- Class Number 6982
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Steven Crimp
- Dr Steven Crimp
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
- Harry Campbell-Ross
This course will introduce students to advanced concepts associated with agri-food system innovation and adaptation. This course will build on understanding gained in ENVS2023 and ENVS6223 and explore how innovation and adaptation:
- can identify future opportunities and mitigate threats or productivity declines in agri-food systems;
- can alter existing trajectories away from commodity-specific and incremental change, towards transformational change;
- can ensure that a more balanced approach to delivering agri-food system outcomes is achieved, that considers multiple outcomes e.g. economic, environmental and social;
- must operate in tandem with an improved regulatory environment in order to achieve sustained agri-food system outcomes.
The course is intended to provide students the knowledge and skills to be able to identify where disruptions may occur in existing agri-food systems and formulate technical and policy-based adaptation options that will serve to mitigate these disruptions.
Upon successful completion, students will have the knowledge and skills to:
- Explain the interconnectivity of domain knowledge critical to the modern agricultural system.
- Describe innovation and change within the agrifood and environmental systems.
- Critically review strategies for managing innovation and change within agricultural systems.
- Engage, inform and influence stakeholders in the agri system.
- Describe and compare specialised knowledge and skills in the area of agricultural innovation.
In Week 11 we will visit Capital Brewing Company in Fyshwick to discuss the supply and value chain innovation implemented by the company. There will be no additional costs associated with this field trip.
Please see the Fenner School Day Field Trip page for more information.
Additional Course Costs
Recommended student system requirements
ANU courses commonly use a number of online resources and activities including:
- video material, similar to YouTube, for lectures and other instruction
- two-way video conferencing for interactive learning
- email and other messaging tools for communication
- interactive web apps for formative and collaborative activities
- print and photo/scan for handwritten work
- home-based assessment.
- To fully participate in ANU learning, students need:
- A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
- Speakers and a microphone (e.g. headset)
- Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
- Suitable location with minimal interruptions and adequate privacy for classes and assessments.
- Printing, and photo/scanning equipment
For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Summary of Activities
|Two lectures and a workshop exploring agricultural supply and value chains and where innovation can occur to improve productivity, sustainability and resilience of food systems.
|Workshop exercise that gets students to pick a specific food commodity from a list of six and to map out where this product is produced, manufactured and distributed.
|The two lectures are aimed at providing an understanding of value chains as systems that create value for consumers and how that value is shared amongst members of the chain.
|Students will be expected to work in groups and review materials that examine the concept of value chain innovation and how Innovation efficiency can be improved. Students will be asked to provide an in class assessment of the top five drivers of innovation efficiency and apply this to the wheat industry of Australia.
|On the Global Innovation Index, Australia is ranked 20th overall, 31st for innovation outputs and only 76th in the world for innovation efficiency (defined as output per input based on turning research into commercial outcomes). The two lectures and workshop will examine the policy drivers that currently encourage and inhibit innovation in food value chains. We explore a number of case studies of government policies targeted at enhancing innovation and identify approaches that have worked and approaches that have not and why.
|Students will be expected to work in groups and review the Conversation Article https://theconversation.com/australias-innovation-problem-explained-in-10-charts-51898. The groups will then be expected to examine websites that measure Australia's economic complexity and innovation over time and report back on the current trends.
|The two lectures will examine the current trends in Australian agricultural market reform and explore the implications for innovation.
|Students will be expected to work in groups to examine the motivations for farmers to farm and critically evaluate if current policies support these drivers. Resources include: https://openresearch-repository.anu.edu.au/bitstream/1885/164046/3/A%20snapshot%20of%20CSA%20in%20Australia%20and%20Aotearoa%20New%20Zealand%202018.pdf https://www.researchgate.net/publication/242523125_Trying_to_understand_'why'_people_change_land_use https://www.sciencedirect.com/science/article/pii/S0743016709000618?via%3Dihub
|The two lectures will provide students with an overview of some of the current challenges with commercializing agricultural innovations. Students will hear from two CSIRO scientists currently in the process of commercializing scientific research e.g Future Feed and SABLE.
|Quiz 1 will take place during the workshop session for week five i.e. Thursday 25 August 2022 between 10:00am and 12:00pm.
|New digital technologies in agriculture have the potential to bring productivity and efficiency gains, as well as improved environmental outcomes, to the sector. However, in the case of the Australian Agri-Technology innovation system, farmers want to know who will be using their data, for what purpose, what value will be generated and how benefits will be distributed. So, as these new areas of science and technology emerge, there is a need to equip all those involved with the skills to navigate the fundamental socio-technical impacts. We will explore the multiple dimensions of ethical and responsible innovation as part of the lectures and workshop activities.
|Students will be expected to work in groups and review materials that examine where innovation has not occurred responsibly and the impacts this has had on communities. Students will be asked to provide an in class assessment of the ongoing challenges to responsible innovation.
|The process of discovery, testing, scaling and commercialization of innovations all require effective partnerships and for those partnerships to be equitable and long-standing. The two lectures will cover the key components of successful partnerships.
|Students will be expected to work in groups and review materials that examine the key elements for effective partnerships to catalyze innovations. Students will be expected to report back on the key elements of effective partnerships.
|Managing food safety hazards in supply chains is an increasingly important aspect of food systems, especially as they become more globalised. Risk management policies are moving from a prescriptive-basis, to ones focused on quantitative science-based outcomes, such as Food Safety Objectives. This approach integrates quantitative risk assessment, predictive models and other science-based information to meet food safety standards set by government and industry. The two lectures will explore digital supply chain management.
|Quiz 2 will take place during the workshop session i.e. Thursday 29 September 2022 between 10:00am and 12:00pm.
|Global warming and price volatility are increasing uncertainty for the future of agriculture. Therefore, agricultural systems must be sustainable not only under average conditions, but also under extreme changes of productivity, economy, environment and social context. In these two lectures and workshop, we review four concepts: stability, robustness, vulnerability and resilience in response to Future Climate Change.
|During the workshop session, students will be provided with a number of papers that outline future climate change impacts for Australian primary industries. Students will be expected to these papers in the group session and then subsequently draft a critical review of the major climatic risks and likely disruptions to Australian cereal and livestock industries. The review will be no more than 2000 words outlining the major climatic risks, possible impacts. The review will be due by 12pm on Thursday 20 October.
|The lectures and workshop will introduce a practical systems thinking and modelling approach that has been developed to help a research or policy-making group come to terms with the feedback dynamics of their system-of-interest. This approach is entitled Collaborative Conceptual Modelling (CCM) and serves to increase awareness of, three critical sets of interactions in value chains: (a) the feedback interactions, (b) the interpersonal interactions, and (c) the interactions between studies of the past and plans for the future.
|During the workshop session, students will continue to develop the tools required to describe the systems, via practical examples.
|A lecture will introduce the concepts associated with the psychology of innovation and adaptation. Students will be presented with real-life examples on the role psychology in catalyzing or paralyzing innovation and adaptation.
|Field trip Canberra Capital Brewing Company
|This week will be reserved for oral presentation associated with systems diagrams and CCM development.
|Group Oral presentations on the the CCMs developed as part of Week 9 lectures and workshop sessions.
|Workshop review activity
|Group Oral Presentation
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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Assessment Task 1
Learning Outcomes: 1,2,5
Two quizzes will be undertaken. The first will be in week 5 and the second in week 8 (i.e. 25 August 2021 and 29 September 2022). The first quiz will cover the materials presented in Weeks 1 to 4 (i.e. agricultural value chains, value chain innovation and innovation output versus innovation efficiency). The second quiz will cover the materials presented in Weeks 5 to 7 (i.e. innovation diffusion, farm business decision making, stability/robustness/vulnerability/resilience of value chains, responsible innovation). Each quiz will count 15% towards your final grade. Moderated quizzes will be returned within 2 weeks of completion.
Assessment Task 2
Learning Outcomes: 1,2,3
Workshop review activity
During the workshop session in week 6 students will be expected to work in groups and review materials that examine where innovation has not occurred responsibly and the impacts this has had on communities. Students will be asked to provide an in class assessment of the ongoing challenges to responsible innovation. The review will be no more than 2000 words outlining the major climatic risks, possible impacts. The review will be due by 12pm on Thursday 22 September. Moderated review reports will be returned within 2 weeks of submission.
Assessment Task 3
Learning Outcomes: 2,3,4
Group Oral Presentation
During Week 10 students will be taken through a facilitated exercise in developing collaborative conceptual models. Students will be organised into groups to apply the CCM learning's to describing an Australian value chain. In Week 12 these groups will report back during the workshop session and provide a description of the CCM and the rationale for it's development. Oral presentations will be made during the Lecture period on Wednesday and Thursday (i.e. 26 and 27 October). Group oral marks will be available one week after completion.
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
Students will be required to choose a specific Australian food commodity and map out the geographical extent of the value chain, describing the different nodes of the chain and potential exposure of these nodes to climate variability and change. The assessment is due at 12pm on the Thursday 27th of October. The word limit for this assessment is 4000 words. Moderated research reports will be returned within 2 weeks of submission.
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Food and Nutritional Security; Climate Change Adaptation and Mitigation; Weather and Climate Processes
Dr Steven Crimp
Dr Steven Crimp