April 2015
Submission:
Bachelor of Commerce
(Culinary Management)
Applying for Ministerial Consent under
the Postsecondary Education Choice and Excellence Act, 2000
The Minister of Training, Colleges and Universities (MTCU)
c/o The Universities Unit
900 Bay Street
9th Floor, Mowat Block
Toronto, ON M7A 1L2
Section 1
Introduction
1.1 College and Program Information
Name of the College: George Brown College of Applied Arts and Technology
URL for the College: georgebrown.ca
Proposed Degree Nomenclature: Bachelor of Commerce (Culinary Management)
Location (specific address) where program is to be delivered:
St. James Campus
300 Adelaide Street East
Toronto, Ontario M5A 1N1
Contact Information for person responsible for this submission:
Daphne Bonar, Ph.D.
Manager of Degree Development and Academic Pathways
Room 224, 210 King Street East
Toronto, Ontario M5A 1J7
Phone: 416-415-5000 Ext. 2549
Fax:
416-415-4112
Email: Daphne.Bonar@georgebrown.ca
Site Visit Coordinator (if different from above):
Christine Walker
Chair – Chef School
Room 210
300 Adelaide Street East
Toronto, Ontario M5A 1N1
Phone: 416-415-5000 Ext. 2231
Fax:
416-415-2611
Email: cwalker@georgebrown.ca
1.2 Expert Reviewer Nominations (Removed for Web Version)
George Brown College – Bachelor of Commerce (Culinary Management)
1
1.3 Table of Contents
Section 1
1.1
1.2
1.3
1.4
1.5
Section 2
2.1
2.2
2.3
2.4
2.5
2.6
Section 3
3.1
3.2
3.3
3.4
3.5
Section 4
4.1
4.2
4.3
4.4
Introduction ...................................................................................................... 1
College and Program Information ............................................................................................... 1
Expert Reviewer Nominations (Removed for Web Version)....................................................... 1
Table of Contents ........................................................................................................................ 2
Executive Summary ..................................................................................................................... 7
Program Abstract ...................................................................................................................... 15
Degree Level ................................................................................................... 16
Depth and Breadth of Knowledge ............................................................................................. 16
Conceptual and Methodical Awareness/Research and Scholarship ......................................... 18
Communication Skills ................................................................................................................ 24
Application of Knowledge ......................................................................................................... 25
Professional Capacity/Autonomy.............................................................................................. 26
Awareness of Limits of Knowledge ........................................................................................... 28
Admission, Promotion and Graduation ............................................................ 29
Admission Requirements for Direct Entry................................................................................. 29
3.1.1 Direct Entry – Admission Requirements ...................................................................... 30
3.1.2 Direct Entry – Other Admission Requirements ........................................................... 30
Admission Policies and Procedures for Mature Students ......................................................... 31
Promotion and Graduation Requirements ............................................................................... 31
3.3.1 Grading System ............................................................................................................ 31
3.3.2 Promotion and Graduation.......................................................................................... 32
3.3.3 Remediation, Sanctions and Suspensions ................................................................... 33
Advanced Standing Policies and Requirements ........................................................................ 33
3.4.1 Credit Transfer/Recognition ........................................................................................ 33
3.4.2 Prior Learning Assessment and Recognition ............................................................... 34
Advanced Standing – Degree Completion Arrangements ........................................................ 34
Program Content............................................................................................. 36
Overview of Program Development and Structure .................................................................. 37
4.1.1 Curriculum Development Process ............................................................................... 37
4.1.2 Curriculum Development Team Activities ................................................................... 38
4.1.3 Program Structure and Map ........................................................................................ 40
4.1.4 Examples of Area of Study Integration ........................................................................ 43
4.1.5 Liberal Studies and Breadth Requirement................................................................... 47
4.1.6 Bridge Pathways from Diploma to Degree .................................................................. 47
Curriculum Reviews by External Subject Matter Experts (Removed for Web Version)............ 47
Feedback from University Programs ......................................................................................... 48
Program Advisory Committee (PAC) ......................................................................................... 48
4.4.1 PAC Membership ......................................................................................................... 48
4.4.2 PAC Meeting Minutes – July 7, 2014 ........................................................................... 51
George Brown College – Bachelor of Commerce (Culinary Management)
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4.4.3 PAC Meeting Minutes – October 20, 2014 .................................................................. 54
Professional Accreditation ........................................................................................................ 57
Learning Outcomes ................................................................................................................... 57
4.6.1 Program Outcomes ...................................................................................................... 57
4.6.2 Degree Outcomes, Program Outcomes, and Corresponding Courses ........................ 59
4.6.3 Breadth Outcomes ....................................................................................................... 64
4.7 Course Descriptions .................................................................................................................. 67
4.7.1 Core Course Descriptions ............................................................................................ 67
4.7.2 Non-Core Course Descriptions .................................................................................... 75
4.8 Course Schedules ...................................................................................................................... 87
4.8.1 Course Schedule 1 (Removed for Web Version) ......................................................... 87
4.8.2 Course Schedule 2 ....................................................................................................... 87
4.9 Work Experience ....................................................................................................................... 93
4.9.1 Work Integrated Learning Experience Requirements ................................................. 93
4.9.2 Work Experience Opportunities .................................................................................. 94
4.9.3 Work Experience Learning Outcomes and Evaluation ................................................ 95
4.9.4 Support for Work Experience ...................................................................................... 97
4.10 Course Outlines ......................................................................................................................... 98
4.10.1 Core Course Outlines (Removed for Web Version) ..................................................... 99
4.10.2 Non-Core Course Outlines ........................................................................................... 99
4.10.3 Workload Analysis ....................................................................................................... 99
4.11 Bridging Pathway – Culinary Management Diploma Graduates............................................. 109
4.11.1 Description of Bridge Pathway .................................................................................. 109
4.11.2 Bridging Course Descriptions ..................................................................................... 110
4.11.3 Bridge Course Outlines (Removed for Web Version) ................................................ 112
4.11.4 Gap Analysis – George Brown College Diploma Program.......................................... 113
4.11.5 Examples of Degree versus Diploma Course Differentiation .................................... 121
4.11.6 Gap Analysis – Relevant MTCU Program Standards .................................................. 129
4.5
4.6
Section 5
5.1
5.2
5.3
5.4
Section 6
6.1
6.2
6.3
Program Delivery .......................................................................................... 148
Delivery Methods .................................................................................................................... 148
Quality Assurance of Delivery ................................................................................................. 148
Student Feedback.................................................................................................................... 149
5.3.1 Student Feedback Questionnaire (SFQ) .................................................................... 150
5.3.2 Student Feedback Questionnaire – Field Experience ................................................ 151
5.3.3 Other Sources of Student Feedback .......................................................................... 152
Blended, Hybrid and Online Learning ..................................................................................... 153
Capacity to Deliver ........................................................................................ 154
Demonstrated Strength – Overview of George Brown College .............................................. 154
Demonstrated Strength – Culinary Management ................................................................... 154
Educational Resources – Learning Resources and Technologies ............................................ 156
6.3.1 LLC Collections ........................................................................................................... 156
6.3.2 LLC Computer Resources and Equipment ................................................................. 157
George Brown College – Bachelor of Commerce (Culinary Management)
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6.3.3 LLC Learning Spaces (Physical and Virtual) ................................................................ 158
6.3.4 LLC Learning Supports and Accessibility .................................................................... 158
6.3.5 LLC Service Standards ................................................................................................ 160
6.3.6 Collaboration with Faculty Liaison Librarian ............................................................. 162
6.3.7 Assessment of Current Resources – Field of Study ................................................... 163
6.3.8 Learning Resources Upgrading and Renewal – Field of Study .................................. 171
6.4 Classroom Space and Seating Capacity ................................................................................... 172
6.4.1 Classroom Configuration ........................................................................................... 172
6.4.2 Classroom Seating Capacity ....................................................................................... 173
6.4.3 Upgrading of Classrooms ........................................................................................... 173
6.5 Equipment, Workstations and Laboratory Space ................................................................... 173
6.5.1 Upgrading of Laboratories and Equipment – Chef School Culinary Labs .................. 173
6.5.2 Upgrading of Laboratories and Equipment – Computer Labs ................................... 174
6.5.3 College Renewal and Expansion ................................................................................ 174
6.6 Support Services ...................................................................................................................... 175
6.6.1 Academic Supports .................................................................................................... 175
6.6.2 Personal Supports ...................................................................................................... 177
6.6.3 Technical Supports..................................................................................................... 180
6.6.4 Career Services .......................................................................................................... 180
6.7 Faculty ..................................................................................................................................... 182
6.7.1 Four-Year Projection of Cumulative Enrolment ........................................................ 182
6.7.2 Faculty Plan ................................................................................................................ 182
6.8 Policies Related to Faculty ...................................................................................................... 184
6.9 Research and Partnerships...................................................................................................... 184
6.9.1 The Office of Research and Innovation (ORI) ............................................................ 184
6.9.2 Community Partnerships Office (CPO) ...................................................................... 184
6.9.3 Culinary Research Lab................................................................................................ 185
6.10 Curriculum Vitae Release ........................................................................................................ 185
6.11 Curriculum Vitae of Faculty Assigned to Degree Program (Removed for Web Version) ........ 185
6.12 Curriculum Vitae of Faculty for Non-Core Courses ................................................................. 185
Section 7
7.1
7.2
7.3
7.4
7.5
Credential Recognition .................................................................................. 186
Program Design and Credential Recognition .......................................................................... 186
Credential Recognition - Employers ........................................................................................ 186
Credential Recognition – Industry Associations ...................................................................... 187
Credential Recognition – Opportunities for Graduate Studies ............................................... 187
Credential Recognition – Letters ............................................................................................. 189
7.5.1 Letters of Recognition – Employers ........................................................................... 189
7.5.2 Letters of Recognition – Industry Associations ......................................................... 202
7.5.3 Letters of Recognition – Universities ......................................................................... 205
Section 8
Regulation and Accreditation ........................................................................ 210
Section 9
Nomenclature ............................................................................................... 211
George Brown College – Bachelor of Commerce (Culinary Management)
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Section 10
Program Evaluation....................................................................................... 212
10.1 Overview ................................................................................................................................. 212
10.2 Types of Program Reviews ...................................................................................................... 213
10.2.1 Comprehensive Program Review/Self-study ............................................................. 213
10.2.2 Annual Program Review ............................................................................................ 216
10.3 Program Review Schedule....................................................................................................... 224
10.3.1 Internal Annual Program Review Process ................................................................. 224
10.3.2 Comprehensive Program Review Process ................................................................. 225
10.4 Follow-up and Accountability ................................................................................................. 226
10.5 Surveys Created Specifically for Program Review ................................................................... 227
10.5.1 Sample Faculty Survey ............................................................................................... 227
10.5.2 Sample Student Survey .............................................................................................. 234
10.5.3 Sample Alumni Survey ............................................................................................... 241
Section 11
Academic Freedom and Integrity ................................................................... 244
11.1 Academic Freedom ................................................................................................................. 244
11.2 Academic Honesty................................................................................................................... 244
11.2.1 Ensuring Understanding of George Brown Policies and Procedures Concerning
Academic Dishonesty.............................................................................................................. 248
11.3 Intellectual Products of Employees and Students .................................................................. 249
11.4 George Brown College Copyright Policy and Guidelines......................................................... 250
11.5 Research at George Brown – Human Subjects Policy ............................................................. 250
11.6 Management of Research Funds ............................................................................................ 251
Section 12
12.1
12.2
12.3
12.4
12.5
Student Protection ........................................................................................ 252
Academic Calendar and Promotional Material ....................................................................... 252
Student Awareness of Policies and Procedures ...................................................................... 252
Resolution of Students’ Academic Appeals, Complaints, Grievances, Disputes ..................... 254
Student Dismissal .................................................................................................................... 255
Diversity, Equity and Human Rights Services .......................................................................... 256
Section 13
Economic Need ............................................................................................. 257
13.1 Summary of Key Findings ........................................................................................................ 257
13.2 Industry/Sector Overview ....................................................................................................... 257
13.2.1 Food Store and Foodservice Industry Sales, Ontario and Canada............................. 257
13.2.2 Employment Outlook................................................................................................. 259
13.3 Sector Demand for Degree Level Graduates........................................................................... 260
13.4 Industry and Sector Support ................................................................................................... 262
13.4.1 fsSTRATEGY Survey – Industry Participants ............................................................... 262
13.4.2 fsSTRATEGY Survey – Desired Graduate Skill Sets ..................................................... 264
13.4.3 fsSTRATEGY – Sector Response on the Need for Proposed Program........................ 264
13.4.4 fsSTRATEGY Survey – Summary of Anecdotal Evidence of Program Need ............... 265
13.4.5 fsSTRATEGY Survey – Willingness to Hire Program Graduates ................................. 266
13.4.6 Employer Feedback on Potential Job Opportunities ................................................. 266
George Brown College – Bachelor of Commerce (Culinary Management)
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13.4.7 Potential Career Paths ............................................................................................... 269
13.4.8 Sample Job Advertisements ...................................................................................... 270
13.5 Evidence of Student Demand .................................................................................................. 273
13.5.1 Student Interest in the Sector ................................................................................... 273
13.5.2 George Brown Students’ Demand for the Degree .................................................... 274
13.5.3 Intent to Enroll ........................................................................................................... 274
13.6 Additional Sources .................................................................................................................. 275
Section 14
14.1
14.2
14.3
14.4
14.5
14.6
Duplication ................................................................................................... 276
Comparison with College Degree Programs ........................................................................... 276
Comparison with College Advanced Diploma Programs......................................................... 277
Comparison with College Diploma Programs ......................................................................... 279
Comparison with College Graduate Certificate Programs ...................................................... 281
Comparison with University Degree Programs ....................................................................... 281
Conclusion ............................................................................................................................... 285
Section 15
Optional Material.......................................................................................... 286
George Brown College – Bachelor of Commerce (Culinary Management)
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1.4 Executive Summary
George Brown College
George Brown College is one of Canada’s largest and most diverse colleges. The College’s three
main campuses, St. James, Casa Loma and Waterfront, are located in Toronto’s downtown core
and are conveniently accessible by public transportation. As of November 2014, the College had
a student body of 25,888 (full-time equivalent) students, including over 3,500 international
students, and over 62,800 continuing education registrants. George Brown offers 142 full-time
programs and 193 continuing education certificates/designations across a wide variety of
professions. Students can earn certificates, diplomas, graduate certificates, apprenticeships,
and degrees.
George Brown strategically pursues degree opportunities in sectors where it already has
significant partnerships and working relationships that inform and strengthen program
development and ongoing delivery. The College currently delivers a collaborative Bachelor of
Science in Nursing with Ryerson University and four degrees:
•
•
•
•
Bachelor of Commerce (Financial Services)
Bachelor of Business Administration (Hospitality)
Bachelor of Technology (Construction Management)
Bachelor of Early Childhood Leadership
New degree opportunities must align with the College’s Strategic Mandate Agreement (SMA)
with MTCU which lists culinary and hospitality programs as areas of strength for George Brown
as well as targeted areas for program growth.
The Chef School
The proposed degree program will be offered through the Chef School which operates within
the College’s Centre for Hospitality and Culinary Arts (CHCA). The Chef School has an
established reputation for culinary education, supplying industry with foodservice professionals
and chefs for over 30 years. The School currently delivers three culinary diplomas, two culinary
certificates, one baking and pastry diploma, two baking and pastry certificates, and three
specialized postgraduate certificates.
While the Chef School originally started small in the Kensington Market area, industry demands
quickly required accessing larger space. Approximately 20 years ago, the Chef School moved to
its current location on the St. James campus. The Adelaide Street location houses state-of-theart specialty cooking, bar, and wine labs as well as classrooms and computer labs that are fully
equipped with Smart classroom automation/AV and the most current industry software. The
George Brown College – Bachelor of Commerce (Culinary Management)
7
building is also home to a culinary research lab that conducts consumer testing of creative
recipe design, food product development and commercialization, sensory evaluation, nutrition
and ingredient label creation, and food quality system consultation. Culinary training is also
conducted at The Chefs’ House – a student operated restaurant on campus that provides
hands-on work experience to students while offering opportunities to the public for relaxed,
urban dining experiences.
Graduates of the Proposed Program
Employers throughout the foodservice industry have indicated that staff may have mastered
kitchen skills but often do not have the business knowledge and skills necessary to advance in
their occupations or to lead a foodservice or culinary team. Conversely, managers with
commerce expertise often do not have the requisite culinary or food studies knowledge. There
is a growing need for professionals who possess culinary and gastronomic knowledge, as well as
business acumen and the ability to think creatively and strategically. They must also be familiar
with emerging trends that include local sourcing, the proliferation of ethnic foods as
immigration rises, interest in organic food, and demand for sustainable practices.
The Bachelor of Commerce (Culinary Management) meets employer requirements by preparing
students with the depth and breadth of knowledge commensurate with an honours level,
undergraduate commerce degree specializing in culinary management. This is accomplished
through providing strong foundations in commerce and topics related to food and foodservice,
and through the integration of ten liberal studies courses. Students also complete two
externship placements to gain 980 hours of applied learning through industry work experience.
Combining commerce, food studies, and externship experiences, the degree prepares
graduates for kitchen, operations-management, or development positions. Graduates have a
range of career paths and potential job titles that include: Restaurant Executive Chef,
Corporate Dining Executive Chef, Food and Beverage Manager, Foodservices Director, Active
Living Seniors’ Residence Executive Chef, Sous Chef, Multi-Unit Kitchen Chef, Banquet Chef,
Caterer, Chef de Partie, Menu Designer, Special Diets Developer, Food Product Developer,
Product Development Assistant, Hospitality Manager (Hilton, Fairmont, etc.), Restaurant
Development Associate, Culinary Consultant, and Foodservice Labour Consultant.
Program Overview
Commerce is a broad field of inquiry and the Bachelor of Commerce (Culinary Management)
draws on numerous areas of knowledge to develop students’ understanding of key concepts
and methods. Culinary management is an interdisciplinary area of study drawing on knowledge
and skills from a variety of fields. The program exposes students to varying depths of insight
George Brown College – Bachelor of Commerce (Culinary Management)
8
from each field, paralleled by explanation of industry-best practices as they relate to the
operation of foodservice businesses.
To provide students with the necessary breadth and depth in such an interdisciplinary and
broad field of inquiry, the program structure targets eight areas of study:
1.
2.
3.
4.
5.
6.
7.
8.
Culinary Proficiency
Culinary Theory
Accounting and Finance
Marketing and Communications
Human Resources and Risk Management
Specialized Business
Research
Liberal Studies (breadth)
The four-year program consists of 44 courses, including 13 core business courses which address
the fundamental theories and concepts of business, 15 courses in culinary, 6 research-related
courses, and 10 liberal studies electives. Although some courses specifically address a core
area, content from the other areas of study are woven throughout the program. For example,
17 core courses include research-related curriculum and 29 core courses include managementrelated content.
The program is designed to lead students through basic- and advanced-level cooking courses
that combine food studies readings, assignments, discussions, and essays while providing
increasingly complex exposure to classical and current culinary concepts from sustainable and
multicultural perspectives. In parallel to culinary formation, students are introduced to the
finance and management concepts necessary to manage a variety of modern foodservice
operations. Commerce elements of the program use case studies and projects that encourage
students to apply broad theoretical concepts to foodservice operational models. Students
combine their culinary, research, and commerce knowledge and skills in a number of courses
that introduce advanced aspects of product and business research and development.
In their work-integrated learning placements, students reinforce and test their theoretical
understanding through practical culinary and foodservice applications. Between Years 1 and 2,
students are placed in an externship where they have the opportunity to apply their learned
knowledge and skills, primarily focusing on culinary management. Between Years 3 and 4,
students complete a management externship where they are able to apply their knowledge of
management theory. These hands-on experiences help prepare graduates to contribute to the
culinary industry in leadership roles. Additionally, the research focus in the degree program
ensures that graduates have the academic and practical requirements to pursue graduate
studies in the field of food studies and/or commerce if they wish to do so.
George Brown College – Bachelor of Commerce (Culinary Management)
9
As the program structure and courses were being developed, the Chef School and curriculum
development team solicited feedback from several sources, including four external subject
matter experts (SMEs) in the field:
•
Dr. Máirtín Mac Con Iomaire, Lecturer, School of Culinary Arts & Food Technology, Dublin
Institute of Technology (Dublin, Ireland)
•
Dr. Angelo Camillo, Associate Professor of Strategic Management, School of Business,
Woodbury University (Burbank, California)
•
Dr. Hari Pulapaka, Associate Professor of Mathematics and Computer Science, Department
of Mathematics and Computer Science, Stetson University (Tampa, Florida)
•
Dr. Chris Gibbs, Assistant Professor, Ted Rogers School of Hospitality and Tourism
Management, Ryerson University (Toronto, Ontario)
These SMEs reviewed the draft program structure, program outcomes, and course outlines.
Each reviewer provided a report and recommendations for continued refinement of program
content. Several of their suggestions were incorporated into the curriculum and course outlines
presented in this application. Overall, all four reviewers expressed enthusiastic support which
can be summarized by the following statement by Dr. Camillo:
In my personal opinion, based on my industry and academic experience that spans over four
decades in over 10 countries and 4 continents, the program has great potential and supports
the growing demand for change in the global hospitality education. I find the program unique
and without direct competition. The program, although industry specific, may provide a
solution to the widening gap between education and industry. More specifically, George Brown
College is pioneering a greatly needed change through which students will be prepared for jobs
already in demand but also for jobs that have yet to be created.
Program design and development was also guided by a Program Development Advisory
Committee (PDAC) that was formed to advise on the content, design and structure of the
degree. This PDAC was involved in discussions related to the degree for over a year, and has
provided guidance throughout the conceptualization, design and curriculum development
stages of the program. At the October 20, 2014 meeting, the PDAC transitioned into a formal
Program Advisory Committee (PAC), and provided unanimous support for the development of
the degree program.
Degree Completion – Bridge Pathway
George Brown is a strong proponent of facilitating credit transfer and credential recognition to
build pathways between programs. It proposes a bridge into the degree program for graduates
George Brown College – Bachelor of Commerce (Culinary Management)
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of a two-year Culinary Management diploma program. Graduates from George Brown’s Culinary
Management Diploma Program (H100) or the Culinary Management Integrated Learning Diploma
Program (H116), with a GPA of 75% or higher, will be eligible to transfer into the degree program.
The bridge for entry into Year 3 (Semester 5) of the program comprises:
•
Five core courses (Fundamentals of Accounting, Fundamentals of Research, Introduction to
Restaurant Management, Macroeconomics: Canada in the Global Environment, Principles of
Marketing) and Gastronomy, a course designed specifically for the bridge. All six courses
must be successfully completed before entering the degree.
•
Two additional core courses (Managerial Accounting and Microeconomics: Canada in the
Global Environment) must be completed before graduation.
Several Ontario colleges have culinary management diploma programs. Given the range of
curriculum offered in these programs, it is anticipated that one bridge pathway will not serve all
programs. Until articulation agreements are established with other colleges, diploma graduates
wishing to bridge into the proposed degree program will be considered for admission and be
assessed on a case-by-case basis for advanced standing credit recognition.
Capacity to Deliver
The Bachelor of Commerce (Culinary Management) program will be delivered at George
Brown’s St. James campus. The projected enrolment is 48 students entering into Year 1 in each
Fall intake, with an additional 48 students entering through the bridge pathway into Year 3.
Once the program is fully established, and based on current retention rates, the program is
expected to have a cumulative program enrolment of 242, and will produce an estimated 72
graduates annually.
The College’s Master Space Planning Committee and the CHCA have analyzed the lab and
lecture hall spaces required to accommodate, not only the projected enrolment for the degree
program, but also that of the CHCA’s other programs. Given current lab and lecture hall
capacity at the College and, should the CHCA fail to acquire new space to dedicate to the
degree program, the CHCA is prepared to reduce the enrolment of the two-year Culinary
Management diploma. The capacity analysis demonstrates that the lab and lecture hall space
gained by reducing the two-year Culinary Management program by up to four sections will
accommodate the numbers of students that the degree’s enrolment plan projects.
The Library Learning Commons (LLC) on St. James campus is a 25,000 square foot, two-floor
facility that includes the Library’s print collections, computing commons, adaptive technology
lab, and spaces for collaborative, individual, and quiet study. There is also an e-Library in the
Chef School Adelaide location that includes 45 open access computers, kiosks, and a laptop loan
George Brown College – Bachelor of Commerce (Culinary Management)
11
program. An analysis conducted in collaboration with the LLC and the CHCA identified an
investment of $25,560 for books, e-books, and online subscriptions will be required before
program launch. After launch, it is estimated that an annual investment of approximately
$14,000 will be required to maintain program-related educational resources.
The CHCA currently has four full-time faculty members with the academic credentials and
professional experience required to teach in the degree program. Two possess Ph.D.s and
two have master’s degrees. These professors are now teaching at the Chef School and are
responsible for classroom and laboratory instruction, presentations at professional and
academic conferences and meetings, industry and academic publications, and special
events. These full-time faculty members will be the core strength in the degree program.
There are also three qualified instructors with master’s credentials who teach or have
taught on partial-load basis at George Brown and who have indicated interest in teaching in
the degree program. In addition to the faculty members already identified for this
program, the Chef School intends to increase its program complement with a total of
five new full-time faculty hires with the following specializations:
1.
2.
3.
4.
5.
Ph.D. Accounting, Finance, or Business; CPA or CMA or CFA or CGA
Ph.D. Nutrition
MA and Red Seal (Cook)
MA and Red Seal (Cook)
Ph.D. Business or DBA
While the percentage of courses taught by faculty members with a terminal credential will
fluctuate as the program is delivered over the first four years, the new faculty hires will ensure
that the established program will consistently meet the benchmark that 50% of all core courses
be taught by faculty with a terminal academic credential in the field or in a closely-related
field/discipline.
Credential Recognition
In addition to the proposed degree program receiving unanimous support from the PAC, the
Chef School also consulted with a broad range of employers and industry stakeholders through
reseach conducted by fsSTRATEGY Inc., an independent foodservice industry consulting firm.
This industry research included interviews with 40 industry operators and industry thought
leaders to assess industry interest in a culinary degree. Interview results indicated that 95% of
industry respondents saw a need for a culinary management degree, and 94% of industry
respondents would likely hire a graduate from a culinary management degree program.
Several letters were received (and included in this application) from potential employers,
industry associations, and universities that indicate recognition of the proposed credential.
George Brown College – Bachelor of Commerce (Culinary Management)
12
Many of the industry and employer letters reflect a position similar to the statement made by
Tony Elenis, President and CEO of the Ontario Restaurant Hotel & Motel Association (ORHMA):
I see strong need for graduates with the knowledge and skills necessary to participate in
culinary management teams within a variety of foodservice environments. The
program’s emphasis on culinary management, accounting, marketing, supply chain
management and industry research will produce highly-desirable employment
candidates. Candidates will be well positioned to apply their knowledge, skills and
experience to a range of foodservice organizations.
The degree program is also designed to provide students with a pathway to pursue graduate
studies. Letters indicating recognition of the proposed degree, should it receive consent, have
been received from Boston University, University of British Columbia, University of the Pacific,
and York University. Examples of potential graduate study and research areas include the
impact of food and nutrition on various societies and countries, food system sustainability, and
food policy implementation strategies.
Nomenclature and Non-Duplication
There are no bachelor-level Culinary Management degrees in Canada. While a significant
number of bachelor-level Hospitality and Hospitality & Tourism Management degrees offer
advanced instruction in fields related to restaurant management, the proposed program
provides students with knowledge of and exposure to culinary studies and food research as
disciplines in and of themselves; this is a key differentiating factor. Compared to what is
available in existing hospitality/tourism degree programs, our proposed degree will expose
students to significantly greater breadth and depth of culinary management concepts, culinary
skills and knowledge, and culinary work-integrated learning experiences.
The Bachelor of Commerce nomenclature conveys a degree-level instructional environment,
and clearly indicates the orientation of the degree in terms of approach and preparation of the
students. While Bachelor of Commerce degrees vary in specialization, there are several areas of
instruction which tend to be common, such as accounting, finance, marketing, communication,
human resources, and law. Courses in these areas are included in the proposed degree, thereby
meeting the current standard in place for Canadian undergraduate commerce degrees in both
universities and colleges. As well, using Bachelor of Commerce nomenclature is consistent with
nomenclature adopted for several recently launched Ontario college degrees.
Bachelor of Commerce degrees typically offer a major or specialization. The proposed
descriptor of “culinary management” is the established program-title convention used in
numerous Ontario postsecondary diploma programs. Although course composition varies by
institution, “culinary management” program descriptors normally signify the presence of
George Brown College – Bachelor of Commerce (Culinary Management)
13
advanced culinary and pastry courses, essentials of management, as well as elements of
communications, mathematics, and menu development.
Economic Need
The need for the program was identified through an analysis of the industry and employment
prospects for graduates. Food and foodservice providers are economic drivers in Ontario with
Toronto being the centre of the Province’s food and beverage sector, employing over 60,000
people. More than 75% of all agricultural products grown on farms outside the region are
processed locally in the Toronto region, with a quarter of those servicing the fast-growing
specialty food market, spurred by the city's diverse population. 1
A recent joint study undertaken by the University of Guelph and Food and Beverage Ontario
found that existing labour shortages in the agri-food sector are expected to continue for
positions that require postsecondary education. 2 The study concluded that the sector will need
individuals with business management skills and also background knowledge of agriculture
and/or food and beverage processing industries and related products. The study also forecasts
a need for managers and supervisors educated in agriculture, food and beverage processing,
and/or food science. Leadership roles are crucial in food and beverage processing businesses,
and workers who have both culinary knowledge and the skills to be a manager or supervisor are
in demand.
Student interest in the proposed program is strong. Surveys conducted with 515 students and
128 alumni from three George Brown Chef School diploma programs show that 64% of
respondents would have applied to the degree had it been available when they initially applied
to George Brown College.
George Brown College has a strong, established reputation in culinary programs and the
proposed Bachelor of Commerce (Culinary Management) leverages existing faculty expertise
and facilities. Offering a baccalaureate program is a logical step that can serve to advance the
field by addressing the educational components in a thorough, thoughtful way in order to
produce graduates that meet employer requirements for multifaceted culinarians. Program
graduates will be well positioned to make meaningful contributions to the foodservice industry
and support Ontario’s emerging culinary trends, especially those related to sustainable
practices, ethnic and specialized food requirements, and local food sourcing.
1
http://www.investtoronto.ca/Business-Toronto/Key-Business-Sectors/Food-and-Beverage.aspx
Planning for Ontario’s Future Agri-Food Workforce: A Report on Agriculture and Food & Beverage Processing
Training in Ontario Colleges and Universities.http://www.foodandbeverageontario.ca/Default.asp?id=submissionsand-statement&l=1
2
George Brown College – Bachelor of Commerce (Culinary Management)
14
1.5 Program Abstract
The Bachelor of Commerce (Culinary Management) program is a four-year degree that
combines professional kitchen management training with the finance, economic,
communications, and revenue-management concepts typical of commerce degrees. The
program answers industry need for chefs with higher-level business, management,
accountancy, nutrition, and cultural awareness. With the food and beverage industry becoming
increasingly complex, diners and employers are demanding a larger pool of culinary
professionals who can see to their work with certainty, professionalism, strategy, and creativity.
Additionally, industry sectors involved in food-product development, active-living and longterm care facilities, multi-unit restaurant corporations, and banquet and event sectors each
have identified shortages of multifaceted culinarians who can competently and professionally
oversee operations and who have adequate culinary formation.
The program is designed to lead students through basic- and advanced-level cooking courses
that combine food studies readings, assignments, discussions, and essays, while providing
increasingly complex exposure to classical and current culinary concepts from a sustainable,
multicultural perspective. In parallel to culinary formation, students are introduced to the
finance and management concepts necessary to manage a variety of modern foodservice
operations. Commerce elements of the program use case studies and projects that encourage
students to apply broad theoretical concepts to sustainable foodservice operational models.
Students combine their culinary, research, and commerce knowledge and skills in a number of
courses that introduce advanced aspects of product and business research and development.
Using the knowledge and skills gathered through exposure to commerce, food studies, and
practical-culinary courses, students complete two externship placements to gain 980 hours of
applied learning through industry work experience. Combining commerce, practical, food
studies, and externship experiences, the degree prepares graduates for kitchen, operations
management, or development positions. Graduates have a range of career paths and potential
job titles which may include: Restaurant Executive Chef, Corporate Dining Executive Chef, Food
and Beverage Manager, Foodservices Director, Active Living Seniors’ Residence Executive Chef,
Sous Chef, Multi-Unit Kitchen Chef, Banquet Chef, Caterer, Chef de Partie, Menu Designer,
Special Diets Developer, Food Product Developer, Product Development Assistant, Hospitality
Manager (Hilton, Fairmont, etc.), Restaurant Development Associate, Culinary Consultant, and
Foodservice Labour Consultant.
For students who plan to pursue further academic studies, there are a range of areas to
consider. Further academic study and research areas include: the impact of food and nutrition
on various societies and countries, food system sustainability, and food policy implementation
strategies.
George Brown College – Bachelor of Commerce (Culinary Management)
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Section 2
Degree Level
This section describes how the proposed Bachelor of Commerce (Culinary Management) meets
the Postsecondary Education Quality Assessment Board (PEQAB) Degree Level Standard.
George Brown College followed a thorough process to structure and develop the program
content. Since September 2013, a curriculum development team has conducted program design
and curriculum development activities. This team spearheaded research activities to identify
industry needs and program focus. It continues to consider all aspects of program development
and work closely with the Office of Academic Excellence and the College’s Program Planning
Review Committee (PPRC) to ensure internal quality assurance standards are met.
As the program structure and courses were being developed, the Chef School and curriculum
development team solicited feedback from several external sources, including four external
subject matter experts (SMEs). These SMEs reviewed the draft program structure, program
outcomes, and course outlines. Each reviewer provided a report and recommendations for
program content. Several of their suggestions were incorporated into the curriculum and
course outlines presented in this application. For more information on program content
development and the SME reports, refer to Section 4 – Program Content.
2.1 Depth and Breadth of Knowledge
Competencies that the holder of the qualification is expected to be able to demonstrate:
a.
A developed knowledge and critical understanding of the key concepts, methodologies, current advances,
theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a
discipline;
b.
A developed understanding of many of the major fields in a discipline, including, where appropriate, from
an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines;
c.
A developed ability to:
i) gather, review, evaluate and interpret information;
ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major
fields in a discipline;
d.
A developed, detailed knowledge of and experience in research in an area of the discipline;
e.
Developed critical thinking and analytical skills inside and outside the discipline;
f.
The ability to apply learning from one or more areas outside the discipline.
George Brown College – Bachelor of Commerce (Culinary Management)
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The Bachelor of Commerce (Culinary Management) prepares students with the depth and
breadth of knowledge commensurate with an honours level, undergraduate commerce degree
specializing in culinary management. This is accomplished through providing strong foundations
in commerce and topics related to food and foodservice and through the integration of ten
liberal studies courses throughout the program.
Commerce is a broad field of inquiry and the Bachelor of Commerce (Culinary Management)
draws on numerous areas of knowledge to develop students’ understanding of the field’s key
concepts and methods. These areas are addressed in courses such as Human Resources,
Communications, Economics, Accounting, Finance, and Restaurant Management.
Preparing students for successful management of a commercial culinary enterprise requires
exposure to the theoretical approaches and current research in food studies. The relationships
among culture, sustainability and food, as well as the practical skills to function in a kitchen, are
addressed in Restaurant Management and Culinary Skills I and II. Accounting and Finance
courses require students to obtain a working knowledge of general accounting principles as
well as the ability to read, prepare, and consolidate financial statements such as balance sheets,
income statements, and cash flow ledgers.
Communications courses require students to develop verbal and written communication skills
through group and individual assignments, presentations, and written reports, especially in the
genres and styles typical not only in commercial enterprises, but in advanced writing about
food issues. Human Resources and Concepts of Customer Service engage students in the latest
research into team dynamics, interpersonal professionalism, and effective operations.
Students develop skills to think critically and analytically through exposure to scholarship and
studies in all the core courses. In particular, Fundamentals of Research, Market and Feasibility
Research, and Research and Development prepare students to develop hypotheses, undertake
primary and secondary research, analyze findings, and communicate results using a variety of
methods. Exposure to research in commerce and food studies is reinforced through application,
facilitated by group assignments, case studies, industry-based projects, and a capstone project.
Ten liberal studies electives provide students with more than introductory breadth of
knowledge in areas outside the food studies and commerce fields. In the first two years of
studies, students choose two liberal studies courses from among Sociology, Philosophy, Art
History, and/or Environmental Science courses. These lower-level electives assist in forming
foundational survey knowledge. In the third year of study, students select four upper-level
liberal studies courses. In the last year of study, students take four more upper-level liberal
studies courses that delve into theoretical frameworks and methodologies in areas of study
outside of the core curriculum.
George Brown College – Bachelor of Commerce (Culinary Management)
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Upper-level breadth courses explore topics in greater depth than the lower-level courses, and
often from an interdisciplinary perspective. Students apply their foundational knowledge to
critically evaluate the complexities of specific topic areas. Examination of significant themes
and theoretical frameworks require greater depth of analysis, as demonstrated by the demands
of the reading assignments and written assessments.
2.2 Conceptual and Methodical Awareness/Research and Scholarship
Competencies that the holder of the qualification is expected to be able to demonstrate:
An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables
the student to:
a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and
techniques;
b. Devise and sustain arguments or solve problems using these methods;
c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.
The proposed degree is designed to meet the culinary industry’s growing need for professionals
who have the knowledge and skills to react to ever-changing local and global economic
conditions. Graduates will not only have a strong comprehension of research methods,
entrepreneurial acumen, and expertise in culinary matters, but also the capacity to solve
problems, critique practices, and innovate. Lower-level courses (Years 1 and 2) provide
grounding foundation in culinary skills learned through individual and group assignments,
teaching them to think critically about food, as well as how to work effectively as a member of a
kitchen brigade.
In the first two years of study, students begin to develop their critical-thinking and problemsolving skills through courses such as Fundamentals of Research, Business Communications,
Introduction to Marketing, Fundamentals of Accounting, and Managerial Accounting. These
courses develop students’ skills through individual and group projects, case studies, readings of
academic and industry research, and presentations.
In the last two years of study (Years 3 and 4), students develop and refine their critical and
analytical problem solving skills through courses such as Market and Feasibility Research,
Advanced Managerial Communications, Statistics, Restaurant Law, Advanced Nutrition and
Food Science, Research and Development, Strategic Revenue Management, and Black Box.
In Market and Feasibility Research, students undertake industry-focused primary research to
support their market and feasibility reports. Beyond developing skills in theoretical courses,
George Brown College – Bachelor of Commerce (Culinary Management)
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students develop critical-thinking skills through practical courses such as Advanced Nutrition
and Food Science and Black Box, where they are challenged to create and or modify menus and
develop impromptu dishes without prior planning, as is an industry practice.
In Advanced Nutrition and Food Science, students apply the concepts of nutritional menu
modification learned in Nutrition and Food Science, where they modify recipes to conform to
provincial standards such as reduced calories, gluten free, and fat free. A similar process is
undertaken in Black Box, where students are required to draw on their knowledge of food
preparation (Culinary Skills I and II, Butchery & Café Production, Food for Special Events, and
Essential Flavours of the Modern Kitchen), food theory (Gastronomic Theory I and II, Nutrition and
Food Science), and menu engineering (Catering and Menu Management) to develop industry-level
dishes given a set ingredient list and set time.
Throughout the degree, students are introduced to the concept of sustainability. While this
degree could narrow its focus of sustainability to only food sourcing, it takes a broader
approach looking at sustainability considerations from farm to plate. In Year 1, students are
introduced to sustainability though lectures on the food web (Introduction to Restaurant
Management, Butchery and Café Production, Gastronomic Theory II), local sourcing
(Introduction to Restaurant Management, Butchery and Café Production, Culinary Skills II),
organic growing and farming practices (Introduction to Restaurant Management, Butchery and
Café Production, Butchery and Café Production, Culinary Skills II), kitchen efficiency
(Introduction to Restaurant Management), and sustainable food practice outlooks (Introduction
to Restaurant Management, Culinary Skills I, Gastronomic Theory II). In their first externship
between Years 1 and 2, students draw on their understanding of sustainability to describe the
sustainability practices they observe in their workplace and make suggestions for improvement.
In Year 3, students learn about the considerations for sustainable, organic, and local recipe
development and its role and place on a menu (Catering and Menu Management), as well as
learning about the concept of sustainable purchasing (Food and Beverage Cost Control). In their
third year of study, students conduct a market study for a new or expanding restaurant
operation which includes an assessment of the impacts such an establishment will have on
economic, social, and environmental sustainability in the area. In their last year of study,
students learn the value of the environment and terroir in the production of wine, as well as
the sustainability practices that are available to the industry and how they are currently being
employed.
The degree’s culinary courses introduce students to practical cookery and degree-level research
skills. Each practical cooking course – Culinary Skills I and II, Baking and Pastry for Cooks,
Butchery & Café Production, Food for Special Events, Patisserie Production, and Essential
Flavour of the Modern Kitchen – includes a lab component supported by essays and
assignments that provide formation in food studies research skills.
George Brown College – Bachelor of Commerce (Culinary Management)
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The program’s formative culinary courses – Gastronomic Theory I and II, Culinary Skills I and II –
delve into the concepts of heat control, emulsification, mother sauces, characteristics of food,
and plate composition, while leading students through a series of assignments designed to
provide systematic introduction to essay writing and research skills. Gastronomic Theory I and II
parallel the practical culinary courses with explanations of the theoretical principles of classical
cuisine, cooking methods, recipe families, the interrelationships between recipe families,
explanation of meat cuts, discussion of the culinary properties of meat and vegetables, and
seasoning norms.
Readings in history and culture of food, gathered from Maguelonne Toussaint-Samat’s A History
of Food and occasionally from papers published through the Oxford Symposium on Food and
Cookery, supplement conceptual discussions. Readings from food theorist Harold McGee’s On
Food and Cooking: The Science and Lore of the Kitchen augment theoretical insight into some of
the culinary concepts introduced in Culinary Skills I and II, offering greater depth of insight into
the historical evolution of cuisine, its sociocultural significance, ethical dilemmas, and the basic
scientific principles that relate to each week’s recipes.
To allow students to further engage with topics introduced in food theorists’ works,
assignments encourage selection of research topics of incremental complexity, beginning with
projects that emphasize library research skills, identification of peer-reviewed and scholarly
sources, and citation methods. Later assignments build on these skills while guiding students
through formation and development of a problem statement, annotating a bibliography,
supporting and sustaining a short academic argument, and supporting an argument with
scholarly sources.
The remainder of the program’s culinary courses build on the practical and research skills
developed in Culinary Skills I and II and Gastronomic Theory I and II by examining subfields of
cookery in which chefs are commonly engaged. Baking and Pastry for Cooks and Patisserie
Production introduce scaling, fermentation, baking, fruit and chocolate desserts, tempering of
chocolate, various pastry doughs, and pastry lamination. Butchery & Café Production introduces
students to butchery fundamentals, following through with preparation of butchered products
into dishes appropriate to the casual dining and café environment. Food for Special Events
exposes students to many of the canapés, hors-d'oeuvres, and other dishes appropriate to
banquets and catered events. Essential Flavours of the Modern Kitchen exposes students to
many of the current concepts in contemporary cuisine including pickling, vegetarian cookery,
regional cuisines of various ethnicities, and game cookery.
Each course is accompanied by relevant food studies readings that expose students to topics
related to the concepts introduced in the course. Since students will have developed
foundational essay-writing skills in Culinary Skills I and II and Gastronomic Theory I and II, the
essay topics explored in second-year courses – Patisserie Production, Food for Special Events,
George Brown College – Bachelor of Commerce (Culinary Management)
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Essential Flavours of the Modern Kitchen – continue to integrate food studies research.
Assignments in Year 2 practical courses focus on refining the process of formation of an
analytical thesis, analyzing and offering commentary on two or more interrelated scholarly
sources within the same paper (e.g., literature review), and refinement of library research skills
appropriate to the field of food studies.
Theories and topics related to foodservice management continue to appear in a number of
additional courses including Introduction to Restaurant Management, Food and Beverage Cost
Control, and Catering and Menu Management. Concepts such as menu engineering, sanitation,
principles of marketing, and kitchen layout and design are discussed in Introduction to
Restaurant Management, along with a discussion of how these concepts differ based on the
concept (full service versus quick service) and geographic location. Food and Beverage Cost
Control introduces students to cost/volume/profit relationships, purchasing and receiving,
production and storage control, food cost, and labour cost – concepts and applications that are
revisited in Catering and Menu Management and Strategic Revenue Management.
Catering and Menu Management builds on Food and Beverage Cost Control, Fundamentals of
Accounting, and Managerial Accounting, and prepares students to understand the mechanics
behind developing a menu, selecting equipment, controlling costs, pricing a menu, and event
budgeting. Beyond learning the theory, students in Catering and Menu Management are
required to create an event theme, standardize recipes, determine recipe costs, determine
small wares rental costs, and calculate event labour costs for a planned or fictional event.
Through Fundamentals of Accounting, Managerial Accounting, Finance, and Strategic Revenue
Management, students become familiar with financial management in Canada. In
Fundamentals of Accounting, students are introduced to the Generally Accepted Accounting
Principles (GAAP) and the reconciliation of financial statements. Building on this knowledge,
students learn how to calculate ratios and break even points, and how to apply regression,
high-low, and scattergraph methods in Managerial Accounting. In Finance, students learn risk
and return on investment, stock types (e.g., preferred versus common), capital budgeting, and
investment management. As a capstone to their learning related to accounting and finance,
students take Strategic Revenue Management, where they incorporate their prior learning with
concepts such as pricing (e.g., strategic versus differential), forecasting, and revenue
management, to compete in a team-based simulation requiring them to put theory into
practice.
Students learn the concepts pertinent to marketing and communications in Business
Communications, Advanced Managerial Communications, and Principles of Marketing. In
Business Communications, students learn about tailoring messages to specific audiences, the
differing components of persuasive versus informative messages, and the art of speaking with
George Brown College – Bachelor of Commerce (Culinary Management)
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confidence. While these lessons are taught primarily in this introductory class, their outcomes
apply to all subsequent courses.
Building on Business Communications, Advanced Managerial Communications teaches students
about the various theories related to teamwork (e.g., group think) and issue avoidance, as well
as teaches them how to work more effectively with others by understanding personal and
organizational communications traits and management styles. In Principles of Marketing,
students learn about the concepts of market segmentation and positioning, integrated versus
direct marketing, and market scans. Students in Principles of Marketing also have opportunities
to blend the knowledge they gained from Fundamentals of Accounting and Managerial
Accounting to discuss the financial aspects of marketing (e.g., pricing and promotion).
Human Resources and Risk Management courses prepare students to manage their operations
and mitigate risk within the legislative framework of Ontario. In Human Resources, students
learn about recruitment and selection practices, performance management techniques,
strategic pay plans, structuring compensation packages, and labour relations. In Risk
Management, students learn about the Canadian Charter of Rights and Freedoms, the law of
contracts and negotiations, and regulatory requirements within Ontario. This builds an
understanding of not only the content of such documents, but also how to critically examine
how and why they were developed, regulated, and/or made law.
With regard to research, students have numerous opportunities to develop and refine research
methods. In second year, students take Fundamentals of Research, where they learn about
ethics, the research process, primary and secondary research, qualitative versus quantitative
methods of inquiry, and are introduced to sampling, questionnaire design, and data
presentation. Taking this use of data a step further, the course Statistics spends considerable
time teaching students about survey design (crafting measurements, qualitative versus
quantitative questions), sampling methodology, hypothesis testing, exploring and examining
data, and presenting findings without misconstruing actual results.
Drawing on the concepts and theories learned in Fundamentals of Research, Statistics, and
Principles of Marketing, as well as lectures on market segmentation, location analysis, market
assessments, feasibility assessments, and market strategy taught in Market and Feasibility
Research, students conduct primary research for an active business or entrepreneur to evaluate
a new market and assess its feasibility. Building on the research classes that came before, as
well as Introduction to Restaurant Management and Nutrition and Food Science, the course
Research and Development teaches students about the process of taking a new food product
from development to launch.
George Brown College – Bachelor of Commerce (Culinary Management)
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Beyond the degree’s core courses, students are required to take ten liberal studies courses. The
liberal studies component facilitates students’ examination of non-culinary, non-business
theories within a context that emphasizes writing skills, interdisciplinary study, and research.
In their work-integrated learning placements, students reinforce and test their theoretical
understanding through practical culinary and foodservice applications. Between Years 1 and 2,
students are placed in an externship where they have the opportunity to apply their learned
knowledge and skills, primarily focusing on culinary management. Between Years 3 and 4,
students complete a management externship where they are able to apply their knowledge of
management theory. These hands-on experiences help prepare graduates to contribute to the
culinary industry in leadership roles. Additionally, the research focus in the degree program
ensures that graduates have the academic and practical requirements needed to pursue
graduate studies in the field of food studies and/or commerce if they wish to do so.
Throughout the program, students are introduced to international perspectives and are
encouraged to approach culinary and management elements of their studies through the lens
of multiculturalism. Year 1’s Culinary Skills I and II, Butchery and Cafe Production, and Baking
and Pastry for Cooks introduce students to culinary concepts from a variety of world regions,
including Europe and Asia, in order to provide a foundation of culinary knowledge appropriate
to contemporary cuisine. Additionally, Gastronomic Theory I and II provide in-depth coverage of
numerous world-regional culinary perspectives. Introduction to Restaurant Management and
Business Communications also equip students with foundational knowledge of cultural relativity
in so far as they relate to development and evolution of management and communications
concepts appropriate to modern foodservice operational models. Students will expand on these
concepts in Year 2. In Food for Special Events, Patisserie Production Management, and Essential
Flavours for the Modern Kitchen, students examine world cookery with greater depth in order
to hone their knowledge and practice of many of the regional cuisines commonly found in
modern kitchens. Additionally, Principles of Marketing introduces students to formulation and
design of culturally sensitive marketing material for use in the foodservice industry. In Year 3,
Advanced Managerial Communications and Human Resource Management introduce students
to communications and employment practices appropriate to the contemporary, multicultural
workplace. Year 4’s Wine: Sensory Development examines vintages from across the globe,
offering an in-depth examination of global wine production, while Concepts of Customer Service
facilitates students’ acquisition of culturally sensitive service skills. Additionally, Year 4’s Major
Research Project (MRP) will, in part, require students to research and produce analysis of the
cultural evolution of each of the dishes included in their projects, many of which emanate from
divergent cultural traditions.
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2.3 Communication Skills
Competencies that the holder of the qualification is expected to be able to demonstrate:
The ability to communicate information, arguments and analyze accurately and reliably, orally and in writing,
to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate,
informed by key concepts and techniques of the discipline.
Culinary management professionals must have excellent communications skills in order to work
in a variety of settings and situations. To meet this need, communications theory and skills are
integrated into the Bachelor of Commerce (Culinary Management) degree. In their first year,
students learn argument construction and how to communicate through both oral and written
communications in Business Communications and Gastronomic Theory. In Year 2, students
expand on their understanding and application of communications through reports and
assignments required in Principles of Marketing and Fundamentals of Research. Students also
learn how to properly develop a hypothesis and discuss the results of findings in Fundamentals
of Research. In the last two years of study, students are expected to build on their
communications foundation through courses such as Market and Feasibility Research,
Advanced Managerial Communications, Wine Sensory Development and Food Pairing, and
Research and Development.
The Bachelor of Commerce (Culinary Management) degree is structured to build students’
abilities to construct arguments, create surveys, write and disseminate results, and evaluate
written and oral communications in both commercial and academic forums. Throughout the
program, students are given many opportunities to apply learned communication skills in a
variety of settings through individual assignments, group collaborations, presentations, essay
writing, case study responses, and industry report writing. Market and Feasibility Research, in
particular, teaches students to apply advanced communications skills to develop arguments and
surveys, derive findings, and disseminate conclusions in the form of a model industry report
project.
George Brown College – Bachelor of Commerce (Culinary Management)
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2.4 Application of Knowledge
Competencies that the holder of the qualification is expected to be able to demonstrate:
a.
The ability to review, present and critically evaluate quantitative and qualitative information to:
i) develop lines of argument;
ii) make sound judgments in accordance with the major theories, concepts and methods of the
subject(s) of study;
iii) apply underlying concepts, principles, and techniques of analysis, both within and outside the
discipline;
iv) where appropriate, use this knowledge in the creative process;
b.
The ability to use a basic range of established techniques to:
i) initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and
information;
ii) propose solutions;
iii) frame appropriate questions for the purpose of solving a problem;
iv) solve a problem or create a new work;
c.
The ability to make use of scholarly reviews and primary sources.
Students of this proposed degree learn to conduct original research and how to analyze results
derived from such research. Fundamentals of Research, Market and Feasibility Research,
Advanced Managerial Communications, Statistics, and Research and Development are designed
to develop students’ abilities to understand and critique secondary research, formulate
questions, conduct original research, undertake qualitative and quantitative analysis, analyze
results, and make sound recommendations based on informed conclusions.
Market and Feasibility Research requires students to undertake industry-focused primary
research of markets and feasibility through development of research questions and appropriate
analytical methodologies, developing comprehensive reports that reflect their understanding of
multi-dimensional operational complexities. Beyond developing their skills in theoretical
courses, students develop their critical thinking skills through practical courses such as
Advanced Nutrition and Black Box, where students are challenged to create and/or modify
menus and develop dishes on short notice, as is common practice in the industry.
Beyond specific courses designed to teach and develop students’ research and critical thinking
skills, every course in the degree is aimed at furthering the development of those skills, through
various individual and/or group projects, case studies, readings of academic and industry
research, and presentations.
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As well as providing various opportunities for students to employ their knowledge and critical
thinking skills in the classroom, students are given an opportunity to use their knowledge and
skills in simulations and in the workforce. In Year 3, students are required to take Marketing
and Feasibility Research, in which they undertake a research project focusing on a specific
industry sector or problem, or participate in an external project for a specific organization,
when available. Between Years 3 and 4, students will complete a 14-week externship with a
managerial focus. In their last year of study, students take a course on Revenue Management
that draws on all of the knowledge and abilities the students have learned through the degree,
and requires them to work in teams to run a simulated restaurant.
An analysis of the program content and structure indicates that an estimated 653 hours (32%)
of the program content facilitates students’ direct application of knowledge:
Year 1
Year 2
Year 3
Year 4
Total
Degree Hours by Theoretical or Practical Content/Instruction
Hours
% of Hours
Practical
Theoretical
Total
Practical
Theoretical
280
280
560
50%
50%
210
280
490
43%
57%
28
462
490
6%
94%
135
383
518
26%
74%
653
1,405
2,058
32%
68%
2.5 Professional Capacity/Autonomy
Competencies that the holder of the qualification is expected to be able to demonstrate:
a. The qualities and transferable skills necessary for further study, employment, community involvement
and other activities requiring:
i)
ii)
iii)
the exercise of initiative, personal responsibility and accountability in both personal and group
contexts;
working reflectively with others;
decision-making in complex contexts;
b. The ability to manage their own learning in changing circumstances, both within and outside the
discipline and to select an appropriate program of further study;
c. Behaviour consistent with academic integrity and social responsibility.
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To prepare students for working in a professional environment, they are expected to obtain
industry certifications in Emergency First Aid, Smart Serve and Basic Sanitation before their
externship experience. These certifications, each requiring less than ten hours of study, are
offered through external training companies. The Chef School provides opportunities on
campus for the students to complete these credentials, although many students who enter
Chef School programs already have received First Aid and Smart Serve certifications.
Throughout the degree, courses prepare students to work in kitchen brigades, in groups, and
independently. Due to the varied situations that graduates will encounter, students need to
build competence in kitchen leadership, kitchen labs, group projects, and case studies, while
always approaching work in an ethical, accountable manner.
The culinary industry is service oriented by nature, and as such, an emphasis is placed on
students’ ability to work as productive members of a team to realize desired organizational
goals and objectives.
As well as being able to work effectively as part of a team and independently, students also gain
an understanding of the legal requirements and regulations that surround the culinary industry.
In Semester 6, Human Resources Management exposes students to the importance of human
resources regulation in the Canadian culinary industry. In Semester 7, Restaurant Law offers an
understanding of the legal framework surrounding the hospitality and culinary industries, and
the legal obligations of managers and professionals.
Beyond development of knowledge, students are also required to demonstrate their ability to
apply their learning and critical thinking skills, and to continually seek self-improvement.
Courses such as Fundamentals of Research, Market and Feasibility Research, Research and
Development, and Strategic Revenue Management require students to employ their critical
thinking skills to conduct research and analyze research findings, respond to case studies, and
work through simulations. Courses such as Managerial Communications and Introduction to
Human Resource Management prepare students to understand the benefits of working both
independently and as part of a group, and the importance of training and professional
development for an organization and for themselves personally. The skills learned and
demonstrated in these courses prepare students for careers in the culinary industry and for
higher-level education.
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2.6 Awareness of Limits of Knowledge
Competencies that the holder of the qualification is expected to be able to demonstrate:
An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty,
ambiguity and limits to knowledge and how this might influence analysis and interpretations.
Culinary management is an interdisciplinary area of study drawing on knowledge and skills from
a variety of fields. Students are exposed to varying depths of insight from within each field,
paralleled by explanation of industry-best practices in so far as they relate to operation of
foodservice businesses. For example, accounting courses introduce students to accountancy
methods commonly required of restaurant owners, but they are also instructed on the role of
Chartered Professional Accountants (CPAs) in providing financial oversight to restaurant
businesses and on the types of consultancy services CPAs can provide to business owners
(advisory services on tax regulation, compliance, etc.). Similarly, students take Food Science &
Nutrition and Advanced Food Science and Nutrition, which not only teach them about nutrition
and food science, but also the industry roles of Registered Dieticians and food scientists. This
interdisciplinary approach gives students working competency and awareness of the limits of
their abilities and the role of consultancy services in supporting businesses in these matters.
In their practical cooking courses, students are instructed on the normal management and labour
structures that support the operation of kitchens, the roles of each position, and the limitations
that exist within each position. Doing so allows students to understand the role of the successful
chef in recognizing personal, business, physical, and labour limitations in order to optimize
operational functionality or adapt to set conditions. Food studies components of practical courses
expose students to highly interdisciplinary scholarly fields related to culinary arts, as well as
exposing students to some of the depth and variety present within the field. Because of the
interdisciplinary nature of food studies research, students are exposed to readings and research
conducted by sociologists, anthropologists, historians, etc., offering exposure to the insights
academic and scholarly analysis can offer into the role and significance of food in culture. As a
newer and evolving field, students examine the development of and current trends in food studies
analysis. They explore the types of topics that food scholars actively engage with, and discuss how
the present methods in the field can be applied to new questions.
By the time they graduate, Bachelor of Commerce (Culinary Management) students will have
acquired 980 hours of work experience. Moreover, they graduate with the skills necessary to
stay current with, critically evaluate, and comment on new developments in commerce and
culinary management. To facilitate lifelong learning, students are taught about sources they can
look to for relevant literature, conferences they can attend, and associations with which they
can be affiliated.
George Brown College – Bachelor of Commerce (Culinary Management)
28
Section 3
Admission, Promotion and Graduation
3.1 Admission Requirements for Direct Entry
Admission to all George Brown programs require that applicants have the minimum admission
requirements set by the Ministry of Training, Colleges and Universities (MTCU) under system
eligibility requirements within the Minister’s Binding Policy Directive for Admissions Criteria.
This Policy Directive applies to college baccalaureate degree programs.
The basic academic requirements for admission into the first year of all George Brown's degree
programs:
•
•
An Ontario Secondary School Diploma
Minimum average of 65% in:
− six university (U) or university/college (M) courses at Grade 12 level
− any additional requirements as programs require per the college calendar
Students from outside the province of Ontario must have the equivalent as outlined in the
Office of the Registrar policy 20.1 – Equivalency for Degree Programs, excerpted below.
DEGREE PROGRAMS
Academic standing from other provinces and other countries that is recognized by the College
as equivalent to an OSSD/SSGD (Secondary School Graduation Diploma) with the required
OAC/U or M U/C credits including Math and English will be considered for admission.
Generally, applicants who are eligible for admission to first year university studies in their
home province or country will be considered. Applicants from some countries will require first
year standing from an accredited university in addition to the high school graduation
certificate.
Samples of General standards are outlined below. Applicants will be assessed on an individual
basis.
Country
Other Canadian Provinces
Other Countries
Requirements
The OSSD equivalent from all other provinces and territories with the
exception of Quebec is the Grade 12 diploma or GED (General Education
Development Certificate)
Specific OSSD equivalencies are listed in the OCAS website and are updated
annually by the International Credential Assessment Service (ICAS)
George Brown College – Bachelor of Commerce (Culinary Management)
29
3.1.1 Direct Entry – Admission Requirements
The direct entry admission requirements specific to the proposed Bachelor of Commerce
(Culinary Management) program:
Direct Entry Program Admission Requirements
Admission requirement is an Ontario Secondary School Diploma (OSSD) or
equivalent, with:
Academic
Requirements
•
Six Grade 12 (U or M) courses with an overall average of 65% or higher,
including:
− Grade 12 U English with a grade of 60% or higher
− Grade 12 U Math with a grade of 60% or higher
3.1.2 Direct Entry – Other Admission Requirements
English language proficiency is essential. For domestic applicants, the College will evaluate
whether or not the applicant meets the English admission requirements for the program or one
of the requirements listed in the chart below.
If applicants have international transcripts, they must provide proof as outlined in the chart
below. If applicants with international transcripts cannot supply results of English proficiency
tests, they must test at the College’s English Proficiency Requirements level to be accepted. The
English Proficiency Requirements for George Brown degree programs:
English Proficiency Requirements
Proficiency Assessment
Requirement
GBC IEP
Level 9
TOEFL
Paper: 580
Online: 92 (Overall) / 22 (each skill band) Computer: 237
IELTS – Academic
6.5 (Overall) / 6.0 (each skill band)
MELAB
85
CAEL
70 Overall (writing 60)
George Brown College – Bachelor of Commerce (Culinary Management)
30
3.2 Admission Policies and Procedures for Mature Students
George Brown College follows the definition of mature students outlined by PEQAB: “Mature
students are applicants who have not achieved the Ontario Secondary School Diploma (OSSD)
or its equivalent and who are at least 19 years of age on or before the commencement of the
program in which they intend to enrol.” 3
The standard George Brown degree admission requirements for mature students are:
English – Grade 12 University (U) with a grade of 65% or higher
Mathematics – Senior level credits with a grade of 65% or higher
•
•
Mature students who do not have an OSSD or equivalent and may be considered for degree
programs if they:
• Can present tangible evidence of ability to cope with the program at George Brown College
• Possess the program prerequisite subject requirements – English and Mathematics at
Grade 12 U level
George Brown reserves the right to ask that mature student applicants possess the minimum
prerequisite subject requirements at the level indicated for the program at George Brown.
Subject to competition, candidates may be required to present averages above the
minimum.
To support their application, applicants should submit a letter outlining:
• Why they have chosen this program
• Career ambitions/career goals
• Past work experience
Refer to the Section 16 – Policies file for George Brown’s policies and procedures pertaining to
the admission of mature students.
3.3 Promotion and Graduation Requirements
3.3.1 Grading System
The grade points assigned to a course are the product of the value of the letter grade ("A"
through "F" only) and the course credit. A grade point average (GPA) is the sum of the course
grade points for all courses divided by the sum of the course credits. Courses completed with
special symbol grades or exemptions are not included in the grade point averaging process,
which is an arithmetic calculation. The record of all courses taken and their status, including
exemptions, is called the Cumulative Academic Record.
3
PEQAB Handbook, p. 18, footnote 6
George Brown College – Bachelor of Commerce (Culinary Management)
31
Grades, grade point values, letter grades, and percentage scores in courses will be related to
one another as shown below. The College employs criterion referenced grading: the grades
are based on the student's ability to meet the outcomes of the course.
Percentage
99 – 100
86 – 89
80 – 85
Grade
A+
A
A-
GPA Value
4.0
4.0
3.7
College Grading System
Comments
“A” Range = GPA 4.0
Consistently exceeds (course) requirements; shows
evidence of being well-organized; shows original and
creative thinking and a superior grasp of subject matter.
a superior grasp of subject matter.
77 – 79
73 – 76
70 – 72
B+
B
B-
3.3
3.0
2.7
“B” Range = GPA 3.0
Shows consistent performance and evidence of being wellorganized, shows elements of original and creative
thinking; has a strong grasp of subject matter.
67 – 69
63 – 66
60 – 62
C+
C
C-
2.3
2.0
1.7
“C” Range = GPA 2.0
Applies the subject matter appropriately;
comprehends the subject matter.
57 – 59
50 – 56
D+
D
1.3
1.0
"D" Range = GPA 1.0
The student inconsistently applies and
communicates knowledge of the subject
matter.
00 – 49
F
0.0
"F" Range = GPA 0.0
The student fails to apply and communicate an
understanding of the subject matter.
Refer to the Section 16 – Policies file for George Brown’s policies and procedures related to
grading and the GPA calculation.
3.3.2 Promotion and Graduation
Students are required to pass all courses prescribed for their program of study (diploma or
degree), except where an Advanced Standing credit has been awarded. Included in Pass are the
letter grades "A" to "D" and all special grading symbols indicating successful completion of the
stated objectives of any course, such as Attended – Non-granted (ATT), Passed (P), Pass by
Aegrotat (AEG), and Complete (CM).
George Brown College – Bachelor of Commerce (Culinary Management)
32
Refer to the Section 16 – Policies file for George Brown’s policies and procedures pertaining to
the level of achievement required of students in the program for promotion within the program
and for graduation.
3.3.3 Remediation, Sanctions and Suspensions
Students will be considered to be In Good Standing when they pass all courses, and have a term
grade point average (TGPA) equal to or above 2.30. George Brown College provides supports
and fair opportunities for students to achieve minimum requirements to progress through the
program while maintaining standards of the credential level.
All failing grades are reviewed by the Program Chair and the Promotion Committee Chair before
submission to the Registrar. Students who fail one or more courses in any term will have their
records assessed by a program Promotion Committee, which will determine their status and the
conditions under which they may continue. Students who fail a course in their declared program
of study will have to repeat the course. With approval from the Program Chair, students may
repeat courses a maximum of two times.
Students who fail one or more courses, or obtain a TGPA below 2.30, will be placed on
probation and may register again only under the conditions set by the Promotion Committee.
Students will be given every reasonable opportunity to continue and complete their studies.
Refer to the Section 16 – Policies file for more detailed information of the College’s policies and
procedures related to academic remediation, sanctions and suspension.
3.4 Advanced Standing Policies and Requirements
3.4.1 Credit Transfer/Recognition
Policies and practices pertaining to credit transfer/recognition (including any bridging
requirements for certificate/diploma to degree laddering) ensure that the degree level
standard and program learning outcomes are met. Refer to Section 4 – Program Content as
well as Section 3.5 below for details on the proposed bridge pathway.
Refer to the Section 16 – Policies file for the College’s current policies and procedures related to
exemptions and advanced standing in degree programs.
George Brown College – Bachelor of Commerce (Culinary Management)
33
3.4.2 Prior Learning Assessment and Recognition
In 2011, George Brown College identified the need for a program-by-program audit to better
understand the current Prior Learning Assessment and Recognition (PLAR) process, including
the barriers and challenges of supporting students through PLAR. The audit, which is nearing
completion, included reviews of the administrative processes, procedures and forms as well as
interviews with program staff as to logistical challenges facing both faculty and students.
Through research of promising practices in other jurisdictions, the College is identifying tools
and assessments that may support more seamless PLAR, and may also address the creation of
program-specific tools in key programs where PLAR is in high demand.
Refer to the Section 16 – Policies file for the College’s current policies and procedures related to
PLAR.
3.5 Advanced Standing – Degree Completion Arrangements
George Brown proposes a bridge pathway into the degree program – Bridge Pathway for
Graduates of the Culinary Management Diploma programs:
•
Students who have graduated from the Culinary Management Diploma Program (H100) or
the Culinary Management Integrated Learning Diploma Program (H116) with a GPA of 75% or
higher will be eligible to transfer into the degree program.
•
In accordance with the Ontario College University Degree-Completion Accord, students who
complete the designated bridge pathway into the degree program will be eligible to transfer
to the degree program.
•
The bridge for entry into Year 3 (Semester 5) of the program comprises:
− Five core courses (Fundamentals of Accounting, Fundamentals of Research,
Introduction to Restaurant Management, Macroeconomics: Canada in the Global
Environment, Principles of Marketing) and Gastronomy, a course designed specifically
for the bridge. All six courses must be completed before entering the degree.
− Two additional core courses (Managerial Accounting and Microeconomics: Canada in
the Global Environment) must be completed before graduation.
Several Ontario colleges have culinary management diploma programs that are approved under
program standard 53107. Given the range of curriculum offered in these programs, it is
anticipated that one bridge pathway will not serve all programs. Until articulation agreements
are established with other colleges, diploma graduates wishing to bridge into the proposed
degree program will be considered for admission and be assessed on a case-by-case basis for
advanced standing credit recognition.
George Brown College – Bachelor of Commerce (Culinary Management)
34
For additional details on the bridge pathway, including bridge course descriptions, bridge
course outlines and the gap analysis, refer to Section 4 – Program Content.
The matrix below, from the Ontario College-University Degree Completion Accord, provides a
model for articulating 2-year and 3-year college diploma programs to 3-year and 4-year degrees
and indicates the additional degree-level studies required to complete the degree.
Degree completion from
college diploma program
to university
3-year related college
diploma program
2-year related college
diploma program
3-year degree (15 full courses or
30 semestered courses)
1 -1.4 years
4-year degree (20 full courses or 40
semestered courses)
1.4 – 1.8 years
(5-7 full-year courses or
10-14 semestered courses)
1.4 – 1.8 years
(7-9 full-year courses or
(14-18 semestered courses)
2.4 - 2.8 years
(7-9 full-year courses or
(14-18 semestered courses)
(12-14 full-year courses or
24-28 semestered courses)
* or equivalent in credit hours/program hours
Additional related knowledge would be assessed on a program-by-program basis for advanced
standing to the degree program (core and non-core courses). Students who have successfully
completed diplomas from related programs will be credited between five and ten courses
depending on their previous course of study. These courses will count towards both core
(where appropriate) and non-core (liberal studies) courses. Students will be required to
complete requisite courses to be considered for the degree program; specifically Introduction to
Restaurant Management, Fundamentals of Research, Fundamentals of Accounting, Principles of
Marketing, and Gastronomy. Assessment of additional required bridge courses will be
completed as determined on a case-by-case basis.
George Brown College – Bachelor of Commerce (Culinary Management)
35
Section 4
Program Content
Section 4 – Program Content
Table of Contents
Page
Number
4.1
Overview of Program Development and Structure
4.1.1 Curriculum Development Process
4.1.2 Curriculum Development Team Activities
4.1.3 Program Structure and Map
4.1.4 Examples of Areas of Study Integration
4.1.5 Liberal Studies and Breadth Requirement
4.1.6 Bridge Pathways from Diploma to Degree
37
37
38
40
43
47
47
4.2
Curriculum Reviews by External Subject Matter Experts (Removed for Web Version)
47
4.3
Feedback from University Programs
48
4.4
Program Advisory Committee (PAC)
4.4.1 PAC Membership
4.4.2 PAC Meeting Minutes – July 7, 2014
4.4.3 PAC Meeting Minutes – October 20, 2014
48
48
51
54
4.5
Professional Accreditation
57
4.6
Learning Outcomes
4.6.1 Program Outcomes
4.6.2 Degree Outcomes, Program Outcomes, and Corresponding Courses
4.6.3 Breadth Outcomes
57
57
59
64
4.7
Course Descriptions
4.7.1 Core Course Descriptions
4.7.2 Non-Core Course Descriptions
67
67
75
4.8
Course Schedules
4.8.1 Course Schedule 1 (Removed for Web Version)
4.8.2 Course Schedule 2
87
87
87
4.9
Work Experience
4.9.1 Work Integrated Learning Experience Requirements
4.9.2 Work Experience Opportunities
4.9.3 Work Experience Learning Outcomes and Evaluation
4.9.4 Support for Work Experience
93
93
94
95
97
George Brown College – Bachelor of Commerce (Culinary Management)
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Section 4 – Program Content
Table of Contents
Page
Number
4.10 Course Outlines
4.10.1 Core Course Outlines (Removed for Web Version)
4.10.2 Non-Core Course Outlines
4.10.3 Workload Analysis
98
99
99
99
4.11 Bridge Pathway – Culinary Management Diploma Graduates
4.11.1 Description of Bridge Pathway
4.11.2 Bridge Course Descriptions
4.11.3 Bridge Course Outlines (Removed for Web Version)
4.11.4 Gap Analysis – George Brown College Diploma Program
4.11.5 Examples of Degree versus Diploma Course Differentiation
4.11.6 Gap Analysis – Relevant MTCU Program Standards
109
109
110
112
113
121
129
4.1 Overview of Program Development and Structure
4.1.1 Curriculum Development Process
George Brown College followed a thorough process to structure and develop the Bachelor of
Commerce (Culinary Management) so that it meets or exceeds the PEQAB Program Content
Standard and creates viable career and academic pathways. The following list summarizes the
key components of the curriculum development process with subsequent sections describing
each component in greater detail:
1. Using the expertise of an internal curriculum development team: In September 2013, the Chef
School formed a curriculum development team to conduct program design and curriculum
development activities. This team spearheaded research activities to identify industry needs and
program focus. It continues to consider all aspects of program development and work closely
with the Office of Academic Excellence and the College’s Program Planning Review Committee
(PPRC) to ensure internal quality assurance standards are met.
2. Developing a program structure with eight areas of study: Based on the research and
analysis conducted, the program is structured to focus on eight areas of study: culinary
proficiency, culinary theory, accounting and finance, marketing and communications,
human resources and law, specialized business, research, and breadth through liberal
studies courses. While some courses focus exclusively on one area of study, many courses
integrate learning in more than one study area.
George Brown College – Bachelor of Commerce (Culinary Management)
37
3. Drafting and refining course outlines with feedback from external sources: As the
program structure and courses were being developed, the Chef School and curriculum
development team solicited feedback from several external sources:
• A Program Development Advisory Committee (PDAC) was formed to advise on the
content and structure of the degree. At the October 20, 2014 meeting, the PDAC
agreed to transition to an established Program Advisory Committee (PAC).
• Four external subject matter experts reviewed the draft program structure, program
outcomes, and course outlines. Each reviewer provided a report and recommendations
for continued refinement of program content.
• Several universities with graduate-level programs were asked to review program
information and provide feedback on whether graduates from the proposed program
would be considered for admission into the university’s graduate studies. To date, four
universities have provided letters of recognition for the proposed program.
4. Designing bridge pathways from related program offerings: The curriculum development
team has designed a bridge pathway from George Brown College’s existing two-year
Culinary Management diploma into the proposed degree. In addition, a gap analysis at the
program outcome level was conducted for other Ontario culinary management diploma
programs approved under MTCU program standards 43107 and 53107.
Each component of the curriculum development process yielded helpful feedback that assisted
the curriculum development team in continued refinement and strengthening of the program
content presented in this application.
4.1.2 Curriculum Development Team Activities
The College formed a curriculum development team with members involved at various stages of
the planning, development, and internal approval processes. Most of the members have been
involved with the team since September 2013 with current representation:
Team Member
Lorraine Trotter
H.B.A., M.B.A.
Christine Walker
C.C.C. Certified Chef de Cuisine
Red Seal (Cook)
Dr. Mark Holmes
Ph.D. Environmental Studies
M.S.A. Spatial Analysis
B.Comm. Hospitality and Tourism
Management
Credential or Position
Dean – Centre for Hospitality and Culinary Arts,
George Brown College
Chair – Chef School, Centre for Hospitality and
Tourism Management, George Brown College
Professor – Chef School, Centre for Hospitality
and Tourism Management, George Brown
College
George Brown College – Bachelor of Commerce (Culinary Management)
38
Team Member
Dr. Ryan Whibbs
Ph.D. History
M.A. History
B.A. (hons.) History
Red Seal (Cook)
Riley Bennett Red Seal (Cook), C.C.C.
Moira Cockburn
B.Sc., M.Sc.
Credential or Position
Professor – Chef School, Centre for Hospitality
and Tourism Management, George Brown
College
Lecturer; Centre for Hospitality and Culinary
Arts
Coordinator – Culinary Management Nutrition;
Centre for Hospitality and Culinary Arts
Barbara Dunlop BA, RD, CFE
Coordinator – Nutrition; Centre for Hospitality
and Culinary Arts
Charlton Alvares Red Seal (Cook), C.C.C
Coordinator – Culinary Management; Centre for
Hospitality and Culinary Arts
In 2013 and 2014, the curriculum development team worked with fsSTRATEGY Inc., an
independent foodservice industry consulting firm, to gather more research and information to
further investigate developing the proposed program. The Chef School commissioned
fsSTRATEGY Inc. to conduct surveys designed to determine interest in a culinary degree among
industry professionals and students.
An environmental scan was conducted of related programs in Ontario, Canada, and the United
States. The investigation uncovered similar programs delivered at six educational institutions
across North America. These included the Culinary Institute of America, Johnson & Wales
University, the Art Institute of California, New England Culinary Institute, Kendall College, and
Holland Collage. These programs were broken down into degree type (Culinary/Baking Pastry
Management, Culinary/Baking & Pastry Arts, Culinary Science, Culinary Nutrition, and Food
Science Entrepreneurship). As illustrated in the table below, the most common components
included Culinary, Business Management, Economics, Finance & Accounting, History & Culture,
Communications, Marketing, Psychology, Science, Language, Nutrition, Technology, Human
Resources, and Law.
George Brown College – Bachelor of Commerce (Culinary Management)
39
Common Components
Culinary/Baking
Pastry Management
Culinary/Baking
& Pastry Arts
Culinary Science
Culinary Nutrition
Food Service
Entrepreneurship
Culinary
33%
47%
31%
38%
29%
Business Management
11%
6%
10%
6%
10%
Economics, Finance & Accounting
9%
5%
7%
4%
16%
History & Culture
8%
5%
11%
2%
2%
Communication
6%
6%
5%
8%
8%
Marketing
4%
1%
4%
0%
4%
Psychology
4%
1%
4%
2%
4%
Science
3%
3%
4%
13%
2%
Language
3%
2%
5%
0%
0%
Nutrition
3%
3%
2%
15%
4%
Technology
2%
2%
2%
0%
4%
Human Resources
2%
1%
1%
0%
0%
Law
1%
1%
0%
0%
2%
Sustainability
0%
3%
0%
0%
0%
Other
11%
14%
14%
12%
14%
Total
Average Number of Available
Courses
100%
100%
100%
100%
100%
58.8
46.3
81
52
49
Industry professionals from various areas that comprise the foodservice industry (multifoodservice operations, retirement chains, attractions, hotels, off/premises caterers, large selfoperated institutions, contract foodservice management, food processors and brokers,
foodservice distributers, retail grocery, and industry thought leaders) were interviewed and
surveyed to determine their interest, as well as the subject matter they would want to see as
components of a culinary degree. Of the 40 industry persons interviewed, 95% saw a need for a
culinary management degree.
In addition to industry research, fsSTRATEGY Inc. assisted the Chef School by conducting
surveys of current students and alumni of relevant culinary-related programs. Results from
these surveys show that 65% of alumni who graduated from the Culinary Management
diploma would have enrolled in a Culinary Arts degree instead of the diploma if the option had
have been available—a sentiment also shared by 64% of current students. When current
students and graduates were asked if they would consider enrolling in the degree upon
graduation, 58% of graduates and 59% of current students in culinary management programs
responded in the affirmative.
4.1.3 Program Structure and Map
Based on the research conducted into industry requirements and student needs, a program
map was developed that includes eight areas of study:
George Brown College – Bachelor of Commerce (Culinary Management)
40
1. Culinary Proficiency
2. Culinary Theory
3. Accounting and Finance
4. Marketing and Communications
5. Human Resources and Risk Management
6. Specialized Business
7. Research
8. Liberal Studies Electives (Breadth)
The proposed degree consists of 44 courses for a total of 2,058 hours. Of these, 1,638 are core
hours, including 13 core business courses which address the fundamental theories and
concepts of commerce, 15 courses in the field of specialization, and six research-related
courses. Ten courses are non-core, liberal studies courses (420 hours). The program also
includes two externships consisting of a total of 980 industry hours.
The following table provides an overview of the courses included in each area of study, with the
amount of each course’s hours indicated in parentheses.
George Brown College – Bachelor of Commerce (Culinary Management)
41
Sem
1
Culinary Proficiency
Culinary Skills I (98)
Butchery & Café Production (56)
2
3
4
Baking and Pastry for Cooks (42)
Culinary Theory
Accounting &
Finance
Gastronomic
Theory I (28)
Fundamentals of
Accounting (42)
Gastronomic
Theory II (28)
Managerial
Accounting (42)
Human Resources &
Risk Management
Business
Communications 42)
Specialized
Business
Introduction to
Restaurant
Management 42)
Advanced Managerial
Communications (42)
Food Science & Nutrition (70)
HR Management (42)
Finance (42)
Lower-Level
Liberal (42)
7
8
Restaurant Risk
Management (42)
Advanced Food Science and
Nutrition (56)
Strategies for Black Box (56)
Strategic Revenue
Management (42)
George Brown College – Bachelor of Commerce (Culinary Management)
Lower-Level
Liberal (42)
Market and Feasibility
Research I (42)
Upper-Level
Liberal (42)
Upper-Level
Liberal (42)
Market and Feasibility
Research II (42)
Upper-level
Liberal (42)
Statistics (28)
Upper-Level
Liberal (42)
Management Externship (spring and summer semester – June/August – Mandatory 14-week externship (no credit, but grade assigned based on criteria set out)
Wine: Sensory Development and
Food Pairing (42)
Liberal
Studies
Research
Culinary Skills II (98)
Externship Placement I (spring and summer semester – June/August – Mandatory 14-week externship (no credit, but grade assigned based on criteria set out)
Catering and
Food for Special Events (56)
Menu
Macroeconomics
Management (28)
Fundamentals of
Canada in the Global
Research (42)
Food and
Environment (42)
Patisserie Production
Beverage Cost
Management (42)
Control (42)
Microeconomics:
Essential Flavours of the Modern
Principles of Marketing
Canada in the Global
Kitchen (112)
(42)
Environment (42)
5
6
Marketing &
Communications
Concepts of
Customer Service
(42)
Upper-Level
Liberal (42)
Upper-Level
Liberal (42)
Research and
Development (42)
Major Research Paper
Workshop (28)
Upper-Level
Liberal (42)
Upper-Level
Liberal (42)
42
4.1.4 Examples of Area of Study Integration
As outlined above, specific courses address each of the seven core areas of study. However,
content relating to these core areas is found in other courses in the program. The following
chart illustrates an example of how content related to two areas, research and management,
are included in a number of core courses in the proposed program.
Sem
1
Examples of Integration:
Research Content
Course Title
Introduction to
Restaurant
Management
Culinary Skills I
•
Introduction to assessment of
scholarly sources against popular
sources of evidence
Gastronomic
Theory I
•
Introduction to food studies
research methods
Introduction to library catalogue
research
Introduction to bibliographic
formats
Introduction to thesis formation
•
•
•
Business
Communications
Fundamentals of
Accounting
Baking and Pastry
for Cooks
2
•
•
•
•
•
•
•
•
•
•
Butchery & Café
Production
Examples of Integration:
Management Content
•
•
•
Design and research of food
studies theses related to baking
and pastry topics
Sustenance of food studies theses
related to baking and pastry topics
Introduction to ethics and policy
research pertaining to meat
processing industries
Development of meat-industry
ethics research
Formation and sustenance of
theses related to meat processing
ethics supported by a combination
of popular and scholarly sources
•
•
Foodservice organizational design
Leadership
Venue design
Budgeting and cost control
Introduction to culinary skills
necessary for successful
management of a foodservice
operation
Introduction to theoretical
principles of culinary skills necessary
for successful management of a fullservice foodservice operation
Planning, managing, and recording
meetings
Accounting knowledge/skills used in
management-level analysis
Introduction to baking and pastry
concepts necessary for chefs
overseeing full-service foodservice
operations
Introduction to butchery and ethical
considerations necessary for chefs
overseeing full-service foodservice
operations
George Brown College – Bachelor of Commerce (Culinary Management)
43
Sem
Course Title
Culinary Skills II
•
•
Gastronomic
Theory II
•
•
Managerial
Accounting
Food for Special
Events
•
Examples of Integration:
Research Content
Introduction to supporting theses
with scholarly evidence
Formation and sustaining an
academic argument with scholarly
evidence
Introduction to supporting theses
with scholarly evidence
Formation and sustaining an
academic argument with scholarly
evidence
Critique of scholarly arguments
through book reviews
Food and Beverage
Cost Control
3
•
•
•
Fundamentals of
Research
•
•
•
•
•
•
•
Catering and Menu
Management
•
Continuation of introduction to
culinary skills necessary for
successful management of a
foodservice operation
•
Continuation of introduction to
theoretical principles of culinary
skills necessary for successful
management of a full-service
foodservice operation
•
•
•
•
Internal controls
Cost management
Operations budgeting
Culinary skills appropriate to
special-event catering necessary for
overseeing full-service catering and
banquet operations
Operational cost controls
Development of costing
spreadsheets
Staff scheduling
Introduction to advanced baking
and pastry concepts necessary for
chefs overseeing full-service
foodservice operations
•
•
Patisserie
Production
Management
Food studies thesis development
Comparative evidence analysis
Completion of an essay that
examines patisserie research
topics
Introduction to industrial research
Types of data (primary, secondary)
Research project design
Qualitative research methods
Quantitative research methods
Analysis of results
Presenting data
•
•
•
•
•
Macroeconomics:
Canada in the
Global Environment
Examples of Integration:
Management Content
•
Development of a menu
appropriate to a catered event
Costing catered events
Organizational requirements for
catered events
Knowledge/skills required to
determine economic impacts on
management decision making.
George Brown College – Bachelor of Commerce (Culinary Management)
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Sem
Course Title
Essential Flavours of
the Modern Kitchen
•
•
4
Microeconomics:
Canada in the
Global Environment
Principles of
Marketing
Examples of Integration:
Research Content
Examples of Integration:
Management Content
Critique of scholarly arguments
through book reviews
Development and completion of
comparative literature review
•
•
•
HR Management
Analysis of market trends relevant
to marketing a foodservice
operation
Development of a marketing plan
designed to suit specific
foodservice operational formats
•
•
•
Market and
Feasibility
Research I
•
•
5
Advanced
Managerial
Communications
Application of Fundamentals of
Research to development of
foodservice-specific problems
Formulation of research projects
related to specific market
problems
•
•
•
•
•
Food Science &
Nutrition
•
•
6
Market and
Feasibility
Research II
•
•
Finance
Application of Fundamentals of
Research to development of
foodservice-specific problems
Formulation of research projects
related to specific market
problems
•
•
•
Knowledge/skills required to
determine economic impacts on
management decision making.
Marketing knowledge/skills used in
management-level analysis
Analysis of case studies related to
HR management themes
Creation of systematic training
manuals
Refinement of market research
skills
Application of market research skills
to foodservice operational projects
Organizational communications
strategies
Organizational culture analysis
Issues in contemporary
management communications
Introduction to the fundamentals of
nutritional recipe adaptations
Knowledge of scientific principles
necessary to management of
health-focused foodservice
operations
Refinement of market research
skills
Application of market research skills
to foodservice operational projects
Finance-related knowledge/skills
needed in management-level
analysis.
George Brown College – Bachelor of Commerce (Culinary Management)
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Sem
Course Title
Statistics
•
•
•
•
•
Restaurant Risk
Management
7
Wine: Sensory
Development and
Food Pairing
Concepts of
Customer Service
Examples of Integration:
Research Content
Introduction to statistical analysis
Development of survey
instruments
Formation and testing of
hypotheses
Excel and SPSS as tools for
statistical research
Correlation analytics
•
•
Food studies research appropriate
to selected topics in wine
•
•
•
•
•
•
Major Research
Paper Workshop
Level of Integration
Introduction to legal aspects of
management of foodservice
operations
Beverage service management
Examination of service in
operational settings appropriate to
foodservice
Managing guest experience
Problem solving
Food and beverage service
Advanced recipe adaptations
Nutritional values calculation and
analysis
Full course focused on research
themes.
•
Strategic Revenue
Management
8
•
•
Advanced Food
Science and
Nutrition
Research and
Development
Strategies for the
Black Box
Examples of Integration:
Management Content
•
Formation of skills necessary to
approach black-box cookery from a
systematic perspective.
Finance-related knowledge/skills
needed in management-level
analysis.
•
•
Summation of research skills
Development of an original
research question related to
foodservice topics
• Mustering of primary and
secondary data to result in
rigorous support of thesis topic
• Completion of a substantial
research paper that combines
research knowledge and
Number of courses with researchrelated content: 17/34 (50%)
Number of courses with managementrelated content: 29/34 (85.3%)
George Brown College – Bachelor of Commerce (Culinary Management)
46
4.1.5 Liberal Studies and Breadth Requirement
The program includes ten liberal studies electives. These non-core courses represent 22.7% of
the overall curriculum hours. All liberal studies courses are developed in the School of Liberal
Arts & Sciences and are reviewed by PEQAB independent of program reviews. PEQAB has up-todate course outlines for all breadth course offerings.
4.1.6 Bridge Pathways from Diploma to Degree
A degree completion pathway will be available to attract graduates of the Culinary Management
two-year diploma (MTCU Standard 53107) into the proposed program. As part of developing
curriculum components, the program team conducted a detailed gap analysis against George
Brown’s Culinary Management diploma curriculum. The analysis confirmed the distinct differences
between the diploma and proposed degree, and led to the design of a bridge for diploma
graduates. The bridge, described later in Section 4, includes courses that address gaps related to
theoretical foundations, critical, analytical and conceptual thought, and breadth of knowledge and
skills. Based on this analysis, a bridge from George Brown’s H100/H116 Culinary Management
diploma has been designed for diploma graduates to enter Year 3 of the degree.
Several Ontario colleges have culinary management diploma programs that are approved under
the same program standard (53107). The following gap analyses were completed and are also
included later in Section 4 of this application:
•
Gap Analysis 1: Chef Training & Culinary Management Programs (MTCU 43107) Program
Outcomes compared with the Bachelor of Commerce (Culinary Management) Program
Outcomes
•
Gap Analysis 2: Culinary Management Program (MTCU 53107) Program Outcomes
compared with the Bachelor of Commerce (Culinary Management) Program Outcomes
Given the range of curriculum offered in these programs, it is anticipated that one bridge
pathway will not serve all programs. Until articulation agreements are established with other
colleges, diploma graduates wishing to bridge into the proposed degree program will be
considered for admission and be assessed on a case-by-case basis for advanced standing credit
recognition.
4.2 Curriculum Reviews by External Subject Matter Experts (Removed for Web Version)
George Brown College – Bachelor of Commerce (Culinary Management)
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4.3 Feedback from University Programs
The program map was sent with descriptive information about the proposed curriculum to
several universities across North America which offer Master’s degrees related to a Bachelor of
Commerce (Culinary Management). Representatives from the following universities provided
written support for the program and indicated that graduates would be welcomed applicants to
their Master’s program:
University
Program
Boston University
Master of Liberal Arts (MLA) – Gastronomy
University of British Columbia
Master of Science – Integrated Studies in Land and Food Systems
University of the Pacific
Master of Arts – Food Studies
York University
Master of Environmental Studies (MES)
Refer to Section 7 – Credential Recognition for the Letters of Recognition.
4.4 Program Advisory Committee (PAC)
George Brown’s Chef School has an established Culinary Management Program Advisory
Committee (PAC) for its existing programs. For the proposed degree, a new Program
Development Advisory Committee (PDAC) was formed to advise on the content and design
and structure of the degree. This PDAC was involved in discussions related to the degree for
over a year and has provided guidance throughout the conceptualization, design and
curriculum development stages of the program. At the October 20, 2014 meeting, the PDAC
agreed to transition to a formal Program Advisory Committee (PAC).
4.4.1 PAC Membership
Name
(Position/title)
Tony Elenis
President & CEO
(PAC Chair)
Organization
Ontario Restaurant, Hotel
and Motel Association
(OHMRA)
Related Credentials
(Academic & Industry)
Postsecondary credentials:
Not applicable
Professional Affiliations
(Memberships)
Hotel Association of Canada
Industry credentials: CHA
George Brown College – Bachelor of Commerce (Culinary Management)
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Name
(Position/title)
Edwin Brunink
Organization
Revera Living
National Director of
Culinary Arts, National
Director of Culinary
Services
Related Credentials
(Academic & Industry)
Postsecondary credentials:
BA - Business Administration
and Hotel Management,
Strategic Hospitality
Management Certificate,
Management in the Hospitality
Industry Certificate, Cultural
Diversity in the Workforce
Certificate
Professional Affiliations
(Memberships)
Not provided
Industry credentials:
Not provided
Donna Dooher
Chair
Canada Restaurant and
Foodservice Association
Postsecondary credentials:
Culinary Arts Diploma
(Algonquin College),
Hospitality Manager’s
Development Course (Guelph
University)
International Association of
Culinary Professionals, Cuisine
Canada, Women Chefs and
Entrepreneurs, James Beard
Institute and is a charter
member of Slow Food Canada
Industry credentials:
Not provided
Dr. Gabor Forgacs
Associate Professor
Ted Rogers School of
Hospitality and Tourism
Postsecondary credentials:
Ph.D., Graduate Degree: In
Economics of Commerce,
Undergraduate Degree: In
Hotel and Restaurant
Management
Member of the HSMAI, past
member of the ICHRIE
Industry credentials:
Not applicable
Dr. Hersch Jacobs
Professor
Andy Jorge
Vice President,
Research &
Development, Quality
Assurance
Department of
Geography and
Environmental Studies,
Ryerson University
Tim Hortons
Postsecondary credentials:
Ph.D.
Industry credentials:
Fellow of the Ontario Hostelry
Institute (OHI)
Postsecondary credentials:
Bachelor of Commerce
(Honours)
Travel Industry Council of
Ontario (TICO) Public Advisory
Committee
Not applicable
Industry credentials:
Bakery Association of Canada,
Canada Restaurant and Food
Association
George Brown College – Bachelor of Commerce (Culinary Management)
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Name
(Position/title)
Christy McMullen
Organization
Summerhill Market
Vice President
Dan Morrow
Senior Director of F&B
Mairead Murray
Food & Beverage
Manager, Americas
Simon Roach
Executive Chef Food
Services
Cynthia Simpson
Postsecondary credentials:
HBBA, CPA, CA
Professional Affiliations
(Memberships)
Canadian Federation of
Independent Grocers
Industry credentials:
Not applicable
Maple Leaf Sports and
Entertainment Ltd.
Postsecondary credentials:
Bachelor of Commerce
Industry credentials:
CMP-CMA
Fairmont Raffles Hotels
International
Postsecondary credentials:
Tourism & Travel Diploma
Board Member of Ontario
Restaurant Hotel & Motel
Association (ORHMA)
Restaurants Canada
Industry credentials:
Not applicable
Compass Group –
Executive Chef Food
Services
Postsecondary credentials:
Culinary Management Diploma
Imago Restaurants Inc.
Postsecondary credentials:
Honours B.A.
Executive Vice
President
Jeff Veysey
Related Credentials
(Academic & Industry)
VVD Oakville Member
Industry credentials:
Red Seal, & Certified Chef de
Cuisine
Restaurants Canada Director,
OHRMA
Industry credentials:
Red Seal
McCain Foods
VP Foodservice Sales
Postsecondary credentials:
Bachelor of Business
Administration (BBA)
Not applicable
Industry credentials:
Not Applicable
William Wallace
Executive Corporate
Chef
The Meat Factory
Postsecondary credentials:
Honours Culinary Arts – ItalianDiploma, Culinary Management
Diploma
CCFCC
Industry credentials:
Red Seal, Certified Chef de
Cuisine
George Brown College – Bachelor of Commerce (Culinary Management)
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Name
(Position/title)
Chris Watson
Organization
McCain Foods
Director of Sales,
Foodservice
Related Credentials
(Academic & Industry)
Postsecondary credentials:
None Provided
Professional Affiliations
(Memberships)
None provided
Industry credentials:
None provided
4.4.2 PAC Meeting Minutes – July 7, 2014
Program Development Advisory Committee (PDAC)
Centre for Hospitality and Culinary Arts – Chef School
Attendees:
Cynthia Simpson
Jeff Veysey
Chris Watson
Bob Geitz
Bob Villeneauve
Tony Elenis
Christy McMullen
Dan Morrow
Imago Restaurants Inc.
McCain Foods
McCain Foods
Dana Hospitality
Maple Leaf Consumer Foods
OHMRA
Summerhill Market
Maple Leaf Sports and Entertainment Ltd.
Lorraine Trotter
John Higgins
Christine Walker
Mark Holmes
Ryan Whibbs
George Brown College – Dean, CHCA
George Brown College – Director/Corporate Chef
George Brown College –Chair, Chef School
George Brown College – Professor
George Brown College - Professor
Geoff Wilson
Jeff Dover
fsSTRATEGY Inc.
fsSTRATEGY Inc.
Regrets:
Elena Randall
Edwin Brunik
William Wallace
Todd Connors
Jaco Lokker
Simon Roach
Andy Jorge
Diversicare
Revera
TMF Food Ltd.
Westmont Hospitality Group
University of Toronto
Compass Group - Executive Chef Food Services
Tim Hortons
1. WELCOME AND OVERVIEW
Chef Christine Walker, Chair - Chef School, welcomed everyone and provided a brief overview of the
agenda:
a) Introduction of PAC members’ present
George Brown College – Bachelor of Commerce (Culinary Management)
51
b)
c)
d)
e)
fsSTRATEGY presentation
Two Chef School Professor’s providing Program components, course mapping and outcomes
Committee Support for Degree
Request for Employer/ Industry Letter of Support
The primary purpose of the meeting was to receive the PAC members’ input and feedback on the
proposed new culinary degree program by Chef School.
2. fsSTRATEGY PRESENTATION
Geoff Wilson conducted research and presented members’ with feedback, requirements and need for
the Degree Program. The target audiences for this research were industry partners, leaders as well as
graduate and current students' from the Baking and Culinary Arts fields.
3. PROPOSED NAME OF THE DEGREE PROGRAM
Mr. Mark Holmes put forward to the members’ as to their preference on the name of the degree
program either Bachelor of Commerce, or a Bachelor of Business Administration.
Action #1: Members discussed nomenclature of the degree, including both “Bachelor of
Business Administration (Culinary Management)” and “Bachelor of Commerce (Culinary
Management)”. Members did not seem to have strong feelings either way.
4. DISCUSSION OF PROGRAM OUTCOMES
Six components that the government requires degrees to have are as follows:
1. Depth and Breadth of Knowledge: Critical understanding of the key concepts,
theoretical approach and specialized area of disciple and interdisciplinary perspective
are required. Development of analytical skills, critical thinking, detailed knowledge and
experience are the outcomes of this component.
2. Conceptual & Methodological Awareness: Enabling student to identify, understand
and evaluate different problem solving techniques.
3. Communications skills: Communicate information effectively orally and written;
specialist and non-specialist audience using structured arguments.
4. Application of knowledge: Ability to review, critically evaluate qualitative and
quantitative information to develop lines of argument. Make sound judgment in
accordance with major theories, methods, concepts and techniques and problem solving
skills.
5. Professional Capacity/Autonomy: The qualities and transferable skills necessary for
further study, employment, community involvement and other activities required to work
as a team as well as individuals.
6. Awareness of Limits of Knowledge: Each student should understand their own
limited knowledge and ability. Appreciate uncertainty, ambiguity and how this might
influence their analysis and interpretations.
George Brown College – Bachelor of Commerce (Culinary Management)
52
DEGREE OUTCOMES:
The Bachelor of Business Administration – Culinary graduate will demonstrate all the above outcomes
through the years of study including professional advancement in the field of culinary management.
Fundamental contemporary cooking techniques, advanced management and organizational objectives in
a variety of foodservice environments will also be the other major outcomes of this program.
5. MEMBER FEEDBACK
The feedback from the members present is as follows:
1) Missing HR component/course and Business or real life case studies
2) New government legislations and awareness among customers/guests about Nutrition
3) Industry mentors – each student provided with one leader that will guide
them throughout their years of study
4) Provide students with a clear understanding of long-term goals and on-the-job
positions available after graduation
5) More emphasis on a role as a team player and also addressing trends in the industry
6) Development of leadership skills and more diverse knowledge to work in a variety
of foodservice environments
7) Building confidence course and addition communication – written and oral courses
that will develop a more rounded leader
8) Include Sales and Marketing courses in the curriculum
9) Variety choice of intakes. Example: Fall, Winter and Summer
Action #2: The culinary courses will be redesigned so as to incorporate a more robust range of
theoretical and scholarly information as compared to culinary courses offered to diploma-level students.
Case studies will be an important part of the courses and courses will be redefined. Example: Career
Preparation will be 3 hours as compared to 1 hour for diploma students, with emphasis placed on
exposure to grater ranges local, national, and international culinary workplace preparedness.
Action #3: Courses will include team building, effective communication, developing leadership skills,
and confidence through different activities in class and case studies throughout their courses.
Action #4: A faculty member will be visiting degree students while on their externships in order to
ensure the students and employer meet required, degree-level outcomes. Faculty members will provide
employers literature showcasing the outcomes, experience and expectations for students, clearly
communicating the expected outcomes for degree-level placement to both employer and student.
Action #5: Students will be instructed on modifying recipes and provided creative ideas to meet their
needs of the clientele, especially from a nutritional perspective.
Action#6: Degree graduates with WHIMIS, Smart Serve, and CPR and Sanitation credentials.
Action#7: Student graduating with a diploma will be able to complete a “bridge program”, offered
during the summer, prior to entering the 3rd year of the degree Program. This program will incorporate
all courses from years 1&2 that are offered only to degree-level students (accounting, communications,
etc.).
George Brown College – Bachelor of Commerce (Culinary Management)
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Action #8: Flexibility for degree intake times will be increased with time.
6. COMMITTEE SUPPORT FOR DEGREE
On behalf of the George Brown College - Chef School; Ryan Whibbs asked the members’ to present
their vote on a motion to support.
Action #9: All the members attending were in favour of the motion.
DATE OF NEXT MEETING
To be determined.
4.4.3 PAC Meeting Minutes – October 20, 2014
Program Development Advisory Committee (PDAC)
Centre for Hospitality and Culinary Arts – Chef School
Room 336, 300 Adelaide Street East (9:00am – 11:00am)
Member Attendees:
Tony Elenis (PAC Chair)
Dr. Hersch Jacobs
Bob Geitz
Andy Jorge
Mairead Murray
Christy McMullen
Dan Morrow
Simon Roach
Cynthia Simpson
Chris Watson
Ontario Restaurant, Hotel and Motel Association (OHMRA)
Ted Rogers Institute of Tourism and Hospitality Research,
Ryerson University
Dana Hospitality
Tim Hortons
Fairmont Raffles Hotels International
Summerhill Market
Maple Leaf Sports and Entertainment Ltd.
Compass Group – Executive Chef Food Services
Imago Restaurants Inc.
McCain Foods
Member Regrets:
Jeff Veysey
Garth Whyte
William Wallace
Edwin Brunink
McCain Foods
Restaurants Canada
The Meat Factory
Revera Living
Chef School Representatives:
Lorraine Trotter
Christine Walker
Dr. Mark Holmes
Ryan Whibbs
George Brown College – Dean, CHCA
George Brown College – Chair, Chef School
George Brown College – Professor
George Brown College – Professor
George Brown College – Bachelor of Commerce (Culinary Management)
54
Guest:
Elizabeth Reid
Reid Roberts & Associates
1. WELCOME AND INTRODUCTIONS
Christine Walker welcomed everyone to the meeting. Lorraine Trotter, Dean of the Chef School then
provided an update on:
• New programs coming on-board next spring, which are the Advanced Wine Program and the
Advanced French Pastry Program (in partnership with Chef Alain Ducasse).
• Renovations at 300 Adelaide.
• Launch of a New Chef School Café.
2. PAC CHAIR
Tony Elenis (President and C.E.O., Ontario Restaurant, Hotel and Motel Association) was nominated and
unanimously voted in as the Program Advisory Committee Chair
3. DEGREE NOMENCLATURE
The nomenclature of “Bachelor of Commerce (Culinary Management)” was proposed for the new degree
program. Members voted unanimously in support the proposed name.
PAC members noted that the term “culinary management” is now a commonly used term. When
marketing the program, it will be important to reflect the uniqueness of the program and be clear on the
types of jobs that graduates can expect.
4. PROPOSED PROGRAM CONTENT
Mark Holmes described the program structure and courses, noting that there are currently no comparable
programs in North America. PAC members discussed several aspects of the proposed curriculum and the
following discussion points were made:
•
Food Writing/ Food Criticism/The Art of Evaluating a Product: Students will be introduced to
writing in Gastronomic Theory I and II courses and the Business Communications course.
•
Physiology/Origins of Food: Courses that will cover these areas are Gastronomic Theory I and II.
•
Designing a Restaurant/Architectural Considerations: The Introduction to Restaurant
Management course will have students involved in a three-week project that includes designing a
restaurant and being critiqued on their design. The proposed textbook also devotes two chapters on
the fundamentals of restaurant design.
•
Taste: This topic is a key component of the existing diploma program and is also a focus in the
proposed degree. Members and Faculty agree that development of students’ palates is a fundamental
aspect involved in becoming a culinary professional. This will continue to be incorporated into all
practical courses through encouragement to taste dishes and discuss flavors, aromas, and textures
present.
George Brown College – Bachelor of Commerce (Culinary Management)
55
•
Beverages: It was noted that Semester 7 has a Wine: Sensory Development and Food Pairing course.
It was suggested that the course integrate a broader range of beverage management rather than
primarily focus on wine.
•
Product Procurement/Working with Suppliers: This topic is covered in the Introduction to
Restaurant Management course.
•
Ordering Systems: PAC members noted that it is important to provide students with exposure to
using supplier systems to place orders. This will be done in the Concepts of Customer Service course.
•
Government Regulations: The Restaurant Risk Management course will include content related to
restaurant law and the Introduction to HR Management course will include content with respect to
employment standards.
•
Hygiene: Smart Serve, first aid, and BASICS.fst Sanitation certifications have already been
incorporated into the introductory certifications offered in the degree. Best sanitation and hygiene
practice is introduced during orientation to first year, and is integrated throughout all culinary
courses.
•
Foodservice Concepts: This topic will be covered as part of the Concepts of Customer Service
course that includes learning about market segments, partnering with industry, and service delivery
methods.
•
Red Seal Alignment: George Brown is working on ensuring that the program can provide students
with as many credit hours as possible toward qualifying for Red Seal.
•
Apprenticeships: George Brown is investigating the possibility of giving the students the option of
working toward an apprenticeship. The PAC suggested that George Brown review the Camosun
College program structure that aligns with Red Seal and apprenticeship requirements. [Note:
Subsequent investigation is that the program is offered as an apprenticeship and designed to develop
cooks, not managers – a very different route than the proposed degree.]
Based on the curriculum presentation and discussion, the PAC members voted unanimously to support the
proposed structure and curriculum content for the degree program.
5. ACADEMIC PATHWAYS
Ryan Whibbs outlined the activities being undertaken to identify potential academic pathways for
graduates of the proposed program. Dr. Mary Beaudry, Chair, Master of Liberal Arts (Gastronomy) at
Boston University, has already written a formal letter of support in favour of considering our students for
the M.L.A. (Gastronomy) applicant pool. Another university is in the process of reviewing the proposed
program curriculum to determine if it will also provide a formal letter of support. [Note: Please refer to
Section 7 of this application for the letters of recognition received from universities subsequent to this
meeting.]
For graduates of two-year diploma programs in Culinary Management, a bridge pathway into the degree
program is being planned. Target enrolment from the bridge into Year 3 of the degree program is 24
students, with 48 students planned for enrolment into Year 1. The PAC discussion included potential
bridging for individuals who already have a business degree but would like to specialize in culinary
management. It was suggested that such applications would be reviewed on a case-by-case basis for Prior
George Brown College – Bachelor of Commerce (Culinary Management)
56
Learning and Recognition (PLAR) opportunities.
6. PROGRAM FACULTY
It was noted that there are not many potential faculty who have a Masters or PhD with a culinary focus.
George Brown College is actively looking to identify faculty with appropriate credentials and ways to
provide current faculty with opportunities to acquire academic credentials to teach in the program.
7. LETTERS OF RECOGNITION
Mark indicated that Industry partners are very supportive to date and George Brown College has received
many letters of recognition for the proposed Culinary Management degree program.
8. NEXT STEPS
Ryan Whibbs thanked everyone for taking the time to attend the PAC Meeting. Meeting was adjourned at
11:00 am.
9. DATE OF NEXT MEETING
To be determined.
4.5 Professional Accreditation
There are no regulatory bodies applicable to the proposed program. George Brown College is
working with the Ontario College of Trades to identify program hours and outcomes that can be
applied toward Red Seal certification.
4.6 Learning Outcomes
4.6.1 Program Outcomes
The graduate will reliably demonstrate the ability to:
Degree Level
Standard
Depth and Breadth
of Knowledge
Bachelor of Commerce (Culinary Management)
Program Outcomes
1. Distinguish among and apply current practices from industry and
scholarship relating to accounting, marketing, customer service,
human resources, supply chain management, health and safety,
costing and pricing, hospitality, and risk management.
2. Identify, appraise, and/or apply various methods, skills, tools, and
systems used in a variety of disciplines related to culinary practice and
study.
George Brown College – Bachelor of Commerce (Culinary Management)
57
Degree Level
Standard
Professional
Capacity/Autonomy
Bachelor of Commerce (Culinary Management)
Program Outcomes
3. Research and analyze societal, environmental, cultural, economic,
culinary, and/or market demands at local, regional, and international
levels.
4. Collaborate effectively as part of a diverse culinary management team
in order to develop strategies to realize organizational objectives in a
variety of food service environments.
5. Drawing on fields of study and practice, develop and manage strategic
partnerships, customer service, and relationships.
6. Plan and execute fundamental contemporary cooking techniques that
reflect an advanced knowledge of food theory and practice, nutrition,
and professional systems used in the culinary industry.
Knowledge of
Methodologies
7. Use management theories and methodologies in order to provide
recommendations for realizing organizational objectives specific to
different kinds of culinary operations.
8. Develop a new food product, business, and/or event, in order to
facilitate market realization.
9. Apply advanced management techniques and theories to support
large-scale, multi-unit culinary operations.
10. Monitor changing practices and evolving knowledge related to culinary
management to select strategies for lifelong learning and professional
advancement in the field of study.
Awareness of Limits
of Knowledge
11. Examine personal strengths, weaknesses, and knowledge limitations in
order to develop strategies that promote growth and build leadership
potential.
Communication
Skills
Application of
Knowledge
12. Communicate information and concepts using advanced verbal and
written skills that reflect disciplinary norms.
13. Use qualitative and/or quantitative information to develop cogent
arguments, make sound judgments, and apply concepts, principles,
and techniques that inform or enhance diverse types of culinary
operations.
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4.6.2 Degree Outcomes, Program Outcomes, and Corresponding Courses
Course descriptions for each course named in this table can be found in Section 4.7. Refer to
Section 4.10 for course outlines.
Degree Level
Standard
B.Comm. (Culinary Management)
Program Outcomes
Corresponding Courses
•
1. Distinguish among and apply
current practices from industry and
scholarship relating to accounting,
marketing, customer service,
human resources, supply chain
management, health and safety,
costing and pricing, hospitality, and
risk management.
Depth and
Breadth of
Knowledge
2. Identify, appraise, and/or apply
various methods, skills, tools, and
systems used in a variety of
disciplines related to culinary
practice and study.
Introduction to Restaurant
Management
• Business Communications
• Fundamentals of Accounting
• Managerial Accounting
• Food and Beverage Cost Control
• Macroeconomics: Canada in the
Global Environment
• Microeconomics: Canada in the
Global Environment
• Principles of Marketing
• HR Management
• Food Science and Nutrition
• Finance
• Restaurant Risk Management
• Wine: Sensory Development and
Food Pairing
• Advanced Food Science and
Nutrition
• Strategic Revenue Management
• HR Management
• Advanced Managerial
Communications
• Food Science and Nutrition
• Finance
• Statistics
• Restaurant Risk Management
• Wine: Sensory Development and
Food Pairing
• Concepts of Customer Service
NON-CORE COURSES: LSSC 1203;
LSSC 1204; LSSC 1206; LSSC 1209;
LSSC 1212; LSSC 1213; LSSC 1202;
LSSC 1215; LSSC 1214; LSSC 1220;
LSSC 1301; LSSC 1308; LSSC 1304;
LSSC 1319; LSCI 1204; LSCI 1301; LSCI
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Degree Level
Standard
Professional
Capacity/
Autonomy
B.Comm. (Culinary Management)
Program Outcomes
Corresponding Courses
1303; LHUM 1201; LHUM 1202;
LHUM 1203; LHUM 1205; LHUM
1207; LHUM 1209; LHUM 1211;
LHUM 1216; LHUM 1218; LHUM
1222; LHUM 1223; LHUM 1226;
LHUM 1227; LHUM 1302; LHUM
1303; LHUM 1310
• Gastronomic Theory I
• Gastronomic Theory II
• Principles of Marketing
• Market and Feasibility Research I
• Advanced Managerial
Communications
• Food Science and Nutrition
• Market and Feasibility Research II
• Finance
• Restaurant Risk Management
• Wine: Sensory Development and
Food Pairing
• Advanced Food Science and
3. Research and analyze societal,
Nutrition
environmental, cultural, economic, • Research and Development
culinary, and/or market demands at • Strategic Revenue Management
local, regional, and international
• Major Research Paper Workshop
levels.
NON-CORE COURSES: LSSC 1203;
LSSC 1204; LSSC 1206; LSSC 1209;
LSSC 1212; LSSC 1213; LSSC 1202;
LSSC 1215; LSSC 1214; LSSC 1220;
LSSC 1301; LSSC 1308; LSSC 1304;
LSSC 1319; LSCI 1204; LSCI 1301; LSCI
1303; LHUM 1201; LHUM 1202;
LHUM 1203; LHUM 1204; LHUM
1205; LHUM 1207; LHUM 1209;
LHUM 1211; LHUM 1214; LHUM
1216; LHUM 1218; LHUM 1222;
LHUM 1223; LHUM 1224; LHUM
1225; LHUM 1226; LHUM 1227;
LHUM 1302; LHUM 1303; LHUM 1310
4. Collaborate effectively as part of • Food and Beverage Cost Control
a diverse culinary management
• Catering and Menu Management
team in order to develop strategies • Principles of Marketing
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Degree Level
Standard
B.Comm. (Culinary Management)
Program Outcomes
to realize organizational objectives
in a variety of food service
environments.
5. Drawing on fields of study and
practice, develop and manage
strategic partnerships, customer
service, and relationships.
6. Plan and execute fundamental
contemporary cooking techniques
that reflect an advanced knowledge
of food theory and practice,
nutrition, and professional systems
used in the culinary industry.
Knowledge of
Methodologies
7. Use management theories and
methodologies in order to provide
recommendations for realizing
organizational objectives specific to
different kinds of culinary
operations.
Corresponding Courses
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
HR Management
Market and Feasibility Research I
Advanced Managerial
Communications
Market and Feasibility Research II
Finance
Restaurant Risk Management
Concepts of Customer Service
Research and Development
Strategies for Black Box
HR Management
Concepts of Customer Service
Culinary Skills I
Baking and Pastry for Cooks
Butchery & Café Production
Culinary Skills II
Food for Special Events
Food and Beverage Cost Control
Patisserie Production
Management
Catering and Menu Management
Essential Flavors of the Modern
Kitchen
Food Science and Nutrition
Advanced Food Science and
Nutrition
Research and Development
Strategies for Black Box
Major Research Paper Workshop
Food and Beverage Cost Control
Fundamentals of Research
Market and Feasibility Research I
Advanced Managerial
Communications
Market and Feasibility Research II
Finance
Concepts of Customer Service
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Degree Level
Standard
B.Comm. (Culinary Management)
Program Outcomes
8. Develop a new food product,
business, and/or event, in order to
facilitate market realization.
9. Apply advanced management
techniques and theories to support
large-scale, multi-unit culinary
operations.
. 10. Monitor changing practices and
evolving knowledge related to
culinary management to select
strategies for lifelong learning and
professional advancement in the
Awareness of
field of study.
Limits of
Knowledge . 11. Examine personal strengths,
weaknesses, and knowledge
limitations in order to develop
strategies that promote growth and
build leadership potential.
Corresponding Courses
•
•
•
•
•
•
•
Principles of Marketing
Market and Feasibility Research I
Market and Feasibility Research II
Research and Development
HR Management
Restaurant Risk Management
Strategic Revenue Management
•
•
HR Management
Work Integrated Learning
Placements
•
•
•
•
Business Communications
Market and Feasibility Research I
Market and Feasibility Research II
Concepts of Customer Service
•
Introduction to Restaurant
Management
Culinary Skills I
Gastronomic Theory I
Business Communications
Baking and Pastry for Cooks
Butchery & Café Production
Culinary Skills II
Gastronomic Theory II
Managerial Accounting
Food for Special Events
Patisserie Production
Management
Fundamentals of Research
Catering and Menu Management
Essential Flavors of the Modern
Kitchen
Microeconomics: Canada in the
Global Environment
Principles of Marketing
HR Management
Market and Feasibility Research I
•
•
•
•
•
•
•
. 12. Communicate information and
•
Communication concepts using advanced verbal and •
written skills that reflect
Skills
•
disciplinary norms.
•
•
•
•
•
•
•
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Degree Level
Standard
B.Comm. (Culinary Management)
Program Outcomes
Corresponding Courses
•
Advanced Managerial
Communications
• Food Science and Nutrition
• Market and Feasibility Research II
• Finance
• Statistics
• Restaurant Risk Management
• Concepts of Customer Service
• Advanced Food Science and
Nutrition
• Research and Development
• Strategies for Black Box
• Strategic Revenue Management
• Major Research Paper Workshop
NON-CORE COURSES: LSSC 1203;
LSSC 1204; LSSC 1206; LSSC 1209;
LSSC 1212; LSSC 1213; LSSC 1202;
LSSC 1215; LSSC 1220; LSSC 1301;
LSSC 1308; LSSC 1304; LSSC 1319; LSCI
1303; LHUM 1202; LHUM 1203;
LHUM 1204;
LHUM 1205; LHUM 1207; LHUM
1209; LHUM 1211; LHUM 1214;
LHUM 1216;
LHUM 1218; LHUM 1222; LHUM
1223; LHUM 1224; LHUM 1225;
LHUM 1226; LHUM 1227; LHUM
1302; LHUM 1303; LHUM 1310
•
. 13. Use qualitative and/or
Application of
Knowledge
quantitative information to develop
cogent arguments, make sound
judgments, and apply concepts,
principles, and techniques that
inform or enhance diverse types of
culinary operations.
•
•
•
•
•
•
•
•
•
•
Introduction to Restaurant
Management
Culinary Skills I
Gastronomic Theory I
Business Communications
Baking and Pastry for Cooks
Butchery & Café Production
Culinary Skills II
Gastronomic Theory II
Managerial Accounting
Food for Special Events
Patisserie Production
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Degree Level
Standard
B.Comm. (Culinary Management)
Program Outcomes
Corresponding Courses
•
•
•
•
•
•
•
•
•
•
•
•
Management
Fundamentals of Research
Essential Flavors of the Modern
Kitchen
Principles of Marketing
Market and Feasibility Research I
Advanced Managerial
Communications
Market and Feasibility Research II
Statistics
Concepts of Customer Service
Research and Development
Strategies for Black Box
Strategic Revenue Management
Major Research Paper Workshop
4.6.3 Breadth Outcomes
Course descriptions for non-core/breadth courses listed in this table can be found in Section
4.7.2.
Degree Level
Standard
Depth and
Breadth of
Knowledge
B.Comm. (Culinary Management)
Program Outcomes
1. Distinguish among and apply
current practices from industry and
scholarship relating to accounting,
marketing, customer service,
human resources, supply chain
management, health and safety,
costing and pricing, hospitality, and
risk management.
2. Identify, appraise, and/or apply
various methods, skills, tools, and
systems used in a variety of
disciplines related to culinary
practice and study.
Corresponding Non-Core/Breadth
Courses
N/A
LSSC 1203; LSSC 1204; LSSC 1206;
LSSC 1209; LSSC 1212; LSSC 1213;
LSSC 1202; LSSC 1215; LSSC 1214;
LSSC 1220; LSSC 1301; LSSC 1308;
LSSC 1304; LSSC 1319; LSCI 1204; LSCI
1301; LSCI 1303; LHUM 1201; LHUM
1202; LHUM 1203; LHUM 1205;
LHUM 1207; LHUM 1209; LHUM
1211; LHUM 1216; LHUM 1218;
LHUM 1222; LHUM 1223; LHUM
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Degree Level
Standard
Professional
Capacity/
Autonomy
Knowledge of
Methodologies
B.Comm. (Culinary Management)
Program Outcomes
Corresponding Non-Core/Breadth
Courses
1226; LHUM 1227; LHUM 1302;
LHUM 1303; LHUM 1310
LSSC 1203; LSSC 1204; LSSC 1206;
LSSC 1209; LSSC 1212; LSSC 1213;
LSSC 1202; LSSC 1215; LSSC 1214;
LSSC 1220; LSSC 1301; LSSC 1308;
LSSC 1304; LSSC 1319; LSCI 1204; LSCI
3. Research and analyze societal,
1301; LSCI 1303; LHUM 1201; LHUM
environmental, cultural, economic,
1202; LHUM 1203; LHUM 1204;
culinary, and/or market demands at
LHUM 1205; LHUM 1207; LHUM
local, regional, and international
1209; LHUM 1211; LHUM 1214;
levels.
LHUM 1216; LHUM 1218; LHUM
1222; LHUM 1223; LHUM 1224;
LHUM 1225; LHUM 1226; LHUM
1227; LHUM 1302; LHUM 1303;
LHUM 1310
4. Collaborate effectively as part of
a diverse culinary management
team in order to develop strategies
N/A
to realize organizational objectives
in a variety of food service
environments.
5. Drawing on fields of study and
practice, develop and manage
N/A
strategic partnerships, customer
service, and relationships.
6. Plan and execute fundamental
contemporary cooking techniques
that reflect an advanced knowledge
N/A
of food theory and practice,
nutrition, and professional systems
used in the culinary industry.
7. Use management theories and
methodologies in order to provide
recommendations for realizing
N/A
organizational objectives specific to
different kinds of culinary
operations.
8. Develop a new food product,
business, and/or event, in order to
N/A
facilitate market realization.
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Degree Level
Standard
Awareness of
Limits of
Knowledge
Communication
Skills
Application of
Knowledge
B.Comm. (Culinary Management)
Program Outcomes
9. Apply advanced management
techniques and theories to support
large-scale, multi-unit culinary
operations.
10. Monitor changing practices and
evolving knowledge related to
culinary management to select
strategies for lifelong learning and
professional advancement in the
field of study.
11. Examine personal strengths,
weaknesses, and knowledge
limitations in order to develop
strategies that promote growth and
build leadership potential.
Corresponding Non-Core/Breadth
Courses
N/A
N/A
N/A
LSSC 1203; LSSC 1204; LSSC 1206;
LSSC 1209; LSSC 1212; LSSC 1213;
LSSC 1202; LSSC 1215; LSSC 1220;
LSSC 1301; LSSC 1308; LSSC 1304;
LSSC 1319; LSCI 1303; LHUM 1202;
12. Communicate information and
LHUM 1203; LHUM 1204;
concepts using advanced verbal and
LHUM 1205; LHUM 1207; LHUM
written skills that reflect
1209; LHUM 1211; LHUM 1214;
disciplinary norms.
LHUM 1216;
LHUM 1218; LHUM 1222; LHUM
1223; LHUM 1224; LHUM 1225;
LHUM 1226; LHUM 1227; LHUM
1302; LHUM 1303; LHUM 1310
13. Use qualitative and/or
quantitative information to develop
cogent arguments, make sound
judgments, and apply concepts,
N/A
principles, and techniques that
inform or enhance diverse types of
culinary operations.
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4.7 Course Descriptions
4.7.1 Core Course Descriptions
Year and
Semester
Year 1
Semester 1
Course Name
Course Description
Introduction to Restaurant
Management
Students will be introduced to foundational concepts involved
in restaurant management, including menu design,
foodservice concepts, physical layout and systems design,
operations management, and staffing. Students will apply
these concepts to produce a written analysis of the operations
of a local restaurant.
Semester 1
Culinary Skills I
This is the first of two courses in which students will be
introduced to increasingly complex culinary concepts. Over
fourteen weeks, students will develop their fundamental
culinary skills through a series of three-hour demonstrations
and four-hour labs. Students will be expected to write work
plans, practice proper culinary techniques and preparations,
and present and taste food products. Students will develop
their research and critical-thinking skills through the
development of an annotated bibliography, essay proposal,
and a 1,500-2,000 word essay.
Semester 1
Gastronomic Theory I
This course is designed to increase students’ repertoire of
culinary knowledge. Students will be introduced to theoretical
frameworks necessary to understand the principles of classical
cookery, expanding on these through writing essays and
assignments.
Semester 1
Business Communications
This course introduces students to the theoretical principles
that support effective, audience-focused business
communications. Students explore a variety of communication
theories, applying them to create effective messages,
composing messages and letters, and creating audiencefocused messages. Written and oral communications
presented in individual and interactive-group formats are
important instructional modes used in this class, with the
evaluation incorporating aspects of all course-delivery modes.
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Year and
Semester
Semester 1
Course Name
Fundamentals of
Accounting
Course Description
This course examines the role of financial accounting in the
hospitality and culinary industry. Students will learn the
procedures necessary to develop and understand the
accounting cycle, balance sheets, cash flow statements,
statement of retained earnings and income statements.
Emphasis will be placed on how these accounting principles
and forms are used in the hospitality and culinary industries.
Semester 2
Baking and Pastry for Cooks This course is designed to introduce students to the
theoretical and practical fundamentals of baking and pastry
arts. Each student will produce a variety of baked goods and
patisserie items that parallel introduction to theoretical
aspects of chemical and traditional leavening methods, fats
and emulsifiers, eggs and dairy, fruit, chocolate, and
lamination. Students will expand on their theoretical
understanding of baking and pastry processes by preparing a
short paper on a topic related to baking and pastry arts.
Semester 2
Butchery & Café
Production
This course will introduce students to the fundamentals of
café production, from butchery to presentation of final dishes.
Students will watch and replicate the professor’s
demonstration of butchery fundamentals, after which they are
required to prepare a number of contemporary dishes
appropriate for the café setting. Readings and assignments in
the course will explore issues and ethics in meat consumption,
meat cookery, butchery, and agriculture.
Semester 2
Culinary Skills II
Semester 2
Gastronomic Theory II
This is the second of two courses in which students will be
introduced to increasingly complex culinary concepts, building
on scholarly inquiry and cookery skills acquired in Culinary
Skills I. Over 14 weeks, students will develop their
fundamental culinary skills through a series of three-hour
demonstrations and four-hour labs. Students will be expected
to write work plans, practice proper culinary techniques and
preparations, and present and taste food products. By
completing a substantial written essay, students will develop
their logic and writing skills while engaging with topics
relevant to food and cooking in an analytical manner.
This course expands on students’ repertoire of food-theory
knowledge from Food Theory I. Students will be introduced to
intermediate and advanced theoretical frameworks necessary
to understand the principles of classical cookery, expanding on
this knowledge through food-studies essays and assignments.
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Year and
Semester
Semester 2
Summer
Year 2
Semester 3
Semester 3
Course Name
Managerial Accounting
Course Description
This course introduces students to the concepts of business
planning, budgeting, working-capital investment decisions,
cash management, ratio analysis and operational decisionmaking from the perspective of the food service and
hospitality industries.
Externship & Field
Placement I
Students apply their culinary skills, abilities and knowledge in a
workplace environment. This course gives students
opportunities to apply lifelong learning skills and work in a
culinary team environment in a field placement, and to reflect
on their experiences. Students will have the opportunity to
complete their placements domestically and/or
internationally, as opportunities arise. As part of this field
placement, students receive ongoing feedback from their
employer. This 14-week, 490 hour, paid placement satisfies
the PEQAB requirements for work-integrated learning
experiences found in the Program Content standard and
Section 5.1 of the PEQAB Handbook for Ontario Colleges. The
student, once assigned a placement, will not be allowed to
change or leave the placement without the written consent of
the placement coordinator or professor. A culinary student
externship handbook explains the requirements in more detail
and the deliverables.
Food for Special Events
This course will develop students’ advanced culinary skills
through a series of simultaneous interactive demonstrations
and laboratory-kitchen classes. Each student will produce a
variety of foods taught in the classroom, demonstrating a
disciplined approach and using the essential culinary skills
necessary. Students will also be exposed to the trends of
today’s catering and special-event foodservice industry.
Food and Beverage Cost
Control
This course will introduce students to the concepts of food,
beverage, and labour cost controls. Students will learn such
topics as fixed and variable costs, food costs, operational
budgets, break-even points, recipe pricing, food production
standards, and forecasting. Students will learn through in-class
lectures, case studies, readings, and group projects.
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Year and
Semester
Semester 3
Course Name
Patisserie Production
Management
Course Description
This course is designed to provide students with the
theoretical understanding, skills, techniques, and
organizational discipline required to produce products in a
simulated pastry production environment. This course will be
offered through a series of demonstrations and professordirected laboratory classes. Each student will produce a variety
of baked goods and patisserie items in a team setting.
Students will also explore the scientific principles related to
fermentation and tempering in order to provide a deeper
understanding of the theoretical principles at work in
patisserie recipes.
Semester 3
Fundamentals of Research
Fundamentals of Research is an introduction to the methods
and techniques of research. Emphasis is placed on developing
a broad understanding of the research process, as well as the
specific elements within the research process.
Semester 3
Catering and Menu
Management
This course provides an opportunity for students to apply
research methods and tools to investigate, in depth, specific
aspects of catering-management practice. The class will
consist of a series of project-development seminars where the
student will be mentored through aspects of menu
management, teamwork, planning, and cost analysis. Students
will develop a venue-specific menu, tailoring its contents to
the location’s operational goals, product and inventory
abilities, staffing requirements, equipment purchasing and
maintenance implications, marketing design, and related
subtopics.
Semester 3
Macroeconomics: Canada
in the Global Environment
This course begins with an examination of basic economic
concepts, such as scarcity, economic modeling, and price
determination (demand/supply model). It continues with an
introduction to each of the key indicators of economic health
(unemployment, economic growth, and inflation) and their
measurement in Canada. The course concludes with an
analysis of how the Bank of Canada and Government of
Canada use monetary and fiscal policy, respectively, to help
stabilize the Canadian economy.
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Year and
Semester
Semester 4
Course Name
Essential Flavours of the
Modern Kitchen
Course Description
This course will develop students’ advanced culinary skills
through a series of simultaneous interactive demonstrations
and kitchen-laboratory classes. Each student will produce a
variety of foods taught in the classroom, demonstrating an
advanced understanding of the essential culinary skills and
flavours appropriate to today’s foodservice industry. In
addition, students will analyze the notion of “trends” in the
foodservice industry, selecting a specific trend to track and
analyze in greater depth through a major project.
Semester 4
Microeconomics: Canada in
the Global Environment
This course emphasizes the application of basic
microeconomic concepts and principles to current economic
events. Students will study the principles of supply and
demand, consumer behavior, utility maximization, cost of
production, and profit- maximization. In addition, we will
examine the four key market structures, as well as the role of
government in the economy. A combination of theory and
practice will be emphasized.
Semester 4
Principles of Marketing
The focus of this course is on the analysis and application of
contemporary marketing concepts and theories within the
context of the food service and hospitality-industry. Focus is
placed on exploring key marketing processes of product and
service development, pricing, promotion, distribution, their
relationships, as well as the relationships between marketing
and other organizational functions. Emphasis is placed on
developing the knowledge and skills required for planning,
implementing, and evaluating detailed marketing plans.
Human Resources
Management
This course introduces students to the field of human resource
management. Throughout the course, students will learn the
functions of a human resources department and become
familiar with key principles of the field. Topics such as job
design, recruitment, selection, training, performance
management, compensation, and labour relations will be
discussed with a focus on Provincial legislation.
Year 3
Semester 5
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Year and
Semester
Semester 5
&
Semester 6
Course Name
Market and Feasibility
Research I & II
Course Description
Market and Feasibility Research is a year-long course designed
to provide students with the skills necessary to write market
and feasibility studies, working in collaboration with an
existing business or new entrepreneur. Through in-class
lectures and workshops, students will learn how to conduct
market research, construct market analyses and feasibility
plans, and present studies in written and verbal-presentation
formats.
Semester 5
Advanced Managerial
Communications
This course builds on the material learned in first year business
communications. In this course, students will develop their
managerial skills by learning how to identify and manage
communications within a corporate environment. Students
will become familiar with personality types, their impact on
organizational culture, and methods to manage conflict within
an organization. Students will analyze a variety of
management-communication styles, explain how power and
status influence management communication, suggest ways to
overcome barriers to effective organizational communication,
and analyze the impact of social, cultural, and organizational
culture on management communication. Students will
demonstrate their knowledge and application of learning
through in-class exercises, case studies, written assignments,
and quizzes.
Semester 6
Food Science and Nutrition
This course introduces students to the interdisciplinary fields
of food engineering, food science, applied culinary technology,
and nutrition. Building on their theoretical and practical
knowledge, students will explore modern techniques used to
manipulate interactions between ingredients, as well as
learning Canadian Food Guide standards. Lectures will review
the current state of the field and introduce concepts in recipe
engineering and nutritional conversions, while labs will offer
an opportunity for practice and experimentation.
Semester 6
Finance
This course introduces students to the financial system in
Canada. Students will learn about financial markets, time value
of money, valuation of bonds, preferred stock, and common
stock, as well as capital budgeting. Students will also take part
in a team based simulation, whereby they will employ the
concepts they learned throughout the course.
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Year and
Semester
Semester 6
Summer
Year 4
Semester 7
Semester 7
Course Name
Statistics
Course Description
This course is designed to introduce students to statistics and
business analytics. Students will be introduced to concepts
such as sampling, measures of central tendency, hypothesis
testing, correlations, t-tests, and the presentation of
quantitative information. By the end of the course, students
will be familiar with the use and understanding of common
business analytics, and the use of excel and SPSS.
Externship Work Term II
(Management)
This course gives students an opportunity to apply their
culinary skills, theoretical knowledge, and any previous
experience as a trainee manager. Students will complete the
Externship II management-analysis program, which is
comprised of management-level, workplace-analysis reflection
papers designed to assist the student in delving deeper into
contemporary management-systems issues. Upon completion
of the placement, students will submit a management
portfolio, showcasing their understanding of applied
management skills. This externship will be 490 hours in length
and it can be completed domestically or internationally as the
opportunity arises. While students are encouraged to seek out
externships that provide remuneration, it is not required that
this second placement be paid.
Restaurant Risk
Management
This course is designed to introduce students to the legal
system in Ontario as it relates to the hospitality and culinary
fields. Students will become familiar with the Canadian legal
system and risk management. Specific reference will be made
to tort law, contract law, the sale of alcohol, the Innkeepers'
Act, the Occupiers' Liability Act, and the responsibilities under
the law related to guest safety and security.
Wine: Sensory
Development and Food
Pairing
This course will provide students with hands on and
theoretical approaches to understanding the origins, regional
differences, and food pairings of wines. Through this course,
students will develop their palettes through exposure to
differing varietals and food pairings. Students will also learn
about wine evaluation and develop their ability to taste,
assess, and pair wine.
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Year and
Semester
Semester 7
Course Name
Concepts of Customer
Service
Course Description
This course focuses on getting students prepared to provide
exceptional service. The course focuses not only on providing
exceptional guest service, but also prepares students to
problem solve negative encounters, conduct research to
understand guest service, and manage the guests experience.
Students will be introduced to guest service through readings,
lectures, in-class simulations, and case studies.
Semester 7
Advanced Food Science
and Nutrition
This course will build on the theories and concepts students
learned in Food Science and Nutrition, and provide them an
opportunity to apply their knowledge. This course will begin
with a brief overview of nutrition and recipe modification
strategies, followed by 12 weeks of recipe redevelopment
execution. As a capstone of this course, students will create a
recipe book containing all of the modified recipes they have
developed throughout the course, which will become the
foundation upon which their major research papers (MRP) will
be developed.
Semester 8
Research and Development
This course introduces students to new food product
development. Students will learn about the process of
developing a new food product, bring new food concepts from
initial concept to distribution. Students will apply learned
theory through practical experience in developing a new food
concept and product, and through follow up product
evaluation.
Semester 8
Strategies for the Black Box
This capstone course introduces students to menudevelopment and cooking strategies that will assist them in
completing black-box culinary interviews. In the early portions
of the course, students will form groups and focus on both
menu-development and team-based practical cookery. Latter
portions of the course will focus on menu-development and
black-box cooking in an individual format. Additionally,
students will complete and present a menu portfolio project.
Semester 8
Strategic Revenue
Management
In this course, students will be introduced to the concepts of
revenue management. Students will learn how to consolidate
financial statements, with integrated decision making and
forecasting. Using PRO Simulation, students will employ their
learning of accounting, management, food cost controlling,
menu engineering, and marketing in a simulated environment.
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Year and
Semester
Semester 8
Course Name
Major Research Paper
(MRP) Workshop
Course Description
This course builds on the work students undertook in
Advanced Food Science and Nutrition. Students will further
develop the Recipe Book they created in Advanced Food
Science and Nutrition and add well-researched written
narrative of the history of the region from which their recipes
were derived. Their writing must include the major
movements that influenced their recipes, the transformation
of each dish from its historical inception to today, and a
supported rationale for why and how their dishes were
modified to conform to nutritional guidelines and/or allergies.
This course is provided in a workshop-style and, as such, it is
meant to give students both group feedback and one-on-one
time with the professor as they research and develop their
MRP.
4.7.2 Non-Core Course Descriptions
Level
Lower
Lower
Course Code and
Course Name
LHUM 1201
The Evolution of
Filmmaking
LHUM 1202
Monotheistic Religions:
Judaism, Christianity
and Islam
Course Description
This film studies course deals with the evolution of film in terms of
its historical and cultural development, critical filmic analysis, and
technical aspects of filmmaking. The course is divided into ten
parts, each of which examines a major time period in the
development of film in a historical, social, cultural, critical, and
technical context.
Religious beliefs, expressions, and practices have shaped and
reflected how people have interpreted the key questions of
existence and how people have marked key events in their lives.
This course introduces the religious beliefs, expressions of religious
experience, religious practices, and world views of the three major
monotheistic religions: Judaism, Christianity and Islam.
Background to the origin and development of each religion as well
as an examination of contemporary issues linked to the religions
are included. In contemporary society, the question of negotiating
traditional interpretations with current situations has become one
of the driving forces behind the study of religion. This course will
offer students the opportunity to explore and analyze how key
religious beliefs, expressions and practices from the major western
monotheistic traditions have influenced and continue to influence
current public thought and decisions.
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Level
Lower
Course Code and
Course Name
Course Description
LHUM 1203
This course aims to develop your skills of inquiry by introducing
The Pleasure of Inquiry: you to the practice of philosophy and basic approaches to key
Philosophy
philosophic questions in a lively, accessible manner. The course
uses current, everyday examples such as the Karate Kid,
detergents, the Toronto Blessing, Matrix, and Woody Allen to raise
and discuss philosophic problems regarding knowledge, reality,
God, morality, and the human condition.
Lower
LHUM 1204
Spanish I for NonNative Speakers
This course focuses on the development of everyday
communication skills in Spanish. Students develop listening,
speaking and reading skills through asking and answering
questions, providing information, and expressing thoughts and
instructions through paired and small-group interactions and roleplaying. Through research, videos and discussions, students
develop an understanding of key aspects of Hispanic cultures.
Students are not expected to have any previous knowledge of
Spanish but at the end of the course will be able to use basic
vocabulary and sentences in the present tense to deal with simple
social situations.
Lower
LHUM 1205
The Representation of
Power in Western Art
History
In this thematic approach to art history, students will explore
Western Art through a contextual examination of the political,
social, economic, religious, and spiritual representation of power in
the arts. The works of each culture will be examined in the context
of dominant philosophies, ideas, and customs of the era in order to
investigate the theme of power, either of the divine, of rulers, of
societies, of empires, or finally of individuals. Through museum
assignments, in-class assignments, and a research paper, students
will have the opportunity to explore and evaluate a variety of
aesthetic symbols and allusions that give rise to expressions of
power. Emphasis will be placed on iconographical, social/political,
post-structuralist, post-colonialist approaches to understanding
artistic expressions.
Lower
LHUM 1207
Imagining Canada: An
Introduction to Early
Canadian Fiction
This course uses four classics of early Canadian fiction to
investigate the past and draw parallels with the present. We’ll
enrich our reading by discussing contemporary politics, economics,
society, art and architecture of the 19th and early 20th centuries. In
addition, we’ll investigate the usefulness of dualities like
immigrant/indigenous, Tory/reform, nation/colony, and
country/city as we make links between the past and similar
dualities that exist today. In summary, in this course we use the
tools and methods of literary analysis and evaluation in an attempt
to answer questions like “Why do literature and the past matter?”
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Level
Lower
Course Code and
Course Name
LHUM 1209
The History of Eugenics
Course Description
This course examines the development of the Eugenics movement
from its conception in the late 19th century through its current
manifestation. Various examples of the application of eugenic
principles and their results are analyzed to develop an
understanding of the apparent universal elements to eugenic
endeavours and the unique aspects found in each situation. This
course seeks to enhance student’s critical analytical skills through
the exploration of the inappropriate use of science and theory,
which ultimately led to the harming of others. This course
challenges students to examine their personal values towards
others in light of the information discussed in class and gained
through the readings.
Lower
LHUM 1211
Storytelling, Meaning
and Influence
Story-telling has become a significant research topic in fields as
diverse as psychology, neurophysiology, law, business and
organizational behaviour, as researchers and practitioners try to
understand how people construct and convey meaning. With print
and multimedia examples drawn from a range of disciplines, this
online course examines the stories of individuals, organizations
and communities. Through primary and secondary research,
students will investigate how story-telling creates identity,
communicates beliefs and value systems and influences behaviour.
Students will document stories in their community and create their
own multimedia story.
Lower
LHUM 1214
Spanish II for NonNative Speakers
This course is designed to present essential vocabulary and points
of Spanish grammar that are indispensable to communicate. The
use of past tense and the vocabulary related to consumer relations
is emphasized through oral and written interactions in pair and
group work with other students in the class, and with various types
of multimedia resources. This is an interactive course that provides
ample opportunity to explore and deepen previous knowledge of
Spanish language and Spanish and Hispanic cultures.
Lower
LHUM 1216
The Art of the Short
Story
Students will be introduced to the rich world of story and its
artistic expression in literature. Brief yet profound and supple, the
short-story genre offers a unique perspective on human
experience. Students will read a variety of works--from writers
established and new, Canadian and international, ethnic majority
and minority, contemporary and historical, female and male--in
order to explore cultural differences as well as shared human
experiences. They will examine the stories’ form and style (e.g.,
setting, plot, action, characterization, symbolism, and narration) to
gain insight into content. The study of selected literary terms and
critical theories, including theories specifically on the short story,
will allow students a deeper understanding of the genre and the
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Level
Lower
Course Code and
Course Name
LHUM 1218
International Cinema
Course Description
individual stories.
This film studies course deals with international cinema, excluding
the U.S., in terms of its historical and cultural development, critical
filmic analysis, and technical aspects of filmmaking.
The course considers the major international cinemas that have
existed and developed over the years in their own right, creating
films which espouse unique geo-political and aesthetic models.
It focuses on the premise that, as a result of evolving globalization,
international filmmaking has generated a range of critical
discussion and debate centered on the exploration of not only the
historical and geographical variety of these films and their film
cultures but also of the range of theoretical, critical and cultural
perspectives which their study has involved.
It concludes that, individually and collectively, international
cinemas present an alternative to the North American/Hollywood
film context as well as an influence on that very context.
Lower
LHUM 1222
Comic Books are all
Grown Up: Welcome to
the Graphic Novel
Are graphic novels nothing more than indulgent popular culture
stories of teenage fantasy? How can a “comic book” be the subject
of legitimate study? What can we learn from the medium of the
graphic novel? Can we learn something about ourselves, our
cultures, our history, even about how we reshape mythology to
address current cultural paradigms? The emergence of the graphic
novel has presented a fertile opportunity to analyze the
relationship between the graphically driven medium and its
relevance to contemporary mythology and contemporary cultures.
The term graphic novel is now generally used to describe any book
using sequential art in either an experimental design or in a
traditional comic format that resembles a novel in length and
narrative development. This course explains the history and
development of the graphic novel and its relevance to current
trends and issues in contemporary cultures. Students will
recognize how the development of the graphic novel relates to and
has been influenced by censorship, traditional literary structures,
psychological and sociological understandings of person, as well as
contemporary questions of existence, aesthetic evaluation, and
modes of interdisciplinary inquiry.
Lower
LHUM 1223
Designing Toronto:
Tradition and
Transformation
How have design, architecture, and the use of space shaped our
experience of Toronto? This course examines how the city evolved
from a colonial military-outpost to an urban metropolis with worldclass architecture, vibrant neighbourhoods, and dynamic public-
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Level
Course Code and
Course Name
Course Description
spaces. Students examine the impact of historic, commercial,
aesthetic, and socio-political influences on the look, feel, and
function of the urban landscape. They explore a range of theories
to understand what makes for appealing, functional, or otherwise
“good” design in this city, and consider the usefulness of past
models to future economic, social, and creative needs. Walking
tours of their own and other neighbourhoods, as well as a site visit
to Casa Loma, will allow students to experience the city both
physically and conceptually.
Lower
LHUM 1224
Mandarin I for NonNative Speakers
Mandarin 1 is for non-native speakers who have little or no
previous exposure to Mandarin (Conversational). The principal aim
of this course is to learn Pinyin (the Chinese phonetic system) and
develop conversational skills. Students are introduced to basic
Chinese grammar as well as cultural and social conventions.
Although students are not required to write Chinese characters,
they are encouraged to recognize some of them.
Lower
LHUM 1225
Mandarin II for NonNative Speakers
This course follows Mandarin 1 and is for students who have some
previous exposure to Mandarin (conversational) and Pinyin and
can recognize some Chinese characters. In Mandarin 2, students
focus on improving their ability to communicate in Mandarin as
well as consolidating Pinyin skills after a systematic study of the
basic pronunciation and tones. They enhance their conversational
skills through extended vocabulary, pronunciation, and sentence
structure. Students also expand their knowledge of language and
culture through oral comprehension as well as reading, writing,
and grammar.
Lower
LHUM 1226
Global Great Thinkers
Great thinkers have existed around the world and across time.
Their ideas have been an integral part of social, economic, cultural
and political life both in the past and in today’s global society. This
course takes a cross-cultural historical look at some of the most
influential philosophical traditions: comparing Western with
Egyptian, Chinese, Persian, Indian, Arabic, and African thinkers. In
each tradition the course will examine various thinkers’ reflections
on the following questions: How should we organize our social,
economic, cultural and political life? What is the nature of peace
and war? What is the ideal society and how should one live one’s
life? The thinkers that we will primarily study to answer the above
questions are Greek philosophers such as Socrates, Plato, and
Aristotle, Chinese philosophers Confucius and Lao Tzu, the Indian
sage Buddha, the Persian prophet Zoroaster, the African St.
Augustine, and the Arab philosophers Avicenna and Averroes.
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Level
Lower
Course Code and
Course Name
LHUM 1227
Understanding News
Media
Course Description
Does news shape our perception of the world? Does it build
bridges in the era of globalization, or does it divide? We are not
only consumers of news: we use our cell phones and video
cameras to record events and we broadcast them online. Are we
all reporters?
This course focuses on the impact of news media on society, and
how the same events are covered in different ways, with varied
meaning and impact in different parts of the world.
Understanding news media uses various theoretical approaches to
analyze and define the current news media reality; for example,
how McLuhan’s Global Village and technologies as extensions of
man, and how Chomsky’s and Herman’s propaganda model theory
can be used to understand and criticize the changing world of news
media.
Various theoretical approaches to media are employed to
investigate the role of reporters and the power of news media to
inform, influence, educate and mislead. This course combines the
study of the news media’s impact on our lives and a hands-on
production with Web 2.0 (Web design using Google Sites, Wikis
and Blogs).
Lower
LSCI 1204
Preserving the Planet
A personal computer running 24 hours per day adds about two
tonnes of carbon dioxide to the atmosphere each year. When you
consider the explosion of computer ownership alone, you can
appreciate the growing impact people have on our planet.
Preserving the Planet is a natural science course emphasizing
awareness, conservation, and sustainability of ecological systems.
This course will provide students with an understanding of the
major principles in the biological and physical sciences. Students
will also learn how technology and schools of thought can have
both negative and positive impacts on biodiversity. With this
information, students will gain an understanding of problems and
solutions to maintaining natural systems. Students will learn the
role of scientific inquiry in ecological studies and apply analysis and
critical thinking to issues learned in class and their own research.
Lower
LSSC 1202
Working in the 21st
Century
What is happening at work and why? How has work changed over
time and what will it look like in the future? How do I secure my
future in the midst of economic and job market changes? What
roles do government, unions and corporations play in work and
production, service economies? Given what we usually hear from
media sources, the answers to these questions may surprise your.
This interdisciplinary social science course examines the history
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Level
Course Code and
Course Name
Course Description
and future of work, the changing economy, and the role of both
unions and management involved in constructing and analyzing
current changes.
Lower
LSSC 1203
Introduction to
Canadian Politics
How does politics affect your life and future? What happens to
Canada if Quebec separates? Can aboriginal self-government
work? Is there a Canadian national identity? Is Canada even
governable any longer? This course introduces students to major
debates and questions in Canadian politics and society and the
more enduring problems underlying these issues. The aim is to
foster the student’s capacity to develop their own interpretation of
Canadian politics and society.
Lower
LSSC 1204
Sociological Inquiry
This course introduces you to the language and practice of
sociological inquiry, the workings of modern society, and the rise
of globalization. Some of the topics we will address as we explore
the puzzles and contradictions of our social world include everyday
rituals, family life, gender and sexuality, poverty and inequality, the
workplace, the mass media, and the particularity of Canadian
culture.
Lower
LSSC 1206
Aboriginal Education in
the Canadian Context
This course offers an overview of Aboriginal Peoples and education
in Canada. The course looks at education in a historical and
present-day context, including ways in which Indigenous
communities educated their children prior to European contact. It
examines the Canadian state’s policies on education of Aboriginal
peoples and explores education in Indigenous communities today.
Specifically, the course provides an understanding of residential
schools and their impact on the lives of Aboriginal peoples, families
and diverse communities. Additionally, students will look at the
various ways in which Aboriginal people continue to challenge and
resist colonial education and reclaim education for themselves and
their communities.
The main aim of Aboriginal Education in the Canadian Context is
to provide students with a framework for understanding the
historical and contemporary issues surrounding Aboriginal
education in Canada. It is hoped that through this course students
will gain critical insights into the lives and educational attainment
of Aboriginal peoples.
Lower
LSSC 1209
Social Psychology
Why does the presence of others influence the way we behave and
think? How do stereotypes develop? Does the way we behave
change the way we think? This course provides a survey of topics
examining social influences on an individual’s cognition, emotions
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Level
Course Code and
Course Name
Course Description
and behaviour. Topics include social thinking (the self, social beliefs
and attitudes), social influence (persuasion, conformity, group
influence), and interpersonal relations (aggression, altruism,
prejudice). Students analyze predominant theories and research in
the field of social psychology and their applications.
Lower
LSSC 1212
Introduction to
Psychology
This course introduces the student to psychology, the scientific
study of behaviour and mind, by examining the basic principles of
psychology and their application to everyday experience. The
course surveys various fields in psychology including, the brain and
genetics, learning, consciousness, memory, stress and health,
psychopathology and psychological therapies.
Lower
LSSC 1213
Introduction to
Geography
This course will introduce students to the major themes in physical
and human geography. It represents a broad spectrum of courses
available in geography. With a focus on Canada, students will
survey and investigate the role of maps and location, urban,
regional, physical, cultural and environmental topics. The course
will provide a framework to explain and familiarize students with
geographical concepts, including the breadth of geographic
enquiry. Students will learn about the relationship between the
various branches of geography and place and space. Fundamental
Themes in Geography is an integrated course that studies many
aspects of the physical and cultural environment. This course
provides a basis for an understanding the spatial organization of
the world in which we live.
Lower
LSSC 1214
Development across
the Lifespan
This course will provide an introduction to the major themes and
theories underlying developmental psychology across the lifespan.
The processes of development, from conception to death, will be
covered, including the intersections among physical growth,
perception, cognition, personality and social development. The
application of developmental psychology to educational and social
issues will also be discussed.
Lower
LSSC 1215
Understanding America
Alongside the many popular images of “America” presented to
both Americans and the world there is an “other America” – a
complex society of competing convictions, ideas, and institutions
that Americans live within and experience every day. This course
explores this phenomenon by providing a general introduction to
American society and culture through seminars and field visits to
sites in central Pennsylvania, Philadelphia, and Washington, D.C.
The course examines the “idea of America” in an historical context,
and investigates the cultural practices and ideas, social values and
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Course Name
Course Description
institutions, as well as the political and economic systems central
to how the United States is organized. Topics include social class,
race and ethnic relations, crime and punishment, the military,
religion, and popular culture in the United States.
NOTE: The course is an academic field trip, not a tour. It involves
bus and train travel, substantial walking, and using city transit as
well as staying in hotels and residences. Students should bring
along a small pack for day use and only what you will be able to
carry yourself as luggage.
Lower
LSSC 1220
Race and Racism in the
Americas and the
Caribbean
Racism, and the categories of race, are pervasive phenomena that
occur across the world. Many scholars have argued that the very
idea of “race” – the notion that human beings can be divided into
groups such as “whites”, “blacks”, “indians”, etc – was first
invented in the Americas. But what are races? Does it mean the
same thing to be “white”, “black” or “Asian” in Canada as it does in
Brazil or Jamaica? If colour is rooted in assumptions about biology
in parts of North America, does the same hold for Latin America
and the Caribbean? Is race simply a delusion, a cover for political
and economic domination? Can we aspire to eliminate the idea of
race altogether or is its hold too pervasive, its appeal to the mind
too great? This course looks at various stages in the development
of racial categories in the Americas and the Caribbean. Our
readings will include theoretical, ethnographic and literary works,
but also our own experiences, the popular media and the language
we speak and hear around us.
An equally important goal is to develop your ability to write clear,
engaging and coherent essays and to express your ideas in the
classroom. With this in mind the course is structured to give you
the opportunity to work in a sustained way to improve your
written and verbal communication.
Upper
LHUM 1302
Sacred Nature:
Examination of Cultural
Ecology
This course offers an introduction to the principles and
fieldwork behind cultural ecology. Cultural Ecology uses research
approaches from cultural anthropology, archaeology, and historical
ecology to understand humans’ culturally-shaped behaviours, and
their interactions with the environment. By studying various
strategies of cultural adaptation as patterns of subsistence and
flexible techniques for exploiting resources, students develop an
understanding of and an analytical approach to modern
environmental issues.
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Level
Upper
Course Code and
Course Name
LHUM 1303
Philosophy of Love and
Sex
Course Description
In this course, we will be reflecting on Western theories concerning
some of the feelings, behaviours and ideals that we are most
familiar with, but remain the most mysterious. What is it that we
really want when we fall in love, and when we feel sexual desire?
How are love and sex connected to pleasure, to power, to
loneliness, to family relations, to friendship, to religion and
spirituality, to death, to nature as a whole, and to wisdom? We
will explore such questions by reading philosophical,
psychoanalytic, and mythological texts, complimented by analysis
of representations of sex and love in contemporary music, film and
television.
Upper
LHUM 1310
Existentialism
What is worth living for? If we have an answer—say, love,
happiness, justice, or eternal life—where did we get this answer
from? Are religion, social norms, political and economic ideologies
credible sources? If not, are we free to create any value and
meaning we want for our own lives? And if we are completely
free, what sort of responsibility do we have to other people, if any?
In this course, we will be exploring these perplexing but
fundamental questions about human existence through an
examination of philosophical essays, film, literature and theatre
from a movement of thinkers and artists known as the
existentialists.
Upper
LSCI 1301
Troubled Waters: Our
Future and the Global
Ocean
The global ocean is our life-support system. Covering nearly threequarters of Earth’s surface, the oceans produce half of the oxygen
in our atmosphere, regulate temperature and climate, and govern
nutrient and chemical cycles that sustain all living things, including
you. The oceans, however, are in distress. Pollution and
unsustainable seafood harvesting are causing fundamental
changes throughout the ocean system that will result in dire
consequences unless our habits change substantially.
Students investigate what is happening to our oceans and the
ecological consequences of human-influenced changes in ocean
temperature, oxygen, acidity, and biodiversity. Through readings,
videos, and class discussion, students learn about human impacts
on the ocean and how ocean change will affect not only us but life
in general. Students learn the importance of scientific study of the
world’s oceans and apply analysis and critical thinking to issues
learned in class and through independent research.
Upper
LSCI 1303
Cognitive Science
Why do you turn off the radio when you’re driving to a new
destination? Why is learning to speak easier than learning to read?
Is eyewitness testimony reliable? This course examines the
cognitive structures and processes involved in perception,
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Level
Course Code and
Course Name
Course Description
attention, memory, language, reasoning and problem solving. This
interdisciplinary course incorporates psychology, neuroscience and
linguistics to explore the theoretical, empirical and practical
applications of human thought and behaviour.
Youth gangs, crime news, homicide, the sex trade, psychiatry,
domestic violence, and commercial crime. These are some of the
examples this course explores in order to better understand
deviance, social control, our selves and our society from a
sociological perspective. Analytically, we will examine the social
construction of deviance; informal and formal means of social
control; the role of the media in constructing deviance and
legitimizing social control; and the issue of deviance in relation to
the human condition.
Upper
LSSC 1301
Deviance and Society
Upper
LSSC 1304
Dying, Death and
Bereavement
This is an advanced elective examining one of the most provocative
taboo topics for humans; dying, death and bereavement. The
anxiety which this ‘forbidden subject’ promotes in many people
drives the topic into the realm of the never seriously discussed,
except when confronted by the dying or death of a relative, friend
or one’s self. This course provides the student with opportunities
for developing understanding of dying, death and bereavement
practices, insight into current issues in the broader field of
thanatology and potentially an enhanced ease with the topic.
Employing psychology, sociology, cultural studies and
anthropology the student explores a range of topics including: the
roots of current orientations to dying, the rise of the modern dying
and death industries, changing trends in memorialization, the
potential symbolic meaning of recent past and present funeral
practices, and our developing understanding of bereavement.
Upper
LSSC 1308
Genocide: The
Holocaust, Cambodia
and Rwanda
This course focuses on three genocides which occurred in the 20th
century: the Nazi holocaust, 1933-1945, which inspired the
creation of the term genocide; the Khmer Rouge and Cambodian
genocide, 1975-1979; and the Rwandan genocide, 1994. As an
introduction, the course explores the various elements creating
the conditions leading up to and the carrying out of the genocide.
The contemporary response by people within and outside the
various countries where the genocide occurred will be reviewed.
The course provides an opportunity to examine the similarities and
differences between the three genocides, as well as some of the
key issues within the field of genocide studies.
Upper
LSSC 1319
Global Justice
The onset of globalization has coincided with the emergence of a
variety of calls for “global justice”, reform and alternative forms of
globalization. The desire for global justice and alternative
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Level
Course Code and
Course Name
Course Description
globalizations emerges from economic, cultural, ecological and
political trends. This course is interdisciplinary in nature, combining
perspectives from history, sociology, anthropology, political
science, economics, philosophy and civil society to explore the
meanings of global justice and alternative globalization, their
central policy proposals, institutional structures and the new forms
of social experience that are producing the desire for greater
transnational and international equality. The course focuses on the
intersection between appeals for economic redistribution, cultural
recognition, environmental sustainability, and political
representation. It pays close attention to the relationship between
various forms of social inequality such as racism, sexism, classism
and sexuality. Further issues to be explored will include the role
that corporations, cultural producers, civil society, states and
Canadian writers and organizations are having in shaping calls for
global justice.
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4.8 Course Schedules
Two course schedules are provided below. Course Schedule 1 outlines the core and non-core courses, number of course hours,
course pre-requisites/co-requisites, instructors and instructors’ qualifications. Course Schedule 2 is identical to Course Schedule 1
with the exception that it does not identify the names of instructors. Only Course Schedule 2 is included in the web-based version of
the application that is accessible to the public.
4.8.1 Course Schedule 1 (Removed for Web Version)
4.8.2 Course Schedule 2
This course schedule is identical to Course Schedule 1 with the exception that it does not identify the names of instructors.
Year
1
Semester
Course Title
Total Core
Course
Semester
Hours
Introduction to Restaurant
Management
42
Culinary Skills I
98
Total
Non-Core
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Not Applicable
Instructor’s Highest Qualification Earned
and Discipline of Study
M.B.A. International Hotel and Restaurant Management
Ph.D. History; M.A. History; B.A. History; Red Seal (Cook)
Not Applicable
M.B.A. Business Administration; B.Comm. Hospitality
and Tourism Management; Red Seal (Cook)
Ph.D. History; M.A. History; B.A. History; Red Seal (Cook)
1
Gastronomic
Theory I
28
Not Applicable
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
M.Sc. Food Science; B.Sc. Food Science
M.A.; Red Seal (Cook)
George Brown College – Bachelor of Commerce (Culinary Management)
87
Year
Semester
Course Title
Total Core
Course
Semester
Hours
Total
Non-Core
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Instructor’s Highest Qualification Earned
and Discipline of Study
M.A.; Red Seal (Cook)
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
Business Communications
Fundamentals of
Accounting
Lower-Level Liberal
2
42
Not Applicable
42
Not Applicable
42
42
Not Applicable
Butchery & Café Production
56
Not Applicable
98
Ph.D. Business or D.B.A.
Ph.D. Accounting, Finance, or Business; CPA or CMA or
CFA or CGA
Not Applicable
Baking and Pastry for Cooks
Culinary Skills II
M.B.A. Business Administration; B.Comm. Hospitality
and Tourism Management; Red Seal (Cook)
Prerequisites:
Culinary Skills I;
Gastronomic
Theory I
Ph.D. History; M.A. History; B.A. History; Red Seal (Cook)
M.B.A. Business Administration; B.Comm. Hospitality
and Tourism Management; Red Seal (Cook)
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
Ph.D. History; M.A. History; B.A. History; Red Seal (Cook)
Co-requisite:
Gastronomic
Theory II
M.Sc. Food Science; B.Sc. Food Science
Gastronomic Theory II
28
Prerequisite:
Gastronomic
Theory I
George Brown College – Bachelor of Commerce (Culinary Management)
M.B.A. Business Administration; B.Comm. Hospitality
and Tourism Management; Red Seal (Cook)
M.A.; Red Seal (Cook)
88
Year
Semester
Course Title
Managerial Accounting
Total Core
Course
Semester
Hours
Total
Non-Core
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Prerequisite:
Fundamentals
of Accounting
42
Instructor’s Highest Qualification Earned
and Discipline of Study
M.A.; Red Seal (Cook)
Ph.D. Accounting, Finance, or Business; CPA or CMA or
CFA or CGA
M.B.A. International Hotel and Restaurant Management
Food for Special Events
3
M.A.; Red Seal (Cook)
M.A.; Red Seal (Cook)
Ph.D. Accounting, Finance, or Business; CPA or CMA or
CFA or CGA
42
Not Applicable
Patisserie Production
Management
42
Not Applicable
Catering and Menu
Management
Macroeconomics: Canada
in the Global Environment
4
Not Applicable
Food and Beverage Cost
Control
Fundamentals of Research
2
56
42
Not Applicable
28
Not Applicable
42
Not Applicable
Essential Flavours of the
Modern Kitchen
112
Not Applicable
Microeconomics: Canada in
the Global Environment
42
Not Applicable
Principles of Marketing
42
Not Applicable
Low-Level Liberal
42
Ph.D. History; M.A. History; B.A. History; Red Seal (Cook)
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
Ph.D. Business or D.B.A.
M.B.A. Hospitality and Tourism Management; M.A.
Economics
M.B.A. Hospitality and Tourism Management; M.A.
Economics
M.A.; Red Seal (Cook)
M.A.; Red Seal (Cook)
M.B.A. Hospitality and Tourism Management; M.A.
Economics
M.B.A. International Hotel and Restaurant Management
Ph.D. Business or D.B.A.
Not Applicable
George Brown College – Bachelor of Commerce (Culinary Management)
89
Year
Semester
Course Title
HR Management
Market and Feasibility
Research I
Total Core
Course
Semester
Hours
Total
Non-Core
Course
Semester
Hours
Course
Prerequisites
and Corequisites
42
Not Applicable
42
Prerequisites:
Fundamentals
of Research;
Principles of
Marketing
Instructor’s Highest Qualification Earned
and Discipline of Study
M.H.R.I.R. (Human Resources and Industrial Relations);
B.Comm. Human Resources Management
M.B.A. International Hotel and Restaurant Management
Ph.D. Business or D.B.A.
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
5
Advanced Managerial
Communications
42
Not Applicable
M.B.A. Business Administration; B.Comm. Hospitality
and Tourism Management; Red Seal (Cook)
Ph.D. Business or D.B.A.
Upper-Level Liberal
Upper-Level Liberal
3
Food Science & Nutrition
Market and Feasibility
Research II
42
42
84
42
6
Finance
Statistics
42
28
Not Applicable
Not Applicable
Not Applicable
Prerequisite:
Market and
Feasibility
Research I
Prerequisites:
Fundamentals
of Accounting;
Managerial
Accounting
Not Applicable
M.Sc. Food Science; B.Sc. Food Science
Ph.D. Nutrition
M.B.A. International Hotel and Restaurant Management
Ph.D. Business or D.B.A.
Ph.D. Accounting, Finance, or Business; CPA or CMA or
CFA or CGA
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
Ph.D. Business or D.B.A.
George Brown College – Bachelor of Commerce (Culinary Management)
90
Year
Semester
Course Title
Upper-Level Liberal
Upper-Level Liberal
Restaurant Risk
Management
Wine: Sensory Development
and Food Pairing
Total Core
Course
Semester
Hours
Total
Non-Core
Course
Semester
Hours
42
42
Course
Prerequisites
and Corequisites
Instructor’s Highest Qualification Earned
and Discipline of Study
Not Applicable
Not Applicable
42
Not Applicable
42
Not Applicable
M.H.R.I.R (Master of Industrial Relations and Human
Resources); B.Comm. Human Resources Management
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
M.H.R.I.R. (Human Resources and Industrial Relations);
B.Comm. Human Resources Management
7
Concepts of Customer
Service
Advanced Food Science and
Nutrition
4
42
56
42
42
42
Prerequisite:
Food Science
and Nutrition
Not Applicable
Not Applicable
Not Applicable
Not Applicable
8
Strategies for the Black Box
Strategic Revenue
Management
M.A.; Red Seal (Cook)
M.A.; Red Seal (Cook)
Upper-Level Liberal
Upper Level Liberal
Research and Development
Not Applicable
56
42
Ph.D. Business or D.B.A.
M.Sc. Food Science; B.Sc. Food Science
Ph.D. Nutrition
M.Sc. Food Science; B.Sc. Food Science
Ph.D. Business or D.B.A.
M.B.A. Business Administration; B.Comm. Hospitality
and Tourism Management; Red Seal (Cook)
M.A.; Red Seal (Cook)
Prerequisite:
Managerial
Accounting
George Brown College – Bachelor of Commerce (Culinary Management)
M.A.; Red Seal (Cook)
Ph.D. Accounting, Finance, or Business;
CPA or CMA or CFA or CGA
91
Year
Semester
Course Title
Major Research Paper
Workshop
Subtotal Course Hours
Total Program Hours
Upper-Level Liberal
Upper Level Liberal
Total Core
Course
Semester
Hours
Total
Non-Core
Course
Semester
Hours
28
42
42
420
1,638
Course
Prerequisites
and Corequisites
Prerequisite:
Advanced Food
Science and
Nutrition
Not Applicable
Not Applicable
Instructor’s Highest Qualification Earned
and Discipline of Study
Ph.D. Environmental Studies; M.S.A. Spatial Analysis;
B.Comm. Hospitality and Tourism Management
Ph.D. Business or D.B.A.
2,058
George Brown College – Bachelor of Commerce (Culinary Management)
92
4.9 Work Experience
4.9.1 Work Integrated Learning Experience Requirements
Students participate in mandatory work-integrated learning experiences in the form of two
work placement terms of 490 hours, together totalling 980 hours. Work terms will be
completed under experienced professionals during two 15-week placements. The first work
term leads students through a series of written projects that challenge them to think critically
about and analyze foodservice operations. During the second work term, students will
complete foodservice management assignments designed to challenge them to analyze the
operational functionality of their placement from a managerial perspective.
Year
Semester
1
2
1
Summer
2
3
4
5
6
3
Summer
Description
Academics – on
Campus
Academics – on
Campus
Externship I
Externship II
(Management)
Link to Academic Courses
---
490 hours
Prerequisites: Culinary Skills Iⅈ
Gastronomy Theory Iⅈ Butchery &
Café Production; Introduction to
Restaurant Management; Business
Communications
490 hours
Prerequisites: HR Management;
Market and Feasibility Research Iⅈ
Advanced Managerial Communications;
Finance; Statistics; Food Science &
Nutrition
Academics – on
Campus
Academics – on
Campus
Academics – on
Campus
Academics – on
Campus
Academics – on
Campus
4
Academics – on
8
Campus
TOTAL Work Experience Hours:
7
Work
Experience
--980 hours
George Brown College – Bachelor of Commerce (Culinary Management)
93
4.9.2 Work Experience Opportunities
While academic terms are devoted primarily to fundamental skill acquisition and theoretical
studies, work integrated learning allows students to observe how theory is implemented in
practice, as well as acquire experience in their areas of career interest. In this way, academic
rigor and exposure to practical experiences complement one another.
Work placements expose students to applied culinary environments in which course-acquired
skills can be developed into industry-ready functionality. Students learn in diverse foodservice
operations that challenge them to apply their skills in a variety of culinary situations. Students
engage in various activities throughout their placements such as observation, skills
development, application of theoretical methods and approaches, data collection, and
reflection.
To prepare students for working in a professional environment, they are expected to obtain
industry certifications in Emergency First Aid, Smart Serve and Basic Sanitation before their
externship experience. These certifications, each requiring less than ten hours of study, are
offered through external training companies. The Chef School provides opportunities on
campus for the students to complete these credentials, although many students who enter
Chef School programs already have received First Aid and Smart Serve certifications.
Students may seek industry placement through the Recruitment, Externship, and Co-op Office
of the Centre for Hospitality and Culinary Arts (CHCA). The staff employed within the office
oversee administration of CHCA’s extensive work-placement opportunities offered through our
industry partners. In the past, students have obtained placements across Canada and across the
world.
We expect that students of the B.Comm (Culinary Management) will continue to wish to be
placed with many of our notable training partners: Fairmont, Hilton, Shangri-La, Starwood, Ritz
Carlton, Delta, McEwan Restaurant Group, Oliver & Bonacini Restaurants, Joey Restaurants,
Earl’s, etc. Since Bachelor of Commerce (Culinary Management) students will be exposed to
more research and development elements within their curriculum, we expect that students will
also be interested in seeking opportunities in research and development positions at large food
retailers like Maple Leaf Foods, Loblaws, Sobeys, President’s Choice, bake labs at places like
Weston Bakeries, or smaller bakeries and retail confectioners. Beyond these positions, we
expect that students will receive high demand for their skills within the active living retirement
home sector – Revera, Del Manor, Amica, Diversicare – due to their training in nutrition,
cooking, management, and design of recipes and menus.
George Brown College – Bachelor of Commerce (Culinary Management)
94
4.9.3 Work Experience Learning Outcomes and Evaluation
Learning Outcome
By the end of the
externship, students will
have demonstrated the
ability to:
(PO = Program Outcome)
PO 4. Collaborate
effectively as part of a
diverse culinary
management team in
order to develop
organizational strategies
and goals, and facilitate
the realization of
organizational
objectives in a variety of
food service
environments.
Work Experience Link with
Learning Outcome
During the externship, students will
synthesize in-class business,
management, culinary, and food
theory knowledge with supplemental
industry experience.
(CO = Course Outcome)
Evaluation of Student
Question(s) for Employer
Evaluation:
CO 1. Communicate effectively Shows interest in and enthusiasm for
and work as a member of a
work?
diverse culinary team.
Shows initiative and acts voluntarily?
Organizes and plans well and is timely
with deliverables?
Able to learn work effectively with
suitable guidance and training?
Quality of work meets expectations
agreed to by student and supervisor?
Quantity of work meets expectations
agreed to by student and supervisor?
Teamwork habits are conducive to
effective, harmonious relations?
Accepts criticism and acts on
suggestions professionally?
Written communication meets the
expectations of the position?
Speaking & listening skills are
professional and appropriate to the
position?
Punctuality and attendance at work?
Integrates well with the workplace;
George Brown College – Bachelor of Commerce (Culinary Management)
95
Learning Outcome
By the end of the
externship, students will
have demonstrated the
ability to:
(PO = Program Outcome)
Work Experience Link with
Learning Outcome
During the externship, students will
synthesize in-class business,
management, culinary, and food
theory knowledge with supplemental
industry experience.
(CO = Course Outcome)
Evaluation of Student
Question(s) for Employer
Evaluation:
appropriate attire and office
etiquette?
Would you provide this student with a
positive reference for future
employment?
Have you reviewed this evaluation
with the student?
PO 10. Identify key
characteristics of
pathways and strategies
for lifelong learning,
personal growth, and
professional
advancement in the
field of culinary
management.
CO 3. Reflect on placement
experience in order to make
decisions related to their
training, business goals and
further educational plans.
CO 6. Reflect on sustainable,
ethical, and best-practice
standards as they relate to the
food service environment and
a future working in it.
Accepts criticism and acts on
suggestions professionally?
Analysis & problem solving;
effectively understands and evaluates
options?
Areas for improvement include?
Comment on the Learning Objectives
established for this position and
whether the student had
opportunities to take on each
objective.
Recommended work experience?
Recommended academic training?
Would you hire this student again?
Would you provide this student with a
positive reference for future
employment?
George Brown College – Bachelor of Commerce (Culinary Management)
96
4.9.4 Support for Work Experience
Through its existing culinary programs, the CHCA has established field education oversight
processes and employs staff dedicated to facilitating field placement supervision. In addition,
program staff is actively involved in facilitating partnerships with industry partners to optimize
students’ work experience opportunities. Field placements for current students are primarily
available under experienced industry professionals within the Greater Toronto Area (GTA). In
addition, the CHCA has actively forged industry relationships to foster partnerships that will further
expand on students’ recipe development.
The students’ work experience will be supported through a multi-way collaborative partnership
that includes the student, the Externship and Co-op Coordinator, the Integrated Program
Specialist, the Faculty Advisor, and the Field Employer/Supervisor.
Externship and Co-op Coordinator:
• A Field Coordinator will be assigned to the program to secure appropriate placements. Prior
to commencing a field placement/internship component, students will have the assistance
of a George Brown Field Coordinator to explore their interests, prepare for interviews,
facilitate interview meetings, and receive feedback. The Field Coordinator will provide
students with the tools, support and resources for obtaining a placement.
•
Every year, as applicable, the program will update its database and tools (résumé template,
placement contract, etc.). Students will be responsible for creating an appropriate résumé,
attending scheduled interviews, discussing and agreeing to placement functions, and
working with the Field Coordinator to confirm all details of the placement. This process will
also assist students to develop skills to secure employment in the future.
Integrated Program Specialist:
• The Integrated Program Specialist (IPS) is responsible for scheduling visits once the students
has been placed into their externship. Visits are distributed amongst other faculty members
that have been assigned time to support, with the majority of the on-site visits performed
by this role.
• The IPS also acts as a major source of support to the student by ensuring they are on track
with regard to their desired learning outcomes and in providing advising and coaching to
the student for improved performance.
Faculty Advisor:
• A faculty member will be assigned Coordinator duties to provide students with advising and
guidance throughout the process. This role can include approving Independent Search
Externships, PLAR applications, and making decisions on disciplinary actions.
• The faculty member will also be responsible for creating assignments, grading, and ensuring
externship learning objectives are updated and current.
George Brown College – Bachelor of Commerce (Culinary Management)
97
Field Employer/Supervisor:
• Once students are in a placement, they will obtain the support of the employer/supervisor
as well as the continued direct support/oversight of the College. These supports will provide
students with further theoretical training and assistance with the integration of theory and
practice.
All parties will receive a field manual, which will clearly define roles, responsibilities, and
expectations for all participants. The field manual will outline standards and criteria for all
parties and will serve to encourage everyone to actively be responsible for student success.
Each program area at George Brown College produces its own field placement manual which
defines the roles and responsibilities of all parties (supervisors, students, faculty, field
coordinators). The field manual for the Bachelor of Commerce (Culinary Management) will be
modeled after the manual designed for the Culinary Management (Integrated Learning)
diploma program.
4.10
Course Outlines
Program content is laddered. After being introduced to a topic or area of study, students’
knowledge is reinforced through exposure to increasingly complex theory and concepts, skill
development, and applications. For example, in the areas of culinary proficiency and culinary
theory, students take both basic- and advanced-level cooking courses that combine food
studies readings, exposure to classical and current culinary concepts, assignments, discussions,
and essays (Culinary Skills I, Culinary Skills II, Gastronomic Theory I and II, Butchery & Café
Production, Baking and Pastry for Cooks, Food for Special Events, Essential Flavours of the
Modern Kitchen, Black Box, and Advanced Nutrition).
Commerce preparation parallels culinary formation (Finance, Microeconomics,
Macroeconomics, Food and Beverage Cost Control, Fundamentals of Accounting, Managerial
Accounting, Business Communications, and Advanced Managerial Communications), exposing
students to basic and advanced commerce content. Analytical and research skills are
introduced in lower-year courses, all of which are accompanied by research components that
are complemented later in the degree by the research-methodologies and applied research
courses in the upper years.
Just over half (52%) of the courses have course outcomes that are specifically designed to
increase students’ analytical abilities. These abilities, along with courses that enhance students’
depth and breadth of knowledge and methodological awareness, will prepare students for
graduate studies and entry into specialized industry research sectors that require higher-level
inquiry abilities.
George Brown College – Bachelor of Commerce (Culinary Management)
98
4.10.1 Core Course Outlines (Removed for Web Version)
4.10.2 Non-Core Course Outlines
The breadth course outlines on file with PEQAB are current. For the proposed degree, George
Brown’s School of Liberal Arts and Sciences reviewed all liberal studies courses and determined
that one course will be excluded for Bachelor of Commerce (Culinary Management) program
students: LSCI 1304 – The Story of Food: Growth of the Modern Meal. This exclusion is due to
the content overlap between the liberal studies course and the program’s core curriculum. By
excluding this course from the list of potential electives, the College will ensure that the
program meets PEQAB’s breadth requirements.
4.10.3 Workload Analysis
To confirm that the program content and structure support student success, a workload
analysis was conducted for all core courses. The tables below summarize the results of the
analysis and confirm that the students will have a balance of workload and assessment
methods throughout each semester of the program.
George Brown College – Bachelor of Commerce (Culinary Management)
99
Year 1 – Semester 1
Course
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Business Communications
Fundamentals of Accounting
Test I – 35%
Gastronomic Theory I
Assignment I
(Annotated
Bibliography) 25%
Test I – 7%
Introduction to Restaurant
Management
Lower-Level Liberal
Week 8
Week 9
Week 10
Week 11
Week 12
Group Assignment (Persuasive
Message) – 15% & Presentation – 25%
Business Communications
Fundamentals of Accounting
Gastronomic Theory I
Test II – 7%
Mid-Term Test –
20%
Assignment I
(Gastronomic
Analysis) – 15%
Culinary Skills I
Course
Week 7
Test III – 7%
Assignment II
(Essay Proposal –
2pgs) – 35%
Test IV – 7%
Introduction to Restaurant
Management
Assignment II
(Article) – 25%
Culinary Skills I
Week 13
Week 14
Individual Assignment (Brief) – 30% &
Presentation – 15% & Individual
Reflection – 15%
Test II – 35%
Test V – 7%
Final Report
(Restaurant
Analysis) – 20%
Exam – 30%
Exam – 20%
Lower-Level Liberal
Ongoing Assignments
Fundamentals of Accounting (Assignments) – 30%
Gastronomic Theory I (Discussions) – 5%
Introduction to Restaurant Management (Case Studies) – 30%
Culinary Skills I (Labs) – 40%
George Brown College – Bachelor of Commerce (Culinary Management)
100
Year 1 – Semester 2
Course
Week 1
Week 2
Week 3
Week 4
Butchery and Café Production
Assignment I
(Essay)
Gastronomic Theory II
Test I – 7%
Managerial Accounting
Week 5
Week 6
Assignment I
(Essay Outline) –
20%
Assignment I
(Essay Proposal) –
15%
Week 8
Week 9
Week 10
Baking and Pastry for Cooks
Assignment I
(Essay) – 5%
Quiz 1 – 10%
Gastronomic Theory II
Test III – 7%
Managerial Accounting
Quiz II – 5%
Mid-Term – 35%
Week 11
Week 12
Quiz 2 – 10%
Assignment II
(Research Essay)
– 35%
Test IV – 7%
Week 13
Assignment II
(Essay) – 20%
Week 14
Quiz 3 – 10%
Test V– 7%
Final Exam – 35%
Assignment II
(Article) – 25%
Culinary Skills II
Ongoing Assignments
Test II – 7%
Quiz I – 5%
Culinary Skills I
Course
Week 7
Assignment II
(Research Essay)
Exam – 20%
Butchery and Café Production (Lab Evaluations) – 50%
Baking and Pastry for Cooks (Lab Evaluations) – 45%
Gastronomic Theory II (Discussions) – 10%
Managerial Accounting (Homework Assignments) – 20%
Culinary Skills II (Labs) – 40%
George Brown College – Bachelor of Commerce (Culinary Management)
101
Year 2 – Semester 1
Course
Week 1
Week 2
Week 3
Week 4
Week 5
Assignment I
(Book Review) –
15%
Food for Special Events
Week 6
Assignment II
(Book Review) –
15%
Project Proposal
(Catering Event) –
10%
Catering and Menu
Management
Macroeconomics: Canada in
the Global Environment
Food and Beverage Cost
Control
Test – 30%
Week 8
Week 9
Patisserie Production
Management
Catering and Menu
Management
Week 10
Week 11
Week 12
Essay Proposal –
10%
Week 13
Essay – 20%
Exam – 20%
Research Project
(Research
Question
Development) –
30%
Mid-Term – 30%
Macroeconomics: Canada in
the Global Environment
Week 14
Project (Catering
Event) – 40% &
Presentation –
20%
Mid-Term – 20%
Fundamentals of Research
Food and Beverage Cost
Control
Exam – 20%
Article Critique –
15%
Fundamentals of Research
Course
Week 7
Test – 30%
Mid-Term Test –
20% &
Cost Control
Spreadsheet
(Food) – 15%
George Brown College – Bachelor of Commerce (Culinary Management)
Group
Assignment – 15%
Cost Control
Spreadsheet
(Beverage) – 15%
Exam – 25%
Staff Schedule –
10%
Exam – 35%
102
Ongoing Assignments
Year 2 – Semester 2
Course
Food for Special Events (Labs) – 40% & (Work Plans) – 10%
Catering and Menu Management (Teamwork) – 10%
Fundamentals of Research (In-Class Activities) – 25%
Food and Beverage Cost Control (Workshops) – 5%
Patisserie Production Management (Homework Assignments) – 10% & (Presentation and Tasting of Products) – 40%
Week 1
Week 2
Week 3
Assignment I
(Book Review) –
5%
Essential Flavours of the
Modern Kitchen
Week 4
Microeconomics: Canada in
the Global Environment
Week 6
Week 7
Assignment III
(Book Review) –
5%
Test I – 25%
Mini-Assignment
– 10%
Principles of Marketing
Lower-Level Liberal
Course
Week 5
Assignment II
(Book Review) –
5%
Week 8
Week 9
Essential Flavours of the
Modern Kitchen
Assignment IV
(Book Review) –
5%
Microeconomics
Test II – 25%
Week 10
Industry Analysis
– 10%
Week 11
Week 12
Week 13
Assignment V
(Literature
Review) – 30%
Week 14
Practical Exam –
20%
Assignment – 15%
&
Final Exam – 35%
Market Plan – 20% & Per Evaluation –
10% & Presentations – 20%
Principles of Marketing
Mid-Term – 10%
Exam – 20%
Lower-Level Liberal
Ongoing Assignments
Essential Flavours of the Modern Kitchen (Labs) – 20%
Essential Flavours of the Modern Kitchen (Work Plans) – 10%
George Brown College – Bachelor of Commerce (Culinary Management)
103
Year 3 – Semester 1
Course
Week 1
Week 2
Week 3
Week 4
Week 5
Market and Feasibility
Research (Part I)
HR Management
Advanced Managerial
Communications
Upper-Level Liberal
Upper-Level Liberal
Course
Week 8
Week 9
Test I – 15%
HR Management
Mid-Term Exam –
20%
Week 10
Week 11
Case Study – 10%
& Contemporary
Communications
Issue Proposal –
5%
Upper-Level Liberal
Upper-Level Liberal
Ongoing Assignments
Week 7
Case Study – 10%
Market and Feasibility
Research (Part I)
Advanced Managerial
Communications
Week 6
Week 12
Market Analysis –
25% & Group
Evaluation – 5%
Case Study – 10%
Week 13
Week 14
Research Presentations – 15%
Test – 20%
Exam – 30% &
Group Project –
30%
Contemporary
Communications
Issue Report –
20% & Group
Presentation –
15% & Individual
Reflection 10%
Human Resources Management (Case Studies) – 20%
George Brown College – Bachelor of Commerce (Culinary Management)
104
Year 3 – Semester 2
Course
Week 1
Week 2
Week 3
Food Science and Nutrition
Market and Feasibility
Research (Part II)
Finance
Statistics
Upper-Level Liberal
Upper-Level Liberal
Course
Week 4
Week 5
Finance
Week 7
Test I – 15%
Mid-Term – 25%
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Plate
Development and
Presentation –
20%
Food Science and Nutrition
Market and Feasibility
Research (Part II)
Week 6
Test II – 15%
Test II – 20%
Feasibility
Analysis – 25% &
Group Evaluation
– 5%
Financial Strategy
Simulated Stock
Exchange – 15%
Research Presentations – 15%
Exam – 35%
Statistics
Assignment – 40%
Statistics
Week 14
Developed Pate
Report – 30% &
Plate
Development
Modifications –
20%
Exam – 35%
Upper-Level Liberal
Upper-Level Liberal
Ongoing Assignments
Food Science and Nutrition (Quiz(s)) – 10%
Food Science and Nutrition (Laboratory Weekly Submissions) – 20%
Finance (In-Class Assignments) – 15%
George Brown College – Bachelor of Commerce (Culinary Management)
105
Year 4 – Semester 1
Course
Week 1
Wine: Sensory
Development and Food
Pairing
Advanced Food Science
and Nutrition
Week 2
Week 3
Week 4
Wine Profiles
Quiz I – 5%
Wine Profiles
Quiz II – 5%
Wine Profiles
Quiz III– 5%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20%
Week 5
Week 6
Week 7
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20%
Group Case
Studies – 25%
Recipe Lab – 20%
Concepts of Customer
Service
Restaurant Risk
Management
Upper-Level Liberal
Upper-Level Liberal
Course
Week 8
Wine: Sensory
Development and Food
Pairing
Advanced Food Science
and Nutrition
Concepts of Customer
Service
Week 10
Week 11
Week 12
Mid-Term Test –
20%
Week 9
Wine Pairings
Quiz I – 5%
Wine Pairings
Quiz II – 5%
Wine Pairings
Quiz III – 5%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20%
Mid-Term – 20%
George Brown College – Bachelor of Commerce (Culinary Management)
Simulation – 25%
Week 13
Week 14
Wine Pairing and
Profiles Test –
20%
Recipe
Calculation – 10%
&
Recipe
Requisition – 20%
& Recipe Lab –
20% & Practical
Exam – 20%
Final Exam – 30%
Recipe Lab – 20%
& In-Class
Practical Exam –
20% & Recipe
Book – 30%
Personal
Reflection – 10%
& Individual Case
Study – 20%
106
Course
Restaurant Risk
Management
Upper-Level Liberal
Upper-Level Liberal
Ongoing Assignments
Year 4 – Semester 2
Course
Week 8
Week 9
Week 10
Week 11
Mid-Term – 20%
Week 12
Week 13
Project and Group Presentation – 30%
Week 14
Exam – 30%
Restaurant Risk Management (Team Case Analysis and Assignments) – 20%
Week 1
Week 2
Menu
Development
Presentation –
2.5% & Team
Black Box – 5%
Strategies of Black Box
Strategic Revenue
Management
Major Research Paper
Workshop
Week 3
Menu
Development
Presentation –
2.5% & Team
Black Box – 5%
Week 4
Menu
Development
Presentation –
2.5% & Team
Black Box – 5%
Week 5
Week 6
Menu
Development
Presentation –
2.5% & Team
Black Box – 5%
Menu
Development
Presentation –
2.5% & Team
Black Box – 5%
Consumer Report
– 25%
Requisition Form
– 10%
Week 7
First Submission –
15%
Survey
Development –
15%
Research and
Development
Upper-Level Liberal
Upper-Level Liberal
Course
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Strategies of Black Box
Menu
Development
Presentation –
2.5% & Individual
Black Box – 10%
Menu
Development
Presentation –
2.5% & Individual
Black Box – 10%
Menu
Development
Presentation –
2.5% & Individual
Black Box – 10%
Menu
Development
Presentation –
2.5% & Individual
Black Box – 10%
Menu Portfolio –
15% & Menu
Development
Presentation –
2.5%
Strategic Revenue
Management
Mid-Term Test –
25%
Weekly Simulation Reports – 30%
George Brown College – Bachelor of Commerce (Culinary Management)
Week 14
Team Evaluation
– 15% & Final
Report – 30%
107
Course
Week 8
Week 9
Major Research Paper
Workshop
Second
Submission – 30%
Research and
Development
Requisition Form
– 10%
Week 10
Week 11
Week 12
Week 13
Final Submission
– 35%
Development Report – 30% &
Presentation of Development Results –
20%
Week 14
Presentation –
15%
Upper-Level Liberal
Upper-Level Liberal
George Brown College – Bachelor of Commerce (Culinary Management)
108
4.11
Bridging Pathway – Culinary Management Diploma Graduates
4.11.1 Description of Bridge Pathway
According to the research conducted by fsSTRATEGY Inc., 58% of graduates and 59% of current
students surveyed from the George Brown College Culinary Management diploma program are
interested in continuing their studies at the undergraduate level. In order to facilitate transition into
the degree, a bridge pathway has been designed that exposes students to the specialized theories
and methodologies that are not part of the diploma curriculum.
The matrix below, from the Ontario College-University Degree Completion Accord, provides a model
for articulating 2-year and 3-year college diploma programs to 3-year and 4-year degrees and
indicates the additional degree-level studies required to complete the degree.
Degree completion from
college diploma program to
university
3-year related college
diploma program
3-year degree (15 full courses
or 30 semestered courses)*
4-year degree (20 full courses
or 40 semestered courses)*
1 -1.4 years
1.4 – 1.8 years
(5-7 full-year courses or
10-14 semestered courses)
(7-9 full-year courses or
(14-18 semestered courses)
2-year related college
diploma program
1.4 – 1.8 years
2.4 - 2.8 years
(7-9 full-year courses or
(14-18 semestered courses)
(12-14 full-year courses or
24-28 semestered courses)
* or equivalent in credit hours/program hours
Knowledge and skill gaps were identified in the basic analytical and theoretical underpinnings of
undergraduate-level writing, research, accounting, and economics courses. Diploma graduates will
lack some knowledge in more sophisticated development of academic research questions, sustaining
analytical discussions, research methodologies, marketing, accounting, and knowledge of economics.
The bridge courses will remedy these gaps by introducing and guiding students through the topical
areas outlined above.
George Brown College – Bachelor of Commerce (Culinary Management)
109
Bridge Pathway
Six bridge courses that must be completed before entering the degree program will be offered
between May and August, while the remaining two courses may be completed at any time during the
third and fourth years.
Bridge Component
Core Courses
Courses will be offered May to August
during the bridge semester.
Description
1. Introduction to Restaurant Management
2. Fundamentals of Research
3. Fundamentals of Accounting
4. Principles of Marketing
5. Macroeconomics: Canada in the Global Environment
6. Gastronomy
“Reach-back” Courses
Courses to be completed at any time
during the third and fourth years.
1. Managerial Accounting
2. Microeconomics: Canada in the Global Environment
This bridge pathway allows students to obtain advanced standing into Semester 5 (Year 3) of the
degree.
4.11.2 Bridging Course Descriptions
Course Name
Course Description
Introduction to
Restaurant
Management
Students will be introduced to foundational concepts involved in
restaurant management including menu design, foodservice concepts,
physical layout and systems design, operations management, and
staffing. Students will apply these concepts to produce a written
analysis of the operations of a local restaurant.
Fundamentals of
Research
Fundamentals of Research is an introduction to the methods and
techniques of research. Emphasis is placed on developing a broad
understanding of the research process, as well as the specific elements
within the research process.
George Brown College – Bachelor of Commerce (Culinary Management)
110
Course Name
Course Description
Fundamentals of
Accounting
This course examines the role of financial accounting in the hospitality
and culinary industry. Students will learn the procedures necessary to
develop and understand the accounting cycle, balance sheets, cash
flow statements, statement of retained earnings and income
statements. Emphasis will be placed on how these accounting
principles and forms are used in the hospitality and culinary industries.
Principles of
Marketing
The focus of this course is on the analysis and application of
contemporary marketing concepts and theories within the context of
the food service and hospitality-industry. Focus is placed on exploring
key marketing processes of product and service development, pricing,
promotion, distribution, their relationships, as well as the relationships
between marketing and other organizational functions. Emphasis is
placed on developing the knowledge and skills required for planning,
implementing, and evaluating detailed marketing plans.
Macroeconomics:
Canada in the
Global Environment
This course begins with an examination of basic economic concepts,
such as scarcity, economic modeling, and price determination
(demand/supply model). It continues with an introduction to each of
the key indicators of economic health (unemployment, economic
growth, and inflation) and their measurement in Canada. The course
concludes with an analysis of how the Bank of Canada and
Government of Canada use monetary and fiscal policy, respectively, to
help stabilize the Canadian economy.
Gastronomy
This course will introduce students to the origins and development of
haute cuisine from a world history context. Through a combination of
lecture and practical demonstrations, students will examine the
evolution of cooking methods, ingredient use, kitchen tools, cooks’
guilds, the brigade de cuisine, and cookbooks using primary-source
material. Students will also be required to prepare a substantial
written paper on an aspect of food or gastronomic history that is
agreed upon by the professor and student.
Managerial
Accounting
This course introduces students to the concepts of business planning,
budgeting, working-capital investment decisions, cash management,
ratio analysis and operational decision-making from the perspective of
the food service and hospitality industries.
George Brown College – Bachelor of Commerce (Culinary Management)
111
Course Name
Microeconomics:
Canada in the
Global Environment
Course Description
This course emphasizes the application of basic microeconomic
concepts and principles to current economic events. Students will
study the principles of supply and demand, consumer behavior, utility
maximization, cost of production, and profit- maximization. In
addition, we will examine the four key market structures, as well as the
role of government in the economy. A combination of theory and
practice will be emphasized.
4.11.3 Bridge Course Outlines (Removed for Web Version)
George Brown College – Bachelor of Commerce (Culinary Management)
112
4.11.4 Gap Analysis – George Brown College Diploma Program
The following gap analysis is based on an analysis of George Brown College’s Culinary Management diploma program.
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
1. Select and use industry
best practices for
accounting, marketing,
customer service, human
resources, supply chain
management, health and
safety, costing and pricing,
hospitality, and risk
management.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
2. Contribute to
marketing effectiveness
to promote the successful
operation of a hospitality
operation.
Graduates will lack
significant practical
experience navigating
complex customer service
interactions, as well as
foundational skills in
human resources, supply
chain management,
health and safety, costing
and pricing, hospitality,
and risk management.
Remediation of Gap
in Content
The bridge courses,
Introduction to
Restaurant Management,
Fundamentals of
Accounting,
Macroeconomics: Canada
in the Global
Environment,
Gastronomy, Marketing,
and the reach-back
courses, Microeconomics:
Canada in the Global
Environment, Managerial
Accounting, Principles of
Marketing, fifth semester
HR Management, sixth
semester Food Science &
Nutrition, Finance, and
seventh semester Wine:
Sensory Development and
Food Pairing, and
Restaurant Risk
Management, will address
these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
theoretical and analytical
approaches to customer
service, accounting
methodologies,
marketing theories, legal
and theoretical
perspectives on human
resources, supply chain
management theories,
health and safety laws
and standards, costing
and menu price
engineering, hospitality
theories, and risk
management.
Remediation of Gap
in Sophistication
The bridge courses,
Introduction to
Restaurant Management,
Fundamentals of
Accounting,
Macroeconomics: Canada
in the Global
Environment,
Gastronomy, Marketing,
and the reach-back
courses Microeconomics:
Canada in the Global
Environment, Managerial
Accounting, Principles of
Marketing, fifth semester
HR Management, sixth
semester Food Science &
Nutrition, Finance, and
seventh semester Wine:
Sensory Development and
Food Pairing, and
Restaurant Risk
Management will address
these gaps.
113
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
2. Identify, evaluate, and/or
use methods, skills, tools,
and systems used in a
variety of disciplines outside
of and/or related to the
culinary industry.
3. Gather, review, evaluate
and interpret relevant
information to react to
societal, environmental,
and/or market demands, as
well as culinary and/or
lifestyle trends at local,
regional, and international
levels.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Graduates will lack
exposure to advanced
writing, research, and
analytical skills used in
the culinary industry or
academia.
Graduates will lack
research and evaluation
skills necessary to locate
and synthesize scholarly
literature related to
sociocultural topics that
inform culinary
management processes.
Remediation of Gap
in Content
The fifth semester
courses HR Management
and Advanced
Managerial
Communications, sixth
semester Food Science &
Nutrition, Finance, and
Statistics, seventh
semester Restaurant Risk
Management and Wine:
Sensory Development
and Food Pairing, and
Concepts of Customer
Service will address
these gaps.
The bridge courses
Gastronomy,
Fundamentals of
Accounting, Principles of
Marketing, the fifth
semester courses Market
and Feasibility Research I
and Advanced Managerial
Communications, the
sixth semester Food
Science & Nutrition and
Market and Feasibility
Research II, and Finance,
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Graduates will lack
experience in applying
advanced theoretical
concepts used in
disciplines related to the
practical cookery,
including advanced
communications
theories, food and
nutritional sciences,
statistical sampling and
analysis, risk analysis and
minimization strategies,
advanced wine
awareness, and analytical
approaches to customer
service.
The fifth semester
courses HR Management
and Advanced
Managerial
Communications, sixth
semester Food Science &
Nutrition, Finance, and
Statistics, seventh
semester Restaurant Risk
Management and Wine:
Sensory Development
and Food Pairing, and
Concepts of Customer
Service will address these
gaps.
Graduates will lack
exposure to significant
depth and breadth of
current scholarly research
related to sociocultural
topics that influence and
inform culinary
management.
The bridge courses
Gastronomy,
Fundamentals of
Accounting, Principles of
Marketing, the fifth
semester courses Market
and Feasibility Research I
and Advanced Managerial
Communications, the
sixth semester Food
Science & Nutrition and
Market and Feasibility
Research II, and Finance,
114
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
4. Collaborate effectively as
part of a diverse culinary
management team in order
to develop organizational
strategies and goals, and
facilitate the realization of
organizational objectives in
a variety of food service
environments.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
3. Contribute to the
management of a variety
of food and beverage
operations by the
effective use of hospitality
management skills.
Graduates will lack
significant exposure to
advanced managerial and
operational variance in
numerous food service
formats.
Remediation of Gap
in Content
the seventh semester
courses Restaurant Risk
Management, Wine:
Sensory Development and
Food Pairing, and
Advanced Food Science
and Nutrition, and the
eighth semester courses
Research and
Development, Strategic
Revenue Management,
Major Research Paper
Workshop will address
these gaps.
The bridge course
Introduction to
Restaurant Management,
fifth semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Finance, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development and
Strategies for the Black
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
significant exposure to
scholarship that
systematizes theoretical
approaches to
management models
applicable to a variety of
food service operations
from financial, culinary,
and service management
perspectives.
Remediation of Gap
in Sophistication
the seventh semester
courses Restaurant Risk
Management, Wine:
Sensory Development and
Food Pairing, and
Advanced Food Science
and Nutrition, and the
eighth semester courses
Research and
Development, Strategic
Revenue Management,
Major Research Paper
Workshop will address
these gaps.
The bridge course
Introduction to
Restaurant Management,
fifth semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Finance, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development and
Strategies for the Black
115
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
Culinary
Management
Diploma Program
Outcomes
5. Develop, implement, and
manage strategic
partnerships, customer
service, and relationships.
Gap in Content
Knowledge
or Skills in Diploma
Content
Graduates will lack
experiential and
theoretical exposure to
initiation and facilitation
of optimal customer and
partner relationships.
Remediation of Gap
in Content
Box will address these
gaps.
The fifth semester course
HR Management, and the
eighth semester course
Concepts of Customer
Service will address these
gaps.
6. Plan and execute
fundamental contemporary
cooking techniques that
reflect an advanced
knowledge of food theory
and preparation, nutrition,
and professional systems
used in the culinary
industry.
1. Provide accomplished
culinary planning,
preparation, and
presentation for a variety
of food service
environments.
Graduates will lack
practical experience in
food research and
development appropriate
to a range of industry
sectors.
The bridge course in
Gastronomy, the seventh
semester course
Advanced Food Science
and Nutrition, the eighth
semester Research and
Development, Strategies
for the Black Box, and the
Major Research Paper
Workshop will address
these gaps.
7. Evaluate and critique
management concepts used
in a variety of food and
beverage operations to
identify organizational
outcomes and alignment
with organizational goals, in
order to provide informed
recommendations.
3. Contribute to the
management of a variety
of food and beverage
operations by the
effective use of hospitality
management skills.
Graduates will lack
advanced experience in
selecting and applying
appropriate operational
optimization techniques
relevant to food service
venues.
The bridge course
Fundamentals of
Research, fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
semester Market
Feasibility Research II and
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
awareness of advanced
customer service theories
and concepts, in addition
to the study of labour
relations within various
food service operational
models.
Graduates will lack
awareness and study of
systematic approaches to
advanced recipe and
menu development
strategies, as well as to
recipe and menu
engineering principles.
Graduates will lack
familiarity with current
management and systems
theories applicable to
food service
environments.
Remediation of Gap
in Sophistication
Box will address these
gaps.
The fifth semester course
HR Management, and the
eighth semester course
Concepts of Customer
Service will address these
gaps.
The bridge course in
Gastronomy, the seventh
semester course
Advanced Food Science
and Nutrition, Semester 8
Research and
Development, Strategies
for the Black Box, and the
Major Research Paper
Workshop will address
these gaps.
The bridge course
Fundamentals of
Research, fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
semester Market
Feasibility Research II and
116
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
Culinary
Management
Diploma Program
Outcomes
8. Identify and select
appropriate steps in the
process of developing and
bringing a new food
product, business, and/or
event to market.
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Finance, and seventh
semester Concepts of
Customer Service will
address these gaps.
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Finance, and seventh
semester Concepts of
Customer Service will
address these gaps.
Graduates will lack
experience in systematic
food product research,
development, and
production.
The bridge course
Principles of Marketing,
fifth semester Market and
Feasibility Research I,
sixth semester Market
and Feasibility Research II,
and seventh semester
Research and
Development will address
these gaps.
Graduates will lack
awareness of the research
and sampling process,
analysis of data sets, and
food product
development
methodologies typically
applied in industry and
academic environments.
The bridge course
Principles of Marketing,
fifth semester Market and
Feasibility Research I,
sixth semester Market
and Feasibility Research II,
and seventh semester
Research and
Development will address
these gaps.
The bridge course
Fundamentals of
Accounting, fifth semester
HR Management, seventh
semester Restaurant Risk
Management and
Strategic Revenue
Management will address
these gaps.
9. Use advanced
management techniques to
develop synthesized
operational systems
designed to support
theoretical and existing
large-scale, multi-unit
culinary operations.
3. Contribute to the
management of a variety
of food and beverage
operations by the
effective use of hospitality
management skills.
Graduates will lack
experience in selecting
between numerous
management approaches,
and applying optimal
management design to
existing food service
operations.
The bridge course
Fundamentals of
Accounting, fifth semester
HR Management, seventh
semester Restaurant Risk
Management and
Strategic Revenue
Management will address
these gaps.
Graduates will lack
adequate familiarity with
management concepts
and theories to allow
them to choose between
and adapt models that
can be applied to the
optimization of existing
operational systems.
10. Identify key
characteristics of pathways
and strategies for lifelong
learning, personal growth,
and professional
4. Ensure ongoing
personal growth in the
areas of selfmanagement,
interpersonal skills,
Graduates will lack
significant experience in
the process of reflection
upon career advancement
opportunities within a
The fifth semester course
in HR Management will
address these gaps.
Graduates will lack formal The fifth semester course
instruction and supervision in HR Management will
in the process of
address these gaps.
developing reflective
analytical examination of
George Brown College – Bachelor of Commerce (Culinary Management)
117
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
advancement in the field of
culinary management.
professional ability, and
industry awareness.
culinary operations
managerial environment.
11. Identify personal
strengths, weaknesses, and
knowledge limitations;
devise strategies to
overcome deficiencies and
build leadership potential.
4. Ensure ongoing
personal growth in the
areas of selfmanagement,
interpersonal skills,
professional ability, and
industry awareness.
Graduates will lack
significant experience in
reflecting upon and
formulating adaptive
responses to potential
limitations in order to
facilitate continued
professional development.
The fifth semester Market
and Feasibility Research I
and Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II, and
seventh semester
Concepts of Customer
Service will address these
gaps.
Graduates will lack formal
supervision of the process
of identifying personal
limitations and in
analyzing and identifying
desirable market and
industry opportunities.
The fifth semester Market
and Feasibility Research I
and Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II, and
seventh semester
Concepts of Customer
Service will address these
gaps.
Graduates will lack
adequate experience and
practice in advanced
writing and
communications skills.
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reach-back
courses Managerial
Accounting and
Microeconomics: Canada
in the Global
Environment, fifth
semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
Graduates will lack
advanced preparation and
experience in writing and
communications modes
that assist in developing
and sustaining wellstructured written and
verbal constructions.
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reach-back
courses Managerial
Accounting and
Microeconomics: Canada
in the Global
Environment, fifth
semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
12. Communicate
information and concepts
accurately through
appropriate platforms using
advanced verbal and
written skills that
demonstrate awareness of
cultural relativism.
George Brown College – Bachelor of Commerce (Culinary Management)
past experiences and
future goals.
Remediation of Gap
in Sophistication
118
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
13. Review, present,
critically analyze and
evaluate qualitative and/or
quantitative information to
develop cogent arguments,
make sound judgments, and
apply concepts, principles,
and techniques that inform
or enhance diverse types of
culinary operations.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Graduates will lack
research and analytical
skills necessary to facilitate
systematic exploration of
an academic or industryrelated problem.
Remediation of Gap
in Content
semester Food Science &
Nutrition, Market and
Feasibility Research II,
Finance, Statistics,
seventh semester
Restaurant Risk
Management, Concepts of
Customer Service, and
Advanced Food Science
and Nutrition, and eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
The bridge courses,
Introduction to Restaurant
Management,
Gastronomy,
Fundamentals of Research,
Principles of Marketing,
the reach-back course
Managerial Accounting,
fifth semester Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
awareness of the
processes involved in
forming academic research
questions and in the
identification and
development of
appropriate tools to assess
and evaluate research
questions.
Remediation of Gap
in Sophistication
semester Food Science &
Nutrition, Market and
Feasibility Research II,
Finance, Statistics,
seventh semester
Restaurant Risk
Management, Concepts of
Customer Service, and
Advanced Food Science
and Nutrition, and eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
The bridge courses,
Introduction to Restaurant
Management,
Gastronomy,
Fundamentals of Research,
Principles of Marketing,
the reach-back course
Managerial Accounting,
fifth semester Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
119
Gap Analysis – Graduates of Culinary Management Diploma Program (H100)
Culinary Management
Degree Outcome
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
semester Market and
Feasibility Research II,
Statistics, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development, Strategies
for the Black Box, Strategic
Revenue Management,
and the Major Research
Paper Workshop will
address these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
semester Market and
Feasibility Research II,
Statistics, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development, Strategies
for the Black Box, Strategic
Revenue Management,
and the Major Research
Paper Workshop will
address these gaps.
120
4.11.5 Examples of Degree versus Diploma Course Differentiation
To further confirm the gap analysis results outlined above, the curriculum development team also
completed a comparison of selected diploma courses versus a related degree course. This section
provides three examples of course comparisons conducted:
Comparison
Example 1
Example 2
Example 3
Diploma Course
Theory of Food I
Theory of Food II
Principles and Concepts
Degree Course
Gastronomic Theory I
Gastronomic Theory II
Culinary Skills II
Example 1: Theory of Food 1 (Diploma) versus Gastronomic Theory 1 (Degree)
Assessment & Learning Differentiation: Diploma-level Food Theory I introduces students to the
fundamentals of culinary theory, and to a variety of food-related writing assignments. Degree-level
Gastronomic Theory I introduces students to the fundamentals of culinary theory, but also includes
greater depth and breadth of food studies (history, sociology, anthropology of food habits).
On-demand assessments in the form of tests occur more frequently in Gastronomic Theory I than in
Food Theory I in order to provide more regular and finite reinforcement of culinary theories.
Diploma-level Food Theory I includes almost 90 multiple-choice test questions: two quizzes of 20
questions, one exam of 50 questions. Gastronomic Theory I will include approximately 100 test
questions: four quizzes of 20 questions, one final test of 50 questions. Unlike diploma-level Food
Theory I, which tests students using only multiple-choice questions, degree-level Gastronomic
Theory I will include short answer and essay questions, in addition to multiple-choice questions. This
will allow for assessment of greater breadth and depth of the culinary theories that are presented in
Gastronomic Theory I than is expected of students in the diploma-level course. Each test will be
assessed at 7% of the total mark in Gastronomic Theory I, despite differentiation in the number of
questions included in the final test. This is because the first four tests will be non-cumulative, while
the final test will be a cumulative assessment of course concepts, as well as the final week of
culinary theory that was presented since test four (week twelve).
Out-of-class assessments in Gastronomic Theory I are designed to provide a systematic introduction
to conducting degree-level library research, catalogue searches, and identification of scholarly and
peer-reviewed sources in preparation for students to complete their first major research essay in
Gastronomic Theory II.
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121
Week
1
2
3
4
Diploma – Theory of Food I
Overview of Assessment
Introduction to Theory of Food I
Online discussion forum
Culinary blog activity
Readings:
Gisslen, Professional Cooking
The Basics
Online discussion forum
Readings:
Gisslen, Professional Cooking
Flavour, Taste and Sensory Evaluation
Culinary blog activity
Readings:
Gisslen, Professional Cooking
Basic Principles of Cooking with Heat
Readings:
Gisslen, Professional Cooking
5
6
Vegetables
Online discussion forum
Readings:
Gisslen, Professional Cooking
Quiz 1 (Multiple choice, T/F, Short answer
questions) – 10%
Fruits
Culinary blog activity
Readings:
Gisslen, Professional Cooking
7
Pickles, Preserves and Fermentation
Online discussion forum
Culinary blog activity
Degree – Gastronomic Theory I
Overview of Assessment
Introduction to Theory of Food I
Discussion: What is a scholarly source?
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Introduction to Cooking Methods
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Vegetables I
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Vegetables II
Discussion: Conducting library catalogue search
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Test I – 7%
Potatoes
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Rice & Legumes
Assignment I (Annotated Bibliography) - 25%
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Test II – 7%
Essay research week, library visit
Readings:
Gisslen, Professional Cooking
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122
Week
8
9
10
Diploma – Theory of Food I
Overview of Assessment
Rice, Grains & Legumes
Degree – Gastronomic Theory I
Overview of Assessment
Farinaceous Grains
Readings:
Gisslen, Professional Cooking
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Salads
Pasta, Noodles and Dumplings
Culinary blog activity
Readings:
Gisslen, Professional Cooking
Quiz 2 (Multiple choice, T/F, Short answer
questions) – 10%
Garde Manger
Online discussion forum
Readings:
Gisslen, Professional Cooking
11
Stocks and Soups
Readings:
Gisslen, Professional Cooking
12
Sauces 1
Online discussion forum
Readings:
Gisslen, Professional Cooking
13
Sauces 2
Readings:
Gisslen, Professional Cooking
14
Final Exam 30%
Discussions – 10%
Culinary Blog Activities - 40%
Total: 100%
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Sandwiches
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Test III – 7%
Stocks
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
McGee, On Food and Cooking
Soups
Assignment II (Essay Proposal – 2pgs) – 35%
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Test IV – 7%
Sauces
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
McGee, On Food and Cooking
Test V – 7%
Discussions – 5%
Total: 100%
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Example 2: Theory of Food II (Diploma) versus Gastronomic Theory II (Degree)
Assessment & Learning Differentiation: Diploma-level Food Theory II introduces students to more
advanced culinary theory than Food Theory I, and provides students with their first opportunity to
engage with food studies topics through reading and assessment of a popular work: Journalist
Michael Pollen’s Omnivore’s Dilemma. Degree-level Gastronomic Theory II includes coverage of all
culinary theories included in Food Theory I, but continues the process of guiding students in the
development of research skills through more advanced out-of-class analytical essay writing
assignments.
On-demand assessments in the form of tests occur more frequently in Gastronomic Theory II than in
Food Theory II in order to provide more regular and deeper reinforcement of culinary theories.
Diploma-level Food Theory II includes 90 multiple-choice test questions: two quizzes of 20
questions, one exam of 50 questions. Gastronomic Theory II will include approximately 100 test
questions: four quizzes of 20 questions, one final test of 50 questions. This is a very similar testing
structure to Gastronomy I. Unlike diploma-level Food Theory II which tests students using only
multiple-choice questions, degree-level Gastronomic Theory II will include short answer and essay
questions in addition to multiple-choice questions. This will allow for assessment of greater breadth
and depth of the culinary theories that are presented in Gastronomic Theory II than is expected of
students in the diploma-level course. Each test will be assessed at 7% of the total mark in
Gastronomic Theory II, despite differentiation in the number of questions included in the final test.
This is because the first four tests will be non-cumulative, while the final test will be a cumulative
assessment of course concepts, as well as the final week of culinary theory that was presented since
test four (week twelve).
Out-of-class assessments in Gastronomic Theory II are designed to continue the process of
developing students’ food studies research skills that have been introduced in Gastronomic Theory I
through the development of an essay outline that requires students to indicate the specific evidence
they intend to use in their final research essay, and to outline how they intend to organize this
evidence based on their particular thesis statement. The second assignment presented in
Gastronomic Theory II will be the final manuscript of the proposed essay, which must present an
appropriate thesis supported through cogent mustering of scholarly evidence.
Week
1
2
Diploma – Theory of Food II
Overview of Assessment
Gardemanger & Cold Buffet
Readings:
Gisslen, Professional Cooking
Charcuterie
Readings:
Gisslen, Professional Cooking
Degree – Gastronomic Theory II
Overview of Assessment
Eggs & Breakfast
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Poultry
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
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Week
3
4
Diploma – Theory of Food II
Overview of Assessment
Menu Planning
Readings:
Gisslen, Professional Cooking
Fish Cookery
Readings:
Gisslen, Professional Cooking
Degree – Gastronomic Theory II
Overview of Assessment
Beef & Veal
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Pork, Lamb & Offal
Test 1 (7%)
5
Seafood Cookery
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Special Topic – Herbs & Spices
6
Readings:
Gisslen, Professional Cooking
Poultry
Readings:
Toussaint-Samat, A History of Food
Special Topic – Bees & Honey
Readings:
Gisslen, Professional Cooking
Quiz 1- 15%
Assignment 1 (Outline of sources and
arrangement of evidence for essay) 20%
7
Cooking & Handling Meat I
8
Readings:
Gisslen, Professional Cooking
Cooking & Handling Meat II
Readings:
Gisslen, Professional Cooking
9
Readings:
Toussaint-Samat, A History of Food
McGee, On Food and Cooking
Test 2 (7%)
Research week
Fish and Shellfish I
Game Meats
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
McGee, On Food and Cooking
Fish and Shellfish II
Readings:
Gisslen, Professional Cooking
Discussion: prose, punctuation, formatting:
the body of an essay
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
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125
Week
10
Cheese
Diploma – Theory of Food II
Overview of Assessment
Readings:
Gisslen, Professional Cooking
Quiz 2 – 15%
11
Seasonality, local and sustainability
Readings:
Gisslen, Professional Cooking
12
Culinary Innovations
Readings:
Gisslen, Professional Cooking
Assignment 1 due (Book review, Omnivores
Dilemma) 40%
13
14
Degree – Gastronomic Theory II
Overview of Assessment
Vegetarian Food
Test 3 (7%)
Readings:
Gisslen, Professional Cooking
Garde Manger I
Assignment II (Final research essay) 35%
Readings:
Gisslen, Professional Cooking
Toussaint-Samat, A History of Food
Garde Manger II
Test 4 (7%)
Exam Review
Readings:
Gisslen, Professional Cooking
McGee, On Food and Cooking
Cheese & Dairy
Exam – 30%
Total: 100%
Readings:
Toussaint-Samat, A History of Food
McGee, On Food and Cooking
Test 5 (7%)
Total: 100%
Example 3: Principles and Concepts (Diploma) versus Culinary Skills II (Degree)
Assessment & Learning Differentiation: The two diploma-level applied culinary courses, Principles
and Concepts, are designed to introduce students to more advanced culinary concepts than those
presented in earlier applied culinary courses (Foundations and Essentials). Rather than four, sevenweek applied culinary courses, the degree introduces these concepts in two fourteen-week applied
culinary courses in order to allow for greater consistency of oversight in applied culinary skills and
intellectual development.
On-demand assessments in Culinary Skills II will mirror the content of on-demand evaluations used
in diploma-level Principles and Concepts through assessment of timing, organization, and
assessment of dishes.
Out-of-class assessments in Culinary Skills II, not included in the diploma-level applied courses, are
designed to build on and reinforce the Fundamentals of Research introduced in Gastronomic Theory
George Brown College – Bachelor of Commerce (Culinary Management)
126
I through the completion of a food studies essay proposal (Assignment I) and presentation of a final
essay manuscript that is analytical in nature (Assignment II). This will assist in reinforcing concepts
relevant to those introduced during the in-class portions of the degree-level applied course, while
reinforcing and expanding upon the depth and breadth of food studies research skills that were
presented in Gastronomic Theory I.
Week
1
Eggs
Diploma – Principles and Concepts
Overview of Assessment
Reading:
Manual
2
3
Poultry
Readings:
Manual
McGee, On Food and Cooking
Poultry
Reading:
Manual
Discussion: Peer-reviewed sources, locating and
using
Beef & Veal
Readings:
Manual
McGee, On Food and Cooking
Beef & Veal
Reading:
Manual
4
5
Pork
Readings:
Manual
McGee, On Food and Cooking
Pork
Reading:
Manual
Assignment 1: Food studies essay proposal
(15%)
Lamb
Readings:
Manual
McGee, On Food and Cooking
Lamb
Reading:
Manual
6
Eggs
Degree – Culinary Skills 2
Overview of Assessment
Offal
Reading:
Manual
Readings:
Manual
McGee, On Food and Cooking
Offal
Readings:
Manual
McGee, On Food and Cooking
George Brown College – Bachelor of Commerce (Culinary Management)
127
Week
7
Week
1/8
2/9
Diploma – Principles and Concepts
Overview of Assessment
Exam 35%
Weekly Work Plan 5%
Weekly Timing for Cooking 10%
Weekly Practical Laboratories 50%
Total Principles: 100%
Diploma – Concepts
Overview of Assessment
Shellfish
Degree – Culinary Skills 2
Overview of Assessment
Food studies essay research week
Reading:
Manual
Readings:
Manual
McGee, On Food and Cooking
Fin Fish
Fin fish
Reading:
Manual
3/10
Vegetarian
Reading:
Manual
4/11
Garde Manger
Reading:
Manual
5/12
Plate Composition 1
Reading:
Manual
6/13
7/14
Plate Composition 2
Reading:
Manual
Exam (35%)
Weekly Work Plan 5%
Weekly Timing for Cooking 10%
Weekly Practical Laboratories 50%
Total Concepts: 100%
Shellfish
Readings:
Manual
McGee, On Food and Cooking
Vegetarian
Readings:
Manual
McGee, On Food and Cooking
Garde Manger
Readings:
Manual
McGee, On Food and Cooking
Plate Composition 1
Assignment 2: food studies research essay (25%)
Readings:
Manual
Plate Composition 2
Readings:
Manual
Exam (20%)
Weekly Labs (including timing and work plans)
40%
George Brown College – Bachelor of Commerce (Culinary Management)
128
4.11.6 Gap Analysis – Relevant MTCU Program Standards
As outlined earlier in Section 4, a bridge pathway from GBC’s H100/H116 Culinary Management
diploma program is designed for diploma graduates to enter Year 3 of the degree program. Several
other Ontario colleges have culinary management diploma programs that were approved under the
same program standard as H100/H116.
Given the range of curriculum offered in these programs, it is anticipated that one pathway will not
serve all programs. However, once the proposed degree is approved and established, the Chef
School will collaboratively work with other colleges to define articulation pathways.
At this stage of the program development, the following initial gap analysis was completed against
the relevant MTCU program standards:
•
•
Gap Analysis 1: Chef Training & Culinary Management Programs (MTCU 43107)
Gap Analysis 2: Culinary Management Program (MTCU 53107)
George Brown College – Bachelor of Commerce (Culinary Management)
129
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
1. Distinguish among and
apply current practices
from industry and
scholarship relating to
accounting, marketing,
customer service, human
resources, supply chain
management, health and
safety, costing and
pricing, hospitality, and
risk management.
Chef Training
Certificate Program
Outcomes
7. Apply cost control
techniques to foodservice operations.
Gap in Content
Knowledge
or Skills in Diploma
Content
Graduates will lack
significant practical
experience navigating
complex customer service
interactions, as well as
foundational skills in
human resources, supply
chain management,
health and safety, costing
and pricing, hospitality,
and risk management.
Remediation of Gap
in Content
The bridge courses,
Introduction to
Restaurant Management,
Fundamentals of
Accounting,
Macroeconomics: Canada
in the Global
Environment,
Gastronomy, Marketing,
the reach-back courses
Microeconomics: Canada
in the Global
Environment, Managerial
Accounting, Externship II,
Principles of Marketing,
fifth semester HR
Management, sixth
semester Food Science &
Nutrition, Finance, and
seventh semester Wine:
Sensory Development and
Food Pairing, and
Restaurant Risk
Management will address
these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
theoretical and analytical
approaches to customer
service, accounting
methodologies, marketing
theories, legal and
theoretical perspectives
on human resources,
supply chain management
theories, health and
safety laws and standards,
costing and menu price
engineering, hospitality
theories, and risk
management.
Remediation of Gap
in Sophistication
The bridge courses,
Introduction to
Restaurant Management,
Fundamentals of
Accounting,
Macroeconomics: Canada
in the Global
Environment,
Gastronomy, Marketing,
the reach-back courses
Microeconomics: Canada
in the Global
Environment, Managerial
Accounting, Externship II,
Principles of Marketing,
fifth semester HR
Management, sixth
semester Food Science &
Nutrition, Finance, and
seventh semester Wine:
Sensory Development
and Food Pairing, and
Restaurant Risk
Management will address
these gaps.
130
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
2. Identify, appraise,
and/or apply various
methods, skills, tools, and
systems used in a variety
of disciplines related to
culinary practice and
study.
3. Research and analyze
societal, environmental,
cultural, economic,
culinary, and/or market
demands at local,
regional, and
international levels.
Chef Training
Certificate Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Graduates will lack
exposure to advanced
writing, research, and
analytical skills used in the
culinary industry or
academia.
The fifth semester courses
HR Management and
Advanced Managerial
Communications, sixth
semester Food Science &
Nutrition, Finance, and
Statistics, seventh
semester Restaurant Risk
Management and Wine:
Sensory Development and
Food Pairing, and
Concepts of Customer
Service will address these
gaps.
Graduates will lack
experience in applying
advanced theoretical
concepts used in
disciplines related to the
practical cookery,
including advanced
communications theories,
food and nutritional
sciences, statistical
sampling and analysis, risk
analysis and minimization
strategies, advanced wine
awareness, and analytical
approaches to customer
service.
The fifth semester
courses HR Management
and Advanced Managerial
Communications, sixth
semester Food Science &
Nutrition, Finance, and
Statistics, seventh
semester Restaurant Risk
Management and Wine:
Sensory Development
and Food Pairing, and
Concepts of Customer
Service will address these
gaps.
Graduates will lack
research and evaluation
skills necessary to locate
and synthesize scholarly
literature related to
sociocultural topics that
inform culinary
management processes.
The bridge courses,
Gastronomy,
Fundamentals of
Accounting, Principles of
Marketing, the fifth
semester courses Market
and Feasibility Research I
and Advanced Managerial
Communications, the
sixth semester Food
Science & Nutrition and
Graduates will lack
exposure to significant
depth and breadth of
current scholarly research
related to sociocultural
topics that influence and
inform culinary
management.
The bridge courses,
Gastronomy,
Fundamentals of
Accounting, Principles of
Marketing, the fifth
semester courses Market
and Feasibility Research I
and Advanced Managerial
Communications, the
sixth semester Food
Science & Nutrition and
George Brown College – Bachelor of Commerce (Culinary Management)
131
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
Chef Training
Certificate Program
Outcomes
4. Collaborate effectively
as part of a diverse
culinary management
team in order to develop
strategies to realize
organizational objectives
in a variety of food service
environments.
3. Contribute to the
provision of a healthy,
safe, and well-maintained
kitchen environment and
to the service of food and
beverage products that
are free from harmful
bacteria or other
contaminants.
4. Apply a knowledge of
kitchen management
Gap in Content
Knowledge
or Skills in Diploma
Content
Graduates will lack
significant exposure to
advanced managerial and
operational variance in
numerous food service
formats.
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
The bridge course
Introduction to
Restaurant Management,
fifth semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Finance, seventh
Graduates will lack
significant exposure to
scholarship that
systematizes theoretical
approaches to
management models
applicable to a variety of
food service operations
from financial, culinary,
and service management
perspectives.
Market and Feasibility
Research II, and Finance,
the seventh semester
courses Restaurant Risk
Management, Wine:
Sensory Development and
Food Pairing, and
Advanced Food Science
and Nutrition, and the
eighth semester courses
Research and
Development, Strategic
Revenue Management,
Major Research Paper
Workshop will address
these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Remediation of Gap
in Sophistication
Market and Feasibility
Research II, and Finance,
the seventh semester
courses Restaurant Risk
Management, Wine:
Sensory Development
and Food Pairing, and
Advanced Food Science
and Nutrition, and the
eighth semester courses
Research and
Development, Strategic
Revenue Management,
Major Research Paper
Workshop will address
these gaps.
The bridge course
Introduction to
Restaurant Management,
fifth semester HR
Management, Market
and Feasibility Research I,
and Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Finance, seventh
132
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
Chef Training
Certificate Program
Outcomes
techniques, as required,
to support the goals of
the operation and the
responsible use of
resources.
5. Drawing on fields of
study and practice,
develop and manage
strategic partnerships,
customer service, and
relationships.
6. Plan and execute
fundamental
contemporary cooking
techniques that reflect an
advanced knowledge of
food theory and practice,
nutrition, and
professional systems used
in the culinary industry.
1. Provide fundamental
culinary planning,
preparation, and
presentation to a variety
of food service
environments.
2. Apply basic and
advanced food and bake
theories and other related
theories to all aspects of
food preparation.
5. Apply fundamental
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
semester Concepts of
Customer Service, eighth
semester Research and
Development and
Strategies for the Black
Box will address these
gaps.
Graduates will lack
experiential and
theoretical exposure to
initiation and facilitation
of optimal customer and
partner relationships.
The fifth semester course
HR Management, and the
eighth semester course
Concepts of Customer
Service will address these
gaps.
Graduates will lack
practical experience in
food research and
development that is
appropriate to a range of
industry sectors.
The bridge course in
Gastronomy, the seventh
semester course
Advanced Food Science
and Nutrition, and the
eights semester Research
and Development,
Strategies for the Black
Box, and the Major
Research Paper Workshop
will address these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
awareness of advanced
customer service theories
and concepts, in addition
to the study of labour
relations within various
food service operational
models.
Graduates will lack
awareness and study of
systematic approaches to
advanced recipe and
menu development
strategies, as well as to
recipe and menu
engineering principles.
Remediation of Gap
in Sophistication
semester Concepts of
Customer Service, eighth
semester Research and
Development and
Strategies for the Black
Box will address these
gaps.
The fifth semester course
HR Management, and the
eighth semester course
Concepts of Customer
Service will address these
gaps.
The bridge course in
Gastronomy, the seventh
semester course
Advanced Food Science
and Nutrition, and the
eights semester Research
and Development,
Strategies for the Black
Box, and the Major
Research Paper
Workshop will address
these gaps.
133
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
Chef Training
Certificate Program
Outcomes
nutritional principles to all
aspects of food
production.
6. Perform effectively as a
member of a food and
beverage preparation and
service team.
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
7. Use management
theories and
methodologies in order to
provide recommendations
for realizing
organizational objectives
specific to different kinds
of culinary operations.
Graduates will lack
advanced experience in
selecting and applying
appropriate operational
optimization techniques
relevant to food service
venues.
The bridge course
Fundamentals of
Research, fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
semester Market
Feasibility Research II and
Finance, and seventh
semester Concepts of
Customer Service will
address these gaps.
Graduates will lack
familiarity with current
management and systems
theories applicable to
food service
environments.
The bridge course
Fundamentals of
Research, fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
semester Market
Feasibility Research II and
Finance, and seventh
semester Concepts of
Customer Service will
address these gaps.
8. Develop a new food
product, business, and/or
event, in order to
facilitate market
realization.
Graduates will lack
experience in systematic
food product research,
development, and
production.
The bridge course
Principles of Marketing,
fifth semester Market and
Feasibility Research I,
sixth semester Market
and Feasibility Research II,
and seventh semester
Graduates will lack
awareness of the research
and sampling process,
analysis of data sets, and
food product
development
methodologies typically
The bridge course
Principles of Marketing,
fifth semester Market and
Feasibility Research I,
sixth semester Market
and Feasibility Research II,
and seventh semester
George Brown College – Bachelor of Commerce (Culinary Management)
134
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
Chef Training
Certificate Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Research and
Development will address
these gaps.
applied in industry and
academic environments.
Research and
Development will address
these gaps.
9. Apply advanced
management techniques
and theories to support
large-scale, multi-unit
culinary operations.
Graduates will lack
experience in selecting
between numerous
management approaches,
and applying optimal
management design to
existing food service
operations.
The bridge course
Fundamentals of
Accounting, fifth semester
HR Management, seventh
semester Restaurant Risk
Management and
Strategic Revenue
Management will address
these gaps.
Graduates will lack
adequate familiarity with
management concepts
and theories to allow
them to choose between
and adapt models that
can be applied to
optimization of existing
operational systems.
The bridge course
Fundamentals of
Accounting, fifth
semester HR
Management, seventh
semester Restaurant Risk
Management and
Strategic Revenue
Management will address
these gaps.
10. Monitor changing
practices and evolving
knowledge related to
culinary management to
select strategies for
lifelong learning and
professional advancement
in the field of study.
11. Examine personal
strengths, weaknesses,
and knowledge limitations
in order to develop
strategies that promote
Graduates will lack
significant experience in
the process of reflection
upon career advancement
opportunities within a
culinary operations
managerial environment.
The fifth semester course
in HR Management, as
well as the Work
Integrated Learning
Experiences will address
these gaps.
Graduates will lack formal
instruction and
supervision in the process
of developing reflective
analytical examination of
past experiences and
future goals.
The fifth semester course
in HR Management, as
well as the Work
Integrated Learning
Experiences will address
these gaps.
Graduates will lack
significant experience in
reflecting upon and
formulating adaptive
responses to potential
The fifth semester Market
and Feasibility Research I
and Advanced Managerial
Communications, sixth
semester Market and
Graduates will lack formal
supervision of the process
of identifying personal
limitations and in
analyzing and identifying
The fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
8. Apply self-management
and interpersonal skills to
enhance performance as
an employee and team
member and to
George Brown College – Bachelor of Commerce (Culinary Management)
135
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
growth and build
leadership potential.
12. Communicate
information and concepts
using advanced verbal
and written skills that
reflect disciplinary norms.
Chef Training
Certificate Program
Outcomes
contribute to the success
of a food-service
operation.
9. Develop ongoing
personal professional
development strategies
and plans to enhance
culinary, leadership, and
management skills for the
hospitality environment.
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
limitations in order to
facilitate continued
professional
development.
Feasibility Research II, and
seventh semester
Concepts of Customer
Service will address these
gaps.
desirable market and
industry opportunities.
semester Market and
Feasibility Research II,
and seventh semester
Concepts of Customer
Service will address these
gaps.
Graduates will lack
adequate experience and
practice in advanced
writing and
communications skills.
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reach-back
courses Managerial
Accounting and
Microeconomics: Canada
in the Global
Environment, fifth
semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
semester Food Science &
Graduates will lack
advanced preparation and
experience in writing and
communications modes
that assist in developing
and sustaining wellstructured written and
verbal constructions.
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reachback courses Managerial
Accounting and
Microeconomics: Canada
in the Global
Environment, fifth
semester HR
Management, Market
and Feasibility Research I,
and Advanced Managerial
Communications, sixth
semester Food Science &
George Brown College – Bachelor of Commerce (Culinary Management)
136
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
13. Use qualitative and/or
quantitative information
to develop cogent
arguments, make sound
judgments, and apply
concepts, principles, and
techniques that inform or
enhance diverse types of
culinary operations.
Chef Training
Certificate Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Graduates will lack
research and analytical
skills necessary to
facilitate systematic
exploration of an
academic or industryrelated problem.
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reach-back
course Managerial
Accounting, fifth semester
Market and Feasibility
Graduates will lack
awareness of the
processes involved in
forming academic
research questions and
in the identification and
development of
appropriate tools to
assess and evaluate
research questions.
Nutrition, Market and
Feasibility Research II,
Finance, Statistics,
seventh semester
Restaurant Risk
Management, Concepts of
Customer Service, and
Advanced Food Science
and Nutrition, and eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Remediation of Gap
in Sophistication
Nutrition, Market and
Feasibility Research II,
Finance, Statistics,
seventh semester
Restaurant Risk
Management, Concepts
of Customer Service, and
Advanced Food Science
and Nutrition, and eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reachback course Managerial
Accounting, fifth
semester Market and
137
Gap Analysis 1 – Graduates of Ontario Chef Training & Culinary Management Programs (MTCU 43107)*
Culinary
Management Degree
Outcome
Chef Training
Certificate Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Research I, and Advanced
Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Statistics, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Feasibility Research I, and
Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Statistics, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
* In order to successfully complete MTCU 53107 (Culinary Management), all of the outcomes of MTCU 43107 (Chef Training) must also be completed
before graduation. See Gap Analysis 2 for MTCU 53107 (Culinary Management) outcomes.
George Brown College – Bachelor of Commerce (Culinary Management)
138
Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
1. Distinguish among and
apply current practices
from industry and
scholarship relating to
accounting, marketing,
customer service, human
resources, supply chain
management, health and
safety, costing and
pricing, hospitality, and
risk management.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
2. Contribute to
marketing effectiveness
to promote the successful
operation of a hospitality
operation.
Graduates will lack
significant practical
experience navigating
complex customer service
interactions, as well as
foundational skills in
human resources, supply
chain management,
health and safety, costing
and pricing, hospitality,
and risk management.
Remediation of Gap
in Content
The bridge courses,
Introduction to
Restaurant Management,
Fundamentals of
Accounting,
Macroeconomics:
Canada in the Global
Environment,
Gastronomy, Marketing,
the reach-back courses
Microeconomics: Canada
in the Global
Environment, Managerial
Accounting, Externship II,
Principles of Marketing,
fifth semester HR
Management, sixth
semester Food Science &
Nutrition, Finance, and
seventh semester Wine:
Sensory Development
and Food Pairing, and
Restaurant Risk
Management will
address these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
theoretical and analytical
approaches to customer
service, accounting
methodologies, marketing
theories, legal and
theoretical perspectives
on human resources,
supply chain management
theories, health and
safety laws and standards,
costing and menu price
engineering, hospitality
theories, and risk
management.
Remediation of Gap
in Sophistication
The bridge courses,
Introduction to
Restaurant Management,
Fundamentals of
Accounting,
Macroeconomics: Canada
in the Global
Environment,
Gastronomy, Marketing,
the reach-back courses
Microeconomics: Canada
in the Global
Environment, Managerial
Accounting, Externship II,
Principles of Marketing,
fifth semester HR
Management, sixth
semester Food Science &
Nutrition, Finance, and
seventh semester Wine:
Sensory Development and
Food Pairing, and
Restaurant Risk
Management will address
these gaps.
139
Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
2. Identify, appraise,
and/or apply various
methods, skills, tools, and
systems used in a variety
of disciplines related to
culinary practice and
study.
3. Research and analyze
societal, environmental,
cultural, economic,
culinary, and/or market
demands at local,
regional, and
international levels.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Graduates will lack
exposure to advanced
writing, research, and
analytical skills used in the
culinary industry or
academia.
The fifth semester
courses HR Management
and Advanced
Managerial
Communications, sixth
semester Food Science &
Nutrition, Finance, and
Statistics, seventh
semester Restaurant Risk
Management and Wine:
Sensory Development
and Food Pairing, and
Concepts of Customer
Service will address these
gaps.
Graduates will lack
research and evaluation
skills necessary to locate
and synthesize scholarly
literature related to
sociocultural topics that
inform culinary
management processes.
The bridge courses,
Gastronomy,
Fundamentals of
Accounting, Principles of
Marketing, the fifth
semester courses Market
and Feasibility Research I
and Advanced
Managerial
Communications, the
sixth semester Food
Science & Nutrition and
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
experience in applying
advanced theoretical
concepts used in
disciplines related to the
practical cookery,
including advanced
communications theories,
food and nutritional
sciences, statistical
sampling and analysis, risk
analysis and minimization
strategies, advanced wine
awareness, and analytical
approaches to customer
service.
Graduates will lack
exposure to significant
depth and breadth of
current scholarly research
related to sociocultural
topics that influence and
inform culinary
management.
Remediation of Gap
in Sophistication
The fifth semester courses
HR Management and
Advanced Managerial
Communications, sixth
semester Food Science &
Nutrition, Finance, and
Statistics, seventh
semester Restaurant Risk
Management and Wine:
Sensory Development and
Food Pairing, and
Concepts of Customer
Service will address these
gaps.
The bridge courses,
Gastronomy,
Fundamentals of
Accounting, Principles of
Marketing, the fifth
semester courses Market
and Feasibility Research I
and Advanced Managerial
Communications, the
sixth semester Food
Science & Nutrition and
Market and Feasibility
140
Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
4. Collaborate effectively
as part of a diverse
culinary management
team in order to develop
strategies to realize
organizational objectives
in a variety of food service
environments.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
3. Contribute to the
management of a variety
of food and beverage
operations by the
effective use of hospitality
management skills.
Graduates will lack
significant exposure to
advanced managerial and
operational variance in
numerous food service
formats.
Remediation of Gap
in Content
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
The bridge course
Introduction to
Restaurant Management,
fifth semester HR
Management, Market
and Feasibility Research
I, and Advanced
Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Graduates will lack
significant exposure to
scholarship that
systematizes theoretical
approaches to
management models
applicable to a variety of
food service operations
from financial, culinary,
and service management
perspectives.
Market and Feasibility
Research II, and Finance,
the seventh semester
courses Restaurant Risk
Management, Wine:
Sensory Development
and Food Pairing, and
Advanced Food Science
and Nutrition, and the
eighth semester courses
Research and
Development, Strategic
Revenue Management,
Major Research Paper
Workshop will address
these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
Remediation of Gap
in Sophistication
Research II, and Finance,
the seventh semester
courses Restaurant Risk
Management, Wine:
Sensory Development and
Food Pairing, and
Advanced Food Science
and Nutrition, and the
eighth semester courses
Research and
Development, Strategic
Revenue Management,
Major Research Paper
Workshop will address
these gaps.
The bridge course
Introduction to
Restaurant Management,
fifth semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II,
Finance, seventh
141
Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
Culinary
Management
Diploma Program
Outcomes
5. Drawing on fields of
study and practice,
develop and manage
strategic partnerships,
customer service, and
relationships.
6. Plan and execute
fundamental
contemporary cooking
techniques that reflect an
advanced knowledge of
food theory and practice,
nutrition, and
professional systems used
in the culinary industry.
1. Provide accomplished
culinary planning,
preparation, and
presentation for a variety
of food service
environments.
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Finance, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development and
Strategies for the Black
Box will address these
gaps.
Graduates will lack
experiential and
theoretical exposure to
initiation and facilitation
of optimal customer and
partner relationships.
The fifth semester course
HR Management, and the
eighth semester course
Concepts of Customer
Service will address these
gaps.
Graduates will lack
practical experience in
food research and
development that is
appropriate to a range of
industry sectors.
The bridge course in
Gastronomy, the seventh
semester course
Advanced Food Science
and Nutrition, and the
eights semester Research
and Development,
Strategies for the Black
Box, and the Major
Research Paper
Workshop will address
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
awareness of advanced
customer service theories
and concepts, in addition
to the study of labour
relations within various
food service operational
models.
Graduates will lack
awareness and the study
of systematic approaches
to advanced recipe and
menu development
strategies, as well as to
recipe and menu
engineering principles.
Remediation of Gap
in Sophistication
semester Concepts of
Customer Service, eighth
semester Research and
Development and
Strategies for the Black
Box will address these
gaps.
The fifth semester course
HR Management, and the
eighth semester course
Concepts of Customer
Service will address these
gaps.
The bridge course in
Gastronomy, the seventh
semester course
Advanced Food Science
and Nutrition, and the
eights semester Research
and Development,
Strategies for the Black
Box, and the Major
Research Paper Workshop
will address these gaps.
142
Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
7. Use management
theories and
methodologies in order to
provide recommendations
for realizing
organizational objectives
specific to different kinds
of culinary operations.
8. Develop a new food
product, business, and/or
event, in order to
facilitate market
realization.
Culinary
Management
Diploma Program
Outcomes
3. Contribute to the
management of a variety
of food and beverage
operations by the
effective use of hospitality
management skills.
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
these gaps.
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Graduates will lack
advanced experience in
selecting and applying
appropriate operational
optimization techniques
relevant to food service
venues.
The bridge course
Fundamentals of
Research, fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
semester Market
Feasibility Research II
and Finance, and seventh
semester Concepts of
Customer Service will
address these gaps.
Graduates will lack
familiarity with current
management and systems
theories applicable to
food service
environments.
The bridge course
Fundamentals of
Research, fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
semester Market
Feasibility Research II and
Finance, and seventh
semester Concepts of
Customer Service will
address these gaps.
Graduates will lack
experience in systematic
food product research,
development, and
production.
The bridge course
Principles of Marketing,
fifth semester Market
and Feasibility Research
I, sixth semester Market
and Feasibility Research
II, and seventh semester
Research and
Development will
address these gaps.
Graduates will lack
awareness of the
research and sampling
process, analysis of data
sets, and food product
development
methodologies typically
applied in industry and
academic environments.
The bridge course
Principles of Marketing,
fifth semester Market and
Feasibility Research I, sixth
semester Market and
Feasibility Research II, and
seventh semester
Research and
Development will address
these gaps.
George Brown College – Bachelor of Commerce (Culinary Management)
143
Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
9. Apply advanced
management techniques
and theories to support
large-scale, multi-unit
culinary operations.
3. Contribute to the
management of a variety
of food and beverage
operations by the
effective use of hospitality
management skills.
Graduates will lack
experience in selecting
between numerous
management approaches,
and applying optimal
management design to
existing food service
operations.
The bridge course
Fundamentals of
Accounting, fifth
semester HR
Management, seventh
semester Restaurant Risk
Management and
Strategic Revenue
Management will
address these gaps.
10. Monitor changing
practices and evolving
knowledge related to
culinary management to
select strategies for
lifelong learning and
professional advancement
in the field of study.
4. Ensure ongoing
personal growth in the
areas of selfmanagement,
interpersonal skills,
professional ability, and
industry awareness.
Graduates will lack
significant experience in
the process of reflection
upon career advancement
opportunities within a
culinary operations
managerial environment.
11. Examine personal
strengths, weaknesses,
and knowledge limitations
in order to develop
strategies that promote
growth and build
leadership potential.
4. Ensure ongoing
personal growth in the
areas of selfmanagement,
interpersonal skills,
professional ability, and
industry awareness.
Graduates will lack
significant experience in
reflecting upon and
formulating adaptive
responses to potential
limitations in order to
facilitate continued
professional
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Graduates will lack
adequate familiarity with
management concepts
and theories to allow
them to choose between
and adapt models that
can be applied to the
optimization of existing
operational systems.
The bridge course
Fundamentals of
Accounting, fifth semester
HR Management, seventh
semester Restaurant Risk
Management and
Strategic Revenue
Management will address
these gaps.
The fifth semester course
in HR Management, as
well as the Work
Integrated Learning
Experiences will address
these gaps.
Graduates will lack formal
instruction and
supervision in the process
of developing reflective
analytical examination of
past experiences and
future goals.
The fifth semester course
in HR Management, as
well as the Work
Integrated Learning
Experiences will address
these gaps.
The fifth semester
Market and Feasibility
Research I and Advanced
Managerial
Communications, sixth
semester Market and
Feasibility Research II,
and seventh semester
Graduates will lack formal
supervision of the process
of identifying personal
limitations and in
analyzing and identifying
desirable market and
industry opportunities.
The fifth semester Market
and Feasibility Research I
and Advanced Managerial
Communications, sixth
semester Market and
Feasibility Research II, and
seventh semester
Concepts of Customer
George Brown College – Bachelor of Commerce (Culinary Management)
144
Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
12. Communicate
information and concepts
using advanced verbal
and written skills that
reflect disciplinary norms.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
development.
Concepts of Customer
Service will address these
gaps.
Graduates will lack
adequate experience and
practice in advanced
writing and
communications skills.
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reachback courses Managerial
Accounting and
Microeconomics: Canada
in the Global
Environment, fifth
semester HR
Management, Market
and Feasibility Research
I, and Advanced
Managerial
Communications, sixth
semester Food Science &
Nutrition, Market and
Feasibility Research II,
Finance, Statistics,
seventh semester
Restaurant Risk
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
advanced preparation and
experience in writing and
communications modes
that assist in developing
and sustaining wellstructured written and
verbal constructions.
Remediation of Gap
in Sophistication
Service will address these
gaps.
The bridge courses,
Introduction to Restaurant
Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reach-back
courses Managerial
Accounting and
Microeconomics: Canada
in the Global Environment,
fifth semester HR
Management, Market and
Feasibility Research I, and
Advanced Managerial
Communications, sixth
semester Food Science &
Nutrition, Market and
Feasibility Research II,
Finance, Statistics, seventh
semester Restaurant Risk
Management, Concepts of
Customer Service, and
Advanced Food Science
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Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
13. Use qualitative and/or
quantitative information
to develop cogent
arguments, make sound
judgments, and apply
concepts, principles, and
techniques that inform or
enhance diverse types of
culinary operations.
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Graduates will lack
research and analytical
skills necessary to
facilitate systematic
exploration of an
academic or industryrelated problem.
Remediation of Gap
in Content
Management, Concepts
of Customer Service, and
Advanced Food Science
and Nutrition, and eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
The bridge courses,
Introduction to
Restaurant Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reachback course Managerial
Accounting, fifth
semester Market and
Feasibility Research I,
and Advanced
Managerial
Communications, sixth
semester Market and
George Brown College – Bachelor of Commerce (Culinary Management)
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Graduates will lack
awareness of the
processes involved in
forming academic
research questions and in
the identification and
development of
appropriate tools to
assess and evaluate
research questions.
Remediation of Gap
in Sophistication
and Nutrition, and eighth
semester Research and
Development, Strategies
for the Black Box, Strategic
Revenue Management,
and the Major Research
Paper Workshop will
address these gaps.
The bridge courses,
Introduction to Restaurant
Management,
Gastronomy,
Fundamentals of
Research, Principles of
Marketing, the reach-back
course Managerial
Accounting, fifth semester
Market and Feasibility
Research I, and Advanced
Managerial
Communications, sixth
semester Market and
Feasibility Research II,
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Gap Analysis 2 – Graduates of Culinary Management Diploma Program (MTCU 53107)*
Culinary
Management Degree
Outcome
Culinary
Management
Diploma Program
Outcomes
Gap in Content
Knowledge
or Skills in Diploma
Content
Remediation of Gap
in Content
Feasibility Research II,
Statistics, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development, Strategies
for the Black Box,
Strategic Revenue
Management, and the
Major Research Paper
Workshop will address
these gaps.
Gap in Level of
Knowledge or Skill to
Meet Degree
Standard
Remediation of Gap
in Sophistication
Statistics, seventh
semester Concepts of
Customer Service, eighth
semester Research and
Development, Strategies
for the Black Box, Strategic
Revenue Management,
and the Major Research
Paper Workshop will
address these gaps.
* In order to successfully complete MTCU 53107 (Culinary Management), all of the outcomes of MTCU 43107 (Chef Training) must also be completed
before graduation. See Gap Analysis 1 for analysis of MTCU 43107 (Chef Training) outcomes.
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Section 5
Program Delivery
5.1 Delivery Methods
Because the Bachelor of Commerce (Culinary Management) program is interdisciplinary and
integrates academic study of food studies, nutrition, and commerce with practical skills and
knowledge of the culinary industry and commercial domains, the program outcomes are
achieved via several delivery methods.
Traditional classroom delivery accounts for part of the academic, conceptual, and theoretical
components of the program where lectures are complemented by tests, case studies, group
work, research projects, and individual assignments. By all these methods, students
investigate issues using secondary data to respond to questions, become familiar with current
research, conflicting arguments or concepts, and learn to construct arguments, make
informed decisions and understand the limits to a field of inquiry.
In kitchen labs, students learn, practice, and master culinary skills, as well as improve their
ability to think critically and analytically about all aspects of food preparation and provision. In
the kitchen lab students build the collaborative skills that are such a large component of the
culinary industry. Courses such as Black Box and Advanced Food Science and Nutrition prepare
students to apply their skills and knowledge of cooking and nutrition in time-constrained
circumstances requiring the synthesis of knowledge with innovation and creativity. These
outcomes are further tested and mastered in fieldwork settings where students gain
experience in actual culinary operation.
Some of the program outcomes will be achieved in computer labs which are the ideal settings
for teaching data management skills, statistical computation, and accounting simulations
(SIMR – Pro Simulation). In computer labs and classrooms students will work on applied
research projects as well as learn how to conduct feasibility studies and market studies and
how to write up such reports for industry.
5.2 Quality Assurance of Delivery
Section 10 of this submission contains a full description of the sustained, evidence-based and
participatory inquiry deployed at George Brown College to assess whether courses and the
program are achieving the intended learning outcomes. The program review process includes
collection and analysis of a range of data from the course, program, division, and college levels
to provide academic leaders with critical information about a program’s strengths, challenges,
overall quality, and need for future resources. The accountability framework and the annual
program review process further ensure that the results of program review are used to guide
curriculum design and delivery, pedagogy and educational processes.
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To assess the alignment of courses with program learning outcomes, Program Reviewers
integrate standardized student feedback and Key Performance Indicators (KPIs) generated
by third-party research bodies with data from the Ontario College Application Service
(OCAS), MTCU, as well as by the George Brown Offices of the Registrar, Institutional
Research, and Finance. The Office of Academic Excellence also generates information via
specifically designed confidential surveys of the program’s faculty, students, and alumni.
Through the collection and analysis of this data, Program Reviewers examine the quality
and effectiveness of delivery methods, the advising, remediation and other academic
supports, as well as all the technical and other supports offered to students to complement
the delivery of the program content and outcomes.
As Section 10 demonstrates, the program review process uses all of this data to assess,
among other things, the following elements of program delivery:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Teaching / Learning Styles
Quality of Instruction
Evaluation / Feedback
− Summative Feedback
− Formative Feedback
Facilities
Library and Computer Access
Computer and Equipment Investments
Curriculum
Student Academic Achievement
Work Integrated Learning/Field placement
Curriculum changes made in the last 3 years
Graduate Satisfaction Analysis
Graduate Employment
Employment Trends and Future Prospects
Graduates Pursuing Further Study
OSAP Default Rate – from Institutional Research
Refer to Section 10 – Program Evaluation for a comprehensive description of the program
review processes at George Brown and Section 16 – Policies for the complete guidelines and
procedures for program review.
5.3 Student Feedback
The College encourages faculty to solicit direct feedback from students throughout the course.
The Office of Academic Excellence ensures that all faculty are provided with the handbook
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“Gathering Student Feedback: A Teacher’s Guide”, 4 and this is supplemented through ongoing
faculty connections with Curriculum Specialists. The College also has objective third-party
processes for gathering student feedback at the end of courses.
5.3.1 Student Feedback Questionnaire (SFQ)
The George Brown Student Feedback Questionnaire (SFQ) is an important mechanism for
students to evaluate their courses. The SFQ is administered online and there are two main
administration periods per semester: one near the halfway point for shorter courses, and the
other near the end of the semester. In both cases, the survey remains open for three weeks.
For every course that a student takes, the College sends the student an email containing the
links to each course’s SFQ forms. The email provides information about the importance of the
SFQ, noting that the evaluations are confidential, that students are not identified in any
reports, and that results are only available after the semester is over. Two reminder emails are
sent to students during the administration period (if they have not yet completed the
surveys). Approximately one week after the end of the semester, the reports of the
questionnaire results are available to faculty and chairs on the internal College Intranet
(Insite).
Student Feedback Questionnaire – In-Class Course:
4
“Gathering Student Feedback : A Teacher’s Guide” is available online from the George Brown website:
http://www.georgebrown.ca/staffdevelopment/Student_Feedback/default.aspx
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5.3.2 Student Feedback Questionnaire – Field Experience
Student surveys administered to evaluate the work-integrated learning experience gather
information on several aspects of the experience, including:
•
•
•
•
•
how well the work experience met the anticipated outcomes
The skills that were used and/or developed (e.g., self-management, technical,
interpersonal)
how the work experience relates to the courses taken during academic semesters
feedback and instruction received
the relevance and value of the learning experience
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5.3.3 Other Sources of Student Feedback
As noted in Section 5.2, above, results from KPIs (student satisfaction, graduate satisfaction,
employer satisfaction, graduation rate, employment rate), collected and tabulated
independently by third-party research firms (Forum Canada Research and CCI Research), are
used during annual program reviews to capture student and graduate feedback.
In addition to the KPI surveys and SFQs, George Brown College employs other methods
of soliciting student feedback:
•
Program Advisory Committee Feedback: Since every Program Advisory Committee
includes a student and graduate representative, these committees are another
source of student feedback.
•
Program Review Student and Alumni Surveys: Examples of the student and alumni
surveys designed specifically for program review by the Office of Academic
Excellence can be found in parts 10.5.2 and 10.5.3 of Section 10 – Program
Evaluation of this submission.
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•
Withdrawal Surveys: George Brown requests that students who leave the program
prior to graduation complete a withdrawal survey. It is conducted in a face-to-face
environment so that the College, whenever possible, can assist the student in staying
in the program.
5.4 Blended, Hybrid and Online Learning
This section is not applicable to the Bachelor of Commerce (Culinary Management) degree.
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Section 6
Capacity to Deliver
6.1 Demonstrated Strength – Overview of George Brown College
George Brown strategically pursues degree opportunities in sectors where it already has
significant partnerships and working relationships that inform and strengthen program
development and ongoing delivery. The College currently delivers a Collaborative Bachelor of
Science in Nursing with Ryerson University and four degrees:
•
•
•
•
Bachelor of Commerce (Financial Services)
Bachelor of Business Administration (Hospitality)
Bachelor of Technology (Construction Management)
Bachelor of Early Childhood Leadership
New degree opportunities must align with the College’s Strategic Mandate Agreement (SMA)
with MTCU which lists culinary and hospitality programs as areas of program strength for
George Brown as well as targeted areas for program growth.
6.2 Demonstrated Strength – Culinary Management
The Chef School’s Adelaide Street location houses state-of-the-art specialty cooking, bar, and
wine labs as well as classrooms and computer labs that are fully equipped with Smart
classroom automation/AV and the most current industry software. The building is also home
to a culinary research lab that conducts consumer testing of creative recipe design, food
product development and commercialization, sensory evaluation, nutrition and ingredient
label creation, and food quality system consultation. Culinary training is also conducted at The
Chefs’ House – a student operated restaurant on campus that provides hands-on work
experience to students while offering opportunities to the public for relaxed, urban dining
experiences.
While all of the Chef School programs include fundamental skills, individual programs are
focused on specific requirements of the industry. Specifically, the Chef School delivers three
culinary diplomas, two culinary certificates, one baking and pastry diploma, two baking and
pastry certificates, and three specialized postgraduate certificates:
1.
H100 – Culinary Management Diploma:
This four-semester (2 year) program is the Chef School’s flagship culinary program,
incorporating culinary, pastry, food theory, mathematics, communications, externship, and
general education electives. The program includes a number of special-topic courses that
expose students to a variety of sustainability, ethnic, and nutritional foci that are currently
in demand in Canada’s culinary industry.
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2.
H116 – Culinary Management Diploma (Integrated Learning):
This four-semester (1.5 year) program offers students a chance to complete a culinary
management curriculum through an integrated approach to learning through industry
placement, in-school studies, online learning, self-study and specialized field trips. It was
created to meet industry need for skilled Culinary Management graduates with significant
real-world kitchen experience and an understanding of important trends such as the use
of local foods, nutrition and growing international influence.
3.
H119 – Culinary Management Diploma (Nutrition):
This four-semester (2 year) program unites the culinary training offered in H100 and
H116, while also providing advanced learning opportunities in the areas of nutritional
studies and healthy cooking. Students complete externship placements to obtain industry
experience.
4.
H112 – Culinary Skills Certificate:
This two-semester (1 year) program introduces students to foundational principles of
cooking, baking, food theory and general education electives. This program prepares
students to enter entry-level industry positions directly after graduation.
5.
H601 – Cook Apprentice Certificate:
This program, which is usually completed in 2 to 5 years, integrates large portions of
industry apprenticeship (approximately 5,500 hours) with in-school training in
foundational culinary principles. Students complete industry hours under journeypersons,
while in-school portions offer exposure to theoretical components of cookery and basic
baking.
6.
H113 – Baking and Pastry Arts Management Diploma:
This four-semester (2 year) program introduces students to basic and advanced baking
and pastry arts concepts, as well as to advanced business, communications, and food
theory principles. Additionally, students complete an industry externship in order to
gather real-world experience in a baking and pastry environment.
7.
H108 – Baking Pre-Employment Certificate:
This two-semester (1 year) program introduces students to foundational concepts in
baking and pastry arts. Students receive training in basic food theory concepts,
foundational business and mathematics courses, and general education electives. This
program prepares students for entry-level positions in the baking and pastry industry.
8.
H600 – Baker/Patissier Apprenticeship Certificate:
This program (2 to 5 year) integrates large portions of industry apprenticeship
(approximately 8,000 hours) with in-school training in foundational baking and pastry arts
concepts. Students complete industry hours under journeypersons, while in-school
components offer exposure to theoretical components of baking and pastry.
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9.
C402 – Food and Nutrition Management Postgraduate Certificate:
This two-semester (1 year) program is designed to introduce graduates of the CHCA
hospitality diplomas and degrees to advanced-level knowledge of food and beverage
management practices appropriate to the healthcare and other nutritionally-focused
sectors. Students study theories and industry best practices, sector-specific menu design,
nutrition, facilities administration, labour relations, and facilities design.
10. H411 – Culinary Arts (Italian) Postgraduate Certificate:
This two-semester (1 year) program is intended for graduates of the culinary diploma
programs, and introduces students to topics in Italian cuisine and culture. Consisting of inschool and work terms that occur in both Canada and Italy, students study Italian
cookery, pastry, language, and advanced concepts in food and wine.
11. C413 – Advanced French Patisserie Postgraduate Certificate:
This two-semester (1 year) program is intended for graduates of the culinary diploma
programs, and introduces students to topics in French baking and pastry as well as
culture. Consisting of in-school and work terms that occur in both Canada and France,
students study French baking and pastry, language, and advanced concepts in food and
wine.
6.3 Educational Resources – Learning Resources and Technologies
The Educational Resources department provides services such as the Tutoring Learning Centre
(TLC), Assessment Centre (AC), and the Library Learning Commons (LLC) to support teaching,
learning, and research. Specifically, the LLC meets this goal by acquiring relevant learning
resources and technologies, being accessible, inclusive and responsive to learning needs,
providing inspiring learning spaces, and providing staff expertise to support teaching, learning
and research.
6.3.1 LLC Collections
The LLC provides collections, resources and technologies that are sufficient in quality, depth,
diversity, format, and currency to support program areas. Current resources span a wide variety
of formats including streamed content, print and online books and periodicals, 3D models, and
media. Collections include approximately:
•
•
•
•
•
•
60,000 print books
300 print journals
150,000 e-books
150,000 e-journals
7,000 media resources (DVDs, VHS, Online Tutorials, and Online Videos)
110 electronic databases
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•
•
50 individual software programs pre-loaded on Open Access Computers
Interlibrary loan service to access collections of 24 colleges in Ontario as well as other
universities and colleges nationally and internationally
6.3.2 LLC Computer Resources and Equipment
The LLC provides access to audio-visual (AV) and computer equipment through equipment
loan programs (e.g., Mac and PC Laptops, iPads, camcorders, digital cameras, projectors, voice
recorders, AV and power cords).
•
Open Access Computers: Students of the proposed program will be at the St. James
campus and will have access to the following resources:
− St. James Library Learning Commons Upper Level:
 47 Library Instruction and Research stations
 248 dedicated Open Access Computers (233 PCs and 15 Macs)
 10 Computer Kiosks
 30 Laptops, 10 Macbooks and 45 iPads for loan program
 1 UbiDuo Adaptive Technology device
− St. James Library Learning Commons Lower Level (Room B137):
 134 Open Access Computers (77 PCs and 57 Macs)
 Computer Kiosks
− St. James e-Library at 300 Adelaide (Room 111):
 45 Open Access PC Computers
 Computer Kiosks
 5 Laptops for loan program
For more details on open access computers available at other George Brown campuses,
refer to Open Access Computers.
•
Wireless Internet (WiFi): WiFi Access is available throughout all George Brown College
locations to students, staff, and faculty via their campus ID. Through the service called
Eduroam, George Brown College users can also connect to WiFi at any other participating
educational institutions worldwide. Assistance with wireless access is available from the
LLC and the Contact Centre. For more details on access to WiFi, refer to Wireless @ GBC.
•
Printers: Access is provided to laser black/white and colour laser printers. Specialized
printing such as a plotter is available at the LLC at the Casa Loma campus. Wireless printing
from personal laptops is also available.
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6.3.3 LLC Learning Spaces (Physical and Virtual)
The LLC provides well-equipped and accessible facilities and services at four major locations
including the St. James campus, Waterfront campus, Casa Loma campus, the ESL site at 341 King
Street, and smaller satellite libraries that support academic partnerships as well as e-learning.
Students have complete access to all LLC facilities and services across the campuses.
The proposed degree will be offered on the St. James campus and it is expected that students
will make the most use of the LLC facilities at this location, as well as in the satellite e-Library lab
located in the building for the CHCA. The LLC at St. James is a 25,000 square foot, two-floor
facility and houses study collections for the culinary programs. Study space is equipped with a
computing commons and also caters to various learning situations such as group and individual
study. Staff expertise is available at service points to assist staff and students.
The LLC maintains a user- friendly website that provides access to a wide range of electronic
resources and online services including chat-based reference and research assistance. The
website is accessible remotely through the college’s main website, and through the college’s
web portal.
6.3.4 LLC Learning Supports and Accessibility
The LLC partners are continually working toward the educational mission of the college by
providing a responsive reference service, teaching information literacy skills, and providing a
robust technology infrastructure. These services foster discovery, access, and the ability to use
information effectively.
•
Reference Service:
− Reference service is offered through multiple channels so that students are supported
online, in person or via the telephone.
− Students receive individualized support with assignments and research at point of need
(remotely or in person).
•
Information Literacy: Information literacy instruction seeks to develop proficiency in finding,
using and analyzing information, and using data to answer questions, develop new ones, and
create new knowledge, taking into account the ethics of the re-use of information.
− The LLC offers information literacy sessions to all classes to teach searching and
evaluative methods for program-specific online or print resources.
− In 2014, librarians taught over 796 classes to improve the information literacy skills of
over 22,000 students.
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•
Technology Support: Technology is an integral part of learning, studying, socializing and
participating in campus life. George Brown College’s technical support services keep
students connected and help students access needed resources:
− LLC User Service Representatives, Technologists and Student peer lab monitors, assist
students with the use of software and hardware. Level I support is provided for students
on-site and online.
− Student photo ID cards and related services facilitate access to many of the college’s
services including card copying and printing, library borrower cards and access to
college facilities.
− Student e-mail:
 Every full-time George Brown student receives a college e-mail account which is
accessible from web browsers and mobile devices. The calendar functionality
allows coordination with instructors and key college contacts regarding office
hours, advising sessions, consultations and other important dates. It also allows
students to easily send group e-mails to other students by program or course.
 Technical support for e-mail and WiFi is provided at all LLC locations, and on-call at
the college’s contact centre.
− WiFi and Mobile Support:
 Technical support for WiFi and computer login account is provided at all LLC
locations, and on-call at the college’s contact centre.
 The LLC provides assistance with the configuration of laptops and mobile devices to
access to the college’s WiFi and e-mail system.
•
Accessible Hours:
− The LLC maintains operational hours that best meet academic needs.
− St. James campus LLC computers and group project rooms are accessible for 24
hours for two weeks during the mid-term and the end-of-term periods.
•
Adaptive Technology Labs and Accessibility: The computers, software, and special
equipment in the Adaptive Technology Labs provide:
− Magnification of the screen for people with low vision.
− Use of speech recognition software as a writing tool.
− Tools to make the reading and writing process easier.
− The capability to create and produce documents in alternative formats such as e-text,
Braille, PDF, Kurzweil, etc.
− Lab staff provide assistance and basic training to access the available technology.
− Accessible Content E-Portal (ACE) provides a repository in five different accessible formats
(two types of PDFs, text, DAISY, and ePub). Upon request, the LLC provides an accessible
or conversion ready format of print-based resources held in its collection.
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•
Copyright Support: The Copyright Office is dedicated to educating, supporting, and engaging
George Brown College’s faculty, students, and staff in matters pertaining to the relationship
between copyright, access to knowledge and learning, teaching, and research. The Copyright
Office monitors copyright developments, provides advice in response to questions, consults with
instructors, researchers and students, and facilitates an understanding of copyright law and any
licensing agreements governing the copyright of materials. This office provides support through
web-based information (https://www.georgebrown.ca/LLC/services/copyright/) and copyright
education programs both online and in person. In conjunction with Colleges Ontario’s Heads of
Libraries and Learning Resources, the Copyright Office provides faculty with online copyright
compliance modules on George Brown’s Learning Management System (LMS).
•
Faculty Librarian Liaison and Outreach: The LLC collaborates with academic divisions,
support departments, and external organizations to develop services and solutions to meet
the academic mandate of the college. Subject specialist Faculty Liaison Librarians are assigned
to academic programs and seek to support curriculum development and delivery by building
collaborative relationships with the teaching faculty. Faculty Liaison Librarians have an indepth understanding of the information needs of their assigned academic program areas and
play an integral role in supporting research and incorporating information skills and resources
into the curriculum.
6.3.5 LLC Service Standards
LLC staff collaborates and partners with others, both on campus and across institutional
boundaries:
Performance Indicator
Measures
Librarians liaise with
faculty to build study
collections, develop
services and solutions
to support learning and
research
Textbook and supplementary
reading lists are obtained prior to
start of semester
Assignments for the majority of
courses are obtained at the
beginning of the semester or in
advance to allow preparation for
instruction
Librarians are regularly consulted
at appropriate stages in the
development and evaluation of
Programs, Accreditation and
PEQAB
Increase in faculty/librarian
consultation
Benefit to Students
Resources are relevant and available to
support learning and research
Quality of programs enhanced by ensuring
the adequacy of collections
Student services provided by the library are
customized to address specific learning needs
Library facilities and collections are tailored to
student needs
Students learn how to use professional
literature to support their coursework
Students receive help at point of need
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Performance Indicator
Measures
Benefit to Students
Increase in opportunities for
Librarians to attend faculty
meetings, their inclusion on
faculty distribution lists, and/or
embedded in faculty office areas
LLC staff provide library instruction in program specific resources and methods for literature
searching:
Performance Indicator
Embed information
literacy learning
outcomes into
curricula, courses, and
assignments
Measures
Benefits to Students
Instruction is embedded in
the Learning Management
System
Students have an understanding of the resources
available to complete assigned work
Instruction is relevant to learning outcomes
Statistics of classes held
Resources are aligned to learning outcomes
Lessons plans customized for
each class
The LLC acquires collections and technologies that are aligned with areas of research and
curricular foci or to increase institutional capability:
Performance Indicator
Scope of the collection
meets curriculum and
learning needs
Measures
Benefit to Students
Usage statistics of collections
A well- defined collection policy ensures that
content is acquired has the right focus, depth and
currency required for the programs
Feedback about resources
LLC collections are found
adequate through program
review, and accreditation
processes
The LLC invites input
from faculty and
students to identify
relevant materials
Log maintained of student
driven requests for resources
Resources identified through
liaison activity
Collections have high relevance to the program
areas and the expertise of faculty ensure the
richness of content
Resources are available in time for course
commencement
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Performance Indicator
Measures
Benefit to Students
The LLC has an efficient
system to procure
materials for the
collection
Selection process meets
prescribed timelines
Expenditure is regularly
tracked
Acquisitions reports are
accurate
An efficient ordering process ensures the timely
delivery of materials to support courses
The LLC embeds
resources on the
website and other
information portals
New resources are tested and
integrated into the website
within a month of the
purchase
Students have the opportunity to remotely access
a wide range of electronic resources
6.3.6 Collaboration with Faculty Liaison Librarian
The LLC already has a Faculty Liaison Librarian embedded within the CHCA who collaborates with
faculty and staff to ensure that library collections and services have continued relevance, support
research and instruction, and are aligned with teaching and learning outcomes. The Faculty
Liaison Librarian also provides customized research consultation and specialized classroom
instruction to faculty, staff and students at the CHCA.
The partnership between the CHCA faculty and the designated Faculty Liaison Librarian is
essential to the implementation and ongoing success of the proposed program area. Ongoing
collaboration ensures library collections and services are accessible, inclusive and responsive
to learning needs.
At the curriculum level, librarians have access to comprehensive, current, and high-quality
resources to support innovative and emerging trends within the disciplines. The Liaison
Librarian thus consults with faculty to ensure a wide variety of resources are integrated into
the curriculum. These include primary sources, such as textbooks and course packs, and a
wide spectrum of secondary sources such as books, e-books, databases, journals, reports,
theses, media, and software. Course outcomes are to be aligned with library resources and
promote lifelong learning, research, and discovery.
Library instruction is also embedded within the curriculum of any new program to provide
students with the skills they need to support their learning and research. All courses should
promote information literacy and the LLC encourages faculty to integrate introductory library
instruction into course outlines. In addition, LLC staff offer advanced library instruction for
courses with assignments and capstone projects that require students to conduct advanced
and comprehensive academic research.
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The refinement of information literacy skills is essential to faculty professional development
and maintaining status as “dual professionals.” Collaboration with librarians ensures faculty
members are fluent in information discovery, search, and retrieval skills across the library’s
expansive suite of databases and electronic information repositories. Consultation with library
staff also ensures faculty members have currency and knowledge of Canadian copyright law
and the College’s copyright policy.
6.3.7 Assessment of Current Resources – Field of Study
Under college policy, consultation with the LLC is essential to the review of new program
proposals. The designated Librarian for CHCA conducted an LLC Program Proposal Review and
Collection Assessment to determine whether the proposed Bachelor of Commerce (Culinary
Management) program will be adequately resourced and whether the appropriate materials
are available for college faculty and students. The George Brown LLC collection was also
assessed in order to determine the adequacy of resources supporting faculty teaching and
student research for the proposed program. This assessment included books (both print and
electronic), journal subscriptions (both print and electronic) and databases.
Library catalogues and journal databases were searched using the following Library of
Congress subject terms:
Library of Congress Subject Terms
Accounting
Amuse Bouche
Baking
Business Communications
Business Law
Business Research – Reports, Statistics
Career Planning and Development
Catering
Culinary Entrepreneurship
Culinary Leadership
Culinary – Small Business Management
Culinary – Starting your own business
Desserts
Finance in Canada
Financial Management
Food Habits/Culture (different countries)
Food History (different countries)
Food Service Management
Garde Manger Cold Kitchen
Hospitality Entrepreneurship
Hospitality Leadership
Hors d, Oeuvres
Human Resources
International Cook Books
International Business
International Marketing
International Trade
Management -- Decision Making
Marketing
Mathematics – Business
Menu Management
Operations Management
Organizational Behavior
Pastry
Performance Management
Project Management
Strategic Management
Strategic Planning
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Supply Chain Management
Wine Service
Library of Congress Subject Terms
Wine History
Books and e-books: An assessment of the print book collection was conducted with a view to
ensuring that the St. James campus LLC would provide an onsite core collection for immediate
and convenient consultation and use.
A qualitative assessment of the collection was prepared by checking a list of titles, currently
available or on-order, against publisher catalogues, library selection databases, and relevant
college library collections with equivalent programs.
A quantitative assessment of the collection identified related subject areas with relevant titles
and with current titles (defined by items published within the last five years (2009-2014). The
following table provides a summary of the number of titles held under relevant and related
subject headings:
Subject Headings / Keywords
(Bolded subject areas require
investment to expand holdings)
Accounting
Amuse Bouche
Baking
Business Law
Business Research -- Statistics
Career Planning and Development
Catering
Desserts
Finance in Canada
Food Habits/ Cultures (different
countries)
Food History (different countries)
Food Service Management
Garde Manger Cold Kitchen
Hors d’Oeuvres
Hospitality Entrepreneurship
Hospitality Leadership
Hospitality – Small Business
Management
Hospitality – Starting your own
business
Current Titles
available in Print
(2009-2014)
26
0
26
4
3
4
10
17
11
74
Current Titles
available Online
(2009-2014)
153
1
1
76
61
96
8
4
105
71
Total titles
(includes all
Publication Dates)
1,283
3
157
622
520
559
98
188
297
424
29
11
2
0
4
3
0
20
2
0
0
4
7
4
194
67
15
41
20
40
30
0
0
9
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Subject Headings / Keywords
(Bolded subject areas require
investment to expand holdings)
Human Resources
International Business
International Cook Books
International Marketing
International Trade
Management Accounting
Management -- Decision Making
Marketing
Mathematics -- Business
Menu Management
Negotiation Skills – Business
Nutrition
Operations Management –
Business
Organizational Behaviour
Pastry
Performance Management
Project Management
Sales Management
Small Business Management
Strategic Management
Supply Chain Management
Wine History
Wine Service
Current Titles
available in Print
(2009-2014)
35
20
204
3
18
10
10
102
8
6
2
10
3
Current Titles
available Online
(2009-2014)
175
317
76
71
421
12
223
163
49
3
21
48
50
Total titles
(includes all
Publication Dates)
2,352
1,293
1,000+
469
3,203
103
3,243
2,155
225
134
323
319
231
4
0
2
3
4
6
12
7
6
4
8
1
87
111
42
63
100
220
16
1
50
86
313
524
290
133
1,303
750
84
21
The assessment indicated that a significant investment is required to expand the current
collection in order to support the new program. Additional books and e-books are required in
the areas of culinary history, food culture, food history, food theory, international cooking and
cuisine, global food politics, and food research methodologies.
The George Brown College Library has recently undertaken a pilot program for Patron Driven
Acquisition (PDA) for the subject area of business, with an emphasis on financial services. PDA
allows libraries to offer a broader selection of e-books, making all titles in a collection visible
to the patron, but only purchasing specific titles as they are used by library patrons. This
process is seamless to the patron but allows for an “as needed” model for the use of e-books
in the collection.
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Textbooks: The availability of course textbooks in the library collection is essential to student
satisfaction. Current textbooks relevant to the program area that are currently available in the
Reference and Reserve collections of the St. James campus LLC include titles such as:
Text
Title / Author
Accounting for the Hospitality Industry / Moncarz, E.S.,
Portocarrero, N.J., Davoodi, R.
Accounting Principles (Parts1-3, Study Guide, Payroll
Supplement) / Jerry J. Weygandt ... [et al.].
The Bar and Beverage Book / Katsigris, Costas
Business / Griffin, Ricky W.
Business Communication: Building Critical Skills /
Locker, K., & Kaczmarek, S., & Braun, K.
Business research methods / Cooper, D.R. & Schindler,
P.S.
Canadian entrepreneurship and small business
management / D. Wesley Balderson, James D. Clark.
The Canadian writer's world: essays / Lynne Gaetz,
Suneeti Phadke, Rhonda Sandberg.
Consumer behaviour: Buying, having, and being /
Solomon, Michael R.
Contemporary business mathematics with Canadian
applications / S.A. Hummelbrunner
Essentials of business communication / Mary Ellen
Guffey, Richard Almonte.
Exploring Wine / Kolpan, S., B.H. Smith, M.A. Weiss
Exporting to Canada: documentation and procedures :
our best export market / Gordon, J
The fast forward MBA in project management / Eric
Verzuh.
Food and Beverage Cost Control / Dopson, Lea R.
Foodservice Management / Payne-Palacio, J. and
Theis, R.
Foodservice organizations: A Managerial and Systems
Approach / Mary B. Gregoire
Global business environment / FITT
Human Resources Management in Canada / Dessler,
Cole
Knowledge sharing and quality assurance in hospitality
and tourism / Noel Scott, Eric Laws, editors
Legal fundamentals for Canadian business / Richard A.
Yates.
Management of human resources / Gary Dessler,
Carolin Rekar Munro, Nina D. Cole.
Library Call Number
HF5686.H75 M55 2012
Sample
Course Codes
ACCT1201
HF5635 .A1722 2010
TX950.7 .K37 2012
HD31 .B87 2011
HF5718.L63 2010
ACCT 1036
HOST2112
BUS 1038
COMM1201
HD30.4 .E47 2014
HOST1203
HD62.7 .B338 2011
BUS 1041
PE1408 .G24 2012
HF5415.32 .S64 2011
COMM
1003/1007
HOST3102
HF5691 .H84 2012 GBC
MATH 1021
HF5718.3 .G84 2013
COMM 1034
TP548 .K578 2010
KF1989.C2 G67 2010
HOST3112
BUS 3010
HD69 .P75 V475 2011
+ also available as eBook
TX911.3 .C65 D67 2011
TX911.3 .M27 P39 2012
BUS 1040
TX911.3 .M27 G744 2010
HOSF2037
HF1379 .G56 2013
HF5549 .D437885 2011
MGMT 1018
HRM1201
TX911.3.Q34 K66 2006
(2007 is required)
KE919 .Y38 2013
HOSF2037
HF5549 .M3132 2011
HRM 1008
George Brown College – Bachelor of Commerce (Culinary Management)
HOST3101
HOST1202
BUS 1044
166
Text
Title / Author
Managerial accounting / Braun ... [et al.].
Marketing / Crane; Kerin; Hartley; Rudelius
Microsoft Office Excel 2010: complete / Shelly, Gary B.
New perspectives on Microsoft Project 2010:
introductory / Bunin, Rachel Biheller.
Nutrition: Concepts and Controversies / Frances
Sienkiewicz Sizer, Ellie Whitney, Leonard A. Piché
Pricing and Revenue Optimization / Phillips, Robert L.
Principles of food, beverage, and labour cost controls /
Paul R. Dittmer ... [et al.].
Principles of marketing / Philip Kotler
Professional Cooking for Canadian Chefs / Wayne
Gisslen
Wines and spirits: looking behind the label / produced
and published by Wine & Spirit Education Trust
Library Call Number
HF5657.4 .M35 2012
HF5415 .M293 2011
HF5548.4 .M523 S5184
2011
Sample
Course Codes
ACCT 2031
MARK1201
COMP 1010
HD69 .P75 B863 2012
COMP 1115
QP141 .S5365 2012
HOSF1156
HOSF2043
HOST3113
CMDI1005
HF5416.5 .P457 2005
TX911.3 .C65 .P75 2010
HF5415 K636 2011
TX820 .G5418 2011
TP548 .W5635 2005
MARK 2049
HOSF1029
HOSF1159
HOSF1191
HOSF2041
GHUM1063
Once a new program is approved, relevant textbook titles are confirmed collaboratively by
faculty and the Liaison Librarian. The CHCA then provides a list of textbooks each semester
once course outlines are finalized. Teaching faculty members are encouraged to donate copies
of their current textbooks for the Library’s Reserve collection, contributing to increased access
and use of the materials by students.
E-Book Collections: In addition to individual e-book titles, the LLC provides access to e-book
collections/databases which contain resources of particular interest to students in this
proposed program, including:
Canadian Directory to Foundations & Corporations (now Grant Connect)
EBSCO Academic eBook Collection (90,000+ titles)
(Subjects)
• Business Communications
• Business Planning
• Customer Relations
• Entrepreneurship
• Economics
• International Business
• Leadership
• Management
• Marketing
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•
•
•
•
Organizational Effectiveness
Project Management
Risk Management
Strategic Planning
Knotia Canada Financial Services Collection:
• CICA Standards and Guidance Collection (CICAHB)
• Financial Reporting in Canada under IFRS 2013 (FRICIFRS)
• International Financial Reporting Standards (2012)
• Tax Suite Premium (CICA: EARL, FITAC, PERL)
• Ernst & Young Tax Resources
Oxford Reference Collection, by Subject:
• Dictionary of Accounting
• Dictionary of Business and Management
• Dictionary of Economics
• Dictionary of Statistics
• Encyclopedia of Business and Finance
• Encyclopedia of Management
• Handbook of International Financial Terms
Periodical Subscriptions: Current periodical subscriptions are available in the following
subject areas:
Subjects
Accounting
Commerce – General
Computer Applications
Culinary Arts
Food Studies
Finance – General
International Economic Relations
Hospitality
Management
Marketing and Purchasing
Personnel Management
Retail
Small Business
Number of
Periodical Titles
187
570
64
1,139
189
77
95
881
803
631
124
545
38
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Key peer-reviewed journal titles are listed in the table below. Please note that this is not a
complete list but rather a sampling of titles available in print and in electronic format across a
wide range of databases:
Periodical Collection: Key Peer-Reviewed Titles
Accounting and Business Research
Accounting & Finance
Accounting Review
Appetite
Comprehensive Reviews of Food Science and
European Food Research and Technology
Food Safety
Food and Nutrition Sciences
Food and Nutrition Research
Food Control
Food Chemistry
Food, Culture, and Society
Food Quality and Preference
Food Research International
Food Reviews International
Gastronomica
International Food Ingredients
International Journal of Finance & Economics International Journal of Gastronomy and
Food Science
Innovative Food Science & Emerging
International Journal of Food Science &
Technologies
Technology
International Journal of Contemporary
Human Resource Management
Hospitality Management
Journal of Food Safety
Journal of Foodservice
Journal of Food Science
Journal of Hospitality Financial
Management
Journal of Hospitality Marketing &
Journal of Human Nutrition & Dietetics
Management
Journal of Food Protection
Journal of Management Studies
Journal of Marketing Management
Journal of Culinary Science & Technology
Journal of Sensory Studies
Journal of Small Business Management
Journal of World Business
Meat Science
Project Management Journal
Small Business Economics
Trends in Food Science & Technology
Journal of Service Management
Journal of Wine Research
The Journal of Nutrition
Nutrition Reviews
Service Industries Journal
Supply Chain Management
Services Marketing
While periodicals are determined to be quite adequate in the field of business, additional
journal subscriptions in the areas of food culture, food history, food theory, food science,
nutrition, and politics of food are required. New EBSCO electronic subscriptions are required
from publishers Wiley, Elsevier, Emerald, Bloomsbury, Taylor & Francis, and Springer.
Databases: Articles, e-Books & Reports: The LLC currently subscribes to the following
databases that are directly relevant to this program:
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Databases
Academic Search Premier (EBSCO)
AcademicOneFile (Gale)
Business Economics & Theory Collection
Business Source Complete (EBSCO)
Canadian NewsStand (Proquest)
CBCA Complete
CBCA Current Events
Canadian Advertising Rates and Data
(CARD)
CANSIM: Statistics Canada
CARDonline
CBCA Business (Proquest)
Culinary Arts Collection (Gale)
CICA Standards and Guidance Collection
Expanded Academic (Gale)
(CICAHB)
CyberCinema
Ebsco Academic eBook Collection
Ebsco eBook Collection (formerly NetLibrary)
Emerald Tourism and Hospitality Collection
General Business File (Gale)
General Reference Centre Gold (Gale)
Hospitality and Tourism Complete (EBSCO)
Hospitality, Tourism and Leisure Collection
(Gale)
LexisNexis (incl. Quick Law)
Passport GMID (Euromonitor)
PMB: Print Measurement Bureau
Small Business Collection (Gale)
Scott’s Directory
Small Business Reference Center (EBSCO)
Tax Suite Premium
Travel42 (formerly Weissmann Online)
Searches conducted in these databases retrieved a large volume of relevant materials, with
strong holdings in Canadian content. A search of databases held by other colleges confirmed
that our database collections are generally equivalent to or go beyond those of other colleges
supporting similar programs. New database purchases are not required.
Overall Assessment: The qualitative and quantitative assessments conducted by the LLC and
CHCA identified adequate holdings in areas for the study of business and culinary
management. New start-up and ongoing costs are required to expand the collection in subject
areas under culinary arts. Continued efforts need to be made to maintain and enhance the
core reserve collection, specifically targeting primary and secondary resources based on the
lists provided to the Liaison Librarian by the CHCA.
Additional book and e-books are required based on faculty requests in the areas of culinary
history, food culture, food history, food theory, international cooking and cuisine, global food
politics, and food research methodologies.
Periodicals do not meet the research needs of the proposed program. Additional journal
subscriptions are required. Additional electronic subscriptions are required based on faculty
requests in the areas of food culture, food history, food theory, food science, nutrition, and
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170
politics of food. New EBSCO electronic subscriptions are required from publishers Wiley,
Elsevier, Emerald, Bloomsbury, Taylor & Francis, and Springer.
Most importantly, the proposed Bachelor of Commerce (Culinary Management) program will
benefit from the continued support of an embedded Liaison Librarian assigned to the CHCA.
The CHCA and Liaison Librarian foster an environment of comprehensive collaboration. An
embedded model allows faculty and the library to create and support program content with
the best resources available in terms of currency, quality, depth, diversity, and accessibility. It
also ensures the library’s collection and approach to information literacy instruction are
aligned with course content, assignments, and learning outcomes. Integrated collaboration
also benefits faculty professional development in the adoption of new information literacy and
technology skills, and the discovery of resources that point to innovation and emerging trends
within the field. Through regular and meaningful collaboration, librarians and faculty can help
support and enrich students’ experiences and success in the Bachelor of Commerce (Culinary
Management) program.
6.3.8 Learning Resources Upgrading and Renewal – Field of Study
The analysis conducted in collaboration with the LLC and CHCA identified additional resources
required to support the proposed degree program which includes initial and ongoing costs to
the program area:
Resources Required for Program Launch
Books and eBooks:
• 105 print books are required for purchase
• 21 e-books are required for acquisition, most are available through open-access
• 32 textbooks used in courses
• Materials are required in the areas of culinary history, food culture, food history,
food theory, international cooking and cuisine, global food politics, and food
research methodologies
Budget
$7,499.26
Reserve Fund (for Books and e-Books):
• A reserve fund is advised for additional start-up book & e-book purchases that may
not have been identified during the original assessment
$1,000.00
Online Subscriptions (electronic journal access):
• 21 new electronic journal subscriptions are required for acquisition
• 10 electronic journals titles are available through open-access
• 47 additional titles requested by faculty are currently in the library holdings
• Materials in the following academic areas are required in the collection to support
the new program: culinary history, food culture, food history, food theory,
international cooking and cuisine, global food politics, and food research
methodologies
$12,060.59
Reserve Fund (for Online Subscriptions – Electronic Journal Access):
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$5,000.00
171
•
Resources Required for Program Launch
A reserve fund for additional start-up journal requests made by faculty and the
Liaison Librarian
Total Budget for Launch Year (2016/17)
Books and E-books
Budget
$25,559.85
Resources Required Annually (Post-Launch Year)
Budget
$2,000
Online Subscriptions (electronic journal access)
$12,060.59
Total Annual Budget for Educational Resources
$14,060.59
With respect to computer equipment, the College renews its LLC computers every year using a
four-year renewal process. One-third of the lab computers are usually renewed every year and
all printers/copiers are renewed every three years.
6.4 Classroom Space and Seating Capacity
6.4.1 Classroom Configuration
The classrooms that will be available to the degree program are equipped as “Smart
classrooms” containing the following standard equipment:
•
Faculty PC: Dell 990 SFF with 22inch AIO Screen (based on college standard quotes)
•
Projector: NEC PA600X or NEC P350W (model is based on room brightness and size)
•
Wall mounting kit with Project security cable Projector Screen: Draper Targa 109"
Diagonal 16:10 Electric Screen with LVC is the standard. Larger screen (123" or 137")
depending on the size of the classroom to be decided by ITS
•
Microphone: Crestron FreeSpeechT Single-Channel Wireless Mic System
Package; MP-FS100_PAK
•
Loud Speakers: Excite, 6.5" 2-Way In-Ceiling Speakers, White Textured, Pair,
EXCITE_IC6-W-T OR JBL Ceiling or Wall Mounted Loudspeaker
•
Crestron Wall mount touch panel
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6.4.2 Classroom Seating Capacity
The College’s Master Space Planning Committee and the CHCA have analyzed the lab and
lecture hall spaces required to accommodate, not only the projected enrolment for the degree
program, but also that of the CHCA’s other programs. Given current lab and lecture hall
capacity at the College and, should the CHCA fail to acquire new space to dedicate to the
degree program, the CHCA is prepared to reduce the enrolment of the two-year Culinary
Management diploma. The capacity analysis demonstrates that the lab and lecture hall space
gained by reducing the two-year Culinary Management program by up to four sections will
accommodate the numbers of students that the degree’s enrolment plan projects.
6.4.3 Upgrading of Classrooms
The College upgrades and enhances facilities on an ongoing basis taking into consideration
enrolment plans, faculty support needs, and the growing use of web-based technologies for
learning and teaching.
6.5 Equipment, Workstations and Laboratory Space
As mentioned in Section 6.4.2, above, the College’s Master Space Planning Committee is
examining and analyzing facilities requirements for all of the CHCA culinary programs and
expansion plans will be approved as necessary to accommodate the projected enrolment
targets.
6.5.1 Upgrading of Laboratories and Equipment – Chef School Culinary Labs
The upgrading and renewal of equipment under warranty is determined by the terms and
recommendations of the warranty, and George Brown College follows the manufacturer’s
maintenance schedule. The College’s Facilities Management department also follows an
inspection and repair/upgrading schedule with respect to equipment considered “attached to
the college.” If equipment requires repairs outside of such a schedule, for example while
classes are in session, it is repaired as quickly as possible so as not to interfere with classes, as
there is a budget and protocol for such occurrences.
Labs are cleaned every evening by the College’s contract cleaning company who also comes in
during intercessions to conduct large-scale cleaning of all labs including soaking and sanitizing
all equipment, checking the pilots, stoves and fridges, etc., and either making repairs or
arranging for repairs with the appropriate department or external contractor.
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6.5.2 Upgrading of Laboratories and Equipment – Computer Labs
All lab computers for students are typically renewed every four years or as required. Teaching
technologies and open-access student labs are funded with the college’s Student Technology
Enhancement Fund (STEC) of approximately $1.1million yearly. Servers, network
infrastructure, and teaching lab computer equipment are renewed using the Capital
Equipment Renewal Fund (CERF) and other new initiative capital funding as required. The
College has a five-to six-year plan for all of the labs. The server infrastructure is kept until
unusable or the vendor will not allow maintenance contracts. This process usually results in
upgrades every six to seven years. All equipment is inventoried in a database and reports are
produced to determine renewal items based on available renewal funds per year.
6.5.3 College Renewal and Expansion
George Brown continues to expand to accommodate growing student demand. Recent
changes have added more than 500,000 square feet to campuses in 2012-13 and
approximately 5,000 spaces will be created for students over the next two years.
The St. James campus has grown, adding 100,000 square feet of space at 341 King Street East
for the expansion of the English as a Second Language program. Student intakes for this
program have increased by 250 for a total of more than 1,000 students. Also located at 341
King Street East are the School of Design’s Game Design, Game Development and Advanced
Digital Design programs. These programs have recently increased from 250 to 400 students.
The new space allows for the creation of a specialized digital sandbox with motion capture and
3D scanners as well as an incubator for emerging game industry companies. The School of
Makeup and Esthetics has a permanent new home at 193 King Street East. The new facility will
allow for increased enrolment as well as the opportunity to create new courses in special
effects makeup and spa management.
Renewal of the Casa Loma campus is allowing the Centre for Construction and Engineering
Technologies (CCET) to expand curriculum, strengthening the College’s ability to educate and
conduct research on green building practices. Renovations will accommodate 1,400 more CCET
students, increasing available enrolment from 2,500 to 3,900 by 2013-14. The Casa Loma
campus will soon be home to a green homes incubator where students, faculty and industry
leaders can focus on sustainable and environmental construction. New facilities such as a
green learning roof, materials testing labs and wind turbines will allow students the hands-on
learning experiences they expect from George Brown College.
The Waterfront campus is the new home of the College’s Centre for Health Sciences, bringing
together dental health, nursing, health and wellness, and health services management
together in one facility for the first time.
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The College’s first student residence is scheduled to open in 2016. A new 175,000 square foot,
co-ed student residence is being built at the northeast corner of Front Street East and Cherry
Street, close to Toronto’s downtown core. After its initial use as an athletes’ residence during
the 2015 Pan Am and Para Pan Am Games, one of the residences will be converted to a 500bed student facility, linked to a new YMCA location complete with a gym, fitness facilities and
swimming pool.
6.6 Support Services
George Brown College offers resources to help students with every aspect of college life.
Learning, studying and gaining work-ready skills in a supported environment are critical to
students’ success and enjoyment of the college.
6.6.1 Academic Supports
Support Area
Academic Supports
Library Learning The Library Learning Commons areas not only provide access to
Commons
educational resources, they also provide services to help students with
studies and research. Instructional librarians teach information literacy and
search methodologies and LLC faculty members are “embedded” in
program areas as liaison librarians so as to provide program specific
support. Other support areas include off-campus access to resources,
wireless printing, short-term loans of AV equipment, captioned media and
e-text, etc.
Full details can be accessed at: Library Services
Bookstores
The Campus Stores provide in-person purchases and online ordering.
Full details can be accessed at: Campus Bookstores
Computer Store The George Brown Computer Store offers a number of products and
services for students, faculty and staff.
Full details can be accessed at: Computer Store
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Support Area
Assessment
Centre
Academic Supports
Working closely with departments within the College and outside
stakeholders, the Assessment Centre provides accurate, fair and
standardized evaluations of the academic skill level of applicants and
students, recognizing the individual needs of students with disabilities and
providing them with accommodations during tests and examinations.
Full details can be accessed at: Assessment Centre
Tutoring and
Learning
Centre (TLC)
The Tutoring and Learning Centre (TLC) is an academic service supporting
students in developing their English and math skills. The TLC services are
available, free-of-charge, to all George Brown College students. The TLC
offers:
• One-on-one tutoring sessions
− support with writing and reading assignments
− practice of speaking and listening skills
− support in math and statistics
− review and practice material learned in class
− prepare for tests and exams
− APA and MLA support
• Workshops
• Study sessions
• Conversation circles
• Print and online resources
The TLC services are provided by TLC Advisors (staff), TLC Coordinators
(co-op students), and trained TLC Peer Tutors (George Brown students).
More information is available at www.georgebrown.ca/tlc .
Peer Tutoring
Students in the proposed Bachelor of Commerce (Culinary Management)
program will be able to take advantage of George Brown’s Peer Tutoring
Program for free and accessible tutoring in accounting.
Full details can be accessed at: Peer Tutoring
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Support Area
Peer Assisted
Learning (PAL)
Academic Supports
PAL Centres are located on the St. James and Casa Loma campuses. They
are friendly places for students to meet with peers to share strategies,
campus resources ideas.
Full details can be accessed at: Peer Assisted Learning (PAL) Centres
6.6.2 Personal Supports
Support Area
Counselling
Personal Supports
Full-time students have access to free and confidential counselling.
Students can book an appointment to see a counsellor to discuss a number
of personal topics which have included stress management, communication
skills, adjustment to college life, academic concerns, health and wellness,
sexuality, domestic violence, as well as many other issues.
George Brown also offers a regular series of counselling workshops to assist
students with learning strategies, time management, stress management
and organization. The workshops are open to all George Brown students.
Full details can be accessed at: Counselling
Diversity,
Equality,
Human
Rights
Staff of the Diversity, Equity & Human Rights Services encourage all George
Brown community members (including Alumni) to visit its offices on Casa
Loma and St. James campuses.
Staff are available to answer questions related to diversity, equity and
human rights at the College and to assist in matters related to ensuring a
welcoming and respectful learning and work environment for all George
Brown College students and staff.
Full details can be accessed at: Diversity, Equality, Human Rights
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177
Support Area
Aboriginal
Services
Personal Supports
George Brown expresses its commitment to Aboriginal students in a variety
of ways. There are over 300 Aboriginal students in the college during each
academic year. Services offered include a Native Student Counsellor who
works and counsels aboriginal students, a bursary program, an Aboriginal
Book Collection and Aboriginal Studies courses. The College has also
established The Sahkitcheway Student Centre which is a dedicated place for
Aboriginal students to meet, study, access job postings, etc.
Full details can be accessed at: Aboriginal Services
Safewalk
The Safe Walk Program is a joint initiative between the Student Association
and George Brown College. Safe Walkers work in co-ed pairs to escort
George Brown College students, staff and guests to local parking lots or TTC
stops. All Safe Walkers are students who have been trained in emergency
first aid and American Sign Language.
Full details can be accessed at: Safewalk
Housing
Services
The Housing office is a free service for all George Brown College students.
It offers support in helping students to find off-campus housing with
knowledgeable staff assisting in housing searches. It currently has a
partnership with Ontario Student Housing so that students have access to
increased listings.
Full details can be accessed at: Housing Services
Childcare
Services
As part of George Brown’s early education career training, George Brown
operates eight innovative child care centres in a variety of facilities across
Toronto. Staffed by fully trained early childhood educators, the child care
centres play an important role as lab schools, helping students develop
their skills, and as crucial sources of high quality daycare.
Full details can be accessed at: Childcare Services
Locker Rentals
Students are able to rent a locker for $20 for two consecutive semesters.
The proceeds from locker rentals are used to administer the program. The
program provides student employment on both campuses, and covers
locker renewals, upgrades and maintenance.
Full details can be accessed at: Locker Rentals
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Support Area
TTC Discounts
Personal Supports
To be eligible for a postsecondary school pass, the student must be a fulltime degree/diploma student. All others fall under VIP pass arrangement.
Students also have access to a number of fee-based services through George Brown’s
Wellness, Applied Research and Visionary Education (WAVE) initiative. WAVE is a group of
faculty-supervised health and wellness clinics where students provide services to the public
such as dental care, hearing tests, fitness assessments and health promotion programs.
One of the many goals of WAVE is to support inter-professional learning among students in
health sciences programs. This is a unique feature of health sciences education at the
college, where students are given the opportunity to work with their peers and the public to
enhance their skills. Inter-professional learning helps students work in teams, expand their
knowledge base and challenge them to problem solve in a way that replicates real working
conditions, preparing them for successful careers in health care.
Through WAVE, students have access to services such as:
WAVE Fee-Based
Services
Active Living
Description
Students conduct health assessments for blood pressure, nutrition
and fitness to support healthier and more active lifestyles.
Dental Clinic
Students perform public services such as dental cleanings,
restorations and dentures.
Fitness Studios
Students work with clients in well-equipped multi-purpose spaces
to provide personal training and group exercise to encourage an
active lifestyle in the community.
Hearing Clinics
Students assess hearing needs, make recommendations and fit
hearing instruments. Hearing classrooms are adjacent to the
clinical space allowing for effective staff supervision.
Health Promotion
Student groups develop community health promotion programs
and presentations on topics such as smoking cessation and
diabetes management.
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6.6.3 Technical Supports
Technology is an integral part of learning, studying, socializing and participating in campus
life. George Brown College technical support services keep students connected and help
students access needed resources.
Support Area
Technical Supports
Student ID Card Student photo ID cards facilitate access to many of the college’s services and
facilities.
Full details can be accessed at: Student Photo ID Card
Student E-mail
Every full-time George Brown student receives a college e-mail account,
available anywhere using a web browser. Each full-time student account
offers 100MB storage capacity and provides access to Microsoft Exchange
calendar functions. The calendar allows coordination with instructors and key
college contacts regarding office hours, advising sessions, consultations and
other important dates. It also allows the student to easily send group emails
to other students by program or course.
Full details can be accessed at: Student Email
Wireless Access Students may use their laptops to Wirelessly connect to the Internet from
many locations within the College. Wireless access is currently available in all
public areas of the College.
Full details can be accessed at: Wireless Access
6.6.4 Career Services
George Brown College is committed to getting students the jobs they want and the College
provides several services for both its students and faculty to assist in this process.
Support Area
Career
Advisement
Career Services Supports
Students can book an individual consultation with a George Brown College
Career Advisor. Career Advisors provide assistance in a number of
areas including interview skill practice and résumés writing.
Full details can be accessed at: Career Advisor
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Support Area
Career Services Supports
Meet Employers The Career Services Centre offers numerous opportunities to meet and
connect with employers, such as career fairs, networking events and
information sessions. This helps students build their network and learn
more about industry and workplace trends.
Career
Resources
The Career Centre provides current and relevant resources on building a
career.
Students can go into an on-campus Centre to access online information,
books, magazines and other useful print material. Free career
workshops are facilitated by Career Advisors during the fall and winter
semesters.
Online Job Site
The College hosts an online GBCareers job site provided exclusively for
George Brown College students and alumni.
Career Start
Course
If students don’t have time to visit the Career Centre, they can access a
free online course to help develop knowledge and skills for successful
career planning.
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6.7 Faculty
6.7.1 Four-Year Projection of Cumulative Enrolment
The four-year projected cumulative enrolment assumes that some students will enter the
bridge pathway starting in the Summer prior to the Fall launch of Year 1 of the program:
Academic
Year
Year
Bridge
Semester 1
Semester 2
Semester 3
Semester 4
Semester 5
Semester 6
Semester 7
Semester 8
Term Total
Academic
Year Total
2015/16
2016
Summer
48
2016
Fall
48
2016/17
2017
2017
Winter Summer
48
38
48
86
2017
Fall
43
42
38
36
79
48
48
35
48
163
2017/18
2018
2018
Winter Summer
48
43
78
36
213
48
42
41
34
154
2018
Fall
35
48
203
2018/19
2019
2019
Winter Summer
48
43
41
75
34
193
48
365
444
To plan for the Bachelor of Commerce (Culinary Management), retention assumptions have
been made. First, we assume a 78% retention rate for direct entry students; this is in-line with
the current retention rates of the Bachelor of Business Administration (Hospitality) degree
offered at George Brown. Second, we assume a 70% retention rate for those students who
are entering the proposed Bachelor of Commerce (Culinary Management) program through
the bridging process; these students enter the fifth semester of the degree after completing a
bridge semester. The retention rates by semester are outlined in detail below.
Year 1
Bridge
Summer 1
0%
100%
Sem 1
100%
0%
Sem 2
90%
0%
Sem 3
88%
0%
Sem 4
86%
0%
Sem 5
84%
80%
Sem 6
82%
76%
Sem 7
80%
72%
Sem 8
78%
70%
6.7.2 Faculty Plan
The CHCA currently has four full-time faculty members with the academic credentials and
professional experience required to teach in the degree program. Two possess Ph.D.s and
two have master’s degrees. These professors are now teaching at the Chef School and are
responsible for classroom and laboratory instruction, presentations at professional and
academic conferences and meetings, industry and academic publications, and special
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events. These full-time faculty members will be the core strength in the degree program.
There are also three qualified instructors with master’s credentials who teach or have
taught on partial-load basis at George Brown and who have indicated interest in teaching
in the degree program. Curriculum vitae for all seven faculty members are provided in
Section 6.11, below.
In addition to the faculty members already identified for this program, the Chef School
intends to increase its program complement with a total of five new full-time faculty
hires with the following specializations:
Faculty Plan
Hire #1
Timing of Hire or
Achieving Credential Qualifications
To be hired once program is approved
Hire #2
Credential
Ph.D. Accounting, Finance, or
Business; CPA or CMA or CFA or
CGA
Ph.D. Nutrition
Hire #3
M.A. and Red Seal (Cook)
To be hired/qualified before second year of
delivery. This resource might be a current Chef
School faculty member who will have
completed a master’s degree
Hire #4
M.A. and Red Seal (Cook)
To be hired/qualified before second year of
delivery. This resource may be a current Chef
School faculty member who will have
completed a master’s degree
Hire #5
Ph.D. Business or D.B.A.
To be hired before the third year of delivery
To be hired in 2015/2016
While the percentage of courses taught by faculty members with a terminal credential will
fluctuate as the program is delivered over the first four years, the new faculty hires will ensure
that the established program will consistently meet the benchmark that 50% of all core
courses are taught by faculty with a terminal academic credential in the field or in a closely
related field/discipline:
Faculty
Terminal
Credential
Ph.D.
Master
Total
2016/17
No. of
Courses
Taught
%
2017/18
No. of
Courses
Taught
%
2018/19
No. of
Courses
Taught
%
2019/20
No. of
Courses
Taught
%
12
60
17
45
22
55
23
50
8
40
21
55
18
45
23
50
20
100
38
100
40
100
46
100
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6.8 Policies Related to Faculty
Refer to Section 16 – Policies file for George Brown’s policies related to faculty.
6.9 Research and Partnerships
6.9.1 The Office of Research and Innovation (ORI)
The ORI supports and advances industry and community problem solving through applied
research, commercialization and scholarship. The ORI engages industry, faculty, students, and
the community at large through participation in educationally and economically meaningful
research projects and partnerships.
The College in general, and the program administration teams in particular, encourage
faculty to participate in research activities either through the ORI or on their own.
Programs are eligible to apply for funding from a number of organizations, including:
Canada Foundation for Innovation (CFI), Ministry of Research and Innovation, Natural
Sciences and Engineering Research Council of Canada (NSERC), College and Community
Innovation (CCI) funding program, and Social Sciences and Humanities Research Council
of Canada (SSHRC). Also, the College’s Office of Applied and Institutional Research
provides seed funding to support applied research in teaching and learning innovations.
6.9.2 Community Partnerships Office (CPO)
The CPO creates partnerships that build city, community and college capacity through
education. Its mandate is to facilitate the social and economic development of GTA
communities through strategic collaborative initiatives and partnerships. Linked with multiple
partners from every sector – corporate, service, civil society, education, labour, and
government – the CPO has served almost 4,000 non-traditional students, helping them to
achieve educational success and has delivered 72 projects that led to improved community
health and sustainable employment.
By securing partners, projects and funding, the CPO helps build stronger partnership roles for
the College and pioneer experiential learning and innovation in delivery. The increased
collaboration with industry and community partners promotes economic development and
provides myriad employment experiences and opportunities.
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6.9.3 Culinary Research Lab
Funded in part by the Natural Science and Engineering Research Council of Canada (NSERC)
and various industry partners, the culinary research lab is a research facility that specializes in
consumer testing of creative recipe design, food product development and commercialization,
sensory evaluation, nutrition and ingredient label creation and food quality system
consultation.
The culinary research lab offers small and medium-sized food oriented businesses easy access
to technical resources, facilities and networking opportunities, enabling them to grow and
develop their enterprises:
• Industry Partners can access college expertise, technology and equipment to enhance
productivity, competitiveness and innovation
• Students can get real world, practical training and learning opportunities to develop
innovation literacy
• Faculty and staff researchers are able to participate in industry innovation and remain
current on developing industry trends
• George Brown College enhances its reputation, strengthens industry and community links,
contributes to social and economic development and fosters excellence in teaching and
learning
Past research initiatives have included:
• Square Snacks: recipe optimization and commercialization of a line of healthy snacks
• Diabetic friendly recipes for ethnic populations
• ALTERNA, a gluten-free alternative to flour
• QuinWow formula optimization and commercialization
• BRUNCH (Building Recipes and Understanding Nutrition for Cancer-survivor Health)
6.10
Curriculum Vitae Release
The College has on file, available for inspection, signatures from all faculty and staff
whose curriculum vitae (CVs) are included in this submission, attesting to the
truthfulness and completeness of the information contained in their CV and agreeing
to the inclusion of their CV in any documents/websites associated with the
submission, review and final status of the program application.
6.11
Curriculum Vitae of Faculty Assigned to Degree Program (Removed for Web Version)
6.12
Curriculum Vitae of Faculty for Non-Core Courses
This section is not applicable to the Bachelor of Commerce (Culinary Management) degree. The
curriculum vitae of faculty responsible for non-core courses on file with PEQAB are current.
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Section 7
Credential Recognition
7.1 Program Design and Credential Recognition
New degree opportunities are pursued in sectors that are aligned with the College’s Strategic
Mandate Agreement (SMA), the college’s existing areas of strength, and where the College
already has significant partnerships and working relationships that can inform and strengthen
program development and ongoing delivery. To this end, the College engages in consultations
with stakeholders at every stage of program design and development.
7.2 Credential Recognition - Employers
As outlined in Section 4 – Program Content, the Chef School formed a Program Development
Advisory Committee (PDAC) to guide development of the proposed degree. This committee is
now an established Program Advisory Committee (PAC) that meets regularly to provide
industry perspectives on the culinary management field. In October 2014, the PAC
unanimously supported the development of a degree program.
The Chef School also consulted with a broad range of employers and industry stakeholders
through reseach conducted by fsSTRATEGY Inc., an independent foodservice consulting firm
(see Section 13 – Economic Need). This research, feedback from the PAC, as well as
recommendations made during ongoing employer discussions, were integrated into the
program structure and course content presented in this application.
Letters from potential employers who recognize the credential are included in Section 7.5.1,
below. These letters indicate support for the program, as reflected by the following excerpt:
The program outline, maps, outcomes, and course lists you presented to us were very
impressive. The range of business, managerial, culinary, and marketing skills you plan
to offer students will make them highly desirable to potential employers. Additionally,
unique aspects of the program, like emphasis on multi-unit kitchen management
principles, will surely be useful to companies like Imago who operate numerous
restaurants across the city.
Cynthia Simpson, Executive Vice President
Imago Restaurants, Inc.
Several employer letters indicate an interest both in working with the Chef School to provide
student externship opportunities and considering future graduates for employment. Andy
Jorge, Vice President, Research & Development, Quality Assurance and New Product
Introduction (NPI) at Tim Hortons states:
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George Brown College’s industry connections will offer an unparalleled bank of
expertise and internship opportunities for students, extending the range of industry
sectors into which graduates can integrate themselves upon completion of the
program.
7.3 Credential Recognition – Industry Associations
The Chef School received letters from two industry associations (see Section 7.5.2, below),
which affirmed recognition of the credential and the need for the proposed program. Tony
Elenis, President and CEO of the Ontario Restaurant Hotel & Motel Association (ORHMA),
states:
I see strong need for graduates with the knowledge and skills necessary to participate
in culinary management teams within a variety of foodservice environments. The
program’s emphasis on culinary management, accounting, marketing, supply chain
management and industry research will produce highly-desirable employment
candidates. Candidates will be well positioned to apply their knowledge, skills and
experience to a range of foodservice organizations.
Garth Whyte, President and CEO of Restaurants Canada, wrote:
Finding suitable candidates to successfully engage with Canada’s increasingly complex
foodservice industry is becoming a greater challenge as time progresses. Many
companies are now seeking degree-level candidates to assume upper-level culinary
positions, but Canada does not offer a bachelor-level culinary degree within which
chefs could hone skills specific to their industry.
7.4 Credential Recognition – Opportunities for Graduate Studies
Four universities have indicated that qualified graduates from the proposed degree would be
well positioned to continue academic studies through their Master’s programs. Letters (see
Section 7.5.3, below) indicating recognition of the proposed degree, should it receive consent,
have been received from:
University
Boston University
Master’s Program
Master of Liberal Arts (MLA) – Gastronomy
Students in this program examine the role of food in historical
and contemporary societies from a variety of perspectives—
gaining a holistic view of the impact of food, food science, and
nutrition on world civilization.
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University
University of British
Columbia
Master’s Program
Master of Science – Integrated Studies in Land and Food
Systems (ISLFS)
The program offers students the opportunity to focus on key
complex issues, such as the world’s ability to create a
sufficient, healthy, safe, culturally relevant and economically
accessible food system for everyone. It is of particular interest
for graduate students wishing to work within emerging
interdisciplinary fields.
University of the Pacific
Master of Arts – Food Studies
Students in this program gain expertise in multiple food policy
implementation strategies for use by producers, consumers
and law makers. They develop proficiency in evaluating the
social, economic, aesthetic and political impact of food choices
made by individuals and groups.
York University
Master of Environmental Studies (MES)
Students are given the opportunity to take an interdisciplinary
approach to the study of natural, social, and built
environments. This program is developing a strong faculty
contingent that focuses on food studies and policy.
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7.5 Credential Recognition – Letters
7.5.1 Letters of Recognition – Employers
Letters of recognition from the following organizations are included in this section:
1. Compass Group
Simon Roach, Executive Chef – Food Services
2. Delmanor Senior Communities
Sheldon K. Gould, Chief Operating Officer
3. Good for You Food Services (subsidiary of Magna International)
Robert King, General Manager
4. Imago Restaurants Inc.
Cynthia Simpson, Executive Vice President
5. Loblaw
Tom Filippou, Executive Chef/Director, President’s Choice
6. Mission Hill Family Estate
Chris Steward, Executive Winery Chef
7. Natural Markets Food Group
Chef Andre Walker, Corporate Chef and Director of Culinary Development
8. Quails’ Gate Estate Winery
Roger Sleiman, Culinary Director
9. Revera Inc.
Edwin Brunink, National Director of Culinary Services
10. Richmond Station
Ryan Donovan, Co-owner
11. Summerhill Market
Christy McMullen, Store Manager
12. Tim Hortons Inc.
Andy Jorge, Vice President, Research & Development, Quality Assurance and NPI
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7.5.2 Letters of Recognition – Industry Associations
Letters of recognition from the following organizations are included in this section:
1. Ontario Restaurant Hotel & Motel Association
Tony Elenis, President & CEO
2. Restaurants Canada
Garth Whyte, President & CEO
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7.5.3 Letters of Recognition – Universities
Letters of recognition from the following universities are included in this section:
1. Boston University – Master of Liberal Arts (MLA) – Gastronomy
Dr. Mary C. Beaudry, Professor of Archaeology, Anthropology & Gastronomy
Interim Faculty Coordinator, Master of Liberal Arts in Gastronomy
2. University of British Columbia – Master of Science – Integrated Studies in Land and Food
Systems
Dr. Gwen Chapman, Professor and Associate Dean Academic
3. University of the Pacific – Master of Arts – Food Studies
Dr. Ken Albala
Director, Graduate Program in Food Studies
Professor, Department of History
4. York University – Master of Environmental Studies (MES)
Dr. Noël Sturgeon, Dean
Faculty of Environmental Studies
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Section 8
Regulation and Accreditation
There are no regulatory bodies applicable to this program.
George Brown College is working with the Ontario College of Trades to identify program hours
and outcomes that can be applied toward Red Seal certification.
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Section 9
Nomenclature
The Bachelor of Commerce (Culinary Management) program title meets the PEQAB
nomenclature standard and benchmarks, using the Bachelor of Faculty (Subject) format. The
Bachelor of Commerce nomenclature conveys a degree-level instructional environment in
terms of approach and preparation of the students. While Bachelor of Commerce degrees vary
in specialization, there are several areas of instruction which tend to be common, such as
accounting, finance, marketing, communication, human resources, and law. Courses in these
areas are included in the proposed degree, thereby meeting the current standard in place for
Canadian undergraduate commerce degrees in both universities and colleges. As well, using
Bachelor of Commerce nomenclature is consistent with nomenclature adopted for several
recently launched Ontario college degrees.
Bachelor of Commerce degrees typically offer a major or specialization. The proposed
descriptor of “culinary management” is the established program-title convention used in
numerous Ontario postsecondary diploma programs. Although course composition varies by
institution, “culinary management” program descriptors normally signify the presence of
advanced culinary and pastry courses, essentials of management, as well as elements of
communications, mathematics, and menu development.
The Program Advisory Committee (PAC) members confirmed that the term “culinary
management” is now a commonly recognized descriptor in the industry (refer to Section 4 –
Program Content, PAC meeting minutes of October 20, 2014). George Brown anticipates that
use of this descriptor will increase prospective employer and graduate-institution
understanding of graduates’ academic and practical skills. On October 20, 2014, the Program
Advisory Committee (PAC) also gave the proposed nomenclature unanimous support.
In summary, George Brown proposes nomenclature that meets PEQAB’s nomenclature
standard and benchmarks. The Bachelor of Commerce (Culinary Management) nomenclature
will facilitate public understanding of the qualification and assist students, employers and
other postsecondary institutions in recognizing the level, nature and discipline of study.
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Section 10 Program Evaluation
10.1
Overview
The Office of Academic Excellence (OAE) at George Brown College is responsible for creating,
updating, administering and facilitating comprehensive, multi-dimensional, continuous academic
quality improvement. Guided by Program Reviewers and Curriculum Specialists from the OAE,
program review uses inclusive and collaborative processes and reaches out to multiple
stakeholders including faculty, students, graduates, administrators, employers, program advisory
committees, support staff and external consultants where appropriate.
The Program Review framework includes collection and analysis of a range of data from the
course, program, division and college levels and assists in ongoing academic self-assessment.
Both the annual and comprehensive academic program review processes and reports provide
academic leaders with critical information about a program’s strengths, challenges, overall
quality, and need for future resources. Program review employs a comprehensive methodology
that is well communicated to and understood by all stakeholders, has an identified
accountability framework for implementation and assists with business planning, and integrates
relevant accreditation/certification processes.
Program Reviewers from the Office of Academic Excellence play a crucial role in facilitating the
program review process, notably though the collection, analysis, and triangulation of a wide
variety of data. Program Reviewers integrate information such as Key Performance Indicators
(KPIs), generated by third party research bodies, with data from the Ontario College Application
Service (OCAS), the Ministry of Training, Colleges and Universities (MTCU), as well as by George
Brown College’s Offices of the Registrar, Institutional Research, and Finance. The OAE also
generates information via specifically designed confidential surveys of the program’s faculty,
students, and alumni.
A dynamic and evolving process, program review provides the mechanism for change and plays
a crucial role in the College’s commitment to making excellence in teaching and learning the
distinguishing hallmark of a George Brown College education.
Purpose of Program Review
The purpose of program review at George Brown College is to
•
•
•
•
•
Identify and confirm program strengths
Provide direction to faculty and administrators for continuous quality improvement
Support sound decision making and planning
Promote accountability for program quality
Respond to the changing needs of students, business, industry and community partners
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•
•
•
•
•
•
•
Review (and, if necessary, revise) program outcomes for consistency with the Ontario
Qualifications Framework and with relevant professional standards
Promote alignment with the College's commitment to diversity and internationalization
Ensure congruence with the College's Mission, Core Values and Academic Strategy
Assist in preparation for external program credential and audit reviews
Recognize and shine a light on exemplary programs in order to celebrate faculty and
program success
Provide a voice for program stakeholders
Improve student, graduate and employer satisfaction and success
10.2
Types of Program Reviews
10.2.1 Comprehensive Program Review/Self-study
Each program participates in a comprehensive self-study every five to seven years. A program
review team is struck that meets 3 or 4 times during the program review period to help guide
the internal, self-study process and to ensure all elements of the program review are
completed. A Program Review Team (PRT) is chaired by a program faculty member, supported
by the OAE, and has the following representation:
•
•
•
•
•
•
Program faculty (2 -3 members)
A George Brown College faculty member from outside the program familiar with the
operation of the program under review
A liberal studies faculty member
A member of the Program Advisory Committee (PAC)
A current fourth year student
A graduate (if available)
Generally, a comprehensive program review examines:
•
•
•
•
•
•
Program Alignment to George Brown College’s Mission
Student Demographics (including average HS grades at entry)
Admissions, Enrolment, Retention
Pathways to Degree
Competition and Marketing Overview (review of print and web materials)
Overall KPI data summary – last 3 years. Since 1998, Ontario colleges have been
collecting and reporting key performance data in five areas:
− graduate satisfaction
− student satisfaction
− employer satisfaction
− employment rate
− graduation rate
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•
•
•
•
Program Recommendation Figure (% of grads and current students who would
recommend the program)
Program Advisory Committee Overview (number of times PAC meets, overall themes)
Financial - Program Costs (Tuition vs. Competitors) & Contribution Margins
Program Overview Strengths, Challenges, Opportunities, Recommendations
Specifically, a comprehensive program review assesses:
The Learning Environment
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Faculty Credentials and Scholarly Activity (from CVs, program currency & faculty
surveys)
Dual Professionalism (from faculty surveys and program currency)
Applied Research and Innovation Activities (from faculty surveys and program currency)
Faculty to Student Ratio (from Chair)
Teaching / Learning Styles (from program review surveys)
Student Feedback Questionnaires – Quality of Instruction (from SFQs)
Evaluation / Feedback (from faculty and student program review surveys
− Summative Feedback
− Formative Feedback
Communication – (from faculty program review surveys)
Student Supports – Academic and Financial (from KPIs)
Student Services (from KPIs)
Facilities (from KPIs)
Library and Computer Access (from library assessment and program staff)
Computer and Equipment Investments (from Chair)
The Learning Environment Strengths, Challenges, Opportunities and Recommendations
The Curriculum
•
•
•
•
•
•
•
Ongoing Curriculum Renewal (from program currency and program history)
Curriculum – Student, Faculty, PAC and Graduate Feedback from program review surveys
and KPIs
Student Academic Achievement (including courses with low and high marks) – from
special tabulation that examines average GPA and course grades for last 5 years
Work Term(s) (including student, PAC and faculty feedback) – interview and data from
relevant field placement/externship office
Curriculum changes made in the last 3 years: why were they made?, How successful have
they been? – from faculty and program staff
Curriculum Mapping (mapping to program outcomes) – special tabulation conducted
from course outlines by curriculum specialists in Office of Academic Excellence
Bridging pathway mapping– from program staff
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•
•
•
•
•
Alignment to PEQAB Degree Level standard (from program faculty)
Workload and Assessment Analysis – from analysis conducted from course outlines by
curriculum specialists
Breadth curriculum – analysis by program reviewer and program staff
Course Outline Audit Analysis – completed by curriculum specialists
Curriculum Strengths, Challenges, Opportunities and Recommendations
Student and Graduate Success
•
•
•
•
•
•
•
•
Curriculum Strengths, Challenges, Opportunities & Recommendations
Graduation Rate (comparison to College average) – KPIs when available
Graduate Satisfaction Analysis (compared to College average) – KPIs
Graduate Employment (Related vs. Unrelated; Listing of job titles and employers; Further
study, average salary) – KPI graduate outcomes report
Employment Trends and Future Prospects (PAC and faculty feedback on program review
surveys and program currency)
Graduates Pursuing Further Study – from program staff
OSAP Default Rate – from Institutional Research
Student Success Strengths, Challenges, Opportunities & Recommendations
External Program Evaluation Committee (EPEC)
Once the program review/self-study has been approved by the administrative team, the report
is sent to an External Program Evaluation Committee, which is made up of two academic peers
from outside the College (both scholars and administrators) and one academic peer from
George Brown College but outside the program under review. When the internal program
review/self-study is complete, an electronic copy of the report is sent to the EPEC who will
review the report over the course of one month and then come to the College for a site visit to
meet with various program stakeholders (graduates, current students, faculty, administrators,
PAC members, etc.).
Within one month of the site visit, using the draft template provided by the College, the EPEC
writes a report that provides feedback on the program review recommendations and, if
necessary, makes additional recommendations to improve program quality. When the EPEC
report is received, recommendations from this report along with recommendations from the
review are added into the program review action plan. This action plan serves as the
program’s response to the EPEC report because it will clearly delineate the actions required,
responsibility, needed resources, costs, next steps and progress made on the
recommendations.
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10.2.2 Annual Program Review
Academic managers (Chairs, Associate Deans, Directors) are responsible for conducting an
annual review of the programs in their portfolios in order that stakeholders are engaged in
continuous quality assurance. This review is designed to ensure the program is responding to
the needs of industry and students in order to remain relevant and up-to-date. Moreover,
annual program reviews develop capacity for self-assessment of quality so that when the time for
comprehensive program review comes around faculty and staff in program areas are already wellversed and practiced in quality assurance principles and processes.
The following are sources of information that assist with the annual program review:
• Student Feedback Questionnaires (SFQs)
• KPI student satisfaction surveys
• KPI graduate and employer surveys
• KPI graduation rates
• Course outlines
• Program Advisory Committee meetings
Academic Chairs/Directors will work with program staff to ensure the annual review questions
are completed and sent to their Deans by June 15th. Academic Chairs/Directors and Deans will
then ensure that any new recommendations are added to the program review recommendations
spreadsheet, which is updated annually and forwarded to the OAE by June 30th.
Annual Program Review Questions
The following are some questions that the Office of Academic Excellence recommends
program chairs and coordinators ask when looking at the overall currency needs of their
programs or departments, as well as during program planning and program review. They can
also be helpful in facilitating discussions with faculty for the sake of performance review,
Standard Workload Formulas, and ongoing professional development needs or opportunities.
PART A – Program Currency
Brief Program Description
1. Describe the following:







Brief program history
Enrollment (# of students, # of intakes)
Number of faculty – full time & contract
MTCU Code
Last Review – comprehensive or modified
External accreditation
PAC
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Current Strengths & Challenges
1. What are the current strengths and challenges faced by your program?
2. What were key strengths in your program at that the time of your last review? Are
they still your strengths?
3. What were the recommendations at that time and how were they addressed?
4. Describe the process for curriculum review within your program? Does your
department engage in an annual review?
Accreditation, Ministry of Training, Colleges and Universities and Industry Standards
1. Do you feel the current program outcomes are up to date? If not, what has changed?
What is missing?
2. Are there additional standards your program is required to meet?
3. If your program has recently undergone an external accreditation process, were any
gaps identified at that time, and have they been filled?
Current Trends in the Field/Industry
1. What trends do you see emerging in the industry/field related to this program and
what impact do you anticipate them having on:




Program Generally
Curriculum Content
Delivery Methods
Faculty Hiring & Staff Development
Competitor Programs
1. Who are your competitors? What are their admission requirements?
2. How does your program compare with its competitors?
3. What features distinguish your program from the others?
Program Pathways
1. Does your program have any articulation agreements with other programs within or
outside the college system?
2. Does your program offer advanced standing entry to applicants who hold other
credentials?
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3. Are your program’s graduates eligible for advanced standing entry to other programs
and if so, which programs?
4. Do your program’s graduates typical enroll in higher-level credential programs here at
George Brown? Elsewhere? Are any credit transfer agreements in place to facilitate
this?
Teaching and Learning
1. How do you maintain currency in teaching and learning?
2. How do you maintain currency in your field/industry expertise?
3. What new skills/competencies do you anticipate needing to add in the near future to
the collective expertise of the faculty in your program?
 teaching and learning
 developing curricula
 teaching online
 Universal Design for Learning (UDL -multiple means of representation, action and
expression, engagement)
 accessibility, AODA standards , captioning, working with textbook vendors
 copyright
4. What type of professional development opportunities do you think would be helpful to
maintain currency?
Learning Materials
1. What is the process for reviewing your textbooks, classroom and online resources to
ensure currency?
2. Are materials made available in advance and posted on Blackboard for students?
3. Are online course packs compatible with screen readers and/or other assistive
technology?
4. Is the online content easy to navigate and to understand?
5. Have you worked with a disability consultant regarding tips for dealing and negotiating
with vendors?
The Library Learning Commons
1. Describe how your program’s courses are tied to the library and its resources?
2. Are your faculty members using the information technology, data bases, etc. available
in the Library?
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3. Which library resources are essential for your curriculum? (E.g. books, technology,
databases, etc.).
4. Which courses have library sessions embedded within the curriculum?
5. Has your program developed an up-to-date list of the relevant resources available in
the Library?
6. Have you provided a copy of your textbook to be included in the reserve collection at
the LLC?
7. Are there any resources the LLC does not have that you would like to recommend?
Field Education
1. Describe the field education or work integrated learning opportunities available for
students within your curriculum.
Innovation within the Curriculum
1. Describe any innovative curriculum delivery methods your program currently uses.
Examples:
 innovative teaching and learning practices or technologies
 opportunities for experiential or field education,
 inter-professional collaboration
 e-learning, hybrid or blended learning, etc.
Internationalization
1. How does your program incorporate international and intercultural knowledge and
abilities? (E.g. field placement experiences, faculty development, global partnerships,
recruitment, curriculum content that addresses intercultural issues, etc.)




Global partnerships
Student and/or Faculty Placement Opportunities
Diversity of student body
Curriculum content and outcomes (global citizenship, diversity, intercultural
fluency, recruitment, other curriculum content that addresses intercultural issues,
etc.) in required and/or elective courses
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Sustainability
1. How does your program incorporate sustainability outcomes in the curriculum as seen
in the 3 Pillars of Economic, Social, and Environmental Sustainability?
 environmental sustainability (including materials procurement/use/disposal
practices and conceptual/analytical learning),
 social sustainability (including conflict resolution, human well-being, social equity
and community building) and
 economic sustainability (including opportunities for meaningful employment,
achievement of sustainable economic growth, and fostering healthy local and
national economies).
Engagement with Industry/Sector
1. How do faculty members know what employers are currently looking for in graduates
of your program?
2. Do you have an up-to-date Program Advisory Committee?
3. How do faculty members in your program interact with your Program Advisory
Committee?
Relationships with other GBC Programs & Services
1. Describe any strengths, issues or challenges your program/students/faculty members
face working with any of the following areas:
 Registrar’s office
 Scheduling
 Academic Advising
 Assessment Centre
 Marketing
 Alumni Office
 Pre-programs
 Other GBC programs
 Peer tutoring
 Counselling
 Disability services
 Bookstore
 Career centre
 Co-op/Externship Office (if applicable)
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 Facilities
 Other
PART B – Annual Key Performance Indicators (KPI) Analysis
The College is committed to regular and ongoing continuous quality improvement; therefore
as part of this annual review, the following questions should be addressed:
1. Are there any upward or downward trends in the scores from the last 3 years?
2. In what questions are the KPI scores the strongest?
a) What factors contribute to this?
b) What will your program continue to do to ensure that the higher KPI scores
remain high?
c) How can your program harness this strength in addressing the lower KPI
scores?
3. What KPI scores are the lowest?
a) What could your program do to effect change in these scores?
b) What changes would you, as faculty members, like to make in your classes to
help address one of the low KPI scores?
PART C Faculty PD Checklist & Biographies
•
•
•
•
•
•
Brief faculty biographies - To be completed by each member of the faculty team and
submitted to the Academic Chair / Director with annual report.
Professional Development Opportunities – To be completed by each member of the
program faculty team
The following is a list of some activities that have been shown to enhance professional
currency.
In Column 1: Please check off all the activities in which you have participated in the last 3 years.
In Column 2: Please check off all the activities in which you have participated in the past, not
including those already listed in column 1.
In Column 3: Please check off the 5 activities you think would be most beneficial for you and the
program as a whole.
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Column 1
Have
participated
recently (in
last 3 years)
Activity
Column 2
Have
participated
in the past
(3-5 years)
Column 3
Would
consider in
the future
(choose 5)
Discipline Specific Activities
1. Membership in a professional association
2. Getting certified and/or keeping professional certification constantly
updated
3. Taking a discipline related credentialing body or con-ed
4. Writing, publishing, and/or reviewing professional articles, books, and
other publications in your field. Updating text books in your field.
5. Presenting at paper at a provincial, national and/or international
conferences, competitions, or exhibitions in your field
6. Engagement in creative contributions to the field through exhibition or
related forums
7. Engagement with the scholarship of pedagogy in your field
8. Participation in regulatory and accrediting association workshops,
degree audits or related work in your field
9. Serving on community or sector boards
10. Engagement in applied or basic research, labour market research and/or
related industry needs assessments
11. Application of conceptual knowledge to current field practices. Eg:
volunteering, consulting, reports to industry
12. Development of case studies / research partnerships with industry
13. Reviewing professional publications in your field
14. Partnerships with industry/sector that allow worker exchange -wording
15. Using web-based social networking tools (Facebook, twitter, etc.) to
consult with colleagues world-wide and stay abreast of trends
16. Using PD days to interact with industry/sector
Other:
Other:
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Column 1
Have
participated
recently ( in
last 3 years)
Activity
Column 2
Have
participated
in the past
(3-5 years)
Column
3
Would
consider
in the
future
(choose
5)
Teaching & Learning Activities
1. Sitting in on each other’s classrooms (The Learning Squares Model)
2. Taking advantage of professional development opportunities to update
teaching/learning skills
3. Learning about how to incorporate diversity into the curriculum and/or
classroom
4. Taking a teaching related con-ed course
5. Taking training to develop skills in outcomes-based learning
6. Taking a course on information literacy, connecting with your liaison
librarian, and aligning library resources with course outcomes
7. Learning about how to integrate issues of sustainability (environmental
integrity, economic viability and social justice) into the curriculum
8. Developing a distance learning module or course
9. Implementing Universal Design for Learning and exploring alternatives
for flexible delivery of the courses in your program
10. Creating opportunities for your faculty to learn from one another
11. Learning to use BlackBoard (or other relevant LMS)
12. Completing AODA training modules and incorporating AODA standards
13. Maintaining currency and knowledge of Canadian copyright law and the
college’s Copyright Policy
General Professional Development Activities
1. Maintaining a current CV
2. Preparing a yearly Personal Development Plan
3. Participating in the GBC faculty review process (post-probationary
period)
4. Applying for sabbatical opportunities
5. Attending a professional conference
6. Serving on a Program Advisory Committee
7. Taking part in webinars
8. Subscribing to relevant media (i.e. journals, magazines, listservs,
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Column 1
Activity
Have
participated
recently ( in
last 3 years)
Column 2
Have
participated
in the past
(3-5 years)
Column
3
Would
consider
in the
future
(choose
5)
webcasts)
9. Taking further postsecondary education
Other:
10.3
Program Review Schedule
A schedule of program reviews is published by the Office of Academic Excellence following a
consultation process with the Academic Management Committee (AMC). Schedules typically
are published three years in advance although every year the Office of Academic Excellence
updates the rolling program review schedule to reflect emerging needs, stakeholder input,
and any external accreditation requirements. The updated schedule is approved by the
Academic Management Committee and distributed to all divisions in February. The schedule
is also posted on the College’s Intranet for access by college staff.
10.3.1 Internal Annual Program Review Process
Academic managers (Chairs, Associate Deans, Directors) are responsible for conducting an
internal annual review of the programs. This review is designed to ensure the program is
engaged in continuous quality assurance and responding to the needs of industry and
students in order that it remains relevant and up-to-date. The following information sources
assist with this process:
•
•
•
•
•
•
•
•
Student Feedback Questionnaires (SFQs)
Portfolio analyses (Institutional Research department)
KPI student satisfaction surveys
KPI graduate and employer surveys
KPI graduation rates
Course outlines
Financial data
Program Advisory Committee meetings
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Internal Annual Program Review Timetable
May to June - KPI Data Analysis
KPI Satisfaction Figures released by the Institutional Research Unit. Copies sent to
Academic chair/director and published on College Intranet Site (Insite). Program team
meets to complete annual KPI review questions.
May to June - Program Currency Template Completed
Program faculty meet to complete/update program currency template. Completed
template is sent to Academic chair/director by June 15. Master program review
accountability spreadsheet is updated to include any recommendations arising from
annual reviews.
July - Report to Dean
Academic chair/director reports to the Dean on themes of annual program review
questions and program currency template. If curriculum support is required post-review
then Academic chair/director will complete the OAE Curriculum Specialist Support
Request Form (posted on Insite).
10.3.2 Comprehensive Program Review Process
These program reviews are structured to meet or exceed the Program Evaluation
standard and benchmarks as outlined in PEQAB’s Handbook for Ontario Colleges 2014.
Comprehensive Program Review Timetable
May to June - Program Reviewer Meets with Program Administrators
Program Reviewer meets with Faculty to introduce Program Review Process and to complete
Program Currency Template. Academic chair/director participates in Program Currency
portion of this meeting.
July to December - Analyze Data
Data Collection
Quantitative Data
Program costing; Applicants/Registrants; Conversion rate;
Enrolment trends; Student retention; Graduation rate; Graduate placement; KPI data,
External accreditation criteria (where applicable); Student demographics; Student
Feedback Questionnaires; Program Review Surveys (Faculty, Student, PAC); Admission Criteria;
Qualitative Data
Program Review Surveys (Faculty, Student, PAC); Course/Program Alignment;
Curriculum Content/Delivery; Evaluation Methods/Outcomes; Program Workload;
Learning Environment; Equipment, Space, Facilities and Resources; Future Employment
Trends; Interviews (Faculty, PAC) Focus Groups
Analyze Data
OAE reviewer analyzes data and meets with program stakeholders
September to January - Write Report
Draft report sent to Director of Academic Excellence and program’s administrative team for
feedback. Report identifies program strengths, challenges, opportunities and
recommendations.
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February to April - Implement Prioritized Recommendations
Program develops action plan and implements recommendations as identified in the final
program review report.
Financial requirements and any other additional resources are identified and incorporated
into the Centre’s business plans.
Program Review Action Plan and Recommendations are built into ongoing divisional plans and
operations. If curriculum specialist support is required post-review then Academic
chair/director will complete OAE Curriculum Specialist Support Request Form.
Note that this timeframe may change depending on the consent renewal expiration date. This
is an example only.
The OAE has overall responsibility for conducting the program reviews as scheduled. Current
resources to facilitate and complete the program reviews include three full-time curriculum
specialists, three full- time program reviewers and a part-time researcher.
For more details on the College’s program review process, please refer to Section 16 –
Policies for George Brown College’s Guidelines for Academic Program Review – Degree
Programs.
10.4
Follow-up and Accountability
Implementing change as a result of the comprehensive review does not have to wait until the
completion of the review. The program administration and faculty will get feedback on an ongoing basis as the program is being reviewed via ongoing meetings and correspondence.
Where possible, the program may wish to begin implementation while the review is in
process.
When developing program review recommendations, the OAE explicitly involves any college
department referred to in a recommendation being considered. This helps assess if the
department has or could obtain the resources needed to support the proposed
recommendation. For example, the program review might signal the need for more digital
resources from the library, or a training workshop from the Staff Development department, or
a broader range of breadth courses from the Liberal Studies department. The program
reviewer ensures that those departments are involved in dialogue with the program under
review prior to finalizing the recommendation. Preliminary discussions and alerting
departments of the final program review recommendations that affect them, provide time for
each department to consider resource demands in its business planning for the coming year.
Once the Academic Chair/Director and Dean receive a draft of the final program review
report in June, they begin developing an action plan arising from the Strengths, Challenges,
Opportunities and Recommendations (SCOR) found in the report. In April of the following
year, the Academic Chair/Director completes an Accountability Spreadsheet and sends it to
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the Dean for review and approval. An Accountability Spreadsheet, which is prepared for
every program that has undergone a program review in the past three years, lists
outstanding recommendations from the previous program review. The timing of this activity
provides a reminder to academic leaders about addressing recommendations and enables
them to include these considerations in the subsequent annual business planning cycle,
which begins in the Fall. The Dean sends a copy of the Accountability Spreadsheet to the OAE
for tracking purposes. Recommendations from program reviews that are still outstanding by
the start of the Fall business planning cycle are discussed during annual business planning
meetings between the Dean and the Senior Vice-President Academic.
On an annual basis, the Chair of Academic Excellence prepares a report for the Senior VP
Academic which identifies key themes from previous program review recommendations
which will impact college-wide business planning. For example, if a number of
recommendations identified the demand for more resources from the College’s libraries, or
Staff Development department, this may be highlighted for further discussion in advance of
annual business planning.
It is ultimately the responsibility of the Program Academic Chair/Director to follow-up with
areas impacted by program review recommendations with respect to the status of
implementation. Recommendations requiring additional resources (financial, human, etc.)
are included in Centre business plans until the recommendation is fully addressed.
10.5
Surveys Created Specifically for Program Review
10.5.1 Sample Faculty Survey
FACULTY SURVEY QUESTIONS
Program Review 2013-14
Sample Program
We are conducting this survey to learn about strengths, opportunities for improvement, and
faculty contributions to the success of the Sample Program.
You are NOT required to put your name on this questionnaire. All responses to the
questionnaire are confidential as set out in section 41 of Canada’s Freedom of Information
and Privacy Act.
Because the online survey contains no identifiers you cannot leave it partially completed and
come back later to finish it. It must be completed online in one session. It might be wise to
make a note for yourself in order to remember that you completed and submitted it (e.g.
pressed “Done” on the last page). We are unable to trace individual faculty responses in the
event that you forget whether or not you did the survey.
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The results of the survey will be summarized and only aggregate responses will be reported.
Your responses along with input from other stakeholders (e.g. students, PAC members, etc.)
will be used to formulate and support recommendations aimed at further strengthening the
program.
Should you have any questions or suggestions concerning the questionnaire and this process,
please contact the Office of Academic Excellence.
A. Background
1. Please indicate your current employment status:
 Full Time
 Contract
2. Please indicate the programs you teach in
 The Sample Program only
 Sample Program and other programs
B.
Teaching-Learning Environment
When answering the following questions please answer them in relation to the Sample
Program. Think about all the courses you have taught in the program to date.
3. Please indicate how frequently you use each of the teaching strategies listed below. [Radio
buttons used for each choice]
Teaching-Learning Strategy
Lecture with Discussion/ Questions
Student Presentations
Group Work
Teacher Demonstration
Hands on Practice/Lab Time
Case Studies
Field Trip
Guest Speaker
Film/Video and Online Materials
Other (Please specify)
Frequency of Use
1 = never/almost never
2 = sometimes
3 = always/almost every class
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
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4. Please indicate how frequently you use each of the teaching and learning tools and
supports listed below. [Radio buttons used for each choice]
Teaching and Learning Tools and Supports
Frequency of Use
1 = never/almost never
2 = sometimes
3 = always/almost every class
Presentation Software PowerPoint/ Presi, etc.
Blackboard
Web based Discussion and/or Social Media
other than Blackboard
Other (Please specify)
1
1
1
2
2
2
3
3
3
1
2
3
5. How do you give feedback to students in your courses?
Type of Feedback/Assessment
Percentage grade (100%)
Letter grade (A, B, C, D, etc.)
Rubrics/marking criteria
Written comments
Verbal feedback
Peer assessment
Self-assessment
Other - Please Specify:
Frequency of Use
1 = never/almost never
2 = sometimes
3 =always/almost every
assignment/test
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
6. Not including the Student Feedback Questionnaire that is administered at the end of each
course, do you have ways of gathering formative feedback throughout the term about how
your students are experiencing your classes? Please check off any of the following
techniques that you use.





Ask for feedback informally as part of a class discussion
Ask for feedback in writing such as One minute paper
Stop / Start / Continue
Three Things About this Course
Ask class at the beginning of the term about their goals, then check in to make sure
they are being met
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 Ask for midterm feedback on the course
 Other. Please specify:
7. How frequently do you ask for formative feedback?





Every class/almost every class
About once a month
once a semester
Never
Other – please specify:
8. Are there courses in the program that you believe are well suited to online or hybrid
(combination of online & in class) delivery? If so, please name them below and indicate
whether you think they are best suited to a fully online or hybrid option.
Course
Code
Course Name
Online
Hybrid
Not Sure
9. Do you have any comments about online or blended/hybrid course delivery?
10. Are there ways in which the students from the Sample Program are collaborating with
students from other programs? (inter-professional education)
 Yes. Please explain the details of this collaboration:
 No
11. If yes, what are the advantages and disadvantages of these experiences?
12. If no, would your program benefit from collaboration with any other college programs? If
so, please explain how.
13. Do you feel you are provided with/have access to the support you need in the following
areas in order to do your job effectively?
Support
Academic (e.g. course content,
teaching methods, rubrics, etc.)
Provided/
Accessible
 Yes
 Sometimes
 No
Please provide suggestions for improvement
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Provided/
Support
Accessible
Technology (e.g. Blackboard, COMeT,  Yes
specialized software and equipment,  Sometimes
etc.)
 No
Administrative (e.g. grade entry,
grade amendments, class lists, etc.)
Other – Please Specify






Please provide suggestions for improvement
Yes
Sometimes
No
Yes
Sometimes
No
14. Is there any additional Professional Development that could be provided to support your
teaching?
C. CURRICULUM
15. Please identify key discipline-specific skills that graduates of the Sample Program should
be able to demonstrate in order to obtain an entry level position? Please be as specific as
possible.
16. What are the main soft skills (i.e. problem solving, verbal communication, team work, etc.)
that students should be able to demonstrate by the end of the Sample Program in order to
obtain an entry level position? Please be as specific as possible.
17. Are there any additional topics that you feel should be added into the curriculum, or
existing topics that should be addressed more thoroughly?
 Yes
If yes, please list the topics and comment, below.
 No
Skips to next question
 Not Sure Skips to next question
Added or addressed more thoroughly
Reasons why
18. Are there any topics in the existing curriculum that you feel should be removed from the
curriculum or given less attention than currently in the program?
 Yes
If yes, please list the topics and comment, below.
 No
Skips to next question
 Not Sure Skips to next question
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Removed or given less attention
Reasons why
19. What are the strengths and challenges of the Industry Externship experience?
Strengths
Challenges
20. Overall, what do you consider to be the strengths of this program?
Strength
Why is this a strength?
21. Are there any particular challenges you find in teaching this program?
Challenge
How might this be addressed?
22. Do you feel your students have a clear understanding of the field of Sample Program Area
and realistic expectations about the types of employment they will be qualified for upon
graduation?
 Yes
 No
 Not Sure
If no, please suggest ways this could be addressed.
D. Communication
23. Please indicate your opinion about communication between you and other college
employees in your area. [Radio buttons in for each choice]
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Communication with
Full-time Faculty
Importance of /
Need for Regular
Communication
Not important
Neutral
Important
Not applicable
Amount of
Communication
Usefulness of
Communication
Too little
Too much
Just the right
Not applicable
Not useful
Neutral
Useful
Not applicable
Contract Faculty
Program Coordinator
Technologists
Purchasing Manager
Support Staff
Chair
Director/Corporate
Chef
Dean
Program Advisory
Committee (PAC)
Other: Please specify:
24. Do you have any suggestions to enhance program/departmental communication?
25. Do you feel the faculty in the Sample Program work as a team on curriculum, student and
program issues?
 YES
 NO
If yes, in what ways does the team work together?
If no, how could that be improved?
E. Facilities and Support
26. Please comment on the strengths and challenges of program/college facilities
(e.g. instructional space, faculty office space and student common areas).
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27. Are there any additional resources that would need to be provided by the College and/or
Division to adequately resource and support your work?
28. Is there anything else you would like to add?
Thank You. Your cooperation in completing this survey is essential to the integrity of the
Program Review process.
10.5.2 Sample Student Survey
OFFICE OF ACADEMIC EXCELLENCE
STUDENT SURVEY
2013 2014
SAMPLE PROGRAM
The purpose of this survey is to gather student input that will form part of a review currently
underway to identify strengths and challenges regarding the Sample Program. Your input,
along with input from employers, faculty and members of the Program Advisory Committee,
will be reviewed to determine if any specific changes should be made to improve the program.
Note: You are NOT required to put your name on this survey. All responses to the survey are
confidential as set out in section 41 of Canada’s Freedom of Information and Privacy Act. The
results of the survey will be recorded as a group response. After the group results have been
tabulated all individual student surveys will be destroyed.
Should you have any questions or suggestions concerning the survey or the survey data
collection and tabulation process, please contact: The Office of Academic Excellence
BACKGROUND
1.
What semester are you in?
2
4
2.
Was the Sample Program your first choice of postsecondary programs?
Yes [skip to 4]
No
3.
What program was your first program choice?
Name of program:
College or University:
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4.
Before coming to this program at George Brown College, did you attend another
postsecondary program?
Yes
No [skip to 8]
If yes, please name to college/university and the program(s).
5.
Did you complete that previous college/university program?
No I left before I completed any course credits [skip to 8]
No, I left but I completed some course credits
No, I left after I had completed the first year or more or of the program
Yes, I completed the entire program
6.
Did you apply for credit transfer at GBC for any of the courses you completed
elsewhere?
Yes
No
Not sure [skip to 8]
7.
How many course credits that you applied for were granted?
None
Some
Most
All
Not sure
8.
What is the highest level of education you have completed to date (not including the
Sample Program)?
High School Diploma or Equivalent
College Certificate
College Diploma or Advanced Diploma
University Undergraduate Degree (e.g. B.A., B.Sc.)
Post Graduate Degree (e.g. M.A., M Ed., Ph.D..)
9.
Do you plan to apply to another postsecondary program after you have graduated
from George Brown?
Yes
No
Not Sure [skip to 11]
If yes, please describe
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10.
Do you plan to apply for credit transfer for any of the courses you have completed at
George Brown?
Yes
No
Not Sure
TEACHING-LEARNING ENVIRONMENT
When answering the following questions please answer them in relation to the program as a
whole. Think about all the courses you have taken in the program to date.
11. From the following list please indicate how frequently each teaching strategy is used in
your program and its effectiveness in helping you learn. [Radio buttons for each choice]
Teaching-Learning Strategy
Traditional Lecture
Interactive Lecture with
Discussion
PowerPoint/Presentation
Software
Student Presentations
Group Work
Teacher Demonstration
Guest Speaker
Hands on practice
Field Trip
Film/Video
E-learning
WebCT /Blackboard
Problem-based Learning/Case
Studies
Other (Please specify)
Frequency of Use
1 = Never/almost never
2 = Sometimes
3 = Always/almost every class
1
2
3
1
2
3
Effectiveness for Learning
1 = Not effective
2 = Neither effective nor ineffective
3 = Effective
1
2
3
1
2
3
1
2
3
1
2
3
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
1
2
3
1
2
3
12. Do you have any comments about the effectiveness of the teaching strategies used in the
program?
13. From the following list please indicate how frequently each feedback method is used in
your program and rate how helpful you find it. [Radio buttons for each choice – 1 choice
per column/per row]
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Feedback Method
Percentage grade (100%)
Letter grade (A, B, C, D, etc.)
Rubrics &/or Marking Criteria
Written comments from the professor
Verbal feedback from the professor
Peer assessment
Self assessment
Other: Please Specify
Frequency of Use
1 = Never/almost never
2 = Sometimes
3 = Always/almost every
assignment/test
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Value of Feedback
1 = Not helpful
2 = Neither helpful nor
unhelpful
3 = Helpful
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
14. Do you have any comments about the feedback you receive on your assessments and/or
progress?
15. Other than the Student Feedback Questionnaire (the online course evaluation that is
available at the end of each term) how many of your professors ask for your feedback
about their courses before the course ends? [Drop down menu]





All
Most
Some
Few
None (skips next question)
16. Please identify specific ways professors in the program have asked for your feedback.
Please choose all that apply.











Asks for feedback informally as part of a class discussion
One minute paper
Stop / Start / Continue
Three Things About this Course
Online Survey
Asked class at the beginning of the term about our goals, then checks in to make sure
they are being met
Teacher asks class to give written feedback at the end of a lesson about how to
improve the lesson
Teacher asks class to write down one thing s/he could improve
Teacher asked me about the muddiest point in the lesson, and about one thing I
learned.
Teacher asks for midterm feedback on the course
Other. Please specify:
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17. Which, if any, of your existing face-to-face courses do you think could be offered
completely online or as a blended/hybrid delivery (part in-class & part online)?
Course Code
Course Name
18. Do you have any comments regarding online or blended course delivery?
CURRICULUM
19. Courses outlines provide students with an outline of learning outcomes, course evaluation
processes (tests, assignments etc.) and the week-to-week course schedule. Thinking about
all of the courses in the program thus far, have the course outlines accurately reflected the
courses as taught? [Required]
[Drop down menu]
 All course outlines accurately reflected the courses as taught.
 Most course outlines accurately reflected the courses as taught.
 Some course outlines accurately reflected the courses as taught.
 Few course outlines accurately reflected the courses as taught.
 No course outlines accurately reflected the courses as taught.
20. Do you have any comments regarding course outlines?
21. An important aspect of this program is to provide you with practical skills, industry-focused
knowledge and real-world scenarios and examples. Do you feel the program has met these
criteria? [Radio buttons]
Practical skills
Industry-focused knowledge
Real-world scenarios and examples
Yes
Yes
Yes
Somewhat
Somewhat
Somewhat
No
No
No
22. Do you have any comments regarding the program’s provision of practical skills, industryfocused knowledge and real-world scenarios and examples?
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23. Which 2 courses have you found MOST useful / relevant in the program? Please include
course code if you know it.
24. Please describe why these courses were particularly useful.
25. Which 2 courses have you found LEAST useful / relevant in the program? Please include
course code if you know it.
26. Please describe why these courses were not useful/ relevant.
27. Which course(s) have you found most challenging? Please include course code if you know it.
28. Please describe why these courses were most challenging.
29. Are there any additional topics that you feel should be included in the curriculum, or
existing topics that should be addressed more thoroughly?
 Yes - If yes, please list the topics and comment, below.
 No
[Skips to next question]
 Not Sure [Skips to next question]
30. If yes, please describe the topics that need to be added or addressed more thoroughly.
31. Are there any topics that you feel should be removed from the curriculum, or existing
topics that should be given less attention?
 Yes - If yes, please list the topics and comment, below.
 No
[Skips to next question]
 Not Sure [Skips to next question]
32. If yes, please describe the topics that need to be removed or given less attention.
33. Sample students complete an industry externship in semester 4. If you are in semester 4
do you feel prepared for the externship component of the program?
34. What, if any are the benefits of having an industry externship experience?
35. What, if any are the drawbacks of having an industry externship experience?
36. As part of the course curriculum, all college programs are expected to address the
employability skills listed in the chart below. Do you feel these skills are adequately
addressed in your program? [Required]
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ESSENTIAL EMPLOYABILITY SKILLS:
Skill adequately
addressed in program:
Yes
No
Not
Sure
COMMUNICATION
 to communicate clearly, concisely and correctly in the written,
spoken and visual form that fulfills the purpose and meets the
needs of the audience
 to respond to written, spoken or visual messages in a manner
that ensures effective communication
NUMERACY
 to execute mathematical operations accurately
CRITICAL THINKING & PROBLEM SOLVING
 to apply a systematic approach to solve problems
 to use a variety of thinking skills to anticipate and solve
problems.
INFORMATION MANAGEMENT
 to analyze, evaluate, and apply relevant information from a
variety of sources
 to locate, select, organize and document information using
appropriate technology and information sources
INTERPERSONAL
 to show respect for the diverse opinions, values, belief
systems, and contributions of others
 to interact with others in groups or teams in ways that
contribute to effective working relationships and the
achievement of goals
PERSONAL
 to manage the use of time and other resources to complete
projects
 to take responsibility for my actions, decisions and
consequences
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IN CONCLUSION
37. Is the Sample program meeting your expectations and helping you to achieve your goals?
 Yes
 No
38. Do you have any comments regarding the program helping you to achieve your goals?
39. What is the best thing about the program and why?
40. If you could change one thing about this program what would it be?
41. Would you recommend this program to others?
 Yes
 No
 Not Sure
42. Are there any final comments you would like to make about the program?
Thank you for completing this survey. We appreciate your time and input into the Program
Review process at George Brown College.
10.5.3 Sample Alumni Survey
Sample Program Graduate Survey
As a graduate of the Sample Program, you may have insights about the program that you may
not have had when you were a student. The purpose of this survey is to get a graduate
perspective on the program and to find out what worked well, what did not, and whether
there are things that could have been done differently to improve your experience in the field
as a graduate.
Note: You are NOT required to put your name on this survey. All responses to the survey are
confidential as set out in section 41 of Canada’s Freedom of Information and Privacy Act. The
results of the survey will be tabulated and recorded as a group response.
Should you have any questions or suggestions concerning the survey or the survey data
collection and tabulation process, please contact: The Office of Academic Excellence.
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*1. When did you graduate from the program?
[Drop down menu with years 2009 – 2013]
*2. Are you currently working in a field related to your George Brown training?
 Yes
 Sort of
 No
Comment:
If yes or somewhat then go to 2b, c, d & then to question 4
If no go to question 3
2b. Is your job:
 Full Time
 Part Time
2c. Please describe your job (e.g. position, name of organization/company, duties).
2d. How long have you worked at this particular job? [drop down menu]
 Less than 1 year
 1 – 2 years
 3 – 4 years
 Over 4 years
3. Since graduating, have you ever worked in a field related to your George Brown training?
 Yes
 Sort of
 No
Comment:
If yes or somewhat then go to 3b, c, e & then to question 4
If no skip to question 5
3b. Was your job:
 Full time
 Part Time
3c. Please describe your job (e.g. position, name of organization/company, duties).
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3d. How long did you work at this particular job?
 Less than 1 year
 1 – 2 years
 3 – 4 years
 Over 4 years
4. Do you feel the Sample Program helped you get the job?
 Yes
 Somewhat
 No
Comment:
*5. Have you enrolled, or are you planning to enroll in further education?
 Yes
 Please describe:
 No
 Not Sure
*6. Considering all of your courses and how they were delivered, do you feel that the
Sample program prepared you well for a job in the field?
 Yes
 Somewhat
 No
Comment:
7. What was the best thing about the program?
8. If you were asked to redesign the program, what changes would you make, if any?
*9. Would you recommend this program to someone else?
 Yes
 No
 Not Sure
Why or why not?
10. Is there anything else you would like to add?
Thanks for your feedback!
Should you have any questions or suggestions concerning the survey or the survey data
collection and tabulation process, please contact: Office of Academic Excellence
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Section 11 Academic Freedom and Integrity
11.1
Academic Freedom
According to Section 6 of George Brown College’s Employee Code of Conduct, academic staff
are entitled to the exercise of academic freedom. Academic freedom includes the right,
without constriction, to:
•
•
•
•
•
•
•
freedom of expression in the learning environment,
freedom in carrying out research and disseminating and publishing the
results thereof,
freedom in producing and performing creative works,
freedom to engage in service to the college and the community,
freedom to express their opinion about the college, its administration, or the
system in which they work,
freedom from institutional censorship and
freedom to participate in professional or representative academic bodies.
In exercising such freedom, there is a responsibility to adhere to the law as it pertains to
Human Rights and Hate Propaganda as defined under the Criminal Code of Canada, any
other relevant legislation, the code of conduct for academic faculty, and to respect the
academic freedom of all others.
Please refer to Section 16 – Policies for more information on the College’s Employee Code
of Conduct.
11.2
Academic Honesty
George Brown College is mandated by law and by the community it serves to provide
an educational environment that demonstrates professionalism and academic
currency, that values diversity, and that respects the processes and traditions of
learning. The terms of this mandate are prescribed by the:
•
•
•
•
Founding documents of the College
Laws to which the College is subject
Collective agreements that govern academic employees and support staff
Operational policies and procedures that the College has adopted
George Brown assumes that all students in all programs – full time and part time – are adult
learners who accept the principle that they share the responsibility, with the College, for
creating and maintaining a respectful and productive learning environment where principles
of academic integrity are shared and respected.
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Student conduct is demonstrated in four distinct areas of activity:
• classroom conduct
• conduct relating to academic performance
• relationships with students outside of the classroom
• relationships with faculty and staff outside of the classroom
The College’s Student Code of Conduct and Discipline is designed to provide an explicit
definition of the minimal standards of personal conduct that the College expects of all its
students including those who are distance students. Section 4 of the Student Code of Conduct
and Discipline, excerpted below, directly addresses academic honesty.
George Brown College believes that the development of self-discipline and acceptable
standards of academic integrity are fundamental aspects of the learning process. Individuals
and groups must uphold the values of academic integrity ­ fairness, honesty, trust, respect and
responsibility.
All members of the college community must be committed to academic honesty including
college staff and students. Breaches of academic integrity are considered a serious offence and
disciplinary action will be taken in response to acts of academic dishonesty.
Offences Warranting Disciplinary Action
The following offences are considered to be acts of academic dishonesty warranting
disciplinary action:
Fabrication
• Improper Research Practice
• Academic research includes the colection, analysis, interpretation and publication of
information or data obtained in the scientific laboratory or in the field
• Forms of improper research practice include but are not limited to:
− dishonest reporting of investigative results, either through fabrication or falsification;
− taking or using the research results of others without permission or due
acknowledgement;
− misrepresentation or selective reporting of research results or the methods used.
Cheating
• the use or possession of an unauthorized aid or aids or use of unauthorized assistance in
any academic examination or term test or in connection with any other
form of academic work (e.g. cheating during a test or an examination or theft of
an examination); this includes collaborating when the instructor’s direction was to work
independently.
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Forging or Falsification of Documents
• forging, altering, or in any other way falsifying any document or evidence required for
admission to the College, or circulating or making use of any such forged, altered, or
falsified document, whether the record be in print or electronic form; forging a
document or the signature on a document such as a doctor's note, letter
of recommendation or letter of permission.
Impersonation
• the impersonation of, or the act of having another person impersonate, another student at
any academic examination or term test or in connection with any other form of academic
work.
Plagiarism
• a direct quotation, paraphrasing or expressing an idea that was articulated by someone
else from a text or paper without identification as to source
• submission of a work as one‘s own when it has been prepared by someone else
• contraction for assignments or submission of reports that are not the work of the student
• not giving credit for work that was done in collaboration
• the submission, without the knowledge and approval of the faculty to whom it is
submitted, of any academic work for which credit has previously been obtained
or is being sought in another course or program of study in the College or elsewhere
• the submission for credit of any academic work containing a purported statement of
• fact or reference to a source that has been concocted
• engaging in any form of cheating, academic dishonesty or misconduct, fraud or
misrepresentation not herein otherwise described, in order to obtain academic credit or
other academic advantage of any kind.
• Click on the link for full explanation and guidance:
http://www.georgebrown.ca/saffairs/stusucc/plagiarism/whatisitallabout.aspx
Facilitating Academic Dishonesty
• encouraging, enabling, or causing others to do, or attempt, any of the above with intent to
mislead faculty, academic unit, program, office or committee as to a student's academic
status, qualifications, actions or preparation shall be considered a breach of academic
honesty.
Inappropriate use of digital technology
• This may be a violation of academic honesty. Forms of inappropriate use of digital technology
may include but are not limited to:
− Unauthorized entry into a computer file for the purpose of using, reading or changing its
contents;
− Unauthorized transfer of one or more files or part of the data contained within a file;
− Unauthorized use of another's identification and password;
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− Use of computing facilities to interfere with, or alter the work of another student,
faculty member, or College staff member.
Consequences
The College is committed to academic integrity and will, without hesitation and without
exception, penalize acts that demonstrate disregard for the standards governing honesty in
academic performance. The minimal consequence for submitting a plagiarized, purchased,
contracted, or in any manner inappropriately negotiated or falsified assignment, test,
essay, project, or any evaluated material will be a grade of zero on that material.
If the College discovers that a student has knowingly provided illegal assistance to a fellow
student in an examination or assignment, then that student will also receive a mandatory
grade of zero on the examination or assignment in question.
Incidents of academic dishonesty will be considered major infractions under the terms
prescribed in this policy. The College may apply the full range of options, including
suspension or expulsion, according to the procedures outlined.
ASSESSMENT OF ACADEMIC DISHONESTY
Process for Course Faculty
If a faculty member has cause to believe that a student has plagiarized, submitted false
materials, cheated on an exam, or in any other way behaved in an academically dishonest
manner, he/she will:
1. Immediately inform the student of the act of dishonesty and give the reasons.
2. Give the student an opportunity to present his or her side of the story and, if
appropriate, write an on­the­spot précis of the material in question. Faculty will also be
sensitive to the needs of ESL students or students with disabilities in this instance. In
the case of group assignments, the faculty may interview students to determine the
extent of their involvement in the dishonesty and to determine a course of action.
3. Assign a mandatory grade of zero to the material in question if the student is unable to:
•
•
•
provide a credible explanation to account for the behaviour that has caused the
concern to be raised;
refute the evidence provided, or
provide an accurate précis.
4. Provide the appropriate Chair/Director of the student’s program with an Academic
Discipline Report that:
• outlines the nature of the offense,
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•
•
summarizes the interactions, and
documents that a grade of zero has been assigned (copy attached as Appendix 4 of
the full policy documents).
Process for Invigilator (Exam Supervisors)
If an invigilator who is not the student’s professor and who may not be a faculty member
has reason to believe that a student is cheating during an examination, he/she will
1.
Inform the student immediately that he/she believes that an act of dishonesty has
taken place and give reasons.
2.
Require the student to leave the examination.
3.
Provide a full report in the form of a memo to the student’s faculty member, who will
follow up according to the provisions provided in this policy.
Discipline Reports and Records
The Academic Discipline Report will remain with the Chair for the duration of the
student’s participation in that program of study to ensure documentation of repeated
incidents of academic dishonesty.
Disciplinary records (with the exception of expulsion, refusal for re­admission or
suspension beyond 10 days) may be held for three years following the student’s
graduation from the College and will then be destroyed in compliance with the
provisions of the Freedom of Information and Protection of Privacy Act (see Code of
Conduct: Academic Employees).
Please refer to Section 16 – Policies for more information on the College’s Student Code of
Conduct and Discipline and the College’s processes for informing faculty and students
about, and ensuring their compliance with, policies pertaining to academic honesty.
11.2.1 Ensuring Understanding of George Brown Policies and Procedures Concerning
Academic Dishonesty
There are several channels by which the College informs students and faculty about, and
ensures their understanding of, policies and procedures concerning academic honesty.
• The Library/Learning Commons has links on its website that not only provide
comprehensive definitions of academic honesty but also offer advice on how to avoid
plagiarism. http://www.georgebrown.ca/LLC/studytools/plagiarism/
• The Library/Learning Commons website hosts an online academic honesty tutorial and
links to Purdue’s Online Writing Lab (OWL) and resources on Safe Practices, Quoting,
Paraphrasing, and Summarizing
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•
•
Instructional Librarians offer presentations and workshops to students and faculty during
the first week of classes and will supplement those presentations with tutorials throughout
the semester if asked to do so.
Mandatory new faculty orientation workshops include segments on the College’s
Academic Freedom and Integrity policies and procedures.
Please refer to Section 16 – Policies for more information on the College’s processes for
informing faculty and students about and ensuring their compliance with policies
pertaining to academic honesty.
11.3
Intellectual Products of Employees and Students
George Brown College seeks to encourage creativity, innovation and invention among its
faculty, students, and staff. The College invests in this endeavour by making available its own
facilities, equipment, personnel, and information resources. The College also actively seeks
specific support for creative activity from external sources, both public and private.
Frequently, inventions, discoveries, and creative works that are developed by individuals at
the college will have commercial and/or scientific and scholarly value.
The intent of the Intellectual Property Policy is to provide incentives that foster creative
activity and to help assure that any intellectual property produced will be exploited for the
benefit of the creators, the College applied research enterprise, and the public. To help meet
these policy objectives, the College makes available, through the Office of Applied Research
and Innovation, technical and legal assistance in procedures necessary to protect ownership
of intellectual property and to aid in its commercial development.
The creator of copyrightable intellectual property will retain his or her rights, and the
College shall not assert ownership rights. However, creators will be expected to grant nonexclusive, royalty-free, perpetual licenses to the College for copyrightable material that is
developed for college courses or curriculum, so that the College's continued use of such
material for educational purposes would not be jeopardized. The College will assert
ownership rights to copyrightable intellectual property developed under any of the
following circumstances:
•
•
•
•
Development was funded as part of an externally sponsored research
program under an agreement which allocates rights to the college;
A staff member was assigned, directed, or specifically funded by the college to
develop the material, and the college has negotiated an understanding or formal
contract with the creator;
Material was developed by administrators or other non-faculty employees in the
course of employment duties and constitutes work as a condition of employment
under Canadian law;
The material was developed with extraordinary or substantially more use of
college resources than would normally be provided for the creator's employment
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duties. This might occur as disproportionate use of staff time, networks,
equipment, or direct funding.
Refer to Section 16 – Policies file for the complete Intellectual Property policy.
11.4
George Brown College Copyright Policy and Guidelines
George Brown College has a policy on copyright that defines acceptable use of material
protected by copyright, outlines the responsibilities of all users of copyright materials, helps
College employees and students comply with the legal requirements of the Copyright Act, and
establishes a framework for responsible practice. The complete policy can be read in full in
Section 16 – Policies.
The College also has established Copyright Guidelines that provide for copyright compliance.
They have been developed in adherence to the Copyright Modernization Act, Supreme
Court’s Copyright (SCC) judgment and the Fair Dealing Policy. The complete copyright
policy can be accessed at this here:
http://www.georgebrown.ca/LLC/services/copyright/and includes some key appendices:
• Appendix A - Fair Dealing Policy ACCC
• Appendix B - SCC 6 Point Fair Dealing Test
• Appendix C - Student Course Work License Form
• Appendix D - Copyright Guidelines
• Appendix E - Permission Procedure
• Appendix F - Guest Speaker - Release Form
• Appendix G - Grenville Print Centre Copyright Guidelines
• Appendix H - Dept Copier Poster
• Appendix I - SCC Wording Photocopiers
Please refer to Section 16 – Policies for details on the College’s Copyright Guidelines.
http://www.georgebrown.ca/LLC/services/copyright/
11.5
Research at George Brown – Human Subjects Policy
George Brown College’s Research Ethics Policy was last updated and approved by the Board
of Governors on December 12, 2012. It outlines the policy for ethical research involving
human participants conducted under the auspices of the College. It applies to all researchers
who may wish to use George Brown College employees, students and/or College equipment
and facilities for study and research purposes. In addition to adherence to College policies, all
research projects must follow ethical guidelines on research involving human participants as
contained in the Tri-Council Policy Statement: Ethical Conduct for Research Involving
Humans. Please refer to Section 16 – Policies for the Research Ethics Policy.
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11.6
Management of Research Funds
Financial Administration of Research Awards at George Brown College: The Office of
Research and Innovation (ORI) at George Brown College administers research projects and
the disbursement of research awards at the college. Financial administration of research
awards adheres to the 2013 Tri- Council financial administration guide (http://www.nserccrsng.gc.ca/professors- professeurs/financialadminguideguideadminfinancier/index_eng.asp) and George Brown College policy.
New Awards, Monitoring and Reporting: When notification of a new award is received, an
original signed copy of the research contract is stored in the ORI and copies are sent to the
appropriate stakeholders within the college, including the President’s office, the Controller,
the researcher, and his or her manager. The ORI liaises with George Brown’s Finance
department to set up a new project-specific organization code (account) for each research
project. All project accounts are tracked through the College’s electronic accounting system
(FAST) which segregates project and operational costs and records the costs by object code
within individual projects. The ORI monitors all research-related expenses ensuring that
expenses are eligible and are compliant with the funder’s and college policies, and
completes financial and project reporting for funders. Financial reporting is also reviewed by
the College’s Finance department.
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Section 12 Student Protection
12.1
Academic Calendar and Promotional Material
George Brown College provides applicants and students access to a broad range of materials
through the following website link: http://www.georgebrown.ca/registernow
At this website, the current college calendar is available, as well as frequently asked questions
about registering, important dates, orientation activities and student services.
For applicants interested in degree programs, George Brown College also has a Degree with
Direction brochure that can be downloaded from the website:
http://www.georgebrown.ca/degrees/GBC_Degree_Brochure/
12.2
Student Awareness of Policies and Procedures
The Registration Letter sent to students regarding registration provides students with
information and access to all relevant policies and procedures. Students acknowledge
confirmation through their registration process. The following is a sample registration letter
provided to the student:
Spring 2013
March 06, 2013
John Sample
123 ABC Street
Toronto, ON
Canada, M1M 1Z1
Program: Sport and Event Marketing
Program Start Date: May 6, 2013
Campus: St. James
Program Code: B400
Semester: 1 - Spring 2013
ID: XXXXXXXXX
Password: XXXXXX
Dear John,
It will soon be time to register! Please read this letter carefully as it contains all of the information
that you require to register successfully. Make sure that you register as soon as your registration
window is open. This will ensure that you have the most choice of courses and sections.
IMPORTANT: If you do not intend to register for the Spring 2013 term please let us know by sending an email to: registration@georgebrown.ca. Please include your name, student I.D. and program.
Please note that tuition payment is due prior to registering. Please see your invoice for the due date.
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Registration for the Spring 2013 term will start on March 25, 2013. Start times for registration are
staggered on a program by program basis. Registration dates will be posted by March 11, 2013. Just
go to: www.stuview.georgebrown.ca to check when you can start to register. Or log on via MyGBC https://my.georgebrown.ca/. You will need your student I.D. and password.
To be able to proceed with the online registration process, your tuition fee payment, or if you have
applied to OSAP, the $145.00 OSAP deferral payment MUST be received in our Finance department
by the deadline date indicated on your invoice. A convenient online payment option means that you
can avoid line-ups at the Student Service Centre.
Steps for Registration
Read the Frequently asked questions about registration 2012-2013 section on the Register Now!
website. It will make registration a quick and easy process. This information booklet is
posted online at: http://www.georgebrown.ca/registernow.
Tuition fees must be paid by the due date indicated on your Invoice. You will not be able to register
online or may lose your seat in the program if your fees are not paid by the due date. In addition, a
late penalty of $125.00 will be applied.
Check STU-VIEW to see when you can start to register. Registration dates will be posted by
March 11, 2013. Remember – start dates for registration are staggered on a program by program
basis.
If I don’t register online will I be automatically registered by the College?
Students in Course Based Programs - Required to select courses.
You must register online for all of your courses. You will not be automatically registered in any of
your courses. This includes English and math courses. You are required to return to the web to
register for each term within the academic year. (i.e. register in July for the Fall term, if required).
If you need assistance with registration, call (416) 415-2000 or 1-800-265-2002.
Please have your Student I.D. ready.
Check your timetable occasionally, and particularly before the start of classes. Circumstances may
require George Brown College to alter your course selections and schedule.
Student e-mail
All full time students will receive a George Brown College e-mail address when they first register.
Please see http://www.georgebrown.ca/studentemail/index.aspx for more information. Once you
have this e-mail address it should be used for all e-mail communications with the College. Any
correspondence from the Registrar’s office will be sent to this e-mail address. It is important that you
check it regularly – particularly at the start of the term and at the end of the term. You can access
your account by going to https://mail.georgebrown.ca or https://my.georgebrown.ca (don’t forget
the ‘s’ after http – it ensures you are entering a secure site). To log in, enter your Student ID number
as your User Name, and the password.
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Students with documented disabilities that interfere with their ability to participate in and benefit from
the College’s educational services and cultural life may obtain assistance from the Office of Disability
Services and Deaf and Hard of Hearing Services in acquiring appropriate and reasonable accommodations.
Please call 416-415-5000 ext. 2622 (voice), 1-877-515-5559 (TTY) or the Contact Centre at 1-800-265-2002,
(toll free). Intake packages may be obtained from our Disability Services, Deaf and Hard of Hearing
Services or Counselling offices on each campus. You may also visit our website at:
http://www.georgebrown.ca/saffairs/disabilities/disabilities.aspx.
Welcome to George Brown College! We look forward to seeing you on Campus.
Sincerely,
Diane Tessier, Registrar
Please note: College policies affecting students can be found at
http://www.georgebrown.ca/policies/index.aspx and hard copies are available at the college
libraries.
12.3
Resolution of Students’ Academic Appeals, Complaints, Grievances, Disputes
George Brown College strives to promote students’ academic success and to ensure academic
records reflect students’ academic abilities and accomplishments. It is expected that faculty
will make academic judgments that are objective, consistent and fair. In situations where
students experience personal difficulties or unforeseen events that disrupt or impact their
academic performance, it is expected that faculty will assist in identifying alternate
arrangements to enable the students to meet the course/program requirements.
The George Brown College Academic Appeals Policy provides students who believe that they
have received an unfair academic or disciplinary decision by the College with access to a
thorough, respectful, and impartial review of their concerns. It is the College’s intention that
all resolutions occur within an environment of integrity, partnership, fairness, respect, and
commitment.
Students with academic issues involving allegations of discrimination or harassment should
consult the GBC Diversity, Equity, and Human Rights Office.
Students with concerns about the quality of the educational experience – who are not looking to
challenge an academic decision – should refer to the Educational Complaints Resolution policy.
Please refer to Section 16 – Policies for the policy details related to students’ academic
appeals, complaints, grievances, and/or other disputes.
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12.4
Student Dismissal
Students and their rights are protected by the Canadian Charter of Rights and Freedoms, the
Ontario Human Rights Code, the Freedom of Information and Protection of Privacy Act, and
the College’s policies and procedures.
George Brown is serious in its intent to maintain a climate in which learning can flourish and in
which all members of the academic community are treated with equality and respect. The
College will take disciplinary action in response to student behaviour that is inconsistent with
the maintenance of an appropriate learning environment. Nonconforming behaviour that
constitutes a minor or major infraction as defined in the College Policy on Student Discipline
may be dealt with according to the procedures outlined in this policy.
The College’s policy addressing student dismissals is the Policy Governing Nonconforming
Student Behaviours. This policy statement demonstrates the College's determination that
behaviour that is disruptive to the maintenance of an appropriate academic environment, that
is harmful to others, that is threatening to others, that vandalizes College property, that
constitutes an act of academic dishonesty, or that is illegal will not be tolerated. The policy
defines a range of disciplinary responses depending upon the seriousness of the offence.
As this policy outlines increasingly severe disciplinary action, it is very specific in content. It
begins with a statement of student conduct that outlines the context in which the College has
developed this policy, and it contains a glossary of terms to help ensure that there is clarity in
its application. This policy applies to all students whether they are traditional onsite students
or distance students.
In a community dedicated to the development of mature and responsible individuals, who
value diversity and respect, the College will not tolerate the following behaviours/offences:
•
•
•
•
•
•
•
•
dishonesty
misconduct
disruption of the academic environment
destruction of property
fraud
misdemeanours or other offences against persons or things
failure to abide by the college's regulations and policies
failure to respect the rights of others
Students are at all times responsible for their own actions. Ignorance of the rules or of the law
is not a defence against disciplinary action. Lack of intention to violate College policy will not
generally excuse an infraction. The College reserves the right at all times and at any time to
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discipline, suspend, expel, place terms or conditions upon, or refuse admission or registration
to any individual whose action or influence is considered contrary to this disciplinary policy.
12.5
Diversity, Equity and Human Rights Services
George Brown College has a rich and accomplished history in matters related to diversity,
equity and safety. The position of Human Rights Advisor to the President was created in 1991
as a result of work done by the College and the community on the development of the Race
and Ethnic Relations Policy. The primary focus of the position is to create an inclusive and
welcoming environment for students, staff and visitors. In addition, the Advisor is also
responsible for matters related to employment equity and information access and privacy
issues. Policies and Guidelines pertaining to diversity, equity & human rights can be accessed
here: http://www.georgebrown.ca/diversity/
New in 2015 is George Brown’s Sexual Assault and Sexual Violence Policy and Protocol, which
provides procedures and resources to support individuals and groups who may be directly or
indirectly impacted by sexual violence or involved in working with persons who have
experienced it (http://www.georgebrown.ca/policies/sexual-assault-sexual-violence-policy/).
Refer to Section 16 – Policies for more information on any of the above-mentioned policies.
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Section 13 Economic Need
13.1
Summary of Key Findings
Employment outlooks for the foodservice sector indicate a rising need for professionals with
combined business and food-related knowledge. Employers have expressed the need for
graduates who can evaluate the appropriateness of different approaches to solving problems
across a wide spectrum of situations, foodservice operational styles, and in a variety of
positions. While graduates of culinary programs can master the kitchen, employers have
suggested that such employees do not always have the business knowledge and skills
necessary to advance in their occupations or to lead a foodservice or culinary team. Likewise,
managers do not always have the desired culinary or food studies expertise.
Surveys of students and graduates from George Brown’s Centre for Hospitality and Culinary
Arts (CHCA) programs indicate that there is strong interest in a degree program that positions
graduates to meet Ontario’s employment demands. The proposed Bachelor of Commerce
(Culinary Management) degree will supply Ontario with graduates who have in-depth and
multi-disciplinary understanding of the key concepts, methodologies, current practices, and
theoretical approaches related to cooking and foodservice management.
13.2
Industry/Sector Overview
Toronto's food and beverage sector is the largest of its kind in Canada and the second largest
and fastest growing in North America, generating annual revenues of $18 billion. Toronto is
the centre of Ontario's food and beverage sector, employing over 60,000 people. More than
75% of all agricultural products grown on farms outside the region are processed locally in the
Toronto region, with a quarter of those servicing the fast-growing specialty food market
spurred by the city's diverse population. 5 Food and foodservice providers are an economic
driver in the province as a whole.
13.2.1 Food Store and Foodservice Industry Sales, Ontario and Canada
Food Store Sales (NAICS 6) ($ million)
Ontario
2012
2013
Grocery stores (4451)
$28,256.9
$28,551.9
Specialty food stores (4452)
2,038.2
2,267.5
Beer, wine and liquor stores (4453)
7,559.5
7,755.3
Food and beverage stores(445)
$37,854.6
$38,574.7
5
6
Canada
2012
$82,227.6
5,258.6
19,173.9
$106,660.2
2013
$82,370.0
5,726.2
19,624.6
$107,720.7
http://www.investtoronto.ca/Business-Toronto/Key-Business-Sectors/Food-and-Beverage.aspx
North American Industry Classification System
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Foodservice Industry Sales (NAICS) ($ million)
Ontario
Canada
2012
2013
2012
2013
7
Restaurants, full service (722511)
$8,080.7
$8,490.5
$22,545.2
$23,722.0
Restaurants, limited service (722512) 8
9,692.9
10,015.7
23,114.4
24,137.9
Foodservice contractors and caterers (7223)
1,840.5
1,942.3
4,447.2
4,600.4
Drinking places (7224)
490.2
514.5
2,338.8
2,311.3
Total, food services and drinking places (722)
$20,104.4
$20,962.9
$52,445.6
$54,771.6
Accommodation foodservice (a)
Institutional foodservice 9 (a)
Retail foodservice 10 (a)
Other foodservice 11 (a)
Total Non-commercial (a)
Foodservice Industry Sales ($ million)
Ontario
2012
2013
$2,182.4
$2,258.8
1,467.4
1,559.4
493.7
479.8
944.8
966.5
$5,088.3
$5,264.5
Accommodation foodservice (a)
Institutional foodservice 12 (a)
Retail foodservice 13 (a)
Other foodservice 14 (a)
Total Non-commercial (a)
Foodservice Industry Sales ($ million)
Ontario
2012
2013
$2,182.4
$2,258.8
1,467.4
1,559.4
493.7
479.8
944.8
966.5
$5,088.3
$5,264.5
Canada
2012
2013
$5,456.0 $5,647.0
3,668.6
3,898.5
1,234.3
1,199.4
2,362.0
2,416.3
$12,720.9 $13,161.2
Canada
2012
$5,456.0
3,668.6
1,234.3
2,362.0
$12,720.9
2013
$5,647.0
3,898.5
1,199.4
2,416.3
$13,161.2
7
Starting January 2013, the North American Industry Classification System (NAICS) code 7221 was replaced by 722511.
Starting January 2013, the North American Industry Classification System (NAICS) code 7222 was replaced by 722512.
9
Institutional Foodservices: includes education, transportation, health care, correctional, remote, private and
public sector dining and military foodservice.
10
Retail Foodservice: includes foodservice operated by department stores, convenience stores, and other retail
establishments.
11
Other Food services: includes vending, sports and private clubs, movie theatres, stadiums and other seasonal
or entertainment operations.
12
Institutional Foodservices: includes education, transportation, health care, correctional, remote, private and
public sector dining and military foodservice.
13
Retail Foodservice: includes foodservice operated by department stores, convenience stores, and other retail
establishments.
14
Other Food services: includes vending, sports and private clubs, movie theatres, stadiums and other seasonal
or entertainment operations.
8
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Total
Food Store and Foodservice Industry Total Sales ($ million)
Ontario
Canada
2012
2013
2012
2013
$63,047.3
$64,802.1
$171,826.7 $175,653.6
(a) For Ontario, estimated at 40% of Canadian total
Reference: Statistics Canada CANSIM Tables 080-0020 and 355-0006; Canadian Restaurant
and Foodservices Association, Foodservice Facts 2014; and OMAFRA additional calculations.
http://www.omafra.gov.on.ca/english/stats/food/food_ind.htm
13.2.2 Employment Outlook
In terms of employment clusters, the food and beverage sector in Toronto grew consistently
from 1995 to 2010, making Toronto, along with Los Angeles and Chicago, one of North
America’s largest food and beverage clusters. Ontario Job Futures, a publication of the
Ministry of Training, Colleges and Universities, gives “restaurant and food service manager” an
above average employment prospect for the period 2013-2017. 15
More significant for this proposed degree is a recent joint study undertaken by the University
of Guelph and Food and Beverage Ontario. This study found that existing labour shortages in
the agri-food sector are expected to continue for positions that require postsecondary
education.16 The study concluded that the sector will need individuals with business
management skills but also background knowledge of agriculture and/or food and beverage
processing industries and related products. The study also forecasts a need for managers and
supervisors educated in agriculture, food and beverage processing, and/or food science.
Leadership roles are crucial in food and beverage processing businesses, and workers who
have both culinary knowledge and the skills to be a manager or supervisor are in demand.
15
http://www.tcu.gov.on.ca/eng/labourmarket/ojf/profile.asp?NOC_CD=0631 Ontario Job Futures rates
employment prospects as either “Above Average”, “Average” or “Below Average”. These ratings focus on the
recent labour market conditions and projections of demand for new workers, but do not consider the existing or
potential supply of workers (such as new graduates and immigrants). The employment prospect ratings are
developed for Ontario as a whole, and may not reflect the labour market outlook in every region of the province.
“Above Average" labour market conditions usually mean that, relative to the employment situation overall, there
is a better likelihood of finding stable work in this occupation, and employment prospects are attractive or
improving.
16
Planning for Ontario’s Future Agri-Food Workforce: A Report on Agriculture and Food & Beverage Processing
Training in Ontario Colleges and
Universities.http://www.foodandbeverageontario.ca/Default.asp?id=submissions-and-statement&l=1
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13.3
Sector Demand for Degree Level Graduates
Recent research 17 identifies an emerging “new food economy” characterized by growing
consumer demand for local food and new kinds of products, 18 and by an increased prevalence
of small- and medium-sized companies focusing on responding to such demands, particularly
in Ontario and more specifically, Toronto.
New Food Economy Requires New Food Professionals
The need to consider urban trends, markets, and businesses as central to the regional food
economy requires food sector professionals who possess culinary and gastronomic knowledge
as well as business acumen and the ability to think creatively and strategically.
A 2008 report by the Canadian government 19 discusses national trends such as the Buy/Eat Local
movement, the proliferation of ethnic foods as immigration rises, the burgeoning demand for
kosher and especially halal foods, and the push for organic food and sustainable practices. 20 Other
consumption trends include increased preference for ready‐made or ready-to-cook foods by
working families and aging adults, and foods that meet dietary restrictions. The size of the
specialty food segment is doubling every six years 21 and yet no postsecondary programs are
preparing graduates for the multi-disciplinary demands of the increasingly specialized food
industry.
Corporate, Institutional, and Government Mandates
The trend to local food is eliciting corporate, institutional, and governmental responses and
creating the need for educated professionals whose understanding of culinary arts and
sustainable foodservice is bolstered by know-how in logistics, risk management, and
marketing. This need is evidenced by commitments such as Walmart’s to stock 30% local
produce in Ontario stores and by studies such as one being undertaken by the Coalition of
Green Health Care in partnership with My Sustainable Canada and researchers at the
University of Guelph and Wilfred Laurier University examining the feasibility of switching to
local sourcing for most Ontario hospital food.22
17
See: Donald, B. (2009), “From Kraft to Craft: innovation and creativity in Ontario’s Food Economy”, Martin
Prosperity Institute; also Blay‐Palmer, A. and Donald, B. (2006) “A tale of three tomatoes: the new food economy
in Toronto, Canada”, Economic Geography, Vol. 82, Issue 4, 383-399.
18
2010 Toronto Food Sector Update prepared for Michael Wolfson, City of Toronto Economic Development & Culture
https://www1.toronto.ca/static_files/economic_development_and_culture/docs/Sectors_Reports/2010_Toronto_Fo
od_Sector.pdf
19
Agriculture and Agri‐Food Canada (2008), Ethnic and Specialty Food Expo 2008: Key Industry Trends
20
www.agr.gc.ca, Consumption Trends. See also: Serecon Management Consulting Inc. (for Agriculture and AgriFood Canada)(2005), Canadian Food Trends to 2020: a long-range consumer outlook.
21
http://www.investtoronto.ca/Business-Toronto/Key-Business-Sectors/Food-and-Beverage.aspx
22
My Sustainable Canada, at http://www.mysustainablecanada.org/projects/sustainable-consumption/61assessing-the-capacity-for-local‐food-in-hospitals-st-marys-hospital-case-study.html
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Practices in food manufacturing and consumption are a major arena for food safety and
sustainability issues. Food safety standards have tightened in recent years, making food safety
an increasingly significant issue. Wilfred Laurier University professor and food industry
researcher Alison Blay‐Palmer is currently developing a “Sustainability Report Card” for
Canadian food systems which will provide consumers with a user‐friendly labelling system
revealing the sustainability practices of everything they buy. Toronto food industry firms will
thus, in time, find that their environmental standards will receive wider scrutiny than that
faced under present regulations. Environmentally-conscious practices – and proof of them –
will be increasingly demanded by consumers. 23
Initiatives like Toronto’s Local Food Procurement Policy (enacted in 2009 and governing
city‐run daycares) bring together food producers and foodservice companies. However, some
companies still hire extra staff to coordinate the sourcing of local products. 24 In addition to
institutional commitments to local food, Toronto’s ground-breaking Food Charter enshrines
the right of its residents to “culturally appropriate food.” All foodservices will need to
strengthen their supply chains to meet the diversity of consumer demand.25 This could be
particularly difficult for smaller operations that will have challenges finding cost efficient ways
to get not only the products consumers want but, in some cases, the products that
governments and public institutions require.
The number of Ontario seniors aged 65 and over is projected to more than double from
almost 2.1 million in 2013 to over 4.5 million by 2041, 26 and this pattern is matched by a trend
towards ethno-culturally specific nursing and long-term care homes. Retirement facilities of
every kind will need to meet the dietary, ethnic and religious needs of an aging population
while complying with provincial, national, and municipal imperatives to produce and distribute
food in sustainable and increasingly regulated ways.
The demand for special preparation processes to meet religious requirements and allergenfree foods requires response from all segments of Toronto’s food industry: producers,
distributors, foodservice companies, and retail firms. 27 One producer describes the allergysafe food market as the most significant growth area in his business. He indicates that the
market will continue to expand as schools, airlines and other public domains become less
welcoming to foods with allergy potential. 28 Foodservice professionals who can plan menus
and develop products that meet these diverse needs and requirements are poised to take up
23
2010 Toronto Food Sector Update
2010 Toronto Food Sector Update prepared for Michael Wolfson, City of Toronto Economic Development &
Culture
https://www1.toronto.ca/static_files/economic_development_and_culture/docs/Sectors_Reports/2010_Toronto_
Food_Sector.pdf
25
2010 Toronto Food Sector Update
26
http://www.fin.gov.on.ca/en/economy/demographics/projections/#s2
27
Serecon Management Consulting Inc. (for Agriculture and Agri‐Food Canada)(2005).
28
2010 Toronto Food Sector Update
24
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important advisory and management positions in a wide range of public and private
institutions.
13.4
Industry and Sector Support
Refer to Section 7 – Credential Recognition of this application for letters of recognition from
businesses and industry associations for the proposed George Brown Bachelor of Commerce
(Culinary Management) program.
13.4.1 fsSTRATEGY Survey – Industry Participants
An independent foodservice industry consulting firm, fsSTRATEGY Inc., was engaged in
December 2013 to assist the Chef School in determining industry and employer support for
the proposed degree. fsSTRATEGY conducted 40 interviews with the following industry
operators and the sector’s leading thinkers (“thought leaders”):
Sector Focus
Multi-Unit
Foodservice
Operators
Organization
The Keg
Tim Hortons
SIRCorp
Tortoise Restaurant Group
Retirement Home
Chains
Revera
Amica
Diversicare
Attractions
Air Canada Centre
Clublink
Niagara Parks Commission
Calgary Stampede
Hotel
Chains/Operators
Fairmont Hotels and Resorts
International (“Fairmont”)
Representative Interviewed
David Sockett
Director of Human Resources
Andy Jorge
Director of Product Development
Grey Sisson
CEO
Corey Dalton
CEO
Edwin Brunink
National Director Culinary
Brenda Allen
VP Human Resources
Elena Randall
Director Foodservice
Robert Bartley
Senior Director Food & Beverage
Neil Osborne
Vice President Clubhouse Operations
Paul Pennock
Director Culinary Services
Duane Horpinuk
Director Food Services
Tracy Kalameris
Director Human Resources
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Sector Focus
Organization
Starwood Hotels and Resorts
(“Starwood”)
Marriott Hotels (“Marriott”)
Delta Hotels and Resorts
(“Delta”)
Westmont Hospitality Group
(“Westmont”)
Coast Hotels (“Coast”)
Off-Premise
Caterers
Enville
Presidential Gourmet
Encore Food with Elegance
Daniel et Daniel
a la Carte Catering
Large, Self-Operated
Institutions
McMaster University
Contract
Foodservice
Management
Compass Group Canada
University of Toronto
Aramark Canada
Dana Hospitality
Food Processors and Maple Leaf Consumer Foods
Brokers
Marsan Foods
McCain Foods Canada
The Meat Factory
Foodservice
Distributors
Retail Grocery
Gordon Foodservice
Summerhill Market
Representative Interviewed
Greg McNeil
Director Food & Beverage Sheraton Centre
Toronto
Steve Chang
Executive Chef, Marriott Montreal
Robin O’Hearn
Director of Talent Management
Todd Connors
Director of Food and Beverage
Kathryn MacDonald
Regional Director of Food and Beverage
Geoffrey Johnson
Owner
Peter Carruthers
Owner
Cary Silber
Owner
Daniel Megly
Owner
Brian King
Owner
Bill McFadden
Director Hospitality Services
Jaco Lokker
Director Food Services
Mike Masse
President, Foodservices
Kevin Hamer
Director Culinary, Strategic Assets
Bob Geitz
Culinary Operations Manager
Bob Villeneuve
Director of Culinary Innovation
Graeme Jewett
President
Jeff Veysey
Vice President Sales, Food Service
William Wallace
Corporate Chef, Business Development
Steve Kampstra
President and General Manager, Ontario
Christy McMullen
Fresh Food
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Sector Focus
Organization
Longo’s
Sector Thought
Leaders
Canadian Tourism Human
Resource Council (“CTHRC”)
Canadian Restaurant &
Foodservices Association
(“CRFA”)
Canadian Association of
Foodservice Professionals
(“CAFP”)
Hotel Association of Canada
(“HAC”)
Ontario Restaurant Hotel and
Motel Association (“ORHMA”)
Canadian Federation of
Independent Grocers (“CFIG”)
Source: fsSTRATEGY Inc.
Representative Interviewed
Gary Wildman
Fresh Merchandising
Wendy Swedlove
President
Garth Whyte
President
Jim Greenway
Senior Management Advisory Council
Member
Tony Pollard
President
Tony Elenis
President
Ward Hanlon
Vice President Industry Affairs and Business
Development
13.4.2 fsSTRATEGY Survey – Desired Graduate Skill Sets
The primary skills that the industry representatives felt should be included in the proposed
program are leadership and management, marketing and sales, communications, creative thinking
and the ability to adapt to trends, and financial management. Human resource and interviewing
skills are also very important: some contacts mentioned these skills specifically while others
mentioned various aspects of human resources as being important for success in the industry.
13.4.3 fsSTRATEGY – Sector Response on the Need for Proposed Program
When asked whether there was a need for the proposed program, 38 of 40 sector
representatives affirmed that there was. Many interviewees were very enthusiastic about the
possibility of George Brown offering this program.
Sector Response – Need for Proposed Program
Multi-Unit Foodservice Operators
Retirement Home Chains
Attractions
Hotel Chains/Operators
Off-Premise Caterers
Yes
No
4
3
4
5
4
0
0
0
1
1
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Sector Response – Need for Proposed Program
Large, Self-Operated Institutions
Contract Foodservice Management
Food Processors and Brokers
Foodservice Distributors
Retail Grocery
Sector Thought Leaders
Total
Source: fsSTRATEGY Inc.
Yes
No
2
3
4
1
2
6
38
95%
0
0
0
0
0
0
2
5%
13.4.4 fsSTRATEGY Survey – Summary of Anecdotal Evidence of Program Need
In their comments, the 38 industry representatives who responded that they saw a need for
the proposed program also emphasized that schools currently graduate either culinarians who
don’t understand the front of house or management students who don’t understand culinary.
Comments such as “it is important that management understand food” and “having a chef
that understands the business side is important” were frequently expressed in the comments
section of the fsSTRATEGY Inc. survey. Some respondents noted in particular that
management difficulties can arise when managers only understand one or the other (usually
front of house) which makes it difficult to manage effectively.
Respondents also remarked that upgrading of skills is necessary since “the business of running
a kitchen has become more complicated.” One industry representative explained that
“historically, expectations were to control labour and food cost; now chefs are expected to
manage and jobs are more complex.” Many agreed on the importance of experience for
getting senior roles and yet noted that, currently, in the sector, many culinary employees “hit
a glass ceiling as the lack of business acumen limits how high they can climb in their career.”
Further, according to the fsSTRATEGY Inc. survey results, many foodservice operators have cut
back on development programs so applicants need better training to become top performers.
From the point of view of companies that distribute and manufacture (especially those
manufacturers who have a high percentage of foodservice business as part of their portfolio),
“graduates from such a program would have a huge advantage.”
Finally, one respondent observed that there is a gap in the Canadian education system,
especially if students want to explore employment outside Canada. “American companies
expect students to have a degree to grow in their careers. So while students could grow
through various levels of culinary in Canadian companies, anyone working for an American
company, in Canada or the United States, will be expected to have a degree to get promoted.”
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13.4.5 fsSTRATEGY Survey – Willingness to Hire Program Graduates
Given the industry support for the proposed program, it is not surprising that the industry
representatives expressed a willingness to hire program graduates:
Sector Response – Willingness to Hire Graduates
Multi-Unit Foodservice Operators
Retirement Home Chains
Attractions
Hotel Chains/Operators
Off-Premise Caterers
Large, Self-Operated Institutions
Contract Foodservice Management
Food Processors and Brokers
Foodservice Distributors
Retail Grocery
Total
Yes
No
4
3
4
6
4
2
3
3
1
2
32
94%
0
0
0
0
1
0
0
1
0
0
2
6%
Source: fsSTRATEGY Inc. Note the industry’s “thought leaders” were not asked about their
interest in hiring program graduates.
13.4.6 Employer Feedback on Potential Job Opportunities
The Program Development Advisory Committee (PDAC) and Program Advisory Committee
(PAC) formed to guide development and delivery of the proposed program confirmed strong
industry interest in hiring degree graduates. Two PAC members representing industry
associations provided the following statements:
•
Tony Elenis, President and CEO of the Ontario Restaurant Hotel & Motel
Association (ORHMA): “I see strong need for graduates with the knowledge and
skills necessary to participate in culinary management teams within a variety of
foodservice environments. The program’s emphasis on culinary management,
accounting, marketing, supply chain management and industry research will
produce highly-desirable employment candidates.”
•
Garth Whyte, President and CEO of Restaurants Canada, wrote that “Many
companies are now seeking degree-level candidates to assume upper-level culinary
positions, but Canada does not offer a bachelor-level culinary degree within which
chefs could hone skills specific to their industry.”
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Refer to Section 7 – Credential Recognition for evidence of PAC member and employer
interest in graduates of the proposed program.
In the fsSTRATEGY Inc. survey, industry representatives were asked to state the number of positions
that exist within their organizations and the number of graduates that could typically be hired each
year:
Positions Grouped by
Industry and Skill Focus
Tim Hortons
Keg
Tortoise Restaurant Group
Revera
Diversicare
Amica
Air Canada Centre
Niagara Parks Commission
Calgary Stampede
Clublink
Starwood Management Trainee
Starwood First Cooks
Starwood Second Cooks
Marriott
Delta Sous Chef
Delta Chef de Partie
Delta Chef
Fairmont
Encore Food with Elegance
McMaster University
University of Toronto
Dana Hospitality
Aramark
Compass Trainee
Compass Entry Level
McCain Foods
Maple Leaf
Meat Factory
Gordon Food Service
Summerhill Market
Longo’s
Source: fsSTRATEGY Inc.
Number of
Positions
6
105
34
400
80
2
20 to 22
42
7
8 to 10
2/hotel
10/hotel
10/hotel
8/hotel
111
111
37
Many
6
9
5 to 8
150
500
70
5
2
500
60
25 to 30
Number of Positions
Available/Year
>1
5
2 or 3
40
5 to 6
N/A
1
8
0
2 or 3
2/hotel
7/hotel
3 to 5
Many
1 to 2
6 to 9
2 to 3
N/A
12 to 36
3 to 5
5 to 15
6 to 8
1
1
150
3 to 4
8 to 9
The industry representatives were asked what positions graduates of the proposed program
would be qualified for if hired. They provided the following feedback:
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•
Multi-unit foodservice operators saw a variety of positions to which graduates from the
proposed program could aspire – some at the entry level, some further down the road
after gaining some experience. For example, a representative from one major Canadian
chain stated that a likely position for such a graduate would be in product development,
perhaps as a Product Development Specialist responsible for a product category and
making $50,000 to $60,000. Another well-established, multi-unit foodservice company
declared that “all things being equal (e.g., industry experience), an applicant who had the
degree would be favoured over an applicant who did not have the degree” and the degree
could “help the entry level applicant grow into a supervisory role faster.” A similar
operation enthused that it “would be great” to train kitchen managers or assistant
managers “with the goal that they would become more than kitchen managers.”
•
Retirement home chain respondents agreed that with some experience, midmanagement positions would be suitable and positions such as Director of Culinary
Services would also be possible. “The proposed skills”, wrote one representative, “would
make the student a valuable assistant to the Director of Food and Beverage” (culinary
support for Dietitian – assessment of presentation, equipment/technique, flavour profiles
etc.) or, wrote another, “as a Corporate Manager of Dining Service”.
•
Attractions sector representatives from the foodservice industry identified attractions as
a perfect opportunity for culinary degree graduates who could work in culinary positions
for a few years and then graduate to being a Chef-Manager, followed by a Food and
Beverage Manager and then on to General Management. Similar career trajectories were
proposed by the representatives of hotels and hotel chains, many of whom emphasized
the importance of education in their businesses.
•
Contract foodservice management and large self-operated institutions agreed that
graduates would be hired into Assistant Manager ($39,860 to $49,824) or Associate
Manager ($43,527 to $54,408) positions (second-in-command in a larger foodservice
outlet), who could then grow to manage a smaller unit and on to running a large one. This
could then translate into an Operations Manager or Procurement Manager position,
followed by Assistant Director and then Director. One company stated definitively that the
degree gives culinary graduates career leverage: “a graduate would fast track positions
such as Assistant Manager or Shift Manager in a large account, growing to a Manager in a
small account and then onward.”
As highlighted in the above feedback, degree graduates may join the labour force at an entry-level
position, but the degree will likely expedite their career and progression in management. As one
hotel chain representative stated, “a potential employee completing such a Program is going to get
fast tracked at our hotels.” When asked to provide estimates of the entry-level annual salaries of
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culinary management diploma graduates versus graduates of the proposed Bachelor of Commerce
(Culinary Management) degree, the responses yielded the following ranges:
Level of Education
Estimated Annual Salary (Low)
Estimated Annual Salary (High)
$33,000
$41,667
$35,207
$65,501
Culinary Management
Diploma
Bachelor of Commerce
(Culinary Management)
Degree
13.4.7 Potential Career Paths
While some degree graduates may start their careers in an entry-level position, they will have
the knowledge and skills to expedite their career pathways. Depending on the graduate’s
focus, possible career pathways include:
Foodservice Employment Areas
Multi-unit Foodservices
Possible Career Paths
•
•
Director of Operations with culinary experience
requirements
Corporate/Menu Development Chef
Retirement Facilities and Chains
•
•
•
Director of Foodservice
Executive Chef
Director of Food & Beverage
Hospitality and Tourism
•
•
Director of Food & Beverage
Positions with various types of organizations such
as attractions, convention centres, hotels, off
premise catering, etc.
Contract Foodservice Management
•
•
•
•
Corporate or Regional Chef
District Manager
Regional Manager
Regional Vice-President
Food Processors and Brokers
•
•
•
Development Chef
Sales Representative
Sales Manager
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Foodservice Employment Areas
Possible Career Paths
Distributors
•
•
Corporate Chef
Executive Chef
Business Consulting
•
•
•
•
•
•
Foodservice Logistics
Food and Beverage Consulting
Food and Beverage Market Research
Media work
Event Chef
Owning a restaurant, catering services
Entrepreneurship
13.4.8 Sample Job Advertisements
The following table provides sample job advertisements that are representative of the types of
positions available at the following job search sites:
www.hcareers.ca
www.charityvillage.com
www.workopolis.com
www.canadajobs.com
www.jobbank.gc.ca
Sample Job Advertisements
Area
Foodservice
Marketing
Organization, Position
and Posting Date
Direct Link
Foodservice Marketing
Analyst
Location
Newmarket
(April 2015)
Job Description (Summary)
Researching foodservice product
information
University degree
required
Generation of customized
market share reports
Possess strong
analytical skills
Creation and analysis of Client
presentations
Knowledge of
foodservice industry
an asset
Assigned Client management
and projects
Hospitality
Crowne Plaza
Junior Sous Chef (Full
Time)
(April 2015)
Kitchener
Waterloo
Education
Requirements
Scope: Assists the Executive
Chef in supervising and
coordinating the activities of the
kitchen staff.
Primary Responsibilities:
Observes workers in the daily
operation of the kitchen,
checking methods of food
preparation, portioning, cooking,
garnishing and timeliness of
food preparation; Cooks, carves
George Brown College – Bachelor of Commerce (Culinary Management)
Education/
Experience: Culinary
School degree or
equivalent work
experience. Special
consideration will be
given to those who
exhibit exemplary
performance.
Certification: Red Seal
270
Sample Job Advertisements
Area
Restaurant
Review (Web
and Mobile
Search)
Organization, Position
and Posting Date
Zomato (recently acquired
Urbanspoon)
Location
Toronto
Account Executive (AE)
(April 2015)
Theme Park/
Amusement
Park
Canada’s Wonderland
Assistant Manager, Food
Service Operations
(January 2015)
Vaughan
Job Description (Summary)
Education
Requirements
and bones meats and prepares
dishes according to recipes
during rush periods for banquets
or other functions; Assists in the
hiring, scheduling, training and
career development of kitchen
employees; Assists Executive
Chef, Banquet Manager, sales
and banquet staffs with social
parties, banquets and special
events: Manages the kitchen and
assumes responsibility in the
absence of the Executive Chef.
Certification an asset
Reporting to the Regional Sales
Manager the AE will be a selfsufficient member of the sales
team responsible for their own
book of business, including
larger accounts, as well as acting
as a role model and formal
mentor to some of the newer
Business Development
Associates on the team (entry
level sales role).
University/ College
Degree or equivalent
blend of formal
education and
experience
Assist in managing the daily
operations of the Food Service
Department (including labour
cost, cash control, special events
management, training &
development, equipment
training and maintenance and
customer service)
Postsecondary
certificate or degree
in business or related
field, or equivalent
combination of
education and
experience
Certification or prior
training in a
consultative selling
approach considered
an asset
Ability to establish
relationships and
maintain credibility
with restaurant
owners and their
management teams
Ensure that internal controls
within the department are in
place, routinely evaluated and
followed.
Ensures all duties in food
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Sample Job Advertisements
Area
Organization, Position
and Posting Date
Location
Job Description (Summary)
Education
Requirements
locations are performed in a safe
manner and by Ministry of
Health guidelines
Keeps abreast of current trends
and practices in fields of
expertise.
Assist with the administration
for all pertinent systems (POS,
audit program(s), training
manuals and documentation)
Communicate on an ongoing
basis with Operating
Departments, Maintenance and
IS by scheduling and attending
all necessary meetings.
Manage the employment
experience of the seasonal staff
Hotel / Catering
Novotel North York
GTA
Sales Manager; Catering
and Corporate Groups
(November 2014)
Assists and complies with sales
policies and procedures and
brand standards, developing,
enhancing and implementing
thereof.
College or university
degree
Researches markets in order to
identify potential sources of
business and re-prioritize
activities as needed.
Collects market and competitive
intelligence to assess and
implement strategies and longterm goals.
Regularly conducts competitive
price shopping to ensure hotel is
appropriately priced for all
seasons in specific market
segments.
Retirement
Residence
Heritage Meadows,
Cambridge
Executive Chef
Southern
Ontario
Demonstrate the leadership and
managerial skills necessary to: 1)
direct the Food Service staff in
all areas of Food Service; 2)
George Brown College – Bachelor of Commerce (Culinary Management)
Culinary Arts Degree
and two years
experience in
institutional or full-
272
Sample Job Advertisements
Area
Organization, Position
and Posting Date
(November 2014)
13.5
Location
Job Description (Summary)
ensure proper food preparation
with exceptional taste and
outstanding presentation; 3)
ensure preparation of foods for
residents’ special dietary
requirements; 4) ensure proper
food inventory; 5) promote and
operate a clean and sanitary
kitchen and dining room area,
and 6) operate within budget.
Education
Requirements
service restaurant
cooking or five years
high volume cooking
and fine dining
experience or
equivalent
Certified in ServSafe
Hazard Analysis
Critical Control Point
(HACCP)
Evidence of Student Demand
13.5.1 Student Interest in the Sector
George Brown’s Chef School has an established reputation for providing high quality programs
for the culinary sector and receives a significant number of applications for its programs. The
level of interest in Ontario for culinary management is best reflected in the current demand
for the culinary management diploma programs. The following table summarizes student
interest in the sector through the number of applications and registrations for selected
culinary management diploma programs and the large number of applicants interested in
George Brown’s programs:
Number of
OCAS Report (April 2015)
Applications
Enrolment
College
Program Title
2013 2014 2015 2013
2014
Algonquin
Culinary Management
438
409
167
272
113
Centennial Culinary Management - International
215
206
68
155
27
Conestoga
Culinary Management
151
148
37
107
45
George
Culinary Management
1,329 1,147
457
706
322
Brown
Culinary Management (Integrated Learning)
662
625
212
235
98
Georgian
Culinary Management Co-op
251
215
125
139
72
Humber
Culinary Management
790
743
396
429
N/A
Source: Ontario College Application Service Report: April 13, 2015. Note that some applicants
apply to more than one program.
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13.5.2 George Brown Students’ Demand for the Degree
CHCA conducted a survey of its current students and alumni (the “survey”) to determine
interest in the Program. 29 fsSTRATEGY Inc. was engaged to design and administer the survey
on behalf of CHCA.
Respondent feedback was generally positive for the proposed program. Most respondents see value
in obtaining a degree in terms of the impact the qualification is perceived to have on income.
More than half (64%) of respondents would have enrolled in the program had it been available
when they enrolled at CHCA previously and 59% said they would consider returning to CHCA
to enroll in the program. Some conditions apply to respondents’ intent to enroll. The most
common condition is the ability to transfer credits from the diploma program.
Most respondents (86%) like the proposed offering for the program which suggests that the
program framework is relevant to the market’s needs. The greatest opportunities for sector
focuses appear to be restaurant chains, hotel chains/operators, retirement homes, food
manufacturing/development, and contract caterers.
13.5.3 Intent to Enroll
Respondents were asked whether they would have enrolled in the degree program instead
had it been available when they enrolled for their CHCA program:
Source: fsSTRATEGY Student Survey
29
Respondent Profile: Most respondents were between 18 and 24 years of age (69%) and a large majority of
them were either students (77%) or graduates (19%) of Culinary Arts programs. Overall, less than one quarter
(22%) of respondents were graduates of a CHCA program and of that group, the largest proportion (39%)
completed their CHCA program two to four years ago. Respondents’ gender was relatively balanced. Males
accounted for 49% of responses while females accounted for 41% of responses (10% did not indicate gender).
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As shown above, 64% of respondents said they would have enrolled in the program if it were
available when they enrolled in their CHCA program. On average, graduate and student
respondents have similar opinions regarding interest in the program. Baking Pastry Arts
students appear to be slightly less interested in the program, most likely due to the fact that
the program is positioned as a culinary arts and commerce curriculum and not baking and
pastry focused.
Respondents were also asked whether they would consider returning to CHCA to enroll in the
proposed program if it were available. Due to the importance of this question to the
objectives of the survey, responses have been presented in several cross tabulations. The
tables below illustrate intent to consider enrollment in the program by respondent type and
number of years since graduation:
Would Consider Enrollment by Respondent Type:
Baking Pastry Arts
Baking Pastry Arts
Graduates
Students
Response
No
10 (53%)
1 (20%)
Yes
9 (47%)
4 (80%)
Total
19 (100%)
5 (100%)
Culinary Arts
Culinary Arts
Response
Students
Graduates
No
52 (42%)
205 (41%)
71 (58%)
293 (59%)
Yes
Total
123 (100%)
498 (100%)
Source: fsSTRATEGY Student Survey
Would Consider Enrollment by Number of Years since Graduation:
Response
No
Yes
Total
Response
No
Yes
Total
This Year
3 (21%)
11 (79%)
14 (100%)
Five to Seven Years Ago
13 (59%)
9 (41%)
22 (100%)
One Year Ago
14 (50%)
14 (50%)
28 (100%)
Eight to Ten Years Ago
3 (33%)
6 (67%)
9 (100%)
Two to Four Years Ago
19 (40%)
28 (60%)
47 (100%)
Over Ten Years Ago
1 (25%)
3 (75%)
4 (100%)
Source: fsSTRATEGY Student Survey
13.6
Additional Sources
Statcan National Occupation Classification; See 6321
Program Development Advisory Committee (PDAC) meeting – July 7, 2014
Program Advisory Committee (PAC) meeting – October 20, 2014
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Section 14 Duplication
George Brown College conducted a comparative analysis of Ontario postsecondary programs
that are most closely aligned with the proposed Bachelor of Commerce (Culinary
Management). The analysis was performed using information from postsecondary websites
and industry-based sources.
14.1
Comparison with College Degree Programs
Although several college Hospitality and Hospitality & Tourism Management baccalaureate
degrees offer advanced instruction in fields related to restaurant management, none offers the indepth exposure provided by George Brown’s proposed degree program with respect to food
operations management, sustainable-focused food studies, local and international perspectives,
and skills tailored specifically to the culinary field.
Institutions: Algonquin College, George Brown College, Humber College, Niagara College
Program Names: Bachelor of Hospitality and Tourism Management (Algonquin)
Bachelor of Administration – Hospitality (George Brown)
Bachelor of Commerce – Hospitality and Tourism Management (Humber)
Bachelor of Applied Business – Hospitality Operations Management (Niagara)
Program Description:
These four-year degree programs prepare students for management positions in hotels, resorts, cruise
ships, travel agencies, and other guest-services organizations. Hospitality degrees are the only college
degree programs available in Ontario that provide interdisciplinary crossover with the proposed culinary
management degree program. The exposure to culinary-related curriculum in the above-named
hospitality programs is minimal or covers only introductory-level material.
Analysis of Similarities and Differences:
• There is no bachelor-level culinary degree offered in Canada. Hospitality degrees contain limited
similarities with the proposed culinary degree.
•
Similarities:
− Food and beverage management systems are shared between both fields.
− The existing degrees and the proposed degree offer students training in business knowledge
(e.g., accounting, communications, human resources, economics, and marketing).
− Similar job opportunities exist for graduates of both types of degree programs, although culinary
management students have much more in-depth preparation toward transitioning into culinaryrelated management and development positions.
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−
•
14.2
Hospitality degree programs typically include one or two opportunities for industry-externship
or experiential learning.
Differences:
− George Brown’s proposed degree exposes students to significantly greater breadth and depth of
sustainable culinary management concepts, culinary skills and knowledge and includes workintegrated experiences that are specific to the culinary field, some of which may have an
international component, should students choose to work abroad.
Comparison with College Advanced Diploma Programs
The Ontario colleges that offer three-year advanced diplomas in disciplines related to culinary
management are Centennial College, Georgian College, and Niagara College.
1.
Institution: Centennial College
Program Name: Hospitality and Tourism Administration
Program Description:
Centennial’s three-year advanced diploma in Hospitality and Tourism Administration program focuses on
marketing, accounting, communications, law, and special events, specifically in hotels and tourism
operations.
Analysis of Similarities and Differences:
• Centennial’s program has some similarities to the proposed degree with respect to content, but
does not provide the same depth and breadth of knowledge, scholarship, research, chef skills,
revenue management, nutrition and food science, and breadth of knowledge (via food studies and
liberal studies courses). While similar job opportunities may exist for graduates of both programs,
Centennial graduates will be more suited to positions in hotels and travel operations while graduates
of George Brown’s proposed degree will be trained to work in and supervise restaurant and food
and beverage operations.
•
Similarities:
− Centennial College offers students an introduction to accounting, human resources, finance,
marketing, and food and beverage.
− While similar job opportunities may exist for graduates of both programs, Centennial graduates
are more suited for positions in hotels and travel operations.
•
Differences:
− Centennial’s program provides instruction in Tourism (e.g., Dimensions of Tourism, Cultural and
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−
−
−
−
2.
Heritage Tourism, World Geography for Tourism, and Responsible Tourism). These are not
offered in the proposed degree.
Students in George Brown’s proposed degree are trained to work in and supervise restaurant
and food and beverage operations.
George Brown’s proposed degree offers greater depth of knowledge in sustainable restaurant
operations, multicultural cookery, accounting, marketing, law, and communications.
The proposed degree gives students a well-rounded knowledge of research in the culinary and
management fields and teaches students to conduct research in those fields.
Students in George Brown’s proposed degree are required to take ten liberal studies courses to
provide a breadth of knowledge that is not available through Centennial’s three-year diploma.
Institution: Georgian College
Program Name: Hospitality Administration – Hotel and Resort (Co-op)
Program Description: This advanced diploma program builds on Georgian’s two-year Hospitality
Management – Hotel and Resort diploma program and includes two co-op work terms equating to 1,440
hours of paid work experience. Students learn introductory accounting, marketing, food and beverage
management, accommodations, and human resources management. Graduates from the advanced
diploma are prepared to work in the hospitality industry.
Analysis of Similarities and Differences:
• Georgian’s Hospitality Administration – Hotel and Resort (co-op) is very similar to the various
hospitality and tourism diplomas offered throughout Ontario but focuses specifically on hotel and
resort management.
•
Similarities:
− Students in Georgian’s diploma program are introduced to accounting, human resources,
finance, marketing, and food and beverage.
− Similar job opportunities exist for graduates of both programs.
− Georgian has 1,400 hours of supervised placements.
•
Differences:
− While Georgian’s program introduces students to research, George Brown’s proposed degree
provides students with degree level outcomes, including a deeper knowledge and application of
research through Fundamentals of Research, Statistics, Market and Feasibility Research I and II,
and Research and Development.
− George Brown’s proposed degree includes instruction in nutrition and food science not taught in
Georgian’s program.
− George Brown’s proposed degree instructs students in foodservice management from
international and sustainable perspectives.
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3.
Institution: Niagara College
Program Name: Culinary Innovation and Food Technology (Co-op)
Program Description:
This program is a three-year advanced diploma that provides students with instruction on culinary arts
and food science. It prepares students to work in the areas of product development, production
management, quality assurance, food packaging, and food research.
Analysis of Similarities and Differences:
• George Brown’s proposed degree and Niagara College’s advanced diploma share many similarities in
regard to chef skills and nutrition. However, George Brown’s proposed program challenges students
at the degree level which provides them with significantly more complexity, breadth, and depth of
content, methodologies, concepts, and academic skills related to food studies, business and
management.
•
Similarities:
− Niagara College’s advanced diploma provides students with an introduction to chef skills.
− Students in Niagara’s advanced diploma gain knowledge on the science behind food, baking, and
cooking. These topics are also covered in the proposed degree.
•
Differences:
− Niagara’s advanced diploma, while introducing students to food science, does not provide
students with degree-level sustainable culinary management skills and international culinary
knowledge offered in George Brown’s proposed degree.
14.3
Comparison with College Diploma Programs
Institutions: Algonquin College, Canadore College, Centennial College, Conestoga College,
Confederation College, Durham College, Fanshawe College, Fleming College, George
Brown College, Georgian College, Humber College, Lambton College, Loyalist College,
Niagara College, Sault College, St. Lawrence College, St. Clair College
Program Name: Culinary Management
Program Description:
These two-year programs provide students with the knowledge and skills required to work in an entry-
George Brown College – Bachelor of Commerce (Culinary Management)
279
level management role in a foodservice environment. Practical skills taught include culinary skills and
theory, accounting, communications, human resources, and restaurant administration.
Analysis of Similarities and Differences:
•
Similarities:
− Program content includes introductory concepts related to chef skills and culinary
administration.
− Graduates can work in a wide range of areas including restaurants, long-term care facilities,
food research labs, hotels, and food distribution companies.
•
Differences:
− Diploma students take fewer electives, resulting in a limited breadth of knowledge compared to
the proposed degree that includes ten liberal studies courses.
− George Brown’s culinary degree embeds sustainable foodservice strategies throughout the
program, offering students exposure to significantly greater sustainable management concepts
relevant to both local and international settings.
− Diploma programs lack courses on research methods and economics, and are limited in their
instruction on accounting, finance, revenue management, and communications.
− While many of the diploma programs include work placements, the proposed degree requires
not only an externship in a restaurant but also an externship in a management position, or the
undertaking of management research. Additionally, should students choose to complete an
international placement, the CHCA externship office is experienced in facilitating such
opportunities.
− Graduates of the diploma programs are well suited to take positions as line cooks or lower-level
managers in foodservice operations. While these positions are also available to proposed
degree graduates, the degree graduates’ opportunity for advancement will be much greater
due to their knowledge of business processes including accounting, communications, research,
marketing, and finance.
Note: Section 4 – Program Content contains additional information and details related to the gap
analysis conducted by George Brown College to identify bridge pathway opportunities between Ontario
Culinary Management diploma programs and the proposed degree.
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14.4
Comparison with College Graduate Certificate Programs
Institutions:
Niagara College
Program Name: Hospitality and Tourism Management
Program Description: Admission requirements for this graduate certificate include a bachelor’s degree
or an Ontario college diploma. The program is designed for students to improve or build their
knowledge on the topics of management and communications. Students learn about communications,
accommodations management, tourism, human resources, leadership, and finance.
Analysis of Similarities and Differences:
•
Similarities:
− Students obtain training in communications, finance, human resources, and food and beverage
management.
− Graduates can work in a wide range of areas including restaurants, long-term care facilities,
food research labs, hotels, and food distribution companies.
•
Differences:
− Niagara’s graduate certificate lacks courses on research methods and economics. Compared to
the proposed degree, it is limited in instruction of accounting, finance, revenue management,
communications, and sustainable foodservice operations.
− The certificate is heavily weighted on the hotel and tourism industries, while the proposed
degree focuses on the foodservice industry.
− Niagara’s certificate does not require students to go through an internship, in contrast to the
proposed degree that has two externships.
− Graduates of the certificate program are well suited to take positions as line cooks or lowerlevel managers in culinary operations. While these positions are also available to the proposed
degree’s graduates, opportunities for advancement are much greater for graduates of the
proposed degree program due to their capacity for research and communications, and
knowledge of business processes including accounting, marketing, and finance.
14.5
Comparison with University Degree Programs
No Canadian universities offer culinary baccalaureate programs since hospitality degree
programs have traditionally offered a degree pathway for culinary management diploma
graduates. Most hospitality degrees tend to prepare students for general entry into hospitality
management or to enter graduate-level programs in fields related to hospitality. As a result,
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university graduates with hospitality degrees who are interested in a culinary-related career
often consider obtaining a college credential to develop the skills needed for culinary
specialization. The proposed George Brown degree combines culinary skills training, food
studies specialization, and food operations management preparation. This offers graduates
entry to the culinary field, the broader hospitality industry, food-related professions, or
further graduate studies.
The Canadian university programs that most closely align with George Brown’s proposed
degree are:
University
University of Guelph
University of Guelph
University of Guelph
Ryerson University
1.
Program
Bachelor of Commerce – Hotel and Food Administration
Bachelor of Commerce – Food and Agricultural Business
Bachelor of Commerce – Tourism Management
Bachelor of Commerce – Hospitality and Tourism Management
Institution: University of Guelph
Program: Bachelor of Commerce – Hotel and Food Administration
Program Description: Graduates obtain a four-year Bachelor of Commerce degree designed for entry
into hospitality management employment or graduate studies.
Analysis of Similarities and Differences:
•
Similarities:
− Students take courses related to food and beverage administration.
•
Differences:
− Students in George Brown’s proposed culinary management program receive an education that
specifically tailors food, beverage, and foodservice management theory to classic and
contemporary culinary practice and food studies. Whereas Guelph’s Hotel and Food
Administration program offers graduates preparation in management models appropriate to a
wide variety of hospitality sectors, it only has one food theory course, one restaurantmanagement course, and one beverage management course, and little in the way of
international culinary practice and externship opportunities.
− Graduates of George Brown’s proposed degree will possess culinary skills, knowledge of
sustainable kitchen management, beverage management, and broader sustainable foodservice
operations management. This preparation will provide pathways into management positions in
culinary, food development or hospitality management sectors.
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2.
Institution: University of Guelph
Program: Bachelor of Commerce – Food and Agricultural Business
Program Description: Graduates obtain a four-year Bachelor of Commerce degree designed for entry
into the food commodities research and brokerage, food markets research, finance, food and
agricultural policy, or into graduate programs.
Analysis of Similarities and Differences:
•
Similarities:
− Students take courses related to food business.
•
Differences:
− Students in the Food and Agricultural Business program receive theoretical instruction in the
areas of macro-level food business, finance, and economics related to national and global food
systems. George Brown’s degree program graduates receive some instruction in global food
systems, but business education focuses on restaurant and corporate foodservice models.
− Unlike the Food and Agricultural Business Bachelor of Commerce, George Brown’s proposed
degree develops students’ culinary skills and knowledge.
3.
Institution: University of Guelph
Program: Bachelor of Commerce – Tourism Management
Program Description: Graduates obtain a four-year Bachelor of Commerce degree designed to prepare
them for entry into the tourism and recreation fields, or into graduate programs.
Analysis of Similarities and Differences:
•
Similarities:
− Students take courses related to tourism, recreation, hospitality management, marketing, and
economics that include international perspectives.
•
Differences:
− This program contains some crossover with George Brown’s proposed degree in the area of
hospitality management, but it does not contain cooking, restaurant, or sustainable food and
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−
4.
beverage management curriculum.
While Guelph’s Tourism Management degree focuses on management and the tourism industry,
George Brown’s proposed Bachelor of Commerce (Culinary Management) focuses on the
restaurant and foodservice industries with a strong focus on sustainable practices and
multicultural culinary perspectives.
Institution: Ryerson University
Program: Bachelor of Commerce – Hospitality and Tourism Management
Program Description: The Bachelor of Commerce Degree in Hospitality and Tourism Management is
designed to give graduates hospitality management and analytical skills relevant to hospitality
operations management careers. It includes a practical restaurant-management component, as well as a
1,000-hour hospitality externship.
Analysis of Similarities and Differences:
•
Similarities:
− Students take courses related to food and beverage management and industrial research design
relevant to hospitality sectors.
− Students are required to complete industry externship hours.
•
Differences:
• George Brown’s proposed program provides students with knowledge of and exposure to
culinary studies and food research as disciplines in and of themselves; this is a key
differentiating factor.
• Compared to the proposed program, Ryerson students’ exposure to food related curriculum is
limited to only that which is applicable to the target hospitality sector. As such, Ryerson’s
program does not have the breadth and depth of culinary theory, sustainable foodservice
management, and skills offered in the proposed program.
• The proposed degree program focuses on a wider range of foodservice operational perspectives
and includes 980 industry hours, some of which can be experienced in international placements
should students wish to do so.
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14.6
Conclusion
Based on the comparative analysis, the proposed Bachelor of Commerce (Culinary
Management) satisfies the Board’s requirement for non-duplication of programs. There is no
similar program operating in Canada. The George Brown degree will provide Ontario with
graduates who have:
•
An in-depth understanding of the key concepts, methodologies, current practices, and
theoretical approaches related to cooking and foodservice management.
•
A focus on the international origins and evolution of modern culinary practices from both
theoretical and practical culinary perspectives.
•
Received the breadth of core curriculum needed to evaluate the appropriateness of
different approaches to solving problems across a wide spectrum of situations, foodservice
operational styles, and in a variety of positions.
•
Developed leadership skills that will assist in promoting the field of cooking and
foodservice management.
•
Developed understanding of food scholarship and an ability to apply theories of food to
further business and academic pursuits.
•
Developed skills and knowledge related to working in varied culinary teams.
•
Awareness of sustainable foodservice operational models with a focus on integrative
approaches to environmental, regional, sociocultural, and economic factors.
•
Completed 980 hours of field experience.
In summary, the proposed Bachelor of Commerce (Culinary Management) program satisfies the
Non-Duplication of Programs standard by:
1. Surpassing the standards of related diploma programs.
2. Being related to, but sufficiently different from, existing degree programs offered in
Ontario.
3. Meeting a need, by virtue of the preceding two facts, that is not adequately addressed by
other postsecondary programs in Ontario.
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Section 15 Optional Material
This section includes articles that provide additional examples of the academic and industry-related
activities of the George Brown Chef School.
Table of Contents
1
Title:
Date:
2
Overview:
Dr. Whibbs, a faculty member involved in the degree program
development, lectured on “The Alchemist’s Cookbook and the
Gastronomy of Taste” in conjunction with an exhibition of the manuscript
Liber de Secreti naturali [1438], Othmer Library of Chemical History,
Chemical Heritage Foundation, Philadelphia, April 3, 2015.
Title:
News Release: “George Brown College Partners with Alain Ducasse
Education”
October 17, 2014
Date:
3
Conference Paper: ““The Alchemist’s Cookbook and the Gastronomy of
Taste””
April 3, 2015
Overview:
In October 2014, George Brown College announced a partnership
agreement with Alain Ducasse Education (ADE) that provides students
with the opportunity to live, learn, and gain hands-on experience in
France. The partnership expands the Chef School’s academic offerings to
include a new three-semester Advanced French Patisserie graduate
certificate program, set to begin in Spring 2015.
Title:
News Article: “George Brown Cooking School Fit for Future Celebrity
Chefs”
August 23, 2012
Date:
Overview:
The Toronto Star article describes the architectural elements of two
buildings which are part of George Brown’s School of Hospitality.
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Table of Contents
4
Title:
Date:
5
6
News Article: “’Superfood’” Provides the Seed for a New Business and
Novel Culinary R&D at George Brown College”
May 28, 2010
Overview:
The article describes applied research conducted at the Centre of
Hospitality and Culinary Arts (CHCA). The CHCA and Marie Amilcar, a
business owner, worked together on a new product which is a quinoabased, non-dairy beverage, called “QuinWow”.
Title:
News Release: “George Brown College awarded more than $4 million in
federal research grants for innovative green homes retrofit and food
applied research initiatives”
Date:
May 10, 2010
Overview:
The announcement that George Brown College was awarded more than
$4 million by the federal government’s Natural Science and Engineering
Research Council (NSERC) College and Community Innovation (CCI)
program for innovative green homes retrofit and food applied research
initiatives.
Title:
Press Release: “N2 Ingredients Blends Innovation and Technology to
Develop Gluten-Free Product With a Competitive Edge”
October 14, 2009
Date:
Overview:
The article describes applied research conducted at the CHCA. The CHCA
and N2 Ingredients partnered to undertake research on a new product,
ALTERNA, which is a gluten-free alternative to wheat and other glutencontaining flours and grains.
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Table of Contents
7
Title:
Date:
Overview:
News Article: “Developing Diabetic Friendly Recipes for Ethnic
Populations”
April 22, 2009
The article describes applied research conducted by Sobia Khan, who
teaches Nutrition in George Brown’s Culinary Management diploma
program. The primary outcome of her project was the development and
testing of ethnically sensitive healthy recipes to help manage diabetes in
communities with high occurrences.
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#1: “The Alchemist’s Cookbook and the Gastronomy of Taste” (April 3, 2015)
Reference: http://www.chemheritage.org/visit/events/public-events/2015-04-03-ff.aspx
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#2: “George Brown College Partners with Alain Ducasse Education” (October 17, 2014)
Reference: http://www.newswire.ca/en/story/1429750/george-brown-college-partners-withalain-ducasse-education
George Brown College Partners with Alain Ducasse Education
New program to offer students leading-edge culinary training in France
TORONTO, Oct. 17, 2014 /CNW/ - George Brown College's renowned Centre for Hospitality
and Culinary Arts (CHCA) yesterday announced a partnership agreement with Alain Ducasse
Education (ADE) that will provide students the opportunity to live, learn and gain hands-on
experience in France.
ADE trains international culinary and pastry professionals. With two flagship learning centres,
it has developed accessible and internationally-oriented educational programs that cultivate
excellence in the practice of culinary and pastry arts.
"In George Brown's Centre for Hospitality and Culinary Arts, we have found an educational
partner that shares our vision of top-quality learning and output, and international training," said
Alain Ducasse, Founder, Alain Ducasse Education. "I have high expectations for this
partnership and look forward to collaborating with George Brown on other education-related
initiatives in the months and years to come."
The partnership will expand CHCA's academic offerings with a new three-semester Advanced
French Patisserie postgraduate program, set to begin in the spring of 2015. Offered jointly with
ADE's celebrated pastry and bakery school, École Nationale Supérieure de Pâtisserie (ENSP),
the program will cover areas such as chocolate confection, savoury baking, regional cheeses
and artisan breads.
The program provides an excellent platform for developing workplace-ready graduates with the
fine pastry skills and entrepreneurial mindset employers are looking for. The program will
accept 24 students in its first class. The students will spend their first semester at George
Brown's Chef School and their second semester at ENSP, where they will train with top French
chefs before moving off-site for an eight-week externship. This international field experience
will allow them to continue their training in a local bakery, restaurant, hotel or other culinary
enterprise. Students will complete their final semester at George Brown.
With more employers demanding relevant overseas experience, George Brown is committed to
providing students with high-quality international work-study programs. Lorraine Trotter, Dean
of the Centre for Hospitality and Culinary Arts, says the new program prepares students for a
global workplace, and offers a unique pathway for international education and work experience.
"We are thrilled to offer this program jointly with ENSP. This is a win-win situation. ENSP will
benefit from the opportunity to teach our highly motivated and skilled students. After their
studies and placements in France, the students will return to George Brown with much stronger
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skills, a richer understanding of local and sustainable ways of working, and the international
experience much sought after by industry," said Trotter.
In addition to options for pastry students, the partnership will offer culinary students the
opportunity to study and work in France upon completion of their George Brown culinary
credential or through study tours. ADE chefs will visit George Brown and deliver courses and
events as well.
"These are all great opportunities for our students," said Trotter. "We are tremendously
appreciative that Chef Alain Ducasse and the ENSP and ADE teams have joined us in Toronto
for this celebration of our new partnership."
About George Brown's Centre for Hospitality and Culinary Arts
The Centre for Hospitality and Culinary Arts is a leader in offering Culinary and Hospitality
excellence in education. Its programs are designed to meet the needs of industry and are well
known around the world in the culinary, baking, nutrition and hospitality fields. The Centre
offers certificates, diplomas, degrees and postgraduate certificates, and runs a number of
culinary enterprises including the Chefs' House restaurant, which provides students with the
real-world practice employers value.
About Alain Ducasse Education
The Alain Ducasse Education mission is to train established professionals seeking to increase
their know-how and skills as well as to educate the next generation of international culinary and
pastry professionals. Rigor, innovation and creativity are amongst the core values taught with
exceptional standards.
SOURCE George Brown College
For further information: Joyann Callender, Media Relations Manager, George Brown College,
(416) 415-5000 x3159, jcallender3@georgebrown.ca
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#3: “George Brown Cooking School Fit for Future Celebrity Chefs” (August 23, 2012)
Reference: http://www.thestar.com/entertainment/2012/08/23/george_brown_cooking
_school_fit_for_future_celebrity_chefs_hume.html
George Brown cooking school fit for future celebrity chefs
The Toronto Star Article, Published on Thursday, August 23, 2012
By: Christopher Hume Urban Issues
New addition to the School of Hospitality and Culinary Arts couldn’t be more of a contrast
with its neighbours — even the modern ones.
Designed by Toronto architectural firms Kearns Mancini and Gow Hastings, the newer of the
two structures of George Brown's School of Hospitality on Adelaide St. E. sums up
contemporary attitudes to architecture and education.
Change happens quickly these days; just take a look at the George Brown School of Hospitality
and Culinary Arts. Though only 25 years separate the department’s two buildings, they couldn’t
be more dissimilar.
The older of the pair, which opened in 1984, is a handsome late-20th-century response to the
impressive Victorian architecture that abounds on Adelaide St. E. Made of traditional red brick,
it includes a peaked roof and a clock on the front façade.
The second building, which opened in 2009, is almost the reverse. Instead of masonry, it’s
glass. This shift from opacity to transparency so nicely illustrated here forms the subtext of
architecture going back 1,000 years.
Designed by Toronto architectural firms Kearns Mancini and Gow Hastings, the newer of the
two structures sums up contemporary attitudes to architecture and education. Gone is the
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traditional notion of learning as a rigidly hierarchical experience conducted by a teacher
standing in front of a room full of students, all of them taking notes.
Today, the idea is that we learn by doing, and so in George’s Brown’s 21st-century addition,
every student has a cooking station of his or her own. And because the new building has a glass
front, passersby can see in and insiders can see out. At night, when the building is illuminated
from within, it becomes a lantern, and a window into a space of learning.
There are other differences, smaller but equally profound, between old and new; for example,
the ground floor is now at street level. In the original structure, it was reached via a stairwell
that extended up from the sidewalk. The result is a stronger sense of connection; the school
seems more a part of the larger community. Gone is the feeling that you leave the world behind
when you enter the building.
“They wanted quality,” explains architect Jonathan Kearns. “That’s what the industry is demanding.
Chefs are celebrities now. You’ve gotta go for the glamour. Putting the kitchen in the front window
was something the school was really keen on. It’s literally a window into the college.”
The three-storey addition is hard to ignore; as well as what’s going on indoors, the brightly coloured
glass panels — yellow, green, red and blue — give the building a strikingly sculptural quality.
Of course, unlike the ’80s building, this one deliberately imparts the idea that learning can be
fun. In contrast to the first school, which took its cues from the architecture of the surrounding
city, No. 2 makes no effort to fit in. Though its scale keeps to local precedents, it is unabashedly
modern, and unstintingly dedicated to the needs of students.
The same sort of logic can be seen at every turn. Cultural institutions — art galleries, museums,
opera halls and the like — have undergone a similar metamorphosis. In a world as competitive
as ours, the architects are under increasing pressure to create spaces that attract people, that
cater to their wants as well as their needs.
Inside, where surfaces are enlivened by swaths of colour, the objective was to engage students
and keep them aware that this is not just a place where they study, but where they belong.
As institutional citizens go, George Brown ranks among the best in Toronto; it has transformed
a part of the old city that because of its age has unusual historical importance.
The school will be as vital in the future as the nearby heritage buildings are now. In decades
ahead, it will grow ever more compelling as our heirs try to figure out exactly what we thought
we were doing — and what took us so long.
George Brown School of Hospitality and Culinary Arts
300 Adelaide St. E.
Building type: institutional/school
Architect: Kearns Mancini/ Gow Hastings
Year completed: 2009
Style: Neo-Modernism
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#4:
“’Superfood‘ Provides the Seed for a New Business and Novel Culinary R&D at
George Brown College” (May 28, 2010)
Reference: http://www.georgebrown.ca/research/project_pages/novel_culinary_rd.aspx
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#5:
“George Brown College awarded more than $4 million in federal research grants for
innovative green homes retrofit and food applied research initiatives” (May 10, 2010)
Reference: http://www.georgebrown.ca/releases/4-million-in-federal-research-grants/
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#6:
“N2 Ingredients Blends Innovation and Technology to Develop Gluten-Free
Product With a Competitive Edge” (October 14, 2009)
Reference: http://www.marketwired.com/press-release/n2-ingredients-blends-innovationtechnology-develop-gluten-free-product-with-competitive-1059577.htm
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#7:
“Developing Diabetic Friendly Recipes for Ethnic Populations” (April 22, 2009)
Reference: Developing Diabetic Friendly Recipes for Ethnic Populations
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