“How Far is the Hotel Academic Studies Consistent with the Hospitality Industry in Egypt” Presented by Dr. Dina Mostafa Weheba PhD Lecturer, Hotel Department, Faculty of Tourism & Hotels, University of Alexandria, Dr. Mosharrafa Street, El Shatby, Alexandria, Egypt Tel: +203 484 3123 FAX: +203 487 8401 Mobile: +201 1193 7292 Email: [email protected], [email protected][1]
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The Gap between academia and hospitality industry in Egypt- Paper2007
This is a research paper that was presented in an International Conference, in Sharm el Shaiek, Egypt in October, 2007. It studied the causes of the gap between what hospitality educational institutions and the actual practical side of the hospitality career in Egypt.
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“How Far is the Hotel Academic Studies Consistent with the Hospitality Industry in Egypt”
Presented by
Dr. Dina Mostafa Weheba
PhD Lecturer, Hotel Department, Faculty of Tourism & Hotels, University of Alexandria,
Dr. Mosharrafa Street, El Shatby, Alexandria, Egypt
To Prof. Salah El Din Abd El Wahab, Words can’t thank you enough, and time is not long
enough to thank you as much you should be thanked, I am honored meeting you and discussing the topic with you, and I hope my work is somehow
useful to the involved parties
To Prof. Mahmoud Heweidy, It’s not easy to find such a graceful and helpful
personality, thank you for everything, I just hope that I can make some slight good changes
To my family, Thanking you all for supporting me all the time, love
you all
[2]
Abstract
The Hospitality Industry is one of the most important industries that demands special requirements and skills in those who are willing to be part of the career. It has been thought that recent graduates of the hospitality educational institutes are not qualified enough to perform effectively in this ever-changing industry. This research poses some major questions emphasizing the main problems that –if answered- can help solving some of the major issues that are forming the gap between the academic studies and the hospitality industry in Egypt. The research approached three categories; representing the main parties of the hospitality career: Hotel Managers, Hospitality Educational Professionals and students. The responses gathered will focus on the problems facing each party, thus suggesting ways to overcome them and finding simple approaches to help hospitality industry get better graduates of the Hospitality Educational institutions. The research follows a descriptive analytical method, criticizing recent methods used in supplying graduates with the information they need to know before they start working in the hospitality career.
Introduction and Overview:
Higher Education in Egypt may be considered the oldest education system in the world.
(EL MAHDY, 2001) stated that in recent years approximately one-third of the students
enter general secondary schools, the traditional route to universities. Almost 70% of
students are channeled into technical secondary education, but less than 20% gain
employment when they leave.
Current State of the Higher Education System in Egypt:
Overall Education Structure
When talking about higher education, it is very difficult to rule out the rest
of the educational ladder prior to higher education. Outputs from
[3]
secondary education are the normal stream of higher education. The
current overall education structure in Egypt by age and level is
schematically represented in the layout shown in Fig. (1). The layout gives
a comprehensive overview of the education system in Egypt highlighting
entries to and exits from the different levels of education into the labor
market and society.
Figure (1): Overall Education Structure in Egypt by Level and Age
Graduates from general secondary are streamed directly into 4, 5 or 6 year programs of
university education. Graduates from general secondary education can join the non-
university stream of middle and higher technical institutes when their grades do not meet
the grades needed for enrollment into university education. Although the chances of this
category of graduates for getting into university is limited, the flexibility of the system
allows equal opportunities to all students graduating from secondary education to be
admitted into university if they wish to do so, after passing the entry exam. In the
[4]
academic year 2000/2001, only 326 students were able to meet enrollment criteria into
university education. (El Mahdy, 2001)
Strengths and Weaknesses of Higher Education in Egypt:
Strengths in the Egyptian higher education system are identified as the strong human
resources made up mainly of university professors, the large variety of educational and
research disciplines, and the existence of some institutions with very long experience in
higher education.
Weaknesses, however, fall mainly into two main categories:
1- The very high loading of staff with direct consequence on the average quality of
graduates:
Limited financial resources
Over-crowding
Inadequate infrastructure
Under-trained faculty members in some areas,
Poor instructional materials and equipment, and
Lack of modern education technology manifest the low quality of graduates.
2- Low system efficiency, is manifested by:
Lack of sustainable financial policy
Weak accountability within academia and
Lack of formal assessment and accreditation mechanism. 1
Accordingly, the Egyptian higher education faces a number of challenges, namely in:
1- System-wide governance and management
2- Quality and relevance at the university level
3- Quality and relevance at the middle technical level
4- Fiscal sustainability of publicly enrollments
The 2nd challenge will be discussed in more details here. (EL MAHDY, 2001)
Quality and relevance at the university level:
1 In the academic year 1974/75 four assistant/staff existed on the average. In 1987/88 the ratio was about 1 assistant/staff, whereas in 1998/99, about 0.6 assistants/staff were available. A considerable drop in the assistants o staff ratio is noted over the past 15 years (almost 7 times at an average annual drop of about 0.45%
[5]
Clearly, not every student is gifted with the abilities needed to succeed at the university
level and the selection process needs to be able to sort students on the basis of icharacteristics that are stronger predictors to success (especially in faculties of Tourism
and hotels that require special requirements in their students). This could, for instance,
be:
o Foundation knowledge
o Competency in study skills
o Writing ability
o Intellectual ability
o Motivation
o Foreign languages proficiency (especially in faculties where some courses are
taught in English)
Education Input:
Weaknesses in the educational inputs can be classified in two groups related to:
1- Infrastructure &
2- Academic staff
1- Infrastructure:
The size of the system poses special challenges in making substantial
investments in infrastructure, its operation, continuous rehabitation and
periodical maintenance. Also, the combination of inadequate libraries and
ineffective integration of IT in the educational process contributes directly to
low quality in higher education, specifically:
a) The lack of an overall technology plan2
b) Information Technology (IT) and the internet within individual
universities. There is a shortage of modern IT for teaching, libraries and
research. At the National level, the 12 Universities are connected to the
Egyptian University Network (EUN) with the Supreme Council of
Universities (SCU) acting as the hub, or focal point of the network. There
2 Cairo, El Mansoura and Assiut Universities have already established IT centers and started to build their own modern Management Information Systems (MIS)
[6]
is currently no content (research material, library catalog, learning media,
etc.) available through EUN.
c) Libraries: Low rates of stock replacement and a high proportion of
outdated content contributed to the currently low-level-use of libraries,
and the weak management means that their improvement is less likely to
be made a financial priority. Egypt’s twelve public Universities have over
200 libraries with often poorly maintained buildings and equipment.
2- Academic Staff: Academic staff are affected by:
1- Selection & recruitment practices
2- Academic qualifications & competencies
3- Remuneration and other incentives
Educational Process:
Educational process issues can be grouped into main 8 categories, all affect the
teaching process:
1- Teaching methods
2- Workload/ teaching loads
3- Working conditions
4- Staff promotion, performance assessment and accountability
5- Academic staff responsibilities
6- Use of modern educational technology
7- Research development
8- Student activities (ALLPORT, 1998)3
Literature Review:
The gap between academia and the hospitality industry is affected by many factors:
1- The current higher education system and its disadvantages, including the
following:
a. The lack of scientific knowledge of the new graduate
3 There is no space here to discuss the educational process lengthy, especially in the introduction part.[7]
b. Focusing on specialization from the very first phase of the higher
education and its study process, contradicts with the fact that the same
level of study can be reached within a 4-year-study, the same way when
having a diploma (post graduate certificate) within only 2 years.
c. The limited communication with the chambers of Tourism and Hotels &
stakeholders on one side and on the other side, the hospitality higher
educational institutions. (Their participation is often honorable)
d. There is no international educational system used in higher education or
even the possibility of related scientific exchanging programs either in
Egypt or abroad. (HEWEDY, 2005)4
2- Workload of the academic staff, which cuts much of their energy and time to start
communicating with hospitality specialists. The workload of teachers is not quite
equal; the amount of teaching to be done becomes evident just before the
beginning of a term. In addition to teaching, lecturers need to be involved in
research and development insuring the expertise and competence required for
supervision of students’ research work, graduation projects, etc. Other tasks of
teachers include compiling of new teaching material, curriculum development and
management; participation in research and development activities, as well as well-
planned in-service training form an important part of the contribution made by the
teaching staff. (Kuressaare College, 2006)
In Kuressaare College, Estonia, teachers attended a summer course on teaching in a
higher education, in August 2006, which proves that the teaching staff needs training and
updating of knowledge just the same as students, specially in the hospitality career, where
changes are endless.
The Head of the department of academic affairs is responsible for planning and
organization of the provision of education (organization of duties, coordination of the
work and negotiations with teaching staff and counseling of students), which the
Egyptian Universities lack practicing it in general.
4 This is a translated reference from Arabic, a lecture given by Prof. Heweidy.[8]
Applying Quality Assurance in Higher Education can also have many advantages, as its
main purpose is the improvement of the graduates’ ability to compete in the labor market.
Quality of the study process depends on:
Administration of Studies: regulations, systematic analysis of study process,
effective arrangement of study process at an internationally acceptable level.
Study environment: infrastructure, library, etc.
Study programs: and their development based on systematic self-evaluation and
feedback from students, and hotel managers. Expectations and requirements of
potential hotel managers and customers are met and exceeded by the University.
Academic staff: evaluated through annual performance reports, feedback from
students, and requirements for promotion, etc.
Feedback from students regarding the quality of teaching is obtained mostly by filling the
questionnaire that has to be attached to the documents of evaluating the instructor, for
future promotion or upgrading of his/her skills.
The students complete anonymously a survey form. The collected responses are
interpreted and the results delivered to the teachers and the Dean. The feedback from
students is an important part in evaluating teachers as well as in improving the overall
quality of the teaching process.
Strengths of applying quality on the study process are:
1. A great demand for tourism and hospitality professionals
2. Highly qualified and professional teaching staff, motivated to further their
knowledge and skills.
3. The teaching staff includes practitioners who are experts in their field.
4. Constant student-feedback, including evaluation of the quality of teaching.
5. Good contact with hotel managers, training placement reports also provide
feedback for curriculum development.
6. Appreciation of the standard and results of education by the graduates and hotel
managers.
[9]
7. System of individual student counseling helps to advance academic progress and
to motivate learners. (http://education.stateuniversity.com/pages/411/Egypt-
EDUCATIONAL-SYSTEM-OVERVIEW.html)
Concept of the Study:
This study has two areas; the first one is discussing four main questions that, if properly
considered, can give the solutions and remedy to the problem of the existing gap between
academic studies and the hospitality industry in Egypt. The second part of the study is a
field research that was done through distributing three different questionnaire forms on
the three parties that are linked to the problem of the study, represented in:
Teaching Staff of the hotel department
Hotel Managers of chain hotels
Students of the hotel department (mainly at the faculty of Tourism & Hotels,
University of Alexandria)5
Methodology:
The purpose of this research is to know what causes the gap between academia and the
hospitality industry. The study contains a literature part, presenting four main questions,
if considered properly, can crystallize the whole issue of the gap. As well as a field study
which includes three questionnaire forms, telephone interviews and personal interviews
The chosen sample of this study covered the main three parties involved in the problem,
to know how each of them sees the problem, and what suggestions they can offer, from
their points of view, can help in reaching the remedies.
The sample covered the following:
5 This research was conducted during summer vacation, and reaching students of other faculties was like impossible at this time of the year. The researcher could reach the students as they are connected through their online group, started by the researcher years ago. It was a better and faster way to communicate with students even during holidays and days off.
motivation, planning and organizing, problem solving, following work
standards, maturity.
3) Flexibility, decisiveness, performing skills, stress tolerance, humor and
optimism, general health, physical ability and schooling.
4) Social skills and general background came as least important requirements in
a candidate from managers’ view point. See table (1)
[18]
Most of the hotel managers contacted hospitality educational institutions to look for new
applicants among graduates, repeatedly either in writing or orally, but it was not
necessarily a useful approach for hotels.
Hotel managers saw that a hotel should take the first action to communicate with
hospitality educational institutions, then both parties should keep such communication,
and their clear message was: “open our minds to communicate”.
Hotel managers believe that such communication helps new graduates to find job
opportunities in hotels, as:
- Awareness brings improvement
- Continuous improvement betters chances to excel
- Network communication (between hotels and institutions) is essential for
hospitality educational institutions.
All hotels had agreed upon the possibility of introducing graduates to hospitality
careers.
All hotels welcomed the idea of offering summer training for hotel department
students, and one particular hotel agreed to have some kind of arrangement with the
administration of the faculty of Tourism & Hotels. Hotels also agreed to receive
periodical “field visits” of hotel department students, and arrangements can be
discussed, regarding how many students and how often per month.
Hotel managers also found it essential for them to take part in the annual students’
interviews to join the faculties of Tourism & Hotels. Some hotels see that students
should be chosen according to their grades gained at the end of the Secondary
Education, while other managers see it differently; students should be having the will
to join this career, and “Aptitude and talents should be included in deciding the
course of education”.
Suggestions of hotel managers were mainly regarding the importance of the better-
understanding between Hospitality Education and the hospitality industry and to
remain students in skills that can help them find jobs (languages, computer, writing,
verbal, etc)
Table (1) Hotel managers rated most required characteristics in new applicants
[19]
Most Important Least Important Attitude Leadership Intellectual ability Foreign language Dress and posture Cleanliness First impression Personality Service attitude
Social skills General background
3- Students’ Questionnaire:
As for students of the hotel department who answered the form, 50% of them were at
4th year, 20% at 3rd year, 20% at 2nd year and 10% were post graduate students, who
were graduated from the faculty about one year ago, and are continuing higher
courses. All answers showed that students agree that there is a solid connection
between what they study and the real work in hotels, but the strength of this
connection varied: 30% of the sample think it’s less than 30% strong, 60% felt that it
ranges between 31-50% strong, and only 10% saw that it is over 51-75% connection.
Students suggested the following approaches to have them get closer to what happens
in hotel business in real life:
- Workshops and seminars with hotel specialists (speakers) 15%
- Visiting lecturers from hotels on regular basis (monthly, bimonthly or weekly)
25%
- Having hotel visits throughout the academic year. 20%
- Practical training (specialists) 30%
- Having a real built-in hotel inside the faculty for practical training all year
round.10%
[20]
Many students preferred to start working in hotels wherever their supervisor/manager
allocate them, as they put it, the supervisor knows best what position suits them well.
(50%)
Other students (about 30%) preferred starting their careers from the very first level, either
in the restaurant or the kitchen.
About 20% of the students preferred working at the Front Office, or Reservation
Department, being the most common area of guest contact. The students’ choices were
taken and here are the reasons why:
- Starting at the chosen place for them gives them a better chance to get better,
following the work standards, as it can be the best way to get to know all job
responsibilities and duties, thus being able to manage younger employees better in
the future. Finally, many students chose the Front Office department as that’s
where they started working and have some knowledge in that area.
Students were asked whether they think working in the hospitality industry requires some
special requirements or not. The majority of answers showed that student agree that there
are certain required skills (90%) They also rated the given most common requirements
according to their priorities, as follows:
Foreign languages - (The same way as GM’s put them)
Cleanliness, dress and posture – (Rated 1st on the GM’s list)
A caring person who loves to serve others – (Rated LAST on GM’s list)
Physical appearance – (Rated 1st on GM’s list)
Social skills – ( Rated LAST on GM’s list)
General knowledge – (Matches what the GM’s place it on the list)
Intellectual ability – (Does not match the GM’s needs)
Rank Hotel Managers’ Opinion
Rank Students’ Opinion
1 Attitude 1 Foreign language
[21]
2 Leadership 2 Cleanliness, dress & posture
3 Intellectual ability 3 Caring personality
4 Foreign language 4 Physical appearance
5 Dress and posture 5 Social skills
6 Cleanliness 6 General knowledge
7 First impression 7 Intellectual ability
8 Personality
9 Service attitude
10 Social skills
11 General backgroundTable (2) Required skills in the hospitality industry as seen by Managers & Students
In table (2), the results showed how far each party (students & Managers) from actual
requirements. It proves that the link is broken between the industry and what students
study and know during their academic studies. Their priorities are different from what
hotel managers actually look for, meaning that will cause a gap in finding jobs in this
career after graduation.
On the other hand, students’ suggested the following points to link what they study with
what really hospitality business is all about:
1- Knowing what hotel specialists has to say (practical study)
2- Training programs, seminars and meetings with specialists in the business.
3- Visiting hotels throughout the academic year.
4- Developing the curriculum to follow up with the hotel market changes
5- Having a built-in training hotel is a must in any hospitality educational institute.
6- Decreasing the number of accepted students to the faculties, for better quality
learning.
7- Having real summer training in real hotels, and having a better chance of good job
opportunities after graduation.
Figure (4)[22]
Results and Discussion:
1) Staff Members’ questionnaire:
The most important result part of the form was the suggestions of staff members
to help offer hotels the type and personality of students that they looks for, their
suggestions came arranged starting with priority, as follows:
1. Cooperation is a must when deciding how to teach a practical course.
2. The practical training during the academic year.
3. Developing the teacher in a way that keeps him/her updated with the
industry’s changes.
4. The existing of both a kitchen and a restaurant is a must in all faculties of
tourism & hotels.
5. Focusing more on foreign languages, their labs as well as the computer labs
and courses.
6. Decreasing the number of students accepted at the faculty each year, to match
the available halls and equipment, giving each student a better chance to learn
and be well-qualified.
[23]
7. Communicating directly with both Tourism and Hotel Chambers, and
reaching a way to keep in touch with hotels and educational hospitality
institutions.
8. Exchanging expertise via workshops.
9. Quality Assurance in Education.
10. Cancelling the specialized Diploma for non-faculty of tourism graduates, as
this decreases their chances of working in the hospitality career.
2) Hotel Managers’ Questionnaire:
It was noticed that managers are looking for about four groups of characteristics
in a candidate: The first group is related to good personality, and managers can
judge most of the applicants from the first impression, when they are interviewed.
He /She should have a service-tendency personality, with proper intellectual
ability, and a well-spoken foreign language that can allow him/ her to
communicate with guests, co-workers, and even managers.
The second group of the most important characteristics required, deals with the
candidate’s abilities & skills that can be useful for him on the job (verbal,
listening, writing, computer and interpersonal skills) All these skills are required
to help him/ her communicate with his co-workers , in planning & organizing,
how to solve problems as well as being skilled enough to follow the work
standards. (Mentally matured candidate).
The third group of characteristics deals with how the candidate should be able to
perform his job; flexible, can make a decision, having a sense of humor and to be
optimistic enough to overcome some stress caused by work, as well as being in
good health and with suitable physical ability to bear any required hard work.
The last group of required characteristics, are social skills and general
background, as if having the previous three groups, the candidate would be almost
qualified to have the background needed for the job.
One particular hotel agreed to have a written agreement with the faculty’s
administration to start giving summer training for 2nd, 3rd and 4th year students.
(Similar arrangements can be done, to have the maximum number of hotel
[24]
department students trained well during summer) The hotel offered the possibility
of serving all meals and full accommodation to trainees, which is more than what
a student can expect during summer training. This actually defeats that accusation
about hotel managers not accepting to train students of hotel department in
Egyptian Hospitality Educational Institutions. Eventually, this hotel will be
having its own, well-trained and ready candidates, knowing its policies, thus,
saving time and money of training brand new candidates all over again,
meanwhile helping educational institutions with their oral summer training
problem. Surveyed hotels saw that such step can help both sides, offering better
job opportunities for students, as well as better understanding of the real world of
hospitality, as it helps everybody at the end.
Knowing more about students talents and skills, can be achieved through some
kind of “introductory form”, handed to new students, (2nd year students of hotel
department) to collect more data and information about students’ schooling, skills,
languages, even his/her hobbies, and to keep records of this data, and update them
when required, adding some notes about students’ personality and other gained
skills for example. (WEHEBA, A. KADER, 2006)
The study showed ways of some approaches achieved by the researcher, which
was very useful for the teacher, and it will also help the hotel manager choose a
promising candidate from.
3) Students’ Questionnaire:
It is strange how students rated the characteristics they see are required in a candidate.
It shows that much work is needed to try to have them know what managers really
need in a graduate, to do their best to excel in what is required, and focus on what
really matters during their academic studies.
To students, intellectual ability and physical appearance do not really count, maybe
that’s because of what the previous educational system requires (Secondary
education), there is no need to use the mind rather than study what you see in the
book by heart, but that is NOT the case at all in the hospitality studies, as they DO
require someone who is intelligent enough to deal with so many various situations, as
[25]
well as someone who knows types of people and guests. That was a very important
point that the field study showed, and it proved that something has to be done about
accepting all types of students who –most of them- are rated for their ability to study
things by heart, and are least likely to solve problems or take a decision when needed,
as that is NOT what they were taught to do.
Recommendations:
1- Increasing the communication with the chambers of Tourism and Hotels &
stakeholders on one side and on the other side, the hospitality higher educational
institutions.
2- Organizing some kind of arrangement between the faculties of Tourism and
Hotels, especially those which do not have the practical tools and equipment, to
set programs with hotels, to give real practical training in hotels, and by time
hotels will have expected manpower, and students will get to know more about
hotels.
3- Increasing the studying hours of practical syllabus (Making sure that it’s
practically applied)
4- Decreasing the numbers of new accepted students to join the faculty of Tourism
& Hotels, to ensure better job opportunities and to select them according to the
qualifications required by the hospitality market.
5- Applying a “whole-year-training-program”, (Industry Placement) For all students
of the hotel management department, they should not graduate unless they finish
with a “Pass” a one-year-training before graduation. (Taking after other faculties,
requiring special training before start working).
6- Considering the skills and qualifications required to accept new students at the
faculties of Tourism and Hotels, as recently, most of the students joining these
faculties, choose to do so, taking it as the last best choice,(or the best of the worst
choices, not as they like the career at all) when their grades do not allow them to
join their first-choice of the faculties.
[26]
7- An integrated survey should take place to reach the actual indicators about the
required specifications, characteristics and personality skills, in the fresh graduate
in order to be qualified to find a good job opening. Trying to reach the
weaknesses in the graduates’ overall level, through conducting a descriptive and
quantitative research.
8- Some useful guidelines for the Quality Assurance of the study process are:
1. Regularly interview the graduates to obtain feedback.
2. Analyze the effectiveness of the system for the evaluation of the
professional activities of teaching staff members.
3. Deans, together with the curriculum committee, need to arrange joint
meetings of students and instructors to discuss the content of self-
evaluation reports for a continuous and systematic curriculum
development.
Practical Implications:
Plan of Action to be taken:
1. To increase the number of teachers, to continue in-service training of the existing
staff.
2. To co-operate with other institutions in the field of curriculum development, in-
service training and preparing of new learning resources.
3. To train specialized training supervisors or instructors to be able to train students.
4. To strengthen the motivation of students; foundation of new scholarships by local
hotels, chains and companies.
5. Close integration of theoretical/academic studies and practical training.
6. Specialized study of courses to be educated by the staff members.
7. Rising qualifications of teachers ( Which is already done through some training
courses and workshops, but they need to be taken for other reasons than
promotion of position).
i
[27]
8. Teaching staff should include practitioners who are experts in their field, and to
make sure that they are well compensated.
9. Individual and learner-oriented approach in study process, close contacts with the
teachers.
10. Flexibility, consideration of previous learning and work experience.
11. Application of modern methods of teaching and e-learning.
12. Good facilities with modern presentation equipment, WiFi areas.
13. Technologically well-equipped facilities for conducting practical cookery classes.
14. Increasing need for qualified graduates in tourism and hotel sector.
References:
1. ALLPORT, Carolyn, “Thinking Globally, Acting Locally: Life Long Learning &
Implications for University Staff”, Journal of High Education Policy and
Management, Vol. 22 No. 1, May, 2000. pp. 37-46
2. EL MAHDY, M. S., “Higher Education Vision for the 21st Century: A Future
Outlook” A keynote paper presented at the CAINET99 Fourth Internet
Conference & Exhibition, Cairo, 1999. PP. 11+
3. EL MAHDY, Mohsen, Higher Education in Egypt, Report of the MOHE, Jan.,
2001, PP. 23+
4. HEWEDY, M. Mahmoud, “The Relationship between Higher Education, Training
and Research and the Hospitality Industry; General Readings in the Lost Links”,
Faculty of Tourism & Hotel Management, Fayoum, 2005. (In Arabic)
First Semester:1- Introduction to Food and Beverage2- Fundamentals of Management3- Human Resources and Public Relations4- Introduction to Information Technology5- Fundamentals of Statistics6- Fundamentals of Accounting7- Specialized First Foreign Language8- Specialized Second Foreign Language
Second Semester:1- Food and Beverage Production2- Hotels Economics3- Hotel Statistics4- Materials Purchasing and Storing5- Applications of Information Technology in Hotels6- Cost Accounting in Hotels
[30]
7- Specialized First Foreign Language8- Specialized Second Foreign Language
Third Year:
First Semester:1- Hotel Management2- Nutrition and Menu Planning3- Foods and Fast Foods4- Food and Beverage Production5- Crises Management6- Specialized First Foreign Language7- Specialized Second Foreign Language
Second Semester:1- Hotel Management2- Hotel Marketing3- Food Service Management in Organization4- Hotel and Tourism Organizations5- Psychology of the Hotel Client6- Specialized First Foreign Language7- Specialized Second Foreign Language8- Training
Fourth Year:
First Semester:1- Hygiene in Hotel Industry2- Tourism and the Environment3- Managing Events and Conventions4- Hotel Equipment and Fixtures5- Hotel Maintenance and Engineering6- Hotel Architecture and Decoration7- Specialized First Foreign Language8- Specialized Second Foreign Language9- Graduation Project
Second Semester:1- Graduation Project2- Controls in Hotels and Catering3- Protocols and Etiquettes
[31]
4- Tourism and Hotel Legalities5- First Aid6- Modern and Current Egyptian History7- Specialized First Foreign Language8- Specialized Second Foreign Language9- Training
Faculty of Tourism and Hotels - Alexandria University
Hotel Department Curriculum:
Second Year:
First Semester:1- Economics of Tourism and Hotels2- Accounting of Tourism and Hotels3- Management of Hotel Services4- Fundamentals of Food and Nutrition (1)5- Statistics for Tourism and Hotels6- First Foreign Language7- Second Foreign Language
Second Semester:1- Computer and its applications2- Information Technology for Tourism and Hotels3- Fundamentals of Food and Nutrition (2)4- Hygiene and Food Contamination5- Hotel Management6- First Foreign Language7- Second Foreign Language
[32]
Practical Training for two months. (Kitchen and Stores)
Third Year:
First Semester:1- Tourism and Hotels Marketing2- Food and Beverage Management3- Cooking techniques4- Hotels Cost Accounting5- Room service Management6- First Foreign Language7- Second Foreign Language
Second Semester:1- Food and Beverage Control2- Human resources Management3- Front Office Management 4- Hotel Equipment Planning5- Food Menus6- First Foreign Language7- Second Foreign Language
Practical Training for two months. (Service and Front Office)
Fourth Year:
First Semester:1- Tourism and Hotels Legalities2- Restaurant Management3- Mass Catering4- Feasibility Studies for Hotel Projects5- Graduation Project (1)6- First Foreign Language7- Second Foreign Language
[33]
Second Semester:1- Foreign Cuisine2- International Hospitality Management3- Resort Management4- Hospitality Quality Management5- Graduation Project (2)6- Specialized First Foreign Language7- Specialized Second Foreign Language
Practical Training for two months. (Service and Front Office)
Faculty of Tourism and Hotels - Mansoura University
Hotel Department Curriculum:
First Year:
First Semester:1- Fundamentals of Management2- Fundamentals of Statistics3- Computer Basics and Applications (1)4- Introduction to Tourism5- Introduction to Food6- General Geography7- First Foreign Language8- Second Foreign Language
Second Semester:1- Introduction to Hospitality Industry2- Touristic and Leisure Geography3- Food receiving and delivering Basics
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4- Basics of Nutrition5- Fundamentals of Accounting6- Computer Basics and Applications (2)7- First Foreign Language8- Second Foreign Language
Second Year:
First Semester:1- Organization and Management of Hospitality Operations2- Egyptian Environment3- Hygiene4- Food and Beverage Production (1)5- The Art of cooking (1)6- Computer Basics and Applications (3)7- First Foreign Language8- Second Foreign Language
Second Semester:1- Hospitality Statistics2- Food and Beverage Production (2)3- The Art of Restaurant Service (1)4- The Art of cooking (2)5- Hotel Management6- Computer Basics and Applications (4)7- First Foreign Language8- Second Foreign Language
Third Year:
First Semester:1- Tourism and Hotels Legalities2- Front Office Management3- Housekeeping and Decoration4- Hotels Cost Accounting5- Food Menu Planning6- Foods and Fast Food7- First Foreign Language(5)8- Second Foreign Language(5)
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Second Semester:1- Hotel Equipment2- Hospitality Economics 3- Mass Catering 4- The Art of Restaurant Service (2)5- History of Egypt and its Monuments6- Developing Human Resources7- First Foreign Language(6)8- Second Foreign Language(6)Fourth Year:
First Semester:1- Psychology of the Client2- Tourism and the Environment3- Event and Convention Management and Protocol4- Hygiene in Hospitality Industry5- Hospitality Management Agreements6- Feasibility Studies for Hotel Projects7- First Foreign Language8- Second Foreign Language
Second Semester:1- Crises Management2- Spas and Resorts3- Hospitality Environment Management4- Food and Beverage Quality Control5- Hospitality Marketing6- Specialized First Foreign Language7- Specialized Second Foreign Language