Graduate Thesis Or Dissertation
 

A composite of food service curriculum information for use in vocational programs

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8p58pj15n

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  • Changes occurring in our society affect the food service industry and cause a growing demand for trained food service workers. This has stimulated the need for vocational training programs at many levels. The federal government has recognized this need and provided funds for establishing and carrying out certain vocational training. The Oregon Department of Education, Division of Community Colleges and Vocational Education has been developing training guides built around the cluster concept and has sought assistance with this planning. Thus a desire to study existing food service program guides and to help those developing training programs was created. The purpose of this study, therefore, was to analyze existing curricula designed to train students in high school, community college, and vocational school programs for entry-level or semi-skilled work in the food service industry, and to develop a composite of curriculum information which could be adapted by those developing programs for training students in each of those types of schools for jobs in food service organizations. Ten vocational food service curriculum guides were analyzed. This gave rise to many questions about the organizational patterns presented, such as number of clock hours and years to complete the programs, and the various subject matter clusters included. Therefore, a questionnaire was developed and sent to 127 schools having on-going food service programs to obtain more information and curricular materials. Thirty four percent were returned and usable. Analysis of data obtained was difficult because of the many different combinations of courses, programs, and formats used. However, these factors were of particular significance: Community colleges offered a wider variety of food service programs than either high schools or vocational schools. High school vocational education programs averaged 2.6 years in length while vocational school programs were more concentrated, averaging 1.8 years. More clock hours were spent in the vocational school programs than in the other two types of schools. Subject matter clusters, topics, and subtopics named in the guides were generally the same as those reported by questionnaire respondents. All programs studied included the nine subject matter clusters under one name or another but classified as: Orientation, Sanitation, Food Preparation, Equipment, Safety, Table Service, Personnel Relations, Purchasing, and Cost Control. Most programs allocated the largest block of time to the Food Preparation cluster. Data received and evaluated were the bases for the recommendations which are presented in the composite. The composite is presented as a chart of three sections, one each for high school, community college, and vocational school programs. Each section is made up of the recommended number of years and of clock hours required to complete the program. Subject matter clusters with a list of topics and subtopics under each, and the amount of time to be allocated to each cluster completes the composite. Instructions for using the composite by any who may be designing food service training programs are also included.
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