EM1S5M24
Programme
PGE
International Wine management and tourism
International Wine management and tourism
UE
Wine Marketing and sales
Semestre
A
Discipline
Marketing
Volume horaire
20 H
Nombre de places
35
Ouvert aux visitants
Oui
Langue
EN
Responsable
Jodie CONDUIT
Liste des intervenants
| Intervenant(s) | Volume horaire CM | |
|---|---|---|
| Jodie CONDUIT | jodie.conduit@adelaide.edu.au | 20 h |
Contribution pédagogique du cours au programme
LEARNING GOAL 1 : Students will master state-of-the-art knowledge and tools in management fields in general, as well as in areas specific to the specialized field of management. |
|---|
| Students will identify a business organization’s operational and managerial challenges in a complex and evolving environment. |
| Students will understand state-of-the-art management concepts and tools and use them appropriately. |
| Students will implement appropriate methodologies to develop appropriate solutions for business issues. |
| LEARNING GOAL 2 : Students will develop advanced-level managerial skills. |
| Students will work collaboratively in a team. |
| Students will participate in a decision-making process in a critical way. |
| Students will communicate ideas effectively, both orally and in writing, in a business context. |
| LEARNING GOAL 3 : Students will demonstrate their understanding of practices reflecting ethical, diversity and sustainable development values in business organizations. |
| Students will identify and analyze issues relating to diversity, ethics and sustainable development in their business context. |
Descriptif
This course provides participants with an overview of different tools and techniques drawn from the disciplines of design thinking and market research that facilitate learning discoveries regarding customer wine-related experiences. The ability to learn about customer experiences and utilize these insights in a creative way to create business opportunities is a critical success factor for firms. For this reason, this course introduces participants to the frameworks and academic concepts that support these learning discoveries. The participants will design an approach to gain customer insight about a wine-related experience. They will then, through interviews, seek data from relevant individuals to inform their knowledge of the customer experience. The participants’ will analyze this customer information, and develop ideas that align with business solutions and opportunities for enhanced wine marketing strategies. As such, through introducing and applying a mix of academic concepts, the participants will develop a practical knowledge of learning discoveries, utilizing design thinking and market research practices. The course incorporates a live project, which forms the assessment in the course. Students will be requred to actively take part in practical exercises and a group project, which will assist in understanding and applying learning discovery techniques in order to develop effective and efficient solutions to business problems and opportunities. In doing so, this course emphasises action learning as opposed to passive listening. Specifically, students will be required to generate customer insights, analyse these findings, and present solutions or opportunities for businesses to enhance their wine experiences.Organisation pédagogique
Face-to-face
- Lectures- Tutorials
In group
- Oral presentations
- Projects
Interaction
- Discussions/debatesOthers
Aucun élément de cette liste n'a été coché.Objectifs pédagogiques
Cognitive domain
A l'issue du cours, l'étudiant(e) devrait être capable de / d'...- - (niv. 2) Describe a systematic approach to learning about customer experiences of wine
- - (niv. 3) Apply design thinking tools and techniques to learn about customer wine-related experiences
- - (niv. 3) Apply the learning discoveries and strategic suggestions in both written and oral formats
- - (niv. 4) Analyze customer insights to identify themes and issues relevant to the business problem
- - (niv. 5) Create creative solutions to address business problems, utilizing the customer-based information and frameworks discussed
Affective domain
A l'issue du cours, l'étudiant(e) devrait être capable de / d'...Aucun affective domain n'a pour le moment été associé à ce cours.
Objectifs de développement durable abordés
Aucun objectif de développement durable n'a été coché.
Plan / Sommaire
Session 1 Monday 14/10/19 9h-12h 1. Course Introduction - Assignment and Assessment review 2. Learning Mindsets and Frameworks - Creativity, design thinking frameworks, double diamond model, research process Reading (From List): Homburg et al. (2015) and Richardson (2010). Assessment: Prepared Readings and Interactive Class Sessions Session 2 Monday 14/10/19 13h-17h 3. Understanding Customer Wine Experiences - Customer experiences, human-centred design, customer journey mapping 4. Designing the Research Approach - Sampling approaches, qualitative research techniques, developing interview guides Reading (From List): Brown & Martin (2015) and Arnould et al (2014) Assessment: Class Interaction and Group Participation Session 3 Tuesday 15/10/19 9h-12h Data Collection for Group Project - (requirements to be discussed in class) Assessment: Group Participation Session 4 Tuesday 15/10/19 13h-17h 5. Analysing Customer Information - Identifying themes, mind mapping, insight statements 6. Service Innovation and Ideation - Brainstorming, rapid concept development, visualisation, Reading (From List): Trischler et al. (2017) and Gruber et al. (2015) Assessment: Class Interaction and Group Participation Session 5 Wednesday 16/10/19 9h-12h 7. Strategic Evaluation- Customer co-creative evaluation, business model canvas, value chain analysis, 8. Understanding the Pitch - Report and presentation structures, storyboards Reading (From List): Rauth et al. (2014) and Yoo & Kim (2015) Assessment: Class Interaction and Group Participation Session 6 Wednesday 16/10/19 13h-16h Group PresentationsPrérequis nécessaires
Connaissances en / Notions clés à maîtriser
NA - Understand how to learn about customer experiences through design thinking practices - Gain insights from customer information to develop solutions to business problems and opportunities in wine marketing - Communicate the learning discoveries and strategic suggestions in both written and oral formatsSupports pédagogiques
Mandatory tools for the course
- ComputerDocuments in all formats
- Photocopies- Worksheets
Moodle platform
Aucun élément de cette liste n'a été coché.Software
Aucun élément de cette liste n'a été coché.Additional electronic platforms
Aucun élément de cette liste n'a été coché.Bibliographie recommandée
Ouvrages principaux
Arnould, E., Cayla, J., & Beers, R. (2014). “Strategic Uses for Ethnographic Stories: Using What Your Customers Do, Feel, and Say to Transform Your Business”. MIT Sloan Management Review, 55(2), 55-62. Brown, T. and Martin, R. (2015), "Design for Action," Harvard Business Review, 93 (9), 56-64. Calabretta, G. Gemser, G. and Karpen, I. (2016): Strategic Design: Eight Essential Practices Every Strategic Designer Must Master, Amsterdam: BIS Gruber, M., De Leon, N., George, G., and Thompson, P. (2015). “Managing by design”. Academy of Management Journal, 58(1), 1-7. Homburg, C., Jozić, D. and Kuehnl, C. (2015), "Customer Experience Management: Toward Implementing an Evolving Marketing Concept," Journal of the Academy of Marketing Science, 1-25. Luchs, M.G. Swan, K. S. and Griffin, A. (2015), Design Thinking: New Product Development Essentials from the PDMA, eds. Hoboken: John Wiley & Sons Rauth, I., Carlgren, L., and Elmquist, M. (2014), “Making It Happen: Legitimizing Design Thinking in Large Organizations” Design Management Journal, 9 (1), 47-60. Richardson, A. (2010). Using customer journey maps to improve customer experience. Harvard Business Review, 15(1). Trischler, J., Pervan, S. J., Kelly, S. J., and Scott, D. R. (2017). “The value of codesign: The effect of customer involvement in service design teams”. Journal of Service Research, (online) DOI 1094670517714060. Yoo, Y. and Kim, K. (2015), "How Samsung Became a Design Powerhouse," Harvard Business Review, 93 (9), 72-8.Littérature complémentaire
International Journal of Wine Business Research Journal of Service Research Journal of Service Theory and Practice European Journal of Marketing Journal of Wine Marketing Journal of Wine Business Research Academy of Wine Business Research American Association of Wine Economics Australian & New Zealand Grapegrower & Winemaker Customer journey/experience mapping tools: http://files.thisisservicedesignthinking.com/tisdt_cujoca.pdf https://canvanizer.com/canvas/customer-journey-canvas-demo http://patternservicedesign.com/experience-mapping-tools/ http://designingcx.com/cx-journey-mapping-toolkit/ Business model canvas tools: http://www.businessmodelgeneration.com/downloads/business_model_canvas_poster.pdf https://edoceo.com/blog/2012/07/10-business-model-canvas-tools-reviewTravaux de recherche de l'EM : Veillez à mobiliser au moins une ressource
Peuvent être renseignés les manuels coordonnés, les traductions de manuel, les études de cas traduites etc…NA
Modalités d'évaluation
Liste des modalités d'évaluation
Evaluation intermédiaire / contrôle continu 1Autre (date, contrôle surprise...) : ongoing
Ecrite et orale / individuelle / Anglais / pondération : 20 %
Précisions : The purpose of this assessment is to enhance your skill of active participation in and contribution to class. As a general principle the goal is to evolve the skills required to operate in a modern business environment. A skill that all marketers need is the ability to be creative, communicate ideas, and convince others of their convictions. This discussion will build your ability to actively engage in a conversation in order to enhance or direct the conversation to a meaningful conclusion. As the research project is a group assessment, there is the need to participate meaningfully within the group. Each group member will be asked to provide feedback on the participation of other members of their group. You will be assessed on the following criteria: - Strength of your argument - Relevance of your discussion - Clarity and conciseness of your discussion - Creativity of your responses - Inclusiveness of others in your discussion - Leadership and active contribution Please see the assessment rubric for further details.
Cette évaluation sert à mesurer LO1.1, LO1.2, LO1.3, LO2.1
Ecrite et orale / individuelle / Anglais / pondération : 20 %
Précisions : The purpose of this assessment is to enhance your skill of active participation in and contribution to class. As a general principle the goal is to evolve the skills required to operate in a modern business environment. A skill that all marketers need is the ability to be creative, communicate ideas, and convince others of their convictions. This discussion will build your ability to actively engage in a conversation in order to enhance or direct the conversation to a meaningful conclusion. As the research project is a group assessment, there is the need to participate meaningfully within the group. Each group member will be asked to provide feedback on the participation of other members of their group. You will be assessed on the following criteria: - Strength of your argument - Relevance of your discussion - Clarity and conciseness of your discussion - Creativity of your responses - Inclusiveness of others in your discussion - Leadership and active contribution Please see the assessment rubric for further details.
Cette évaluation sert à mesurer LO1.1, LO1.2, LO1.3, LO2.1
Evaluation intermédiaire / contrôle continu 2Dernière séance
Orale (30 min) / en groupe / Anglais / pondération : 30 %
Précisions : Assessment 2: Presentation Students will need to present their findings in class on the final day at a time to be advised. Each group presentation will take a maximum of 30 minutes (15-20min presentation and 10min question time). This presentation should be prepared on PowerPoint (or similar) to provide an audiovisual display, although other medians can also be utilized. All groups members are expected to present and will be assessed on their presentation skills as well as content. All students will be asked to provide an assessment and feedback for the presenting group and the group will be given an overall summary of feedback. Ultimately, the course facilitator will be responsible for determining the final assessment, although feedback will be given consideration. Please see the assessment rubric for further details.
Cette évaluation sert à mesurer LO1.1, LO1.2, LO1.3, LO2.1, LO2.2, LO2.3
Orale (30 min) / en groupe / Anglais / pondération : 30 %
Précisions : Assessment 2: Presentation Students will need to present their findings in class on the final day at a time to be advised. Each group presentation will take a maximum of 30 minutes (15-20min presentation and 10min question time). This presentation should be prepared on PowerPoint (or similar) to provide an audiovisual display, although other medians can also be utilized. All groups members are expected to present and will be assessed on their presentation skills as well as content. All students will be asked to provide an assessment and feedback for the presenting group and the group will be given an overall summary of feedback. Ultimately, the course facilitator will be responsible for determining the final assessment, although feedback will be given consideration. Please see the assessment rubric for further details.
Cette évaluation sert à mesurer LO1.1, LO1.2, LO1.3, LO2.1, LO2.2, LO2.3
Evaluation intermédiaire / contrôle continu 3Séance n° Wednesday 30th October 2019
Ecrite / en groupe / Anglais / pondération : 50 %
Précisions : Focusing on a business in the local wine industry, or wine tourism industry, students will be required to develop and evaluate 3-4 potential creative business solutions to an identified business challenge (this challenge will be discussed and workshopped in class). Students will need to apply design thinking an market research principles to this project, and will be required to gather relevant customer insight, apply frameworks and principles to analyse this customer insight, and subsequently propose and evaluate alternative business solutions. With this assignment, groups should explore the concepts underpinning design thinking and apply them to the project context. Students need to demonstrate how the concepts have been applied, in conjunction with the customer insight data collected, to develop their potential business solutions. Throughout the seminars various discussions and learning exercises will occur during class time (and beyond) that facilitate this project. The exercises will primarily involve examples where you will be asked to apply market research and design-thinking tools, and provide strategic input to various issues or opportunities that are noted. Your active participation in these exercises and to class discussions will be required. This assessment task is to be undertaken in small groups. It is your responsibility to ensure you support the group’s goals and work together in a collaborative and respectful manner with other students. In cases where individual group members have not sufficiently contributed to the group project, the facilitator reserves the right to adjust marks on an individual basis. Key Components of this report will include the following: 1. Executive Summary – a one-page overview of the key challenge and findings 2. Background Context – a succinct overview of the context and further explanation of the key challenge that was the focus of this project. 3. Interview respondents – a discussion of the key customers of the business, the key respondents chosen for the interviews, and the basis for their selection. 4. Discussion Guide – a discussion guide needs to be developed for the interviews and included in the report (either in the body of the report or the Appendix) 5. Customer Journey Map – a customer journey map (CJM) must be developed for a key customer group of interest for this project and a discussion of this CJM also included in the report (the CJM may be in the body of the report or the Appendix) 6. Key Themes and Findings – the key themes identified from the data analysis need to be included and discussed. Any sub-themes or eliminated themes should also be highlighted. 7. Suggested Solutions – the creative suggestions to address the business challenge at the Ideation stage should be reduced to three possible solutions that the group would consider working up into prototype stage. While further development does not need to occur in the report, it should include a description of these three suggestions and a justification of why each was selected. 8. Conclusion – a summary of the report should be provided. 9. Written Reflection - each member of the group is also required to submit a separate one-page written reflection on the project (this does not need to be discussed in the presentation). This reflection could include a discussion on: - the most interesting and insightful aspect of the project - the most challenging aspect of the project - aspect of the project likely to be the most useful in business - what you would do differently if you had your time again - your favorite proposed recommendation (and why) The written reflection will be worth 10% of your grade for assessment 3.
Cette évaluation sert à mesurer LO1.1, LO1.2, LO1.3, LO2.1, LO2.2, LO2.3
Ecrite / en groupe / Anglais / pondération : 50 %
Précisions : Focusing on a business in the local wine industry, or wine tourism industry, students will be required to develop and evaluate 3-4 potential creative business solutions to an identified business challenge (this challenge will be discussed and workshopped in class). Students will need to apply design thinking an market research principles to this project, and will be required to gather relevant customer insight, apply frameworks and principles to analyse this customer insight, and subsequently propose and evaluate alternative business solutions. With this assignment, groups should explore the concepts underpinning design thinking and apply them to the project context. Students need to demonstrate how the concepts have been applied, in conjunction with the customer insight data collected, to develop their potential business solutions. Throughout the seminars various discussions and learning exercises will occur during class time (and beyond) that facilitate this project. The exercises will primarily involve examples where you will be asked to apply market research and design-thinking tools, and provide strategic input to various issues or opportunities that are noted. Your active participation in these exercises and to class discussions will be required. This assessment task is to be undertaken in small groups. It is your responsibility to ensure you support the group’s goals and work together in a collaborative and respectful manner with other students. In cases where individual group members have not sufficiently contributed to the group project, the facilitator reserves the right to adjust marks on an individual basis. Key Components of this report will include the following: 1. Executive Summary – a one-page overview of the key challenge and findings 2. Background Context – a succinct overview of the context and further explanation of the key challenge that was the focus of this project. 3. Interview respondents – a discussion of the key customers of the business, the key respondents chosen for the interviews, and the basis for their selection. 4. Discussion Guide – a discussion guide needs to be developed for the interviews and included in the report (either in the body of the report or the Appendix) 5. Customer Journey Map – a customer journey map (CJM) must be developed for a key customer group of interest for this project and a discussion of this CJM also included in the report (the CJM may be in the body of the report or the Appendix) 6. Key Themes and Findings – the key themes identified from the data analysis need to be included and discussed. Any sub-themes or eliminated themes should also be highlighted. 7. Suggested Solutions – the creative suggestions to address the business challenge at the Ideation stage should be reduced to three possible solutions that the group would consider working up into prototype stage. While further development does not need to occur in the report, it should include a description of these three suggestions and a justification of why each was selected. 8. Conclusion – a summary of the report should be provided. 9. Written Reflection - each member of the group is also required to submit a separate one-page written reflection on the project (this does not need to be discussed in the presentation). This reflection could include a discussion on: - the most interesting and insightful aspect of the project - the most challenging aspect of the project - aspect of the project likely to be the most useful in business - what you would do differently if you had your time again - your favorite proposed recommendation (and why) The written reflection will be worth 10% of your grade for assessment 3.
Cette évaluation sert à mesurer LO1.1, LO1.2, LO1.3, LO2.1, LO2.2, LO2.3