The major focus of this degree program is to develop professional practitioners through both the development of the relevant knowledge and understanding and the professional competencies, and skills required of the hospitality industry in the 21st Century. The graduates of the programme will have the opportunity to develop into self- confident individuals with enhanced professional skills, who respect diversity and understand cultural differences and are able to take a holistic view of the industry and hospitality related operations. These graduates will be highly sought after by industry as they will have become professional practitioners in their specialist field and have demonstrated that they can make a real difference to any hospitality situation.
The four-year program focuses on the integration of knowledge with professional understanding will be largely based at the workplace with three semesters in the industry devoted to developing professional skills with an emphasis on ‘real-world learning’. The scope of learning is not just limited to the classroom but is mainly focused on the industry to develop world-class hospitality professionals.
The Bachelor of Professional Hospitality comprises five academic semesters (most of these semesters learning will happen while the students are working in the industry), plus three semesters of approved internship. The program consists of over 1920 total contact hours with a total of 120 credit hours. 40% of the program’s course composition focuses on the essential knowledge and understanding whilst the remaining 60% focuses on learning by doing practical to build the essential skills and competencies to become competent hospitality professionals.
The role of evaluation and assessment is fundamental in the recognition, recording and monitoring of the theoretical and professional evaluation in meeting the planned learning outcomes of the programme. Students will receive constant guidance and feedback from tutors on both the practical professional and academic work while it is in progress, in both formative and summative assessments by adopting the continuous evaluation framework.
Cognitive skills are assessed using a wide variety of methods including time constrained coursework assignments and reflective reports. Written assignments will have clearly delineated word limits to encourage concision in the presentation of structured, well-supported argument and opinion. Cognitive skills will also be assessed by a mixture of written, oral and activity-based assignments as appropriate to the learning outcomes.
Knowledge and understanding is assessed via examinations (seen and unseen) and coursework assignments, including problem solving activities, simulations, oral presentations, individual and group reports, as well as more conventional written forms such as essays and other discursive assignments. In many of these modes of assessment students will be expected to demonstrate the connection between theoretical knowledge and understanding and its professional application. Assessment is a valuable tool in the development of research skills and as part of the learning process. The use of assessment in this context provides a valuable addition to the overall learning and teaching approaches.
Transferable skills are assessed through; the numerical manipulation required in modules requiring quantitative analysis; the written (or oral) presentation skills displayed in assignment work; the outcomes of team-work; practical activities set in the real work context; the conclusions and recommendations made in operational case-study reports, and in final year projects.
Assessment therefore takes on a problem-centred rather than merely a knowledge-based orientation. To prove competency means having to demonstrate the attainment of professional skills and attitudes, not just having to write about them. Secondly, assessment becomes not merely a means of judging knowledge and performance, but an integral part of the learning process itself. Consequently, the emergence of performance- based assessment suggests that assessment should be:
– Standards or criterion-referenced. Judging outcomes against these pre-defined standards.
– Direct and authentic, related directly to the work situation. This has the potential for motivating learning, since learners can see a direct relevance between what is learnt and what is assessed.
The philosophy of the program is aligned with the requirements of the industry and provides an opportunity for youth who are at the fringe of the socio-economic section in Nepali society to have access to global standard quality higher education in hospitality. The program has been designed so that the students enrolled in the program spend more time in the industry enhancing their knowledge, skills and competencies by developing attitudes required to be a successful professional in the hospitality industry.
The innovative world-class hospitality education program will champion Kathmandu University’s initiatives of quality, innovation, equity, identity, impact and global engagement. Enrolled students will “learn-while-they-earn” and “earn-while-they-learn” to cover their tuition fees.
Other characteristics of this collaborative constituent program include:
|Credit Hours By Theme||TH||PR||Total Credits|
|Making Operations Work||11||22||33|
|Professional & Personal Development||15||39||54|
|Program||Total Individual Package|
|Bachelors in Professional Hospitality||–|
One of the main objectives of this program is to make hospitality and tourism education accessible to students especially coming from marginalized socio-economic backgrounds. In this regard, scholarships and work-based learning opportunities are available where students will learn-while-they-earn and earn-while-they-learn.