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PROGRAMME
STANDARDS:
HOSPITALITY
ANDTOURISM
MQA 2012
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LIST OF CONTENTS
1. ABBREVIATION 3
2. GLOSSARY 4
3. INTRODUCTION 7
4. PROGRAMME AIMS 11
5. LEARNING OUTCOMES 14
6. CURRICULUM DESIGN AND DELIVERY 19
7. ASSESSMENT OF STUDENTS 25
8. STUDENT SELECTION 33
9. ACADEMIC STAFF 35
10. EDUCATIONAL RESOURCES 40
11. PROGRAMME MONITORING AND REVIEW 43
12. LEADERSHIP, GOVERNANCE AND ADMINISTRATION 45
13. CONTINUAL QUALITY IMPROVEMENT 48
14. APPENDIX 1 49
15. APPENDIX 2 51
16. APPENDIX 3 53
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ABBREVIATION
1. CGPA Cumulative Grade Point Average
2. COPIA Code of Practice for Institutional Audit
3. COPPA Code of Practice for Programme Accreditation
4. CPD Continuous Professional Development
5. GGP Guidelines to Good Practices
6. HEP Higher Education Provider
7. MQA Malaysian Qualifications Agency
8. MQF Malaysian Qualifications Framework
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GLOSSARY
1. Academic staff
qualification
Formal education received from a recognised higher
learning institution locally or internationally
2. Academic staff
ratio
Number of full-time academic staff against the number of
part-time academics in a particular programme or
department /faculty
3. Case analysis A case study or analysis involves the selection and
presentation of material providing a description of people,circumstances, processes and/or events that represent an
illustrative example within a particular area or topic of
study.
4. Formative
assessment
The assessment of student progress throughout a course,
in which the feedback from the learning activities is used
to improve student attainment.
5. Individual or
group
assignments /
project
Individual or group (2 or more members) assignments /
projects are unsupervised pieces of work to solve certain
issues or questions that often combine formative and
summative assessment tasks.
A piece of writing that addresses an issue or raises a
question. It must include appropriate data or information to
illustrate the issue in a logical sequence. Then the data is
analysed and the issues is commented on critically.
6. Industrial training
reports
A document that record the students experiences
throughout his or her industrial placement period. The
report is expected to demonstrate the students
development of practical and professional skills in his or
her specific area of study through technical experience
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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 experimentor 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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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 extendedpiece of work involving
inquiry-based activities. The project may be big or small
and undertakenby 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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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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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
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 industrysenvironment 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 andtourism education which can be divided into four major sub-disciplines
Managerial and entrepreneurial
skills
Information management and
lifelong learning skills
Problem solving and scientific
skills
Communication, leadership and
team skills
Values, attitudes and
professionalism
8
7
6
5
4
Social skills and responsibilities
Practical skills
Knowledge
3
2
1
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(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 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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BACHELORS DEGREE
The programme aims at Bachelors Degree level are to provide students with in-
depth knowledge and skills, critical thinking skills, creativity and innovation in a
specialised area of studies. This includes contextual understanding,
entrepreneurship and professionalism to perform effectively and ethically and to be
culturally sensitive in their specialised areas of Hospitality and Tourism, hence
influencing personal achievement and lifelong learning, and industry development.
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 tocontribute effectively, culturally and ethically in their specific areas of Hospitality and
Tourism leveraging lifelong learning, and industry development.
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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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LEARNING OUTCOMES
Learning Outcomes are detailed statements described in explicit terms of learners
achievement and they are to be assessed upon completion of a period of study.
The quality of a programme is ultimately assessed by the ability of the learner to
carry out their expected roles and responsibilities in society. This requires the
programme to have a clear statement of the learning outcomes to be achieved by
the learner" (COPPA, 2008, pp.11).
These learning outcomes should cumulatively reflect the eight domains of learning
outcomes, which are significant for Malaysia (MQF, 2007, Para 15, pp. 4) and are
related to the various levels of taxonomy accordingly, in line with national and global
developments.
Normally, learning outcomes are expressed by Upon completion of the programme,
graduates will be able to...
CERTIFICATE
The programme aims at Certificate level are to provide students with fundamental
knowledge, basic technical and operational skills, and entrepreneurial skills to
perform effectively and ethically, and to be culturally sensitive in their specific areas
of Hospitality and Tourism, hence influencing personal achievement and continuous
improvement, as well as industry development.
Upon completion of the programme, graduates will be able to:
i. demonstrate an understanding of basic knowledge in their field of study;
ii. demonstrate the ability to perform operational skills in accordance with ethical
and legal practices;
iii. use basic tools and techniques in solving task-related problems;
iv. demonstrate basic entrepreneurial skills;
v. demonstrate teamwork, interpersonal and social skills;
vi. practise within safety, health and hazard rules and regulations; and
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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. 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.
BACHELORS DEGREE
The programme aims at Bachelors Degree level are to provide students with in-depth knowledge and skills, critical thinking skills, creativity and innovation in a
specialised area of studies. This includes contextual understanding,
entrepreneurship and professionalism to perform effectively and ethically and to be
culturally sensitive in their specialised areas of Hospitality and Tourism, hence
influencing personal achievement and lifelong learning, and industry development.
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Upon completion of the programme, graduates will be able to:
i. apply in-depth knowledge and skills in the area of specialisation;
ii. communicate ideas and information effectively;
iii. seek and analyse information for decision making;
iv. display leadership and entrepreneurship qualities ethically;
v. demonstrate creativity and innovativeness in operational issues;
vi. demonstrate managerial attributes, teamwork, interpersonal, and social skills;
vii. apply professionalism in accordance with ethical and legal practices; and
viii. nurture intellectual and professional growth through lifelong learning activities.
MASTERSDEGREE (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 industrydevelopment.
Upon completion of the programme, graduates will be able to:
i. synthesise and integrate information for knowledge advancement;
ii. apply generic advanced knowledge from an inter-disciplinary context in
solving complex problems;
iii. apply a systematic approach in discovering and communicating complex
ideas and knowledge;
iv. display leadership and entrepreneurship qualities ethically and effectively;
and
v. nurture intellectual and professional growth through lifelong learning.
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MASTERSDEGREE (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. synthesise and integrate information for knowledge advancement;
ii. apply in-depth knowledge from a multi-disciplinary and inter-disciplinary
context in solving complex situations;
iii. apply a systematic approach in discovering and communicating ideas and
knowledge;
iv. display leadership and entrepreneurship qualities ethically and in a socially
responsible manner; and
v. nurture intellectual and professional growth through lifelong learning.
DOCTORAL DEGREE
The programme aims at Doctoral Degree level are to provide candidates with the
ability to undertake and disseminate original and scholarly research at the forefront
of their respective fields of study in accordance with international standards, thus
contributing to the advancement of knowledge culturally, ethically; and
professionally.
Upon completion of the programme, graduates will be able to:
i. demonstrate scholarship and critical investigation in the selected areas of
research;
ii. contribute original ideas that broaden the boundaries of knowledge;
iii. present research findings in accordance with international publication
standards;
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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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CURRICULUM DESIGN AND DELIVERY
For the purpose of this document, programmes offered by higher education
providers will have the term curriculum design and delivery used interchangeably
with programme design and delivery. Programme means an arrangement of
courses that are structured for a specified duration and learning volume to achieve
the stated learning outcomes, usually leading to an award of a qualification (COPPA,
2008, pp.14).
The major areas are Hospitality/Hotel, Travel and Tourism, Culinary and
Foodservice.
The matrices below represent the benchmark required for all levels of qualifications.
CERTIFICATE [60 CREDITS]
Programme Structure:
Module Categories Percentage(%)
Credits
Compulsory Module 15 9
Common Core - -
Area of Concentration / Programme Core* 65 39
Option / Electives - -
Industrial training (minimum 4 months)
Best practices: upon completion of all the courses
1320 812
Total 100 60
*All practical / laboratory based courses in the programme core must achieve at least 70%of the practical component in the specific trades or skills (refer to Appendix 1).
Delivery methods:
Lectures / tutorials
Practical classes / laboratory work
Field visits
Industrial training
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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 Percentage (%) Credits
Compulsory Module 1017 915
Common Core 2023 1821
Area of Concentration / Programme Core* 5767 5160
Option / Electives 07 06
Industrial Training (minimum 4 months)
Best practices: upon completion of all thecourses
913 812
Total 100 90
*All practical / laboratory based courses in the programme core must achieve at least 70%of the practical component in the specific trades or skills (refer to Appendix 1).
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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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BACHELORS DEGREE [120 CREDITS]
Programme Structure:
Module Categories Percentage (%) CreditsCompulsory Module 813 915
Common Core 1518 1821
Area of Concentration / Programme Core* 4055 4866
Option / Electives / Minor 023 027
Industrial Training (minimum 4 months)
Best practices: upon completion of all thecourses
710 812
Total 100 120
*All practical / laboratory based courses in the programme core must achieve at least 70%of the practical component in the specific trades or skills (refer to Appendix 1).
Note: Those who do not have a Certificate or Diploma in the related field core courses arerequired 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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ii. Travel and Tourism
Bachelor in Tourism Management, Bachelor in Tourism Planning, Bachelor in
Travel Management, Bachelor in Event Management, Bachelor in Park and
Recreation Management, Bachelor in Tourism Management (Event
Management)
iii. Culinary
Bachelor in Culinary Arts, Bachelor in Gastronomy
iv. Foodservice
Bachelor in Foodservice Management, Bachelor in Institutional Management,
Bachelor in Catering Management
MASTERS DEGREE BY COURSEWORK [40 CREDITS]
Programme Structure:
Module Categories Percentage (%) Credits
Common Core 1520 68
*Core 7595 3038
Option / Electives 015 06
Total 100 40
*Core - project and dissertation
Delivery methods:
Lectures
Field visits
Case study
Project based assignment
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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 Percentage (%) Credits
Common Core 1030 412
Core* 4070 1628
Option / Electives 020 08
Total 100 40
*The ratio for coursework: research for Research University (RU) is 30:70.
MASTERS DEGREE BY RESEARCH
No given credit value.
DOCTORAL DEGREE BY RESEARCHNo given credit value.
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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. Summative and formative assessments;
ii. Knowledge and understanding (the cognitive domain) should be tested through
written, oral or other suitable means but practical skills should be tested by
practical evaluation such as laboratory tests;
iii. In modules requiring practical skills, a pass in practical evaluation is compulsory
(A pass implies that the examiner is satisfied that the candidate has met the
learning outcomes of the particular subject);
iv. Candidates are required to attempt both continous and final evaluations (A passimplies 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
Closed / Open book, Viva Voce, Mid Term;
ii. Coursework
Assignments, Quiz, Laboratory Report;
iii. Projects
Individual / Group; and
iv. Others
Class Participation, Group Activities and Presentation
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Suggested analysis for each level (from Certificate to Doctoral Degree level) is illustrated below:
Learning Outcomes
ProgrammeLevel
ContinuousAssessment
(%)*
FinalAssessment
(%)
BloomsTaxonomy -
Level OfDifficulty
Assessmentcriteria
Assessmenttasks
i. demonstrate an understanding of
basic knowledge in their field of
study;
ii. demonstrate the ability to perform
operational skills in accordance
with ethical and legal practices;
iii. use basic tools and techniques in
solving task-related problems;
iv. demonstrate basic entrepreneurial
skills;
v. demonstrate teamwork,
interpersonal and social skills;
vi. practise within safety, health and
hazard rules and regulations; and
vii. demonstrate self-directed learning
behaviour through lifelong learning
activities.
Certificate 6070 3040 1. Cognitive - C2
2. Psychomotor -
P3
3. Affective - A2
Fundamental
knowledge
Basic skills
Technical skills
Observations
Demonstrations
Practical
assessments
Written Tests
Portfolio/ Log
book
Laboratory
reports
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Learning Outcomes
ProgrammeLevel
ContinuousAssessment
(%)*
FinalAssessment
(%)
BloomsTaxonomy -
Level OfDifficulty
Assessmentcriteria
Assessmenttasks
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 4060 4060 1. CognitiveC3
2. Psychomotor
P4
3. AffectiveA3
Technical
knowledge
Enhanced basic
and technical
skills
Leadership
skills
(supervisory)
Communication
Creativity
Practical
assessments
Written tests
Individual and
group
assignments
Presentations
Industrial reports
Portfolio / log
book
Laboratory
reports
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Learning Outcomes
ProgrammeLevel
ContinuousAssessment
(%)*
FinalAssessment
(%)
BloomsTaxonomy -
Level OfDifficulty
Assessmentcriteria
Assessmenttasks
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
50-60 40-50 1. Cognitive
C5
2. Psychomotor
P6
3. AffectiveA5
In-depth
knowledge
Advanced
technical skills
Critical thinking
skills
Contextual
understanding
Leadership
skills
(managerial)
Transferable
skills
Creative and
innovative
Effective
communication
Written tests
Case analysis
Practical
assessments
Industrial reports
/ portfolio
Individual and
group
assignments
Oral
presentations
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Learning Outcomes
ProgrammeLevel
ContinuousAssessment
(%)*
FinalAssessment
(%)
BloomsTaxonomy -
Level OfDifficulty
Assessmentcriteria
Assessmenttasks
i. synthesise and integrate
information for knowledge
advancement;
ii. apply generic advanced
knowledge from an inter-
disciplinary context in solving
complex problems;
iii. apply a systematic approach in
discovering and communicating
complex ideas and knowledge;
iv. display leadership and
entrepreneurship qualities
ethically and effectively; and
v. nurture intellectual and
professional growth through
lifelong learning.
Masters
Degree by
Coursework
60-70 30-40 1. Cognitive
C6
2. Psychomotor
P7
3. AffectiveA5
Advanced
knowledge and
skills
Creative and
innovative
Leadership
skills
Entrepreneurshi
p mindset
Critical thinking
Strategic
thinking
Problem solving
Research
approach
As a resource
person
Written tests
Project paper &
oral
presentations
Case analysis
Individual and
group projects
Research and
output
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Learning Outcomes
ProgrammeLevel
ContinuousAssessment
(%)*
FinalAssessment
(%)
BloomsTaxonomy -
Level OfDifficulty
Assessmentcriteria
Assessmenttasks
Masters
Degree by
Mixed mode
4050 50-60 1. Cognitive
C6
2. Psychomotor
P7
3. AffectiveA5
Advanced
knowledge
and skills
Contributions
to the body of
knowledge
Creative and
innovative
Research
approach
As a resource
person
Written tests
Project paper &
oral
presentations
Case analysis
Individual and
group projects
Research and
output
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LEARNING OUTCOMESPROGRAMME
LEVEL
CONTINUOUS
ASSESSMENT
(%)*
FINAL
ASSESSMENT
(%)ASSESSMENT CRITERIA
ASSESSMENT TASKS
i. synthesise and integrate information for
knowledge advancement;
ii. apply in-depth knowledge from a multi-
disciplinary and inter-disciplinary context
in solving complex situations;
iii. apply a systematic approach in
discovering and communicating ideas and
knowledge;
iv. display leadership and entrepreneurship
qualities ethically and in a socially
responsible manner; and
v. nurture intellectual and professional
growth through lifelong learning.
Masters
Degree by
Research
0 100 Contributions to the
body of knowledge
Creativity and
innovation
Research approach
As a resource
person
Thesis
Viva Voce
i. Demonstrate scholarship and critical
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;
Doctoral
Degree
0 100 Enhancing body of
knowledge
Addressing different
perspectives
Research approach
As a resource
person in the field
Thesis
Viva Voce
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LEARNING OUTCOMESPROGRAMME
LEVEL
CONTINUOUS
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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STUDENT SELECTION
This section of the Programme Standards concerns the recruitment of students into
the individual programme of study. In general, admission policies of the programme
need to comply with the prevailing policies of the Ministry of Higher Education
(MoHE). There are varying views on the best method of student selection. Whatever
the method used, the Higher Education Provider (HEP) must be able to defend its
consistency. The number of students to be admitted to the programme is determined
by the capacity of the HEP and the number of qualified applicants. HEP admission
and retention policies must not be compromised for the sole purpose of maintaining
a desired enrolment. If an HEP operates geographically separated campuses or if
the programme is a collaborative one, the selection and assignment of all students
must be consistent with national policies (COPPA, 2008, pp.17).
The standards are created keeping in mind the generic national higher education
policies pertaining to minimum student entry requirements. The HEP must take
cognisance of any specific policies that may apply to their individual institution.
The benchmarked standards for selection of students into Hospitality/Hotel, Travel
and Tourism, Culinary and Foodservice programmes are as follows:
CERTIFICATE
1. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 1 credit in any subject.
or
2. Any other equivalent qualifications.
DIPLOMA
1. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 5 creditsor its equivalent.
or
2. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 1 credit and Skill
Certificate at Level 3 (Sijil Kemahiran Malaysia, SKM).
or
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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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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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Academic staff ratio
Full-time and part-time facultyat 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 ratio1:20
Skill-based classes ratio1:15
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 facultyat 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 ratio1:20
Skill based classes ratio1:20
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BACHELORS DEGREE
Academic staff qualification
i. Masters Degree in a relevant field.or
ii. BachelorsDegree 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 facultyat 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 ratio1:30
Skill-based classes ratio1:25
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 facultyat least 40% of the staff are full-time
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Staff- student ratio
Overall staff-student ratio1:10
Overall supervisor-student ratio1:7
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 ratio1:7
DOCTORAL DEGREE
Academic staff qualification : Doctoral Degree in a relevant field.Staff-student ratio : Overall Supervisor-Student ratio1:7
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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relevant training per year or participation or involvement in their respective
field of expertise.
ii. The staff are encouraged to undergo training on basic teaching and learning.
iii. The staff are encouraged to participate in industry attachments.
iv. The staff are encouraged to be involved in research, consultation and
community services.
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EDUCATIONAL RESOURCES
Adequate educational resources are necessary to support the teaching-learning
activities of the programme. These resources include finance, expertise, physicalinfrastructure, 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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2) Teaching facilities and educational resources required for the fields of
Travel and Tourism, Hospitality/Hotel, Culinary and Foodservice.
Travel and Tourism Hotel Culinary Foodservice
etourism
(Laboratory and
software)
Training tour
operations/ travel
bureau (Office
room)
Training hotel
room
Training front
office reception
counter (with
software)
Training
restaurant
Training
beverage counter
Basic kitchen (*)
Training
commercial
kitchen
Storage
facilities
Basic kitchen
(*)
Training
commercial
kitchen
Storage
facilities
Training
restaurant Basic kitchen
(*)
All the above facilities must be appropriately and adequately equipped.
(*)Basic kitchen: utensils, oven, refrigerator / chillers, freezer, stove, storage area,
washing area and working table and the basic kitchen must meet minimum safety
standards
3) Student work-integrated facilities
In-house training facilitiesown 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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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 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 continualimprovement of the programme.
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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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LEADERSHIP, GOVERNANCE AND ADMINISTRATION
ACADEMIC LEADERSHIP
Under any circumstances, an educational institute needs to be pragmatic in building
the link between education and the needs of society and economy. Educational
institutions are expected to be more accountable and responsible to society. Like
any other organisations, educational organisations need to address the issue of
performance and effectiveness, not to mention scholarship. Hence, leadership
qualities are an essential component in advocating good governance and
administration in an excellent organisation. Nevertheless, hospitality and tourism
schools, depending on where they are situated, are based on different structures and
educational philosophies. Hence, the management structure and functions of the
faculty, department and school and their relationships within the institution must be
defined, translated and publicised to the various levels of management and
programme offerings based on transparency, equality, objectivity, authority, self-
monitoring and accountability.
The magnitude of changes to the educational systems and demands requires
effective leadership. Regardless of the faculty, department and school size, this
document acts as a reference point toward educational effectiveness and
performance excellence.As such, leadership issues are central in determining the
direction of hospitality and tourism education so that others can follow. A person
holding the programme leadership position must:
have relevant academic qualifications and experience in the area of study. be able to demonstrate and reflect a broad-based view and perception of the
industry and its impact on the environment and society;
have the ability to inspire others to perform at their full potentials;
have the ability to listen and communicate effectively and with sensitivity to
both individuals and groups;
be able to show a strong commitment in translating the 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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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 withstakeholders
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 itsmission and vision in supporting institutional effectiveness;
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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 academicprogrammes; 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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CONTINUAL QUALITY IMPROVEMENT
Increasingly, society demands greater accountability from the Higher Education
Providers (HEPs). Needs are constantly changing because of the advancements inscience and technology, and the explosive growth in global knowledge, which are
rapidly and widely disseminated. In facing these challenges, HEPs have little choice
but to become dynamic learning organisations that need to continually and
systematically review and monitor the various issues so as to meet the demands of
the constantly changing environment (COPPA, pp.30-31).
The HEPs are expected to provide evidence of their ability to keep pace with
changes in the field and with the requirements of stakeholders. These may be
demonstrated by, but are not limited to:
1. a curriculum review conducted at least once every three years; except for
Certificate level programmes which are to be reviewed every two years;
2. continuous quality assessment processes by external reviewers who are
qualified in the relevant fields;
3. linkages with related departments, agencies and industries;
4. a continuous review of industrial practices and records;
5. dialogue sessions with stakeholders at least once every two years;
6. an active participation of academic staff at relevant conferences, seminars,
workshops and short courses;
7. presentations by invited speakers, local or international; and
8. organising of conferences, seminars and workshops.
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APPENDIX 1
The tables below provide samples of Body of Knowledge for Hospitality and Tourism
areas / programmes.
CERTIFICATE
NO. AREA Compulsory Programme Core
1. Front office (Services) a. Reception
b. Reservation Service
c. Night Auditing
d. Concierge Service
2. Housekeeping a. Laundry Service
b. Room Service
c. Public Area
3. Food and beverage a. Dining Room Service
b. Beverage Service
c. Banquet Service
d. Room Service
4. Tourism a. E-Tourism Service
b. Travel And Tour Operation(In-Bound/Out-
Bound)
c. Tour Guiding/Tour Leading
d. Transportation Operations
5. Culinary a. Food Preparation
b. Commercial Food Production
c. Kitchen Operation
6. Foodservice (Restaurant) a. Restaurant / Catering Operations
b. Restaurant / Catering Services
c. Food Preparation
d. Commercial Food Production
All practical / laboratory based courses in the programme core must achieve at least 70% ofthe practical component in the specific trades or skills.
DIPLOMA
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NO. AREA COMPULSORY PROGRAMME CORE
1. Hospitality / Hotel
(Operation / Management)
a. Front Office Management
b. Housekeeping Management
c. Food And Beverage Management
d. Food Production
e. Room Division Management
2. Culinary a. Food Preparation
b. Commercial Food Production
c. Food Safety
d. Kitchen Management
3. Foodservice (Restaurant) a. Restaurant / catering management
b. Restaurant / catering servicesc. Food preparation
d. Commercial food production
BACHELORS DEGREE
Note:
Each specific area of study must include the components as indicated at the Diploma levelprogramme, but at a higher level, for example in the Hotel area the courses would be FrontOffice Operational Analysis, Housekeeping Operational Analysis etc.
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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 Management9. 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 Control9. Food Chemistry/Cuisine Science
10. Food Writing
11. Food and Society
12. Food and Eating Behaviour
Foodservices
1. Introduction to Foodservice System or Introduction to Hospitality Industry
2. Catering System and Operations or Foodservice System and Administration
3. Food Safety and Law or Food Safety and Regulations
4. Hygiene and Sanitation or Hygiene and Well-Being
5. Fundamentals of Cookery (theory and practical)
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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 Leisu re / Recreation Event
1. Tourism Fundamentals,
2. Travel and Tour
Management and
Operations
3. Tour Planning
4. Visitor Interpretation or
Tour Guiding Services
5. Travel Package
Development
6. People and Culture
7. Tourism Geographical
Knowledge8. Transportation
Operations
9. Tourism Technology/ E-
Tourism/ Computer
Reservation System
10. Other related tourism
competencies such as:
Leisure & Recreation
Event Management
and Operations
1. The Concept of Leisure &
Recreation
2. Recreational Activities
Delivery
3. Leisure Programme
Design
4. Recreational Facility
Operations and
Management
5. Instructing Recreational
Activities
6. Life Saving7. Managing Recreational
Operations
8. Providing Leisure
Services
9. Resort and Club
Management
1. Introduction to Event
Management
2. Fundamentals of Event
Management
3. Social Event Planning &
Management
4. Corporate Event
Planning & Management
5. Wedding Planning
6. Event Facility
Management
7. Technology as an Event-Management Tool
8. Event Marketing and
Social Media
9. Sustainable Event
Management
10. Starting an Event
Management Business
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APPENDIX 3
The tables and diagram below provide samples of the main area of studies for
Hospitality/Hotel, Tourism, Culinary and Foodservice programmes.
Travel & Tourism
Travel
Tourism and Travel Management
Tourism Industry Management
Tourism Management / Marketing / EntrepreneurshipInternational Tourism Management (Events Management)
International Tourism Management (Travel and Recreation Management)
International Tourism
Travel and Tourism Management
Travel, Tourism and Hospitality Management
Tourist Guide Operations
Tourism Operations
Leisure / Recreation
Leisure and Hospitality Management
Leisure and Recreation Management
Leisure Management
Leisure Studies
Leisure, Outdoor and Adventure Management
Events / MICE
TRAVEL AND TOURISM
- Leisure / Recreation
- Event
HOSPITALITY / HOTEL
- Restaurant (food and beverage)
- Accommodation
CULINARY
- Arts
- Science & technology
FOODSERVICE
- Catering
- Institutional food production
HOSPITALITY &TOURISM
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Hospitality
Accommodation
Accommodation Management
Restaurant ( food and beverage)
Restaurant managementHotel
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 ArtsCulinary 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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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 PANEL ORGANISATION
1. Prof. Madya Dr. Rahmat Hashim
- Chairman -
Universiti Teknologi MARA (UiTM)
2. Prof. Dr. Nor Khomar Ishak University of Management and
Technology (UMTECH)
3. Prof. Madya Dr. Jennifer Chan Kim
Lian
Universiti Malaysia Sabah (UMS)
4. Prof. Madya Dr. Mohamad Abdullah
Hemdi
Universiti Teknologi MARA (UiTM,
Penang)
5. Prof. Madya Chek Zaini Hassan Universiti Sains Islam Malaysia
(USIM)
6. Ms. Siti Ramadhaniatun Ismail Taylors University
7. Mr. Khaairuddin Khalil Politeknik Merlimau Melaka
8. Mr. Ab Rahman Bin Mohd Ali Malaysian Association of Tour and
Travel Agent (MATTA)
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