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The role of science in higher education for catering management
7
Viewpoin:
workforce, clientele, operation and bottom line. For him/her. culture management is an integral and essential part of service management. Information and skills to manage culture have not traditionally formed part of the service manager’s tool kit. Not surprisingly. a significant number of hospitality managers persist in setting service standards, marketing services and managing service staff without regard for cultural differences, preferences and sensitivities. These managers are not necessarily insensitive or incompetent; they may. in fact, be among the most respected leaders in our industry. Unfortunately, however, they are missing opportunities. undermining their effectiveness, and failing to deliver world-class service. The mandate for culturally aware service managers is apparent. As hospitality companies enter the service society and global economy, their ability to deliver world-class service will afford them a strategic advantage. Culture sawy hospitality managers will be the driving force behind their success.
About the Author Germaine
W. Shames and Dr Gerald Glover are editors of the forthcoming book IVorkf-Class in 1988 by Intercultural Press. his Shames is Human Resources Development Consultant to Hilton International Hotels. Dr Glover is Director of the School of Hospitality Management at Appalachian State University. Both authors publish. consult and lecture within the international service arena.
Service. slated for publication
Int. J Hospitality Management Printed in Great Britain
Vol. 7 No. 1 pp. 7-9.1988
The role of science in higher education
0278-4319/88 $3 00 + 0.00 Q Pergamon Press plc
for catering management
M. Palin Department of Hotel, Catering and Institutional Management, Polytechnic, Manchester,
Hollings Faculty, Manchester
U.K.
Courses in catering management cover a very wide spectrum of subject areas. As this inevitably reduces the depth of treatment of all subjects, the omission of some subjects is occasionally suggested. Against this background, justification of some included topics is sometimes necessary. ‘Science’ is one such topic, despite the increasingly technological environment that the catering manager finds himself in. I shall first attempt to identify some of the reasons why science finds itself in this position. I shall then try to justify its inclusion on all Catering Management courses. and offer a suggestion as to how it might be successfully incorporated.
s
ViewpoInt
At least part of the problem is one of nomenclature, the word ‘science’ for many people, both students and staff. conjures up visions of smelly test-tubes and impenetrable formulae and equations. This helps set up a psychologicaf barrier that provides an unarticulated basis for the following criticisms. An often repeated criticism of science is that it is not relevant. Presumably this implies that it has no direct application for the catering manager. The falsity of this position will be demonstrated later, at this point suffice it to say that the same criticism could be levelled at many other subjects if examined in a similarly superficial way. A further criticism. is that students do not like it and find it more difficult than other subjects. Many people, again both students and staff, find science difficult. I believe that this is frequently a result of the way science in schools has been directed towards school examinations designed for students who were destined to read pure science at universjty level. A different approach could substantially improve students’ attitudes. However the objections to catering science by some students might also be a measure of its academic rigour! That science of various sorts is essential in any catering management course I have no doubt. From a general point of view, the inculcation of ‘the scientific method’ is of great value, and an important part of the ‘hidden curriculum’ that can be usefully transmitted by science-based subjects. It can also act as a vehicle for developing problem-solving abilities using empirically based material: and for developing the ability to handle data numerically and logically. The production of a logical report is a further skill that a properly designed science input can develop. Whilst none of these can be said to be the exclusive prerogative of scientific subjects. such subjects can undoubtedly convey them in a very efficient vvay. More specifically, catering is rapidly becoming more technological. It follows therefore, that advanced catering courses must ensure that their students are prepared so as to be able to exploit the opportunities offered. This in turn implies that ‘science’ is becoming increasingly more important in such courses. If the various elements that could make up the science part of a catering course are examined in detail. a clear justification emerges. Some key elements I would suggest would be nutrition, food hygiene, equipment. product design. temperature monitoring and control, food commodities, quality control, etc. The list is not exhaustive. Most if not all of these topics would need to be considered by any catering manager with responsibility for the provision of food either by his own staff or by outside contractors. The emphasis may vary with the circumstances: the manager involved in the highest iI~ternationai class catering may lay great stress on quality and product design, whereas a hospital caterer may wish to stress food hygiene and nutritional value. However, consideration woutd surely be given to them all. More importantly, any student being prepared for catering management must be put in a position that enables him or her to give these aspects due consideration vvhatever type of catering is involved. Food production is becoming increasingly technological. both vvith regard to the equipment and the requirements of the production method, for example. the increasing interest in cook-chill systems of various sorts at all lev.els up to international class restaurants. Xlore basic science is not so obviously easy to defend. and in fact its inclusion is in part a remedial exercise deriving from the varied academic background of the student intake. A certain degree of scientific iiteracy is required to make sense and use of the directly relevant scientific topics and its inclusion must surely be justified on these grounds alone. However
VIewpoint
9
care should be taken to limit this to what is really necessary, and to place it in a context which demonstrates its relevance to catering. The key to implementing changes which will make science more accessible and more acceptable within a catering course, is integration. This means ceasing to treat science as a separate almost unrelated subject. Some basic instruction will probably still be necessary, especially in the initial phase of a course, but where possible, the scientific aspects should be explored within a catering context. A useful strategy which can facilitate this integration, as well as much other within a catering course, is to adopt a systems approach. Such an approach will entail all staff involved changing their teaching style and possibly their attitude. Close cooperation will be required maybe including ‘team teaching’. Clearly there will be problems in instituting such changes, particularly in modular courses. However the benefits will massively outweigh the disadvantages, as students are produced who are better equipped to meet the challenges and opportunities offered by all sectors of the modern catering industry.
Viewpoin:
workforce, clientele, operation and bottom line. For him/her. culture management is an integral and essential part of service management. Information and skills to manage culture have not traditionally formed part of the service manager’s tool kit. Not surprisingly. a significant number of hospitality managers persist in setting service standards, marketing services and managing service staff without regard for cultural differences, preferences and sensitivities. These managers are not necessarily insensitive or incompetent; they may. in fact, be among the most respected leaders in our industry. Unfortunately, however, they are missing opportunities. undermining their effectiveness, and failing to deliver world-class service. The mandate for culturally aware service managers is apparent. As hospitality companies enter the service society and global economy, their ability to deliver world-class service will afford them a strategic advantage. Culture sawy hospitality managers will be the driving force behind their success.
About the Author Germaine
W. Shames and Dr Gerald Glover are editors of the forthcoming book IVorkf-Class in 1988 by Intercultural Press. his Shames is Human Resources Development Consultant to Hilton International Hotels. Dr Glover is Director of the School of Hospitality Management at Appalachian State University. Both authors publish. consult and lecture within the international service arena.
Service. slated for publication
Int. J Hospitality Management Printed in Great Britain
Vol. 7 No. 1 pp. 7-9.1988
The role of science in higher education
0278-4319/88 $3 00 + 0.00 Q Pergamon Press plc
for catering management
M. Palin Department of Hotel, Catering and Institutional Management, Polytechnic, Manchester,
Hollings Faculty, Manchester
U.K.
Courses in catering management cover a very wide spectrum of subject areas. As this inevitably reduces the depth of treatment of all subjects, the omission of some subjects is occasionally suggested. Against this background, justification of some included topics is sometimes necessary. ‘Science’ is one such topic, despite the increasingly technological environment that the catering manager finds himself in. I shall first attempt to identify some of the reasons why science finds itself in this position. I shall then try to justify its inclusion on all Catering Management courses. and offer a suggestion as to how it might be successfully incorporated.
s
ViewpoInt
At least part of the problem is one of nomenclature, the word ‘science’ for many people, both students and staff. conjures up visions of smelly test-tubes and impenetrable formulae and equations. This helps set up a psychologicaf barrier that provides an unarticulated basis for the following criticisms. An often repeated criticism of science is that it is not relevant. Presumably this implies that it has no direct application for the catering manager. The falsity of this position will be demonstrated later, at this point suffice it to say that the same criticism could be levelled at many other subjects if examined in a similarly superficial way. A further criticism. is that students do not like it and find it more difficult than other subjects. Many people, again both students and staff, find science difficult. I believe that this is frequently a result of the way science in schools has been directed towards school examinations designed for students who were destined to read pure science at universjty level. A different approach could substantially improve students’ attitudes. However the objections to catering science by some students might also be a measure of its academic rigour! That science of various sorts is essential in any catering management course I have no doubt. From a general point of view, the inculcation of ‘the scientific method’ is of great value, and an important part of the ‘hidden curriculum’ that can be usefully transmitted by science-based subjects. It can also act as a vehicle for developing problem-solving abilities using empirically based material: and for developing the ability to handle data numerically and logically. The production of a logical report is a further skill that a properly designed science input can develop. Whilst none of these can be said to be the exclusive prerogative of scientific subjects. such subjects can undoubtedly convey them in a very efficient vvay. More specifically, catering is rapidly becoming more technological. It follows therefore, that advanced catering courses must ensure that their students are prepared so as to be able to exploit the opportunities offered. This in turn implies that ‘science’ is becoming increasingly more important in such courses. If the various elements that could make up the science part of a catering course are examined in detail. a clear justification emerges. Some key elements I would suggest would be nutrition, food hygiene, equipment. product design. temperature monitoring and control, food commodities, quality control, etc. The list is not exhaustive. Most if not all of these topics would need to be considered by any catering manager with responsibility for the provision of food either by his own staff or by outside contractors. The emphasis may vary with the circumstances: the manager involved in the highest iI~ternationai class catering may lay great stress on quality and product design, whereas a hospital caterer may wish to stress food hygiene and nutritional value. However, consideration woutd surely be given to them all. More importantly, any student being prepared for catering management must be put in a position that enables him or her to give these aspects due consideration vvhatever type of catering is involved. Food production is becoming increasingly technological. both vvith regard to the equipment and the requirements of the production method, for example. the increasing interest in cook-chill systems of various sorts at all lev.els up to international class restaurants. Xlore basic science is not so obviously easy to defend. and in fact its inclusion is in part a remedial exercise deriving from the varied academic background of the student intake. A certain degree of scientific iiteracy is required to make sense and use of the directly relevant scientific topics and its inclusion must surely be justified on these grounds alone. However
VIewpoint
9
care should be taken to limit this to what is really necessary, and to place it in a context which demonstrates its relevance to catering. The key to implementing changes which will make science more accessible and more acceptable within a catering course, is integration. This means ceasing to treat science as a separate almost unrelated subject. Some basic instruction will probably still be necessary, especially in the initial phase of a course, but where possible, the scientific aspects should be explored within a catering context. A useful strategy which can facilitate this integration, as well as much other within a catering course, is to adopt a systems approach. Such an approach will entail all staff involved changing their teaching style and possibly their attitude. Close cooperation will be required maybe including ‘team teaching’. Clearly there will be problems in instituting such changes, particularly in modular courses. However the benefits will massively outweigh the disadvantages, as students are produced who are better equipped to meet the challenges and opportunities offered by all sectors of the modern catering industry.