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Several studies in management science have called for a better understanding of the experience economy approach to develop wine tourism. Few studies, however, have analysed experiential dimensions in the context of French wine-growing regions. The purpose of this paper is to focus on the difference between what wine tourism providers consider relevant in their market offer and what customers expect from their wine tourism experience. A new categorisation of wine tourists’ expectations based on Pine and Gilmore’s (1998) four realms model and Quadri-Felliti and Fiore’s model (2012) are developed.

A mixed methodology, qualitatively analysing 17 semi-structural interviews with the main wine tourism stakeholders in the Alsace region in north-east France and quantitatively analysing 233 questionnaires on wine tourists’ expectations and behaviours are adopted.

The study reveals a difference between experiential offers predicated on an educational approach and the explicit expectations of wine tourists (combining aesthetics, conviviality and authenticity, whose central focus is an encounter with the winemaker). Overall, the findings point to a need for greater inclusion of the experiential aspect in the offer designed for wine tourists.

The study identifies a gap between the educational dimension that professionals tend to promote in their offers and the real expectations of wine tourists who express more interest in the aesthetic dimension provided by an attractive visit environment and an enjoyable experience. At the heart of the authentic experience for wine tourists is meeting the winegrower, making authenticity a major factor.

To provide an understanding of the ways in which Confucian Heritage students use reflection as a means of learning at university.

The approach is an exploratory qualitative study into the ways in which Confucian Heritage students learn while studying at university. Data are collected by means of semi‐structured formal interviews involving six students enrolled in a first‐year business course at an Australian university. Interviews are analysed using qualitative content analysis to identify major themes.

The research finds that values and cultural background influence Confucian Heritage students' approaches to teaching and learning at university. Beliefs that Confucian Heritage students learn through “rote learning” are challenged. Reflection is shown to be an important means of understanding, through deep learning, for Confucian Heritage students.

Understanding the relationship between culture and learning will inform teaching practice, thus enabling educators to guide and facilitate learning outcomes more effectively.

The research challenges the assumption that Confucian Heritage students use surface learning approaches such as “rote learning”. In fact, repetition is part of a process of reflection leading to deep learning. The research shows the importance of understanding culture as a means of improving learning outcomes.