Professor Ammar Abdul Aziz
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- Gatton
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- Gatton
- Coordinating unit
- Agriculture and Food Sustainability School
At an introductory level, the course examines strategic issues set in the context of food and fibre industries. Students carry out investigations framed around contemporary issues faced by agribusiness managers in firms & organisations providing inputs and services (finance, farm merchandise, technical services, plant & equipment & human resources) to agricultural, pastoral and horticultural producers. Each case study involves interviews with managers and other stakeholders. This is the first level of three courses that constitute the educational spine of the Agribusiness degree program.
This is the first of three capstone courses that together form the core of the Agribusiness degree. The others are Food and Fibre Case Studies II (AGRC2000) and Food and Fibre Case Studies III (AGRC3000). Each of these courses is called a ‘capstone’ because it provides a commercial, integrative framework within which you will be challenged to draw together the understanding you have gained from other, more discipline-based courses. Capstone courses are the core of the Agribusiness program because they provide the basis for understanding, critically analysing and reporting on the complex, multi-faceted, integrative issues characterising agribusiness management.
AGRC1012, as the first of these three capstones, has threeﾠbroad purposes:
- To introduce you to agribusiness
- To introduce you to differentﾠparts of the agribusiness supply chain
- To introduce and practice the learning processes that are the foundation of integrative thinking and critical analysis.
To achieve these three broad purposes, the course combines classroom sessions, field trips and guest lecturers from agribusiness firms. You will better understand the specific learning ‘targets’ for this course from the formal statement of learning objectives and graduate attributes.
The learning objectives 2 and 5 cannot be achieved without participation in the field trips. Therefore, participation in all field trips is compulsory for this course.
Course requirements
Assumed background
No assumptions are made in terms of students' backgrounds. This is an introductory level course.
Course staff
Course coordinator
Lecturer
Professor Ammar Abdul Aziz
Mr Mokaddes Ahmed Dipu
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Field Trip Scheduling Information
Please note that field trips will generally be scheduled to depart campus between 11:00 am and 12:00 pm. This timing is designed to ensure a return to the Gatton campus before 5:00 pm, allowing students to utilise the Intercampus bus departing from Main Drive at 5:05 pm.
Important Notes for Field Trips:
Field trips may occasionally be scheduled outside of standard class hours, including early mornings or mid-afternoons. This will depend on the availability and scheduling preferences of the organisation or company we visit.
Multiple field trips may be necessary if a business limits the number of visitors. In such cases, students must organise themselves into groups and register via Blackboard sign-on.
Thank you for your understanding and flexibility as we coordinate these valuable learning experiences.
If you have any concerns regarding your official timetable or course allocations, or there are no suitable class times available, contact Faculty of Science Timetable science.mytimetable@uq.edu.au for advice. If you have any questions about missing class activities, please contact your course coordinator.
Aims and outcomes
The learning focus of AGRC1012 is to encourage you to take responsibility for your own learning, to develop critical thinking skills and professional attitudes, to introduce you to the process of working co-operatively with other people on a professional assignment and to understand the importance of professional ethics.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Classify the types and operations of firms in the agribusiness supply chain
LO2.
Analyse aspects of the management of an individual agribusiness by using a Business Model Canvas
LO3.
Evaluate elements of the business environment that influence the management and profitability of these firms
LO4.
Demonstrate the preliminary steps of the entrepreneurship process involved in starting a business
LO5.
Report your findings at an appropriately professional standard, both orally and in written form
LO6.
Interact effectively as a group toward a common outcome.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Business Model Canvas Reports (Individual)
|
60% (Marks breakdown = BMC 1: 10%; BMC 2: 50%) |
BMC 1: 7/04/2025 2:00 pm BMC 2: 13/05/2025 2:00 pm |
| Presentation |
Group Presentation (Existing Agribusiness)
|
10% |
15/04/2025
In class |
| Presentation |
Group Presentation (Agropreneur)
|
30% |
27/05/2025
In class |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Business Model Canvas Reports (Individual)
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 60% (Marks breakdown = BMC 1: 10%; BMC 2: 50%)
- Due date
BMC 1: 7/04/2025 2:00 pm
BMC 2: 13/05/2025 2:00 pm
- Other conditions
- Peer assessed, Work integrated learning.
Task description
Business Model Canvas Reports 1:
These assessments involve a field visit to an agribusiness, where students utilise the Business Model Canvas (BMC) to understand the business. It is a practical and comprehensive approach to learning. This method introduces students to the real-world dynamics of agribusiness and equips them with a powerful analytical tool to examine its operations.
The BMC is a strategic management template for developing new business models or documenting and analysing existing ones. It visually outlines a business's nine key building blocks, making it easier to understand how a company operates, generates value, and sustains itself in the competitive market. These blocks include:
1. Value Propositions: What value does the business promise to deliver to its customers? This component focuses on the problem the business solves or the need it fulfils.
2. Customer Segments: Who are the business's target customers? Identifying the specific segments the business serves is crucial for tailoring its value propositions.
3. Channels: How does the business reach customer segments to deliver the value proposition? This involves the company's marketing and distribution strategies.
4. Customer Relationships: What relationship does the business establish with its customer segments? This could range from personal assistance to automated services.
5. Revenue Streams: How does the business earn money? This block examines the company's various sources of income.
6. Key Resources: What critical assets are essential for the business to deliver its value proposition? Resources can be physical, intellectual, human, or financial.
7. Key Activities: What are the most important activities the business must do to deliver its value proposition? This includes production, problem-solving, and platform/network maintenance.
8. Key Partnerships: Who are the business's key partners or suppliers? Partnerships are crucial for optimising operations, reducing risks, and acquiring resources.
9. Cost Structure: What are the business's major cost drivers? Understanding the cost structure is vital for ensuring the business model is financially viable.
By analysing an agribusiness through the lens of the BMC, students will gain insights into how the business creates, delivers, and captures value. This hands-on experience deepens their understanding of the theoretical aspects of business models and enhances their analytical skills by applying the BMC to a real-world context. Addressing all nine building blocks allows students to develop a holistic view of the business's operational, financial, and strategic foundations, preparing them for future roles in business development, strategic planning, and entrepreneurship.
Business Model Canvas Report 2:
Building on the foundational skills developed in the first two assessments, the third assessment challenges students to delve deeper into the Business Model Canvas (BMC) they have previously completed. This phase of the assessment series is designed to enhance analytical and problem-solving skills, focusing on strategic aspects of the agribusiness studied. Below are the detailed instructions for completing this assessment:
Assessment Overview:
For this assessment, you will build upon the work done in the previous assessments by conducting a thorough analysis of the agribusiness using the BMC. Your task includes creating a value chain map for the company, identifying a specific problem within one of the BMC’s nine building blocks, and proposing a viable solution.
Instructions
1. Value Chain Analysis:
• Begin by mapping out the agribusiness's primary and support activities to introduce the value chain concept.
2. Analysis of BMC Building Blocks:
• Review the Business Model Canvas you completed in the previous assessment.
• Write a detailed report on each of the nine building blocks, focusing on the operational, financial, and strategic aspects of the agribusiness. Each section should include an analysis of the current state.
3. Identification of a Problem:
• Based on your analysis, identify a critical problem or area of improvement within one of the nine building blocks. Explain why this issue is significant and how it affects the overall business model.
4. Proposing a Solution:
• Develop a comprehensive solution to the identified problem. Your solution should be practical, based on industry best practices, and include a brief implementation plan. Consider the potential impact of your solution on the business's operations and financial health.
Submission Guidelines
• Your report will be submitted on Turnitin.
• Ensure your analysis is supported by relevant data, theories, and concepts discussed in class.
• While this instruction does not specify a word limit, please note that Inspera will impose a word limit for each section of the report.
• Submit your completed assessment through Inspera by the specified deadline. Review the platform's submission guidelines and technical requirements beforehand.
This assessment offers an opportunity to showcase your comprehensive understanding of the BMC, analytical skills, and ability to propose strategic solutions to real-world business challenges.
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Hurdle requirements
To meet the hurdle for this assessment, students must achieve a passing mark for the cumulative (combined) score for all three Case Study Reports. Learning objectives 2 and 5 cannot be achieved without participation in the field trips. Therefore, participation in all field trips is compulsory for this course.Submission guidelines
You must submit your Assessment task, in Blackboard, via the Turnitin link by the submission deadline. You should also retain an electronic copy of every piece of assessment you submit.
Legal Declaration:
By submitting your work via this website, you formally declare that (1) it is your own original work, and no part of the work has been copied from any other source or person except where due acknowledgement is made; (2) no part of the work has been previously submitted for assessment in this or any other institution; and (3) you have read the Student Integrity and Misconduct Policy (https://policies.uq.edu.au/document/view-current.php?id=149) and understand its implications.
Deferral or extension
You may be able to apply for an extension.
A recording of the fieldtrip will only be made available for students with an approved extension. See late submission notes.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment deadlines are firm and must be met. Late submission without permission or non-submission of assessable work will result in penalties being applied. Late submission of assessment will only be granted for documented medical reasons, accident, bereavement, jury service and other circumstances allowed in the UQ Policies and Procedures Library (PPL).
Submission of an Extension of Assessment Due Date (EADD) should be completed online through your My Requests tab via my.UQ Dashboard before the due date of the assessment item.
Group Presentation (Existing Agribusiness)
- In-person
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 10%
- Due date
15/04/2025
In class
Task description
Students will form groups of four or five. Each group will select and briefly introduce an Australian agribusiness during class. The students are tasked with preparing an 8-minute presentation on their chosen business, which will be conducted in class.
To complete the task effectively and prepare an engaging presentation, follow these structured steps:
1. Choose Your Product
- Start by selecting a food or fibre product that interests you. This could be anything from a type of vegetable, fruit, grain, meat product, or even a processed food item.
- Consider a product that has relevance to your region, personal interest, or one that has been in recent news for being innovative or controversial.
2. Research Firms in the Three Sectors
A. Food Sector
- Look for a company that is involved in preparing, marketing, or selling the final food product to consumers. Examples include restaurants, food service companies, or retail brands.
- Utilise the Internet, business databases, or food industry reports to find a company related to your chosen product.
B. Production Agriculture Sector
- Identify a farm or agricultural business that grows or raises the primary ingredient(s) for your chosen product.
- Search for direct producers, cooperatives, or family farms. Use agricultural directories, farming association websites, and agricultural research databases.
C. Input Supply Sector
- Find a company that supplies the raw materials, machinery, seeds, or other inputs required for producing your chosen product.
- Look into suppliers of seeds, fertilisers, farming equipment, or financial services like loans and insurance tailored to agriculture.
3. Gather Information on Each Firm
For each company you identify, research and note down the following:
- Overview and Market Presence: Size of the firm, location, scope of operations (local, national, international), and the markets they serve.
- Products and Services: Specific products or services they offer, especially as related to your chosen food or fibre product.
- Link to Your Product: Explain how each firm is involved in the lifecycle of your chosen product, from production to market.
4. Compare and Contrast the Firms
- Analyse the similarities and differences in their market approach, size, geographical presence, and role in the food production and marketing system.
- Consider aspects such as their contribution to the economy, employment, sustainability practices, and innovation.
5. Identify Challenges
- Research and reflect on the various challenges each firm faces, such as regulatory hurdles, supply chain issues, market competition, environmental concerns, and changing consumer preferences.
6. Prepare Your Presentation (8 Minutes)
- Introduction: Briefly introduce your chosen product and the importance of understanding its production and marketing system.
- Company Overviews: Present a slide for each firm, summarising key points from your research. Use visuals like logos, product images, or infographics to make it engaging.
- Linkages and Analysis: Explain how these firms are interconnected and their significance in your product's context. Use diagrams or charts to illustrate these connections.
- Challenges: Discuss the main challenges these firms face, offering insights into how they impact the production and distribution of your product.
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Your Group Presentation is also to be uploaded under the appropriate assessment submission link on your course Blackboard site. You should also retain an electronic copy of every piece of assessment you submit.
Legal Declaration:
By submitting your work via this website, you formally declare that (1) it is your own original work, and no part of the work has been copied from any other source or person except where due acknowledgement is made; (2) no part of the work has been previously submitted for assessment in this or any other institution; and (3) you have read the Student Integrity and Misconduct Policy (https://policies.uq.edu.au/document/view-current.php?id=149) and understand its implications.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment deadlines are firm and must be met. Late submission without permission or non-submission of assessable work will result in penalties being applied. Late submission of assessment will only be granted for documented medical reasons, accident, bereavement, jury service and other circumstances allowed in the UQ Policies and Procedures Library (PPL).
Submission of an Extension of Assessment Due Date (EADD) should be completed online through your My Requests tab via my.UQ Dashboard before the due date of the assessment item.
Group Presentation (Agropreneur)
- In-person
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 30%
- Due date
27/05/2025
In class
Task description
Students will work in groups of 4 or 5. They will work together to pitch a new venture in agribusiness. The presentation will be held in class.
ASSESSMENT TASK: Pitching a startup idea that solves a problem in the agricultural industry.
AIMS: The aim of this final presentation:
· To introduce students to a pitching template model
· To expose students to an entrepreneurial mindset that solves real-world problems
· To encourage students to work in teams and develop their presentation skills
OBJECTIVES: Upon completing the guest lecture, students will know the required structure of a startup pitch deck. Students will conduct a 10 -12 minutes presentation that will:
· Present a problem and possible solution
· Present a thorough value proposition
· Present a brief market analysis and go-to-market strategy
· Justify the business model and identify the competitive advantage
· demonstrates professional standards of presentation
PITCH DECK PRESENTATION:
PowerPoint Slides = 10 Slides
Time = 10 - 12 Minutes
Slides Template
1. Title Slide
2. Problem
3. Solution/ Value Proposition
4. Your Product/Service
5. Market Validation (How do you know people would pay for this?)
6. Market Size (Is the market big enough?)
7. Go-To-Market Strategy (How would you introduce your product/service?)
8. Business Model (How will you make money?)
9. Competition (What are being offered by competitors?)
10. Competitive Advantage (What makes your product or service unique?)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Your Group Presentation is also to be uploaded under the appropriate assessment submission link on your course Blackboard site. You should also retain an electronic copy of every piece of assessment you submit.
Legal Declaration:
By submitting your work via this website, you formally declare that (1) it is your own original work, and no part of the work has been copied from any other source or person except where due acknowledgement is made; (2) no part of the work has been previously submitted for assessment in this or any other institution; and (3) you have read the Student Integrity and Misconduct Policy (https://policies.uq.edu.au/document/view-current.php?id=149) and understand its implications.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment deadlines are firm and must be met. Late submission without permission or non-submission of assessable work will result in penalties being applied. Late submission of assessment will only be granted for documented medical reasons, accident, bereavement, jury service and other circumstances allowed in the UQ Policies and Procedures Library (PPL).
Submission of an Extension of Assessment Due Date (EADD) should be completed online through your My Requests tab via my.UQ Dashboard before the due date of the assessment item.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: 0 - 34% |
| 2 (Fail) | 35 - 46 |
Minimal evidence of achievement of course learning outcomes. Course grade description: 35 - 46% |
| 3 (Marginal Fail) | 47 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: 47 - 49% |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: 50% - 64% |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: 65% - 74% |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: 75% - 84% |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: 85% - 100%ﾠ |
Additional course grading information
Course Grading Rules and Assessment Hurdles
Learning objectives 2 and 5 cannot be achieved without participation in the field trips. Therefore, participation in all field trips is compulsory for this course.
To pass the course, students must achieve an overall combined score of 50% for all assessment items AND a passing mark in the cumulative score for all three Case Study Reports.
If a student obtains an overall percentage greater than the cut-offs set to achieve a 4 or higher for the course based on marks from a combination of progressive assessment and the student does NOT score a passing mark for the cumulative score for all three Case Study Reports, they are unable to achieve a grade higher than a 3 (failing grade) for the course.
Supplementary assessment
Supplementary assessment is available for this course.
Should you fail a course with a grade of 3, you may be eligible for supplementary assessment. Refer to my.UQ for information on supplementary assessment and how to apply.
Supplementary assessment provides an additional opportunity to demonstrate you have achieved all the required learning outcomes for a course.
If you apply and are granted supplementary assessment, the type of supplementary assessment set will consider which learning outcome(s) have not been met.
Supplementary assessment can take any form (such as a written report, oral presentation, examination or other appropriate assessment) and may test specific learning outcomes tailored to the individual student, or all learning outcomes.
To receive a passing grade of 3S4, you must obtain a mark of 50% or more on the supplementary assessment.
Additional assessment information
If peer assessment is necessary in any group assignments, then it can be included at any time.
Please note the following when writing assignments
You must not re-use past work from previous assessments in your assignments.
Academic Integrity and Plagiarism
All reported work must be done by the individual student. Assignments that look and sound alike will be reported as plagiarism – a serious offence at UQ. Please note the university’s policy on academic integrity and plagiarism which can be accessed at Student Integrity and Misconduct Policy / Document / Policy and Procedure Library
TurnItIn Assignments
Assignments that are required to be submitted through TurnItIn, must only be uploaded to the assessment specific Turnitin link on the relevant course Blackboard site.ﾠ If you submit any version of your assessment item to any alternative Turnitin link, this is considered cheating, and you will be held liable for this action.ﾠﾠ
Results
Unless specifically indicated by the course coordinator,ﾠevery attempt will be madeﾠto haveﾠthe results for progressive assessment available within 3 weeks of submission. For items of assessment submitted in the last 2 weeks of the semester, the results will not be available until grades release day.ﾠResults and feedback availability will be advised to you by email or announced via the course Blackboard site.
Feedback in this course
Feedback is welcome in this course as any information on how students find this learning experience is constructive.
Please use the evaluation form provided to you at the end of semester - or if you are enrolled internally, a course evaluation process will occur in the last few weeks of semester.
Re-mark Applications – refer to the University's Re-mark Policy to check your eligibility
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Other course materials
If we've listed something under further requirement, you'll need to provide your own.
Required
| Item | Description | Further Requirement |
|---|---|---|
| AGRC1012 blackboard site | http://learn.uq.edu.au/ |
Additional learning resources information
No learning resources are required other than those provided through classroom activities and case studies based on journal articles/guest lectures or visits and other resources as communicated on the course site.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Course Overview and Introductory Lecture This initial lecture will give an overview of all the tasks and activities in the course. It is essential for students to be present for this session as it is when teams will be formed. Details of the first presentation will be provided in this lecture. |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Case Study, Presentation and Working in Groups This lecture will focus on teaching students how to conduct a case study, work in groups, and effectively present their findings. |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Business Model Canvas This lecture will provide an in-depth understanding of the Business Model Canvas (BMC) and its application in creating and analysing business models. |
Week 5 (24 Mar - 30 Mar) |
Case-based learning |
Case Study 1 (Business Model Canvas 1) Field Trip: Students will engage in a hands-on exercise to apply the BMC method to a real-life business case. |
Week 6 (31 Mar - 06 Apr) |
Case-based learning |
Case Study Reflection In the first hour, students will collaboratively build a Business Model Canvas (BMC) based on insights from the recent field trip. The second hour will focus on peer marking, followed by the third hour dedicated to preparing for the upcoming Agribusiness presentation. |
Week 7 (07 Apr - 13 Apr) |
Case-based learning |
Case Study (Building on Case Study 1) This session will commence with an overview of the Australian native food industry, followed by the presentation of a specific business challenge from Case Study Company 1 |
Week 8 (14 Apr - 20 Apr) |
Workshop |
Group Presentation on Australian Agribusinesses Each group will give a presentation on an agribusiness of their choice. |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break (Independent Study) |
Week 9 (28 Apr - 04 May) |
Case-based learning |
Case Study 2 (Business Model Canvas 2) Field Trip Students will continue to engage in a hands-on exercise to apply the BMC method to a real-life business case. However, in this final case study, students will use the BMC as a tool to identify one potential area for improvement. |
Week 10 (05 May - 11 May) |
Lecture |
Agribusiness and Sustainability This lecture will delve into the topic of agribusiness and sustainability, examining how these two concepts intersect and the importance of considering sustainability in the agricultural industry. |
Week 11 (12 May - 18 May) |
Workshop |
Agroprenuer This workshop will guide participants through the process of developing a startup in the agriculture industry. Attendees will learn about key considerations such as market research, business planning, and fundraising strategies to successfully launch and scale an agribusiness venture. The workshop will be interactive, with hands-on exercises and group activities to apply the concepts learned in real-life scenarios. |
Week 12 (19 May - 25 May) |
Workshop |
Field Trip (Cotton Industry) This field trip is aimed to get the students to reflect on the various steps and processes involved in the creation of the product and to consider the value each step adds and how it contributes to the final product. Students will be encouraged to think about the different players involved in the supply chain and their roles in ensuring the smooth flow of goods from production to delivery to the customer |
Week 13 (26 May - 01 Jun) |
Workshop |
Group Presentation (Agropreneur) Groups will present their agribusiness start-up idea for a panel to review. |
Additional learning activity information
Refer to full course timetable in Blackboard.
For field trips please wear: a hat, long sleeve shirt, sunscreen, enclosed non-porous shoes, and bring water.
Mobile phones are not to be used during field trips. Always ask permission before taking pictures.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.