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Case Study of Kilgore College Culinary Arts & Hospitality Management Students Perception of
the Relevance of General Education Requirements as it Pertains to Being a Chef
by
Kevin M. Hill, B.S.P.A., A.A.S.
A Proposal Presented in Partial Fulfillment
of the Requirements for the Degree
Master of Education
SCHOOL OF EDUCATION
EAST TEXAS BAPTIST UNIVERSITY
May 2015
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TABLE OF CONTENTS
Page
TABLE OF CONTENTS………………………………………………………………
2
LIST OF TABLES…………………………………………………………………….
4
CHAPTER
Introduction……………………………………………………………………..
5
Theoretical Knowledge………………………………………………………….
6
Purpose of the Study…………………………………………………………….
7
Research Questions……………………………………………………………..
7
Definition of Terms……………………………………………………………..
7
Significance of the Study……………………………………………………….
9
Limitations of the Study………………………………………………………...
9
Conclusion………………………………………………………………………
10
2. REVIEW OF LITERATURE…………………………………………………..
12
Introduction……………………………………………………………………..
12
The Decision…………………………………………………………………….
14
Degree…………………………………………………………………………...
15
Kilgore A.A.S in Culinary Arts and Hospitality Management….………..…….
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Philosophy of General Education……………………………………………….
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Kilgore A.A.S General Education Requirements….…………………………….
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Electives…………………………………………………………………………
19
Perceptions of General Education……………………………………………….
19
Administration Perceptions…………………….………………………..
20
Teacher Perceptions……………………………………………………..
20
Student Perceptions………………………………………………….…..
20
1.
Employer Perceptions……………………………………………………. 21
Conclusion………………..……………………………………………………..
21
3. METHODOLOGY………………………………………………………………
22
Introduction…………………………………………………………….……….
22
Procedures……………………………………………………………………….
23
Settings & Participants………………………………………………………….
24
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Setting……………………………………………………………………
24
Students Participants…………………………………………………….
26
Teacher Participants……………………………………………………..
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Sampling…………………………………………………………………………
27
Data Collection…………………………………………………………………..
27
Observation………………………………………………………………
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Surveys…………………………………………………………………..
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Interview…………………………………………………………………
29
Recording Events………………………………………………………………..
29
Testing Data……………………………………………………………………..
30
Trustworthiness………………………………………………………………….
30
Validity…………………………………………………………………………
31
Peer De-Briefing………………………………………………………..
31
Triangulation of Data……………………………………………………
31
Data Analysis……………………………………………………………
31
Conclusions……………………………………………………………………..
32
REFERENCES…………………………………………………………………………
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APPENDIXES
A. On-Line Surveys……………………………………………………………
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B. Associate Applied Science General Education Requirements………………
39
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LIST OF TABLES
TABLES
1.
Page
A.A.S in Culinary Arts & Hospitality Management………………..………
2. A.A.S General Education Requirements…………………………………….
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Chapter 1
Introduction
“I didn’t give it much thought back then.
I just wanted to get all the words straight and collect my A.”
-Gayle Forman, (Unknown)
The idea for this study came from my own personal experiences while attending Kilgore
College as a student of the Associate of Applied Sciences in Culinary Arts and Hospitality
Management. The uncanny element of this is that I had already earned a Bachelor of Science in
Professional Aeronautics from Embry-Riddle Aeronautical University. While attending Kilgore
College, I noticed that many of my fellow students were uninterested in the general education
requirements, which differ from institution to institution. Students in the associate program, as
well as I in my earlier degree, did not see much value learning topics that did not apply to my
academic major. We question how learning college level math, geography, art appreciation and
English would make us better in our major.
But as time passed I did realize that these subjects not related to my major introduced me
to areas I needed to be familiar with to become a productive citizen within my community and
become a well-rounded educated person. My concern is that my perception at the time of
attending these classes was detrimental to the true cause of taking general education classes. I
questioned whether my engagement during class and motivation while conducting exercises was
not applied to the best of my best ability because I did not see any added value to the general
education course content.
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I contemplated how general education curriculum can be revised to increase added value
information pertaining to one’s major, therefore increasing student engagement. I perceive that
increased student engagement would result in students gaining more knowledge in general
education and would result in the student graduating more prepared for employment in their
major. In constructing or revising general education curriculum, geared toward a specific
discipline, we must not dilute the initial objectives of the learning outcomes.
Kilgore College currently requires five general education courses to be successfully
completed to earn the Associates of Applied Science in Culinary Arts and Hospitality
Management; Grammar and composition, Social/Behavioral Science Elective, Speech Elective,
Humanity/Fine Arts Elective, and a College Math Elective. For the purposes of this study I will
focus on the students’ perception of learning history, to satisfy their Humanities/Fine Arts
elective, with a newly created course titled, The History of Food: From Caveman to Today.
Theoretical Knowledge
Two of the Humanities/Fine Arts Elective courses, offered by Kilgore College, are
Western Civilization I and Western Civilization II. Each course focuses on the social, political,
cultural, religious, and intellectual history of the world. Western Civilization I covers the period
from the emergence of human culture through the Fifteenth Century whereas Western
Civilization pertains from the Fifteenth Century to present. Both courses examine major cultural
regions of the world in Africa, the Americas, Europe, and the Oceania and their global
interactions over time. The themes include the emergence of early societies, the rise of
civilizations, the development of political and legal systems, religion and philosophy, economic
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systems and trans-regional networks of exchange. The course emphasizes the development,
interaction and impact of global exchange.
Purpose of the study
The purpose of this study is to gauge Kilgore Culinary Arts students, seeking an
Associate of Applied Science, perception of the relevance of general education requirements as
they will apply to future employment as a chef. This study will also recommend to future
researchers the validity of conducting additional research on the redesigning of curriculum as to
focus on general education courses that apply toward a particular degree major.
Research Questions
1. Do Kilgore College Culinary Arts students perceive general education to be
beneficial toward their goals of becoming employed in the culinary industry?
2. Is there a need for further research to determine what effects a redesigned general
education curriculum, that is focused on a student’s major, will have on student’s
engagement in class, their perceptions of value, and the academic quality of their
chosen course of study?
Definition of Terms:
Academic Major
An academic major is considered the defining and dominant characteristic of a
course of education focused within a specific discipline of study.
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Accreditation
The United States Department of Education ensures that education provided by
institutions of higher education meets acceptable levels of quality through accrediting agencies.
Institutions of higher learning are evaluated every ten years to ensure they comply with the rules
and regulations of their accrediting agency. Failure may close the school’s door.
Added-Value
Added value is a student’s perception that the material contained within a specific
curriculum is worthy of learning and will be pertinent to a future task they may encounter.
Asynchronous Modality
Asynchronous modality is a learning collaboration that allows for any-time, anyplace interactions between learners and facilitators are not necessarily interacting at the same
time.
Engagement
Engagement occurs when students make a concerted effort in learning. They try
to become more involved in just the learning aspect of their academics. They take pride in
earning satisfactory grades, but equally important is understanding the material and applying it to
their everyday lives.
Family Educational Reform and Privacy Act (FERPA)
A Federal law that protects the privacy of student education records.
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General Education
General education courses are designed to prepare students to be proficient in
reading, writing, speaking and critical thinking. (Kilgore, 2013).
Oceania
Oceania denotes a continent comprising Australia and proximate islands
Synchronous Modality
Synchronous modality is a learning collaboration where events and interactions
take place in real-time between learners and facilitators.
Significance of the Study
The significance of this study is to determine student perception of the relevance of
general education as it pertains to their major course of instruction as culinary arts students. The
findings may result in the need to conduct further research to determine the direction and validity
of redesigning general education curriculum toward a certain discipline without degradation the
original course’s objectives. It may require that a mock-up course be designed and delivered to
check compare student engagement, gauge perception of relevance, and record grades. The fact
does exist that this study will require further research that can possibly result in a drastic change
of how all colleges and universities approach the teaching of general education.
Limitations of the Study
There are four major limitations to this study. The first is that the study will be limited to
one group of 20 culinary students and 1 culinary professor. Of these students, not all are seeking
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the Associates of Applied Science Degree, some are seeking a certificate only. Certificate only
students are not required to complete general education courses.
The second limitation is that short duration I will have to access the students and
professor. The Kilgore College Culinary Arts Program term schedules are not the traditional 16
week terms but comprise of accelerated mini-terms that normally allocate eight weeks per class.
If students perceive they would be more engaged and earn better grades with a redesign in
curriculum, the possibility of conducting a test classes may be necessary.
The third limitation is that the student may elect to complete one or all general education
classes via the on-line modality. In an on-line modality, student engagement is at the choosing
of the student in regards to time, place, and duration. For the purpose of this study only
traditional in-class modality will be examined. The results of studying a real-time, synchronous
modality, environment via a traditional classroom setting, will provide a determination if more
study is required within the non-traditional, asynchronous modality, environment found in online classes.
The last and possibly the largest limitation is my own bias. Being a graduate of the
program I am researching I have a preconceived notion that the study will show an increase in
student engagement, an increase in value-added perception of the sample, and an improvement in
students grades. I will conduct this study keeping in mind that my personal opinions and desires
are not part of the study.
Conclusion
This study will provide data to Kilgore College to determine if redesigning general
education curriculum, focused on the student’s major area of study, will increase student
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engagement, will increase student’s overall satisfaction of the program in which they are paying
tuition to attend. The data will provide a basis to the college to determine if further study is
required to redesign all or some general education course. These courses will eventually need to
be justified to the Southern Association of Colleges (SACs), Kilgore College’s accrediting body,
and this data will be essential for the approval.
Current train of thought for requiring general education courses is to give the student a
well-rounded introduction to the academic disciplines which provides tools to be a productive
citizen and to create a well-rounded educational graduate. Most general education classes do not
contain information within the student’s major. If these courses are redesigned with majors in
mind, increase student engagement, add value to the student’s everyday life as it applies to their
major, and yields a happy student, Kilgore may desire to build upon this study to determine if all
general education courses should be redesigned. An important fact to be cognizant of is that
current general education curriculum objectives and goals must not be ignored while redesigning
curriculum. Kilgore may find that they produce a happier student with better grades that is better
prepared to enter the work force within their major area of study.
During my research I have noticed a gap, or disconnect, between the perceptions of
administrators, teachers, and employers with that of students. Also noticed was a lack of
including the student in the designing of the curriculum. Employers expect a college graduate to
be knowledgeable within their major so their focus shifts to other skills that are often provided
for by general education. I will research students current perceptions within general education as
it is currently delivered in relation to how they perceive a redesigned curriculum focused on their
major. Will the end result satisfy all parties involved and bridge the aforementioned gap is yet to
be determined.
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CHAPTER 2
REVIEW OF LITERATURE
Introduction
In an attempt to give credibility to this proposal, that addresses Kilgore College culinary
arts students’ perceptions as it relates to the relevance of general education courses and their
quest to become chefs, this review of literature will be sectioned into three focus topics; The
decision to attend an institution of higher learning, choosing a major, and general perception of
collegiate students and teachers as it pertains to general education. This review of literature
serves as a background to answer the following two research questions:
1
Do Kilgore College Culinary Arts students perceive general education to be
beneficial toward their goals of becoming employed in the culinary industry?
2. Is there a need for further research to determine what effects a redesigned general
education curriculum, that is focused on a student’s major, will have on student’s
engagement in class, their perceptions of value, and the academic quality of their
chosen course of study?
The first topic of review pertains to the student’s decision to continue their education at
an institution of higher learning. Much research has been conducted on the reasons people
choose to extend their education beyond high school. The reasons are as varied as the number of
people that are currently enrolled in a college or university. It is impossible to address each
individual at every institution so I have chosen to research the students who have declared the
Degree of Associate of Applied Science in Culinary Arts and Hospitality Management at Kilgore
College. This section will address many generic factors that may have led to their decision with
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the final product addressing the actual reasons encountered during observation, survey, and
interview of each class and student.
As important as the why they have chosen to extend their studies into the field of culinary
arts and hospitality management, is the curriculum in which they have chosen to study and the
components they will be required to successfully complete to be awarded their degree. In order
to gage student perceptions of general education requirements as compared to their major
specific course, I must separate and describe the two components. This is the focus of topic two.
Topic three will address overall collegiate level students perceptions of general education
as part of their curriculum. General education requirements are necessary for all curriculum that
is offered at institutions of higher learning, regardless of degree. The comparison of overall
student perception and comparing it to the results of this specific study may lead to a need of
further research of general education curriculum redesign for the numerous majors offered by the
thousands of associate and baccalaureate granting institution.
The Decision
We must first ask why people choose to continue their education beyond high school and
attend institutions of higher learning. For one to partake in any endeavor there must be
motivational factors. According to French, Henderson, Lavay, & Sillman-French. (2014), there
are two primary types that motivate people and they are intrinsic and extrinsic motivators.
Intrinsic motivation will require the person attempting a particular task to have selfdetermination, believe that they can successfully complete the task, have some or most of the
control over their decision to tackle the task, and feel as if they have a choice to complete or
ignore the task. (Pink, 2009). Students whose motivations are based solely on the grade they
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achieve or by means of external validation are motivated extrinsically. (Pope-Rurak, Ransbury,
Brady, & Fishman, 2014).
One reason students attend institutions of higher learning is for self-fulfillment, an
intrinsic motivator. Many students chose to continue their education to stimulate their
intelligence or according to Liu, Courtenay, & Valentine (2011), a survey of a small college in
Massachusetts stated their primary motivation to partake in classes was for their love of learning.
They desire to learn something new and become involved in a new experience. Liu, Courtaney,
& Valentine (2011), see it as a social experience where they can interact with other students, to
make new friends, or to simply put an end to boredom. I have personally attended culinary
classes with others whose sole purpose was to become a better cook in their own kitchen with no
intentions of using their knowledge to advance within a career or to use as a means of income,
both of which are extrinsic motivators.
People often find themselves in a place where they are required to further their education
to gain employment in a new industry or to enhance their current job duties to remain employed
or advance within their current job. These are prime examples of extrinsic motivators.
According to Schmitt & Boushey (2012), over the past three decades, college graduates
increased earning sharply as compared to their peers who have not furthered their education past
high school. According to Brint, Proctor, Murphy, Turk-Bicaki, & Hammerman (2009), college
graduates earn on an average of 30 percent more than those who have only completed high
school. By the end of the 1970s, college graduates enjoyed incomes in excess of 25 percent of
non-college graduates. The importance is also amplified with that statistic being 60 percent,
exponentially larger gap in income earnings by the end of the twentieth century.
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Personally, I have several extrinsic motivators that assisted me in my decision to attempt
to earn a degree of Master of Education in Curriculum and Instruction that this proposal will
partially satisfy. The first being an attempt to set the example for my child on the importance of
further one’s education. Others include to make myself more marketable during the process of
applying for a teaching position, if hired a higher pay rate, and the use of my Veterans Affairs
educational benefits that I would lose by the end of the year if I did not apply them toward a
college degree.
But one does not usually apply only intrinsic or extrinsic as a motivator to attempt a goal.
A combination of both, at varying levels for each individual, is what will motivate one to attempt
any task, not just to advance their education, (Laana, 2013). According to Laana (2013)
advances in technology have motivated older adults, both intrinsically and extrinsically, to
acquire knowledge in this discipline as to better communicate with family and manage finances.
Laana (2013) also stated that financial knowledge is becoming more pertinent for middle age
students as to allow them to better prepare for life as they approach and reach retirement age. I
will collect and analyze data, as part of this study, on the motivational factors as to why students
are currently enrolled in the Associate of Applied Science in Culinary Arts and Hospitality
Management at Kilgore College.
Degree
A college degree consists of three educational categories; the major, general education
requirements, and electives. Electives may be specified by the university, selectable by the
student, or a combination of both. Abel & Deitz (2014), list several degree programs obtainable
by college level students, with a few being; engineering, math, health, business, social sciences,
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and education. Abel & Deitz (2014) also state that the aforementioned degree list is generic as
majors can have concentrations. As listed by LeTourneau (2015), a kinesiology major may
specify there degree to concentrate in a specific area such as exercise science, sports
communication, sports management or sports ministries.
As of 2012, there were 4,599 institutions of higher learning that granted degrees. (US
Department of Education, 2012). These institutions comprised of two-year and four-year
programs that grant associate or bachelor degrees or both according to their classification. There
are thousands of majors, one’s focus or concentration of discipline to study, according to
Moldoff, (2006). Making a decision as to what major to choose is both important and
challenging for students (Kumar & Kumar, 2013). Many factors will play a role in one’s
decision as to what major, or discipline, to study.
According to Grantz, Chen, and Kohli (2014), students researching a college major focus
primarily on the major’s potential to deliver them monetary rewards or prestige, contains content
that interest them, is obtainable commensurate with their skill potential, leads to a meaningful
career and/or lands them in a challenging career. Other factors that are considered is if the major
is available within certain criteria such as location, cost, duration, and extracurricular activities
(Grant, Chen & Kohli, 2014).
For the purpose of this study I will be addressing the degree tiled, Associate of Applied
Science (A.A.S) in Culinary Arts & Hospitality Management. The degree is offered at many
universities but I will be researching the degree offered at Kilgore College, a medium sized
community college located in East Texas.
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Kilgore A.A.S in Culinary Arts and Hospitality Management Major
The A.A.S. in Culinary Arts & Hospitality Management Degree prepares students for
careers in food service and hospitality management, Kilgore (2015). Classes are currently
offered in a state-of-the-arts kitchen and traditional classrooms located at Longview High
School. The curriculum is endorsed by the Longview Economic Development Council, SYSCO
East Texas, the City of Longview Health Department, and various local restaurants. Table 1 lists
the major courses for the A.A.S. in culinary Arts & Hospitality Management.
Table 1.
Course Catalog Number
Course Long Title
CHEF 1205
Sanitation and Safety
CHEF 1291
Special Topics in Culinary Arts Chef Training
CHEF 1301
Basic Food Preparation
CHEF 1302
Principles of Healthy Cuisine
CHEF 1310
Garde Manger
CHEF 1340
Meat Preparation and Cooking
CHEF 1341
American Regional Cuisine
CHEF 1345
International Cuisine
CHEF 2201
Intermediate Food Preparation
HAMG 1221
Introduction to Hospitality Management
HAMG 2205
Hospitality Management and Leadership
HAMG 2232
Hospitality Finance Management
PSTR 1301
Fundamentals of Baking
PSTR 2331
Advanced Pastry Shop
RSTO 1204
Dining Room Services
RSTO 1306
Facilities Layout and Design
RSTO 2341
Food Services Management
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Philosophy of General Education
According to Stevens (2001), in the 1930’s and 1940’s, a group of professors were
responsible for the general education movement that was responsible for how we view education
today. At the pinnacle of this group was Dr. Robert Maynard Hutchins, then the President of
Chicago University. His esteemed colleagues consisted of Abel, McKeon, and Crane, also form
Chicago University, along with Barzam, Erskin, and Van Doren of Columbia University and
Buchanan and Barr of the University of Virginia.
General education is a series of courses that provides the learning of non-major courses in
an attempt to develop a student’s values toward liberal democracies, to enlighten their thought,
and to encourage them to be positive citizens, (Laird, Niskodé-Dossert, & Khu, 2009). Although
there is not definitive set of rules and general education can be determined by each individual
college or University, (Stevens, 2001), the general disciplines that are used by the majority of
schools are set into three levels; 1) writing, speech, mathematics and sciences, 2) quantitative
reasoning, languages, and humanities, and 3) social science, fine arts, and technology,
(Choudhury, Parry, Radhakrishan, & Rosenthal, 2014).
Kilgore A.A.S. General Education Requirements
A core curriculum, or general education, is defined by the state of Texas, and adopted by
Kilgore College, as a component of curriculum in the liberal arts, sciences, politics, social, and
cultural history, that is required to be successfully completed by all students prior to being
awarded their degree from an institution of higher learning. As stated in Kilgore (2015), general
education requirements are major driven. Kilgore (2015) lists the general education
requirements that shall be completed for students attempting to their degree in Associates of
Applied Sciences, as seen in Table 2.
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Table 2.
Type
English
Speech
Humanities & Fine Arts
Natural Science & Mathematics
Social and Behavioral Science
Course Catalog Number
ENGL 1301
See Appendix A
See Appendix A
See Appendix A
See Appendix A
Course Long Title
Composition I
See Appendix A
See Appendix A
See Appendix A
See Appendix A
Electives
Electives are courses the student selects to provide a broad range courses that ensure they
have the opportunity to learn about career options, cultivate personal interests, and achieve
curricular outcomes, (Santee, Mead, Garavalia, & Finchman. 2012). Two types of electives,
profession development and open, exist within the degree programs of institutions of higher
learning. Professional Development Electives are courses within the students major that are not
mandated by selectable at the student’s whim, (Embry-Riddle, 2015). Open electives are any
courses within the course catalog and allows the student to learn in any discipline of their
choosing. Kilgore College Associate of Applied Science in Culinary Arts does not have
electives available at this time. Electives are normally available at the baccalaureate level only.
Perceptions of General Education
The implementation of a required core curriculum has caused much concern among
students and faculty across the country, as the issue of the core curriculum is again receiving
national attention, (King & Kotrilk. 1996). Citing low graduation rates, increasing college
tuition, and our declining international ranking amongst college graduates, a commission was
formed to study college curriculum and structure, the National Commission on Accountability in
Higher Education, (National Commission on Accountability in Higher Education, 2005).
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Findings show that more emphasis must be placed on the act and process of learning itself, one
of the purpose of general education.
Administration Perceptions
Results, by surveying over 180 deans and department chairs at colleges and universities
across the United States, is that not enough learning for the sake of learning is evident within the
classroom and that curriculum/structural changes within their institutions should receive more
attention as well, to improve effectiveness, (Mulligan, 2014).
Teacher Perceptions
Many educators believe an increase in the philosophy of life will enable students to better
understand the world they live in, increase their quality of life, create innovators, while learning
to live in different environments, (Barnett, 2000). According to Malia (2010), another belief
shared among teachers is that students should not only have the ability to seek knowledge but
should have the opportunity to be able to create knowledge that has meaning to them and is
specific to their own situations they are facing in life.
Student Perceptions
According to Rausch (2014), students often wonder why they are taking general
education courses when they believe they have learned this material in high school. Many
students drop out of general education courses because they perceive the relevance of the course
does not exceed the time and effort they have to dedicate to learning the material, (Morgan &
Tam, (1999).
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According to Murphree (2014), Undergraduates would rather attend courses that focus on
their major or prepares them better for future employment. If required, they to take general
education courses, the same undergraduates search for classes that require the least amount of
assignments and are not taxed highly in the area of writing.
Employers Perceptions
Grades do not matter as much as you think they do. What matters is writing, research,
communication and social skills, (Binns, 2014). According to Griffin, Cangelosi, & Hargis
(2014), employers are seeking workers with the ability to listen, write, and articulate thoughts
and ideas successfully. Future bosses are paying much more attention to “soft skills”;
Communication, relationship building, work ethic, and cognitive problem solving skills,
(Johnson, 2006).
Conclusion
Much research has been completed on the need of general education. It has been well
established that institutions of higher learning, administrators, teachers, and employers see
general education as a necessary element of degrees in higher institutions. Less research has
been conducted regarding students thoughts on the same subject and is not yielding the same
level of importance. Very little research has been conducted on linking the parties involved to
create neither an awareness of general educations roll in the curriculum or even the possibility of
seeking student input to the design of the curriculum to increase value-added content and
increase student engagement, that may result in better grades and a better product for the
workforce. The review of literature makes us aware that there is disconnect between colleges,
students, and employers which leads validity to the approval of this proposal.
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CHAPTER 3
METHODOLOGY
Introduction
Recent research has recognized that student engagement is an important factor on student
success within the higher education environment, (Kahu, 2013), and is in need of further study to
determine if colleges and universities can provide better academic quality through a redesign of
its general education curriculum.
The purpose of this study is to gauge Kilgore Culinary Arts students, seeking an
Associate of Applied Science, perception of the relevance of general education requirements as
they will apply to future employment as a chef. This study will also recommend to future
researchers the validity of conducting additional research on the redesigning of curriculum as to
focus on general education courses that apply toward a particular degree major
If this study provides sound results, that students perceive greater value in their education
because of the relevance of general education curriculum focusing on their major and that their
engagement will increase, it will provide schools valuable insight into ways to increase the
academic quality of their programs and increase student satisfaction. Questions guiding this
study are:
1. Do Kilgore College Culinary Arts students perceive general education to be
beneficial toward their goals of becoming employed in the culinary industry?
2. Is there a need for further research to determine what effects a redesigned general
education curriculum, that is focused on a student’s major, will have on student’s
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engagement in class, their perceptions value, and the academic quality of their chose
course of study?
The methodology proposed in Chapter 3 will attempt to answer these two research
questions. Chapter 1 provided an introduction and overview of the study, listed the two research
questions, described the significance and the purpose of the study, defined the key terms and
provided a brief conclusion. Chapter 2 provided the review of the literature. The review of
literature is divided into the following categories: The Decision, The Curriculum, and
Perceptions. This chapter will explain the procedure for the study, the setting, the participants,
trustworthiness, data analysis and a conclusion.
Procedure
This study, because of triangulation, will take place in several settings: In a classroom, at
a local coffee shop, and in a place of the students choosing for on-line participation of a survey.
Triangulation is a term applied to the use of multiple methods of collecting data as to obtain a
more complete analysis of the study and to cross-check information. (Gay, Mills, & Airasian,
2012).
Because the general education courses, that are required to be completed as part of the
Associate of Applied Science in Culinary Arts and Hospitality Management, are elective classes,
the sample will be attending different classes than one another. This will require me to attend
several classes to monitor attendance and class participation. General education courses offered
by Kilgore are offered in traditional classes or in an on-line modality. I will be studying the
traditional classes only. Observing the student in person will allow for a better understanding of
student engagement.
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Traditional classrooms utilized by Kilgore College for general education classes are
offered either at the main campus, located in Kilgore or at their satellite campus, located in
Longview some 20 miles away. Each of these offers the same design with standard desks and
chairs, dry-erase boards, and electronic interactive smart boards. The observation portion of my
triangulating data will occur in these classroom where I will monitor the culinary arts students’
class participation and engagement. I will refer to the professor regarding student attendance,
tardiness, and her inputs of student interaction based on his/her previous experiences.
On-line surveys (Appendix B), with open ended questions, will be available for the
student to complete. These surveys will determine the students perceptions of the relevance of
the information learned and how it will be used, if at all, in their future employment within the
culinary arts and hospitality management industry. The data will be analyzed prior to the student
interviews. This will allow me to formulate new interview questions or modify, if need, existing
interview questions. Interview questions currently address the differences between the relevance
of current general education courses, as they apply to future employment duties, and the
student’s perceptions if the current classes are redesigned to maintain the same learning objects
but focus the content and outcomes on the culinary and hospitality discipline.
Interviews will be in an informal setting, a local coffee shop, as to facilitate student
comfort. I will be purchasing a beverage of choice for each participant as a token of appreciation
for their time and assistance. Interview questions, as stated above, have been predetermined but
can be rewritten or modified post-survey. I believe the information gathered during the
observation and survey phases may provide a vehicle to collect data that I had not previously
been aware of previously. The survey is and will be open ended questions. Each participant will
25
be given verbally examples of what a redesigned curriculum may encompass or how it may
differ from the general education classes they have previously taken.
Settings and Participants
Setting.
The setting for observation will consist of traditional classrooms either at the Kilgore
Main Campus or the Longview satellite campus. Because I will be observing in several
classroom and classrooms may change physically during these observations, my final paper will
describe each classroom and any mid-term changes that occur in detail. For the purpose of this
proposal I will make a generalization of the classrooms. Each classroom is a traditional
classroom with desk and chairs, a dry-erase board, and an electronic smart board. Each
classroom used by Kilgore College also contains a podium for professor use. Because each
professor has their own teaching style, I will describe how this equipment is utilized for each
specific observation period.
The setting for the on-line survey is at the choosing of the student. There will be a
question asking to provide the time, location, and device used to complete the survey. The
answer to this question can provide data for future research depending on the device used such as
a desk personal computer, a library computer, a laptop, a tablet, a cell phone etc.
For interviews, a local coffee shop will be used. The current location is located on Loop
281 in Longview and is a franchise establishment. All beverages are non-alcoholic with some
containing caffeine and some not. Because I do not know of religious affiliation or dietary
concerns of the student, it is a place where I can purchase their beverage of choice regardless of
the aforementioned concerns. There is usually soft music playing in the back ground that is
26
generic in nature and non-offensive to most. If there are any concerns on the student’s part
regarding the venue, I will accommodate them by allowing them to choose the venue. Any
changes will be noted and the venue will be described.
Gay (2102) suggests, because I am conducting narrative research, that I must be aware
that data collected can often be personal in nature, therefore, a high degree of sensitivity and
caring must be displayed on my part at all times. Also suggested is that I must always approach
my work in an ethical manner and assure confidentiality and anonymity where applicable.
Student Participants
The participants in this study will be 20 college students who are seeking or have been
awarded the degree of Associate of Applied Science in Culinary Arts & Hospitality
Management. The pool of participants is small being as Kilgore College is in their third year of
offering this degree. I was part of the initial class and know all students who have graduated or
are currently in the program. This allows for me to have access to the entire sample available at
Kilgore College.
The data from these students will determine if students perceive that a redesigned
curriculum would better serve them than the current curriculum as it applies to their future
employment within the culinary arts of hospitality management sector. Participants range in age
from 16.5 years of age to 53 years of age. Gender encompasses 13 females and 7 males. The
ethnic make-up of the sample contains nine Caucasians, eight blacks, one Thai, one Mexican,
and one student from Nepal.
27
Teacher Participants
The other teachers who will assist in data collection, more specifically in the classroom,
are Kilgore College qualified professors who teach general education course that culinary
students will partake in. Chef Kat Jackson, Kilgore College Chair of the Culinary Arts Program,
whom teaches the core courses for the program, will be instrumental assisting me with the
analysis of the data. Chef Jackson will assisting me in the redesign of the interview questions if
needed.
Sampling.
For this study, purposeful sampling will be used. I chose this study because of my
interest in the topic, that I am a chef, my personal experiences as a graduate of the program, and
the amount a research readily available on the topic. Purposeful sampling is defined as the
researcher searching for information-rich key informants, to investigate. Purposeful sampling
enables the study of a case to yield insights about the topic. (Sargent, 2009). As stated earlier, 20
students will have the opportunity to participate in this study. Of these 20, all have verbally
confirmed they will participate in the study. The study will collect data from the entire
population of students who have earned or are seeking the Associate of Applied Science in
Culinary Arts and Hospitality Management.
Data Collection
The initial data collection process, observation, will span the fall term of the 2015-16
school year. The second and third portions, survey and interview, will commence the spring
28
term of the 2015-2016 school year and is anticipated to last four to six weeks. It is my intention
to attend all possible general education courses that have one or more members of the sample
enrolled.
The specific dates and times, at the time of this proposal, has yet to be published. An
amendment to this proposal will be submitted at the time Kilgore Colleges makes the schedule
public and with the assistance of the participants I will submit specific dates, times, and general
education classes I will be attending.
Observation
I have been granted access to any and all general education classes offered at the
Longview Campus of Kilgore College, on a not to interfere basis, in which one or more Culinary
Arts students in enrolled. I will observe student engagement and transpose my findings to paper
in an attempt to draw a baseline for use in further research, if needed. I will also have access to
each teacher to determine the attendance pattern of each culinary student.
Surveys
I will create the survey using Survey Monkey (Appendix B). Each participant will be
given the URL to access the questions. All questions, with the exception of device used, will be
open ended questions regarding student perceptions. The surveys will be available from 01
January at 00:01am 2016 and will expired at 11:59pm on 14 January 2016. It is my intention to
have Chef Jackson partake in the survey as to assist in collecting data that may be valuable when
determining if survey questions need redesigning or modification.
29
Interviews
Interviews will be conducted at a mutually designed time decided upon by me and the
interviewee. The interview will last approximately 1 hour and will be schedule as such. Once
again, as with the survey, questions will be open-ended as to gain data on the perception of
general education classes if redesigned toward the discipline of culinary arts and hospitality
management. It is my intention to conduct an interview with Chef Jackson as to gain her
perspective on the redesign of the general education classes.
Specific questions are not available at this time and will be formulated post-survey.
Interviewees will comprise of survey respondents whom are currently enrolled in or have
graduated from the Associates of Science in Culinary Arts and Hospitality Management Degree.
Questions will be focused on the student perceptions regarding the general education courses that
they have been taken. If-then scenarios will be presented to the interviewee, as if they were
taking a general education courses that focused on the culinary and hospitality management, to
gain their perspectives on added-value and engagement in learning the material. It will also gain
their perspective as to if the redesigned curriculum will better satisfy their end goals and further
assist them in satisfying their reason for a enrolling in the Associates of Applied Science in
Culinary Arts & Hospitality Management Degree.
Recording of events
I will record student frequency as it pertains to in-class participation. With the assistance
of the instructor, I will record data on attendance status of the student and their status as it
pertains to percentage of work submitted. No grade data will be collected as to not disseminate
30
data protected under Family Educational Rights and Privacy Act (FERPA). This will be done
with the use of a Samsung Tablet and paper notations as required.
Testing Data.
I will analyze the data from the student participants and present data in the form of telling
their story. This story will gage student’s perceptions as it pertains to usefulness of current
general education courses as compared to general education courses that have been redesigned to
focus on the students major in culinary arts and hospitality management. This presentation will
include data from observations of student engagement while attending general education classes,
student attendance, work completed by students, surveys and follow-on interviews.
Trustworthiness
The trustworthiness of the research study considers four areas of concern: credibility,
transferability, dependability and confirmability (Sargent, 2002). The credibility of this study
will seek to establish that the research is conducted in a way so that the participants are
accurately identified and described. Methods used in this case study will be triangulation of the
data, peer debriefing and member checking.
Transferability of the findings of this research study will be provided by the ethnographic
method of providing detailed description of the participants.
The dependability of this study refers to the positivist idea of reliability. One of the
assumptions in qualitative studies is that the social world is always changing and therefore any
attempt to replicate a qualitative case study is problematic. (Lincoln & Guba, 1985).
31
The confirmability of a qualitative study is aligned with the positivist realm of
objectivity. In this case study, I will respond to my natural objectivity. I will attempt to control
these bias described in the following section (Sargent, 2002).
Validity.
To ensure validity, I will take the strategies suggested by Wolcott. They are to talk a
little, listen a lot, record accurately, begin writing early, let the readers see for themselves, report
fully, be candid, seek feedback and to write accurately (Gay, Mills & Airasian, 2012).
Peer Debriefing.
I will also attempt to ensure validity by establishing a team of my peers. The team of two
fellow Graduate students, my professor, and Chef Jackson will help me ensure that the data is
collected properly and reported without error.
Triangulation of Data.
According to Gay (2012), triangulation is the process of using multiple methods, data
collection strategies, and data sources to obtain a more complete picture of what is truly
happening. In layman’s terms, triangulation is collecting data on a certain topic using multiple
means vice relying on a single method of data collection to draw a conclusion. I will triangulate
by using observation, surveys, and interviews.
Data Analysis
As I am a novice in the research arena, I will be relying heavily on my team and
professor to ensure the data I have collected is analyze impartially and correctly. With the data I
collect, I will attempt to answer the why and how of the outcome of my data analysis. The
answer will be in narrative form, a way of providing the meaning of the study, based on data, via
32
a story. The data I collect will initially be viewed as a big picture and categorized into themes.
Upon determining the themes that my data provides, I will then examine words, sentences and
paragraphs to indicate patterns. These patterns will be coded and labeled according to patterns
established. (Thompson, 2012).
Conclusion
This chapter explained the design of this proposed research study.
The purpose was
outlined in the Methodology section, complete with the two research questions. The detailed
procedures came next, classroom descriptions were not available for this proposal but the survey
and interview locations were described. The Participants were identified as to allow for
duplication if this research were to be reproduced at a later date. The data collection process was
outlined next. The trustworthiness aspect was addressed before finally telling the way in which
the data will be analyzed.
It is my goal that this proposal will commence in the fall of 2015 and be completed
within 6 months. It is also my intention, if warranted, to propose another research project to
determine the feasibility of redesigning a general education course, currently taught at Kilgore
College, focusing on the content and delivery using the discipline of culinary arts and hospitality
management, while maintaining the integrity of the learning objectives and outcomes of the
original course.
33
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Appendix A
Kilgore College Associates of Applied Science General Education Requirements
Speech
Spch 1315
Spch 1318
Spch 1342
Public Speaking
Interpersonal Communications
Voice & Diction
Humanities and Fine Arts:
Art 1301
Art 1303
Art 1304
Dance 2303
Drama 1310
Drama 2361
Drama 2362
Drama 2366
English 1302
History 2311
History 2312
History 2321
History 2322
Music 1306
Music 1310
Philosophy 1301
Philosophy 1304
Art Appreciation
Art History I
Art History II
Dance Appreciation
Introduction to Theatre
Theatre History I
Theatre History II
Development of the Motion Picture
Composition and Readings
Western Civilization I
Western Civilization II
World Civilization I
World Civilization II
Music Appreciation
Popular American Music
Introduction to Philosophy
Introduction to World Religions
Natural Sciences and Mathematics
Biology 1406
Biology 1409
Biology 1408
Biology 2406
Chemistry 1406
Chemistry 1411
Mathematics 1314
Mathematics 1333
Mathematics 1342
Principles of Biology I
Human Biology
Concepts of Biology
Environmental Science
Chemistry for Health Sciences
General Chemistry I
College Algebra
Mathematical Topics
Statistics
38
Social and Behavioral Sciences
Anthropology 2301
Anthropology 2351
Communications 1307
Criminal Justice 1301
Economics 1301
Economics 2301
Economics 2302
Geography 1303
Government 2305
Government 2306
History 1301
History 1302
History 2301
Psychology 2301
Psychology 2314
Social Work 2361
Sociology 1301
Sociology 1306
Sociology 2301
TX ECA 1354
Introduction to Physical Anthropology & Archeology
Introduction to Cultural Anthropology
Introduction to Mass Communications
Introduction to Criminal Justice
Essentials of Economics
Principles of Macroeconomics
Principles of Microeconomics
World Geography
Government of the U.S.
State and Local Government
U.S. History I
U.S. History II
Texas History
Introductory Psychology
Human Growth and Development
Introduction to Social Work
Introductory Sociology
Social Problems
Marriage and the Family
Child Development
39
Appendix B
Survey
Survey Name: General Education Course Perceptions
Description: Kilgore College Associate of Applied Science in Culinary Arts & Hospitality
Management perceptions of general education (core) courses
Hello:
You are invited to partake in a survey of culinary arts and hospitality management personnel. In
this survey, approximately 20 Kilgore Culinary Arts & Hospitality students and alumni will be
asked to complete a questionnaire that asks about their experiences and thoughts about the
program, more specifically the relevance of general education (core) courses. This survey will
take approximately ten minutes of your time.
Your participation in this study is completely voluntary but imperative to the success of this
study. There are no feasible risk associate with submitting your inputs. However, if you feel
uncomfortable answering a certain question, you can simply select continue and proceed to the
next question. It is very important for us to learn your opinions and thoughts.
Your survey response will be successfully confidential and the data will be reported as a whole
and not individually. Your information will be coded, keeping anonymity, and will remain
confidential.
If you have any questions regarding the survey or the process to complete, please contact Chef
Kevin Hill via e-mail at: kevinmauricehill@msn.com. Thank you very much for your time and
support. Please start the survey by clicking the “Get Cooking” button below. Your opinion
matters.
……………………………………………………………………………………………………..
What is your Status in regards to the culinary arts & hospitality management program at Kilgore
College?
□
□
□
□
□
Current 1st year student
Current 2nd year student
Alumni
Professor/Teacher
None of the above
40
If you are a current student or alumni, which program are/were you enrolled in?
□
□
□
□
□
Associate of Applied Science in Culinary Arts & Hospitality Management
Culinary Arts Certificate only
Hospitality Management Certificate only
Both certificates
None of the above
If you are not enrolled in or have not graduated from the Associate of Applied Science in
Culinary Arts & Hospitality Management, Do you plan on enrolling in general education course
to complete the degree?
□
□
□
Yes
No
Not Applicable, I am a degree seeking student or graduate of the Associate Degree
If you are not enrolled in or have not graduated from the Associate of Applied Science in
Culinary Arts & Hospitality Management, and do not plan on attempting the Associate Degree,
please state why you have made that decision.
Please state what your future plans are in using the knowledge you learned in Culinary Arts &
Hospitality Management Program.
If you are enrolled in or have graduated from the associate of applied science in Culinary Arts
and Hospitality Management, how relevant were the general education (core) classes to your
future plans as you stated above.
41
Please list the general education (core) courses you have completed or are currently enrolled in
that apply toward the Associate of Arts in Culinary Arts & Hospitality Management Degree.
Please list the general education (core) courses you plan on enrolling in that will satisfy the
requirements for the Associate of Arts in Culinary Arts & Hospitality Management.
What is your age?
□
□
□
□
□
Below the age of 18
18-25
26-35
36-50
50+
What is your gender?
□
□
Male
Female
Please state your race
If not born in the United States, please state the country you were born in and at what age did
you immigrate to the United States.
………………………………………………………………………………………………………
Again, thank you for participating in this survey and your responses will be totally confidential.