An analysis of formal and informal wine education practices amongst Chinese consumers

Abstract

Wine knowledge and wine culture is challenging and, at times, intimidating for consumers, with a lack of knowledge potentially resulting in poor wine choices by consumers, or the perception of too great a risk, resulting in reduced wine consumption. Improving one’s knowledge about wine and wine culture can be achieved in a number of ways, and may occur formally, through enrolment in a wine education course or by attending a structured wine tasting or joining a wine club, or more informally, through reading about wine, chatting with friends, personal experimentation with wines, and visiting wineries while on holiday. These different avenues for wine education also utilise different learning styles, so that some practices are primarily visual or auditory (e.g.. reading articles and books), while others are more social (e.g. chatting with friends or joining a WeChat group) or experiential (attending a structured wine tasting or visiting a winery). Learning about wine, either formally or informally, is particularly important in emerging wine markets such as China, where wine knowledge remains relatively limited, but where there has been an increase in the number of consumers signing up to attain formal wine education through courses such as CSW (Certified Specialist of Wine) and WSET (Wine and Spirit Education Trust). Part of the reason for the popularity of wine education courses may be due to the growth of the wine trade in China, whereby those able to demonstrate a level of wine competency can position themselves at an advantage in the job market, however many general wine consumers are seeking to improve their wine knowledge and general wine tasting ability. To date there has been limited research globally exploring the ways in which consumers learn about wine, and to the best of our knowledge, no academic research on this topic has been conducted in a Chinese context. This paper presents an analysis of the wine education practices – both formal and informal – engaged in by 692 consumers of Chinese ethnicity residing in Hong Kong or Mainland China. To qualify for the survey, respondents had to consume wine at least once a year, but the majority of them reported consuming red wine (77.8%) and/or white wine (73.0%) at least once a month. This was a relatively knowledgeable sample, with 10.7% of respondents self-reporting an advanced knowledge of wine (international knowledge of wine, completed wine courses, confident about wine knowledge) and 48.2% an intermediate knowledge (know and can identify different wine styles). The primary motivation for wine consumption amongst respondents was for enjoyment, because it suited the occasion, or to enhance mood. Interestingly, 83% of the sample agreed that they consumed wine to ‘increase my knowledge about wine’. Conversely, a large minority of respondents felt their consumption of wine was influenced by a lack of knowledge about wine (42.3%) or difficulty in choosing wine (44.7%). Respondents utilised a range of practices to learn about wine, with the most common means being experiential and social – ‘trying different wines informally with friends of family’ (26.6% did this often; 55.0% did this sometimes), or ‘meeting with friends to discuss wine’ (26.0%; 49.8%). Other popular learning practices included reading online articles (26.3% did this often; 46.6% sometimes) or books (19.2%; 46.4%) about wines. Joining a wine club (10.9%; 29.0%) or participating in wine tourism (12.8%; 36.9%) were the least frequent methods of learning. Close to half of respondents (45.2%) had also enrolled in a formal wine education course (289 respondents). They were motivated to take this course to aid wine purchase decisions (at restaurants and in general situations), and to learn more about wine and wine etiquette. Considerations around career progression or workplace requirements, or creating a good impression on friends or business associates and superiors were not important motives. The reported outcomes of their formal wine education was an increased knowledge of wine and wine regions, and increased confidence in discussing wine with other people and choosing wines to buy. Undertaking formal wine education had also changed wine consumption behaviour, with three-quarters of the sample indicating that they consume more wine and a wider range of wine since taking their course. Almost all respondents (97.8%) reported that the course had made them interested in learning more about wine. These findings will be analysed in relation to existing research on learning styles, and compared to the limited research which has been undertaken on this topic in other markets. Chinese wine consumers are increasingly knowledgeable about wine, interested in wine culture, and expressing broad motivations for seeking to further improve their wine knowledge. Therefore the implications of these findings for the marketing of wine education courses and more informal learning opportunities in a Chinese context will be considered.