Malaysian Qualifications Agency
14th Floor, Block B, Menara PKNS-PJ
No. 17, Jalan Yong Shook Lin
46050 Petaling Jaya
Selangor Darul Ehsan
Tel +603-7968 7002
Fax +603-7956 9496
Email [email protected]
Website www.mqa.gov.my
Malaysian Qualifications Agency 2013
ISBN: 978-967-10181-8-7
All the Agency’s publications are available on our website: www.mqa.gov.my
Printed copies are available from:
The Standards Division
Malaysian Qualifications Agency
CONTENTS
FOREWORD i
ABBREVIATION iii
GLOSSARY iv
1. INTRODUCTION 1
2. PROGRAMME AIMS 5
3. LEARNING OUTCOMES 7
4. CURRICULUM DESIGN AND DELIVERY 12
5. ASSESSMENT OF STUDENT LEARNING 18
6. STUDENT SELECTION 26
7. ACADEMIC STAFF 28
8. EDUCATIONAL RESOURCES 33
9. PROGRAMME MONITORING AND REVIEW 36
10. LEADERSHIP, GOVERNANCE AND ADMINISTRATION 37
11. CONTINUAL QUALITY IMPROVEMENT 40
APPENDICES
APPENDIX 1 – Body of Knowledge
41
APPENDIX 2 – Suggested Core Courses 43
APPENDIX 3 – Area of Studies 45
APPENDIX 4 – Panel Members 48
i
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
FOREWORD
In its effort to ensure the quality of programmes in institutions of higher learning in
Malaysia, Malaysian Qualifications Agency (MQA) has published various documents
such as Malaysian Qualifications Framework (MQF), Code of Practice for Programme
Accreditation (COPPA), Code of Practice for Institutional Audit (COPIA), Guidelines
to Good Practices (GGP) and Programme Standards (PS). It is important that these
quality assurance documents be read together with this document in developing and
delivering higher education programmes in Malaysia.
The Programme Standards document outlines sets of characteristics that describe
and represent guidelines on the minimum levels of acceptable practices that cover all
the nine Malaysian quality assurance areas: programme aims and learning
outcomes, curriculum design and delivery, assessment of students, student selection,
academic staff, educational resources, programme monitoring and review,
leadership, governance and administration, and continual quality improvement. The
Programme Standards for Hospitality and Tourism cover all the education levels:
from certificate to doctoral.
This Programme Standards document has been developed by a panel members in
consultation with various public and private Higher Education Providers (HEPs),
relevant government and statutory agencies, professional bodies, related Hospitality
and Tourism industry and students.
This standards do not attempt to give specific characteristics for the programmes,
especially for those related to the framing of the curricula and provision of educational
resources. This Programme Standards document encourages diversity and allows
programme providers to be innovative and to be able to customise their programmes
in order to create their own niches, while ensuring they produce graduates that meet
the current needs of the profession and ensuring they fulfil their obligations to society.
Some examples given in this Programme Standards document, such as the
statements of programme aims and learning outcomes, are intended to give clarity to
the document; they are not intended to be adopted in a verbatim manner.
ii
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
I would like to express my appreciation to all the panel members, the various
stakeholders who have given their input, and all the officers from MQA who have
contributed to the development of this Programme Standards: Hospitality and
Tourism document.
Thank you.
Dato’ Dr. Syed Ahmad Hussein
Chief Executive Officer
Malaysian Qualifications Agency (MQA)
2013
iii
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
ABBREVIATION
1. CGPA Cumulative Grade Point Average
2. COPIA Code of Practice for Institutional Audit
3. COPPA Code of Practice for Programme Accreditation
4. CPD Continuous Professional Development
5. GGP Guidelines to Good Practices
6. HEP Higher Education Provider
7. MQA Malaysian Qualifications Agency
8. MQF Malaysian Qualifications Framework
iv
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
GLOSSARY
1. Academic staff
qualification
Formal education received from a recognised higher
learning institution locally or internationally
2. Academic staff
ratio
Number of full-time academic staff against the number of
part-time academics in a particular programme or
department /faculty
3. Case analysis
A case study or analysis involves the selection and
presentation of material providing a description of people,
circumstances, processes and/or events that represent an
illustrative example within a particular area or topic of
study.
4. Formative
assessment
The assessment of student progress throughout a course,
in which the feedback from the learning activities is used
to improve student attainment.
5. Individual or
group
assignments /
project
Individual or group (2 or more members) assignments /
projects are unsupervised pieces of work to solve certain
issues or questions that often combine formative and
summative assessment tasks.
A piece of writing that addresses an issue or raises a
question. It must include appropriate data or information to
illustrate the issue in a logical sequence. Then the data is
analysed and the issues is commented on critically.
6. Industrial
training reports
A document that record the student‟s experiences
throughout his or her industrial placement period. The
report is expected to demonstrate the student‟s
development of practical and professional skills in his or
her specific area of study through technical experience
v
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
and application of theoretical knowledge. The report
should also include comprehensive comments on the type
and value of experience gained, and how this relates to
the student‟s future professional career.
7. Laboratory report
A laboratory report is a report detailing an experiment or
activity carried out in a laboratory setting. This can be
based on a pre-determined experiment or an experiment
of the students' devising.
8. Observations
The act of noting and recording students‟ psychomotor
skills and affective abilities by trainers in a familiar setting
such as in a classroom or in a practical class setting.
9. Oral
presentations
An oral presentation involves explaining something to
audiences, usually in a classroom, but sometimes in a
work setting. Teachers grade oral presentations based on
the quality of the information presented as well as the
method of presenting it. Most oral presentations require
the presenter to use a combination of spoken words and
visual aids in order to present an idea or an explanation to
a group of people.
10. Portfolio / Log
book
A document (book) that is used for the students to record
and monitor their technical and personal development
during their industrial placement. The log book will help the
students with all the information needed to write their final
placement report (industrial report). The entries will record
(descriptively and analytically) the experiences gained
during the placement. The students should also be
reflective and be able to draw conclusions.
vi
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
11. Practical
assessments
Assessing students through detailed observation by
academic staff members. They are observed for their
skills, in a variety of contexts such as computer
laboratories, training kitchens, training restaurants,
workshops, clinical placements or industry settings.
12. Project paper
A research project is an extended piece of work involving
inquiry-based activities. The project may be big or small
and undertaken by individuals or groups
13. Skill based
classes
Course content that covers 60% or more of the learning
and teaching of technical or operational skills.
14. Summative
assessment
The assessment of learning, which summarizes the
progress of the learner at a particular time and is used to
assign the learner a course grade.
15. Thesis A dissertation or thesis is a document submitted in support
of candidature for an academic degree or professional
qualification. It presents the author's research and
findings.
16. Viva voce Thesis defence. An oral examination which tests a
student‟s communication skills and knowledge of relevant
facts.
17. Written tests
Written tests are tests that are administered on paper or
on a computer. A student who takes a written test could
respond to specific items by writing or typing within a given
space on the test paper or on a separate form or
document.
1
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
INTRODUCTION
The phenomenon of hospitality or tourism industry is as old as human history itself.
Historically, hospitality trade and skills were acquired through apprenticeship
programmes. The hospitality programme was not part of higher education until 1922-
Cornell University was the first to offer a bachelor degree. The introduction of the first
hospitality programme in 1922 was based on the request by the industry
professionals and the American Hotel Association to see improvement in the
standard or quality of the American hospitality business. Decades later (1960s),
higher education in hospitality and tourism flourished in the US and elsewhere.
Historically, Malaysian hospitality education was first introduced in 1967. Early
development in Malaysian hospitality and tourism education had a strong vocational
focus and in some instances, Germany‟s dual system (apprenticeship and vocational
education) was adopted. Presently, hospitality and tourism programmes are offered
at college, polytechnic, and university levels. Although the Malaysian higher
education system does not demarcate the academic and vocational orientation, most
students enrol in their programmes of study based on future career choices. Despite
being a relatively new academic pursuit, compared to other academic programmes,
hospitality and tourism educational programmes have developed significantly and are
continuing to evolve to suit current demands.
Tourism‟s unprecedented growth has generated an exceptional demand for
hospitality services. As the industry expands, so too does the demand for a trained
and competent workforce. The central issue now is the availability of a competent
workforce to manage this competitive business environment. Responding to this call,
Malaysian hospitality and tourism education has developed in various forms and
directions depending on where the programmes are housed. At the same time, it is
accepted that the disciplines of hospitality and tourism are highly fragmented and
multi-faceted to a certain extent, hospitality and tourism programmes come in various
„flavours‟. This, in turn, has serious implications for the way in which the curriculum
model is conceptualised and managed. As the reference point for educational quality
and effectiveness, the Malaysian government, through its Qualifications Agency
(MQA), has formulated the Malaysian Qualifications Framework (MQF). This
framework plays a crucial role in determining qualification and quality issues within
2
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
the Malaysian education system. The framework involves eight outcome domains as
illustrated in Diagram 1.1:
Diagram 1.1: 8 Learning Outcomes Domains
Purpose
The history of hospitality and tourism education is as dynamic and varied as the
industry itself. Just like any organisation, higher education providers (HEPs) also
have to deal with the „co-evolutionary effect‟ in conceptualising how the curriculum
should be managed and understood. The changing landscape in the industry‟s
environment also forces HEPs to offer educational programmes resembling its own
interpretation and philosophical educational models (conventional and
contemporary). Nonetheless, the isomorphorism and legitimacy of hospitality and
tourism education must correspond with the demands of stakeholders if hospitality
Managerial and entrepreneurial
skills
Information management and
lifelong learning skills
Problem solving and scientific
skills
Communication, leadership and
team skills
Values, attitudes and
professionalism
8
1
7
6
5
4
4
Social skills and responsibilities
Practical skills
Knowledge
3
2
1
3
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
education is to be of relevance to the industry and society. Hence, the purpose of this
standards document is intended to serve as a guide (taking into account the MQF‟s
Learning Outcomes descriptors) for national standards of hospitality and tourism
education which can be divided into four major sub-disciplines (hospitality/hotel,
travel and tourism, culinary arts, and foodservice). This should facilitate the
harmonisation of information in promoting quality education and offer hospitality and
tourism programmes befitting their philosophy and educational aim that best meets or
exceeds key stakeholders‟ needs and expectations.
Each of the following ten components articulates a dimension of the quality and
effectiveness of the programme. Hospitality and tourism HEP must show their
capability to meet the compulsory standards and to continue to further improve the
quality of the educational programmes. The ten components are:
Programme Aims: Programme aims is an overarching statement on the purpose,
philosophy and rationale in offering the programme;
Programme Learning Outcomes: Learning outcomes are statements on what a
learner should know, understand and can do upon the completion of a period of
study;
Curriculum Design and Delivery: A concise document on how the aims can be
achieved through a structured programme of study;
Student Selection: An admission policy with clear statements on the criteria and
process of student selection, including transfer students;
Assessment of Student Learning: An assessment and grading policy consistent
with the learning outcomes;
Academic Staff: Staff recruitment policy related to qualifications, responsibilities,
expertise and lecturer-to-student ratio that is essential for curriculum delivery and
effectiveness;
Educational Resources: Appropriate infrastructure and ICT policy to support the
educational objectives;
Programme Monitoring and Review: Mechanisms and resources for
programme evaluation and monitoring of the implementation and student
progress;
Leadership, Governance and Administration: Criteria and responsibilities of
academic leadership including those of the head of faculty, school and
4
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
department educational programme must be clearly stated; the official frame of
mind and practice of the faculty, school and department must be consistent with
its purpose statements and supported by its available assets and resources; and
Continual Quality Improvement: The faculty, school and department must
establish dynamic policies, procedures and mechanisms for regular reviewing and
updating of its structure, functions, strategies, and core activities to assure quality
and effectiveness.
As the statements within the Programme Standards should be viewed as the
minimum requirement, HEPs are encouraged to go beyond the basic minimum. This
document is also intended to be valuable to prospective students, their parents and
guardians, employers, professional and regulatory bodies, universities, colleges and
schools. Assessors and auditors are guided by these standards in arriving at their
recommendation and conclusions.
The development and implementation of this Programme Standards document is to
ensure that the graduates meet the professional requirements and expectations in
their respective fields. HEP must take cognisance of the rapidly evolving subject
matter and introduce effective and sustainable programme improvement. In doing so,
the providers should also ensure that the graduates obtain the necessary skills to
function effectively.
All partnership or collaborative programmes should accommodate, as much as
possible, the requirements of these Programme Standards. As the purpose of this
Programme Standards document is to provide guidelines in the development and
conduct of programmes in the identified fields, it is of paramount importance that this
document be read with other quality assurance documents and policies by the
Malaysian Qualifications Agency and related agencies. These include, but are not
limited, to:
i. The Malaysian Qualifications Framework (MQF)
ii. The Code of Practice for Programme Accreditation (COPPA)
iii. The Code of Practice for Institutional Audit (COPIA)
iv. Relevant Guidelines to Good Practices (GGP)
5
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
PROGRAMME AIMS
Aims are described in a broad and general statement of learning and teaching
intention, encapsulating the general contents and direction of a programme.
“A programme‟s stated aims reflect what it wants the learner to achieve. It is crucial
for these aims to be expressed explicitly and be made known to learners and other
stakeholders alike.” (COPPA, 2008, pp.10)
A clear and appropriate statement of aims forms an important element in programme
design, quality assurance, and focusing student learning experiences. A good
formulation of aims enables a clear understanding of what the programme intends to
achieve.
The aims of the Hospitality and Tourism programme:
CERTIFICATE
The programme aims at Certificate level are to provide students with fundamental
knowledge, basic technical and operational skills, and entrepreneurial skills to
perform effectively and ethically, and to be culturally sensitive in their specific areas
of Hospitality and Tourism, hence influencing personal achievement and continuous
improvement, as well as industry development.
DIPLOMA
The programme aims at Diploma level are to provide students with broad-based
knowledge, advanced skills and entrepreneurship to perform effectively and ethically,
and to be culturally sensitive in their specialised areas of Hospitality and Tourism,
hence influencing personal achievement and lifelong learning, and industry
development.
6
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
BACHELOR’S DEGREE
The programme aims at Bachelor‟s Degree level are to provide students with in-depth
knowledge and skills, critical thinking skills, creativity and innovation in a specialised
area of studies. This includes contextual understanding, entrepreneurship and
professionalism to perform effectively and ethically and to be culturally sensitive in
their specialised areas of Hospitality and Tourism, hence influencing personal
achievement and lifelong learning, and industry development.
MASTER’S DEGREE BY COURSEWORK
The programme aims at Master‟s Degree by Coursework‟s level are to provide
students with generic advanced knowledge, analytical and critical thinking skills,
entrepreneurial skills, professionalism as well as creativity and innovative skills. It
also aims to train them to apply a systematic approach in conducting research in
specialised areas to contribute effectively, culturally and ethically in their specific
areas of Hospitality and Tourism leveraging lifelong learning, and industry
development.
MASTER’S DEGREE BY RESEARCH
The programme aims at Master‟s Degree by Research level are to provide students
with focused and in-depth advanced knowledge, analytical and critical thinking skills,
professionalism as well as creativity and innovative skills. It also aims to inculcate in
them a systematic approach in conducting research in specialised areas to contribute
effectively, culturally and ethically in their specific areas of Hospitality and Tourism
leveraging lifelong learning, and industry development.
DOCTORAL DEGREE
The programme aims at Doctoral Degree level are to provide candidates with the
ability to undertake and disseminate original and scholarly research at the forefront of
their respective fields of study in accordance with international standards, thus
contributing to the advancement of knowledge culturally, ethically, and professionally.
7
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
LEARNING OUTCOMES
Learning Outcomes are detailed statements described in explicit terms of learners‟
achievement and they are to be assessed upon completion of a period of study.
“The quality of a programme is ultimately assessed by the ability of the learner to
carry out their expected roles and responsibilities in society. This requires the
programme to have a clear statement of the learning outcomes to be achieved by the
learner" (COPPA, 2008, pp.11).
These learning outcomes should cumulatively reflect the eight domains of learning
outcomes, which are significant for Malaysia (MQF, 2007, Para 15, pp. 4) and are
related to the various levels of taxonomy accordingly, in line with national and global
developments.
Normally, learning outcomes are expressed by “Upon completion of the programme,
graduates will be able to...”
CERTIFICATE
The programme aims at Certificate level are to provide students with fundamental
knowledge, basic technical and operational skills, and entrepreneurial skills to
perform effectively and ethically, and to be culturally sensitive in their specific areas
of Hospitality and Tourism, hence influencing personal achievement and continuous
improvement, as well as industry development.
Upon completion of the programme, graduates will be able to:
i. demonstrate an understanding of basic knowledge in their field of study;
ii. demonstrate the ability to perform operational skills in accordance with
ethical and legal practices;
iii. use basic tools and techniques in solving task-related problems;
iv. demonstrate basic entrepreneurial skills;
v. demonstrate teamwork, interpersonal and social skills;
vi. practise within safety, health and hazard rules and regulations; and
8
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
vii. demonstrate self-directed learning behaviour through lifelong learning
activities.
DIPLOMA
The programme aims at Diploma level are to provide students with broad-based
knowledge, advanced skills and entrepreneurship to perform effectively and ethically,
and to be culturally sensitive in their specialised areas of Hospitality and Tourism,
hence influencing personal achievement and lifelong learning, and industry
development.
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.
BACHELOR’S DEGREE
The programme aims at Bachelor‟s Degree level are to provide students with in-depth
knowledge and skills, critical thinking skills, creativity and innovation in a specialised
area of studies. This includes contextual understanding, entrepreneurship and
professionalism to perform effectively and ethically and to be culturally sensitive in
their specialised areas of Hospitality and Tourism, hence influencing personal
achievement and lifelong learning, and industry development.
9
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
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.
MASTER’S DEGREE (COURSEWORK)
The programme aims at Master‟s Degree by Coursework‟s level are to provide
students with generic advanced knowledge, analytical and critical thinking skills,
entrepreneurial skills, professionalism as well as creativity and innovative skills. It
also aims to train them to apply a systematic approach in conducting research in
specialised areas to contribute effectively, culturally and ethically in their specific
areas of Hospitality and Tourism leveraging lifelong learning, and industry
development.
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.
10
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
MASTER’S DEGREE (RESEARCH)
The programme aims at Master‟s Degree by Research level are to provide students
with focused and in-depth advanced knowledge, analytical and critical thinking skills,
professionalism as well as creativity and innovative skills. It also aims to inculcate in
them a systematic approach in conducting research in specialised areas to contribute
effectively, culturally and ethically in their specific areas of Hospitality and Tourism
leveraging lifelong learning, and industry development.
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;
iv. make effective decisions in complex environments, integrating theoretical
conceptual insights with practical knowledge;
11
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
v. undertake, supervise and lead further research in a professional, culturally
competent and legal manner; and
vi. contribute significantly in the advancement of knowledge that would improve
the well being of society.
12
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
CURRICULUM DESIGN AND DELIVERY
For the purpose of this document, programmes offered by higher education providers
will have the term „curriculum design and delivery‟ used interchangeably with
„programme design and delivery.‟ „Programme‟ means an arrangement of courses
that are structured for a specified duration and learning volume to achieve the stated
learning outcomes, usually leading to an award of a qualification (COPPA, 2008,
pp.14).
The major areas are Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice.
The matrices below represent the benchmark required for all levels of qualifications.
CERTIFICATE [60 CREDITS]
Programme Structure:
Module Categories Percentage (%) Credits
Compulsory Module 15 9
Area of Concentration / Programme Core* 65 39
Industrial training (minimum 4 months)
Best practices: upon completion of all the courses
13 – 20 8 – 12
Total 100 60
*All practical / laboratory based courses in the programme core must achieve at least 70% of the practical component in the specific trades or skills (refer to Appendix 1).
Delivery methods:
Lectures / tutorials
Practical classes / laboratory work
Field visits
Industrial training
13
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Programme Nomenclature:
The programme nomenclature at certificate level should reflect the specific trade or
skills in their respective field. For example:
i. Hospitality/Hotel
Certificate in Housekeeping, Certificate in Front Office Operation, Certificate in
Restaurant Services, Certificate in Food and Beverage Services
ii. Travel and Tourism
Certificate in Travel Agency Operations, Certificate in Travel Operations,
Certificate in Tour Guiding, Certificate in Ticketing
iii. Culinary
Certificate in Western and Eastern Cookery, Certificate in Bakery, Certificate in
Pastry Making, Certificate in Catering Operations
DIPLOMA [90 CREDITS]
Programme Structure:
Module Categories Percentage (%) Credits
Compulsory Module 10 – 17 9 – 15
Common Core 20 – 23 18 – 21
Area of Concentration / Programme Core* 57 – 67 51 – 60
Option / Electives 0 – 7 0 – 6
Industrial Training (minimum 4 months)
Best practices: upon completion of all the courses
9 – 13 8 – 12
Total 100 90
*All practical / laboratory based courses in the programme core must achieve at least 70% of the practical component in the specific trades or skills (refer to Appendix 1).
14
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
Delivery methods:
Lectures, tutorials and industry guest speakers
Practical classes
Laboratory work
Field visits
Industrial training
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
15
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
BACHELOR’S DEGREE [120 CREDITS]
Programme Structure:
Module Categories Percentage (%) Credits
Compulsory Module 8 – 13 9 – 15
Common Core 15 – 18 18 – 21
Area of Concentration / Programme Core* 40 – 55 48 – 66
Option / Electives / Minor 0 – 23 0 – 27
Industrial Training (minimum 4 months)
Best practices: upon completion of all the courses
7– 10 8 – 12
Total 100 120
*All practical / laboratory based courses in the programme core must achieve at least 70% of the practical component in the specific trades or skills (refer to Appendix 1). Note: Those who do not have a Certificate or Diploma in the related field core courses are required to take the core courses as pre-requisites.
Delivery methods:
Lectures, tutorials and industry guest speakers
Practical classes
Laboratory work
Field visits
Industrial training
Case study
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
16
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
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
MASTER’S DEGREE BY COURSEWORK [40 CREDITS]
Programme Structure:
Module Categories Percentage (%) Credits
Common Core 15 – 20 6 – 8
Core* 75 – 95 30 – 38
Option / Electives 0 – 15 0 – 6
Total 100 40
*Core - project and dissertation
Delivery methods:
Lectures
Field visits
Case study
Project based assignment
17
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
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
MASTER’S DEGREE BY MIXED MODE [40 CREDITS]
Research and coursework-based programme.
Module Categories Percentage (%) Credits
Common Core 10 – 30 4 – 12
Core* 40 – 70 16 – 28
Option / Electives 0 – 20 0 – 8
Total 100 40
*The ratio for coursework: research for Research University (RU) is 30:70.
MASTER’S DEGREE BY RESEARCH
No given credit value.
DOCTORAL DEGREE BY RESEARCH
No given credit value.
18
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
ASSESSMENT OF STUDENT LEARNING
“Student assessment is a crucial aspect of quality assurance because it drives
student-learning and is one of the measures to show the achievement of learning
outcomes. The achievement of learning outcomes stipulated for the programme is the
basis in awarding qualifications. Hence, methods of student assessment have to be
clear, consistent, effective, reliable and in line with current practices and must clearly
support the achievement of learning outcomes” (COPPA, 2008, pp.15).
Specific methods of assessment will depend on the specific requirement of each
module. However, as a general guide, the following must be considered:
i. Summative and formative assessments;
ii. Knowledge and understanding (the cognitive domain) should be tested through
written, oral or other suitable means but practical skills should be tested by
practical evaluation such as laboratory tests;
iii. In modules requiring practical skills, a pass in practical evaluation is compulsory
(A pass implies that the examiner is satisfied that the candidate has met the
learning outcomes of the particular subject);
iv. Candidates are required to attempt both continous and final evaluations (A pass
implies that the examiner is satisfied that the candidate has met the learning
outcomes of the particular subject); and
v. The types of assessments indicated below are merely examples. HEPs are
encouraged to use a variety of methods and tools appropriate for the learning
outcomes and competencies.
Generally, students will be evaluated, where appropriate, through:
i. Examination
Closed / Open book, Viva Voce, Mid Term;
ii. Coursework
Assignments, Quiz, Laboratory Report;
iii. Projects
Individual / Group; and
iv. Others
Class Participation, Group Activities and Presentation
19
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Sugge
ste
d a
naly
sis
for
each level (f
rom
Cert
ific
ate
to D
octo
ral D
egre
e level)
is illu
str
ate
d b
elo
w:
Learn
ing
Ou
tco
mes
P
rog
ram
me
Level
Co
nti
nu
ou
s
Asses
sm
en
t
(%)*
Fin
al
Asses
sm
en
t
(%)
Blo
om
’s
Taxo
no
my -
Level
of
Dif
ficu
lty
Asses
sm
en
t
Cri
teri
a
Asses
sm
en
t
Tasks
i.
dem
onstr
ate
an u
nde
rsta
nd
ing
of
basic
know
ledge
in the
ir
field
of
stu
dy;
ii.
dem
onstr
ate
the a
bili
ty to
perf
orm
ope
rational skill
s in
accord
ance w
ith e
thic
al and
legal pra
ctices;
iii.
use b
asic
tools
and
techniq
ues in s
olv
ing ta
sk-
rela
ted
pro
ble
ms;
iv.
dem
onstr
ate
basic
entr
epre
neu
rial skill
s;
v.
dem
onstr
ate
tea
mw
ork
,
inte
rpers
onal and
socia
l skill
s;
vi.
pra
ctise w
ithin
safe
ty, hea
lth
and h
azard
rule
s a
nd
regula
tions; and
vii.
dem
onstr
ate
self-d
irecte
d
learn
ing b
ehavio
ur
thro
ugh
lifelo
ng learn
ing a
ctivitie
s.
Cert
ific
ate
6
0 –
70
3
0 –
40
1
. Cognitiv
e -
C2
2. P
sychom
oto
r
- P
3
3. A
ffective -
A2
F
unda
me
nta
l
know
ledge
B
asic
skill
s
T
echnic
al skill
s
O
bserv
ations
D
em
onstr
ations
P
ractical
assessm
ents
W
ritten t
ests
P
ort
folio
/ lo
g
bo
ok
Labo
rato
ry
report
s
20
Learn
ing
Ou
tco
mes
P
rog
ram
me
Level
Co
nti
nu
ou
s
Asses
sm
en
t
(%)*
Fin
al
Asses
sm
en
t
(%)
Blo
om
’s
Taxo
no
my -
Level
of
Dif
ficu
lty
Asses
sm
en
t
Cri
teri
a
Asses
sm
en
t
Tasks
i.
dem
onstr
ate
te
chnic
al
know
ledge
and
associa
ted
ha
nd
s-o
n skill
s in the
are
a o
f
specia
lisation;
ii.
dem
onstr
ate
cre
ativity a
nd
entr
epre
neu
rship
in
opera
tional is
sues;
iii.
dem
onstr
ate
superv
isory
abili
ty, te
am
work
,
inte
rpers
onal, a
nd
socia
l skill
s;
iv.
com
munic
ate
eff
ectively
and
solv
e o
pera
tional pro
ble
ms;
v.
use info
rmation f
rom
multip
le
sourc
es;
vi.
dem
onstr
ate
pro
fessio
nalis
m
in a
ccord
ance w
ith e
thic
al and
legal pra
ctices; and
vii.
nurt
ure
inte
llectu
al and
pro
fessio
nal gro
wth
thro
ugh
lifelo
ng learn
ing a
ctivitie
s.
Dip
lom
a
40
– 6
0
40
– 6
0
1.
Cognitiv
e –
C3
2.
Psychom
oto
r
– P
4
3.
Aff
ective –
A3
T
echnic
al
know
ledge
E
nhan
ced
basic
and
technic
al skill
s
Lead
ers
hip
skill
s
(superv
isory
)
C
om
munic
ation
C
reativity
P
ractical
assessm
ents
W
ritten t
ests
In
div
idual and
gro
up
assig
nm
ents
P
resenta
tions
In
du
str
ial
report
s
P
ort
folio
/ log
bo
ok
Labo
rato
ry
report
s
21
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Learn
ing
Ou
tco
mes
P
rog
ram
me
Level
Co
nti
nu
ou
s
Asses
sm
en
t
(%)*
Fin
al
Asses
sm
en
t
(%)
Blo
om
’s
Taxo
no
my -
Level
of
Dif
ficu
lty
Asses
sm
en
t
Cri
teri
a
Asses
sm
en
t
Tasks
i.
apply
in
-de
pth
kn
ow
led
ge
an
d
skill
s in the
are
a o
f
specia
lisation;
ii.
com
munic
ate
ideas a
nd
info
rmation e
ffectively
;
iii.
seek a
nd
ana
lyse info
rmation
for
decis
ion m
akin
g;
iv.
dis
pla
y leade
rship
an
d
entr
epre
neu
rship
qu
alit
ies
eth
ically
;
v.
dem
onstr
ate
cre
ativity a
nd
innovativeness in o
pera
tional
issues;
vi.
dem
onstr
ate
manag
erial
attri
bute
s, te
am
work
,
inte
rpers
onal, a
nd
socia
l skill
s;
vii.
apply
pro
fessio
nalis
m in
accord
ance w
ith e
thic
al and
legal p
ractices; and
viii
. nurt
ure
inte
llectu
al and
pro
fessio
nal gro
wth
thro
ugh
lifelo
ng g
learn
ing a
ctivitie
s.
Bachelo
r‟s
Degre
e
50
– 6
0
40
– 5
0
1.
Cognitiv
e –
C5
2.
Psychom
oto
r
– P
6
3.
Aff
ective –
A5
In
-de
pth
know
ledge
A
dvanced
technic
al skill
s
C
ritical th
inkin
g
skill
s
C
onte
xtu
al
unde
rsta
nd
ing
Lead
ers
hip
skill
s
(manag
erial)
T
ransfe
rable
skill
s
C
reative a
nd
innovative
E
ffective
com
munic
ation
W
ritten t
ests
C
ase a
naly
sis
P
ractical
assessm
ents
In
du
str
ial
report
s /
port
folio
In
div
idual and
gro
up
assig
nm
ents
O
ral
pre
senta
tions
22
Learn
ing
Ou
tco
mes
P
rog
ram
me
Level
Co
nti
nu
ou
s
Asses
sm
en
t
(%)*
Fin
al
Asses
sm
en
t
(%)
Blo
om
’s
Taxo
no
my -
Level
of
Dif
ficu
lty
Asses
sm
en
t
Cri
teri
a
Asses
sm
en
t
Tasks
i.
synth
esis
e a
nd inte
gra
te
info
rmation f
or
know
ledge
advancem
ent;
ii.
apply
gen
eric a
dvanced
know
ledge
fro
m a
n inte
r-
dis
cip
linary
conte
xt in
solv
ing
com
ple
x pro
ble
ms;
iii.
apply
a s
yste
matic a
pp
roach
in d
iscoverin
g a
nd
com
munic
ating c
om
ple
x ideas
and k
now
ledge
;
iv.
dis
pla
y leade
rship
an
d
entr
epre
neu
rship
qu
alit
ies
eth
ically
and
eff
ectively
; and
v.
nurt
ure
inte
llectu
al and
pro
fessio
nal gro
wth
thro
ugh
lifelo
ng learn
ing.
Maste
r‟s
Degre
e b
y
Cours
ew
ork
60
– 7
0
30
– 4
0
1.
Cognitiv
e –
C6
2.
Psychom
oto
r
– P
7
3.
Aff
ective –
A5
Advanced
know
ledge
and
skill
s
Cre
ative a
nd
innovative
Lead
ers
hip
skill
s
Entr
epre
neu
rship
min
dset
Critical th
inkin
g
Str
ate
gic
thin
kin
g
Pro
ble
m s
olv
ing
Researc
h
appro
ach
As a
resourc
e
pers
on
W
ritten t
ests
P
roje
ct pap
er
&
ora
l
pre
senta
tions
C
ase a
naly
sis
In
div
idual and
gro
up p
roje
cts
R
esearc
h a
nd
ou
tpu
t
23
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Learn
ing
Ou
tco
mes
P
rog
ram
me
Level
Co
nti
nu
ou
s
Asses
sm
en
t
(%)*
Fin
al
Asses
sm
en
t
(%)
Blo
om
’s
Taxo
no
my -
Level
of
Dif
ficu
lty
Asses
sm
en
t
Cri
teri
a
Asses
sm
en
t
Tasks
i.
synth
esis
e a
nd inte
gra
te
info
rmation f
or
know
ledge
advancem
ent;
ii.
apply
gen
eric a
dvanced
know
ledge
fro
m a
n inte
r-
dis
cip
linary
conte
xt in
solv
ing
com
ple
x pro
ble
ms;
iii.
apply
a s
yste
matic a
pp
roach
in d
iscoverin
g a
nd
com
munic
ating c
om
ple
x ideas
and k
now
ledge
;
iv.
dis
pla
y leade
rship
an
d
entr
epre
neu
rship
qu
alit
ies
eth
ically
and
eff
ectively
; and
v.
nurt
ure
inte
llectu
al and
pro
fessio
nal gro
wth
thro
ugh
lifelo
ng learn
ing.
Maste
r‟s
Degre
e b
y
Mix
ed m
ode
40
– 5
0
50
– 6
0
1.
Cognitiv
e –
C6
2.
Psychom
oto
r
– P
7
3.
Aff
ective –
A5
A
dvanced
know
ledge
an
d
skill
s
C
ontr
ibutions to
the
bo
dy o
f
know
ledge
C
reative a
nd
innovative
R
esearc
h
appro
ach
A
s a
resourc
e
pers
on
W
ritten t
ests
P
roje
ct pap
er
& o
ral
pre
senta
tions
C
ase a
naly
sis
In
div
idual and
gro
up p
roje
cts
R
esearc
h a
nd
ou
tpu
t
24
Learn
ing
Ou
tco
mes
P
rog
ram
me
Level
Fin
al
Asses
sm
en
t (%
) A
sses
sm
en
t C
rite
ria
Asses
sm
en
t
Tasks
i.
synth
esis
e a
nd inte
gra
te info
rmation f
or
know
ledge
advancem
ent;
ii.
apply
in
-depth
know
ledge
fro
m a
multi-
dis
cip
linary
and
inte
r-dis
cip
linary
conte
xt
in s
olv
ing c
om
ple
x situations;
iii.
apply
a s
yste
matic a
pp
roach in
dis
coverin
g a
nd c
om
munic
ating ideas
and
know
ledge
;
iv.
dis
pla
y leade
rship
an
d e
ntr
epre
neurs
hip
qualit
ies eth
ically
and
in a
socia
lly
responsib
le m
anne
r; a
nd
v.
nurt
ure
inte
llectu
al and
pro
fessio
nal
gro
wth
thro
ugh lif
elo
ng learn
ing.
Maste
r‟s D
egre
e b
y
Researc
h
10
0
C
ontr
ibutions to th
e b
ody
of
know
ledge
C
reativity a
nd
innovation
R
esearc
h a
ppro
ach
A
s a
resourc
e p
ers
on
T
hesis
V
iva V
oce
25
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Learn
ing
Ou
tco
mes
P
rog
ram
me
Level
Fin
al
Asses
sm
en
t (%
) A
sses
sm
en
t C
rite
ria
Asses
sm
en
t
Tasks
i.
Dem
onstr
ate
schola
rship
an
d c
ritical
investigation in the
sele
cte
d a
reas o
f
researc
h;
ii.
Contr
ibute
ori
gin
al id
eas that
bro
aden th
e b
ounda
ry o
f
know
ledge
;
iii.
Pre
sent re
searc
h fin
din
gs in
accord
ance w
ith inte
rnational
public
ation s
tand
ard
s;
iv.
Make e
ffective d
ecis
ions in c
om
ple
x
environ
ments
inte
gra
ting th
eore
tical
insig
hts
with p
ractical know
ledge;
v.
Undert
ake, superv
ise a
nd lead
furt
her
researc
h in a
pro
fessio
nal,
cultura
lly c
om
pete
nt an
d legal
manne
r; a
nd
vi.
Co
ntr
ibute
sig
nific
antly in the
advancem
ent o
f know
ledge
that
would
im
pro
ve
th
e w
ell-
bein
g o
f
socie
ty.
Docto
ral D
egre
e
10
0
E
nhan
cin
g b
ody o
f
know
ledge
A
ddre
ssin
g d
iffe
rent
pers
pectives
R
esearc
h a
ppro
ach
A
s a
resourc
e p
ers
on in
the f
ield
T
hesis
V
iva V
oce
*C
ours
es that
involv
e p
ractical cla
sses o
nly
, continuou
s a
ssessm
ent could
be
100
%.
26
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
STUDENT SELECTION
This section of the Programme Standards concerns the recruitment of students into
the individual programme of study. In general, admission policies of the programme
need to comply with the prevailing policies of the Ministry of Higher Education
(MoHE). “There are varying views on the best method of student selection. Whatever
the method used, the Higher Education Provider (HEP) must be able to defend its
consistency. The number of students to be admitted to the programme is determined
by the capacity of the HEP and the number of qualified applicants. HEP admission
and retention policies must not be compromised for the sole purpose of maintaining a
desired enrolment. If an HEP operates geographically separated campuses or if the
programme is a collaborative one, the selection and assignment of all students must
be consistent with national policies” (COPPA, 2008, pp.17).
The standards are created keeping in mind the generic national higher education
policies pertaining to minimum student entry requirements. The HEP must take
cognisance of any specific policies that may apply to their individual institution.
The benchmarked standards for selection of students into Hospitality/Hotel, Travel
and Tourism, Culinary and Foodservice programmes are as follows:
CERTIFICATE
1. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 1 credit in any subject.
or
2. Any other equivalent qualifications.
DIPLOMA
1. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 5 credits or its equivalent.
or
2. Pass Sijil Pelajaran Malaysia, SPM with a minimum of 1 credit and Skill
Certificate at Level 3 (Sijil Kemahiran Malaysia, SKM).
or
27
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
3. A recognised Certificate in a related field.
or
4. Any other equivalent qualifications.
BACHELOR’S DEGREE
1. Sijil Tinggi Pelajaran Malaysia, STPM with a minimum CGPA of 2.00 in at least 2
subjects.
or
2. A recognised Diploma with a minimum CGPA of 2.00.
or
3. A recognised Matriculation / Foundation qualification with a minimum CGPA of
2.00.
or
4. Any other equivalent qualifications.
MASTER’S DEGREE
1. A recognised Bachelor‟s Degree.
or
2. Any other equivalent qualifications.
DOCTORAL DEGREE
1. A recognised Master‟s Degree.
or
2. A recognised first class Bachelor‟s Degree in a related field with a minimum
CGPA of 3.75.
Candidates must register for Master‟s Degree programme and excel in research
as well as fulfilling the requirements of the postgraduate examination.
28
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
ACADEMIC STAFF
“The quality of the academic staff is one of the most important components in
assuring the quality of higher education and thus every effort must be made to
establish proper and effective recruitment, service, development and appraisal
policies that are conducive to staff productivity” (COPPA, 2008, pp.21).
RECRUITMENT AND MANAGEMENT
The following section provides benchmarked requirements for the various levels of
the Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice academic staff
qualifications. It is divided into two main sections which are „Recruitment and
Management‟, and „Staff Development‟. The recruitment and management of a staff
is crucial in order to ensure that there are sufficient numbers of staff with appropriate
qualifications. Additionally, a continuous staff development programme should be
provided to update the competency level of the academic staff.
CERTIFICATE
Academic staff qualification
i. Bachelor‟s Degree in a relevant field.
or
ii. Diploma with a minimum of two years of relevant industrial experience or the
staff member is professionally certified in a relevant area (The programme
should not employ more than 30% of the staff in this category).
or
iii. Certificate with a minimum of five years of relevant industrial experience or the
academic staff member is professionally certified in a relevant area (qualified
to teach practical classes only).
29
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Academic staff ratio
Full-time and part-time faculty – at least 50% of the staff are full-time.
20% of the staff have industry experience / attachment in a relevant field.
Staff- student ratio
Overall staff-student ratio – 1:20
Skill-based classes ratio – 1:15
DIPLOMA
Academic staff qualification
i. Bachelor‟s Degree in a relevant field.
or
ii. Diploma with a minimum of three years of industrial experience at
supervisory level in the related area of the subject taught (The programme
should not employ more than 30% of the staff in this category).
or
iii. Certificate with a minimum of five years of relevant industrial experience or
the academic staff member is professionally certified in a relevant area
(qualified to teach practical classes only).
Academic staff ratio
Full-time and part-time faculty – at least 60% of the staff are full-time.
20% of the staff have industry experience / attachment in a relevant field.
Staff-student ratio
Overall staff-student ratio – 1:20
Skill based classes ratio – 1:20
30
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
BACHELOR’S DEGREE
Academic staff qualification
i. Master‟s Degree in a relevant field.
or
ii. Bachelor‟s Degree with three years of related work experience in the subject
taught.
or
iii. Diploma / Certificate with a minimum of five years of relevant industrial
experience or the academic staff member is professionally certified in a
relevant area (qualified to teach practical classes only).
Academic staff ratio
Full-time and part-time faculty – at least 60% of the staff are full-time.
20% of the staff have industry experience / attachment in a relevant field.
Staff- student ratio
Overall staff-student ratio – 1:30
Skill-based classes ratio – 1:25
MASTER’S DEGREE
Teaching qualification
Master’s Degree by Mixed Mode and Coursework
i. Doctoral Degree in a relevant field.
or
ii. Master‟s Degree with at least five years of teaching/industrial experience.
Academic staff ratio
Full-time and part-time teaching faculty – at least 40% of the staff are full-
time
31
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Staff- student ratio
Overall staff-student ratio – 1:10
Overall supervisor-student ratio – 1:7
Master’s Degree by Research
Academic staff qualification
i. Doctoral Degree in a relevant field.
or
ii. Master‟s Degree with at least five years of teaching and proven research
experience. Preferably with industrial experience.
Staff-student ratio : Overall supervisor-student ratio – 1:7
DOCTORAL DEGREE
Academic staff qualification : Doctoral Degree in a relevant field.
Staff-student ratio : Overall Supervisor-Student ratio – 1:7
STAFF DEVELOPMENT
Academic staff are vital to deliver a quality programme and to perform teaching
effectively, as well as to produce graduates that are employable and accepted by the
industry. As the industry is dynamic and globally influenced, the academic staff need
to continually update themselves with changes around the globe. Thus, institutions
must ensure that all academic staff are well-equipped with the latest knowledge and
skills in their teaching and learning activities. It is expected that institutions should
provide the following development programmes, amongst others:
32
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
i. Continuous Professional Development (CPD) for full-time staff according to
the specialisation needs with at least 40 hours (equivalent to 7 days) of
relevant training per year or participation or involvement in their respective
field of expertise.
ii. The staff are encouraged to undergo training on basic teaching and learning.
iii. The staff are encouraged to participate in industry attachments.
iv. The staff are encouraged to be involved in research, consultation and
community services.
33
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
EDUCATIONAL RESOURCES
Adequate educational resources are necessary to support the teaching-learning
activities of the programme. These resources include finance, expertise, physical
infrastructure, information and communication technology, and research facilities.
The physical facilities of a programme are largely guided by the needs of the specific
field of study (COPPA, 2008, pp.23).
HEPs are required to provide sufficient resources to support teaching and learning in
various fields at various qualification levels. The educational resources are
categorised as learning and teaching (student self-centred learning and teaching
needs) resources and facilities and student work integrated facilities. Institutions must
ensure that relevant educational resources and training facilities are available to
support the learning and teaching activities as required by the respective fields of
study.
A sample of educational resources and teaching facilities for the proposed
programmes are set out below:
1) Student self-learning and support facilities
Student discussion room
Multimedia room/ICT laboratory
Internet wireless access
Educational resource room – related Hospitality, Travel and Tourism,
Culinary and Foodservice reference material available - magazines,
reports, statistics, specialised journals, industry and market research,
popular Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice
resource links
34
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
2) Teaching facilities and educational resources required for the fields of
Travel and Tourism, Hospitality/Hotel, Culinary and Foodservice.
Travel and Tourism Hotel Culinary Foodservice
e – tourism
(Laboratory and
software)
Training tour
operations/ travel
bureau (Office
room)
Training hotel
room
Training front
office reception
counter (with
software)
Training
restaurant
Training
beverage
counter
Basic kitchen (*)
Training
commercial
kitchen
Storage
facilities
Basic kitchen
(*)
Training
commercial
kitchen
Storage
facilities
Training
restaurant
Basic kitchen
(*)
All the above facilities must be appropriately and adequately equipped.
(*) Basic kitchen: utensils, oven, refrigerator / chillers, freezer, stove, storage area,
washing area and working table and the basic kitchen must meet minimum safety
standards.
3) Student work-integrated facilities
In-house training facilities – own accommodation / restaurants /
catering outlets;
or
Industry affiliates / partnerships- industrial attachment
35
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
4) Professional affiliation with the travel and tourism, hospitality, culinary
and food service boards. For example:
Tourism Educators Association of Malaysia (TEAM)
The International Council of Hotel, Restaurant and Institutional
Education (CHRIE)
Asia-Pacific Education and Training Institutions in Tourism (APETIT)
Alliance Française
Pacific Asia Travel Association (PATA)
Indian Ocean Tourism Organisation Inc. (IOTO)
Malaysian Association of Tours and Travel Agents (MATTA)
Malaysian Association of Housekeepers
Malaysian Association of Hotels (MAH)
Malaysian Food & Beverage Executive Association
The Chefs Association of Malaysia
36
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
PROGRAMME MONITORING AND REVIEW
Quality enhancement calls for programmes to be regularly monitored, reviewed and
evaluated. This includes the monitoring, reviewing and evaluating of institutional
structures and processes (administrative structure, leadership and governance,
planning and review mechanisms), curriculum components (teaching methodologies,
learning outcomes) as well as student progress, employability and performance.
Feedback from multiple sources -- students, alumni, academic staff, employers,
parents, professional bodies (for example, Tourism Educators Association of
Malaysia (TEAM), The International Council of Hotel, Restaurant and Institutional
Education (CHRIE), Asia-Pacific Education and Training Institutions in Tourism
(APETIT), Alliance Française, Pacific Asia Travel Association (PATA), Indian Ocean
Tourism Organisation Inc. (IOTO), Malaysian Association of Tours and Travel Agents
(MATTA), Malaysian Association of Housekeepers, Malaysian Association of Hotels
(MAH), Malaysian Food & Beverage Executive Association, The Chefs Association of
Malaysia and etc.) – are useful in enhancing the quality of the programme. Feedback
can also be obtained from an analysis of student performance and from longitudinal
and tracer studies.
Measures of student performances would include average study duration,
assessment scores, passing rate at examinations, success and dropout rates,
students‟ and alumni‟s reports about their learning experience, as well as time spent
by students in areas of special interest. Evaluation of student performance in
examinations can reveal very useful information. If student selection has been
correctly done, a high failure rate in a programme indicates something amiss in the
curriculum content, teaching-learning activities or assessment system. The
programme committees need to monitor the performance rate in each programme
and investigate if the rate is too high or too low. Student feedback, for example,
through questionnaires and representation in programme committees, is useful for
identifying specific problems and for continual improvement of the programme. One
method to evaluate programme effectiveness is a longitudinal study of the graduates.
The department should have mechanisms for monitoring the performance of its
graduates and for obtaining the perceptions of society and employers on the strength
and weaknesses of the graduates and to respond appropriately.
37
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
LEADERSHIP, GOVERNANCE AND ADMINISTRATION
ACADEMIC LEADERSHIP
Under any circumstances, an educational institute needs to be pragmatic in building
the link between education and the needs of society and economy. Educational
institutions are expected to be more accountable and responsible to society. Like any
other organisations, educational organisations need to address the issue of
performance and effectiveness, not to mention scholarship. Hence, leadership
qualities are an essential component in advocating good governance and
administration in an excellent organisation. Nevertheless, hospitality and tourism
schools, depending on where they are situated, are based on different structures and
educational philosophies. Hence, the management structure and functions of the
faculty, department and school and their relationships within the institution must be
defined, translated and publicised to the various levels of management and
programme offerings based on transparency, equality, objectivity, authority, self-
monitoring and accountability.
The magnitude of changes to the educational systems and demands requires
effective leadership. Regardless of the faculty, department and school size, this
document acts as a reference point toward educational effectiveness and
performance excellence. As such, leadership issues are central in determining the
direction of hospitality and tourism education so that others can follow. A person
holding the programme leadership position must:
have relevant academic qualifications and experience in the area of study.
be able to demonstrate and reflect a broad-based view and perception of the
industry and its impact on the environment and society;
have the ability to inspire others to perform at their full potentials;
have the ability to listen and communicate effectively and with sensitivity to
both individuals and groups;
be able to show a strong commitment in translating the organisation‟s
aspirations through initiatives consistent with the organisation‟s purposes;
be able to make sound judgments based on relevant input or information;
be flexible to changing demands and pressures from key stakeholders to
38
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
achieve individual and organisational goals;
be able to promote continuous learning among staff and student; and
be able to establish a constructive mechanism for collaboration with
stakeholders
The criteria and responsibilities of the school, faculty or department academic
leadership and the educational programmes must be well documented. The
management must institute a quality assurance programme that is supported by
sufficient administrative staff and the effective deployment of available resources to
implement the academic and non-academic activities.
GOVERNANCE
The globalisation and internationalisation of education has a tremendous impact in
the way an organisation is organised and led and hence, would determine the future
success of the said organisation. Thus, the organisation must understand the
development of the external environment. It must have an appropriate system of
governance that facilitates the accomplishment of the school, faculty or department
mission and vision which would support the overall institutional effectiveness and
integrity. The system must subscribe to and advocate high ethical standards in the
management of its internal and key stakeholders affairs. Appropriate policies and
procedures must be developed to ensure the fair resolution of grievances
forwarded by the faculty, staff, or students. Additionally, its obligations concerning
right-of-privacy issues and confidentiality of records relating to students, faculty, staff,
and alumni must be honored. The system of governance should be strengthened
through the application of findings from periodic audit and assessment exercises,
which include:
the role and function of the board;
the institution's quality and integrity policies;
the juxtaposition of the institution‟s organisational structure, decision-making
processes, with policies that are clearly described in conjunction with its
mission and vision in supporting institutional effectiveness;
the board‟s roles in enhancing school, faculty or department effectiveness
through periodic evaluations;
39
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
an appropriate response to key stakeholders‟ concerns and needs;
a governance structure that ensures integrity and quality of academic
programmes; and
if applicable, a description on the extent of autonomy and responsibility
of its campuses or partner institutions where Hospitality/Hotel, Tourism,
Culinary and Foodservice programmes are offered to assure functional
integration and educational effectiveness.
ADMINISTRATIVE AND MANAGEMENT STAFF
Administrative and management staff assisting and supporting the school, faculty and
department must be organised accordingly to acccomplish the school, faculty and
department goals. Therefore, the administrative staff must be organised and
managed in accordance to:
a well-defined structure of the administrative staff, including job category, job
scope and minimum qualifications of the adminitrative staff for this
programme;
a clear policy on recruitment processes and procedures, training and career
advancement, equitable distribution of duties and responsibilities, equitable
distribution of rewards, and staff discipline;
a policy on determining the appropriate number of administrative staff in
accordance to the needs of the programme and other activities; and
mechanisms and procedures for monitoring, reviewing and appraising staff
performance.
40
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
CONTINUAL QUALITY IMPROVEMENT
“Increasingly, society demands greater accountability from the Higher Education
Providers (HEPs). Needs are constantly changing because of the advancements in
science and technology, and the explosive growth in global knowledge, which are
rapidly and widely disseminated. In facing these challenges, HEPs have little choice
but to become dynamic learning organisations that need to continually and
systematically review and monitor the various issues so as to meet the demands of
the constantly changing environment” (COPPA, pp.30-31).
The HEPs are expected to provide evidence of their ability to keep pace with changes
in the field and with the requirements of stakeholders. These may be demonstrated
by, but are not limited to:
1. a curriculum review conducted at least once every three years; except for
Certificate level programmes which are to be reviewed every two years;
2. continuous quality assessment processes by external reviewers who are
qualified in the relevant fields;
3. linkages with related departments, agencies and industries;
4. a continuous review of industrial practices and records;
5. dialogue sessions with stakeholders at least once every two years;
6. an active participation of academic staff at relevant conferences, seminars,
workshops and short courses;
7. presentations by invited speakers, local or international; and
8. organising of conferences, seminars and workshops.
41
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
APPENDIX 1
BODY OF KNOWLEDGE
The tables below provide samples of Body of Knowledge for Hospitality and Tourism
areas / programmes.
CERTIFICATE
NO. AREA Compulsory Programme Core
1.
Front office (Services)
a. Reception
b. Reservation Service
c. Night Auditing
d. Concierge Service
2. Housekeeping
a. Laundry Service
b. Room Service
c. Public Area
3. Food and beverage
a. Dining Room Service
b. Beverage Service
c. Banquet Service
d. Room Service
4. Tourism a. E-Tourism Service
b. Travel And Tour Operation(In-
Bound/Out-Bound)
c. Tour Guiding/Tour Leading
d. Transportation Operations
5. Culinary
a. Food Preparation
b. Commercial Food Production
c. Kitchen Operation
6. Foodservice (Restaurant) a. Restaurant / Catering Operations
b. Restaurant / Catering Services
c. Food Preparation
d. Commercial Food Production
All practical / laboratory based courses in the programme core must achieve at least
70% of the practical component in the specific trades or skills.
42
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
DIPLOMA
NO. AREA COMPULSORY PROGRAMME CORE
1. Hospitality / Hotel
(Operation / Management)
a. Front Office Management
b. Housekeeping Management
c. Food And Beverage Management
d. Food Production
e. Room Division Management
2. Culinary
a. Food Preparation
b. Commercial Food Production
c. Food Safety
d. Kitchen Management
3. Foodservice (Restaurant) a. Restaurant / catering management
b. Restaurant / catering services
c. Food preparation
d. Commercial food production
BACHELOR’S DEGREE
Note:
Each specific area of study must include the components as indicated at the Diploma
level programme, but at a higher level, for example in the Hotel area the courses
would be Front Office Operational Analysis, Housekeeping Operational Analysis etc.
43
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
APPENDIX 2
SUGGESTED CORE COURSES
The table below provides samples of suggested core courses for the various fields.
Hospitality / Hotel Management
1. Introduction to Hospitality Industry
2. Hygiene and safety
3. Food & Beverage Service Management
4. Beverage Service Management
5. Dining Room Service
6. Food & Beverage Cost Control
7. Hospitality Management
8. Hotel Operation Management
9. Room Division Management
10. Front Office Management
11. Housekeeping Management
12. Hospitality Entrepreneurship
13. Legal Aspect in Hospitality Industry
14. Supervision in the Hospitality Industry
15. Hospitality Human Resource Management
16. Hotel & Restaurant Accounting
17. Hospitality Marketing
Culinary
1. Introduction to Gastronomy/Culinary arts
2. Culinary Fundamentals
3. Culinary/Food production (Hot and Cold)
4. Butchery/Meat Fabrication
5. Pastry and Baking
6. Purchasing
7. Food Hygiene and Sanitation/Food safety
8. Food Cost Control
9. Food Chemistry/Cuisine Science
10. Food Writing
11. Food and Society
12. Food and Eating Behaviour
44
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
Foodservices
1. Introduction to Foodservice System or Introduction to Hospitality Industry
2. Catering System and Operations or Foodservice System and Administration
3. Food Safety and Law or Food Safety and Regulations
4. Hygiene and Sanitation or Hygiene and Well-Being
5. Fundamentals of Cookery (theory and practical)
6. Food and Beverage Service or Food and Beverage Service Management and
(Laboratory)
7. Food and Beverage Cost Control
8. Experimental Food (theory and practical)
9. Kitchen Maintenance, Equipment and Layout
10. Food Microbiology
11. Menu Development and Merchandising
12. Commercial Food Preparation (theory and practical)
13. Cultural Food Habits
Tourism
Travel/Tour Leisure / Recreation Event
1. Tourism Fundamentals,
2. Travel and Tour
Management and
Operations
3. Tour Planning
4. Visitor Interpretation or
Tour Guiding Services
5. Travel Package
Development
6. People and Culture
7. Tourism Geographical
Knowledge
8. Transportation
Operations
9. Tourism Technology/ E-
Tourism/ Computer
Reservation System
10. Other related tourism
competencies such as:
Leisure &
Recreation
Event Management
and Operations
1. The Concept of
Leisure & Recreation
2. Recreational
Activities Delivery
3. Leisure Programme
Design
4. Recreational Facility
Operations and
Management
5. Instructing
Recreational
Activities
6. Life Saving
7. Managing
Recreational
Operations
8. Providing Leisure
Services
9. Resort and Club
Management
1. Introduction to Event
Management
2. Fundamentals of
Event Management
3. Social Event Planning
& Management
4. Corporate Event
Planning &
Management
5. Wedding Planning
6. Event Facility
Management
7. Technology as an
Event-Management
Tool
8. Event Marketing and
Social Media
9. Sustainable Event
Management
10. Starting an Event
Management
Business
45
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
APPENDIX 3
AREA OF STUDIES
The tables and diagram below provide samples of the main area of studies for
Hospitality/Hotel, Travel and Tourism, Culinary and Foodservice programmes.
Travel & Tourism
Travel
Tourism and Travel Management
Tourism Industry Management
Tourism Management / Marketing / Entrepreneurship
International Tourism Management (Events Management)
International Tourism Management (Travel and Recreation Management)
International Tourism
Travel and Tourism Management
Travel, Tourism and Hospitality Management
Tourist Guide Operations
Tourism Operations
Leisure / Recreation
Leisure and Hospitality Management
Leisure and Recreation Management
Leisure Management
Leisure Studies
Leisure, Outdoor and Adventure Management
Events / MICE
TRAVEL AND TOURISM
- Leisure / Recreation
- Event
HOSPITALITY / HOTEL
- Restaurant (food and beverage)
- Accommodation
CULINARY
- Arts
- Science & technology
FOODSERVICE
- Catering
- Institutional food production
HOSPITALITY & TOURISM
46
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
Hospitality
Accommodation
Accommodation Management
Restaurant ( food and beverage)
Restaurant management
Hotel
Golf Resort Management
Hospitality Industry Management
Hospitality Management
Hotel Management
Hotel Operations
International Hospitality Management
International Hotel & Resort Management
Hospitality and Tourism Management
Hotel and Tourism Management
International Hotel & Tourism Management
International Tourism & Hospitality Management
Tourism and Hospitality Business Management
Culinary
Asian Cuisine
Pastry / Bakery
Chef Training / Culinary Arts
Culinary Management
Gastronomic Cuisine
Culinary Science
47
PR
OG
RA
MM
E S
TA
ND
AR
DS:
HO
SPIT
AL
ITY
AN
D T
OU
RIS
M
Foodservice
Commerce (Tourism Management & Marketing)
Food & Beverage Services
Food and Services
Food Preparation
Foodservice Management
Hotel Management and Catering
Hotel & Catering
Hotel and Catering Management
Hotel and Catering Operation
In-flight Foodservice
Foodservice Systems Management
48
PR
OG
RA
MM
E ST
AN
DA
RD
S: HO
SPIT
AL
ITY
AN
D T
OU
RISM
APPENDIX 4
PANEL MEMBERS
Malaysian Qualifications Agency would like to thank the following experts for their
support and contribution towards the production of this document.
NO PANEL MEMBERS ORGANISATION
1. Rahmat Hashim
(Associate Professor Dr.) - Chairman -
Universiti Teknologi MARA
(UiTM)
2. Ab Rahman Bin Mohd Ali
(Mr.)
Malaysian Association of Tour and
Travel Agent (MATTA)
3. Chek Zaini Hassan
(Associate Professor)
Universiti Sains Islam Malaysia
(USIM)
4. Jennifer Chan Kim Lian
(Associate Professor Dr.)
Universiti Malaysia Sabah
(UMS)
5. Khaairuddin Khalil
(Mr.)
Politeknik Merlimau Melaka
6. Mohamad Abdullah Hemdi
(Associate Professor Dr.)
Universiti Teknologi MARA
(UiTM)
7. Nor Khomar Ishak
(Professor Dr.)
University of Management and
Technology (UMTECH)
8. Siti Ramadhaniatun Ismail
(Mrs.)
Taylor‟s University