Acknowledgments |
|
ix | |
Introduction |
|
1 | (4) |
|
Culinary Arts As a Profession: Possibilities and Prospects |
|
|
5 | (14) |
|
The Liberal/Vocational Debate in Culinary Arts |
|
|
5 | (3) |
|
Relative Importance of Liberal and Vocational Education in Culinary Arts |
|
|
8 | (4) |
|
Professional, Professionalism, and Professionalization in Culinary Arts |
|
|
12 | (4) |
|
Four Essential Criteria for Distinguishing Professional Occupations |
|
|
16 | (3) |
|
Culinary Arts Curriculum Development: The Heart of the Educational Enterprise |
|
|
19 | (18) |
|
Toward a Definition of Curriculum |
|
|
19 | (1) |
|
Curriculum Development---The Process |
|
|
20 | (10) |
|
Recognizing the Master Performer |
|
|
30 | (1) |
|
Curriculum Design for Deep Learning |
|
|
30 | (2) |
|
Assessment and Examination of Different Kinds of Learning |
|
|
32 | (5) |
|
Framework for the Development and Validation of a New Culinary Arts Degree Program |
|
|
37 | (16) |
|
Culinary Arts Program Conception |
|
|
37 | (2) |
|
The Preliminary Program Proposal |
|
|
39 | (2) |
|
Preparation of the Program Documentation |
|
|
41 | (2) |
|
Validation and Accreditation |
|
|
43 | (8) |
|
|
51 | (2) |
|
Guidelines for Quality Assurance in Curriculum Development for Culinary Arts Degree |
|
|
53 | (28) |
|
Quality Assurance in Curriculum Implementation and Management |
|
|
53 | (4) |
|
Assessments and Examinations |
|
|
57 | (10) |
|
|
67 | (2) |
|
|
69 | (1) |
|
|
70 | (4) |
|
Consideration of the Annual Monitoring Report |
|
|
74 | (4) |
|
|
78 | (1) |
|
|
79 | (2) |
|
The Role of Reflexivity in Assuring Curriculum Quality in Culinary Arts |
|
|
81 | (8) |
|
Reflection, Reflexivity, Reflective Thinking: A Never-Ending Dance |
|
|
82 | (1) |
|
Advantage of Reflective Ethnography in Culinary Arts Curriculum Development |
|
|
83 | (3) |
|
Problem Solving or Critical Theory in Culinary Arts Education |
|
|
86 | (3) |
|
|
89 | (34) |
|
|
89 | (1) |
|
The Chronology of the Curriculum Development Process (May 1996 to May 1998) |
|
|
89 | (31) |
|
|
120 | (3) |
|
Assuring Curriculum Quality in Graduate Diplomas and Master's Degrees in Culinary Arts and Gastronomy |
|
|
123 | (12) |
|
Studying for Graduate Degrees |
|
|
124 | (4) |
|
Graduate Student Recruitment and Registration |
|
|
128 | (4) |
|
Induction and Integration of the New Graduate Student |
|
|
132 | (1) |
|
Culinary Arts and Gastronomy Graduates and the Future |
|
|
133 | (2) |
|
Implications of the Introduction of Doctorate Degrees in Culinary Arts and Gastronomy |
|
|
135 | (10) |
|
|
135 | (2) |
|
Addressing the Introduction of ProfD Degrees in Culinary Arts and Gastronomy |
|
|
137 | (2) |
|
Differentiating ProfD from PhD |
|
|
139 | (1) |
|
The Nature of Professional Doctoral Study in Culinary Arts |
|
|
140 | (2) |
|
Process and Product in Doctoral Study |
|
|
142 | (3) |
Bibliography |
|
145 | (14) |
Index |
|
159 | |