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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.
4
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.
5
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
6
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.
8
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
9
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 MSc in Culinary (1 Yr f/t & 2yrs p/t Level 9 7
(f/t) Innovation & Food
21
Product Development
DT 415
(p/t)
DT 407 BA (Honours) in Culinary (4 years full-time) Level 8 150
Arts
DT 417 BSc (Honours) Bar Studies (4 years full-time) Level 8 37
(Management and
Entrepreneurship)
DT 416 BSc (Honours) Culinary (4 years full-time) Level 8 30
Entrepreneurship
DT 418 BSc (Ordinary) in Baking & (3 years full-time) Level 7 44
Pastry Arts Management
DT 444 Higher Certificate (2 years full-time) Level 6 32
Culinary Arts -Catering
for Health
DT900 Post Graduate Research 3 to 4 years Level 10 2
(PhD)
11
DT Continuing Professional 1 semester CPD Variable
407P Development (CPD)
12 Week Units
(Modular programmes)
Certificate in Professional (2 yrs f/t & 3 yrs Level 6 268
Cookery (FETAC) p/t)
DT 489 Diploma in Meat (3 years part-time) 43
Apprenticeship (ACBI)
DT 445 Diploma (LVA) in (1 year part-time) 20
Bartending Supervision
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
12
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
13
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 Total Entry Registered
Preference Preferences Points
September 2004 116 533 270 42
2005 113 528 280 38
2006 97 486 250 32
2007 95 417 360 33
2008 101 385 350 32
DT416 BSc Culinary Entrepreneurship
Year First Total Entry Registered
14
Preference Preferences Points
September 2006 - - - -
2007 12 160 255 13
2008 20 193 245 16
DT417 BSc Bar Studies (Entrepreneurship & Management)
Year First Total Entry Registered
Preference Preferences Points
September 2006 - - -
94 474 320 9
2007
80 456 275 25
2008
DT418 BSc in Bakery and Pastry Arts Management
Year First Total Entry Registered
Preference Preferences Points
September 2006 - -
76 364 115 13
2007
117 416 115 26
2008
DT444 Higher Certificate in Culinary Arts – Catering for Health
Year First Total Entry Registered
Preference Preferences Points
September 2004 263 890 185 21
123 658 180 33
2005
129 597 140 25
2006
103 473 110 30
2007
75 389 110 23
2008
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
15
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 2011/2012
1
BA in Culinary Arts DT407
1 38 32 33 29 32 32 32
2 38 46 41 43 41 44 44
3 27 31 37 41 40 40 40
4 28 24 30 36 37 39 39
Total 131 133 141 149 150 155 155
DT416 BSc in Culinary Entrepreneurship
1 n/a n/a 13 16 28 32 32
2 n/a n/a n/a 14 14 20 29
3 n/a n/a n/a n/a 13 12 17
4 n/a n/a n/a n/a n/a 11 11
Total 13 30 55 75 90
DT417 BSc Bar Studies (Entrepreneurship & Management)
1 n/a n/a 7 25 28 32 32
2 n/a n/a n/a 12 22 25 28
3 n/a n/a n/a n/a 11 18 22
4 n/a n/a n/a n/a n/a 12 13
Total 30 18 7 37 61 87 95
16
DT418 BSc in Bakery and Pastry Arts Management
1 16* 10* 13 26 30 30 32
2 8* 15* 9 11 21 22 27
3 10 7 9 18 21
Total 24 25 32 44 60 70 80
DT444 Higher Certificate in Culinary Arts -Catering for Health- (f/t)
1 33 25 19 23 28 30 32
2 15 26 10 16 19 23 26
Total 48 51 29 39 47 53 58
Degree (Ordinary) in Health & Nutrition for Culinary Arts
1
2
3 18 20
Total 18 20
Total UG 299 373 458 498
Programmes
DT 414 MSc Culinary Innovation and Food Product Development (f/t)
1 n/a 9 8 7 7 7 7
Total n/a 9 8 7 7 7 7
DT 415 MSc Culinary Innovation and Food Product Development (p/t)
1 n/a 12 8 12 12 12 12
2 n/a n/a 11 9 10 10 10
Total 12 19 21 22 22 22
MA in Gastronomy (f/t)
1 6 8
Total 6 8
MA in Gastronomy (p/t)
1 12 12
2 10 10
Total 22 22
Total Taught 14 14 27 27
Post Grad
(full time
equivalents
= 3)
DT432 FETAC (Level 6) Professional Cookery (f/t)
1 58 88 83 87 60 60 60
2 46 42 50 47 46 46 46
Total 104 130 133 134 106 106 106
C435 FETAC (Level 6) Professional Cookery (p/t)
1 28 30 49 48 36 36 36
2 46 43 54 48 50 50 50
3 31 33 29 38 34 34 34
Total 105 106 132 134 120 120 120
Total FETAC 176 178 146 146 146
(full time
equivalents
= 3)
DT445 LVA Bartending Supervision
1 35 32 32 20 20 20 20
Total 35 32 32 20 20 20 20
2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/201 2011/2012
1
DT488 Diploma in Bar Management
1 24 20 22 Discontinued
2 15 13 5 17
Total 39 33 27 17
17
DT489 Diploma in Meat Apprentice
1 19 14 12 23 24 24 24
2 14 12 7 14 13 13 13
3 9 14 9 6 7 9 9
Total 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 & 6 weeks & 12 End of year two
Year 3 weeks End of year three
BSc Bar Studies 1st semester 1 semester 1st Semester Year 3
(Management and Year 3
Entrepreneurship) DT 417
BSc Culinary 1st semester 1 semester 2 Semester Year 3
Entrepreneurship DT416 Year 3
BSc Bakery & Pastry Arts Under consideration
Management DT 418
Higher Certificate in Culinary Year 2 1 day per Semester 1 year 2
Arts – Catering for Health DT week for one
444 semester
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
18
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
19
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
20
• 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
21
• 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
22
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.
23
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
24
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
25
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
26
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.
27
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.
28
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.
29
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:
• Minor amendments to a number of modules
• 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
• Admissons Criteria were amended to include that students should have at least an
ordinary level OD3 in French, German, Spanish, Irish or Italian.
30
Changes to the BSc (Ordinary) in Baking & Pastry Arts Management DT418
These include:
• Minor amendments to a number of modules
• 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
• Admissons Criteria were amended to include that students should have at least an
ordinary level OD3 in French, German, Spanish, Irish or Italian.
31
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
32
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