  of  Science and Technology Commercialisation in 2000.

    Email: peter.vroom@adelaide.edu.au

    Phone: 0412 830 830

    Course Timetable

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

    Monday 11 July to Sunday 18 September 2016
  • Learning Outcomes
    Course Learning Outcomes

    The overall aim of this course is to equip you to contribute to the planning and implementation of marketing thinking and activities that could contribute to the success of an entrepreneurial venture including the commercialisation of new technologies and innovations.

    1 To explain and apply key aspects of effective ‘marketing’ for a technology/innovation that is new and different. 
    2 To conduct and analyse primary and secondary research and present results / recommendations critical to technology business issues within a limited timeframe.
    3 To apply key aspects of marketing technology and innovation in the practical simulation of an Individual and Team Role Play project.
    4 To conduct effective communication with people responsible for various business functions and across diverse cultures, using modern technology communication tools as appropriate.
    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, 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
    1,3
    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
    3,4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3,4
    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
    4
    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
    3,4
  • Learning Resources
    Required Resources
    Textbook:
    Blank, Steve & Dorf, Bob 2012, ‘The Startup Owner’s Manual’, K&S Ranch
    ISBN-10: 0984999302; ISBN-13: 978-0-9849993-0-9

    The hardcover edition of this textbook can be purchased through Amazon.com Or an ebook edition via Kindle or iBooks is a quick and easy alternative at a fraction of the cost.

    A list of readings will be made available through LEARN

    Recommended Resources
    There is a wide range of material on the course topic available. The following provide some additional reading guidance if you are interested in reading further on the topic:

    • Adams, Rob, 2002, A Good Hard Kick In The Ass, Crown Business
    • Godin, Seth 1999, Permission Marketing, Simon & Schuster
    • Rackham, Neil and De Vincentis, John, 1998, Rethinking the Sales Force, McGraw Hill
    • Schultz, M. and Doerr J. (2014). Insight Selling, Wiley
    • Zoltners, A, Sinha, P., and Lorimer, S, (2004). Sales Force Design for Strategic Advantage. Palgrave Macmillan
    • Jordan, J. and Vazzana, M. (2012). Cracking the Sales Management Code. McGraw Hill
    • Cagan, M. 2008. Inspired: How To Create Products Customers Love. Amazon
    • Moore, G 2014. Crossing the Chasm (3rd Edition). Collins Business Essentials
    • Marshall, P. (2013). 80/20 Sales and Marketing. Entrepreneur Press
    • Mohr, J., Sengupta, S. & Slater, S. (2009) Marketing High-Technology Products and Innovations. 3rd.ed. Pearson Prentice Hall
    • Jolly, V.K. (1997) Commercialising New Technologies. Harvard Business School Press.
    • Viardot, E. (2004) Successful Marketing Strategy for High Tech Firms. 3rd.ed. Artech House, Boston, USA.
    • Millier, P. (1999). Marketing the Unknown. Wiley.
    • Rogers, E. M. (2003) The Diffusion of Innovations. Free Press.

    Library Resources

    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. The University Library web page is: http://www.adelaide.edu.au/library/ 
    From this link, you are able to access the Library's electronic resources.
    Online Learning

    LEARN is the University of Adelaide’s platform for dedicated online delivery. LEARN is a customised version of Moodle, and houses all course requirements including the course profile, announcements, additional course materials (beyond the prescribed text), assessment items, discussion forums, grading, feedback, links to various university and course resources, an internal website email system, a technical assistance facility, etc. LEARN is only accessible once the URL and a password have been provided to the student on enrolment. Students are given access to the course prior to the start date to familiarise themselves with the operational aspects and functionality of the website. 

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in online mode.
    Workload

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

    As a guide, a 3 unit course comprises a total of 156 hours work.
    Learning Activities Summary

    This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.

    Week Topics Reading and Activities
    1 Introductions to Program and Participants

    Overview of Course

    Marketing in a Technology/Innovation Startup environment
    Preliminary Reading (before Week 1)
    · Textbook: Introduction, Chapter 1 & 2 Blank and Dorf (2012)

    Readings (Week 1)
    · Lecture slides and notes
    · Watch videos

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project – Familiarise, Time Table, Objectives, Teams/Roles
    2

    Customer Discovery


    Readings:
    · Lecture slides and notes
    · Textbook: Chapter 3-7 Blank and Dorf (2012)
    · Article: Rob Adams (2002)

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project - Allocate Team Roles, Interviews, Plan for Q1 to Q6
    3 Customer Validation Readings:
    · Lecture slides and notes
    · Textbook: Chapter 8-12 Blank and Dorf (2012)
    · Article: Karsaros & Christy (2005)
    · Watch video

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project, Q1
    · Market Research assignment
    · Submit Team/Role Play – Group Report 1
    4  Pricing for Value Readings:
    · Lecture slides and notes
    · Textbook: pp. 182-185, 236, 240-242, 375 Blank and Dorf (2012)
    · Article: Roadmap to Best in Class Pricing (2012)
    · Article: Five Sources of Software Pricing Pressure (2014)

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project Q2
    · Market Research assignment
    · Submit Team/Role Play Project – Individual Report 1
    5
    Sending the Right Messages
    Readings:
    · Lecture slides and notes
    · Textbook: Chapter 9, pp. 291-303, Blank and Dorf (2012)
    · Article: Blank, The Four Steps to the Epiphany (2005)

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project Q3
    · Submit Team/Role Play – Group Report 2
    6 Initial Customer Creation Readings:
    · Lecture slides and notes
    · Textbook: pp. 375-410, Blank and Dorf (2012)
    · Article: Kawasaki (2014)

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project Q4
    7  Marketing and Sales Model Readings:
    · Lecture slides and notes
    · Textbook: Chapter 12, Blank & Dorf (2012)
    · Godin, Permission marketing, (1999)
    · Marshall, 80/20 Sales and Marketing (2013)


    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project Q5
    · Submit Team/Role Play – Group Report 3
    8

    Marketing Activities and Campaigns

    Readings:
    · Lecture slides and notes
    · Textbook: pp. 41-42, 134, 150-154, 163, 296-303, 381, 402 Blank and Dorf (2012)
    · Article: Stefan Lindegaard

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project Q6
    9

    Sales and Sales Management

    Team / Role Play Group Presentations
    (see also FAQ at end of Learning Activities
    Summary)
    Readings:
    · Lecture slides and notes
    · Article: Rackham (1999)
    · Article: Schultz, Doerr (2014)
    · Article: Zoltners, etc (2004)
    · Article: Jordan (2012)

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project
    · Submit Team/Role Play Project – Presentation
    10

    Product Management

    Readings:
    · Lecture slides and notes
    · Article: Murphy (2014)
    · Article: Alvarez (2014)
    · Article: Cagan 

    Activities:
    · Discussion Forum
    · Online Q&A, Day 3 8pm CST
    · Team/Role Play Project
    · Submit Team/Role Play – Group Report 4
    · Submit Team/Role Play Project – Individual Report 2 
    Frequently Asked Questions
    Q: If we are unable to give our presentation during an intensive or online session due to scheduling constraints or some other understandable reason, how do we record audio over our slides and submit as a movie file?

     A: Adding audio to PowerPoint presentations is actually quite easy.  Explore the following resources to help you get started. 
    When you are finished creating your presentation with recorded audio simply go to “File” > “Save as Movie…”
     
    http://office.com/en-us/powerpoint-help/add-sound-and-video-to-a-powerpoint-presentation-HA001159312.aspx

    http://www.gcflearnfree.org/powerpoint


    Additional activity requirements are found in LEARN:

    Discussion Board
    • Each week will focus on a topic accompanied with notes and associated tasks/questions.
    • The Discussion Board activity is an important aspect of the course and you are expected to be an active participant. It forms part of the assessment.
    Course Materials
    • A summary document (PDF) containing slides and supplementatry notes for Course Topics 1 to 10.
    • A comprehensive document on the Team / Role Play Project.
  • 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

    An overview of the course assessment appears in the following Table. Details appear in the following section:

    #AssessmentLengthWeightingDue DateLearning Outcomes
    1 Class Forum Discussion and Participation 2,000 words in aggregate 30% Day 3-7 of Weeks 1-10 1, 4
    2 Team / Role Play Project Reports x 2 (Individual) Reports x 2:
    3,000 words in aggregate
    40% Day 7 of weeks 4 & 10 1-4
    3 Team / Role Play Project
    (Group)
    Reports x 4:
    6,500 words in aggregate

    Presentation:
    7-8 slides
    30%
    (Reports 24%,
    Presentation 6%)
    Report: Day 7 of weeks 3, 5, 7, 10

    Presentation: Day 7 of week 9
    1, 4
    Total 100%
    Assessment Related Requirements
    Students must complete all course assessment requirements. 

    Course results are subject to moderation by the ECIC Board of Examiners

    Assessment Detail
    Assessment 1: Forum Discussion and Participation
    Weighting: 30%
    Due Dates: Day 3-7 of Weeks 1-10
    Submission Details: Via Weekly Forum in LEARN

    Task:
    Contribute to Online Forums and questions that are shared with all students. The Discussion Forums and Questions are indicated in the online study Topics at the relevant point.

    Grades for discussion responses for Weeks 1-5 will be posted in Week 6  and grades for discussion responses for Weeks 6-10 will be posted at the end of the course.

    Length and Presentation:
    Concise and informative summaries that respond directly to the instructions for providing your advice – see under CLASS FORUM - SUBSTANTIVE PARTICIPATION AND GRADING CRITERIA.

    Submissions should be 100 + words and students need to post at least 2 – 3 substantive responses each week beyond the posting of assignments. However, students should not be limited in the number of discussion postings that they contribute each week.

    Criteria by which your assignment will be marked:
    Discussion
    ·  Response demonstrates critical thinking and insight.
    ·  Response indicates you understand the assignment and the underlying concepts.
    ·  Student response to question met minimum substantive expectations.
    ·  Demonstrated appropriate writing style and language choice.

    Participation
    ·  Posted required subsequent responses to posts of your classmates, or to responses to your initial post—responses are
       substantive in nature (at least 100 words).
    ·  Responses indicate critical thinking and constructive feedback and meaningful inputs to the discussion.
    ·  Demonstrated quality of writing and concise language choice.



    Introduction to Team/Role Play Project
    In the Team / Role Play Project, students will work in teams, with each team being assigned to an imaginary ‘company’ that has decided to take its technology to market.

    There will be a given set of initial ‘facts’ about the ‘company’ and the ‘technology / technology product’ developed by the ‘company’.
    This will include the broad nature of the technology and actual or potential applications and uses, as well as certain information about staffing, funding, markets, and customers.

    As part of the Team / Role Play Project the team will simulate the marketing related strategy, steps, and activities designed to take
    its technology to one or more markets. This may involve amending the strategy as required, as may also happen in real life. 

    The project will require Team / Role Play activities and assignments on the part of each student. Each student will be assigned one or more ‘roles’ in the company's key strategic early stage activity, i.e. ‘Customer Development’. Each student will work through and contribute to the project as if actually working in the assigned
    role(s) in the ‘company’. 

    The collective Team will also have some activities and assignments.



    Assessment 2: Team / Role Play Project (Individual)
    Weighting: 40%
    Due Dates:
    Role Play Report 1: Day 7 of week 4
    Role Play Report 2: Day 7 of week 10
    Submission Details: Via Drop Box in LEARN

    Task:
    Based on introduction above and guides found on LEARN, submit the following at the two stages during the course:

    Individual Role Play Report Template to be completed by each Team member

    Name_____  Team____  Date _____  Covering Fictional Period _____________

    Summarise / analyse your individual research efforts on the Team / Role Play Project
    Summarise / analyse your interactions with other members of your Team
    Briefly evaluate how it’s going (learning insights, teaming issues, etc)

    Length and Presentation:
    1,500 words (max) each report

    Criteria by which your assignment will be marked:
    ·  Adherence to specified report requirements
    ·  Ability to summarise / analyse personal contribution to project
    ·  Ability to summarise / analyse personal interaction with Team members
    ·  Ability to evaluate progress and flag issues as well as propose solutions (as evidenced in Team Forum also)
    ·  Clarity of expression



    Assessment 3: Team / Role Play Project (Group)
    Weighting: 30% (Reports 24%, Presentation 6%)
    Due Dates:      
    W3: Role Play Report 1: Day 7 of week 3
    W5: Role Play Report 2: Day 7 of week 5
    W8: Role Play Report 3: Day 7 of week 7
    W9: Role Play Presentation: TBA of week 9
    W10: Final Role Play Report 4: Day 7 of week 10

    Submission Details:     Via Drop Box in LEARN

    Task:
    Based on the introduction above and guides found on LEARN, as a team submit the following at the dates
    listed above:

    ASSIGNMENT W3: Team Role / Play Report 1
    Team Report Template

    Team _______  Date ________  Covering Fictional Period _____________

    · 1,000 word limit
    · Identify the roles and key responsibilities allocated to each of the Team members
    · Outline the assumptions the Team is making regarding the company and its situation. What new or changes to assumptions have
      been made over and above the ‘given’ ones in the initial company profile? Summarise the basis for each of your assumptions and
      how you reached agreement on these assumptions as a team.


    ASSIGNMENT W5: Team Role / Play Report 2

    Team Report Template
     
    Team _______  Date ________  Covering Fictional Period_____________

    · 1,000 word limit
    · Summmarise the progress towards the Team’s goals
    · List the tools, processes and class based knowledge the Team has used and analyse their value
    · Summarise and analyse your expenditure of resources and / or your efforts to secure new resources

     
    ASSIGNMENT W8: Team / Role Play Report 3

    Team Report Template
     
    Team _______  Date________  Covering Fictional Period _____________

    ·  1,000 word limit
    ·  The lecturer will send you a list of questions to answer based on progress to date.
       You will receive these questions one week before the due date for the report and you are required to respond to each question.

     
    ASSIGNMENT W9: Team Presentation

    Team Project Presentation during pre arranged sessions on W9, Days 3 and 4

    Team ___________ Date __________

    Team presentation is to the lecturer.

    Simple, informative format! Take note of what Guy Kawasaki says about PowerPoint! Do not waste time on fancy graphics.

    Focus on key points using short messages. Talk to your short messages, and show your grasp of your subject. Do not compose text on slides and then just read the text! Your audience will read ahead and you will lose them, and not get your message across.

    Online presentations will be limited to 15 minutes per presentation, 5 minutes Q&A and feedback. 9-10 slides. recorded presentations will have written feedback only. Number in brackets indicates maximum number of slides per sub topic. Each team member to take responsibility for and to present 1-3 slides.

    Submit your Teams presentation via MyUni for assessment, and also post your presentation on the Major Project Class Forum to share the approaches to the project, and insights and learnings from it between teams.

    9-10 slides in total:
    · Cover page, listing team and team members, and project (1)
    · Project Summary (1)
    · Team Roles and learnings (1)
    · Key Assumptions and changes to / new assumptions made (1)
    · Processes and learnings gained (1)
    · Project Objectives and progress made on each (1)
    · Summary of failures and learnings, key insights gained (1-2)
    · Ways to improve if you had to do it again (1-2)

     
    ASSIGNMENT W10: Final Team / Role Play Report

    Team Report Template

     Team _______  Date________  Covering Fictional Period_____________

     ·  1,500 word limit, excluding appendices
    ·   Summary of Team and Role Play project based on project goals
    ·   Short summary and longer analysis of major role process and efforts - research, analysis, tools, agreements, negotiations, etc
    ·   What worked and why? What tools and processes were best / most useful?
    ·   Comments on insights, concerns, ways to improve
    ·   Appendices (optional)

    Length and Presentation:
    See details in Task

    Criteria by which your assignment will be marked:
    Collective Team Role Play Reports Grading Criteria
    ·  Adherence to specified report requirements
    ·  Ability to summarise / consolidate Team member Role Play contributions in a cohesive and clear manner
    ·  Ability to evaluate progress and flag issues as well as propose solutions
    ·  Clarity of expression

    Collective Team Role Play Presentation Grading Criteria
    ·  Adherence to specified presentation requirements
    ·  Clarity of PPT presentation
    ·  Clarity of personal presentation
    ·  Ability to engage audience
    ·  Ability to deal with audience questions effectively
    Submission

    All text based assignments must be submitted via Drop Box in LEARN

    There are a few points to note about the submission of assignments:

    • Assignment Submission: Assignments should be lodged via Drop Box in the LEARN system. Please refer to individual assignment tasks for specific submission details relevant to each task. Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
    • Cover Sheet: As part of your assignment, please add the completed University of Adelaide Assessment Cover Sheet to your assignment, providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration. Where applicable, also include the word count excluding title pages and references.
    • Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
    • Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
    • Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

    Resubmission & Remarking

    Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.
    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
  • 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.

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.