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Quinquennial School Review of the School of Culinary Arts and Food Technology, 2009

Executive Summary

Introduction The main purpose of the Review of the School of Culinary Arts and Food Technology is to take a strategic overview of the School itself, its current position and its ability to respond to changing needs. A key element of the School Review process includes making recommendations in relation to the continued approval by Academic Council of the awards of existing programmes. The Panel considered the programmes within the School and gave specific attention to the proposed changes. The task of the Review Panel was facilitated by the open and frank discussions that took place with staff and students from the School of Culinary Arts and Food Technology and the Faculty of Tourism and Food. The discussions were wide-ranging and fruitful and both school and faculty contributed generously and responded positively to suggestions put forward by the Panel. The preparatory work on the self-study document was thorough and staff had reflected in advance on most matters that were raised by the panel. The panel was impressed with the passion, commitment and motivation demonstrated by staff and students and their dedication to ensuring that the school is the national and international leader within its field. The calibre of education being provided is evidenced by the regular international successes at a wide range of culinary, bar, bakery and cuisine skills competitions by staff and students in addition to the frequently high profile success of graduates of the School. The panel commends the school on the major developments that have been made over the last ten years. The introduction and integration of degree education alongside traditional skills training appears to have been achieved without any diminution of the strong profile of graduates. Now a period of reflection and consolidation is required to ensure this work is bedded down appropriately. The aspirations of the self-study point the way to a measured strategic plan supported by a resource allocation plan. The process of developing these plans should help in addressing some of the concerns articulated by the lecturing staff around communication and administration through engagement in planning for the future. Summary of Conditions and Recommendations Programmes The Review Panel recommends to Academic Council continued approval for the following programmes, with no conditions attached:

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BSc (Ord) in Baking & Pastry Arts Management – Full-time – Level 7 with an exit award – Higher Certificate in Baking & Pastry Arts Management – Level 6. BSc (Hons) in Bar Studies (Management and Entrepreneurship – Full-time – Level 8, with exit awards – BSc (Ord) in Bar Studies (Management and Entrepreneurship) – Level 7 & Higher Certificate in Bar Studies (Management and Entrepreneurship) – Level 6. BSc (Hons) in Culinary Entrepreneurship – Full-time – Level 8, with exit awards – BSc (Ord) in Culinary Entrepreneurship – Level 7 & Higher Certificate in Culinary Entrepreneurship – Level 6. BA (Hons) in Culinary Arts – Full-time – Level 8, with the inclusion of exit awards, BA (Ord) in Culinary Arts – Level 7 & Higher Certificate in Culinary Arts – Level 6. MSc in Culinary Innovation and Food Product Development – Full-time and Part-time – Level 9, with an exit award Postgraduate Diploma in Culinary Innovation and Food Product Development – Level 9.

The Panel recommends to the Academic Council the continued approval of the following programme under the revised title:

Higher Certificate in Health and Nutrition for Culinary Arts – Full-time – Level 6.

The panel was presented with a number of minor programme modifications (see appendix 1). The panel recommends the approval of these minor modifications on the condition that revised Part B programme documentation is submitted in accordance with Quality Enhancement Procedures. Other recommendations In addition, the Review Panel made the following recommendations:

1. The School should develop a measured strategic plan prioritising its goals and setting out the manner in which they are to be achieved. The plan should benchmark the school’s activities against best international practice and should be supported by a resource allocation plan. The resource allocation plan should identify the resources required for each of the school’s activities and specify the implications for the School if such resources are not made available. A comprehensive risk assessment should also form part of the plan.

2. The panel believes that the future success of the School is predicated

on the resolution of issues around communication and administration, so that the all members of staff are united and committed to pursuing agreed team goals enabling the School to fulfill its strategic objectives.

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3. The School should develop a succession plan to ensure that staff members about to retire can pass on their specialist skills to other members of staff.

4. In order to further strengthen the School’s position as national leader in

the field, the School could consider franchising some of its unique programme offerings both nationally and internationally.

5. The School should look to consolidating its programme portfolio and

addressing minor difficulties that have been encountered in delivery before engaging in further programme diversification.

6. The School needs to review how undergraduate research dissertations

will be resourced and managed. The School could consider engaging students in groups for themed dissertation supervision.

7. Where modules are shared between programmes, the school should

ensure that the content is sufficiently generic to be of equal value to all students on all the programmes.

8. Clarity is required in relation to how Continuing Professional

Development programmes are resourced.

9. The School should devise a system to enable students obtain feedback on how the School is addressing their suggestions.

10. It is important that the level of operational support provided to the

School to organise work placements is not only maintained but augmented to support the increased number of placements on undergraduate programmes.

11. Programme committees for the BSc (Hons) in Bar Studies

(Management and Entrepreneurship) and BSc (Hons) in Culinary Entrepreneurship could review the Entrepreneurship elements on these programmes to increase their visibility.

12. The School could investigate the possibility of having the BSc (Hons) in

Culinary Arts recognized by the Teachers Council of Ireland thereby facilitating recognition of the programme as an entry route into secondary school teaching.

13. The programme chair for the BSc in Bakery and Pastry Arts should

review the availability of the most up to date Bakery textbooks and liaise with the Librarian in this regard.

14. The School might consider a reward scheme recognising staff

achievement in national and international skills competitions and pursue the Institute’s acceptance of them as equivalent to the publication of research. In this regard the School could consider

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collaborating with other Schools across the Institute involved in performance-based activities.

15. Staff should be encouraged to document and publish how competition

participation and success informs programme delivery and impacts on student engagement.

16. The School should consider developing an annual report on

competition participation by staff and students for distribution within the Institute and posting on the School’s website to publicise its success.

17. The School could consider developing a structure to enable staff with a

significant expertise in craft competition to work together with staff with expertise in writing peer reviewed publications to produce scholarly publications.

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Report from the Quinquennial School Review in the School of Culinary Arts and Food Technology, 2009 1 The Review Process The focus of the School Review is in respect of the School as a whole. This includes its general position and performance; its range of activities and how these are conducted, reviewed and developed; the range and quality of taught programmes; its research and staff development activities; its management procedures and quality improvement systems and links with external bodies. The external environment, including the economic situation, effects of demographic changes and competition from other educational institutions on the programmes offered, was also considered within the review process. Central to the review process was the self-study, prepared by the School and considered by the Review Panel prior to visiting the School. This self-study is a critical self-evaluation of the School's activities and highlights strengths and achievements as well as areas of difficulty. The process of review carried out by the School followed current practice for the review of existing programmes; that is the documentation prepared by the School was sent to the Faculty Board for endorsement. External assessor nominations where forwarded to the Academic Quality Assurance Committee which appointed a Review Panel. The review visit took place over two-days, the 31st March & 1st April 2009. The Panel, through a series of meetings with management, staff and students of the School and a visit to the facilities available to the School, considered issues raised in the self-study and in the other documentation presented. 1.1 The Purpose of the School Based Review The broad objectives of the School Review are to evaluate: • the School's approach to programme design and development, having due

regard to the influence of bodies representing students, employers and the sector;

• the learning environment of the School; • staffing including academic, administrative and technical; • staff development and research activities within the School; • the School’s quality assurance systems, including the effectiveness of

taught programmes in meeting their stated learning outcomes; and, • the School's development plans for the future.

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1.2 Membership of the Review Panel The Review Panel appointed by Academic Council to carry out the School Based Review was comprised as follows: External Members Dr Fiona Walsh Own Brand Development Manager, Musgrave

Wholesale Partners Cash & Carry Dr Rebecca Hawkins Research and Consultancy Fellow, Oxford

Brookes University, Mr Peter Fuller Associate Lecturer in University College

Dublin Internal Members Mr John O’Connor (Chair) Head of School of Art, Design & Printing, DIT

Mountjoy Sq. Dr Kevin Griffin School of Hospitality Management & Tourism,

DIT Cathal Brugha St. Dr Deirdre Lillis School of Computing, DIT Kevin St. Representatives from the Office of the Academic Registrar Ms Nicole O’Neill Quality Assurance Officer, Office of the

Academic Registrar 1.3 Programme of Visit to School The Review took place in accordance with the following schedule. Day 1 - Tuesday 31st March 2009 Boardroom, Cathal Brugha St. 9.30 am Teas / Coffees: Formal beginning of process: Chair of Panel

introduces members of panel to the Faculty Director who introduces the Head of School and Heads of Department and the School Review Steering Committee (SRSC).

10.00 am Short formal presentation by Head of School, Heads of

Department and the SRSC describing main activities of the School and introducing the key points from the self-study report.

10.45 am Private meeting of Panel to discuss agenda for day. 11.30 am Tea/coffees: Panel meets with School Management Team and

SRSG to discuss the broad contents of the self-study report and the implications for the School in terms of individual programmes

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and resources, more specifically the School’s arrangements for quality assurance, programme development, links with business, research activity and staff development.

13.00 pm Lunch: Panel, School Management Team and SRSC 2.00 pm Panel meets with Head of School, School Management Team,

SRSC, Faculty Administrator, School Administrator, Faculty Librarian, Placement Officer, Careers Guidance and Support Services to review contents of School’s evaluation of strengths, weaknesses, opportunities and threats, based on self-study report and to discuss School’s Plan for future development.

3.00 pm Private meeting of Panel to review progress and decide on

matters for further discussion or evaluation. 3.45. pm Teas/coffees: Panel meets with SRSC, Head of Learning

Development to discuss the suite of programmes offered by the School and the trends and direction of these – including discussion regarding programme management issues and quality assurance arrangements and to address specific issues relating to changes proposed.

5.00.pm Panel views the physical facilities and resources of the School. 6.00 pm Panel meets with representative current and former students 6.45 pm Private meeting of Panel to review progress thus far. 7.00 pm Dinner (including Faculty Director, School Management Team

and other appropriate staff and Panel)

Day 2 Wednesday 1st April 2009 Boardroom, Cathal Brugha St., unless otherwise stated 9.30 am Private meeting of Panel to review progress thus far. 10.00 am Meeting of the Panel with staff teaching on programmes to

discuss syllabuses, teaching methods and assessment issues specific to the programmes.

KOS Theatre 11.00am Tea/coffee break. 11.30am Panel meets with research supervisors, National and

International Judges and Experts (wine, bar, bakery and cuisine competitions)

12.30pm Lunch: Panel only

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2.00pm Panel meets with Faculty Director, School Management Team

and Faculty Administrator to discuss issues of resources, staff development and any issues requiring clarification arising from self study.

3.00 pm Private meeting of the Panel to consider the draft report. 4.30 pm Tea/coffees: Meeting of the Panel with Faculty Director, Head of School and Departments and SRSC to outline orally the Panel’s findings. 2.1 Overview of the Dublin Institute of Technology (DIT) DIT is one of the largest university level Institutions in Ireland with almost 20,000 students of whom 10,000 are full time undergraduates. It is the first choice for many Irish school-leavers and business people and it currently records one of the highest numbers of first preference choices and overall choices in applications for third level places by school-leavers. The reasons for DIT’s continued pulling power include excellent student support facilities, an ethos that encourages active learning and dynamic course content, and its tradition of academic excellence alongside professional relevance. With over 300 different programmes delivered through six faculties and twenty-six schools, DIT is in a position to offer a diverse range of specialised programmes, which maximise students’ choices in a rapidly changing world. In some cases these programmes are unique to DIT or the Institute is one of a small number of providers. 2.1.1 Quality Assurance Process within DIT DIT has clearly documented procedures for quality assurance of individual programmes which begin with initial curriculum design, development and validation. These procedures are outlined in the DIT Handbook for Academic Quality Enhancement, 3rd Edition, 2006 and cover: • Validation and re-validation of programmes; • Formation of course teams/committees; • Faculty Boards; • Composition of validation/re-validation boards; • Conduct of a validation/re-validation board; • Examinations – process, marks and standards,

internal and external examiners, reports; • Annual monitoring of a programme; • Partnerships with external organisations; • Short course validation. The programme teams (committees) prepare an annual monitoring report for each programme (Q5) and critically review the programme every five years as part of the School Review process. Academic quality assurance requires that the agreed aims and intended learning outcomes of educational programmes are achieved consistently. Issues relating to quality assurance are well understood by lecturers and there is a high awareness of their importance.

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Academic Council is responsible for developing and maintaining academic standards and quality in all courses of the Institute. There is an Academic Quality Assurance Committee under the chairmanship of the Director of Academic Affairs and reporting to Academic Council.

2.2 The Faculty of Tourism and Food The Faculty of Tourism and Food is located at Cathal Brugha Street, Dublin with facilities in Mountjoy Square, Sackville Place, Denmark Stand in Kevin Street. The Faculty serves two of the major sectors of the Irish economy that is food and tourism. The faculty has representation on national and international bodies and has many academic and industry alliances. The Faculty is organised around three Schools, each of which is subdivided into various departments. The three Schools are as follows:

• The School of Culinary Arts and Food Technology • The School of Food Science and Environmental Health. • The School of Hospitality Management and Tourism

The student population of the Faculty is almost 2000, comprising: 1270 full-time, 50 research and 660 part-time students. There are six postgraduate and nineteen undergraduate full-time programmes comprising six level nine degree programmes, twelve level eight degrees, five level seven degrees and two level six programmes. There is one Further Education and Training Award Council (FETAC) programme (at level 6) in both full and part-time mode and a small number of industry specific short courses (these vary depending on demand). All programmes (except FETAC) are provided in a modular and semesterised format. This supports student centred learning, mobility, choice and flexibility in delivery. There is a significant record of national and international achievement in culinary performing Arts, a good output of refereed papers, a research alumni cohort in excess of fifty PhD and M Phil graduates, success in attracting research funding and international collaboration. In addition, the Faculty provides a research and development service to the Culinary, Food and Tourism related sectors through its Food Product Development Centre and Tourism Research and Development Unit 2.3 School of Culinary Arts and Food Technology 2.3.1 Overview The School of Culinary Arts and Food Technology (SCAFT) is the leading centre for learning, teaching and research in Ireland for some of the world’s largest food related industries (bar, bakery, restaurant, cuisine and the broad hospitality sector). The School has a track record in providing unique and innovative programmes (often first in the field) ranging from short specifically tailored continuing professional development programmes (CPD) to degree and post graduate programmes. A particular strength of the School is the professional practice background of many of the staff, combined with their

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academic qualifications and commitment to life-long learning and research. The School has three departments with facilities and location as follows: Table 1 Departments of the School of Culinary Arts and Food Technology

Department Location Department of Culinary Arts Cathal Brugha Street

Department of Baking Technology Kevin Street

Department of Bar and Meat Technology Mountjoy Sq. & Cathal Brugha St

2.3.2 The School Executive The School has an executive consisting of the Head of School, three Heads of Department and a structured post. The Executive meet formally once each term and there are a wide number of informal meetings between the individual heads of department and the head of School. The executive team engages in a wide range of issues including the strategic direction of the School, marketing, staffing, budgeting, teaching & learning, health and safety.

School Executive Members Position Dr Aodán Ó Cearbhaill Head of School Mr Joseph Erraught Head of Department – Culinary Arts Mr Andrew Ó Gorman Head of Department – Bar Studies Mr Derek Ó Brien Head of Department – Bakery Ms Anna Cruickshank Structured Post Ms Fabiola Hand School Administration and secretary 2.3.3 The School Review Steering Group (SRSG) This group was set up with the task of coordinating all the activities that make up the School review process and to produce the self-study evaluation document. The members of this group consist of: Member Programme Dr. Roisin Burke (Chair) BA in Culinary Arts Dr. Karen Casey Higher Certificate in Culinary Arts Mr. Eugene Kane BSc. Baking and Pastry Arts Management Mr. James Murphy BSc. Bar Studies (Management and

Entrepreneurship) Mr. Frank Cullen BSc. Culinary Entrepreneurship Ms. Anna Cruickshank MSc. Culinary Innovation and Food Product

Development Mr. John Clancy FETAC Programmes (Professional Cookery)

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As part of the review process a number of School working groups, drawn from members of the School and the wider support services, were established to examine in a formal manner a wide range of issues that affect all programmes and activities in the School. These included: Working Group 1: Induction, Retention/Literacy Skills/ Research Skills/ Thesis supervision – contribution to School research/ Research Strategies Working Group 2: Blended learning/ WebCt/ Distance Learning/ Assessment Strategies /community learning Working Group 3: RPL/CPD Programmes Working group 4: School Marketing and Recruitment Working Group 5: FETAC Programmes Working Group 6: Internship Working group 7: Timetabling Management Other issues such as Career Development, Grangegorman, Health & Safety and Languages were integrated into the general discussions of the School and Programme Committee Meetings. 2.3.4 Schools Programmes Table 2 School of Culinary Arts & Food Technology Programmes

(2008-09)

Code Programme Duration Award Student

Numbers

DT 414 (f/t)

DT 415 (p/t)

MSc in Culinary Innovation & Food Product Development

(1 Yr f/t & 2yrs p/t Level 9 7

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DT 407 BA (Honours) in Culinary Arts

(4 years full-time) Level 8 150

DT 417 BSc (Honours) Bar Studies(Management and Entrepreneurship)


DT 416 BSc (Honours) Culinary Entrepreneurship


DT 418 BSc (Ordinary) in Baking & Pastry Arts Management


DT 444 Higher Certificate Culinary Arts -Catering for Health


DT900 Post Graduate Research (PhD)

3 to 4 years Level 10 2

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DT 407P

Continuing Professional Development (CPD) (Modular programmes)

1 semester

12 Week Units

CPD Variable

Certificate in Professional Cookery (FETAC)

(2 yrs f/t & 3 yrs p/t)

Level 6 268

DT 489 Diploma in Meat Apprenticeship (ACBI)

(3 years part-time) 43

DT 445 Diploma (LVA) in Bartending Supervision

(1 year part-time) 20

Until the mid nineteen nineties the School offered higher level certificates in Hotel and Catering supervision, Bar, Bakery and Catering for Health and short programmes for industry. In addition the School provided service teaching to degree level programmes in other DIT Schools, and for the FETAC national programmes (level 6) in Professional Cookery and Food Service Supervision. The first and perhaps most important decision was taken in 1996 to move from a School that was essentially a provider of service teaching and specialist cuisine/bar/bakery skills to providing leadership in education and research for the broad field of Culinary Arts and Food Technology. The strategy adopted was a research led programme of curriculum and staff development. Through School research it had become evident that there was a growing demand from industry, students and graduates for a more professional and higher academic level approach to education. This was partly driven by developments in higher education at the end of the 20th Century which has seen substantial growth in provision across a range of disciplines. A number of distinct trends had emerged notably:

• Many occupations had professionalised themselves by identifying a systematic body of knowledge acquired through specialised education and training and a measure of autonomous authority in a particular field.

• A view that higher level qualifications provided graduates with lifelong skills and knowledge needed to achieve success and satisfying professional careers

In response to these educational demands a BA Honours Degree in Culinary Arts was, through a rigorous process of research, designed and developed in the period 1996 to 1998, and launched in 1999. The guiding philosophy of the curriculum team was to move Culinary Arts education away from a craft and towards an academic, knowledge based, scholarly and liberal-vocational approach incorporating applied culinary and artistic skills to meet the challenges of culinary education in the 21st century. This multi-disciplinary programme represented a fundamental shift in culinary education in Ireland. The programme graduated its first cohort of twenty-four students in November 2003 and has proved to be a resounding success. It is worthy of note that the Culinary Arts is a comparatively new area for advanced study in tertiary

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education, and this degree has contributed to its development as a subject/discipline with its own appropriate research methodologies. Following the major success of the BA and significantly the new cultural and academic direction of the School it then embarked on a number of developments including the introduction of a range of new programmes, pro-active staff development, marketing, improved communications, and research focused on scholarly activities that underpin curriculum development and the dissemination of new knowledge. The degrees include:

• A Masters Degree in Culinary Innovation and Food Product Development. This innovative programme was launched in 2006. It is the first such programme in Ireland. It is offered on both a part-time and full-time basis. It is designed to uniquely bridge the knowledge gap between Food Science, Business and the Culinary Arts. It offers a combination of critical, reflective and technical knowledge in the development of innovative food products to meet the demands of an increasingly sophisticated consumer and national and international food organizations. Graduates have enhanced career prospects in diverse fields including food product development, food product management, haute cuisine restaurants, education, research and entrepreneurship. The programme graduated its first cohort of eight students (f/t) in November 2007, eighteen (f/t & p/t) in 2008.

• A four-year BSc (Honours) in Bar Studies (Management &

Entrepreneurship). This programme was validated in 2006 and launched in 2007 in response to a demand from the Bar Industry for a new approach to education with a move away from a craft base and towards an academic, and liberal-vocational approach to meet the challenges of bar entrepreneurship in the twenty first century. It is the first such programme in Ireland specifically designed for the licensed trade. The modular format of the programme facilitates students who wish to attend on a part-time basis. The first cohort will graduate in 2011.

• A four-year BSc (Honours) Culinary Entrepreneurship (original title:

Food & Beverage Culinary Management). This was launched in 2007 in response to a demand for a complementary programme to the BA in Culinary Arts which would focus more specifically on the entrepreneurial challenges of operating a food and culinary related business. The first cohort will graduate in 2011.

• A three-year BSc (Ordinary) in Baking & Pastry Arts Management. This

is the first and to-date the only degree programme offered in Ireland to the Bakery industry and those who wish to pursue a career in this field. It was launched in 2007 in response to a demand for a more innovative approach to education with a move from craft towards a knowledge-based scholarly and liberal-vocational focus. The modular format of the programme facilitates students who wish to attend on a part-time basis. The first cohort (ten students) graduated in 2008 (graduates of the two

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year Higher Certificate in Bakery Management who applied for advanced entry).

• Research Degrees. The School is actively engaged in Research.

Currently three students are being supervised by members of staff having successfully obtained funding from DIT to pursue research at Doctorate level.

• The School is in the process of developing a new degree at Masters

level in Gastronomy. The FETAC programmes are designed by Fáilte Ireland (in conjunction with a number of Schools in the culinary education field). As such they are not DIT programmes but service teaching is provided by the academic staff. The students are regarded in exactly the same way as all other students on the School’s own suite of programmes. The School has over the last number of years developed clear progression links between the programmes, and alignment of programme modules with learning outcomes appropriate for different levels, to clarify the ladders of progression available to students. These developments have been facilitated by the modular approach to programme design. Each programme document lists the progression opportunities. The School has also developed ‘step off’ qualifications on the degree programmes. This is to facilitate students who may wish to leave before completing a degree and facilitates the student obtaining a higher level award at Higher certificate or Ordinary degree level. The School has also developed a progression link for students who successfully complete level 6 of the FETAC programmes to progress onto the the BA in Culinary Arts. This has proved very successful with a number of students progressing through the honours degree programme on to the Masters in Culinary Innovation and Food Product Development.

The net effect of the introduction of the new programmes allied to a pro-active marketing effort is a steady rise in student numbers since 2005-06 thus widening opportunities for learners. See below breakdown of CAO applicants for the School’s undergraduate programmes 2004-08, which reflect a positive response to the growing diversity of the School’s programmes. DT407 BA in Culinary Arts Year First

Preference Total Preferences

Entry Points

Registered

September 2004 116 533 270 422005 113 528 280 382006 97 486 250 322007 95 417 360 332008 101 385 350 32 DT416 BSc Culinary Entrepreneurship Year First Total Entry Registered

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Preference Preferences Points September 2006 - - - -2007 12 160 255 132008 20 193 245 16 DT417 BSc Bar Studies (Entrepreneurship & Management) Year First


Entry Points

Registered

September 2006 - - - 2007

94 474 320 9

2008

80 456 275 25

DT418 BSc in Bakery and Pastry Arts Management Year First


Entry Points

Registered

September 2006 - - 2007

76 364 115 13

2008

117 416 115 26

DT444 Higher Certificate in Culinary Arts – Catering for Health Year First


Entry Points

Registered

September 2004 263 890 185 21 2005

123 658 180 33

2006

129 597 140 25

2007

103 473 110 30

2008

75 389 110 23

2.3.5 Projected Numbers of Students 2009 to 2014

Since the last review in 2004 there has been a steady increase in overall numbers in the School with the biggest growth recorded at the full-time 3rd and 4th levels (see Table 5.3 Numbers of students 2005-11). This is partly due to the increased marketing and promotional activities in the school but perhaps of more significance is the development of relevant new long cycle programmes that are proving attractive to potential students. Since 2002 there has been a national trend to increase the number of CAO applicants for level 8 programmes while level 7 have declined. However, CAO applicants in the discipline areas of Arts/Social Sciences & Business (where many of the core elements of the School programmes are positioned) have increased at both level 7 & 8. According to the HEA Capital Review (2007) the number of mature and second time participants has been rising

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steadily since 2004. In addition the slow growth in the full-time sector has been somewhat counterbalanced with recruitment through non traditional CAO sources including Mature and Advanced Entry. The following Table 3 (Number of Students 2005-11) details the existing and projected number of full time and part time students (This includes CAO, FETAC advanced entry and non-standard applicants). The projected numbers are based on the following assumptions:

• The new undergraduate degrees launched in 2007-08 will continue to attract increasing numbers as they become more established.

• The Higher Certificate in Culinary Arts – Catering for Health is undergoing modifications as part of this review. These will be reflected in marketing and promotional activities to emphasise the health and nutritional aspects of the programme and to more clearly distinguish it from the BA in Culinary Arts.

• The FETAC level programmes will continue to be offered by the School subject to an agreement being reached on unit cost and administration. These issues are currently not resolved.

• The short industry programmes in Meat Apprenticeship and Bartending Supervision will continue subject to agreement being reached on certification, unit cost and administration.

• Irish and International economic conditions may assist in a general increase in student numbers but closures and cutbacks may affect the apprenticeship provision.

• It is expected that a number of new programmes/research activities will be validated over the next five years. Projections for these have been included.

• The introduction of Third Level Fees will not adversely impact on the demand for the School’s programmes

Table 3 Numbers of students 2005 – 2011 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/201

1 2011/2012

BA in Culinary Arts DT407 1 38 32 33 29 32 32 322 38 46 41 43 41 44 443 27 31 37 41 40 40 404 28 24 30 36 37 39 39Total 131 133 141 149 150 155 155DT416 BSc in Culinary Entrepreneurship 1 n/a n/a 13 16 28 32 322 n/a n/a n/a 14 14 20 293 n/a n/a n/a n/a 13 12 174 n/a n/a n/a n/a n/a 11 11Total 13 30 55 75 90DT417 BSc Bar Studies (Entrepreneurship & Management) 1 n/a n/a 7 25 28 32 322 n/a n/a n/a 12 22 25 283 n/a n/a n/a n/a 11 18 224 n/a n/a n/a n/a n/a 12 13Total 30 18 7 37 61 87 95

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DT418 BSc in Bakery and Pastry Arts Management 1 16* 10* 13 26 30 30 322 8* 15* 9 11 21 22 273 10 7 9 18 21Total 24 25 32 44 60 70 80DT444 Higher Certificate in Culinary Arts -Catering for Health- (f/t) 1 33 25 19 23 28 30 322 15 26 10 16 19 23 26Total 48 51 29 39 47 53 58 Degree (Ordinary) in Health & Nutrition for Culinary Arts 1 2 3 18 20Total 18 20Total UG Programmes

299 373 458 498

DT 414 MSc Culinary Innovation and Food Product Development (f/t) 1 n/a 9 8 7 7 7 7Total n/a 9 8 7 7 7 7DT 415 MSc Culinary Innovation and Food Product Development (p/t) 1 n/a 12 8 12 12 12 122 n/a n/a 11 9 10 10 10Total 12 19 21 22 22 22MA in Gastronomy (f/t) 1 6 8Total 6 8MA in Gastronomy (p/t) 1 12 122 10 10Total 22 22Total Taught Post Grad (full time equivalents = 3)

14 14 27 27

DT432 FETAC (Level 6) Professional Cookery (f/t) 1 58 88 83 87 60 60 602 46 42 50 47 46 46 46Total 104 130 133 134 106 106 106C435 FETAC (Level 6) Professional Cookery (p/t) 1 28 30 49 48 36 36 362 46 43 54 48 50 50 503 31 33 29 38 34 34 34Total 105 106 132 134 120 120 120Total FETAC (full time equivalents = 3)

176 178 146 146 146

DT445 LVA Bartending Supervision 1 35 32 32 20 20 20 20Total 35 32 32 20 20 20 20 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/201

1 2011/2012

DT488 Diploma in Bar Management 1 24 20 22 Discontinued 2 15 13 5 17 Total 39 33 27 17

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DT489 Diploma in Meat Apprentice 1 19 14 12 23 24 24 242 14 12 7 14 13 13 133 9 14 9 6 7 9 9Total 42 40 28 43 44 46 46**CPD Total 265 255 130 130 130 130 * Higher Certificate programmes replaced by Degree programmes ** Estimate 2.3.6 Professional Internship/Industry Placement Professional Internship, where a student works for a period of time in industry (under guidelines from the School agreed with the industry partner) is an important component of most of the undergraduate full-time programmes in the School. Placement can be either in Ireland or internationally depending on the requirements of the programme. The international placement is part funded through Erasmus Life Long Learning schemes. The School is continuing to develop new contacts both at home and abroad with key employers and other colleges throughout the European Union. (Table 4 provides information on the duration).

Table 4 Profession Internship for DIT validated programmes in the School (2008)

Programme Year Duration Commencing BA Culinary Arts DT 407 Year 2 &

Year 3 6 weeks & 12

weeks End of year two

End of year three BSc Bar Studies (Management and Entrepreneurship) DT 417

1st semester Year 3

1 semester 1st Semester Year 3

BSc Culinary Entrepreneurship DT416

1st semester Year 3

1 semester 2 Semester Year 3

BSc Bakery & Pastry Arts Management DT 418

Under consideration

Higher Certificate in Culinary Arts – Catering for Health DT 444

Year 2 1 day per week for one

semester

Semester 1 year 2

Subject to the advice of Programme Tutors and the Student Placement Officer, students may apply for an internship arranged by the Institute or can make an independent application to an appropriate employer. The student must successfully complete/pass their internship. Students must complete a report on their internship experience. Support for students while on professional internship is provided through a number of measures including the appointment of a staff mentor, visit by mentor if geographically possible, timetabled evaluation sessions post professional internship. Staff support the professional internship function working alongside the placement officer in organising events, promoting professional internship opportunities for students

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and ensuring that adequate visits and contact is undertaken with students while on professional internship in industry. The internship process is supported by a full-time placement officer. The support of the Placement Office is an essential element to the proper functioning of the professional internship process. 2.3.7 Internationalisation of Programmes There has always been an international dimension to the programmes offered by the school. By their very nature the programmes demand the student study and familiarise themselves with a wide variety of cuisines, beverages, foods, cultures, techniques and technology from around the globe. Students are encouraged to travel, study and work abroad and on some programmes an international work placement is a requirement. Among the activities engaged in are:

• An international work placement for students to gain international experience

• Students compete internationally in culinary and food (bar, bakery and cuisine) competitions

• Programme curriculum: A number of modules emphasize the international dimension of the discipline

• International languages are a core element on a number of programmes

• The School encourages field-trips to international locations on the undergraduate programmes. Currently this is organized on a programme by programme basis. At postgraduate level the MSc in Culinary Innovation and Food product Development has an international field trip built into the fee structure.

• The school has developed contacts with a number of International Academic Institutes in similar disciplines which has facilitated student and staff exchanges

As students learn a great deal from each other there is a large educational benefit in attracting students from other countries and cultures to study in the school. Increasingly, in the new economic climate, there are budgetary considerations to add to the attractiveness of such an approach. 2.3.8 Student Retention Retention is a key issue for most higher education Institutes today. Pressures from the work-place, demands of students, inadequate course-choice processes and the diversity of student intake have a direct impact on the retention levels. The problem is particularly acute in first-year where the majority of non-completing students exit the system. There is a skills gap between Leaving Certificate level and first year requirements that manifests early in the first term. In addition, the falling level of entry points onto a number of programmes has compounded the problem. Many other students who withdraw do so as a result of wrong programme choice. There is an

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information gap between what is being offered and students’ perception of what is being offered. Students in the School fall into two broad categories, higher education and further education. The main issues with the higher education group of students (those on the Schools own programmes) are high numbers of withdrawals in first year and poor examination results particularly among level 6 & 7 students. Research carried out by the Retention Office shows students enrolled in level 7 programmes who fail or withdraw are quite often overwhelmed academically by the demands of the programme. With regard to the further education group of students the recruitment and much of the support services fall outside the School’s remit and in effect the School is providing service teaching on a nationally approved curriculum. However the School is committed to assist where possible and many of the initiatives such as monitoring student attendance and organizing ‘ice breakers’ are undertaken. The School is aware that successful retention involves early identification of problems and intensive and continuous intervention (support). A number of initiatives have been undertaken as follows: a) During the induction program for 1st year students the programme

tutors for each year arrange ‘ice breakers’ and informal ‘get togethers’. During the induction for 1st year student the programme tutors carry out

a ‘student profile’ through a questionnaire. b) The programme tutor for each year as part of his/her duties monitors

student attendance. c) A formal meeting and workshop was held with the retention office to

review and improve the School performance in this area. d) A ‘tracking system’ as proposed by the Office of Retention with the

effect of offering a student appropriate support which may help lower withdrawal figures and is currently under consideration

e) Peer Mentoring: The DIT has begun a Pilot programme whereby 2nd year or more advanced students act as mentors to new first year students. Research shows that students participating obtain higher grades, attend better, and connect more resourcefully with social life in the college. The School is participating in this.

2.3.9 Marketing and Promoting the School The School is evolving a marketing plan that integrates many of the promotional activities in the School in a more structured manner. This includes:

• Development of a brand image and a logo for the School in the context of the DIT brand

• Development of sales aids – information packs, brochure/folder, pens, key rings and t-shirts

• Targeted approach to career and open days

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• Development of a data base of career guidance teachers, alumni and leading industry people

• Industry events – presentations and demonstrations • The School web page • Appointment of a member of staff to co-ordinate marketing and promotional

activities

2.3.10 School Strategy The strategy of the School is influenced by strategy of the Faculty and the Institute’s Strategic Plan. The primary goals of the School are to contribute to Ireland’s economic and social development by promoting excellence and professionalism, creating a culture of learning and discovery and engaging in the development of values and character in learners by placing them at the centre of all activities. The School seeks to promote the development of knowledge, skills, creativity and an innovative approach to career development while encouraging a love and a passion for food and all aspects of cuisine. While learning, research and engagement with Irish society are the core of the School’s strategy they are underpinned by the effective management of the resources with appropriate administrative and support systems including accountability within a framework of regulations, policies and procedures. The key objectives of the school strategy are:

• Enhance the student experience • Increase student enrolment, retention, graduation & accessibility • Engage in further Staff Development • Build strategic partnerships • Use common systems • Develop research and disseminate new knowledge

As part of the self study, the school identified a number of priorities that need to be addressed in a Development plan. These included:

• Further develop a strategy in alignment with the DITs Mission and the Resourcing Requirements of the Schools Activities

• Enhance Internship • Increase internationalisation of Programmes • Improve Dissertation Support • Develop an Options and Electives Strategy • Re-inforce the induction process across all first year Programmes

including literacy skills and time management • Improve Retention Strategies • Re-inforce Career Planning for Students • Further develop the School Marketing Plan • Continue to develop Research and Scholarly Activities • Improve the Physical learning Environment • Continue to Review and improve Teaching and Learning

Methodologies • Develop a Prior Learning (RPL) model in line with DIT policy

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• Develop new Programmes • Develop Blended Learning

3. Findings of the Review Panel The task of the Review Panel was facilitated by the open, frank and often lively discussions that took place with staff and students from the School of Culinary Arts and Food Technology and the Faculty of Tourism and Food. The discussions were wide-ranging and fruitful and both school and faculty contributed generously and responded positively to suggestions put forward by the Panel. A presentation was made which located the review within the current context of the school and provided a useful frame for later discussions. The preparatory work on the self-study document had been thorough and the staff had reflected in advance on most matters that were raised by the Panel. The preparation of the self-study played an important part in the initiation of this reflection and the panel found the documentation provided to be informative in guiding the its discussions. The findings of the review panel are detailed below under the following headings:

• Approach to programme design and development and quality enhancement

• The learning environment

• Staffing, including staff development for academic, administrative and technical staff

• Research and scholarly activities • School development plan

3.1 Approach to programme design and development and quality enhancement The School has developed a comprehensive range of programmes across the various levels of the National Framework of Qualifications to meet the needs of industry. The portfolio of programmes provides a ladder of progression to students and offers a range of entry and exit points to facilitate access and transfer. Although knowledge-led the programmes retain a high craft skills education base that is underpinned by theoretical and management curriculum components. The school is the only provider nationally of level 8 programmes in the areas of Culinary Arts and Bakery & Pastry Arts and the only provider of a level 9 programme in Culinary Arts. This has helped position the School as the national leader in its field. The panel suggests that in order to further strengthen the School’s position it might consider franchising some of its unique programme offerings both nationally and internationally. It was clear to the panel that there has been significant development of the school’s academic programmes and the School has launched a number of new degree programmes which are now at their early stages of operation. The panel recommends that the School now look at consolidating its

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programme portofolio and addresses any minor difficulties that have been encountered in delivery, for example, timetabling, before engaging in further programme diversification. Most of the School’s programmes now contain a dissertation module and over the next two years the number of students who will undertake an undergraduate dissertation within the School will increase significantly. It was reported to the panel that the amount of time spent by staff supervising students undertaking dissertations was well in excess of the time granted to them to undertake this task. In addition it was also reported that the pool of staff who engage in the supervision of dissertations was limited. The School needs to review how undergraduate research dissertations will be resourced and managed with a view to ensuring that the time spent supervising matches the timetable allowance granted to staff and also to encourage more staff to become involved in the supervision of dissertations. The panel suggests that the School consider engaging students in groups for themed dissertation supervision. The School engaged in a process of identifying commonalities between programmes and where possible has offered common modules to be shared across programmes. Language modules, for example, are now offered as options across all undergraduate programmes with the result that students can select from a larger choice of available languages. The panel supports this approach and recommends that where modules are shared between programmes the School ensures that the module content is sufficiently generic to be of equal value to students on all the programmes. The School has adopted a proactive approach to lifelong learning by providing a large range of Continuing Professional Development opportunities across various levels. There is potential to expand this provision further by offering specialist advanced master craft modules to experienced practitioners. However clarity is required in relation to the resourcing of Continuing Professional Development programmes prior to further expansion. The School follows the quality assurance processes as set out in the Institute’s quality enhancement handbook. This has led to a system of continuous improvement in the School specifically in relation to programme design and development. The school does take on board recommendations presented by students although students are often not informed of the changes that have been made as a result of their inputs. The panel would recommend that the School devise a system to provide students with feedback on how the School is addressing their suggestions. The School works closely with colleagues in the Careers Service, Counseling and the Library service to improve the curriculum and have embedded skills development within their programmes. In particular the School works very closely with the Faculty Placement Officer and it is important that the level of operational support provided to the School to organise work placements is not only maintained but augmented, to support the increased number of placements on undergraduate programmes.

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During discussions the panel queried whether the number of modules relating to Entrepreneurship contained on both the BSc (Hons) Bar Studies (Management and Entrepreneurship) and BSc (Hons) in Culinary Entrepreneurship was reflective of the programme titles. It was claimed that entrepreneurship is embedded in a range of modules within these programmes. The panel recommends that the programme committees review the Entrepreneurship elements on these programmes to increase their visibility. These changes should be reflected in the learning outcomes for all relevant modules It was reported that a number of students on the BSc (Hons) in Culinary Arts have indicated that they would be interested in secondary education teaching as a career path on completion of the programme. In order to facilitate the career aspirations of these students the School could investigate the possibility of having the BSc (Hons) in Culinary Arts recognized by the Teachers Council of Ireland for this purpose. 3.1.2 Programmes Covered under the Review Resulting from its deliberations, the Review Panel recommends to Academic Council continued approval for the following programmes:

BSc (Ord) in Baking & Pastry Arts Management – Full-time – Level 7 with an exit award – Higher Certificate in Baking & Pastry Arts Management – Level 6. BSc (Hons) in Bar Studies (Management and Entrepreneurship) – Full-time – Level 8, with exit awards – BSc (Ord) in Bar Studies (Management and Entrepreneurship) – Level 7 & Higher Certificate in Bar Studies (Management and Entrepreneurship) – Level 6. BSc (Hons) in Culinary Entrepreneurship – Full-time – Level 8, with exit awards – BSc (Ord) in Culinary Entrepreneurship – Level 7 & Higher Certificate in Culinary Entrepreneurship – Level 6. BA (Hons) in Culinary Arts – Full-time – Level 8, with the inclusion of exit awards, BA (Ord) in Culinary Arts – Level 7 & Higher Certificate in Culinary Arts – Level 6. MSc in Culinary Innovation and Food Product Development – Full-time and Part-time – Level 9, with an exit award Postgraduate Diploma in Culinary Innovation and Food Product Development – Level 9.

The Panel recommends to the Academic Council the continued approval of the following programme under the revised title:

Higher Certificate in Health and Nutrition for Culinary Arts – Full-time – Level 6

The panel was presented with a number of minor programme modifications (see appendix 1). The panel recommends the approval of these minor

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modifications on the condition that revised Part B programme documentation is submitted in accordance with Quality Enhancement Procedures. 3.2 Learning Environment The School’s activities are spread across four Campuses: Cathal Brugha Street, Mountjoy Square, Denmark Street and Kevin Street. The facilities available in the each of the campuses are adequate for the School’s current needs but operating from four campuses has presented the school with a number of challenges, particularly in relation to timetabling staff and students who need to travel between buildings. The kitchen facilities available to students are excellent, and there has been a substantial investment in a broad range of equipment. There is spare capacity between 6pm – 9.00pm most evenings in the kitchens and this would enable the school to further increase the number students, particularly the number of the part-time students. The School has two classroom restaurants that enable the students to test out their skills both front and back of house in a real-life scenario to paying customers. This is in an invaluable asset to the curriculum and enables students to practice the diverse range of skills that potential employers will require. The panel experienced the food and service in one of the classroom restaurants and was impressed by the quality. This is attributed to the high calibre of training that the students have received on their programmes and the panel commends the School on the successful operation of both restaurants. In addition to providing practical experience in the Classroom restaurants each Honours degree programme incorporates at least one work placement and the BSc (Hons) in Culinary Arts has both a national and international work placement. These work placements have enabled students to refine their skills and apply their knowledge in a mentored environment. This exposure has enabled graduates to secure employment in top class restaurants both nationally and internationally upon graduation. There is a comprehensive library service provided to the School. However, it was commented that it would be useful to have more Bakery specific textbooks available. The panel would recommend that the programme chair for the BSc in Bakery and Pastry Arts review the availability of the most up to date Bakery textbooks and liaise with the Librarian in this regard. 3.3 Staffing, Including Academic, Administrative and Technical and

Staff Development Culinary Arts and Food Technology are fields that require multiple skills, and the School has employed academic staff from a wide range of backgrounds and disciplines. As policy all academic staff, including part-time staff when appointed are required to undertake the Postgraduate Certificate in Third

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Level Learning and Teaching. This ensures that all members of staff have a minimal level of training in programme delivery and this has contributed to the high standard of programme delivery within the School. In addition, the School has engaged in a comprehensive programme of staff development that has enabled the school to shift the emphasis in its programme delivery to a more theoretical curriculum which underpins the practical craft skills offered. This has also enabled the School to engage further in research activities. In recent years, a number of staff have left the School and have not yet been replaced. This has placed considerable strain on the existing staff members who do not know when these staff will be replaced and are concerned about the School’s continued ability to provide the same quality education experience with this reduced staffing. Academic staff have a large range of duties including a heavy teaching load, research duties and responsibility for training students for skills competitions. With very few promotional opportunities and incentives available within the School it will be difficult for the School to retain the level of motivation and commitment required for staff to significantly engage further in all of these activities. 3.4 Research and Scholarly Activities The School has a strong track record in successfully competing at international craft skills competitions across each of the School’s core disciplines: Culinary Arts, Cuisine, Bar and Bakery. As a result of this success, several members of staff have been appointed as National Skills Coaches and International Judges. However, it was reported to the panel that there is a belief that the Institute takes for granted the things that the School is good at and that the emphasis in communications to staff is in relation to the things that the Institute would like to change. As a result, some members of staff feel their high level of success is not fully appreciated. The School might consider a reward scheme recognizing staff achievement in national and international skills competitions and pursue the Institute’s acceptance of them as equivalent to the publication of research. The School could consider collaborating with other Schools across the Institute involved in performance-based activities to devise a strategy for heightening recognition of performance success. Additionallly, staff should be encouraged to document and publish how competition participation and success informs programme delivery and impacts on student engagement. The panel suggests that the School should consider developing an annual report on competition participation by staff and students for distribution within the Institute and publication on the School’s website to publicise its successes. As noted above, the school has traditionally provided a craft skills based education portfolio and has only recently shifted emphasis, therefore the development of traditional academic research within the school is at an early stage. The School has engaged in a staff development plan to enable staff to

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develop the knowledge and expertise to facilitate them to engage more actively in research activities. In addition a small number of staff have recently been appointed to the School, with a research track record. The development of research within the School is limited, some believe, by the teaching load the significant time commitment for staff engaged in other activities. There is an aspiration to enhance the research portfolio in the School and there are currently two PhD students registered in the School. In particular there is the potential within the school to develop reflective research in the area of craft skills, and the panel recommends the School to consider developing a structure to enable staff with a significant expertise in craft competition to work together with staff with expertise in writing peer reviewed publications to produce scholarly outputs. There is also the potential to engage in applied research that specifically meets the needs of industry and to provide a service to industry in this regard. The faculty’s Food Product Development centre has worked alongside the School to provide this applied research to industry and the panel recommends that this arrangement is continued and expanded. 3.5 School Development Plan The School presented the panel with a set of aspirations for the School’s future development. The panel supports the School in the achievement of these aspirations, however the panel recommends that the School develop a measured strategic plan prioritising its goals and setting out the manner in which they are to be achieved. This strategic plan should benchmark the school internationally and must be supported by a resource allocation plan. The resource allocation plan should clearly identify the resources required for each of the school’s activities The School’s current plans identify a projected growth in student numbers of 30% over 3 years and in the current climate of restrictions on resources, particularly staff resources, the school needs to develop contingency plans which clearly specify the implications to the School if required resources are not made available. A comprehensive risk assessment should also form part of the plan. There is an issue around the cost of delivery of skills based programmes and it is inevitable that the school will need to become more resource efficient. In order to meet the needs of industry, students on these programmes need to spend a significant proportion of their time practising and refining their professional skills. Maintaining the same quality of programme delivery but with a slimmer resource base will be a significant challenge for the School and this will require the engagement of all staff in the process. The panel believes that the future success of the School is predicated on the resolution of issues around communication and administration, so that all members of staff are completely committed in pursuing agreed team goals, enabling the School to fulfill its strategic objectives.

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Staff members within the School have developed a significant level of expertise in specific fields of Culinary Arts and Food Technology. The panel would advise the School to develop a succession plan to ensure that staff members about to retire can pass on their specialist skills to other members of staff and the School will then be able to continue to provide the same range of craft education.

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Appendix 1: Programmatic Changes

Changes to BA in Culinary Arts (DT407)

These include:

A ‘step off’ or ‘exit’ qualification at the end of year two and year three is proposed.

The exit award after successfully completing the first two years of this programme

will be a classified Higher Certificate in Culinary Arts and after year three, subject to

successful completion of all prescribed modules, will be a classified BA (Ordinary)

Degree in Culinary Arts.

It is proposed to add a new Internship module in Year one ( 5 ECTS) , continue with

the internship module in year two (5ECTS) and increase the ECTS credits of the

Industry Internships in year three to 15 ECTS credits, totalling 25 ECTS for industry

placements).

It was decided to change the language provision from the current system where

specific language modules were attached to specific programmes to allowing students

to select from a pool of languages at the appropriate level. Choice of language is

subject to availability, demand and the appropriate level required.

It is proposed to make Gastronomic Event a core module in year four rather than an

option as is the current position.

It is proposed to change from the current practice of naming particular modules as

options (which is deemed restrictive of choice) to allowing the student to select from

the Faculty suite of modules at the appropriate level subject to availability and

demand.

The core modules to be moved to an option status are as follows:

Hospitality Quality Management (TFHQ3022)

Operations Management Systems (TFMS3021)

Food Entrepreneurship (TFCB4022)

Culinary Operations Management (TFNT2024)

The Introduction of optional new modules in Molecular Gastronomy, Culinary

Healthy Options, Lifecycle Nutrition and Health Promotion.

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Errata in Prgramme Document -

An error in the BA Document shows that in year 4 that the the module Food

Entrepreneurship (TFCB 4022) has been deleted and replaced by Innovation and

Change Management (TFMS 4022). It should read the other way with Food

Entrepreneurship (TFCB 4022) been retained and Change Management (TFMS 4022)

deleted as a core module

Changes to the BSc in Culinary Entrepreneurship (DT 416)

These include

• Minor amendments to a number of modules

• Re-alignment and reordering of modules to facilitate a more logical progression for

students. The Option modules in semester 1 of year 2 will be replaced with

Introductory Accounting Module TFAC1004. The Information Technology

(TF1T3022) module will be replaced with Innovation, Change Management and

Creativity Module (TFMS4022)

• Options – Wider choices in keeping wih school strategy

• Admissons Criteria were amended to include that students should have at least an

ordinary level OD3 in French, German, Spanish, Irish or Italian.

Changes to the BSc in Bar Studies (Management and Entrepreneurship) DT417

These include:


• Re-alignment and reordering of modules to facilitate a more logical progression for

students. Food and Beverage Studies (TFFB 1022) is to be removed from the

programme, Professional Bar Management 2 was made a core module in semester 4

year 2, Spirts and Liquors module was moved to year 1, and Professional Bar

Management was moved to semester 3 year 2.

• Options – Wider choices in keeping wih school strategy



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Changes to the BSc (Ordinary) in Baking & Pastry Arts Management DT418

These include:


• Re-alignment and reordering of modules to facilitate a more logical

progression for students. A new module Introductory Nutrition

(TFNT 0021) will be offered in Semester 2, replacing Consumer

Behaviour. Consumer Behaviour will be offered as an optional

module. Quality Assurance Management in Baking (TFBK 2027)

will be moved from Semester 2 to Semester 6.

• The following modules: Professional Baking Bread 1 (TFBK 1027),

Professional Baking Cake 1 (TFBK 1023), Professional Baking

Bread 2 (TFBK 1026), Professional Baking Cake 2 (TFBK 2024),

Professional Baking Sweetbread 1 (TFBK 2026), Professional

Baking Morning Goods & Biscuits (TFBK 2028), Professional

Baking Sweetbread 2 (TFBK 2025), Professional Baking Tarts &

Pastries (TFBK 2023), Viennoserie & Konditorie Arts (TFSK3022)

and Artisan Bread Technology (TFBK3023) will carry 50% of final

mark for Formative Assessment and 50% of final mark for

Summative Assessment, with a threshold on each component of 40%.

Changes to Higher Certificate in Culinary Arts ‐ Catering for Health DT444

The focus of this programme has been changed to align more clearly with the strategic

requirement to offer a programme with a strong focus on diet and healthy eating within the

context of the culinary Arts. It also serves to differentiate the programme more clearly.

Changes include:

• A new title to reflect the focus of the programme: Higher certificate in

Health and Nutrition for Culinary Arts

• The introduction of an industry placement

• Introduction of new modules (some already offered on other programmes)

including nutrition, health promotion, menu modification and food product

development



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Changes to MSc in Culinary Innovation and Food Product Development

These include:

o Amendments to a number of modules

• Re-alignment and reordering of modules to facilitate a more logical

progression for students. Modules: Culinary Ingredients & Food Prodcut

Concepts and Raw Materials will be replaced with one new Module:

Culinary Ingredients and Food Product Development Concepts.

• The introduction of a new module: Lifecycle and Therapeutic Nutrition in

Year 1, semester 1 and a new optional module: Advanced Theory and

Practice of Molecular Gastronomy

Documents

Quinquennial School Review of the School of Hospitality Management and Tourism · 2018-08-15 · BA (Hons) in Culinary Arts – Full-time – Level 8, ... Dr Kevin Griffin School