Curriculum Assessment of Bshrm Curriculum

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Chapter 1
THE PROBLEM

Introduction
A curriculum consists of a varying scope that defines the desired learning experiences that an educational institution desire to inculcate to their students. A curriculum, therefore may be a unit, a sequence of courses, or the school’s entire program of studies which may take place inside or outside of class or school when directed by the faculty member or personnel of the school. It encompasses the total opportunities for learning provided by the educational institution. A curriculum is designed to teach a variety of subjects, giving students access to an education that is not exclusive but open to all mediums of understanding and knowledge. It is a plan that focuses and guides classroom instruction and assessment

A curriculum is important in education because it develops the many areas of the students’ minds and it prepares students for their chosen career. Students need equal access to high-quality instruction. The importance of a curriculum is to provide teachers a structure for instruction so that they can balance the often competing forces of standards, tests, textbooks, and programs. The curriculum provides the structure for management of teaching and learning as well as staff development.

The College of Hotel and Restaurant Management of St. Paul University Iloilo, in line with its mission of providing future Paulinian Hotelier and Restauranteur to become globally competitive, equipped with knowledge and skills, a mature Christian immersed with gospel values and generous to share the good news and enterprise of their fellow men, has structured a 215-unit Bachelor of Science in Hotel and Restaurant Management Curriculum that is based on the Commission on Higher Education’s (CHED) model as prescibed in the CHED Memorandum Order No. 30, series of 2006.

The BSHRM curriculum of St. Paul University Iloilo is divided into 7 cores or subject divisions namely: General Education Courses, Business Core, Tourism Core, Specialized subjects, Practicum/Work-integrated learning, PE & NSTP and Religious Education. In higher education there is currently an emphasis on students becoming more engaged in the learning process (Carini et al, 2006). Indeed, there are suggestions that students should become active co-creators of learning (SFC, 2008; SFC, 2006). This has led to some suggestions for greater student participation in designing specific elements of courses such as assessment (Nicol, 2008). There have also been a handful of specific calls for students to become active participants in the design of the curriculum.

Aside from being a requirement for clearance to get our salary, the purpose of this undertaking is to find out the assessment of 4th year BSHRM students and faculty members on the currently utilized 2010-2011 BSHRM Curriculum. This is important to school administrators of St. Paul University Iloilo and members of higher education as point of reference or benchmark information in curriculum updating and planning for other hospitality courses.

Statement of the Problem
The main problem of this study was:
What is the perception of the 4th year BSHRM students and Teachers on the BSHRM Curriculum 2010-2011 of St. Paul University Iloilo as to objectives, contents and methods?
Specifically, the study sought to answer the following questions: 1. What are the strengths and weaknesses of the BSHRM curriculum 2010-2011 as identified by the respondents? 2. Is there a significant difference between the perception of the 4th year BSHRM students and faculty on the BSHRM curriculum 2010-2011?

Objectives of the Study
The study would determine perception of the 4th year BSHRM students and Teachers on the BSHRM Curriculum 2010-2011 of St. Paul University Iloilo as to objectives, contents and methods.
Specifically, the study would:
1. Determine the strengths and weaknesses of the BSHRM curriculum 2010-2011 as identified by the respondents? 2. Determine...
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