| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 91 === The purpose of this study was to investigate chefs’ professional competencies and to compare the conceptions on chefs’ professional competencies between teachers teaching food-and-beverage courses in vocational and technical school and the chefs working in international hotels in Taiwan. The study also tried to examine current teaching/training of food-and-beverage programs in Taiwan vocational and technical schools to understand whether it met the needs of chefs in their work environments.
Methodology adopted in the study included literature review and questionnaire survey. Literature review was used to examine the findings derived from previous studies and the teaching philosophies prevailed in food-and-beverage-related academic departments and institutions. Survey study was engaged by means of a questionnaire, Questionnaire of Chefs’ Professional Competence, which was developed by the researcher.
The subjects involved in the study included 537 food and beverage teachers in vocational high schools and technological colleges and universities as well as 478 chefs of international hotels in Taiwan. There were 212 valid questionnaires from food-and-beverage teachers (39.48%) and 217 valid questionnaires from chefs (45.40%). SPSS 8.01 for Windows was adopted for data analysis. Statistical methodologies included: (1) Cronbach α for reliability, (2) distribution and percentage, (3) t-test, (4) ANOVA, (5)Spearman rank correlation.
The findings of this study include:
1. According to the conceptions of food-and-beverage teachers, “job attitudes” is the most important professional competence of chefs, “safety and hygiene knowledge” is the second one while “knowledge and skills of food and beverage services” is the least important competence.
2. The same as expressed by the teachers, the chefs evaluated “job attitudes” as the most important competence, “safety and hygiene knowledge” is in the second place while the least important competence is “knowledge and skills of food and beverage services”.
3. As to the chefs’ professional competencies that are emphasized by current food-and-beverage teaching in vocational and technical schools and institutions, “safety and hygiene knowledge” is the most important one, “knowledge and skills of food and beverage services” is in the second place while the least important competence is “food and beverage business and management”.
4. The importance ranking of chefs’ professional competencies evaluated by food-and-beverage teachers and chefs showed consistence. However, the importance level of individual competence evaluated by teachers and chefs showed differences.
5. The importance ranking of chefs’ professional competencies evaluated by chefs is different from the ranking emphasized by food-and-beverage teaching in schools. Furthermore, chefs emphasized more importance on individual competence than school teachers did. The findings manifest that current food-and-beverage education does not meet the actual needs of food-and-beverage industries.
6. There is no consistence on importance level of professional competencies between teachers’ conceptions and the emphases on food-and-beverage teaching in schools. The finding shows that current school teaching in food-and-beverage courses do not coincide with teachers’ expectations.
The conclusions of the study include:
1. The aims of food-and-beverage education are to develop related knowledge, skills and job attitudes.
2. Equal emphases are not found among chefs’, teachers’ conceptions and school teaching on professional competencies of chefs.
3. Current food-and-beverage teaching in schools does not fully meet teachers’ expectations.
4. Consistence was found in terms of ranking of professional competencies between chefs and food-and-beverage teachers. However, there were still differences in terms of emphases on importance of individual competence.
5. Food-and-beverage teaching in vocational and technical education system doesn’t meet the actual needs of food and beverage industries.
Based on the conclusions mentioned above, this study proposed suggestions for food-and-beverage education institutions and for further research:
1. Suggestions for education institutions
a. Arranging occupational ethics courses and activities in school teaching
b. Focusing on development of job attitudes
c. Emphasizing on safety and hygiene teaching and training
d. Increasing food and beverage practical working experience
e. Promoting the exchange programs between schools and the food and beverage industries
2. Suggestions for further research
a. Enlarging research samples
b. Improving the methodology of questionnaires
c. Analyzing chefs’ professional competence by using face-to-face interviews
|
|---|
