Program Standards - Hospitality and Tourism

Malaysian Qualifications Agency
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+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 Agencys publications are available on our website: www.mqa.gov.my
Printed copies are available from:

The Standards Division
CONTENTS
FOREWORD
ABBREVIATION
iii
GLOSSARY
iv
1.
INTRODUCTION
2.
PROGRAMME AIMS
3.
LEARNING OUTCOMES
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
FOREWORD
In its effort to ensure the quality of programmes in institutions of higher learning in
PROGRAMME STANDARDS: HOSPITALITY AND TOURISM
Malaysia, Malaysian Qualifications Agency (MQA) has published various documents

such as Malaysian Qualifications Framework (MQF), Code of Practice for Programme
from certificate to doctoral.
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:
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.
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
ii
ABBREVIATION
iii
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
8.
MQF
Malaysian Qualifications Framework
GLOSSARY
1.
2.
Academic staff
Formal education received from
qualification
learning institution locally or internationally
Academic staff
Number of full-time academic staff against the number of
ratio
part-time academics in a particular programme or
a recognised higher
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
The assessment of student progress throughout a course,
assessment
in which the feedback from the learning activities is used
iv
to improve student attainment.
Individual or
Individual or group (2 or more members) assignments /
group
projects are unsupervised pieces of work to solve certain
assignments /
issues or questions that often combine formative and
project
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
A document that record the students experiences
training reports
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
5.
and application of theoretical knowledge. The report

should also include comprehensive comments on the type
and value of experience gained, and how this relates to
the students future professional career.
7.
Laboratory report
A laboratory report is a report detailing an experiment or

activity carried out in a laboratory setting. This can be
based on a pre-determined experiment or an experiment
of the students' devising.
8.
Observations
The act of noting and recording students psychomotor

skills and affective abilities by trainers in a familiar setting
such as in a classroom or in a practical class setting.
9.
Oral
An oral presentation involves explaining something to
presentations
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.
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
14. Summative
assessment
Course content that covers 60% or more of the learning

and teaching of technical or operational skills.
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.
vi
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.
15. Thesis
INTRODUCTION
The phenomenon of hospitality or tourism industry is as old as human history itself.
Historically, hospitality trade and skills were acquired through apprenticeship
PROGRAMME STANDARDS:HOSPITALITY AND TOURISM
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 and quality issues within
the Malaysian education system. The framework involves eight outcome domains as
illustrated in Diagram 1.1:
Diagram 1.1: 8 Learning Outcomes Domains
8
1
Managerial and entrepreneurial

skills
7
Information management and
lifelong learning skills
Problem solving and scientific

skills
5
4
Communication, leadership and

team skills
Values, attitudes and

professionalism
Social skills and responsibilities

Practical skills
1
Knowledge
Purpose
The history of hospitality and tourism education is as dynamic and varied as the
industry itself. Just like any organisation, higher education providers (HEPs) also
have to deal with the co-evolutionary effect in conceptualising how the curriculum
should be managed and understood. The changing landscape in the industrys
environment also forces HEPs to offer educational programmes resembling its own
interpretation
and
philosophical
educational
models
(conventional
and
contemporary). Nonetheless, the isomorphorism and legitimacy of hospitality and

tourism education must correspond with the demands of stakeholders if hospitality
education is to be of relevance to the industry and society. Hence, the purpose of this
standards document is intended to serve as a guide (taking into account the MQFs
Learning Outcomes descriptors) for national standards of hospitality and tourism
education which can be divided into four major sub-disciplines (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
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,
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)
the providers should also ensure that the graduates obtain the necessary skills to
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 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.
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.
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.
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.
MASTERS DEGREE BY RESEARCH
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
CERTIFICATE
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...
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
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;
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.
8
ii.
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.
MASTERS DEGREE (COURSEWORK)

The programme aims at Masters Degree by Courseworks level are to provide
students with generic advanced knowledge, analytical and critical thinking skills,
entrepreneurial skills, professionalism as well as creativity and innovative skills. It
also aims to train them to apply a systematic approach in conducting research in
specialised areas to contribute effectively, culturally and ethically in their specific
areas of Hospitality and Tourism leveraging lifelong learning, and industry
development.

i.
synthesise and integrate information for knowledge advancement;
ii.
apply generic advanced knowledge from an inter-disciplinary context in

solving complex problems;
iii.
apply a systematic approach in discovering and communicating complex

ideas and knowledge;
iv.
display leadership and entrepreneurship qualities ethically and effectively;

and
v.
nurture intellectual and professional growth through lifelong learning.
MASTERS DEGREE (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.
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;
iv.
make effective decisions in complex environments, integrating theoretical

conceptual insights with practical knowledge;
DOCTORAL DEGREE
10
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.
11
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
Credits
Compulsory Module
15
Area of Concentration / Programme Core*
65
39
13 20
8 12
100
60
Industrial training (minimum 4 months)

Best practices: upon completion of all the courses
Total
*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
12
Percentage (%)
Programme Nomenclature:
The programme nomenclature at certificate level should reflect the specific trade or
skills in their respective field. For example:
i. Hospitality/Hotel
13
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
10 17
9 15
Common Core
20 23
18 21
57 67
51 60
Option / Electives
07
06
Industrial Training (minimum 4 months)
9 13
8 12
100
90

Total
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
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
Management, Diploma in Leisure Management
14
BACHELORS DEGREE [120 CREDITS]
Percentage (%)
Credits
Module Categories
Compulsory Module
8 13
9 15
Common Core
15 18
18 21
40 55
48 66
Option / Electives / Minor
0 23
0 27
Industrial Training (minimum 4 months)
7 10
8 12
100
120
15
Delivery methods:

Total
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.
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

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]

Percentage (%)
Credits
16
Common Core
15 20
68
Core*
75 95
30 38
Option / Electives
0 15
06
100
40
Module Categories
Total
*Core - project and dissertation
Delivery methods:
Lectures
Field visits
Case study
Project based assignment
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
17
MASTERS 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
08
Total
100
*The ratio for coursework: research for Research University (RU) is 30:70.
MASTERS DEGREE BY RESEARCH

No given credit value.
DOCTORAL DEGREE BY RESEARCH

No given credit value.
40
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.
outcomes of the particular subject); and

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
implies that the examiner is satisfied that the candidate has met the learning
v.
18
Candidates are required to attempt both continous and final evaluations (A pass
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 taskrelated 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.
Learning Outcomes
Certificate
Programme
Level
Final
Assessment
(%)
30 40
Continuous
Assessment
(%)*
60 70
3. Affective - A2
2. Psychomotor
- P3
1. Cognitive C2
Blooms
Taxonomy Level of
Difficulty
Fundamental
knowledge
Basic skills
Technical skills
Assessment
Criteria
Observations
Demonstrations
Practical
assessments
Written tests
Portfolio/ log
book
Laboratory
reports
Assessment
Tasks
Suggested analysis for each level (from Certificate to Doctoral Degree level) is illustrated below:
19
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.
Learning Outcomes
Diploma
Programme
Level
Final
Assessment
(%)
40 60
Continuous
Assessment
(%)*
40 60
20
3. Affective
A3
2. Psychomotor
P4
1. Cognitive
C3
Blooms
Taxonomy Level of
Difficulty
Technical
knowledge
Enhanced
basic and
technical skills
Leadership
skills
(supervisory)
Communication
Creativity
Assessment
Criteria
Practical
assessments
Written tests
Individual and
group
assignments
Presentations
Industrial
reports
Portfolio / log
book
Laboratory
reports
Assessment
Tasks
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.
Learning Outcomes
Bachelors
Degree
Programme
Level
50 60
Continuous
Assessment
(%)*
40 50
Final
Assessment
(%)
21
3. Affective
A5
2. Psychomotor
P6
1. Cognitive
C5
Blooms
Taxonomy Level of
Difficulty
In-depth
knowledge
Advanced
technical skills
Critical thinking
skills
Contextual
understanding
Leadership
skills
(managerial)
Transferable
skills
Creative and
innovative
Effective
communication
Assessment
Criteria
Written tests
Case analysis
Practical
assessments
Industrial
reports /
portfolio
Individual and
group
assignments
Oral
presentations
Assessment
Tasks
i. synthesise and integrate

information for knowledge
advancement;
ii. apply generic advanced
knowledge from an interdisciplinary context in solving
complex problems;
iii. apply a systematic approach
in discovering and
communicating complex ideas
and knowledge;
ethically and effectively; and
v. nurture intellectual and
lifelong learning.
Learning Outcomes
Masters
Degree by
Coursework
Programme
Level
60 70
Continuous
Assessment
(%)*
30 40
Final
Assessment
(%)
22
3. Affective
A5
2. Psychomotor
P7
1. Cognitive
C6
Blooms
Taxonomy Level of
Difficulty
Advanced
knowledge and
skills
Creative and
innovative
Leadership skills
Entrepreneurship
mindset
Critical thinking
Strategic thinking
Problem solving
Research
approach
As a resource
person
Assessment
Criteria
Written tests
Project paper &
oral
presentations
Case analysis
Individual and
group projects
Research and
output
Assessment
Tasks
i. synthesise and integrate

information for knowledge
advancement;
ii. apply generic advanced
knowledge from an interdisciplinary context in solving
complex problems;
iii. apply a systematic approach
in discovering and
communicating complex ideas
and knowledge;
ethically and effectively; and
v. nurture intellectual and
lifelong learning.
Learning Outcomes
Masters
Degree by
Mixed mode
Programme
Level
40 50
Continuous
Assessment
(%)*
50 60
Final
Assessment
(%)
23
3. Affective
A5
2. Psychomotor
P7
1. Cognitive
C6
Blooms
Taxonomy Level of
Difficulty
Advanced
knowledge and
skills
Contributions to
the body of
knowledge
Creative and
innovative
Research
approach
As a resource
person
Assessment
Criteria
Written tests
Project paper
& oral
presentations
Case analysis
Individual and
group projects
Research and
output
Assessment
Tasks
i. synthesise and integrate information for

knowledge advancement;
ii. apply in-depth knowledge from a multidisciplinary and inter-disciplinary context
in solving complex situations;
iii. apply a systematic approach in
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.
Learning Outcomes
Masters Degree by
Research
Level
Programme
100
Assessment (%)
Final
24
Contributions to the body

of knowledge
Creativity and innovation
Research approach
As a resource person
Assessment Criteria
Thesis
Viva Voce
Tasks
Assessment
Doctoral Degree
Programme
Level
100
Final
Assessment (%)
Enhancing body of
knowledge
Addressing different
perspectives
Research approach
As a resource person in
the field
Assessment Criteria
Thesis
Viva Voce
Assessment
Tasks
*Courses that involve practical classes only, continuous assessment could be 100%.
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;
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.
Learning Outcomes
25
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
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
and Tourism, Culinary and Foodservice programmes are as follows:
26
3.
A recognised Certificate in a related field.

or
4. Any other equivalent qualifications.
27
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.
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.
28
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).
CERTIFICATE
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
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).
29
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 ratio 1:20
BACHELORS DEGREE
i.
Masters Degree in a relevant field.

or
ii.
Bachelors Degree with three years of related work experience in the subject
taught.
or
iii.
Diploma / Certificate with a minimum of five years of relevant industrial

experience or the academic staff member is professionally certified in a
relevant area (qualified to teach practical classes only).

30
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 faculty at least 40% of the staff are fulltime
Skill-based classes ratio 1:25

Overall supervisor-student ratio 1:7
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 ratio 1:7
DOCTORAL DEGREE
31
Academic staff qualification : Doctoral Degree in a relevant field.
Staff-student ratio : Overall Supervisor-Student ratio 1:7
STAFF DEVELOPMENT
Academic staff are vital to deliver a quality programme and to perform teaching
effectively, as well as to produce graduates that are employable and accepted by the
industry. As the industry is dynamic and globally influenced, the academic staff need
to continually update themselves with changes around the globe. Thus, institutions
must ensure that all academic staff are well-equipped with the latest knowledge and
skills in their teaching and learning activities. It is expected that institutions should
provide the following development programmes, amongst others:
i.
Continuous Professional Development (CPD) for full-time staff according to

the specialisation needs with at least 40 hours (equivalent to 7 days) of
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.
32
EDUCATIONAL RESOURCES
Adequate educational resources are necessary to support the teaching-learning

activities of the programme. These resources include finance, expertise, physical
33
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
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
Training hotel
Training
Training
(Laboratory and
room
commercial
commercial
software)
Training front
kitchen
kitchen
Training tour
office reception
Storage
Storage
operations/ travel
counter (with
facilities
facilities
bureau (Office
software)
Basic kitchen
Training
room)
Training
(*)
restaurant
restaurant
Basic kitchen
Training
(*)
beverage
counter
Basic kitchen (*)
34
All the above facilities must be appropriately and adequately equipped.
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
(*) Basic kitchen: utensils, oven, refrigerator / chillers, freezer, stove, storage area,
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
35
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
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.
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. 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.
Measures of student performances would include average study duration,
36
LEADERSHIP, GOVERNANCE AND ADMINISTRATION
ACADEMIC LEADERSHIP
Under any circumstances, an educational institute needs to be pragmatic in building
the link between education and the needs of society and economy. Educational
institutions are expected to be more accountable and responsible to society. Like any
other organisations, educational organisations need to address the issue of
performance and effectiveness, not to mention scholarship. Hence, leadership
qualities are an essential component in advocating good governance and
administration in an excellent organisation. Nevertheless, hospitality and tourism
schools, depending on where they are situated, are based on different structures and
educational philosophies. Hence, the management structure and functions of the
faculty, department and school and their relationships within the institution must be
defined, translated and publicised to the various levels of management and
programme offerings based on transparency, equality, objectivity, authority, selfmonitoring and accountability.
37
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;
be flexible to changing demands and pressures from key stakeholders to
achieve individual and organisational goals;

be able to promote continuous learning among staff and student; and
be able to establish a constructive mechanism for collaboration with
stakeholders
The criteria and responsibilities of the school, faculty or department academic

leadership and the educational programmes must be well documented. The
management must institute a quality assurance programme that is supported by
sufficient administrative staff and the effective deployment of available resources to
implement the academic and non-academic activities.
GOVERNANCE
The globalisation and internationalisation of education has a tremendous impact in
the way an organisation is organised and led and hence, would determine the future
success of the said organisation. Thus, the organisation must understand the
development of the external environment. It must have an appropriate system of
governance that facilitates the accomplishment of the school, faculty or department
integrity. The system must subscribe to and advocate high ethical standards in the
management of its internal and key stakeholders affairs. Appropriate policies and
procedures must be developed to ensure the fair resolution of grievances
forwarded by the faculty, staff, or students. Additionally, its obligations concerning
right-of-privacy issues and confidentiality of records relating to students, faculty, staff,
and alumni must be honored. The system of governance should be strengthened
through the application of findings from periodic audit and assessment exercises,
which include:
the role and function of the board;
the institution's quality and integrity policies;
the juxtaposition of the institutions organisational structure, decision-making
processes, with policies that are clearly described in conjunction with its
mission and vision in supporting institutional effectiveness;
the boards roles in enhancing school, faculty or department effectiveness
through periodic evaluations;
mission and vision which would support the overall institutional effectiveness and
38
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
39
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.
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;
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.
3.
40
APPENDIX 1
BODY OF KNOWLEDGE
The tables below provide samples of Body of Knowledge for Hospitality and Tourism
areas / programmes.
41
CERTIFICATE
NO.
AREA
1.
Front office (Services)
Compulsory Programme Core

a.
b.
c.
d.
a.
b.
c.
a.
b.
c.
d.
a.
b.
Reception
Reservation Service
Night Auditing
Concierge Service
2.
Housekeeping
Laundry Service
Room Service
Public Area
3.
Food and beverage
Dining Room Service
Beverage Service
Banquet Service
Room Service
4.
Tourism
E-Tourism Service
Travel And Tour Operation(InBound/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.
DIPLOMA
NO.
AREA
1.
Hospitality / Hotel
(Operation / Management)
2.
Culinary
3.
Foodservice (Restaurant)
COMPULSORY PROGRAMME CORE

a.
b.
c.
d.
e.
a.
b.
c.
d.
a.
b.
c.
d.
Front Office Management

Housekeeping Management
Food And Beverage Management
Food Production
Room Division Management
Food Preparation
Commercial Food Production
Food Safety
Kitchen Management
Restaurant / catering management
Restaurant / catering services
Food preparation
Commercial food production
BACHELORS DEGREE
Note:
42
Each specific area of study must include the components as indicated at the Diploma
would be Front Office Operational Analysis, Housekeeping Operational Analysis etc.
level programme, but at a higher level, for example in the Hotel area the courses
APPENDIX 2
SUGGESTED CORE COURSES
The table below provides samples of suggested core courses for the various fields.
43
Hospitality / Hotel Management

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Introduction to Hospitality Industry

Hygiene and safety
Food & Beverage Service Management
Beverage Service Management
Dining Room Service
Food & Beverage Cost Control
Hospitality Management
Hotel Operation Management
Room Division Management
Front Office Management
Housekeeping Management
Hospitality Entrepreneurship
Legal Aspect in Hospitality Industry
Supervision in the Hospitality Industry
Hospitality Human Resource Management
Hotel & Restaurant Accounting
Hospitality Marketing
Culinary
1. Introduction to Gastronomy/Culinary arts
2. Culinary Fundamentals
3. Culinary/Food production (Hot and Cold)
4. Butchery/Meat Fabrication
5. Pastry and Baking
6. Purchasing
7. Food Hygiene and Sanitation/Food safety
8. Food Cost Control
9. Food Chemistry/Cuisine Science
10. Food Writing
11. Food and Society
12. Food and Eating Behaviour
Foodservices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Introduction to Foodservice System or Introduction to Hospitality Industry

Catering System and Operations or Foodservice System and Administration
Food Safety and Law or Food Safety and Regulations
Hygiene and Sanitation or Hygiene and Well-Being
Fundamentals of Cookery (theory and practical)
Food and Beverage Service or Food and Beverage Service Management and
(Laboratory)
Food and Beverage Cost Control
Experimental Food (theory and practical)
Kitchen Maintenance, Equipment and Layout
Food Microbiology
Menu Development and Merchandising
Commercial Food Preparation (theory and practical)
Cultural Food Habits
Leisure / Recreation
1. The Concept of
Leisure & Recreation
2. Recreational
Activities Delivery
3. Leisure Programme
Design
4. Recreational Facility
Operations and
Management
5. Instructing
Recreational
Activities
6. Life Saving
7. Managing
Recreational
Operations
8. Providing Leisure
Services
9. Resort and Club
Management
Event
1. Introduction to Event
Management
2. Fundamentals of
Event Management
3. Social Event Planning
& Management
4. Corporate Event
Planning &
Management
5. Wedding Planning
6. Event Facility
Management
7. Technology as an
Event-Management
Tool
8. Event Marketing and
Social Media
9. Sustainable Event
Management
10. Starting an Event
Management
Business
44
Tourism
Travel/Tour
1. Tourism Fundamentals,
2. Travel and Tour
Management and
Operations
3. Tour Planning
4. Visitor Interpretation or
Tour Guiding Services
5. Travel Package
Development
6. People and Culture
7. Tourism Geographical
Knowledge
8. Transportation
Operations
9. Tourism Technology/ ETourism/ Computer
Reservation System
10. Other related tourism
competencies such as:
Leisure &
Recreation
Event Management
and Operations
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 AND TOURISM

- Leisure / Recreation
- Event
HOSPITALITY / HOTEL
- Restaurant (food and beverage)
- Accommodation
HOSPITALITY &
TOURISM
CULINARY
- Arts
- Science & technology
FOODSERVICE
- Catering
- Institutional food production
Travel & Tourism
45
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
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
Asian Cuisine
Pastry / Bakery
Chef Training / Culinary Arts
Culinary Management
Gastronomic Cuisine
Culinary Science
Culinary
46
Foodservice
Commerce (Tourism Management & Marketing)
47
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
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
1.
2.
3.
4.
ORGANISATION
Rahmat Hashim
Universiti Teknologi MARA
(Associate Professor Dr.) - Chairman -
(UiTM)
Ab Rahman Bin Mohd Ali
Malaysian Association of Tour and
(Mr.)
Travel Agent (MATTA)
Chek Zaini Hassan
Universiti Sains Islam Malaysia
(Associate Professor)
(USIM)
Jennifer Chan Kim Lian
Universiti Malaysia Sabah
(Associate Professor Dr.)
(UMS)
Khaairuddin Khalil
Politeknik Merlimau Melaka
(Mr.)
6.
7.
8.
Mohamad Abdullah Hemdi
Universiti Teknologi MARA
(Associate Professor Dr.)
(UiTM)
Nor Khomar Ishak
University of Management and
(Professor Dr.)
Technology (UMTECH)
Siti Ramadhaniatun Ismail
Taylors University
(Mrs.)
48
5.
PANEL MEMBERS

Program Standards - Hospitality and Tourism

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Malaysian Qualifications Agency

14th Floor, Block B, Menara PKNS-PJ

Malaysian Qualifications Agency 2013

Printed copies are available from:

CURRICULUM DESIGN AND DELIVERY

ASSESSMENT OF STUDENT LEARNING

PROGRAMME MONITORING AND REVIEW

LEADERSHIP, GOVERNANCE AND ADMINISTRATION

CONTINUAL QUALITY IMPROVEMENT

APPENDIX 3 Area of Studies

APPENDIX 4 Panel Members

PROGRAMME STANDARDS: HOSPITALITY AND TOURISM

Malaysia, Malaysian Qualifications Agency (MQA) has published various documents

from certificate to doctoral.

Accreditation (COPPA), Code of Practice for Institutional Audit (COPIA), Guidelines

leadership, governance and administration, and continual quality improvement. The

This Programme Standards document has been developed by a panel members in

Dato Dr. Syed Ahmad Hussein

PROGRAMME STANDARDS: HOSPITALITY AND TOURISM

Cumulative Grade Point Average

Code of Practice for Institutional Audit

Code of Practice for Programme Accreditation

Continuous Professional Development

Guidelines to Good Practices

Higher Education Provider

Malaysian Qualifications Agency

Malaysian Qualifications Framework

Formal education received from

learning institution locally or internationally

Number of full-time academic staff against the number of

part-time academics in a particular programme or

A case study or analysis involves the selection and

The assessment of student progress throughout a course,

in which the feedback from the learning activities is used

to improve student attainment.

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 document that record the students experiences

throughout his or her industrial placement period. The

development of practical and professional skills in his or

PROGRAMME STANDARDS: HOSPITALITY AND TOURISM

and application of theoretical knowledge. The report

PROGRAMME STANDARDS: HOSPITALITY AND TOURISM

the students future professional career.

A laboratory report is a report detailing an experiment or

The act of noting and recording students psychomotor

An oral presentation involves explaining something to

audiences, usually in a classroom, but sometimes in a

the quality of the information presented as well as the

10. Portfolio / Log

A document (book) that is used for the students to record

Assessing students through detailed observation by

workshops, clinical placements or industry settings.

12. Project paper

A research project is an extended piece of work involving

13. Skill based