PS Hospitality and Tourism (Eng)

8/13/2019 PS Hospitality and Tourism (Eng)

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PROGRAMME

STANDARDS:

HOSPITALITY

ANDTOURISM

MQA 2012


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

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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.


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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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.


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.


i. synthesise and integrate information for knowledge advancement;

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

context in solving complex situations;

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

knowledge;

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

responsible manner; and

v. nurture intellectual and professional growth through lifelong learning.

DOCTORAL DEGREE

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

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

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

contributing to the advancement of knowledge culturally, ethically; and

professionally.


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

research;

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

iii. present research findings in accordance with international publication

standards;


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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]


Module Categories Percentage (%) Credits

Compulsory Module 1017 915

Common Core 2023 1821


Option / Electives 07 06

Industrial Training (minimum 4 months)

Best practices: upon completion of all thecourses

913 812

Total 100 90



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Delivery methods:

Lectures, tutorials and industry guest speakers

Practical classes

Laboratory work

Field visits

Industrial training


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

their respective area of study. For example:


Diploma in Hotel Management, Diploma in Resort Management


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

Travel Management, Diploma in Club Management, Diploma in Recreation

Management, Diploma in Leisure Management

iii. Culinary

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

iv. Foodservice

Diploma in Foodservice Management, Diploma in Restaurant Management,

Diploma in Catering Management


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BACHELORS DEGREE [120 CREDITS]


Module Categories Percentage (%) CreditsCompulsory Module 813 915



Option / Electives / Minor 023 027

Industrial Training (minimum 4 months)

Best practices: upon completion of all thecourses

710 812

Total 100 120


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


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

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


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

Hotels and Restaurants


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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]



Common Core 1520 68

*Core 7595 3038


Total 100 40

*Core - project and dissertation

Delivery methods:

Lectures

Field visits

Case study

Project based assignment


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

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

For example:

i. Hospitality

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

Human Resource Management, Master in Hospitality Investments and Finance


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

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

Management)

iii. Culinary- Master in Gastronomy

iv. Foodservice

Master in Foodservice Management, Master in Catering System Management

MASTERS DEGREE BY MIXED MODE [40 CREDITS]

Research and coursework-based programme.



Core* 4070 1628


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


(%)*

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


(%)*

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


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


(%)*

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


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


(%)*

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


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


MASTERS DEGREE

1. A recognised Bachelors Degree.

or


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


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).




Staff-student ratio


Skill based classes ratio1:20


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BACHELORS DEGREE


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).






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.


Full-time and part-time teaching facultyat least 40% of the staff are full-time


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Overall supervisor-student ratio1:7

Masters Degree by Research


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)

PS Hospitality and Tourism (Eng)

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