PROGRAMME STANDARDS: HOSPITALITY AND TOURISM

MQA 2012

[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

LIST OF CONTENTS
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. ABBREVIATION GLOSSARY INTRODUCTION PROGRAMME AIMS LEARNING OUTCOMES CURRICULUM DESIGN AND DELIVERY ASSESSMENT OF STUDENTS STUDENT SELECTION ACADEMIC STAFF EDUCATIONAL RESOURCES PROGRAMME MONITORING AND REVIEW LEADERSHIP, GOVERNANCE AND ADMINISTRATION CONTINUAL QUALITY IMPROVEMENT APPENDIX 1 APPENDIX 2 APPENDIX 3 3 4 7 11 14 19 25 33 35 40 43 45 48 49 51 53

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

ABBREVIATION
1. 2. 3. 4. 5. 6. 7. 8. CGPA COPIA COPPA CPD GGP HEP MQA MQF Cumulative Grade Point Average Code of Practice for Institutional Audit Code of Practice for Programme Accreditation Continuous Professional Development Guidelines to Good Practices Higher Education Provider Malaysian Qualifications Agency Malaysian Qualifications Framework

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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. A document that record the students experiences throughout his or her industrial placement period. The report is expected to demonstrate the students

6.

Industrial training reports

development of practical and professional skills in his or her specific area of study through technical experience

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 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 students 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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

students 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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, Germanys 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. Tourisms 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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) and quality issues within the Malaysian education system. The framework involves eight outcome domains as illustrated in Diagram 1.1:

Diagram 1.1: 8 Learning Outcomes Domains

8 1
7

Managerial and entrepreneurial skills Information management and lifelong learning skills

Problem solving and scientific skills Communication, leadership and team skills Values, attitudes and professionalism

5 4 4

Social skills and responsibilities Practical skills

Knowledge

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 industrys 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 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 MQFs Learning Outcomes descriptors) for national standards of hospitality and tourism education which can be divided into four major sub-disciplines

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) (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;

Student Assessment: 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 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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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 programmes 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 Programme Standards: Hospitality and Tourism: 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) BACHELORS DEGREE The programme aims at Bachelors Degree level are to provide students with indepth 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.

MASTERS DEGREE BY COURSEWORK The programme aims at Masters Degree by Courseworks 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.

MASTERS DEGREE BY RESEARCH The programme aims at Masters 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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. ii. demonstrate an understanding of basic knowledge in their field of study; demonstrate the ability to perform operational skills in accordance with ethical and legal practices; iii. iv. v. vi. use basic tools and techniques in solving task-related problems; demonstrate basic entrepreneurial skills; demonstrate teamwork, interpersonal and social skills; practise within safety, health and hazard rules and regulations; and

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 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.

Upon completion of the programme, graduates will be able to: i. demonstrate technical knowledge and associated hands-on skills in the area of specialisation; ii. iii. iv. v. vi. demonstrate creativity and entrepreneurship in operational issues; demonstrate supervisory ability, teamwork, interpersonal, and social skills; communicate effectively and solve operational problems; use information from multiple sources; demonstrate professionalism in accordance with ethical and legal practices; and vii. nurture intellectual and professional growth through lifelong learning activities.

BACHELORS DEGREE The programme aims at Bachelors Degree level are to provide students with indepth 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) Upon completion of the programme, graduates will be able to: i. ii. iii. iv. v. vi. vii. viii. apply in-depth knowledge and skills in the area of specialisation; communicate ideas and information effectively; seek and analyse information for decision making; display leadership and entrepreneurship qualities ethically; demonstrate creativity and innovativeness in operational issues; demonstrate managerial attributes, teamwork, interpersonal, and social skills; apply professionalism in accordance with ethical and legal practices; and nurture intellectual and professional growth through lifelong learning activities.

MASTERS DEGREE (COURSEWORK) The programme aims at Masters Degree by Courseworks 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.

Upon completion of the programme, graduates will be able to: i. ii. synthesise and integrate information for knowledge advancement; 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) MASTERS DEGREE (RESEARCH) The programme aims at Masters 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.

Upon completion of the programme, graduates will be able to: i. ii. synthesise and integrate information for knowledge advancement; 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.

Upon completion of the programme, graduates will be able to: i. demonstrate scholarship and critical investigation in the selected areas of research; ii. iii. contribute original ideas that broaden the boundaries of knowledge; present research findings in accordance with international publication standards;

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) iv. make effective decisions in complex environments, integrating theoretical conceptual insights with practical knowledge; 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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 Compulsory Module Common Core Area of Concentration / Programme Core* Option / Electives Industrial training (minimum 4 months) Best practices: upon completion of all the courses Total Percentage (%) 15 65 13 20 100 Credits 9 39 8 12 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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 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] Programme Structure: Module Categories Compulsory Module Common Core Area of Concentration / Programme Core* Option / Electives Industrial Training (minimum 4 months) Best practices: upon completion of all the courses Total Percentage (%) 10 17 20 23 57 67 07 9 13 Credits 9 15 18 21 51 60 06 8 12

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).

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) Delivery methods: Lectures, tutorials and industry guest speakers Practical classes Laboratory work Field visits Industrial training

Programme Nomenclature: The programme nomenclature at Diploma level should reflect the specific field in their respective area of study. For example: i. Hospitality/Hotel Diploma in Hotel Management, Diploma in Resort Management

ii. Travel and Tourism 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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) BACHELORS DEGREE [120 CREDITS] Programme Structure: Module Categories Compulsory Module Common Core Area of Concentration / Programme Core* Option / Electives / Minor Industrial Training (minimum 4 months) Best practices: upon completion of all the courses Total Percentage (%) 8 13 15 18 40 55 0 23 7 10 Credits 9 15 18 21 48 66 0 27 8 12

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

Programme Nomenclature: The programme nomenclature at Bachelor level should reflect an in-depth study of their respective area of specialisation (if necessary). For example: i. Hospitality/Hotel Bachelor in Hospitality Management, Bachelor in Hotel and Tourism, Bachelor in Hotels and Restaurants

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) ii. Travel and Tourism Bachelor in Tourism Management, Bachelor in Tourism Planning, Bachelor in Travel Management, Bachelor in Event Management, Bachelor in Park and Management, Bachelor in Tourism Management (Event

Recreation

Management)

iii. Culinary Bachelor in Culinary Arts, Bachelor in Gastronomy

iv. Foodservice Bachelor in Foodservice Management, Bachelor in Institutional Management, Bachelor in Catering Management MASTERS DEGREE BY COURSEWORK [40 CREDITS] Programme Structure: Module Categories Common Core *Core Option / Electives Total *Core - project and dissertation Delivery methods: Lectures Field visits Case study Project based assignment Percentage (%) 15 20 75 95 0 15 100 Credits 68 30 38 06 40

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) Programme Nomenclature: 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 ii. Travel and Tourism 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 MASTERS DEGREE BY MIXED MODE [40 CREDITS] Research and coursework-based programme. Module Categories Common Core Core* Option / Electives Total Percentage (%) 10 30 40 70 0 20 100 Credits 4 12 16 28 08 40

*The ratio for coursework: research for Research University (RU) is 30:70. MASTERS DEGREE BY RESEARCH No given credit value.

DOCTORAL DEGREE BY RESEARCH No given credit value.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

ASSESSMENT OF STUDENTS
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. ii. Summative and formative assessments; 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). 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 ii. iii. iv. Closed / Open book, Viva Voce, Mid Term;

Coursework Assignments, Quiz, Laboratory Report;

Projects Individual / Group; and

Others Class Participation, Group Activities and Presentation

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) Suggested analysis for each level (from Certificate to Doctoral Degree level) is illustrated below:
Learning Outcomes Programme Level 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, Certificate Continuous Assessment (%)* 60 70 Final Assessment (%) 30 40 Blooms Taxonomy Level Of Difficulty 1. Cognitive - C2 2. Psychomotor P3 3. Affective - A2

Assessment criteria Fundamental knowledge Basic skills Technical skills

Assessment tasks Observations Demonstrations Practical assessments Written Tests Portfolio/ Log book Laboratory reports

interpersonal and social skills; vi. practise within safety, health and hazard rules and regulations; and vii. demonstrate self-directed learning behaviour through lifelong learning activities.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

Learning Outcomes Programme Level 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. Diploma Blooms Taxonomy Assessment Level Of criteria Difficulty 1. Cognitive C3 Technical 2. Psychomotor P4 3. Affective A3 knowledge Enhanced basic and technical skills Leadership skills (supervisory) Communication Creativity

Continuous Assessment (%)* 40 60

Final Assessment (%) 40 60

Assessment tasks Practical assessments Written tests Individual and group assignments Presentations Industrial reports Portfolio / log book Laboratory reports

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

Learning Outcomes Programme Level 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 g learning activities. Bachelors Degree Blooms Taxonomy Level Of Difficulty 1. Cognitive C5 2. Psychomotor P6 3. Affective A5

Continuous Assessment (%)* 50-60

Final Assessment (%) 40-50

Assessment criteria In-depth knowledge Advanced technical skills Critical thinking skills Contextual understanding Leadership skills (managerial) Transferable skills Creative and innovative Effective communication

Assessment tasks Written tests Case analysis Practical assessments Industrial reports / portfolio Individual and group assignments Oral presentations

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

Learning Outcomes Programme Level i. synthesise and integrate information for knowledge advancement; ii. apply generic advanced knowledge from an interdisciplinary 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. Masters Degree by Coursework Blooms Taxonomy Level Of Difficulty 1. Cognitive C6 2. Psychomotor P7 3. Affective A5

Continuous Assessment (%)* 60-70

Final Assessment (%) 30-40

Assessment criteria Advanced knowledge and skills Creative and innovative Leadership skills Entrepreneurshi p mindset Critical thinking Strategic thinking Problem solving Research approach As a resource person

Assessment tasks Written tests Project paper & oral presentations Case analysis Individual and group projects Research and output

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

Learning Outcomes Programme Level Masters Degree by Mixed mode Blooms Taxonomy Level Of Difficulty 1. Cognitive C6 2. Psychomotor P7 3. Affective A5

Continuous Assessment (%)* 40 50

Final Assessment (%) 50-60

Assessment criteria Advanced knowledge and skills Contributions to the body of knowledge Creative and innovative Research approach As a resource person

Assessment tasks Written tests Project paper & oral presentations Case analysis Individual and group projects Research and output

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

CONTINUOUS LEARNING OUTCOMES PROGRAMME LEVEL ASSESSMENT (%)* FINAL ASSESSMENT (%) ASSESSMENT CRITERIA ASSESSMENT TASKS

i. synthesise and integrate information for knowledge advancement; ii. apply in-depth knowledge from a multidisciplinary and inter-disciplinary context in solving complex situations; iii. apply a systematic approach in

Masters Degree by Research

100

Contributions to the body of knowledge Creativity and innovation Research approach As a resource person

Thesis Viva Voce

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.

i. Demonstrate

scholarship

and

critical

Doctoral Degree

100

Enhancing body of knowledge Addressing different perspectives Research approach As a resource person in the field

Thesis Viva Voce

investigation in the selected areas of research; ii. Contribute original ideas that broaden the boundary of knowledge; iii. Present research findings in accordance with international publication standards;

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

CONTINUOUS LEARNING OUTCOMES PROGRAMME LEVEL ASSESSMENT (%)* FINAL ASSESSMENT (%) ASSESSMENT CRITERIA ASSESSMENT TASKS

iv. Make effective decisions in complex environments integrating theoretical

insights with practical knowledge; 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. *Courses that involve practical classes only, continuous assessment could be 100%.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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. What ever 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 Certificate at Level 3 (Sijil Kemahiran Malaysia, SKM). or 1 credit and Skill

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 3. A recognised Certificate in a related field. or 4. Any other equivalent qualifications.

BACHELORS 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 4. Any other equivalent qualifications.

MASTERS DEGREE 1. A recognised Bachelors Degree. or 2. Any other equivalent qualifications.

DOCTORAL DEGREE 1. A recognised Masters Degree. or 2. A recognised first class Bachelors Degree in a related field with a minimum CGPA of 3.75. Candidates must register for Masters Degree programme and excel in research as well as fulfilling the requirements of the postgraduate examination.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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. Bachelors 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).

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 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 Academic staff qualification i. Bachelors 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). Academic staff ratio Full-time and part-time faculty at least 60% 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 1:20

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) BACHELORS DEGREE Academic staff qualification i. Masters Degree in a relevant field. or ii. Bachelors 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). Academic staff ratio Full-time and part-time faculty at least 60% 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 1:30 Skill-based classes ratio 1:25

MASTERS DEGREE Teaching qualification Masters Degree by Mixed Mode and Coursework i. Doctoral Degree in a relevant field. or ii. Masters Degree with at least five years of teaching/industrial experience .

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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) Staff- student ratio Overall staff-student ratio 1:10 Overall supervisor-student ratio 1:7

Masters Degree by Research Academic staff qualification i. Doctoral Degree in a relevant field. or ii. Masters 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: i. Continuous Professional Development (CPD) for full-time staff according to the specialisation needs with at least 40 hours (equivalent to 7 days) of

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) relevant training per year or participation or involvement in their respective field of expertise. ii. iii. iv. The staff are encouraged to undergo training on basic teaching and learning. The staff are encouraged to participate in industry attachments. The staff are encouraged to be involved in research, consultation and community services.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 2) Teaching facilities and educational resources required for the fields of Travel and Tourism, Hospitality/Hotel, Culinary and Foodservice. Travel and Tourism e tourism (Laboratory and software) Training tour operations/ travel bureau (Office room) Training restaurant Training beverage counter Basic kitchen (*) Hotel Training hotel room Training front office reception counter (with software) Culinary Training commercial kitchen Storage facilities Basic (*) kitchen Foodservice 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

4) Professional affiliation with the travel and tourism, hospitality, culinary and food service boards. For example: Tourism Educators Association of Malaysia (TEAM)

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) The International Council of Hotel, Restaurant and Institutional Education (CHRIE) Asia-Pacific Education and Training Institutions in Tourism (APETIT) Alliance Franaise 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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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 Franaise, 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 alumnis 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. HEPs need to present how the process of monitoring and reviewing are implemented, supported with evidence. Student feedback, for example, through questionnaires and representation in programme committees, is useful for identifying specific problems and for continual improvement of the programme.
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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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, selfmonitoring 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 organisations aspirations through initiatives consistent with the organisations purposes; be able to make sound judgments based on relevant input or information;

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) be flexible to changing demands and pressures from key stakeholders to 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 institutions organisational structure, decision -making processes, with policies that are clearly described in conjunction with its mission and vision in supporting institutional effectiveness;

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA) the boards roles in enhancing school, faculty or department effectiveness through periodic evaluations; 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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. demonstrated by, but are not limited to: These may be

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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

APPENDIX 1
The tables below provide samples of Body of Knowledge for Hospitality and Tourism areas / programmes. CERTIFICATE
NO. 1. AREA Front office (Services) Compulsory Programme Core 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/OutBound) 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.

DIPLOMA

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

NO. 1. AREA Hospitality / Hotel (Operation / Management) COMPULSORY PROGRAMME CORE 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

BACHELORS 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.

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

APPENDIX 2
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 Foodservices 1. 2. 3. 4. 5. Introduction to Foodservice System or Introduction to Hospitality Industry Catering System and Operations or Foodservice System and Administration Food Safety and Law or Food Safety and Regulations Hygiene and Sanitation or Hygiene and Well-Being Fundamentals of Cookery (theory and practical)

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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 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/ ETourism/ Computer Reservation System 10. Other related tourism competencies such as: Leisure & Recreation Event Management and Operations Leisure / Recreation 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 Event 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 EventManagement Tool 8. Event Marketing and Social Media 9. Sustainable Event Management 10. Starting an Event Management Business

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

APPENDIX 3
The tables and diagram below provide samples of the main area of studies for Hospitality/Hotel, Tourism, Culinary and Foodservice programmes.

TRAVEL AND TOURISM - Leisure / Recreation - Event

HOSPITALITY / HOTEL - Restaurant (food and beverage) - Accommodation

HOSPITALITY & TOURISM CULINARY - Arts - Science & technology FOODSERVICE - Catering - Institutional food production

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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

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 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

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[PROGRAMME STANDARDS: HOSPITALITY AND TOURISM] 2012 (MQA)

PANEL OF EXPERTS
PROGRAMME STANDARDS: HOSPITALITY AND TOURISM
Malaysian Qualifications Agency would like to thank the following experts for their support and contribution towards the production of this document.

NO 1.

PANEL Prof. Madya Dr. Rahmat Hashim - Chairman Prof. Dr. Nor Khomar Ishak

ORGANISATION Universiti Teknologi MARA (UiTM)

2.

University of Management and Technology (UMTECH) Universiti Malaysia Sabah (UMS)

3.

Prof. Madya Dr. Jennifer Chan Kim Lian Prof. Madya Dr. Mohamad Abdullah Hemdi Prof. Madya Chek Zaini Hassan

4.

Universiti Teknologi MARA (UiTM, Penang) Universiti Sains Islam Malaysia (USIM) Taylors University Politeknik Merlimau Melaka Malaysian Association of Tour and Travel Agent (MATTA)

5.

6. 7. 8.

Ms. Siti Ramadhaniatun Ismail Mr. Khaairuddin Khalil Mr. Ab Rahman Bin Mohd Ali

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