PROGRAMME STANDARDS: HOSPITALITY AND TOURISM - … Hospitality/15. PS... · Malaysia, Malaysian...

PROGRAMME STANDARDS:

HOSPITALITY AND TOURISM

Malaysian Qualifications Agency

14th Floor, Block B, Menara PKNS-PJ

No. 17, Jalan Yong Shook Lin

46050 Petaling Jaya

Selangor Darul Ehsan

Tel +603-7968 7002

Fax +603-7956 9496

Email [email protected]

Website www.mqa.gov.my

Malaysian Qualifications Agency 2013

ISBN: 978-967-10181-8-7

All the Agency’s publications are available on our website: www.mqa.gov.my

Printed copies are available from:

The Standards Division

Malaysian Qualifications Agency

CONTENTS

FOREWORD i

ABBREVIATION iii

GLOSSARY iv

1. INTRODUCTION 1

2. PROGRAMME AIMS 5

3. LEARNING OUTCOMES 7

4. CURRICULUM DESIGN AND DELIVERY 12

5. ASSESSMENT OF STUDENT LEARNING 18

6. STUDENT SELECTION 26

7. ACADEMIC STAFF 28

8. EDUCATIONAL RESOURCES 33

9. PROGRAMME MONITORING AND REVIEW 36

10. LEADERSHIP, GOVERNANCE AND ADMINISTRATION 37

11. CONTINUAL QUALITY IMPROVEMENT 40

APPENDICES

APPENDIX 1 – Body of Knowledge

41

APPENDIX 2 – Suggested Core Courses 43

APPENDIX 3 – Area of Studies 45

APPENDIX 4 – Panel Members 48

i

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

FOREWORD

In its effort to ensure the quality of programmes in institutions of higher learning in

Malaysia, Malaysian Qualifications Agency (MQA) has published various documents

such as Malaysian Qualifications Framework (MQF), Code of Practice for Programme

Accreditation (COPPA), Code of Practice for Institutional Audit (COPIA), Guidelines

to Good Practices (GGP) and Programme Standards (PS). It is important that these

quality assurance documents be read together with this document in developing and

delivering higher education programmes in Malaysia.

The Programme Standards document outlines sets of characteristics that describe

and represent guidelines on the minimum levels of acceptable practices that cover all

the nine Malaysian quality assurance areas: programme aims and learning

outcomes, curriculum design and delivery, assessment of students, student selection,

academic staff, educational resources, programme monitoring and review,

leadership, governance and administration, and continual quality improvement. The

Programme Standards for Hospitality and Tourism cover all the education levels:

from certificate to doctoral.

This Programme Standards document has been developed by a panel members in

consultation with various public and private Higher Education Providers (HEPs),

relevant government and statutory agencies, professional bodies, related Hospitality

and Tourism industry and students.

This standards do not attempt to give specific characteristics for the programmes,

especially for those related to the framing of the curricula and provision of educational

resources. This Programme Standards document encourages diversity and allows

programme providers to be innovative and to be able to customise their programmes

in order to create their own niches, while ensuring they produce graduates that meet

the current needs of the profession and ensuring they fulfil their obligations to society.

Some examples given in this Programme Standards document, such as the

statements of programme aims and learning outcomes, are intended to give clarity to

the document; they are not intended to be adopted in a verbatim manner.

ii

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

I would like to express my appreciation to all the panel members, the various

stakeholders who have given their input, and all the officers from MQA who have

contributed to the development of this Programme Standards: Hospitality and

Tourism document.

Thank you.

Dato’ Dr. Syed Ahmad Hussein

Chief Executive Officer

Malaysian Qualifications Agency (MQA)

2013

iii

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

ABBREVIATION

1. CGPA Cumulative Grade Point Average

2. COPIA Code of Practice for Institutional Audit

3. COPPA Code of Practice for Programme Accreditation

4. CPD Continuous Professional Development

5. GGP Guidelines to Good Practices

6. HEP Higher Education Provider

7. MQA Malaysian Qualifications Agency

8. MQF Malaysian Qualifications Framework

iv

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

GLOSSARY

1. Academic staff

qualification

Formal education received from a recognised higher

learning institution locally or internationally

2. Academic staff

ratio

Number of full-time academic staff against the number of

part-time academics in a particular programme or

department /faculty

3. Case analysis

A case study or analysis involves the selection and

presentation of material providing a description of people,

circumstances, processes and/or events that represent an

illustrative example within a particular area or topic of

study.

4. Formative

assessment

The assessment of student progress throughout a course,

in which the feedback from the learning activities is used

to improve student attainment.

5. Individual or

group

assignments /

project

Individual or group (2 or more members) assignments /

projects are unsupervised pieces of work to solve certain

issues or questions that often combine formative and

summative assessment tasks.

A piece of writing that addresses an issue or raises a

question. It must include appropriate data or information to

illustrate the issue in a logical sequence. Then the data is

analysed and the issues is commented on critically.

6. Industrial

training reports

A document that record the student‟s experiences

throughout his or her industrial placement period. The

report is expected to demonstrate the student‟s

development of practical and professional skills in his or

her specific area of study through technical experience

v

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

and application of theoretical knowledge. The report

should also include comprehensive comments on the type

and value of experience gained, and how this relates to

the student‟s future professional career.

7. Laboratory report

A laboratory report is a report detailing an experiment or

activity carried out in a laboratory setting. This can be

based on a pre-determined experiment or an experiment

of the students' devising.

8. Observations

The act of noting and recording students‟ psychomotor

skills and affective abilities by trainers in a familiar setting

such as in a classroom or in a practical class setting.

9. Oral

presentations

An oral presentation involves explaining something to

audiences, usually in a classroom, but sometimes in a

work setting. Teachers grade oral presentations based on

the quality of the information presented as well as the

method of presenting it. Most oral presentations require

the presenter to use a combination of spoken words and

visual aids in order to present an idea or an explanation to

a group of people.

10. Portfolio / Log

book

A document (book) that is used for the students to record

and monitor their technical and personal development

during their industrial placement. The log book will help the

students with all the information needed to write their final

placement report (industrial report). The entries will record

(descriptively and analytically) the experiences gained

during the placement. The students should also be

reflective and be able to draw conclusions.

vi

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

11. Practical

assessments

Assessing students through detailed observation by

academic staff members. They are observed for their

skills, in a variety of contexts such as computer

laboratories, training kitchens, training restaurants,

workshops, clinical placements or industry settings.

12. Project paper

A research project is an extended piece of work involving

inquiry-based activities. The project may be big or small

and undertaken by individuals or groups

13. Skill based

classes

Course content that covers 60% or more of the learning

and teaching of technical or operational skills.

14. Summative

assessment

The assessment of learning, which summarizes the

progress of the learner at a particular time and is used to

assign the learner a course grade.

15. Thesis A dissertation or thesis is a document submitted in support

of candidature for an academic degree or professional

qualification. It presents the author's research and

findings.

16. Viva voce Thesis defence. An oral examination which tests a

student‟s communication skills and knowledge of relevant

facts.

17. Written tests

Written tests are tests that are administered on paper or

on a computer. A student who takes a written test could

respond to specific items by writing or typing within a given

space on the test paper or on a separate form or

document.

1

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

INTRODUCTION

The phenomenon of hospitality or tourism industry is as old as human history itself.

Historically, hospitality trade and skills were acquired through apprenticeship

programmes. The hospitality programme was not part of higher education until 1922-

Cornell University was the first to offer a bachelor degree. The introduction of the first

hospitality programme in 1922 was based on the request by the industry

professionals and the American Hotel Association to see improvement in the

standard or quality of the American hospitality business. Decades later (1960s),

higher education in hospitality and tourism flourished in the US and elsewhere.

Historically, Malaysian hospitality education was first introduced in 1967. Early

development in Malaysian hospitality and tourism education had a strong vocational

focus and in some instances, Germany‟s dual system (apprenticeship and vocational

education) was adopted. Presently, hospitality and tourism programmes are offered

at college, polytechnic, and university levels. Although the Malaysian higher

education system does not demarcate the academic and vocational orientation, most

students enrol in their programmes of study based on future career choices. Despite

being a relatively new academic pursuit, compared to other academic programmes,

hospitality and tourism educational programmes have developed significantly and are

continuing to evolve to suit current demands.

Tourism‟s unprecedented growth has generated an exceptional demand for

hospitality services. As the industry expands, so too does the demand for a trained

and competent workforce. The central issue now is the availability of a competent

workforce to manage this competitive business environment. Responding to this call,

Malaysian hospitality and tourism education has developed in various forms and

directions depending on where the programmes are housed. At the same time, it is

accepted that the disciplines of hospitality and tourism are highly fragmented and

multi-faceted to a certain extent, hospitality and tourism programmes come in various

„flavours‟. This, in turn, has serious implications for the way in which the curriculum

model is conceptualised and managed. As the reference point for educational quality

and effectiveness, the Malaysian government, through its Qualifications Agency

(MQA), has formulated the Malaysian Qualifications Framework (MQF). This

framework plays a crucial role in determining qualification and quality issues within

2

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

the Malaysian education system. The framework involves eight outcome domains as

illustrated in Diagram 1.1:

Diagram 1.1: 8 Learning Outcomes Domains

Purpose

The history of hospitality and tourism education is as dynamic and varied as the

industry itself. Just like any organisation, higher education providers (HEPs) also

have to deal with the „co-evolutionary effect‟ in conceptualising how the curriculum

should be managed and understood. The changing landscape in the industry‟s

environment also forces HEPs to offer educational programmes resembling its own

interpretation and philosophical educational models (conventional and

contemporary). Nonetheless, the isomorphorism and legitimacy of hospitality and

tourism education must correspond with the demands of stakeholders if hospitality

Managerial and entrepreneurial

skills

Information management and

lifelong learning skills

Problem solving and scientific

skills

Communication, leadership and

team skills

Values, attitudes and

professionalism

8

1

7

6

5

4

4

Social skills and responsibilities

Practical skills

Knowledge

3

2

1

3

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

education is to be of relevance to the industry and society. Hence, the purpose of this

standards document is intended to serve as a guide (taking into account the MQF‟s

Learning Outcomes descriptors) for national standards of hospitality and tourism

education which can be divided into four major sub-disciplines (hospitality/hotel,

travel and tourism, culinary arts, and foodservice). This should facilitate the

harmonisation of information in promoting quality education and offer hospitality and

tourism programmes befitting their philosophy and educational aim that best meets or

exceeds key stakeholders‟ needs and expectations.

Each of the following ten components articulates a dimension of the quality and

effectiveness of the programme. Hospitality and tourism HEP must show their

capability to meet the compulsory standards and to continue to further improve the

quality of the educational programmes. The ten components are:

Programme Aims: Programme aims is an overarching statement on the purpose,

philosophy and rationale in offering the programme;

Programme Learning Outcomes: Learning outcomes are statements on what a

learner should know, understand and can do upon the completion of a period of

study;

Curriculum Design and Delivery: A concise document on how the aims can be

achieved through a structured programme of study;

Student Selection: An admission policy with clear statements on the criteria and

process of student selection, including transfer students;

Assessment of Student Learning: An assessment and grading policy consistent

with the learning outcomes;

Academic Staff: Staff recruitment policy related to qualifications, responsibilities,

expertise and lecturer-to-student ratio that is essential for curriculum delivery and

effectiveness;

Educational Resources: Appropriate infrastructure and ICT policy to support the

educational objectives;

Programme Monitoring and Review: Mechanisms and resources for

programme evaluation and monitoring of the implementation and student

progress;

Leadership, Governance and Administration: Criteria and responsibilities of

academic leadership including those of the head of faculty, school and

4

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

department educational programme must be clearly stated; the official frame of

mind and practice of the faculty, school and department must be consistent with

its purpose statements and supported by its available assets and resources; and

Continual Quality Improvement: The faculty, school and department must

establish dynamic policies, procedures and mechanisms for regular reviewing and

updating of its structure, functions, strategies, and core activities to assure quality

and effectiveness.

As the statements within the Programme Standards should be viewed as the

minimum requirement, HEPs are encouraged to go beyond the basic minimum. This

document is also intended to be valuable to prospective students, their parents and

guardians, employers, professional and regulatory bodies, universities, colleges and

schools. Assessors and auditors are guided by these standards in arriving at their

recommendation and conclusions.

The development and implementation of this Programme Standards document is to

ensure that the graduates meet the professional requirements and expectations in

their respective fields. HEP must take cognisance of the rapidly evolving subject

matter and introduce effective and sustainable programme improvement. In doing so,

the providers should also ensure that the graduates obtain the necessary skills to

function effectively.

All partnership or collaborative programmes should accommodate, as much as

possible, the requirements of these Programme Standards. As the purpose of this

Programme Standards document is to provide guidelines in the development and

conduct of programmes in the identified fields, it is of paramount importance that this

document be read with other quality assurance documents and policies by the

Malaysian Qualifications Agency and related agencies. These include, but are not

limited, to:

i. The Malaysian Qualifications Framework (MQF)

ii. The Code of Practice for Programme Accreditation (COPPA)

iii. The Code of Practice for Institutional Audit (COPIA)

iv. Relevant Guidelines to Good Practices (GGP)

5

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

PROGRAMME AIMS

Aims are described in a broad and general statement of learning and teaching

intention, encapsulating the general contents and direction of a programme.

“A programme‟s stated aims reflect what it wants the learner to achieve. It is crucial

for these aims to be expressed explicitly and be made known to learners and other

stakeholders alike.” (COPPA, 2008, pp.10)

A clear and appropriate statement of aims forms an important element in programme

design, quality assurance, and focusing student learning experiences. A good

formulation of aims enables a clear understanding of what the programme intends to

achieve.

The aims of the Hospitality and Tourism programme:

CERTIFICATE

The programme aims at Certificate level are to provide students with fundamental

knowledge, basic technical and operational skills, and entrepreneurial skills to

perform effectively and ethically, and to be culturally sensitive in their specific areas

of Hospitality and Tourism, hence influencing personal achievement and continuous

improvement, as well as industry development.

DIPLOMA

The programme aims at Diploma level are to provide students with broad-based

knowledge, advanced skills and entrepreneurship to perform effectively and ethically,

and to be culturally sensitive in their specialised areas of Hospitality and Tourism,

hence influencing personal achievement and lifelong learning, and industry

development.

6

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

BACHELOR’S DEGREE

The programme aims at Bachelor‟s Degree level are to provide students with in-depth

knowledge and skills, critical thinking skills, creativity and innovation in a specialised

area of studies. This includes contextual understanding, entrepreneurship and

professionalism to perform effectively and ethically and to be culturally sensitive in

their specialised areas of Hospitality and Tourism, hence influencing personal

achievement and lifelong learning, and industry development.

MASTER’S DEGREE BY COURSEWORK

The programme aims at Master‟s Degree by Coursework‟s level are to provide

students with generic advanced knowledge, analytical and critical thinking skills,

entrepreneurial skills, professionalism as well as creativity and innovative skills. It

also aims to train them to apply a systematic approach in conducting research in

specialised areas to contribute effectively, culturally and ethically in their specific

areas of Hospitality and Tourism leveraging lifelong learning, and industry

development.

MASTER’S DEGREE BY RESEARCH

The programme aims at Master‟s Degree by Research level are to provide students

with focused and in-depth advanced knowledge, analytical and critical thinking skills,

professionalism as well as creativity and innovative skills. It also aims to inculcate in

them a systematic approach in conducting research in specialised areas to contribute

effectively, culturally and ethically in their specific areas of Hospitality and Tourism

leveraging lifelong learning, and industry development.

DOCTORAL DEGREE

The programme aims at Doctoral Degree level are to provide candidates with the

ability to undertake and disseminate original and scholarly research at the forefront of

their respective fields of study in accordance with international standards, thus

contributing to the advancement of knowledge culturally, ethically, and professionally.

7

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

LEARNING OUTCOMES

Learning Outcomes are detailed statements described in explicit terms of learners‟

achievement and they are to be assessed upon completion of a period of study.

“The quality of a programme is ultimately assessed by the ability of the learner to

carry out their expected roles and responsibilities in society. This requires the

programme to have a clear statement of the learning outcomes to be achieved by the

learner" (COPPA, 2008, pp.11).

These learning outcomes should cumulatively reflect the eight domains of learning

outcomes, which are significant for Malaysia (MQF, 2007, Para 15, pp. 4) and are

related to the various levels of taxonomy accordingly, in line with national and global

developments.

Normally, learning outcomes are expressed by “Upon completion of the programme,

graduates will be able to...”

CERTIFICATE

The programme aims at Certificate level are to provide students with fundamental

knowledge, basic technical and operational skills, and entrepreneurial skills to

perform effectively and ethically, and to be culturally sensitive in their specific areas

of Hospitality and Tourism, hence influencing personal achievement and continuous

improvement, as well as industry development.

Upon completion of the programme, graduates will be able to:

i. demonstrate an understanding of basic knowledge in their field of study;

ii. demonstrate the ability to perform operational skills in accordance with

ethical and legal practices;

iii. use basic tools and techniques in solving task-related problems;

iv. demonstrate basic entrepreneurial skills;

v. demonstrate teamwork, interpersonal and social skills;

vi. practise within safety, health and hazard rules and regulations; and

8

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

vii. demonstrate self-directed learning behaviour through lifelong learning

activities.

DIPLOMA

The programme aims at Diploma level are to provide students with broad-based

knowledge, advanced skills and entrepreneurship to perform effectively and ethically,

and to be culturally sensitive in their specialised areas of Hospitality and Tourism,

hence influencing personal achievement and lifelong learning, and industry

development.


i. demonstrate technical knowledge and associated hands-on skills in the

area of specialisation;

ii. demonstrate creativity and entrepreneurship in operational issues;

iii. demonstrate supervisory ability, teamwork, interpersonal, and social skills;

iv. communicate effectively and solve operational problems;

v. use information from multiple sources;

vi. demonstrate professionalism in accordance with ethical and legal practices;

and

vii. nurture intellectual and professional growth through lifelong learning

activities.

BACHELOR’S DEGREE

The programme aims at Bachelor‟s Degree level are to provide students with in-depth

knowledge and skills, critical thinking skills, creativity and innovation in a specialised

area of studies. This includes contextual understanding, entrepreneurship and

professionalism to perform effectively and ethically and to be culturally sensitive in

their specialised areas of Hospitality and Tourism, hence influencing personal

achievement and lifelong learning, and industry development.

9

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M


i. apply in-depth knowledge and skills in the area of specialisation;

ii. communicate ideas and information effectively;

iii. seek and analyse information for decision making;

iv. display leadership and entrepreneurship qualities ethically;

v. demonstrate creativity and innovativeness in operational issues;

vi. demonstrate managerial attributes, teamwork, interpersonal, and social

skills;

vii. apply professionalism in accordance with ethical and legal practices; and

viii. nurture intellectual and professional growth through lifelong learning

activities.

MASTER’S DEGREE (COURSEWORK)

The programme aims at Master‟s Degree by Coursework‟s level are to provide

students with generic advanced knowledge, analytical and critical thinking skills,

entrepreneurial skills, professionalism as well as creativity and innovative skills. It

also aims to train them to apply a systematic approach in conducting research in

specialised areas to contribute effectively, culturally and ethically in their specific

areas of Hospitality and Tourism leveraging lifelong learning, and industry

development.


i. synthesise and integrate information for knowledge advancement;

ii. apply generic advanced knowledge from an inter-disciplinary context in

solving complex problems;

iii. apply a systematic approach in discovering and communicating complex

ideas and knowledge;

iv. display leadership and entrepreneurship qualities ethically and effectively;

and

v. nurture intellectual and professional growth through lifelong learning.

10

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

MASTER’S DEGREE (RESEARCH)

The programme aims at Master‟s Degree by Research level are to provide students

with focused and in-depth advanced knowledge, analytical and critical thinking skills,

professionalism as well as creativity and innovative skills. It also aims to inculcate in

them a systematic approach in conducting research in specialised areas to contribute

effectively, culturally and ethically in their specific areas of Hospitality and Tourism

leveraging lifelong learning, and industry development.


i. synthesise and integrate information for knowledge advancement;

ii. apply in-depth knowledge from a multi-disciplinary and inter-disciplinary

context in solving complex situations;

iii. apply a systematic approach in discovering and communicating ideas and

knowledge;

iv. display leadership and entrepreneurship qualities ethically and in a socially

responsible manner; and

v. nurture intellectual and professional growth through lifelong learning.

DOCTORAL DEGREE

The programme aims at Doctoral Degree level are to provide candidates with the

ability to undertake and disseminate original and scholarly research at the forefront of

their respective fields of study in accordance with international standards, thus

contributing to the advancement of knowledge culturally, ethically and professionally.


i. demonstrate scholarship and critical investigation in the selected areas of

research;

ii. contribute original ideas that broaden the boundaries of knowledge;

iii. present research findings in accordance with international publication

standards;

iv. make effective decisions in complex environments, integrating theoretical

conceptual insights with practical knowledge;

11

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

v. undertake, supervise and lead further research in a professional, culturally

competent and legal manner; and

vi. contribute significantly in the advancement of knowledge that would improve

the well being of society.

12

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

CURRICULUM DESIGN AND DELIVERY

For the purpose of this document, programmes offered by higher education providers

will have the term „curriculum design and delivery‟ used interchangeably with

„programme design and delivery.‟ „Programme‟ means an arrangement of courses

that are structured for a specified duration and learning volume to achieve the stated

learning outcomes, usually leading to an award of a qualification (COPPA, 2008,

pp.14).

The major areas are Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice.

The matrices below represent the benchmark required for all levels of qualifications.

CERTIFICATE [60 CREDITS]

Programme Structure:

Module Categories Percentage (%) Credits

Compulsory Module 15 9

Area of Concentration / Programme Core* 65 39

Industrial training (minimum 4 months)

Best practices: upon completion of all the courses

13 – 20 8 – 12

Total 100 60

*All practical / laboratory based courses in the programme core must achieve at least 70% of the practical component in the specific trades or skills (refer to Appendix 1).

Delivery methods:

Lectures / tutorials

Practical classes / laboratory work

Field visits

Industrial training

13

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

Programme Nomenclature:

The programme nomenclature at certificate level should reflect the specific trade or

skills in their respective field. For example:

i. Hospitality/Hotel

Certificate in Housekeeping, Certificate in Front Office Operation, Certificate in

Restaurant Services, Certificate in Food and Beverage Services

ii. Travel and Tourism

Certificate in Travel Agency Operations, Certificate in Travel Operations,

Certificate in Tour Guiding, Certificate in Ticketing

iii. Culinary

Certificate in Western and Eastern Cookery, Certificate in Bakery, Certificate in

Pastry Making, Certificate in Catering Operations

DIPLOMA [90 CREDITS]



Compulsory Module 10 – 17 9 – 15

Common Core 20 – 23 18 – 21

Area of Concentration / Programme Core* 57 – 67 51 – 60

Option / Electives 0 – 7 0 – 6

Industrial Training (minimum 4 months)


9 – 13 8 – 12

Total 100 90

*All practical / laboratory based courses in the programme core must achieve at least 70% of the practical component in the specific trades or skills (refer to Appendix 1).

14

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

Delivery methods:

Lectures, tutorials and industry guest speakers

Practical classes

Laboratory work

Field visits

Industrial training


The programme nomenclature at Diploma level should reflect the specific field in their

respective area of study. For example:


Diploma in Hotel Management, Diploma in Resort Management


Diploma in Event Management, Diploma in Tourism Management, Diploma in

Travel Management, Diploma in Club Management, Diploma in Recreation

Management, Diploma in Leisure Management

iii. Culinary

Diploma in Culinary Arts, Diploma in Pastry and Cake Making, Diploma in

Baking

iv. Foodservice

Diploma in Foodservice Management, Diploma in Restaurant Management,

Diploma in Catering Management

15

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

BACHELOR’S DEGREE [120 CREDITS]



Compulsory Module 8 – 13 9 – 15

Common Core 15 – 18 18 – 21

Area of Concentration / Programme Core* 40 – 55 48 – 66

Option / Electives / Minor 0 – 23 0 – 27

Industrial Training (minimum 4 months)


7– 10 8 – 12

Total 100 120

*All practical / laboratory based courses in the programme core must achieve at least 70% of the practical component in the specific trades or skills (refer to Appendix 1). Note: Those who do not have a Certificate or Diploma in the related field core courses are required to take the core courses as pre-requisites.

Delivery methods:

Lectures, tutorials and industry guest speakers

Practical classes

Laboratory work

Field visits

Industrial training

Case study


The programme nomenclature at Bachelor level should reflect an in-depth study of

their respective area of specialisation (if necessary). For example:


Bachelor in Hospitality Management, Bachelor in Hotel and Tourism, Bachelor in

Hotels and Restaurants

16

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM


Bachelor in Tourism Management, Bachelor in Tourism Planning, Bachelor in

Travel Management, Bachelor in Event Management, Bachelor in Park and

Recreation Management, Bachelor in Tourism Management (Event

Management)

iii. Culinary

Bachelor in Culinary Arts, Bachelor in Gastronomy

iv. Foodservice

Bachelor in Foodservice Management, Bachelor in Institutional Management,

Bachelor in Catering Management

MASTER’S DEGREE BY COURSEWORK [40 CREDITS]



Common Core 15 – 20 6 – 8

Core* 75 – 95 30 – 38


Total 100 40

*Core - project and dissertation

Delivery methods:

Lectures

Field visits

Case study

Project based assignment

17

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M


The programme nomenclature at Master level should reflect an in-depth knowledge

from inter and multi-disciplinary perspective in their respective area of specialisation.

For example:

i. Hospitality

Master in Hotel Finance, Master in Hospitality Management, Master in Hotel

Human Resource Management, Master in Hospitality Investments and Finance


Master in Tourism Planning, Master in Tourism Economics, Master in Tourism

Geography, Master in Tourism Management, Master of Science (Tourism

Management)

iii. Culinary - Master in Gastronomy

iv. Foodservice

Master in Foodservice Management, Master in Catering System Management

MASTER’S DEGREE BY MIXED MODE [40 CREDITS]

Research and coursework-based programme.


Common Core 10 – 30 4 – 12

Core* 40 – 70 16 – 28


Total 100 40

*The ratio for coursework: research for Research University (RU) is 30:70.

MASTER’S DEGREE BY RESEARCH

No given credit value.

DOCTORAL DEGREE BY RESEARCH

No given credit value.

18

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

ASSESSMENT OF STUDENT LEARNING

“Student assessment is a crucial aspect of quality assurance because it drives

student-learning and is one of the measures to show the achievement of learning

outcomes. The achievement of learning outcomes stipulated for the programme is the

basis in awarding qualifications. Hence, methods of student assessment have to be

clear, consistent, effective, reliable and in line with current practices and must clearly

support the achievement of learning outcomes” (COPPA, 2008, pp.15).

Specific methods of assessment will depend on the specific requirement of each

module. However, as a general guide, the following must be considered:

i. Summative and formative assessments;

ii. Knowledge and understanding (the cognitive domain) should be tested through

written, oral or other suitable means but practical skills should be tested by

practical evaluation such as laboratory tests;

iii. In modules requiring practical skills, a pass in practical evaluation is compulsory

(A pass implies that the examiner is satisfied that the candidate has met the

learning outcomes of the particular subject);

iv. Candidates are required to attempt both continous and final evaluations (A pass

implies that the examiner is satisfied that the candidate has met the learning

outcomes of the particular subject); and

v. The types of assessments indicated below are merely examples. HEPs are

encouraged to use a variety of methods and tools appropriate for the learning

outcomes and competencies.

Generally, students will be evaluated, where appropriate, through:

i. Examination

Closed / Open book, Viva Voce, Mid Term;

ii. Coursework

Assignments, Quiz, Laboratory Report;

iii. Projects

Individual / Group; and

iv. Others

Class Participation, Group Activities and Presentation

19

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

Sugge

ste

d a

naly

sis

for

each level (f

rom

Cert

ific

ate

to D

octo

ral D

egre

e level)

is illu

str

ate

d b

elo

w:

Learn

ing

Ou

tco

mes

P

rog

ram

me

Level

Co

nti

nu

ou

s

Asses

sm

en

t

(%)*

Fin

al

Asses

sm

en

t

(%)

Blo

om

’s

Taxo

no

my -

Level

of

Dif

ficu

lty

Asses

sm

en

t

Cri

teri

a

Asses

sm

en

t

Tasks

i.

dem

onstr

ate

an u

nde

rsta

nd

ing

of

basic

know

ledge

in the

ir

field

of

stu

dy;

ii.

dem

onstr

ate

the a

bili

ty to

perf

orm

ope

rational skill

s in

accord

ance w

ith e

thic

al and

legal pra

ctices;

iii.

use b

asic

tools

and

techniq

ues in s

olv

ing ta

sk-

rela

ted

pro

ble

ms;

iv.

dem

onstr

ate

basic

entr

epre

neu

rial skill

s;

v.

dem

onstr

ate

tea

mw

ork

,

inte

rpers

onal and

socia

l skill

s;

vi.

pra

ctise w

ithin

safe

ty, hea

lth

and h

azard

rule

s a

nd

regula

tions; and

vii.

dem

onstr

ate

self-d

irecte

d

learn

ing b

ehavio

ur

thro

ugh

lifelo

ng learn

ing a

ctivitie

s.

Cert

ific

ate

6

0 –

70

3

0 –

40

1

. Cognitiv

e -

C2

2. P

sychom

oto

r

- P

3

3. A

ffective -

A2

F

unda

me

nta

l

know

ledge

B

asic

skill

s

T

echnic

al skill

s

O

bserv

ations

D

em

onstr

ations

P

ractical

assessm

ents

W

ritten t

ests

P

ort

folio

/ lo

g

bo

ok

Labo

rato

ry

report

s

20

Learn

ing

Ou

tco

mes

P

rog

ram

me

Level

Co

nti

nu

ou

s

Asses

sm

en

t

(%)*

Fin

al

Asses

sm

en

t

(%)

Blo

om

’s

Taxo

no

my -

Level

of

Dif

ficu

lty

Asses

sm

en

t

Cri

teri

a

Asses

sm

en

t

Tasks

i.

dem

onstr

ate

te

chnic

al

know

ledge

and

associa

ted

ha

nd

s-o

n skill

s in the

are

a o

f

specia

lisation;

ii.

dem

onstr

ate

cre

ativity a

nd

entr

epre

neu

rship

in

opera

tional is

sues;

iii.

dem

onstr

ate

superv

isory

abili

ty, te

am

work

,

inte

rpers

onal, a

nd

socia

l skill

s;

iv.

com

munic

ate

eff

ectively

and

solv

e o

pera

tional pro

ble

ms;

v.

use info

rmation f

rom

multip

le

sourc

es;

vi.

dem

onstr

ate

pro

fessio

nalis

m

in a

ccord

ance w

ith e

thic

al and

legal pra

ctices; and

vii.

nurt

ure

inte

llectu

al and

pro

fessio

nal gro

wth

thro

ugh

lifelo

ng learn

ing a

ctivitie

s.

Dip

lom

a

40

– 6

0

40

– 6

0

1.

Cognitiv

e –

C3

2.

Psychom

oto

r

– P

4

3.

Aff

ective –

A3

T

echnic

al

know

ledge

E

nhan

ced

basic

and

technic

al skill

s

Lead

ers

hip

skill

s

(superv

isory

)

C

om

munic

ation

C

reativity

P

ractical

assessm

ents

W

ritten t

ests

In

div

idual and

gro

up

assig

nm

ents

P

resenta

tions

In

du

str

ial

report

s

P

ort

folio

/ log

bo

ok

Labo

rato

ry

report

s

21

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

Learn

ing

Ou

tco

mes

P

rog

ram

me

Level

Co

nti

nu

ou

s

Asses

sm

en

t

(%)*

Fin

al

Asses

sm

en

t

(%)

Blo

om

’s

Taxo

no

my -

Level

of

Dif

ficu

lty

Asses

sm

en

t

Cri

teri

a

Asses

sm

en

t

Tasks

i.

apply

in

-de

pth

kn

ow

led

ge

an

d

skill

s in the

are

a o

f

specia

lisation;

ii.

com

munic

ate

ideas a

nd

info

rmation e

ffectively

;

iii.

seek a

nd

ana

lyse info

rmation

for

decis

ion m

akin

g;

iv.

dis

pla

y leade

rship

an

d

entr

epre

neu

rship

qu

alit

ies

eth

ically

;

v.

dem

onstr

ate

cre

ativity a

nd

innovativeness in o

pera

tional

issues;

vi.

dem

onstr

ate

manag

erial

attri

bute

s, te

am

work

,

inte

rpers

onal, a

nd

socia

l skill

s;

vii.

apply

pro

fessio

nalis

m in

accord

ance w

ith e

thic

al and

legal p

ractices; and

viii

. nurt

ure

inte

llectu

al and

pro

fessio

nal gro

wth

thro

ugh

lifelo

ng g

learn

ing a

ctivitie

s.

Bachelo

r‟s

Degre

e

50

– 6

0

40

– 5

0

1.

Cognitiv

e –

C5

2.

Psychom

oto

r

– P

6

3.

Aff

ective –

A5

In

-de

pth

know

ledge

A

dvanced

technic

al skill

s

C

ritical th

inkin

g

skill

s

C

onte

xtu

al

unde

rsta

nd

ing

Lead

ers

hip

skill

s

(manag

erial)

T

ransfe

rable

skill

s

C

reative a

nd

innovative

E

ffective

com

munic

ation

W

ritten t

ests

C

ase a

naly

sis

P

ractical

assessm

ents

In

du

str

ial

report

s /

port

folio

In

div

idual and

gro

up

assig

nm

ents

O

ral

pre

senta

tions

22

Learn

ing

Ou

tco

mes

P

rog

ram

me

Level

Co

nti

nu

ou

s

Asses

sm

en

t

(%)*

Fin

al

Asses

sm

en

t

(%)

Blo

om

’s

Taxo

no

my -

Level

of

Dif

ficu

lty

Asses

sm

en

t

Cri

teri

a

Asses

sm

en

t

Tasks

i.

synth

esis

e a

nd inte

gra

te

info

rmation f

or

know

ledge

advancem

ent;

ii.

apply

gen

eric a

dvanced

know

ledge

fro

m a

n inte

r-

dis

cip

linary

conte

xt in

solv

ing

com

ple

x pro

ble

ms;

iii.

apply

a s

yste

matic a

pp

roach

in d

iscoverin

g a

nd

com

munic

ating c

om

ple

x ideas

and k

now

ledge

;

iv.

dis

pla

y leade

rship

an

d

entr

epre

neu

rship

qu

alit

ies

eth

ically

and

eff

ectively

; and

v.

nurt

ure

inte

llectu

al and

pro

fessio

nal gro

wth

thro

ugh

lifelo

ng learn

ing.

Maste

r‟s

Degre

e b

y

Cours

ew

ork

60

– 7

0

30

– 4

0

1.

Cognitiv

e –

C6

2.

Psychom

oto

r

– P

7

3.

Aff

ective –

A5

Advanced

know

ledge

and

skill

s

Cre

ative a

nd

innovative

Lead

ers

hip

skill

s

Entr

epre

neu

rship

min

dset

Critical th

inkin

g

Str

ate

gic

thin

kin

g

Pro

ble

m s

olv

ing

Researc

h

appro

ach

As a

resourc

e

pers

on

W

ritten t

ests

P

roje

ct pap

er

&

ora

l

pre

senta

tions

C

ase a

naly

sis

In

div

idual and

gro

up p

roje

cts

R

esearc

h a

nd

ou

tpu

t

23

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

Learn

ing

Ou

tco

mes

P

rog

ram

me

Level

Co

nti

nu

ou

s

Asses

sm

en

t

(%)*

Fin

al

Asses

sm

en

t

(%)

Blo

om

’s

Taxo

no

my -

Level

of

Dif

ficu

lty

Asses

sm

en

t

Cri

teri

a

Asses

sm

en

t

Tasks

i.

synth

esis

e a

nd inte

gra

te

info

rmation f

or

know

ledge

advancem

ent;

ii.

apply

gen

eric a

dvanced

know

ledge

fro

m a

n inte

r-

dis

cip

linary

conte

xt in

solv

ing

com

ple

x pro

ble

ms;

iii.

apply

a s

yste

matic a

pp

roach

in d

iscoverin

g a

nd

com

munic

ating c

om

ple

x ideas

and k

now

ledge

;

iv.

dis

pla

y leade

rship

an

d

entr

epre

neu

rship

qu

alit

ies

eth

ically

and

eff

ectively

; and

v.

nurt

ure

inte

llectu

al and

pro

fessio

nal gro

wth

thro

ugh

lifelo

ng learn

ing.

Maste

r‟s

Degre

e b

y

Mix

ed m

ode

40

– 5

0

50

– 6

0

1.

Cognitiv

e –

C6

2.

Psychom

oto

r

– P

7

3.

Aff

ective –

A5

A

dvanced

know

ledge

an

d

skill

s

C

ontr

ibutions to

the

bo

dy o

f

know

ledge

C

reative a

nd

innovative

R

esearc

h

appro

ach

A

s a

resourc

e

pers

on

W

ritten t

ests

P

roje

ct pap

er

& o

ral

pre

senta

tions

C

ase a

naly

sis

In

div

idual and

gro

up p

roje

cts

R

esearc

h a

nd

ou

tpu

t

24

Learn

ing

Ou

tco

mes

P

rog

ram

me

Level

Fin

al

Asses

sm

en

t (%

) A

sses

sm

en

t C

rite

ria

Asses

sm

en

t

Tasks

i.

synth

esis

e a

nd inte

gra

te info

rmation f

or

know

ledge

advancem

ent;

ii.

apply

in

-depth

know

ledge

fro

m a

multi-

dis

cip

linary

and

inte

r-dis

cip

linary

conte

xt

in s

olv

ing c

om

ple

x situations;

iii.

apply

a s

yste

matic a

pp

roach in

dis

coverin

g a

nd c

om

munic

ating ideas

and

know

ledge

;

iv.

dis

pla

y leade

rship

an

d e

ntr

epre

neurs

hip

qualit

ies eth

ically

and

in a

socia

lly

responsib

le m

anne

r; a

nd

v.

nurt

ure

inte

llectu

al and

pro

fessio

nal

gro

wth

thro

ugh lif

elo

ng learn

ing.

Maste

r‟s D

egre

e b

y

Researc

h

10

0

C

ontr

ibutions to th

e b

ody

of

know

ledge

C

reativity a

nd

innovation

R

esearc

h a

ppro

ach

A

s a

resourc

e p

ers

on

T

hesis

V

iva V

oce

25

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

Learn

ing

Ou

tco

mes

P

rog

ram

me

Level

Fin

al

Asses

sm

en

t (%

) A

sses

sm

en

t C

rite

ria

Asses

sm

en

t

Tasks

i.

Dem

onstr

ate

schola

rship

an

d c

ritical

investigation in the

sele

cte

d a

reas o

f

researc

h;

ii.

Contr

ibute

ori

gin

al id

eas that

bro

aden th

e b

ounda

ry o

f

know

ledge

;

iii.

Pre

sent re

searc

h fin

din

gs in

accord

ance w

ith inte

rnational

public

ation s

tand

ard

s;

iv.

Make e

ffective d

ecis

ions in c

om

ple

x

environ

ments

inte

gra

ting th

eore

tical

insig

hts

with p

ractical know

ledge;

v.

Undert

ake, superv

ise a

nd lead

furt

her

researc

h in a

pro

fessio

nal,

cultura

lly c

om

pete

nt an

d legal

manne

r; a

nd

vi.

Co

ntr

ibute

sig

nific

antly in the

advancem

ent o

f know

ledge

that

would

im

pro

ve

th

e w

ell-

bein

g o

f

socie

ty.

Docto

ral D

egre

e

10

0

E

nhan

cin

g b

ody o

f

know

ledge

A

ddre

ssin

g d

iffe

rent

pers

pectives

R

esearc

h a

ppro

ach

A

s a

resourc

e p

ers

on in

the f

ield

T

hesis

V

iva V

oce

*C

ours

es that

involv

e p

ractical cla

sses o

nly

, continuou

s a

ssessm

ent could

be

100

%.

26

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

STUDENT SELECTION

This section of the Programme Standards concerns the recruitment of students into

the individual programme of study. In general, admission policies of the programme

need to comply with the prevailing policies of the Ministry of Higher Education

(MoHE). “There are varying views on the best method of student selection. Whatever

the method used, the Higher Education Provider (HEP) must be able to defend its

consistency. The number of students to be admitted to the programme is determined

by the capacity of the HEP and the number of qualified applicants. HEP admission

and retention policies must not be compromised for the sole purpose of maintaining a

desired enrolment. If an HEP operates geographically separated campuses or if the

programme is a collaborative one, the selection and assignment of all students must

be consistent with national policies” (COPPA, 2008, pp.17).

The standards are created keeping in mind the generic national higher education

policies pertaining to minimum student entry requirements. The HEP must take

cognisance of any specific policies that may apply to their individual institution.

The benchmarked standards for selection of students into Hospitality/Hotel, Travel

and Tourism, Culinary and Foodservice programmes are as follows:

CERTIFICATE

1. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 1 credit in any subject.

or

2. Any other equivalent qualifications.

DIPLOMA

1. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 5 credits or its equivalent.

or

2. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 1 credit and Skill

Certificate at Level 3 (Sijil Kemahiran Malaysia, SKM).

or

27

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

3. A recognised Certificate in a related field.

or


BACHELOR’S DEGREE

1. Sijil Tinggi Pelajaran Malaysia, STPM with a minimum CGPA of 2.00 in at least 2

subjects.

or

2. A recognised Diploma with a minimum CGPA of 2.00.

or

3. A recognised Matriculation / Foundation qualification with a minimum CGPA of

2.00.

or


MASTER’S DEGREE

1. A recognised Bachelor‟s Degree.

or


DOCTORAL DEGREE

1. A recognised Master‟s Degree.

or

2. A recognised first class Bachelor‟s Degree in a related field with a minimum

CGPA of 3.75.

Candidates must register for Master‟s Degree programme and excel in research

as well as fulfilling the requirements of the postgraduate examination.

28

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

ACADEMIC STAFF

“The quality of the academic staff is one of the most important components in

assuring the quality of higher education and thus every effort must be made to

establish proper and effective recruitment, service, development and appraisal

policies that are conducive to staff productivity” (COPPA, 2008, pp.21).

RECRUITMENT AND MANAGEMENT

The following section provides benchmarked requirements for the various levels of

the Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice academic staff

qualifications. It is divided into two main sections which are „Recruitment and

Management‟, and „Staff Development‟. The recruitment and management of a staff

is crucial in order to ensure that there are sufficient numbers of staff with appropriate

qualifications. Additionally, a continuous staff development programme should be

provided to update the competency level of the academic staff.

CERTIFICATE

Academic staff qualification

i. Bachelor‟s Degree in a relevant field.

or

ii. Diploma with a minimum of two years of relevant industrial experience or the

staff member is professionally certified in a relevant area (The programme

should not employ more than 30% of the staff in this category).

or

iii. Certificate with a minimum of five years of relevant industrial experience or the

academic staff member is professionally certified in a relevant area (qualified

to teach practical classes only).

29

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

Academic staff ratio

Full-time and part-time faculty – at least 50% of the staff are full-time.

20% of the staff have industry experience / attachment in a relevant field.

Staff- student ratio

Overall staff-student ratio – 1:20

Skill-based classes ratio – 1:15

DIPLOMA


i. Bachelor‟s Degree in a relevant field.

or

ii. Diploma with a minimum of three years of industrial experience at

supervisory level in the related area of the subject taught (The programme

should not employ more than 30% of the staff in this category).

or

iii. Certificate with a minimum of five years of relevant industrial experience or

the academic staff member is professionally certified in a relevant area

(qualified to teach practical classes only).




Staff-student ratio


Skill based classes ratio – 1:20

30

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

BACHELOR’S DEGREE


i. Master‟s Degree in a relevant field.

or

ii. Bachelor‟s Degree with three years of related work experience in the subject

taught.

or

iii. Diploma / Certificate with a minimum of five years of relevant industrial

experience or the academic staff member is professionally certified in a

relevant area (qualified to teach practical classes only).






Skill-based classes ratio – 1:25

MASTER’S DEGREE

Teaching qualification

Master’s Degree by Mixed Mode and Coursework

i. Doctoral Degree in a relevant field.

or

ii. Master‟s Degree with at least five years of teaching/industrial experience.


Full-time and part-time teaching faculty – at least 40% of the staff are full-

time

31

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M



Overall supervisor-student ratio – 1:7

Master’s Degree by Research


i. Doctoral Degree in a relevant field.

or

ii. Master‟s Degree with at least five years of teaching and proven research

experience. Preferably with industrial experience.

Staff-student ratio : Overall supervisor-student ratio – 1:7

DOCTORAL DEGREE

Academic staff qualification : Doctoral Degree in a relevant field.

Staff-student ratio : Overall Supervisor-Student ratio – 1:7

STAFF DEVELOPMENT

Academic staff are vital to deliver a quality programme and to perform teaching

effectively, as well as to produce graduates that are employable and accepted by the

industry. As the industry is dynamic and globally influenced, the academic staff need

to continually update themselves with changes around the globe. Thus, institutions

must ensure that all academic staff are well-equipped with the latest knowledge and

skills in their teaching and learning activities. It is expected that institutions should

provide the following development programmes, amongst others:

32

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

i. Continuous Professional Development (CPD) for full-time staff according to

the specialisation needs with at least 40 hours (equivalent to 7 days) of

relevant training per year or participation or involvement in their respective

field of expertise.

ii. The staff are encouraged to undergo training on basic teaching and learning.

iii. The staff are encouraged to participate in industry attachments.

iv. The staff are encouraged to be involved in research, consultation and

community services.

33

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

EDUCATIONAL RESOURCES

Adequate educational resources are necessary to support the teaching-learning

activities of the programme. These resources include finance, expertise, physical

infrastructure, information and communication technology, and research facilities.

The physical facilities of a programme are largely guided by the needs of the specific

field of study (COPPA, 2008, pp.23).

HEPs are required to provide sufficient resources to support teaching and learning in

various fields at various qualification levels. The educational resources are

categorised as learning and teaching (student self-centred learning and teaching

needs) resources and facilities and student work integrated facilities. Institutions must

ensure that relevant educational resources and training facilities are available to

support the learning and teaching activities as required by the respective fields of

study.

A sample of educational resources and teaching facilities for the proposed

programmes are set out below:

1) Student self-learning and support facilities

Student discussion room

Multimedia room/ICT laboratory

Internet wireless access

Educational resource room – related Hospitality, Travel and Tourism,

Culinary and Foodservice reference material available - magazines,

reports, statistics, specialised journals, industry and market research,

popular Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice

resource links

34

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

2) Teaching facilities and educational resources required for the fields of

Travel and Tourism, Hospitality/Hotel, Culinary and Foodservice.

Travel and Tourism Hotel Culinary Foodservice

e – tourism

(Laboratory and

software)

Training tour

operations/ travel

bureau (Office

room)

Training hotel

room

Training front

office reception

counter (with

software)

Training

restaurant

Training

beverage

counter

Basic kitchen (*)

Training

commercial

kitchen

Storage

facilities

Basic kitchen

(*)

Training

commercial

kitchen

Storage

facilities

Training

restaurant

Basic kitchen

(*)

All the above facilities must be appropriately and adequately equipped.

(*) Basic kitchen: utensils, oven, refrigerator / chillers, freezer, stove, storage area,

washing area and working table and the basic kitchen must meet minimum safety

standards.

3) Student work-integrated facilities

In-house training facilities – own accommodation / restaurants /

catering outlets;

or

Industry affiliates / partnerships- industrial attachment

35

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

4) Professional affiliation with the travel and tourism, hospitality, culinary

and food service boards. For example:

Tourism Educators Association of Malaysia (TEAM)

The International Council of Hotel, Restaurant and Institutional

Education (CHRIE)

Asia-Pacific Education and Training Institutions in Tourism (APETIT)

Alliance Française

Pacific Asia Travel Association (PATA)

Indian Ocean Tourism Organisation Inc. (IOTO)

Malaysian Association of Tours and Travel Agents (MATTA)

Malaysian Association of Housekeepers

Malaysian Association of Hotels (MAH)

Malaysian Food & Beverage Executive Association

The Chefs Association of Malaysia

36

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

PROGRAMME MONITORING AND REVIEW

Quality enhancement calls for programmes to be regularly monitored, reviewed and

evaluated. This includes the monitoring, reviewing and evaluating of institutional

structures and processes (administrative structure, leadership and governance,

planning and review mechanisms), curriculum components (teaching methodologies,

learning outcomes) as well as student progress, employability and performance.

Feedback from multiple sources -- students, alumni, academic staff, employers,

parents, professional bodies (for example, Tourism Educators Association of

Malaysia (TEAM), The International Council of Hotel, Restaurant and Institutional

Education (CHRIE), Asia-Pacific Education and Training Institutions in Tourism

(APETIT), Alliance Française, Pacific Asia Travel Association (PATA), Indian Ocean

Tourism Organisation Inc. (IOTO), Malaysian Association of Tours and Travel Agents

(MATTA), Malaysian Association of Housekeepers, Malaysian Association of Hotels

(MAH), Malaysian Food & Beverage Executive Association, The Chefs Association of

Malaysia and etc.) – are useful in enhancing the quality of the programme. Feedback

can also be obtained from an analysis of student performance and from longitudinal

and tracer studies.

Measures of student performances would include average study duration,

assessment scores, passing rate at examinations, success and dropout rates,

students‟ and alumni‟s reports about their learning experience, as well as time spent

by students in areas of special interest. Evaluation of student performance in

examinations can reveal very useful information. If student selection has been

correctly done, a high failure rate in a programme indicates something amiss in the

curriculum content, teaching-learning activities or assessment system. The

programme committees need to monitor the performance rate in each programme

and investigate if the rate is too high or too low. Student feedback, for example,

through questionnaires and representation in programme committees, is useful for

identifying specific problems and for continual improvement of the programme. One

method to evaluate programme effectiveness is a longitudinal study of the graduates.

The department should have mechanisms for monitoring the performance of its

graduates and for obtaining the perceptions of society and employers on the strength

and weaknesses of the graduates and to respond appropriately.

37

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

LEADERSHIP, GOVERNANCE AND ADMINISTRATION

ACADEMIC LEADERSHIP

Under any circumstances, an educational institute needs to be pragmatic in building

the link between education and the needs of society and economy. Educational

institutions are expected to be more accountable and responsible to society. Like any

other organisations, educational organisations need to address the issue of

performance and effectiveness, not to mention scholarship. Hence, leadership

qualities are an essential component in advocating good governance and

administration in an excellent organisation. Nevertheless, hospitality and tourism

schools, depending on where they are situated, are based on different structures and

educational philosophies. Hence, the management structure and functions of the

faculty, department and school and their relationships within the institution must be

defined, translated and publicised to the various levels of management and

programme offerings based on transparency, equality, objectivity, authority, self-

monitoring and accountability.

The magnitude of changes to the educational systems and demands requires

effective leadership. Regardless of the faculty, department and school size, this

document acts as a reference point toward educational effectiveness and

performance excellence. As such, leadership issues are central in determining the

direction of hospitality and tourism education so that others can follow. A person

holding the programme leadership position must:

have relevant academic qualifications and experience in the area of study.

be able to demonstrate and reflect a broad-based view and perception of the

industry and its impact on the environment and society;

have the ability to inspire others to perform at their full potentials;

have the ability to listen and communicate effectively and with sensitivity to

both individuals and groups;

be able to show a strong commitment in translating the organisation‟s

aspirations through initiatives consistent with the organisation‟s purposes;

be able to make sound judgments based on relevant input or information;

be flexible to changing demands and pressures from key stakeholders to

38

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

achieve individual and organisational goals;

be able to promote continuous learning among staff and student; and

be able to establish a constructive mechanism for collaboration with

stakeholders

The criteria and responsibilities of the school, faculty or department academic

leadership and the educational programmes must be well documented. The

management must institute a quality assurance programme that is supported by

sufficient administrative staff and the effective deployment of available resources to

implement the academic and non-academic activities.

GOVERNANCE

The globalisation and internationalisation of education has a tremendous impact in

the way an organisation is organised and led and hence, would determine the future

success of the said organisation. Thus, the organisation must understand the

development of the external environment. It must have an appropriate system of

governance that facilitates the accomplishment of the school, faculty or department

mission and vision which would support the overall institutional effectiveness and

integrity. The system must subscribe to and advocate high ethical standards in the

management of its internal and key stakeholders affairs. Appropriate policies and

procedures must be developed to ensure the fair resolution of grievances

forwarded by the faculty, staff, or students. Additionally, its obligations concerning

right-of-privacy issues and confidentiality of records relating to students, faculty, staff,

and alumni must be honored. The system of governance should be strengthened

through the application of findings from periodic audit and assessment exercises,

which include:

the role and function of the board;

the institution's quality and integrity policies;

the juxtaposition of the institution‟s organisational structure, decision-making

processes, with policies that are clearly described in conjunction with its

mission and vision in supporting institutional effectiveness;

the board‟s roles in enhancing school, faculty or department effectiveness

through periodic evaluations;

39

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

an appropriate response to key stakeholders‟ concerns and needs;

a governance structure that ensures integrity and quality of academic

programmes; and

if applicable, a description on the extent of autonomy and responsibility

of its campuses or partner institutions where Hospitality/Hotel, Tourism,

Culinary and Foodservice programmes are offered to assure functional

integration and educational effectiveness.

ADMINISTRATIVE AND MANAGEMENT STAFF

Administrative and management staff assisting and supporting the school, faculty and

department must be organised accordingly to acccomplish the school, faculty and

department goals. Therefore, the administrative staff must be organised and

managed in accordance to:

a well-defined structure of the administrative staff, including job category, job

scope and minimum qualifications of the adminitrative staff for this

programme;

a clear policy on recruitment processes and procedures, training and career

advancement, equitable distribution of duties and responsibilities, equitable

distribution of rewards, and staff discipline;

a policy on determining the appropriate number of administrative staff in

accordance to the needs of the programme and other activities; and

mechanisms and procedures for monitoring, reviewing and appraising staff

performance.

40

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

CONTINUAL QUALITY IMPROVEMENT

“Increasingly, society demands greater accountability from the Higher Education

Providers (HEPs). Needs are constantly changing because of the advancements in

science and technology, and the explosive growth in global knowledge, which are

rapidly and widely disseminated. In facing these challenges, HEPs have little choice

but to become dynamic learning organisations that need to continually and

systematically review and monitor the various issues so as to meet the demands of

the constantly changing environment” (COPPA, pp.30-31).

The HEPs are expected to provide evidence of their ability to keep pace with changes

in the field and with the requirements of stakeholders. These may be demonstrated

by, but are not limited to:

1. a curriculum review conducted at least once every three years; except for

Certificate level programmes which are to be reviewed every two years;

2. continuous quality assessment processes by external reviewers who are

qualified in the relevant fields;

3. linkages with related departments, agencies and industries;

4. a continuous review of industrial practices and records;

5. dialogue sessions with stakeholders at least once every two years;

6. an active participation of academic staff at relevant conferences, seminars,

workshops and short courses;

7. presentations by invited speakers, local or international; and

8. organising of conferences, seminars and workshops.

41

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

APPENDIX 1

BODY OF KNOWLEDGE

The tables below provide samples of Body of Knowledge for Hospitality and Tourism

areas / programmes.

CERTIFICATE

NO. AREA Compulsory Programme Core

1.

Front office (Services)

a. Reception

b. Reservation Service

c. Night Auditing

d. Concierge Service

2. Housekeeping

a. Laundry Service

b. Room Service

c. Public Area

3. Food and beverage

a. Dining Room Service

b. Beverage Service

c. Banquet Service

d. Room Service

4. Tourism a. E-Tourism Service

b. Travel And Tour Operation(In-

Bound/Out-Bound)

c. Tour Guiding/Tour Leading

d. Transportation Operations

5. Culinary

a. Food Preparation

b. Commercial Food Production

c. Kitchen Operation

6. Foodservice (Restaurant) a. Restaurant / Catering Operations

b. Restaurant / Catering Services

c. Food Preparation

d. Commercial Food Production

All practical / laboratory based courses in the programme core must achieve at least

70% of the practical component in the specific trades or skills.

42

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

DIPLOMA

NO. AREA COMPULSORY PROGRAMME CORE

1. Hospitality / Hotel

(Operation / Management)

a. Front Office Management

b. Housekeeping Management

c. Food And Beverage Management

d. Food Production

e. Room Division Management

2. Culinary

a. Food Preparation

b. Commercial Food Production

c. Food Safety

d. Kitchen Management

3. Foodservice (Restaurant) a. Restaurant / catering management

b. Restaurant / catering services

c. Food preparation

d. Commercial food production

BACHELOR’S DEGREE

Note:

Each specific area of study must include the components as indicated at the Diploma

level programme, but at a higher level, for example in the Hotel area the courses

would be Front Office Operational Analysis, Housekeeping Operational Analysis etc.

43

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

APPENDIX 2

SUGGESTED CORE COURSES

The table below provides samples of suggested core courses for the various fields.

Hospitality / Hotel Management

1. Introduction to Hospitality Industry

2. Hygiene and safety

3. Food & Beverage Service Management

4. Beverage Service Management

5. Dining Room Service

6. Food & Beverage Cost Control

7. Hospitality Management

8. Hotel Operation Management

9. Room Division Management

10. Front Office Management

11. Housekeeping Management

12. Hospitality Entrepreneurship

13. Legal Aspect in Hospitality Industry

14. Supervision in the Hospitality Industry

15. Hospitality Human Resource Management

16. Hotel & Restaurant Accounting

17. Hospitality Marketing

Culinary

1. Introduction to Gastronomy/Culinary arts

2. Culinary Fundamentals

3. Culinary/Food production (Hot and Cold)

4. Butchery/Meat Fabrication

5. Pastry and Baking

6. Purchasing

7. Food Hygiene and Sanitation/Food safety

8. Food Cost Control

9. Food Chemistry/Cuisine Science

10. Food Writing

11. Food and Society

12. Food and Eating Behaviour

44

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

Foodservices

1. Introduction to Foodservice System or Introduction to Hospitality Industry

2. Catering System and Operations or Foodservice System and Administration

3. Food Safety and Law or Food Safety and Regulations

4. Hygiene and Sanitation or Hygiene and Well-Being

5. Fundamentals of Cookery (theory and practical)

6. Food and Beverage Service or Food and Beverage Service Management and

(Laboratory)

7. Food and Beverage Cost Control

8. Experimental Food (theory and practical)

9. Kitchen Maintenance, Equipment and Layout

10. Food Microbiology

11. Menu Development and Merchandising

12. Commercial Food Preparation (theory and practical)

13. Cultural Food Habits

Tourism

Travel/Tour Leisure / Recreation Event

1. Tourism Fundamentals,

2. Travel and Tour

Management and

Operations

3. Tour Planning

4. Visitor Interpretation or

Tour Guiding Services

5. Travel Package

Development

6. People and Culture

7. Tourism Geographical

Knowledge

8. Transportation

Operations

9. Tourism Technology/ E-

Tourism/ Computer

Reservation System

10. Other related tourism

competencies such as:

Leisure &

Recreation

Event Management

and Operations

1. The Concept of

Leisure & Recreation

2. Recreational

Activities Delivery

3. Leisure Programme

Design

4. Recreational Facility

Operations and

Management

5. Instructing

Recreational

Activities

6. Life Saving

7. Managing

Recreational

Operations

8. Providing Leisure

Services

9. Resort and Club

Management

1. Introduction to Event

Management

2. Fundamentals of

Event Management

3. Social Event Planning

& Management

4. Corporate Event

Planning &

Management

5. Wedding Planning

6. Event Facility

Management

7. Technology as an

Event-Management

Tool

8. Event Marketing and

Social Media

9. Sustainable Event

Management

10. Starting an Event

Management

Business

45

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

APPENDIX 3

AREA OF STUDIES

The tables and diagram below provide samples of the main area of studies for

Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice programmes.

Travel & Tourism

Travel

Tourism and Travel Management

Tourism Industry Management

Tourism Management / Marketing / Entrepreneurship

International Tourism Management (Events Management)

International Tourism Management (Travel and Recreation Management)

International Tourism

Travel and Tourism Management

Travel, Tourism and Hospitality Management

Tourist Guide Operations

Tourism Operations

Leisure / Recreation

Leisure and Hospitality Management

Leisure and Recreation Management

Leisure Management

Leisure Studies

Leisure, Outdoor and Adventure Management

Events / MICE

TRAVEL AND TOURISM

- Leisure / Recreation

- Event

HOSPITALITY / HOTEL

- Restaurant (food and beverage)

- Accommodation

CULINARY

- Arts

- Science & technology

FOODSERVICE

- Catering

- Institutional food production

HOSPITALITY & TOURISM

46

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

Hospitality

Accommodation

Accommodation Management

Restaurant ( food and beverage)

Restaurant management

Hotel

Golf Resort Management

Hospitality Industry Management

Hospitality Management

Hotel Management

Hotel Operations

International Hospitality Management

International Hotel & Resort Management

Hospitality and Tourism Management

Hotel and Tourism Management

International Hotel & Tourism Management

International Tourism & Hospitality Management

Tourism and Hospitality Business Management

Culinary

Asian Cuisine

Pastry / Bakery

Chef Training / Culinary Arts

Culinary Management

Gastronomic Cuisine

Culinary Science

47

PR

OG

RA

MM

E S

TA

ND

AR

DS:

HO

SPIT

AL

ITY

AN

D T

OU

RIS

M

Foodservice

Commerce (Tourism Management & Marketing)

Food & Beverage Services

Food and Services

Food Preparation

Foodservice Management

Hotel Management and Catering

Hotel & Catering

Hotel and Catering Management

Hotel and Catering Operation

In-flight Foodservice

Foodservice Systems Management

48

PR

OG

RA

MM

E ST

AN

DA

RD

S: HO

SPIT

AL

ITY

AN

D T

OU

RISM

APPENDIX 4

PANEL MEMBERS

Malaysian Qualifications Agency would like to thank the following experts for their

support and contribution towards the production of this document.

NO PANEL MEMBERS ORGANISATION

1. Rahmat Hashim

(Associate Professor Dr.) - Chairman -

Universiti Teknologi MARA

(UiTM)

2. Ab Rahman Bin Mohd Ali

(Mr.)

Malaysian Association of Tour and

Travel Agent (MATTA)

3. Chek Zaini Hassan

(Associate Professor)

Universiti Sains Islam Malaysia

(USIM)

4. Jennifer Chan Kim Lian

(Associate Professor Dr.)

Universiti Malaysia Sabah

(UMS)

5. Khaairuddin Khalil

(Mr.)

Politeknik Merlimau Melaka

6. Mohamad Abdullah Hemdi

(Associate Professor Dr.)

Universiti Teknologi MARA

(UiTM)

7. Nor Khomar Ishak

(Professor Dr.)

University of Management and

Technology (UMTECH)

8. Siti Ramadhaniatun Ismail

(Mrs.)

Taylor‟s University

PROGRAMME STANDARDS: HOSPITALITY AND TOURISM - … Hospitality/15. PS... · Malaysia, Malaysian...

Documents

Transcript of PROGRAMME STANDARDS: HOSPITALITY AND TOURISM - … Hospitality/15. PS... · Malaysia, Malaysian...