WINE 7009 - Wine Branding

North Terrace Campus - Trimester 2 - 2021

This course will introduce students to wine marketing knowledge in the context of wine branding. Key topics covered include the concept of mental availability and its application for the development of distinctive assets, understanding consumer behaviour models and applying them to the key principals which allow wine brands to grow, the similarities and differences of launching wine brands in established and emerging markets, as well as the key criteria required to develop a successful branding strategy for a wine business.

  • General Course Information
    Course Details
    Course Code WINE 7009
    Course Wine Branding
    Coordinating Unit TBS
    Term Trimester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites WINE 7001, WINE 7001 or WINE 7001UAC
    Course Description This course will introduce students to wine marketing knowledge in the context of wine branding. Key topics covered include the concept of mental availability and its application for the development of distinctive assets, understanding consumer behaviour models and applying them to the key principals which allow wine brands to grow, the similarities and differences of launching wine brands in established and emerging markets, as well as the key criteria required to develop a successful branding strategy for a wine business.
    Course Staff

    Course Coordinator: Dr Armando Corsi

    Dr. Armando Maria Corsi is an Associate Professor in Wine Business at the University of Adelaide. His key area of research is the analysis of consumer behaviour, particularly towards wine and other premium foods and beverages. Dr. Corsi has been chief investigator of some major projects funded by Wine Australia examining the effects of non-price promotions in store, tracking the ever-changing Chinese wine market, improving the techniques to describe wines to Asian consumers, and exploring the most effective ways to teach them about wine. More recently, Dr. Corsi completed another two projects about the perceptions of Australian wines and its key competitors by trade, key influencers and suppliers in the US and the UK. Member of the Editorial Board of Food Quality & Preference, the International Journal of Market Research, Wine and Viticulture Journal, and Economia e Diritto Agroalimentare. Armando is author of more than 70 refereed papers, book chapters and trade articles on food and wine marketing.
    Course Timetable

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

    Time Lecture Content Additional Details
    Week 1 • Course Introduction
    • What we’ll be doing
    • What are your assessments
    • Meaning of branding
    • The role of the brand manager
    Week 2 • Brand positioning
    • Vision
    • Brand Narrative
    • Brand Value Chain
    Week 3 • Brand Performance Measures
    • How Brands Grow
    • The Dirichlet Model
    Week 4 • Competition
    • Differentiation
    • Segmentation Analysis
    • Duplication of Purchase Analysis
    Week 5 • Loyalty (Attitudinal + Behavioural)
    • Brand Love
    • Net Promoter Score
    • Library resources for your assignments
    Poster Development and Concept Comprehension Essay due
    Week 6 • Brand Awareness
    • What elements can help you build brand equity
    • Mental Availability
    • Category Entry Points
    • Secondary Associations
    Week 7 • What are Distinctive Assets and how can we use them in media
    • Guest presentation
    Week 8 • The role of physical availability to build brand equity
    • Group poster development sessions
    Week 9 • Brand Extensions
    • Brand Hierarchy
    • How to develop brands over time
    • Group poster development session
    Wine Brand Review & Strategy due
    Week 10 • Group poster presentations Peer Review due
    Week 11 • Industry presentations
    Week 12 • Course revision
    • Development session for Problem Solving Exercise
    Problem Solving Exercise due
  • Learning Outcomes
    Course Learning Outcomes
    The Course Learning Objectives for Wine Branding (Wine 7009) are:

    CLO1) Critically review the acquired wine marketing knowledge in the context of wine branding.

    CLO2) Explain the concept of mental availability and its application for the development of distinctive assets.

    CLO3) Examine the consumer behaviour mdoels and apply the key principles, which allow wine brands to grow.

    CLO4) Assess and differentiate the similarities and differences of launching wine brands in established and emerging markets.

    CLO5) Work effectively in a group to propose a potentially successful branding stratefy for a wine company.



    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
    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, 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
    5
    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
    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
    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
    5
  • Learning Resources
    Recommended 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:

    Keller, K. L., and Swaminathan, V. (2019), ‘Strategic Brand Management: Building, Measuring, and Managing Brand Equity”, 5th Edn, Pearson Education.


    Readings:


    Week 1
    • Lockshin, L., Rasmussen, M., & Cleary, F. (2000). The nature and roles of a wine brand. Australia and New Zealand Wine Industry Journal, 15(4), 17-24.
    • Lockshin, L. (2013). Let’s make one thing clear: Branding, Wine Business Monthly, July, 33-46.


    Week 2
    • Fuchs, C., & Diamantopoulos, A. (2010). Evaluating the effectiveness of brand‐positioning strategies from a consumer perspective. European Journal of Marketing, 44(11/12), 1763-1786.
    • Keller, K. L., & Lehmann, D. R. (2003). How do brands create value?. Marketing management, 12(3), 26-26.
    • Mora, P. (2016). Wine Positioning. Cham: Springer International Publishing.


    Week 3
    • Corsi, A. M., & Remaud, H. (2020). How wine is really purchased? A systematic multi-country, multi-panel analysis. Current Opinion in Food Science, 33, 78-84.
    • Ehrenberg, A. S. C., Uncles, M. D., & Goodhardt, G. (2004). Understanding Brand Performance: Using Dirichlet Benchmarks, Journal of Business Research, 57(12), 1307-1325.
    • Jarvis, W., & Goodman, S. (2005). Effective Marketing of Small Brands: Niche Positioning, Attribute Loyalty and Direct Marketing. Journal of Product & Brand Management, 14(5), 292-299.
    • Rungie, C., & Goodhardt, G. (2004). Research Note: Calculation of Theoretical Brand Performance Measures from the Parameters of the Dirichlet Model. Marketing Bulletin, 15(2), 1-19.
    • Uncles, M., & Lee, D. (2006). Brand purchasing by older consumers: An investigation using the Juster scale and the Dirichlet model. Marketing Letters, 17(1), 17-29.
    • Uncles, M., Ehrenberg, A. S. C., & Hammond, K. (1995). Patterns of Buyer Behaviour: Regularities, Models and Extensions, Marketing Science, 14(3), 71-78.


    Week 4
    • Bruwer, J., Li, E., & Reid, M. (2002). Segmentation of the Australian wine market using a wine-related lifestyle approach. Journal of wine research, 13(3), 217-242.
    • Campbell, G., & Guibert, N. (2006). Old World strategies against New World competition in a globalising wine industry. British Food Journal, 108(4), 233-242.
    • Cohen, J., & Tataru, D. (2011, June). The structure of the French retail wine market: a duplication of purchase approach. In 6th AWBR International Conference. France: Bordeaux Management School.
    • Dawes, J. G. (2016). Testing the robustness of brand partitions identified from purchase duplication analysis. Journal of Marketing Management, 32(7), 695-715.
    • Lockshin, L., Quester, P., & Spawton, T. (2001). Segmentation by involvement or nationality for global retailing: A cross-national comparative study of wine shopping behaviours. Journal of Wine Research, 12(3), 223-236.
    • Pomarici, E., Lerro, M., Chrysochou, P., Vecchio, R., & Krystallis, A. (2017). One size does (obviously not) fit all: Using product attributes for wine market segmentation. Wine Economics and policy, 6(2), 98-106.
    • Romaniuk, J., & Dawes, J. (2005). Loyalty to price tiers in purchases of bottled wine. Journal of Product & Brand Management, 14(1), 57-64.
    • Sjostrom, T., Corsi, A. M., Chrysochou, P., and Driesener, C. (2014), “Are food brands that carry light claims different?”, Journal of Brand Management, Vol. 21 No. 4, pp. 325–341.
    • Szolnoki, G., & Hoffmann, D. (2014). Consumer segmentation based on usage of sales channels in the German wine market. International Journal of Wine Business Research, 26(1), 27-44.
    • Wilson, D., & Winchester, M. (2019). Extending the double jeopardy and duplication of purchase laws to the wine market. International Journal of Wine Business Research, 31(1), 163-179.


    Week 5
    • Drennan, J., Bianchi, C., Cacho-Elizondo, S., Louriero, S., Guibert, N., & Proud, W. (2015). Examining the role of wine brand love on brand loyalty: A multi-country comparison. International Journal of Hospitality Management, 49, 47-55.
    • Fader, P. S., & Schmittlein, D. C. (1993). Excess behavioral loyalty for high-share brands: deviations from the Dirichlet model for repeat purchasing, Journal of Marketing Research, 30(4), 478-493.
    • Fisher, N. I., & Kordupleski, R. E. (2019). Good and bad market research: A critical review of Net Promoter Score. Applied Stochastic Models in Business and Industry, 35(1), 138-151.
    • Jarvis, W., Rungie, C., & Lockshin, L. (2003). Analysing Wine Behavioural Loyalty. Paper presented at the 1st International Wine Marketing Colloquium, University of South Australia, Adelaide.


    Week 6
    • Cohen, J., Corsi, A. M., & Lockshin, L. (2014). Are Australian wines well known in China?. Wine & Viticulture Journal, 29(1), 62-63.
    • Cohen, J., Driesener, C., Huang, A., Lockshin, L., Corsi, A., Bruwer, J., & Lee, R. (2019). What brings a Chinese alcohol drinker into the wine category?. Wine & Viticulture Journal, 34(1), 67-68.
    • Lockshin, L., & Cohen, J. (2020). Wine Trends in China. Handbook of Eating and Drinking: Interdisciplinary Perspectives, 575-592.
    • Sharp, B. (2010). How Brands Grow, Oxford University Press: Melbourne, Chapter 12.
    • Sharp, B., & Romaniuk, J. (2016). How Brands Grow: Part 2, Oxford University Press: Melbourne, Chapter 4.


    Week 7
    • Hirche, M., & Lockshin, L. (2018). How can a wine brand compensate for limited distribution?. Wine & Viticulture Journal, 33(4), 74-76.
    • Lockshin, L. (2013). Out of sight, out of mind, Wine Business Monthly, September, 36-37.
    • Romaniuk, J. (2018). Building distinctive brand assets, Oxford University Press: Melbourne.


    Week 8
    • Cohen, J., & Lockshin, L. (2017). Conducting wine marketing research with impact in China: Guidelines for design, execution and dissemination. Wine Economics & Policy, 6(2), 77-79
    • Corsi, A. M. (2016). The 9(+1) talking points about the Australian wine retail sector. Wine & Viticulture Journal, 31(2), 59-61.
    • Hirche, M., Greenacre, L., Nenycz-Thiel, M., Loose, S., & Lockshin, L. (2021). SKU performance and distribution: A large-scale analysis of the role of product characteristics with store scanner data. Journal of Retailing and Consumer Services, 61, 102533.
    • Martin, J., Nenycz-Thiel, M., Dawes, J., Tanusondjaja, A., Cohen, J., McColl, B., & Trinh, G. (2020). Fundamental basket size patterns and their relation to retailer performance. Journal of Retailing and Consumer Services, 54, 102032.
    • Page, B., Trinh, G., & Bogomolova, S. (2019). Comparing two supermarket layouts: The effect of a middle aisle on basket size, spend, trip duration and endcap use. Journal of Retailing and Consumer Services, 47, 49-56.


    Week 9
    • Beverland, M. (2006). The ‘real thing’: Branding authenticity in the luxury wine trade. Journal of Business Research, 59(2), 251-258.
    • Grasby, A., Corsi, A. M., Dawes, J., Driesener, C., & Sharp, B. (2019). Brand Extensions: Does Buying a Brand in One Category Increase Propensity to Buy It in Another?. Available at SSRN 3398695.
    • Romaniuk, J., Dawes, J., & Nenycz-Thiel, M. (2018). Modeling brand market share change in emerging markets. International Marketing Review.
    • Sjostrom, T., Corsi, A. M., & Lockshin, L. (2016). What characterises luxury products? A study across three product categories. International Journal of Wine Business Research, 28(1), 76-95.
    • Sharp, B., & Romaniuk, J. (2016), How Brands Grow: Part 2, Oxford University Press: Melbourne.


    These are some wine based journals and a few notable marketing and business journals – You should not confine your investigation to only wine-related 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

    International Journal of Wine Business Research
    Wine Economics & Policy
    Journal of Wine Research
    Journal of Consumer Behaviour
    European Journal of Marketing
    Journal of Marketing Management
    Academy of Wine Business Research
    American Association of Wine Economics
    Online Learning
    Below are also some electronic references that you may find useful:


    http://wbmonline.com.au/news/
    http://www.decanter.com/news/wine-news
    http://www.northbaybusinessjournal.com/category/wine-industry/
    http://www.thedrinksbusiness.com/tag/wine/
    http://www.wine-searcher.com/dept/wine+news
    http://www.winebusiness.com/news/
    https://business.adelaide.edu.au/news/list/2020/08/05/the-business-of-wine
    https://winetitles.com.au/daily-wine-news/
    https://www.wine-business-international.com/
  • 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.

    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 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
    Please refer to the course timetable for a detailed presentation of the content that will be presented to you each week.
  • 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 COLLABORATIVE/INDIVIDUAL WEIGHTING (%) DUE DATE LEARNING OUTCOME ASSESSED
    Poster Development and Concept Comprehension Essay Individual 25 Week 5 1, 3, 5
    Wine Brand Review & Strategy Collaborative 30 week 10 1, 2, 3, 4, 5
    Peer Review of Collaborative Assessment Individual 10 week 11 1, 2, 3
    Problem Solving Exercise Individual 35 week 12 1, 2, 3, 4
    Assessment Related Requirements
    Each assessment must be attempted, and an overall grade of at least 50% must be achieved to pass the course overall. 
    Assessment Detail
    1. Concept Test (Individual assessment) 25%

    The Poster Development and Concept Comprehension Essay provides you with the opportunity to demonstrate your understanding of the content learnt in weeks 1, 2, 3, and 4 and to report on the development to date of your group project.

    The test contains a total of 23 questions, divided as per below:

    • SECTION A: 15 multiple-choice questions worth 1 mark each. For every correct answer you will receive 1 mark, while for every wrong or missed answer you will receive 0 mark.
    • SECTION B: 3 open-ended questions worth 10 marks each;
    • SECTION C: 5 group poster project development questions, worth 10 marks in total.

    Students have two hours (120 minutes) to attempt the Test online via the My Uni website.

    Students can attempt the Test any time during the one-week window shown above, but they have only ONE attempt at their disposal. Once the clock starts, it cannot be paused, nor the Test can be continued at a later stage. Students should make sure they have a good internet connection before attempting the Test. There will be no make-up or supplementary tests.


    Late Assignment Submission

    Students are expected to attempt the Concept Test during the one-week window 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 course coordinator 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 Assessment



    2. Wine Branding Review & Strategy (Group Assessment) 30%

    In groups of 3 or 4 each group must develop a poster outlining the branding strategy of a wine brand. This includes the following:
    • Positioning Strategy & Competition Analysis (i.e., brand positioning, competition analysis, segmentation analysis);
    • Review of the Mental Availability and Physical Availability Strategy of the wine brand;
    • Create substantiated (i.e. S.M.A.R.T.) recommendations to improve the equity of the wine brand.

    Note: 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.

    The brands students can choose from are the following: Oliver’s Taranga, Coriole, Penfolds, Grosset, Tyrrell’s, Leeuwin Estate, Port Philip Estate, Peter Lehmann, Bird in Hand, and Bremerton Wines.

    Students will be rewarded for succinct logical argument reflecting engagement with relevant readings, text and other relevant materials, correct referencing, appropriateness of references and overall presentation (clarity, spelling, grammar and punctuation).

    The word limit for the final submitted version of this component is 1,800 words presented on 2 landscape orientated pages. The report MUST be presented in poster format according to the guidelines provided on the My Uni website. Students are expected to use between 10 and 20 references in their report. References do not count towards the word/page limit.

    All posters will be presented by the respective groups in Week 10. Failure to display the poster will result in a mark of 0 (zero) for this component.

    Support to the students for the development of the group poster will be provided throughout the course. If students would like to receive such support, they need to contact the course coordinator to book a suitable time.

    Students are discouraged to attempt the group poster individually and will be allowed only under exceptional circumstances (i.e. commitments that would prevent group-work) which must be discussed AS SOON AS POSSIBLE with the course coordinator. Individual assignments submitted without the approval of the course coordinator will receive a mark of 0 (zero).


    Posters must be submitted in one of the following formats: .pdf, .doc, .docx, .ppt, .pptx

    Students must retain a copy of all assignments submitted.

    Please attach an ‘Assignment Cover Sheet’, which is signed and dated by you before submitting the assignment.

    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.


    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 Assessment


    3. Peer Review of Collaborative Assessment (Individual Assessment) 10%

    Before Week 10 class starts each student will be randomly assignment to evaluate one poster he/she he/she didn't work on. Each student will have approximately 15 minutes (i.e. the time necessary for the group to present the poster) to look at the poster he/she is assigned to, ask questions to the groups who created it.

    With this information each student will be required to write a peer review of the poster he/she has been assigned to.

    Each peer review should take into account the following aspects of the poster:
    1. Content (250-350 words)
    2. Style & Presentation (100-150 words)
    3. Referencing (max 50 words)

    Failure to conduct the peer reviews on the brand the student is assigned to will result in a grade of 0 (zero) for this assessment.

    The Peer Review must be submitted in one of the following formats: .pdf, .doc, .docx

    Students must retain a copy of all assignments submitted.

    Please attach an ‘Assignment Cover Sheet’, which is signed and dated by you before submitting the assignment.


    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 course coordinator 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 Assessment



    4. Problem Solving Exercise (Individual Assessment) 35%

    Each student will be randomly assigned to one scenario in Week 10 of the course. This scenario is going to impact the brand the students worked on for their group poster. Different scenarios will be prepared and students will be randomly assigned to one of them.

    Failure to discuss the scenario the student is assigned to will result in a grade of 0 (zero) for this assessment.

    Each student has to create a video of him/her explaining how the assigned scenario is going to impact on their brand, and the branding strategies/actions they would adopt to keep their brand successfully in business. As the students explain, justify and defend their arguments, they have to cite the relevant literature discussed throughout the course, but they can extend their discussion using other academic and industry references, books, etc.

    The video must be no longer than 10 minutes (2,000 words equivalent). Videos longer than 10 minutes will receive a 15% mark deduction per minute for every minute exceeding the 10-minute limit.

    Students have to make it perfectly clear who they are by showing their student ID card at the beginning of the video. Failure to show their student ID card will make it impossible to verify student identity, thus resulting in a grade of 0 (zero) being awarded for the problem-solving exercise.

    Before submitting the videos, students must ensure that they have created a back-up copy of their video.

    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 course coordinator 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 Assessment

    Submission
    All assessments MUST be submitted via the MyUni course website.
    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.