XBR211 FROM BUGS TO BUCKS: THE BUSINESS OF FERMENTED FOOD AND DRINK - Tasmanian School of Business and Economics
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Tasmanian School of Business and Economics
Tasmanian Institute of Agriculture
XBR211
FROM BUGS TO BUCKS: THE BUSINESS OF FERMENTED
FOOD AND DRINK
Spring School (extended) 2018
Unit Outline
Dr Gemma Lewis (Unit Coordinator)
CRICOS Provider Code: 00586BCONTACT DETAILS
Unit coordinator
Unit coordinator: Dr Gemma Lewis (TSBE)
Campus: Newnham (Launceston)
Email: Gemma.Lewis@utas.edu.au
Phone: +61 3 6324 3932
Room location and number: A Block, Level 2, Room 268, Newnham Campus
Consultation hours: By appointment
© The University of Tasmania 2018Other teaching staff
Lecturer: Dr Joanna Jones (TIA)
Campus: Sandy Bay
Email: Joanna.Jones@utas.edu.au
Phone: +61 3 6226 2557
Room location and number: Room 301, Life Sciences Building, Sandy Bay Campus
Consultation hours: By appointment
Lecturer: Dr Simone Bingham (TSBE)
Campus: Sandy Bay
Email: Simone.Bingham@utas.edu.au
Phone: +61 3 6226 2314
Room location and number: Room 325, Centenary Building, Sandy Bay Campus
Consultation hours: By appointment
Lecturer: Dr Roger Latham (TIA)
Campus: Sandy Bay
Email: Roger.Latham@utas.edu.au
Lecturer: Dr Sophie Ross (TSBE)
Campus: Sandy Bay
Email: Sophie.Ross@utas.edu.au
© The University of Tasmania 2018CONTENTS
WHAT IS THE UNIT ABOUT? 5
UNIT DESCRIPTION 5
INTENDED LEARNING OUTCOMES 5
HOW WILL I BE ASSESSED? 6
ASSESSMENT SCHEDULE 6
ASSESSMENT DETAILS 6
WHAT LEARNING OPPORTUNITIES ARE THERE? 12
RESOURCES 12
ACTIVITIES 13
UNIT SCHEDULE 15
ACCREDITATION 16
AACSB ACCREDITATION 16
Page 4 XBR211 From Bugs to BucksNOTICE
This Unit Outline refers to the Unit Outline Essential Information resource which
includes information, policies and requirements relevant to this unit. You must read
the Essential Information resource as it is considered part of this Unit Outline.
WHAT IS THE UNIT ABOUT?
Unit description
Tasmania has a growing reputation as a gourmet paradise, with high quality primary
products and a growing fermented food and drink industry. In this unit, students will
learn about the full production life cycle for fermented food and drink, from growing
raw materials and fermentation basics, through to the packaging, labelling,
distribution and marketing of final products. Development of more fermentation
businesses in Tasmania may offer an alternative to current wicked problems of high
regional unemployment, an economy reliant on extraction, high agricultural food
waste, and over-reliance on State-based employment (Tasmania: The Tipping Point,
2013).
While staff from the Tasmanian Institute of Agriculture and the Tasmanian School of
Business & Economics drive this breadth unit, expert input and content has been
sourced across a range of fermentation industries, so students will have access to a
diverse range of online materials. Assessment is 100% internal (i.e., no exam) and
structured to encourage you to actively engage with ideas and issues and learn
collaboratively with and through your peers.
Intended Learning Outcomes
On completion of this unit, you will be able to:
1. Identify and explain the health-related effects associated with consumption of
fermented foods and drinks.
2. Identify and explain the microbiological and chemical changes in fermented
foods and drinks.
3. Analyse and explain the value proposition of a fermented food or drink
product.
4. Develop a business model for a fermented food and drink product, which
incorporates analysis of the product's value chain and relevant food safety
standards and regulations.
Page 5 XBR211 From Bugs to BucksHOW WILL I BE ASSESSED?
Assessment schedule
Assessment task Date due Percent Links to Intended
weighting Learning Outcomes
Sunday 18
Assessment Task 1: Online Quiz November 10% 1, 2
2018 11.59pm
Sunday 9
Assessment Task 2: Portfolio December 35% 1, 2
2018 11.59pm
Sunday 13
Assessment Task 3: Group
January 2019 20% 3, 4
Presentation
11.59pm
Sunday 20
Assessment Task 4: Business
January 2019 35% 3, 4
Model Report
11.59pm
Assessment details
Assessment task 1 Online Quiz
Task description This assessment task will test your understanding of literature
concerning the underlying science of fermented foods and
drinks. The main focus of which will be the chemical and
microbiological changes in these products during manufacture,
as well as the health-related effects associated with their
consumption.
You will complete an online quiz in MyLO by the due date,
comprising of multiple-choice questions. This quiz is open book
and open note but must be completed individually. Question
and answer order will be randomised so no one quiz is exactly
the same. Each student will have only one attempt at the quiz
and must complete their quiz within the maximum time limit of
40 minutes.
Criteria Measures Intended
Learning Outcome:
Criterion 1 Identify and explain the health-related 1
effects associated with consumption of
fermented foods and drinks
Page 6 XBR211 From Bugs to BucksCriterion 2 Identify and explain the chemical changes 2
in fermented food and drinks
Criterion 3 Identify and explain the microbiological 2
changes in fermented food and drinks
Task length 20 Multiple choice questions, maximum 40 minutes to complete
quiz, only one attempt
Due by date 11.59pm Sunday 18 November 2018
Assessment task 2 Portfolio
Task description This assessment task comprises two parts.
Part 1:
Choose a commercial fermented food or drink product from a
list provided in MyLO, and in a Word document you must
describe the following.
1. The microbiological and chemical changes that occur
during the manufacture of the product.
2. The steps in the manufacture of the product that ensure
appropriate microbiological and chemical changes do
occur, and the product is safe for human consumption.
3. The health-related effects of consuming the product.
Note: For Part 1, students must locate and use a minimum of 5
relevant and reliable sources of scientific literature, and
reference these correctly in-text, and provide a reference list.
Please use headings in your write-up, and page numbers. The
word limit for Part 1 is 1500 words, +/-10%.
Please note: Students may use either the UTAS Harvard or APA
referencing styles.
Part 2:
Next, you will apply the research and knowledge you have
gained in Part 1. For Part 2, you will design, set up and assess
your own experiment, in which you make a fermented product
(this should be the same product you have researched for part
1). A report template will be provided in MyLO, and you must
use this template to document and explain the process you have
followed, and the observations you have made. This template
provides word limits for each section. There is no requirement
for references in Part 2. The information and instructions you
Page 7 XBR211 From Bugs to Bucksneed to complete part 2 will be shared during the intensive
week, and in MyLO.
Criteria Measures Intended
Learning Outcome:
Criterion 1 Identify and explain the health-related 1, 2
effects associated with consumption of
fermented foods and drinks
Criterion 2 Identify and explain the chemical and 1, 2
microbiological changes in fermented food
and drinks
Criterion 3 Gather information from relevant sources 1, 2
and acknowledge appropriately
Criterion 4 Design a relevant experiment 1, 2
Criterion 5 Explain the observed changes that occur 1, 2
during the fermentation process
Task length Part 1: 1500 words +/- 10%; Part 2: Word limit in template
provided
Due by date 11.59pm Sunday 9 December 2018
Assessment task 3 Group Presentation
Task description This assignment commences the group-work component of this
unit. Around week 4 of the semester, you will be organised into
groups of 3-4 students, based on your interest in a fermented
food or drink product category (individuals will nominate their
interest via a Survey in MyLO during Weeks 1 and 2).
Working in groups, you will analyse and explain the value
proposition of a new fermented food or drink product. First,
groups will devise their own idea for a new product, from within
the category they are interested in.
Groups are then to record a presentation that:
1. Describes the product (e.g. what it is, how it is
manufactured)
2. Identifies between 2-5 products that your new product
will compete with (Note: to do this the group must do
some basic ‘market’ research of the food or drink
category their product fits into)
3. Compare and contrast two possible customer segments
for your new product, being sure to describe the key
characteristics of each segment
Page 8 XBR211 From Bugs to Bucks4. Using the value proposition canvas (available in MyLO),
outline what jobs, pains and gains are experienced by
each customer segment; AND explain how your new
product relieves each customer segments’ pains and
create gains. Note: your presentation must contain two
(2) value proposition canvases – one for each customer
segment.
5. Explains the mix of elements (e.g. newness, performance,
customisation, design, price etc.) that enable your new
product to create and capture value for your choice of
customer segment, and meet their needs
Groups are encouraged to use technology such as web rooms,
live chats, online discussion boards, Facebook groups etc. to
meet, and work on their presentation. Presentations must be
submitted in a common file format that can be uploaded to
MyLO and viewed by the teaching team. This could be, for
example, a narrated PowerPoint file, or a presentation recorded
in Blackboard Collaborate, and then downloaded as an mp4.
Further instructions and advice for recording a collaborative
presentation and uploading this in a reasonable and common
format will be provided in MyLO. If your presentation exceeds
100-200MB in file size then you will need to compress this
before submission.
IMPORTANT: Students must have made contact with their
groups by 11.59pm Monday 10 December, or they will be
removed from the group.
Criteria Measures Intended
Learning Outcome:
Criterion 1 Work in groups to devise an idea for a new 3, 4
fermented food or drink product
Criterion 2 Undertake basic market research related to 3, 4
a new fermented food or drink product
Criterion 3 Analyse possible customer segments for a 3, 4
new fermented food or drink product
Criterion 4 Analyse and explain the value proposition 3, 4
for a new fermented food or drink product
Criterion 5 Communicate verbally and in writing, with 3, 4
visual aids
Task length 10 to 12-minute recorded presentation; maximum 10 slides (if
using PowerPoint)
Due by date 11.59pm Sunday 13 January 2019
Page 9 XBR211 From Bugs to BucksAssessment task 4 Business Model Report
Task description In the final assignment for the unit, students will develop and
then report on the business model for a new fermented food or
drink product (Note: this should be the same product you came
up with for AT3). This assignment has two parts, one of which
(Part 1) is to be completed by the group and submitted
separately in MyLO.
Part 1 – Value chain analysis (15%)
Working in the same groups as Assessment Task 3, students will
write a short report (1000 words +/-10%) that:
1. Describes the different value chain activities that occur to
produce and sell your new fermented food or drink
product;
2. Explains how relevant food and drink safety standards
and regulations impact on the manufacture, marketing
(e.g. packaging, advertising) and sale of your new
product.
Note: For Part 1, groups must locate and use a minimum of 5
reliable sources, and reference these correctly in-text and
provide a reference list. Please note: Students may use either the
UTAS Harvard or APA referencing styles.
Further detail regarding the report structure will be provided in
MyLO. Part 1 should be submitted as a separate document in
MyLO. It is a group assignment, and hence just one copy of the
report is required to be submitted to the group’s assignment
folder. One member of the group must be responsible for doing
this by the due date.
Part 2 – Explanation of the business model (20%)
For Part 2, groups will allocate two building blocks of the
Business Model Canvas to each group member. Note: the value
proposition (VP) building block was addressed by the group in
Assessment Task 3, therefore VP will not be allocated to an
individual group member in Part 2 of this assessment task.
Once each group member has their two building blocks, you
will individually compile a separate written report that:
1. Explains the logic behind each building block you have
been allocated (e.g. what key resources (KR) are required
and why) (600 words in total; 300 words each block); and
Page 10 XBR211 From Bugs to Bucks2. How each building block you have been allocated will be
implemented (e.g. how KR will be acquired and used)
(600 words in total; 300 words each block).
At the end of the report, you will write a short summary (300
words in total) of how the two building blocks you were
allocated would enable your business to create, deliver and
capture value.
IMPORTANT:
Part 2 is an individual assignment, and hence must be
submitted as a separate word document in MyLO, to an
individual assignment folder. Also, you explain your two
allocated building blocks in reference to just one (1) of the
customer segments your group profiled for AT3. If you have
been allocated the Customer Segment building block by your
group, then your Part 2 report must contain a detailed analysis
of one (1) customer segment.
There are no minimum number of sources required for Part 2.
however, if you do use theoretical or practical information from
another source, these sources must be acknowledged correctly
in-text, and in a reference list at the end of your report.
Students are not obliged to share their Part 2 explanations of
building blocks with their group members prior to submission,
although we encourage groups to have conversations about
their overall business model and give peer feedback.
Further information and guidance for this assessment task will
be provided in MyLO.
Criteria Measures Intended
Learning Outcome:
Criterion 1 Work in groups to analyse a value chain 3, 4
for a new fermented food or drink product
Criterion 2 Work in groups to explain how relevant 4
food and drink safety standards and
regulations impact on the manufacture,
marketing and sale of a new fermented
food or drink product
Criterion 3 Work individually to develop two blocks 4
for a business model for a new fermented
food or drink product
Criterion 4 Communicate in writing and use and 3, 4
acknowledge reliable sources
appropriately.
Page 11 XBR211 From Bugs to BucksTask length Part 1 (Group report) 1000 words +/- 10%
Part 2 (Individual report) 1500 words +/- 10%
Due by date Both reports are due 11.59pm Sunday 20 January 2019
Note: Part 1 must be submitted to the group AT4 folder in MyLO. Part 2
must be submitted to the individual AT4 folder in MyLO
WHAT LEARNING OPPORTUNITIES ARE THERE?
Resources
Required readings
This unit does not have a prescribed text. Instead, students will be required to read a
selection of scholarly or practitioner-based articles/sources as per the instructions and
weekly content in MyLO.
Recommended readings
The following textbooks are recommended reading and can be accessed and borrowed
from the University of Tasmania Library. There are also a number of other books and
eBooks available via the UTAS Library Catalogue, by searching for key words such as
‘fermentation’, ‘marketing’, ‘business model’.
Katz, SE 2012, The art of fermentation: an in-depth exploration of essential concepts and
processes from around the world, Chelsea Green Publishing, Vermont, USA.
Osterwalder, A & Pigneur, Y 2010, Business model generation, John Wiley & Sons, New
Jersey USA. (available as an eBook from the UTAS library)
Reading Lists
Reading Lists provide direct access to all material on unit reading lists in one place.
This includes eReadings and items in Reserve. You can access the Reading List for this
unit from the link in MyLO, or by going to the Reading Lists page on the University
Library website.
Equipment, materials, software, accounts
During the course of XBR211, you will be required to make a fermented product. As
such, you will require access to a domestic kitchen, along with appropriate equipment
for making the chosen product. More information and instructions will be provided in
MyLO, and during the intensive week.
Page 12 XBR211 From Bugs to BucksActivities
Details of teaching arrangements
XBR211 uses a blended-delivery model. A large portion of the content is delivered
online via MyLO, and hence all students (including those enrolled in the on-campus
mode) will be required to take responsibility for their own learning, and time
management.
Getting started and learning the basics (weeks 1 -3)
The unit will commence Monday 29 October (Week 1 extended Spring Semester).
Students will need to access MyLO from the beginning of this week and are
encouraged to get started with learning the basics about fermented food and drink
products, what they are, how fermentation occurs, what steps are involved in the
manufacture and production of these products, and the health-related effects they
create.
The first assessment task is due at the end of Week 3; hence students will be expected
to have engaged in MyLO and undertaken a series of pre-recorded lectures, readings
etc. before they complete this assessment task.
Intensive week (week 4)
From midday Monday 19 November, an intensive week of learning and teaching will
take place on the Sandy Bay campus. During this week students will participate in
lectures, workshops, laboratory exercises, field trips and industry forums. More detail
regarding the teaching arrangements for the intensive week will be available in MyLO.
Students must confirm their attendance of this week in advance, so arrangements can
be made for the off-campus exercises.
All students including those enrolled in the Distance or off-campus mode, are invited
and encouraged to attend the intensive week. If you are unable to attend the intensive
week (note: it is not compulsory), recordings of the learning and teaching activities
will be provided via MyLO and MyMedia. We will also offer live-streaming within
sessions where possible, so remote and distance students can participate in real-time.
More details on these options will be provided in MyLO.
Field trip during intensive week
During the intensive week, students will participate in a field-trip off campus. Prior to
participating in this activity, students will be required to complete and submit a
Medical Disclosure and Authorisation Form, which will be provided via MyLO. And,
where the appropriate safety equipment is available, use it appropriately. A minimum
set of safety standards required in field work will also be made available in MyLO. We
encourage all students planning to attend the intensive week and field trip to ensure
they can meet these standards.
Page 13 XBR211 From Bugs to BucksAfter the intensive week (week 5 onwards)
After the intensive week, students will resume self-directed and online learning via
MyLO. The second assessment task is due at the end of week 6.
The remainder of the unit will also involve group work; hence students need to be
available to meet and collaborate with other students in their group either in-person,
or via online technology, such as Discussion boards, web conferencing, shared
document pages etc.
IMPORTANT:
The University will be closed from 5pm Friday 21 December 2018 to 9am Tuesday 2
January 2019 for the Christmas/New Year period. No members of the teaching team
will be available (or checking email and MyLO) during this period.
Students are encouraged to resume their learning individually and in groups from
Tuesday 2 January 2019, but no later than Monday 7 January, as Assessment Task 3 is
due Sunday 13 January.
The final assessment task is due Sunday 20 January. Once students have submitted
this assessment, they have reached the end of this unit.
Specific attendance/performance requirements
All students are encouraged to attend the intensive week on Sandy Bay campus (if
possible), but this is not compulsory. Arrangements have been made to ensure the
learning and teaching provided during this week will be recorded and/or live streamed
for students unable to attend, so they are not disadvantaged.
All students will be required to make an introductory discussion post in MyLO during
Week 1, and definitely by no later than the end of Week 2. In this post, students will be
asked to share why they are interested in fermented food or drinks, and indicate if
they will be attending the intensive week in Week 4.
In this unit, your active engagement will be monitored in the following way:
1. Regular and consistent MyLO access
2. Completion of assessment tasks
If you do not demonstrate evidence of having engaged actively with this unit by the
end of Week 3, your enrolment may be cancelled, or you may be withdrawn from the
unit.
Please note Census Date for this unit is Wednesday, 21 November 2018.
Page 14 XBR211 From Bugs to BucksUnit schedule
WEEK DATE TOPIC/ ACTIVITIES RESOURCES/
BEGINNING MODULE/ FOCUS READINGS/
AREA FURTHER
INFORMATION
1 29 October Introduction to Pre-recorded lectures; readings and
the Unit; self-directed activities in MyLO
Fermentation Introduce yourself to the teaching
science and team and your peers via Discussion
manufacture of board post
products
2 5 November Fermentation Pre-recorded lectures; readings and Note: Monday 5
science and self-directed activities in MyLO November is a
manufacture of public holiday in
Complete survey nominating product
products Tasmania
category interest for AT3 and AT4
3 12 November Health-related Pre-recorded lectures; readings and Assessment Task 1
effects self-directed activities in MyLO Online Quiz closes
11.59pm Sunday 18
Preparation for attending intensive
November
week next week (if applicable)
4 19 November Fermentation Intensive (F2F) week in Hobart Form groups for
experiments AT3 and AT4
Sessions will be recorded, or available
Integrating with for live-streaming for students unable
industry to attend
5 26 November Value chains and Pre-recorded lectures; readings and
market research self-directed activities in MyLO
6 3 December Food safety Pre-recorded lectures; readings and Assessment Task 2
standards and self-directed activities in MyLO Portfolio Due
regulations Sunday 9
December
7 10 December Customer Pre-recorded lectures; readings and
segments and self-directed activities in MyLO
value
propositions
8 17 December Developing a Pre-recorded lectures; readings and
business model self-directed activities in MyLO
Christmas/New Year break – please note the University will be closed from 5pm Friday 21 December to 9am
Tuesday 2 of January
9 7 January n/a Time dedicated to working individually Assessment Task 3
and resuming work in groups on Group Presentation
Assessment Task 3 and 4 due Sunday 13
January
Page 15 XBR211 From Bugs to Bucks10 14 January n/a Time dedicated to working individually Assessment Task 4
and resuming work in groups on Business model
Assessment Task 3 and 4 report due Sunday
20 January
Please note there is no exam in this unit. Once students have submitted their final assessment task
(Assessment Task 4) they have officially reached the end of learning and teaching in this unit.
Results for Spring School Extended units will be released Wednesday 20 February2019.
ACCREDITATION
AACSB Accreditation
The Tasmanian School of Business and Economics (TSBE) is currently in the process of
applying for business accreditation with the Association to Advance Collegiate Schools
of Business (AACSB) – the lead program for accrediting business schools globally.
AACSB seeks to connect educators, students, and business to achieve a common goal –
to create the next generation of business leaders.
By joining AACSB and going through the accreditation process, TSBE is joining a
global alliance committed to improve the quality of business education around the
world, and to share the latest innovations in business education. Gaining Business
Accreditation with AACSB is a multi-year process involving TSBE demonstrating our
performance against the 15 accreditation standards.
Once complete, TSBE will join a select community of accredited business schools, with
only 7% of all business schools globally having completed the AACSB process. This
will further enhance the reputation of TSBE, and further enhance the global
recognition of your qualifications. To find out more about AACSB click here.
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