Module Study Guide

Academic Year 2019–2020

Strategic Food and Beverage

Management
TH6AH00O/ TH6BA00O/ TH6HY00O/ TH6PU00O
/TH6DE00O/ TH6GO00O/ TH6KA00O/ TH6KH00O

Level: 6
Credits: 20

Academic Partner: IIHM / IAM

Version No. 2.1 © University of West London 2018

Table of contents
Key team contact details ................................................................................................... 3
1 Module overview............................................................................................................... 4

1.1 Introduction, aims and summary of content ......................................................... 4

1.2 Learning outcomes to be assessed....................................................................... 4
1.3 Scheduled contact hours........................................................................................ 4
2 Assessment and feedback ............................................................................................... 5

2.1 Summative assessment grid .................................................................................. 5

2.2 Assessment brief including criteria mapped to learning outcomes ................... 5
2.3 Learning materials ................................................................................................ 10
3 Things you need to know ................................................................................................ 11

3.1 Attendance ............................................................................................................. 11

3.2 If things don’t go to plan....................................................................................... 11
3.3 Getting support for your studies ......................................................................... 12
3.4 Student support ..................................................................................................... 12
3.5 Module evaluation – have your say! .................................................................... 12

Module Study Guide template – May 2019 2

Key team contact details
Module Leader Nathan Vasanthan
Subject Area & School/College London Geller College of Hospitality and Tourism
Email Nathan.vasanthan@uwl.ac.uk
Phone 0208231 2985
Location WK GF002

Module Tutor Ben Christopherson

Email Ben.christopherson@uwl.ac.uk
Phone 0208231 2609
Location WK GF 002

Course Administrator Ricky Sehgal

Email ricky.sehgal@uwl.ac.uk
Phone 0208 231 2333
Location Administration Centre, HT.GF.004

Subject Librarian James Concannon

Email James.concannon@uwl.ac.uk
Phone 0208 231 2251
Location PE.02.007 – St Marys Road Library

The Course Leader overseeing this module is Ariane Lengyel and can be contacted at

Ariane.Lengyel@uwl.ac.uk .

The Head of Subject overseeing this module is Louise Gill, and can be contacted at
louise.gill@uwl.ac.uk

The Dean of College responsible for this module is James Edmunds, and can be contacted at
James.Edmunds@uwl.ac.uk

The External Examiner responsible for this module is Peter Vlachos - Principal Lecturer, University
of Greenwich

The Academic Partner Link-Tutors responsible for this module are Ariane Lengyel
(Ariane.lengyel@uwl.ac.uk) and Patrick Muigai (Patrick.muigai@uwl.ac.uk)

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1 Module overview
1.1 Introduction, aims and summary of content
Welcome to the Strategic Food and Beverage Management Module. We hope you find the
sessions interesting and they provide you with a comprehensive understanding of the food and
beverage landscape. This module study guide (MSG) is designed to help you follow and
successfully complete the module. It contains important information so you are encouraged to
read it carefully and ask any questions you might have. Like all modules, this demands a lot of
hard work and that you take an active role in its study. Please do not hesitate to ask for guidance
or assistance should you require it.

1.2 Learning outcomes to be assessed

LO1 Assess operational systems for their effectiveness and critically appraise

operational planning and implementation within hospitality units.

LO2 Analyse operational performance and make recommendations through developing

performance indicators.

LO3 Identify and evaluate the importance of marketing sales and promotion in

relation to food and beverage management.

LO4 Appraise the food and beverage consumer and consumer product

relationship.

1.3 Scheduled contact hours

Teaching Contact Hours 42 hours

Independent Study Hours 158 hours

Total Learning Hours 200 hours

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2 Assessment and feedback
2.1 Summative assessment grid

Word Count
Type of Pass Submission due-date & Method of Submission
or Weighting
Assessment Mark time & Date of Feedback
equivalent

A1:Individu
Turnitin
al Report
2500 words 60% Date/time
Date
LO,1,3 &4

A2: Group 40%

Presentatio
15min plus 5 Turnitin
n
min Q&A 40% Date/time
session Date
LO:1,2,3
&4

2.2 Assessment brief including criteria mapped to learning

outcomes
Assessment 1 (A1)

Assessment task: Individual Report

Weighting: 60%

Date/time/method of submission: See Blackboard

All work should be submitted on Turn-it-in

Word count or equivalent: 2500 words

Details of assessment:
Assessment Briefing:
You are required to write an academic report from a consultancy perspective where you analyse and
evaluate the success of one food and beverage operation. Prior to writing the report you must visit the
operation so as to ensure that you have an overview of the operation.
Research
Before you visit the food and beverage operation you must design a checklist to evaluate the business,

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based on relevant academic theories. The checklist must be included in your appendices and should
include the evaluation of the operation.

Report Structure
The report must be written in standard academic format including a summary, contents page,
introduction, main body, conclusion, recommendations, reference list, and appendices. All references
must be in Harvard format.

Your report must include the following:

Discussion on the sector that the operation belongs to e.g. casual dining sector, fine dining sector, fast
food sector, and its particular characteristics.
Type of operation and the markets it is serving
What are the operation’s customer profiles? Discuss the evolution of the hospitality consumer and
evaluate how it relates to the customer profiles of your selected operation.

The design of the check list must include the following:

Menu Evaluation (e.g. Food quality, innovativeness, presentation)

Food Quality (e.g. Presentation, texture, taste, value for money)
Human Resources (e.g. Friendliness, Effectiveness)
Overall Customer Experience (e.g. Cleanliness, ambience, atmosphere, emotions).
Marketing communications (Branding, sales promotions, digital and interactive media).

Provide at least three recommendations which may improve the business in the areas of marketing and
staffing (All recommendations must only be based on problems identified within the report).

The practices observed in the establishments must be compared to academic theory throughout the
report. Your conclusion should summarise the most important findings, and evaluate the overall
effectiveness of the operations from the point of view of meeting customer expectations and
maximising revenue.
Evidence should be provided in the appendices to support your work, completed check-lists, menus
and photographs. All documents in the appendices should be clearly referred to in the main text.

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Content (40%)
The content is clearly related
to the area of study. There
should be a comprehensive
knowledge and understanding
of major disciplines with areas
of specialisation in depth,
which must be applied to
practice. The content
demonstrates originality and
creativity. The assessment
guidelines have been followed.
Level of Analysis &
Synthesis (30%)
There should be clear critical
analysis of new and/or
abstract data. There should be
clear synthesis towards a
given purpose and design of
novel solutions. Critical
evaluation of relevant issues
should support conclusion and
recommendations. Evidence
of reflection as appropriate.
Conclusions &
Applications (10%)
Document is well presented
organized and clearly
structured. There is an
introduction which states the
purpose of the piece of work.
There is a logical sequence to
the work. There is a firm
conclusion of the areas
discussed.
Clarity of Expression
(10%)
The piece of work must be
written in a clear, articulate
and fluent manner. Accurate in
spelling and grammar.
Use of Literature and
Quality of Referencing
(10%)
The document must display a
wide range of relevant
literature, research. All key
sources must be cited, and
must maintain accurate use of
Harvard referencing system.
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Assessment 1 Marking Criteria
100-80% 79-60% 59-40% 39-0%
40 - 32 31 - 24 23 - 16 15 - 0
Integration of knowledge Addresses the aims of Not all of the aims of Limited relevance to the
clearly applied and the study. Clearly the study are area of study and practice.
relevant to practice. applied to practice. addressed. Is applied Has not followed the
Evidence of originality There is evidence of to practice. Has assessment guidelines.
and creativity. Has some originality and followed the
followed the assessment creativity. Has assessment
guidelines. followed the guidelines.
assessment
guidelines.
Well-integrated study Identifies the key Attempts to identify Wholly descriptive. Not
with clear evidence of issues. Moderate key issues. Discussion relevant to the area of study.
reflection. Able to discussion of the of views with some No identified viewpoints
identify the components various views. comparisons made expressed. No attempts
of the study clearly. Expresses own and reasonably made at identifying strengths
Discusses a variety of viewpoint presents a argued. Attempts to and weaknesses. No
views. Can identify reasoned argument. identify strengths and reflection identified.
strengths and Identifies strengths weaknesses. There is
weaknesses related to and weaknesses. limited evidence of
argument. Able to make Evidence of reflection reflection.
constructive is present.
conclusions.
Well presented. Good Attention has been An attempt has been Poorly presented, organised
organization and paid to the made at the and structured. No
structure. Clear presentation, presentation, introduction. No discussion.
introduction. Widely organisation and organisation and No firm conclusion.
discussed. Firm structure. Clear structure of the study.
conclusion is present. introduction. The Introduction is present.
discussion is evident. There is limited
Conclusion highlights discussion. A
the main points of the conclusion is
work. presented.
Articulate and fluent. Meaning clear. Parts Meaning is clear. Vague, does not get to the
Good spelling and of the study Spelling, grammar and point. Poor spelling and
grammar. demonstrate fluency. proof reading requires grammar. Proof reading is
Spelling/and or improvement. needed.
grammar needs
improvement.
Extensive range of Moderate range of Limited use of relevant Minimal use of relevant
relevant relevant literature/research has literature/research evidence.
literature/research has literature/research has been used. Limited in Limited in depth and
been used. Appropriate been used. depth and complexity complexity for the area of
in depth and complexity Appropriate in depth for the area of study. study. No use of an
to the area of study. All and complexity to the Key sources are cited. accepted referencing
key sources cited. area of study. Most Does not maintain an system.
Accurate use of an sources cited using an accurate referencing
acceptable referencing acceptable referencing system.
system. system.
7
Assessment 2 (A2): Weighting: 40%
Group Presentation (4-5 students per group)
15 minute presentation + questions
Assessment task: Group Presentation (5 Students maximum per group) based on a case study

Date/time/method of submission: In class weeks <See Blackboard > according to the schedule
given by your lecturer.

All slides (one set per group) to be submitted on Turn-it-in by <See Blackboard>.
Word count or equivalent: 15 minutes and there will be an additional 5 minutes time for questions
from the audience.

Failure by any student to participate in the presentation will result in that student failing the
assessment so please ensure you are available

Additional marks will be awarded for engaging audience’s interest, promoting questions and your
ability to lead a discussion/ answer their questions.

Assessment brief:

You have been recently appointed as the restaurant management team to evaluate RMT’s
restaurant performance and run the operation. You have received the trading results of 2018 – 2019
by the owners (see Appendices A and B) and a copy of the restaurant’s current menu. As part of
the management team you are required to operate the restaurant on behalf of the owners and
suggest ways to turn the business from operating at a loss to a position of profit.

You mission includes the following:

1. Critically evaluate the performance of the restaurant. You must present to the owners the
results of the first-year trading:
Comment on the following:

• Food Sales (Appendices A and B)

• Average Spend per Head (Appendices A and B)
• Beverage Sales (Appendices A and B)
• Wages (Appendix A)
• Marketing (Appendix B)

2. Discuss the budgeting position of the business (15% sales increase for the following year)
Advise the owners about opening another restaurant concept based on current market trends (market
research) and relevant academic theory. You must include a reference list in the full Harvard format
with a minimum of 15 sources including academic books, journal articles and professional press.

3. Make future recommendations for the restaurant (menu management, marketing and
operating costs and financial data available.
For guidance on online submission of assignments, including how to submit and how to access online
feedback, please refer to the UWL Blackboard student-help pages at:
http://www.uwl.ac.uk/blackboardhelp

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 Assessment 2 Group Presentation Marking Criteria
100-80% 79-60% 59-40% 39-20 19-0
40-32 21-24 23-16 15-8 7-0
Context, Knowledge &
Understanding (30%)
Has an ability to work within a Extensive range, Clearly defined Comprehensive and Moderate range with Poor and limited use
research based framework and depth and range and depth relevant detail but some relevant of relevant material.
demonstrate comprehensive/ complexity of of relevant lacking depth. Meets material, little depth. Does not meet most of
detailed knowledge of major relevant material. material. Meets most of the learning Does not meet some the learning outcomes.
discipline with areas of Meets all all of the outcomes. Uses of the learning Minimal use of
specialisation showing in depth theoretical learning some mostly outcomes. Limited and examples.
understanding. learning outcomes. Uses relevant examples. not all relevant use of
outcomes. Uses many relevant examples.
extremely detailed examples.
and relevant
examples.

Problem Solving (25%)

Demonstration of the ability to Always able to Always confident Usually confident Usually confident in Rarely demonstrates
diagnose and apply appropriate isolate, assess and flexible in and flexible in identifying and confidence or flexibility
and selective conceptual and resolve identifying and identifying and defining complex in identifying and
knowledge to a practical problems of all defining complex defining complex problems and in the defining complex
problem/case in order to degrees of problems and in problems and in the application of problems and the
produce value, creative/original predictability in an the application application of appropriate knowledge application of
analysis. autonomous of appropriate appropriate and skills to their appropriate knowledge
manner. knowledge and knowledge and skills solution but need to and skills for their
skills to their to their solution. develop more solution.
solution. flexibility.
Synthesis (25%)
Ability to organise and present Clear evidence of Able to Able to reformat a Shows some ability to Unable to reformat
arguments fluently and lucidly synthesis/creativity synthesise range of information reformat a range of data to fit the given
with a high level of critical and a highly range of to a given purpose. data but not always purpose.
analysis, amply supported by methodical information appropriately for the
evidence, citation or quotation. A approach to use of towards given given purpose.
highly-developed capacity for more complex purpose and can
original, creative and logical information to suit be creative in
thinking. given purpose. terms of format.

Time Keeping (10%)

Time allowance is used Extensive range, Clearly defined Has good working Moderate range with Poor understanding of
effectively and efficiently. There depth and range and depth knowledge and some relevant the topic, did not
is a good balance across complexity of of relevant relevant detail but material, little depth. answer the question.
different sections of the relevant media. media in most lacking depth in
presentation. The presentation is areas. most areas.
paced appropriately and kept
within the time limit allowed.

Presentation Style (10%)

The presentation is interesting A sophisticated A presentation A coherent Very little defined Failure to carry out the
and keeps audience attention. presentation that that substantially presentation but with structure or analysis; task assigned;
Individuals in the group do not explores the topic explains and some omissions or very little or unstructured content;
read from cards but speak in an informed and conveys a very lack of clarity in the inadequate no preparation; no
naturally and fluidly. When not perceptive way; good discussion of preparation; failed to evidence of having
speaking, team members are different understanding of concepts and ideas; integrate individual worked with other
attentive and act appropriately. components the topic; only limited component into the students to create a
Body language is appropriate for integrated very different integration of group presentation; coherent group
a professional presentation. effectively into the components different poor delivered presentation; poor
Students are appropriately group presentation integrated components into the presentation with very delivery and no
dressed (e.g. professionally and and agenda; effectively into a group presentation, little engagement with engagement with the
in a manner indicative of a enthusiastic and group relatively clear the audience. audience.
business analyst). engaged delivery presentation and delivery conveying
that makes the agenda; very some ideas and
audience want to effective in information with
listen. conveying some audience
information, engagement.
ideas and
concepts to the
audience.

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http://www.uwl.ac.uk/blackboardhelp

2.3 Learning materials

The reading list for this module is available on Blackboard in the module area or by
searching https://uwl.rl.talis.com/index.html. This shows real-time availability of books in the library and
provides direct links to online resources, recommended by your lecturer.
Remember to log into Blackboard daily to receive all the latest news and support available at
your module sites!
Subject guides (https://www.uwl.ac.uk/library/finding-and-using-information/subject-guides-libguides)
are also available to help you find relevant information for assignments, with contact details of the
Academic Support Librarian for your School.

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3 Things you need to know
3.1 Attendance
Attendance is crucial for your success as a student. Over the years, it has become clear that there is a
very clear link between students’ attendance levels and their module marks, so please make sure you
give yourself the best possible chances for success through attending your classes, seminars and
tutorials. You are expected to attend all forms of learning activity associated with your course of study
regularly, and to engage in your course as required by the University’s Attendance and Engagement
Monitoring Policy. Attendance is monitored using student-card swipe data so please always remember
to ‘touch-in’ with your ID card for each class you attend. This may also affect your scholarships, so
don’t forget to tap in!
International students on a Tier-4 visa have additional requirements in relation to attendance, which are
detailed in the Attendance and Engagement Monitoring Policy.
All students should refer to the published Attendance and Engagement Monitoring Policy –
https://www.uwl.ac.uk/students/current-students/policies-procedures-and-regulations – and if your
course is accredited by a professional body, also to specific course requirements.

3.2 If things don’t go to plan

The University recognises that there are times when you may encounter difficulties during your course
of study and provisions are made to help you. In all cases, you should speak to your Personal
Tutor/Module Leader and seek advice as soon as possible.
If you think you need a little more time past the original deadline, you can approach your Module
Leader for a 10-day extension initially.
If an extension is not sufficient and your circumstances have prevented you from submitting on time
then you may for instance be able to apply for mitigation. You are encouraged to seek advice from the
Students’ Union Advice Service who can support you. Click the link and go to the ‘advice’ section:
https://www.uwlsu.com/
Please refer to the University Academic Regulations for further guidance on extensions and mitigation:
https://www.uwl.ac.uk/students/current-students/extensions-and-mitigating-circumstances
If you fall below the pass mark or fail to submit to all elements or part of a module’s assessments, you
will be required to do a resit, normally at the next opportunity. Resits do not involve re-enrolment and
attendance at classes.
Failure of a resit means you are required to retake the module. Retakes involve re-enrolment,
attendance, payment of tuition fee and completion of all elements of the module, and the submission of
all assessments. If your course is accredited by a Professional, Statutory and Regulatory Body
(PSRB) certain rules may apply to you; please check this with your Course/Module Leader.
Please refer to the University’s Academic Regulations for further guidance; see
https://www.uwl.ac.uk/students/current-students/policies-procedures-and-regulations
If your course is accredited by a professional body, the module requirements outlined in the above
document will specify the elements of assessment that must be passed, those that must be taken, and
those that are optional. The relevant Professional, Statutory and Regulatory Body (PSRB) rules also

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apply in such cases.
You are reminded that the University applies penalties to students who commit an academic offence, in
which case the Academic Offences Regulations will be used to deal with any cases of academic
misconduct including examination offences, plagiarism and other means of cheating to obtain an
advantage.
If you have an issue or complaint about the module, you should speak to your Module Leader, Tutor or
Course Leader informally in the first instance. Your Course Representative can also raise your
concerns at Course Committees, which take place each semester. If you are unable to resolve it
informally, you should refer to the Complaints Procedure which is outlined in the Student Handbook
(https://www.uwl.ac.uk/students/current-students/student-handbook) and consult the Students’ Union
about it. The University aims to ensure that issues are resolved informally as quickly as possible to
have minimum impact on your studies.

3.3 Getting support for your studies

Throughout your course of study, you will have access to a wide variety of sources of support
depending on your individual circumstances and needs. Your first point of call for getting general
academic support is your Personal Tutor. As well as approaching your Module Leader with any
questions specifically related to your module and your Course Leader with questions on your Course,
do contact your Personal Tutor for academic advice in relation your studies and your academic
development.
Apart from the University-wide support framework, which encompasses the Module Leaders, Course
Leader, the Subject Librarian and your Course Administrator, you will also have at your disposal the
UWL Engagement Team. The Engagement Team offers Academic Skills Workshops throughout the
year, helping you to develop skills relevant to your degree. Workshops include for instance Essay
Planning and Writing; Critical Thinking; Reflective Writing; Group Work and Presentation Skills.
Contact the Engagement Team at: Academic.Workshops@uwl.ac.uk
Maths Support, English Language support and One-to-one academic support opportunities are also
available. For information about all these services go to the Engagement Team’s website –
https://www.uwl.ac.uk/students/support-services-for-students/engagement-team

3.4 Student support

In addition to the support listed in the previous section, there is also more help offered by UWL Student
Support Services. These are located in The Street at St Mary’s Road, Ealing campus, but offer drop-in
sessions at all UWL sites. They offer a wide range of support and advice services consisting of Student
Advice, and Funding & Immigration advice; Careers; Counselling; Disability/Mental Health; Inter-faith
Advisor; Placement & Employment; Volunteering; Student Welfare; and Scholarships and Bursaries.
Contact Student Services (general) for more information at:
Email: studentservices@uwl.ac.uk
Tel. 0208 231 2345.

3.5 Module evaluation – have your say!

Towards the end of the module you will be invited to provide some anonymous feedback to the Module

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Leader through an online survey. This is your opportunity to give some direct feedback about the
module through a series of questions and free text. Your constructive feedback will help the Module
Leader and teaching team to understand the module experience from your perspective and helps
inform the development of the module. At the end of the survey period, a response to the survey will
be available on Blackboard so that you can see exactly how your voice has been heard.

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