PS Hospitality and Tourism (2nd Edition) JUN 2019

PROGRAMME STANDARDS:
This set of Programme Standards has been prepared to enhance the

development of educational programmes in hospitality and tourism and to
maintain the quality of graduates. It is hoped that with this document,
higher education providers will be able to provide quality education in
hospitality and tourism and its related fields.
MALAYSIAN QUALIFICATIONS AGENCY

(MQA)
Malaysian Qualifications Agency
Bangunan Mercu MQA
No. 3539, Jalan Teknokrat 7
Cyber 5
63000 Cyberjaya
Selangor Darul Ehsan
Tel +603-8688 1900

Fax +603-8688 1911
Email akreditasi@mqa.gov.my
Website www.mqa.gov.my
Malaysian Qualifications Agency 2019

ISBN:
All the Agency’s publications are available on our website: www.mqa.gov.my
CONTENTS
FOREWORD
ABBREVIATIONS
1. INTRODUCTION
2. PROGRAMME DEVELOPMENT AND DELIVERY
2.1 PROGRAMME EDUCATIONAL OBJECTIVES
2.2 LEARNING OUTCOMES
2.3 CURRICULUM DESIGN AND DELIVERY
3. ASSESSMENT OF STUDENT LEARNING
4. STUDENT SELECTION
5. ACADEMIC STAFF
6. EDUCATIONAL RESOURCES
7. PROGRAMME MANAGEMENT
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY IMPROVEMENT
REFERENCES
APPENDICES
APPENDIX 1: LIST OF PANEL MEMBERS
APPENDIX 2: LIST OF STAKEHOLDERS
APPENDIX 3: BODY OF KNOWLEDGE
APPENDIX 4: NOMENCLATURES
GLOSSARY
FOREWORD
In its effort to ensure that the programmes offered by Higher Education Providers (HEPs) in
Malaysia meet an acceptable level of quality, the Malaysian Qualifications Agency (MQA)
has published numerous quality assurance documents such as the Malaysian Qualifications
Framework (MQF), Code of Practice for Programme Accreditation (COPPA), Code of
Practice for Institutional Audit (COPIA), Standards, Programme Standards (PS) and
Guidelines to Good Practices (GGP). It is imperative that these documents be read together
with this PS document for the development and delivery of Hospitality and Tourism
programmes in Malaysia.
The PS for Hospitality and Tourism was first enforced by the MQA in 2012 (MQA, 2013).
Since then, more than 500 programmes of different levels within the field of hospitality and
tourism studies have been accredited by the MQA and registered in the Malaysian
Qualifications Register (MQR). As a recognised accrediting agency in Malaysia, the MQA is
required to conduct a comprehensive review of its standards on a periodic basis and does so
within 5 years. The current review and revision process was undertaken to ensure its
relevance to current academic requirements and industry good practices.
This document represents the significant contribution from panel members (as listed in
Appendix 1) from both public and private HEPs and industry, in consultation with various
HEPs, relevant government and statutory agencies, professional bodies, industry, alumni
and students (as listed in Appendix 2) through stakeholders’ workshops and online
feedback. Hence, the standards developed reflect the national and international best
practices to ensure the Hospitality and Tourism graduates from Malaysian HEPs are globally
accepted.
The MQA would like to express appreciation to all the panel members, various stakeholders
for their valuable input and all the MQA officers who have contributed to the development of
this PS for Hospitality and Tourism. It is hoped that this PS document is beneficial to the
various stakeholders for the development of the competencies required in our students for
their job and higher education prospects.
Thank you.
Dato’ Dr. Rahmah Mohamed
Chief Executive Officer
Malaysian Qualifications Agency
June 2019
ABBREVIATIONS
APEL Accreditation of Prior Experiential Learning
COPIA Code of Practice for Institutional Audit
COPPA Code of Practice of Programme Accreditation
GGP Guidelines to Good Practices
GP Grade Point
HEPs Higher Education Providers
IELTS International English Language Testing System
LO Learning Outcomes
MUET Malaysian University English Test
MQA Malaysian Qualifications Agency
MQF Malaysian Qualifications Framework
MOOC Massive Open Online Courses
NOSS National Occupational Skills Standard
ODL Open and Distance Learning
PLO Programme Learning Outcomes
PEO Programme Educational Objectives
PS Programme Standards
SKM Sijil Kemahiran Malaysia
SPM Sijil Pelajaran Malaysia
STAM Sijil Tinggi Agama Malaysia
STPM Sijil Tinggi Persekolahan Malaysia
WBL Work-Based Learning
TVET Technical and Vocational Education and Training

1. INTRODUCTION
The Hospitality and Tourism curriculum has been undergoing developments for decades.
Hospitality and tourism education had its beginnings in technical or vocational schools.
Recent years have witnessed the rise and development of hospitality and tourism education
at both undergraduate and graduate levels. This development resulted from the rapid growth
and demand of the tourism industry, leading academic institutions and universities to
establish or expand their hospitality and tourism programmes. Tourism education continues
to develop based on the original emphasis on technical or vocational knowledge and skills
development. Along with the higher demand from the tourism business sector, many
undergraduate level hospitality and tourism curriculums are placed under the scope of
hospitality and/or tourism management. In addition, business knowledge and skills are
embedded within the curriculum.
Since 2012, the MQA’s ‘Programme Standards: Hospitality and Tourism’ has been a
reference for HEPs in developing and offering Hospitality and Tourism programmes. A
revision of this programme standard is timely and inevitable to remain relevant to national
priorities and global trends as well as to incorporate emerging disciplines, technologies and
tools. Apart from the requirements to review the standards within five years, to address
stakeholders’ feedback through an impact study (MQA, 2016) and to align with the MQF 2nd
Edition and the COPPA 2nd Edition, strategic directions of Malaysia Education Blueprint
2015−2025 (Higher Education) and Malaysia Higher Education 4.0 were also taken into
account. The new mode of study and learning such as the 2u2i and WBL were also taken
into consideration in reviewing the standards.
Throughout the standards review process, the panel sought, received, and used comments
and suggestions from the stakeholders and communities of interest to develop, validate, and
clarify standards. The Program Standards were developed with input obtained through
impact studies and a series of meetings with stakeholders (i.e., seminars, meetings, written
comments) including HEPs, hospitality educators, students, graduates, parents, employers
and assessors. Valuable input from industry associations and other regulatory officials were
also sought to ensure that the different needs of various parties are attended to and
addressed.
This standard document provides the minimum acceptable level of practices in designing
and offering Hospitality and Tourism programmes at the tertiary level in Malaysia. The aim of
the PS is to ensure that learners are equipped with the necessary knowledge, skills and
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competencies at the respective levels as prescribed in the MQF 2nd Edition to enable them to
pursue career opportunities in the hospitality and tourism related industry.
The field of study within hospitality and tourism is categorised into four major areas as
shown in Diagram 1 below:
Diagram 1: Hospitality and Tourism Field of Study
TRAVEL AND TOURISM

HOSPITALITY/HOTEL/
- LEISURE AND RECREATION/
ACCOMMODATION
- TOURISM EVENT
- RESTAURANT (FOOD & BEVERAGE )
HOSPITALITY &
TOURISM
FOODSERVICE
CULINARY/ GASTRONOMY
- RESTAURANT
-ARTS/ FOOD PRODUCTION/ SCIENCE
-CATERING
& TECHNOLOGY
-INSTITUTIONAL FOOD PRODUCTION
The key changes made to the PS are:
i. The new format presented in the seven main areas of the standards is aligned with
the COPPA 2nd Edition.
ii. Statements for Programme Educational Objectives (PEO) and Programme Learning
Outcomes (PLO) for each level of qualification are aligned with the MQF 2nd Edition.
The mapping of learning outcomes against the five domains of the MQF 2nd Edition
(level descriptors) for Hospitality and Tourism fields for different levels of
qualification is presented.
iii. The PS is aligned with the Standards: Master’s and Doctoral Degree.
iv. The 2u2i mode of study, ODL and GGP: WBL requirements are also included in the
curriculum design and delivery.
v. The curriculum structure for Advanced Diploma (Level 5, MQF) is included to align
with the MQF 2nd Edition and the Code of Practice for TVET Programme and
Accreditation.
vi. New percentages for continuous and final assessments are proposed to give more
flexibility for the overall assessment. The percentages for the final examination in
the final assessment are determined for each level of study.
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vii. Minimum qualifications of academic staff for each level of study are revised and
incorporate the TVET and 2u2i mode of study.
viii. Teaching facilities and educational resources are updated to reflect current industry
practices.
ix. The programme nomenclature complies with the Policy on Nomenclature of
Malaysian Higher Education Programme.
x. An expanded list of suggested courses for each level of study/body of knowledge is
presented.
This PS document covers all the seven quality assurance areas: (i) programme development
and delivery, (ii) assessment of students’ learning, (iii) student selection, (iv) academic staff,
(v) educational resources, (vi) programme management, and (vii) programme monitoring,
review and continual quality improvement. This document describes the different levels of
standards leading to the award of individual qualifications prescribed in the MQF based on
different modes of study, i.e. Certificate (Level 3, MQF: Coursework only), Diploma (Level 4,
MQF: Coursework only), Advanced Diploma (Level 5, MQF: Coursework only), Bachelor’s
Degree (Level 6, MQF: Coursework only), Master’s Degree (Level 7, MQF: Coursework,
Mixed Mode and Research) and Doctoral Degree (Level 8, MQF: Research only).
This PS document encourages diversity and allows programme providers to be innovative in

creating their own niches. HEPs should ensure that they produce graduates who meet the
current and future needs of the industry and at the same time fulfil their obligations to
society. Among others, this document includes statements of programme educational
objectives and learning outcomes, and they are intended to give clarity and are not intended
to be adopted in a verbatim manner. As the statements within the PS should be viewed as
the minimum requirement, HEPs are encouraged to go beyond the basic minimum. This
document is also intended to be valuable to prospective students, their parents and
guardians, employers, professional and regulatory bodies, universities, colleges and
schools. Assessors and auditors are guided by these standards in arriving at their
recommendation and conclusions.
The development and implementation of this PS document are to ensure that the graduates
meet the professional requirements and expectations in their respective fields. HEPs must
take cognisance of the rapidly evolving subject matter and introduce effective and
sustainable programme improvement. In doing so, the providers should also ensure that the
graduates obtain the necessary skills to function effectively.
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As the purpose of this PS document is to provide the minimum requirements pertaining to
the development and implementation of different levels of Hospitality and Tourism
programmes within the core areas described, it is paramount that this document be read with
other quality assurance documents and policies issued by the MQA and other related
agencies, which include, but are not limited to the following:
i. The Malaysian Qualifications Framework (MQF) 2nd Edition

ii. The Code of Practice for Programme Accreditation (COPPA) 2nd Edition
iii. The Code of Practice for Institutional Audit (COPIA)
iv. Relevant Standards
v. Relevant Guidelines to Good Practices (GGP)
vi. The Code of Practice for TVET Programme Accreditation (COPTA)
vii. Garis Panduan Pelaksanaan Mod Pengajian 2u2i
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2. PROGRAMME DEVELOPMENT AND DELIVERY
The Programme Educational Objectives (PEOs) are described in a broad and general
statement of learning and teaching intention, encapsulating the general contents and
direction of a programme.
“A programme is designed and delivered to facilitate the attainment of a set of desired

learning outcomes. It starts with a clear definition of the intended outcomes that students are
to achieve by the end of the programme and supported by appropriate instructional
approaches and assessment mechanisms” (COPPA 2nd Edition, 2017).
A clear and appropriate statement of aims forms an important element in programme design
and quality assurance, focusing on student learning experiences. A good formulation of aims
enables a clear understanding of what the programme intends to achieve.
A more detailed description of the PEOs is provided for each level of study, from certificate
to doctoral level. It should be noted that the PEOs provided describe the minimum
requirements, and the HEPs may provide additional objectives where appropriate.
2.1 PROGRAMME EDUCATIONAL OBJECTIVES
The PEOs for each level of the Hospitality and Tourism programme are:
CERTIFICATE (LEVEL 3, MQF)
The PEOs for the Certificate level are to provide learners with the fundamental, theoretical
and technical knowledge of facts and principles at an intermediate level of the Hospitality
and Tourism study/discipline. Learners are required to demonstrate operational skills at a
specific trade or job requirement and show an interest in pursuing further studies in specific
subjects or disciplines pertaining to their field of interest or work. By the end of the study
period, learners should have acquired elementary proficiency in one additional language
(e.g. English). Also, they are expected to demonstrate age-appropriate local civic
engagement and awareness of industry issues.
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DIPLOMA (LEVEL 4, MQF)
The PEOs for the Diploma level are to provide learners with broad knowledge of the general
theories and principles. They should be able to demonstrate skills in a focused area of the
Hospitality and Tourism study/discipline, enabling them to undertake specialised work
leading to a career path in the relevant fields. They should express interest in pursuing
further education, show commitment for appropriate ethical behaviour and develop
awareness of national aspirations within the global perspectives.
ADVANCED DIPLOMA (LEVEL 5, MQF)
The PEOs for the Advanced Diploma level are to provide learners with significant theoretical
and technical knowledge in a focused area of the Hospitality and Tourism study/discipline.
Learners should be able to deal with complex situations at work and show an ability to
understand and comply with organisational and professional demands. They should also
have the ability to apply sustainable practices ethically and in the context of national and
global work and social environment.
BACHELOR’S DEGREE (LEVEL 6, MQF)
The PEOs for the Bachelor’s Degree level are to provide learners with a thorough
comprehension of a broad-based and coherent body of knowledge and skills in the
Hospitality and Tourism study/discipline embedding research, innovation and creativity in
specialised areas. Graduates should demonstrate professionalism, resilience, commitment
to an ethical work culture as well as awareness of sustainability issues and global citizenship
in alignment with national aspirations.
MASTER’S DEGREE BY COURSEWORK (LEVEL 7, MQF)
The PEOs for the Master’s Degree by coursework level are to provide learners with in-depth
and significant advanced specialised theoretical or applied knowledge in the Hospitality and
Tourism study/discipline, which is current and at the forefront of a specific field of study or
with inter/multi-disciplinary approach, or professional practice. The learners should
demonstrate critical, evaluative and cognitive skills; applied research skills; or advanced
professional practice to solve complex issues and problems with a reasonable degree of
originality and independence. The learners should be competent to inform and share views
on contemporary and new issues in related fields, advise new solutions or improved
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innovations to a range of audience and conduct further research besides practising. The
learners should demonstrate leadership and managerial skills, which are critical
competencies, particularly within a multicultural or transnational work or learning
environment.
MASTER’S DEGREE BY MIXED MODE (LEVEL 7, MQF)
The PEOs for the Master’s Degree by mixed mode level are to provide learners with in-depth
and significant advanced specialised theoretical or applied knowledge in the Hospitality and
Tourism study/discipline, which is current and at the forefront of a specific field of study or
with inter/multi-disciplinary approach, or professional practice. The learners should
demonstrate critical, evaluative and cognitive skills; applied research skills; or advanced
professional practice to solve complex issues and problems with a reasonable degree of
originality and independence. In addition, learners should be able to work independently to
understand, design and conduct research; analyse, report and communicate the outcomes
to a range of audience; and conduct further research besides practising. The learners should
demonstrate leadership and managerial skills, which are critical competencies, particularly
within a multicultural or transnational work or learning environment.
MASTER’S DEGREE BY RESEARCH (LEVEL 7, MQF)
The PEOs for the Master’s Degree by research level are to provide learners with focused
and in-depth advanced knowledge, analytical and critical thinking skills, professionalism as
well as creativity and innovative skills in the Hospitality and Tourism study/discipline. The
programme also aims to inculcate in learners a systematic approach for conducting research
in specialised areas to contribute effectively, culturally and ethically in their specific areas of
Hospitality and Tourism to solve complex issues and problems with a reasonable degree of
originality and independence. The learners should demonstrate leadership and managerial
skills, which are critical competencies, particularly within a multicultural or transnational work
or learning environment.
DOCTORAL DEGREE BY RESEARCH (LEVEL 8, MQF)
The PEOs for the Doctoral Degree by research level are to provide learners with a critical
understanding of the most advanced knowledge at the frontiers of a field of study or
professional practice in the Hospitality and Tourism study/discipline. Learners should
conduct, manage and lead advanced research independently to contribute to substantial,
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new and original knowledge, and/or professional practice. They should produce research
outputs in the form of a thesis, patents, products, new advanced professional practice or
advanced technologies. Learners should also demonstrate the capacity to present and
defend points of view, thesis and ideas in their area(s) of expertise with knowledge and
confidence. The learners should demonstrate leadership and managerial skills, which are
critical competencies, particularly within a multicultural or transnational work or learning
environment.
2.2 LEARNING OUTCOMES
Learning outcomes (LO) are ‘statements on what learners should know, understand and can
do upon successful completion of a period of study, which generally leads to a qualification
or part of a qualification’ (MQF 2nd Edition, 2018).
The generic learning outcomes are intended to provide a framework to reduce the gap
between the world of education, work and responsible global citizenship and to further
harmonise/integrate the systems. This is demonstrable by the skills and knowledge of
learners to successfully perform in professional, educational, and other life contexts. The
learning outcomes resonate and mostly align with the aspirations of the National Education
Philosophy (1961, 1988), the Malaysia Education Blueprint 2013−2025 and the Malaysia
Education Blueprint 2015−2025 (Higher Education).
The learning outcomes clarify the demands and complexities of learning, relating to various
levels of taxonomy at each level. The learning outcomes in the Hospitality and Tourism field
should cumulatively reflect the following five clusters of learning outcomes (MQF 2nd Edition)
meant to develop well-balanced individuals with a holistic set of competencies:
i. Knowledge and understanding
ii. Cognitive skills
iii. Functional work skills with focus on:
a. Practical skills
b. Interpersonal and communication skills
c. Digital and numeracy skills
d. Leadership, autonomy and responsibility
iv. Personal and entrepreneurial skills
v. Ethics and professionalism.
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The level descriptors of the learning outcomes define the expected knowledge, capabilities
and/or competencies of learners on successful completion of the learning programmes in the
context of work and study. It is within the specific programme design of the HEPs that the
descriptors are translated and contextualised by the specific subject or discipline, technical
and vocational, and professional fields.
The level descriptors differentiate the:

i. depth, complexity and comprehension of knowledge;
ii. cognitive skills;
iii. application of functional skills as well as the breadth and sophistication of practice;
iv. personal skills;
v. ethics and professionalism; and
vi. scope and complexity of application, and responsibilities.
The mapping of the learning outcomes of the Hospitality and Tourism field against the five
clusters of the MQF is shown in Table 2. The flexibility in describing the learning outcomes
remains with the HEPs as long as they are sufficiently covered.
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TABLE 2: MAPPING OF LEARNING OUTCOMES (LO) OF THE HOSPITALITY AND TOURISM FIELD AGAINST MQF CLUSTERS OF LO
DESCRIPTORS CLUSTER 3: Functional Work Skills
(LO)
CLUSTER 1: CLUSTER 4: CLUSTER 5:
CLUSTER 2: Leadership,
Knowledge and Interpersonal and Personal and Ethics and
Cognitive skills Digital and Autonomy and
Understanding Practical skills Communication Entrepreneurial Skills Professionalism
MQF LEVEL Numeracy Skills Responsibility
Skills
Level 3 Describe basic Apply knowledge, Organise, operate Communicate Use basic digital Demonstrate capacities Initiate self- Demonstrate the ability
principles, theories familiar solutions and and complete, clearly, orally or in technology to work with improvement through to comply with work
CERTIFICATE and skills within the skills to solve using information writing, ideas, applications to supervision. Provide study or seek further ethics in task(s) or
knowledge of the predictable problems on appropriate information, support study/work to help to others within the training with minimal learning especially in
subject and discipline of routine tasks methods, tools, problems and seek and process context of work/study. guidance. Show diverse multi-cultural
to address well- and/or study. technologies, solutions, individually data related to a Undertake awareness and general contexts. Engage with
defined, varied and materials to or as a team to subject of study/work. responsibility for, and knowledge of Malaysia local civil societies on
routine tasks/work. solve/address peers, experts and Interpret and use reflect on, the and the region. matters of interest for
routine and some non-experts. familiar and performance of Demonstrate a basic community
non-routine Demonstrate uncomplicated tasks/work/study. understanding of development (e.g.
tasks/problems elementary numerical and entrepreneurship environmental issues).
within an area of proficiency in at least graphical data. knowledge and skills.
work and/or study one other foreign
under supervision. language.
Level 4 Demonstrate Identify, interpret, Apply a range of Communicate clearly Use a range of digital Perform work with a Identify self- Demonstrate the ability
systematic apply and evaluate practical skills, and effectively, orally applications to significant degree of improvement initiatives to understand and
DIPLOMA comprehension general concepts, essential tools, and in writing, ideas, support study/work personal responsibility and possibilities for comply with
(understanding) of a theory and/or methods and information, as well as to seek and autonomy under further education. organisational and
broad range of operational principles procedures to problems and and process data broad guidance and Develop realistic career professional ethics in
complex technical and within a well-defined perform required solutions to others related to work or direction on well- and professional goals. the work environment.
theoretical knowledge context of a tasks/work. Reflect including peers, study. Demonstrate defined and non-routine Explore and engage in Demonstrate the ability
and skills to subject/discipline and make experts and non- skills to use and study/work activities activities relating to to apply sustainable
undertake varied, and/or work with adjustments to experts. Interact interpret routine and performed in a variety entrepreneurship. practices in the context
complex, routine and minimal supervision. practices and effectively, complex numerical of contexts. Manage Participate in of the local and global
non-routine Solve problems of processes, as individually or as a and graphical/visual teams to manage professional and civic work and social
tasks/study within a common and well- necessary, related member of a team data. issues at work. activities for local and environment.
field/discipline. defined kinds as well to routine or non- with supervisors, region-wide community
as those others of routine tasks. peers and building.
non-routine nature. subordinates.
Demonstrate
intermediate
proficiency in at least
one other foreign
language.
Level 5 Describe a range of Identify, interpret Using a range of Communicate and Use a range of Perform work with a Engage in self-directed Demonstrate the ability
theoretical, apply, analyse and practical skills, interact effectively information, media substantial degree of lifelong learning to exercise social
ADVANCED conceptual and evaluate detailed apply essential and cogently in a and technology autonomy and often effectively and responsibilities and
DIPLOMA technical knowledge technical, conceptual methods and comprehensive and applications to carrying significant participate comply with
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(LO)
Skills
and demonstrate and theoretical procedures to a well-structured support study and/or levels of independently in professional, ethical
thorough knowledge in a broad range of manner to convey work. Interpret and responsibilities. Make professional and sustainable
comprehension within specialised complex tasks information, ideas, apply routine and management decisions collaborations. practices. Contribute to
an advanced subject/discipline or and/or study. problems and non-routine, complex independently on Demonstrate the development of
(specialised work. Solve Review and make solutions for social, numerical and resources allocation as entrepreneurial skills in sustainable local and
knowledge) field to problems/ issues in a adjustments and academic and graphical/visual data. well as performance relevant selected global communities.
address varied and broadly-defined supervise others professional related judgements of situations. Demonstrate
unpredictable complex, routine and on related purposes to a range others in the workplace. competencies in
tasks/work/study. non-routine context practices and of audiences. Show a Demonstrate the working or studying in
or even under processes. high level of oral and capacity to take multicultural,
unpredictable written proficiencies responsibility and multilingual and multi-
circumstances with a in at least two accept accountability. ethnic communities
limited range of languages. Demonstrate team locally and globally.
approaches and leadership in new
independence. environments including
undefined areas of
work.
Level 6 Describe advanced Demonstrate Apply a range of Convey ideas in both Use a broad range of Work autonomously Engage effectively in Demonstrate
and comprehensive intellectual essential methods written and oral information, media and show leadership self-directed lifelong adherence and the
BACHELOR’S theoretical and independence in the and procedures for forms using and technology and professionalism in learning and ability to identify ethical
DEGREE technical knowledge application of solving a broad appropriate and applications to managing professional pathways. issues, make decision
and demonstrate knowledge within a range of complex different forms of support study and/or responsibilities within Demonstrate ethically, and act
relevant skills in a specific field(s) by problems. Review, presentation work. Use and broad organisational entrepreneurial professionally within
specialised field or of applying critical, make adjustments confidently, combine numerical parameters. Undertake competency with the the varied social and
a multidisciplinary analytical and and supervise accurately and and graphical/visual significant levels of selected project(s). professional
nature related to the evaluation skills in related practices coherently in an data for study/work. work-related Demonstrate an environment and
field of study, work the field of and processes appropriate context responsibilities of appreciation of broader practice. Demonstrate
and/or practice. study/work/practice. concerning the and a well-structured others as well as self. socio-political economic a deep familiarity and
Manage and resolve field of manner to diverse Demonstrate decision- and cultural issues at knowledge of local and
complex applications specialisation. audiences. Work making capacity and local/national and global issues relating to
and handle together with professionalism by regional levels. science, technology
unpredictable issues different people in working towards pre- and business, as well
with a creative and diverse learning and determined goals and as social and
innovative working communities outcomes. environmental issues.
solution(s). Apply as well as other Demonstrate
skill/ knowledge to a groups locally and accountability,
range of approaches internationally. especially in the
in the field of professional field.
study/work/practice.
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(LO)
Skills
Level 7 Demonstrate Conduct standard Communicate Use a broad range of Competently use a Demonstrate significant Exemplify self- Demonstrate
originality and and specialised clearly the information, media wide range of autonomy, advancement through adherence to legal,
MASTER’S independence in research methods/ knowledge, skills, and technology suitable digital independence, continuous academic ethical and professional
DEGREE undertaking analytical approaches and/or ideas, critique and applications to technologies and leadership and and/or professional codes of practice.
and critical evaluation apply practical skills, conclusion/rational support study and/or appropriate software interpersonal skills at development. Initiate Demonstrate
as well as the tools or investigative e for using work. Use and to enhance study, work and class. Show and/or lead confidence to give
synthesis of complex techniques which are appropriate combine numerical research and/or substantial entrepreneurial advice and make a
information, informed by methods to peers, and graphical/visual work/practice. Adapt responsibility in ventures/ projects. decision(s) on complex
specialised concepts, knowledge at its experts and non- data for applications and planning, resource issues based on critical
theories, methods and forefront and the experts in at least measurement for systems to address management, reflections and ethical
practice in a field(s) of latest development in one international study/work. defined and new supervision, problem- considerations.
study/practice as a the subject/discipline. language. Work situations/problems. solving and managing Contribute
basis for research. Exemplify capacity to together and Show skills to design work within own team professionally to social,
Apply knowledge solve and manage collaboratively with and plan evaluation and collaboratively with technological and
critically and complex problems or different people in activities using other teams especially economic development
integratively to issues in a field(s) of learning and quantitative/ in the context of both nationally and
manage and resolve study/practice. working statistical tools. Apply complex applications internationally.
complex communities and mathematical and and unpredictable Demonstrate the ability
problems/issues in a other groups and other quantitative and situations. to engage meaningfully
field(s) of networks, ethically qualitative tools to on a range of civic and
study/practice through and professionally. analyse and evaluate global issues in one’s
research, using Demonstrate numerical and own area of expertise.
advanced techniques, competencies to graphical data for
tools, skills or by a work and study/work.
range of approaches undertake
or (integrative) advanced study in
combination of at least one foreign
approaches for language.
decision making and
producing new ideas
and/or innovative
solutions or practice.
Level 8 Demonstrate a Critically analyse, Demonstrate Communicate Use/select/improve Work with substantial Integrate knowledge for Demonstrate
comprehensive, evaluate and mastery of research findings existing or develop autonomy, lifelong learning with adherence to legal,
DOCTORAL systematic, synthesise new, practical and effectively to peers, new appropriate independence, and the development of professional and
DEGREE integrated, new, complex and abstract technical scholarly tools/methodologies authority in the conduct new ideas, solutions ethically sound codes
complex and abstract ideas and current skills/practices and communities and to support and and management of and systems. Take full of practice. Identify
idea of current critical critical issues in the scientific skills society at large in the enhance research research and responsibility for own emerging ethical and
issues in the most most advanced which are at the relevant field of activities. Undertake resources, which work and where professional issues
advanced frontiers of frontiers of forefront of one or expertise. Work to a critical evaluation of contribute to new relevant be together with its
knowledge of a field knowledge of a field more areas of deal with different numerical and knowledge and accountable for the complexities and
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(LO)
Skills
of study, discipline or of specialisation and people in learning graphical data. advanced practices, overall management of implications for the
practice. study/discipline/practi develop new and working processes and one’s research advancement of
ce and refine existing complex skills or communities and products. Demonstrate organisation. Initiate research in the field
concepts and techniques and other groups and leadership, and lead and its societal impact.
practices. Solve solutions to resolve networks, ethically professionalism and entrepreneurial Continue to contribute
complex, abstract new highly and professionally. management skills as ventures and projects. professionally to social,
and emerging complex and Convey information, well as take full technological and
contemporary issues emerging insights, ideas, and responsibility for own economic development.
and challenges by problems. problems and work and significantly
independently Demonstrate the present solutions for others in the
applying advanced ability to design cogently/coherently research
research methods, and implement or to peers, scholarly team/organisation/proje
analytical tools and adapt highly community and cts/work. Contribute to
skills to creatively advanced and society at large in the the technological,
generate new specialised field of expertise. social and cultural
knowledge, theories, research Demonstrate progress of academic
novel solutions methodologies advanced/sophisticat and professional
and/or new practices which are at the ed leadership skills practice to the society
within the field(s) of forefront of one or and abilities to bring at large on emerging
study/discipline/practi more areas of effective issues at
ce. Make a specialisation. collaboration with professional/expert/spe
substantial diverse partners. cialist level.
contribution through
the creation of new
knowledge/theories/s
olutions/practice
through originality
and independent
research, which
satisfies peer reviews
and international
standards.
13
2.3 CURRICULUM DESIGN AND DELIVERY
For the purpose of this PS, reference is made to the COPPA 2nd Edition and in particular, the
section on Area 1: Programme Development and Delivery.
The term “programme development and delivery” is used interchangeably with the term
‘curriculum design and delivery’. This area is best read together with the Guidelines to Good
Practices: Curriculum Design and Delivery (GGP: CDD) (COPPA 2nd Edition, 2017).
This section of the PS document contains statements pertaining to the structure and delivery
of a programme within the Hospitality and Tourism field of study/disciplines comprising:
i. Hospitality/Hotel/Accommodation
ii. Travel and Tourism/Leisure and Recreation/Tourism Events
iii. Culinary/Gastronomy
iv. Foodservice Management
This document also contains the matrices for minimum graduating credits and percentage of
components for all levels of qualifications. Specific requirements as to the body of
knowledge of the various core areas are provided in Appendix 3. HEPs are given the
flexibility to design their own programmes. However, they are expected to cover the
body of knowledge indicated in this document.
In addition, HEPs are encouraged to develop their programmes to reflect the current best
practices and to achieve higher standards. The Hospitality and Tourism programmes may
vary in their nomenclature; however, the programme nomenclature must reflect the
content of the programme as mentioned in the Policy on Nomenclature of Malaysian
Higher Education Programme, 2018. Examples for each level are provided in Appendix 4.
14
CERTIFICATE
Graduating Credit - 60
Component Percentage (%) Credits
Compulsory Courses (General* and HEPs
10 – 15 6–9
Courses)
Core Common 0 0
Discipline** 65 – 77 39 – 46
Industrial Training (minimum of 4
months)***
13 – 20 8 – 12
Best Practices: Upon completion of all
the courses.
Electives 0 0
Total 100 60
TVET: Discipline core modules must contain 70% practical oriented.

*6–9 credits as prescribed by the Garis Panduan Mata Pelajaran Pengajian Umum (MPU) Edisi Kedua.
**All practical/laboratory-based courses in the programme core must represent at least 70% of the practical
component in the specific trades or skills (refer to Appendix 3). For ODL, all practical laboratory-based courses
must represent 60% physical face to face.
**For a good WBL curriculum structure, it is suggested to allocate a minimum of 20% of the total credits using
WBL approaches depending on the level and field of study. A course can also be delivered through a 100% WBL
approach. However, if there is a mix of delivery methods, it is suggested that 30% of the course content should
be delivered through WBL approaches. (Refer to the Guidelines to Good Practices: Work-Based Learning (GGP:
WBL)).
***For TVET programmes (NOSS), students are allowed to do between 3 and 6 months of industrial training
(COPTA, 2018).
*** Industrial training must be in a relevant industry and is allocated, at a minimum, according to the formula of 1
credit = 2 weeks of training. It is suggested to be place in final semester.
Recommended Delivery Methods:
 Lectures/tutorials  Industry speaker

 Practical classes/laboratory work  Field/industry visits
 WBL  Apprenticeship
 Blended learning/MOOC  Industrial training
15
DIPLOMA
10 – 17 9 – 15
Courses)
Core Common 20 – 23 18 – 21
Discipline** 57 – 67 51 – 60
months)***
9 – 13 8 – 12
the courses.
Electives 0–7 0–6
Total 100 90

**For the 2u2i mode of study, the credit for the 1i industry component is between 24 and 40 credits (20% to 30%)
(refer to Garis Panduan Pelaksanaan Mod Pengajian 2u2i).
be delivered through WBL approaches. (Refer to Guidelines to Good Practices: Work-Based Learning (GGP:
WBL)).
*** Industrial training must be in a relevant industry and is allocated, at a minimum number, according to the
formula of 1 credit = 2 weeks of training. It is suggested to be place in final semester.
 Lectures/tutorials;  Industrial training

 Blended learning/MOOC  Industry speaker
 Cybergogy  Task-based learning
 Heutagogy  Problem-based learning
 Peeragogy  Project-based learning
 Practical classes/laboratory work  Work-based learning
 Field/industry visits  Experiential learning
 Fieldwork  Final year project
 Apprenticeship
16
ADVANCED DIPLOMA
20 – 28 8 – 11
Courses)
Core Common 0 0
Discipline** 43 – 65 17 – 26
months)***
20 – 30 8 – 12
the courses.
Electives 0 0
Total 100 40

WBL)).
*** Industrial training must be in a relevant industry and is allocated, at a minimum, according to the formula of 1
 Lectures/tutorials;  Industrial training

 Cybergogy  Task-based learning
 Heutagogy  Problem-based learning
 Peeragogy  Project-based learning
 Practical classes/laboratory work  Work-based learning
 Field/industry visits  Experiential learning
 Fieldwork  Final year project
 Apprenticeship
17
BACHELOR’S DEGREE
8 – 13 10 – 14
Courses)
Core Common 13 – 18 15 – 22
Discipline** 40 – 55 48 – 66
months)***
7 – 10 8 – 12
the courses.
Electives/Minor/Specialisation 0 – 25 0 – 30
Total 100 120
Notes:
Students who do not have a Certificate or Diploma in the related field are required to take the core courses as
pre-requisites.
**For the 2u2i mode of study, the credit for the 1i industry component is between 24 and 40 credits (20% to 30%)
and for the 2i industry component is between 48 and 60 credits (40% to 50%) (Refer to Garis Panduan
Pelaksanaan Mod Pengajian 2u2i).
WBL)).
** Industrial training must be in a relevant industry and is allocated, at a minimum, according to the formula of 1
 Lectures/tutorials  Industry speaker

 Blended learning/MOOC  Task-based learning
 Cybergogy  Problem-based learning
 Heutagogy  Project-based learning
 Peeragogy  Work-based learning
 Practical classes/laboratory work  Experiential learning
 Field/industry visits  Final year project
 Fieldwork  Seminar
 Apprenticeship  Empirical studies
 Industrial training  Case study
18
MASTER’S DEGREE BY COURSEWORK
Core Common 15 – 20 6–8
Discipline* 75 – 95 30 – 38
Electives 0 – 15 0–6
Total 100 40
* Project or dissertation in the relevant field of study.
Recommended delivery methods:
 Lectures/tutorials  Fieldwork
 Peeragogy  Seminar
 Laboratory work  Empirical studies
 Field/industry visits  Case study
MASTER’S DEGREE BY MIXED MODE

(research and coursework-based programme)
Core Common 10 – 30 4 – 12
Discipline* 40 – 70 16 – 28
Electives 0 – 20 0–8
Total 100 40
* Dissertation in the relevant field of study.
Notes:
i. Coursework components must include research methodology.
ii. The ratio of coursework to dissertation is within the range of 50:50 or 40:60 or 30:70.
(Refer to the Standards: Master’s and Doctoral Degree).
 Lectures/tutorials  Fieldwork
 Peeragogy  Seminar
 Laboratory work  Empirical studies
 Field/industry visits  Case study
19
MASTER’S DEGREE BY RESEARCH
No given credit value
Dissertation 100 No given credit
value
Notes:
i. Students are required to undertake research in a related field of study and submit a dissertation.
ii. The programme must include appropriate training in research methodology.
iii. The HEP must have a set of procedures and guidelines pertaining to:
a) Minimum and maximum periods of study.
b) Format of the dissertation.
 Lectures  Seminar/Workshop
 Face to face supervision
DOCTORAL DEGREE BY RESEARCH

No given credit value
Thesis 100 No given credit
value
Notes:
i. Students are required to undertake research in a related field of study and submit a thesis.
ii. The programme must include appropriate training in research methodology.
iii. The HEP must have a set of procedures and guidelines pertaining to:
a) Minimum and maximum periods of study.
b) Format of the thesis.
 Lectures  Seminar/Workshop
 Face to face supervision
20
3. ASSESSMENT OF STUDENT LEARNING
“Assessment of student learning is a key aspect of quality assurance and it is one of the
most important measures to show the achievement of learning outcomes. Hence, it is crucial
that an appropriate assessment method and mechanism is in place. Qualifications are
awarded based on the results of the assessment. The methods of student assessment must
be clear, consistent, effective, reliable and in line with current practices. They must clearly
measure the achievement of the intended learning outcomes” (COPPA 2nd Edition, 2017).
Specific methods of assessment will depend on the specific requirements of each module.
However, as a general guide, the following must be considered:
i. Assessments should comprise formative/continuous and summative/final
assessments;
ii. Knowledge and understanding (the cognitive domain) should be tested through
written, oral or other suitable means but practical skills should be tested by practical
evaluation such as laboratory tests;
iii. In modules requiring practical skills, a pass in practical evaluation is compulsory (a
pass implies that the examiner is satisfied that the candidate has met the learning
outcomes of the particular subject);
iv. Candidates are required to pass BOTH formative (continuous) and summative (final)
assessments for every course. HEPs can define the meaning of a pass; however, a
pass should imply that the examiner is satisfied that the candidate has met all the
learning outcomes of the particular course; and
v. Formative and summative assessments for the WBL or 2u2i mode of study (industry
components) can be either solely conducted by an industry coach or jointly
conducted by an industry coach and HEP academic staff.
The type of assessments for each level of study is presented in Table 3. However, HEPs are
encouraged to use a variety of methods and tools appropriate for the learning outcomes and
competencies.
21
TABLE 3: PERCENTAGES OF ASSESSMENT COMPONENTS FOR EACH MQF LEVEL
Continuous Final Bloom’s

Programme Suggested Forms of
Assessment Assessment Taxonomy - Level
Level Assessment
(%)* (%) of Difficulty
Certificate 60 – 70 30 – 40 1. Cognitive - C2  Observation
 Demonstrations
2. Psychomotor -
 Presentations
P3
 Practical assessment
3. Affective - A2  Written tests
 Portfolio/log book
 Laboratory reports
 Interview/Oral test
 Project/Industry
products
 Assignment
 Reflective module
assessment
 Industry coach
report/assessment
 Self-reflective report
 Peer assessment
Diploma 40 – 60 40 – 60 1. Cognitive - C3  Observation

 Demonstrations
2. Psychomotor - P4
 Presentations
3. Affective - A3  Practical assessment
 Written tests
 Project /Industry
products
 Assignment
assessment
 Industry coach
report/assessment
 Peer assessment
22
Level Assessment
Advanced 60 – 100 0 – 40 1. Cognitive - C4  Observation
Diploma  Demonstrations
2. Psychomotor - P5
 Presentations
 Written tests
products
 Assignment
assessment
 Industry coach
report/assessment
 Peer assessment
 Simulation
 Capstone/Final year
project
Bachelor’s 60 – 100 0 – 40 1. Cognitive - C5  Observation

Degree  Demonstrations
2. Psychomotor - P6
 Presentations
 Written tests
products
 Assignment
assessment
 Industry coach
report/assessment
 Peer assessment
 Simulation
 Capstone/Final year
project
23
Level Assessment
Master’s 60 –100 0 – 40 1. Cognitive - C6  Written tests
Degree by  Project paper & oral
Coursework 2. Psychomotor - P7
presentations
3. Affective - A5  Case analysis
 Simulation
 Individual or group
projects/assignment
 Research and
dissertation
 Reflective report
 Proposal defense
 Viva voce
Master’s 60 –100 0 – 40 1. Cognitive - C6  Written tests

Degree by  Project paper & oral
Mixed mode 2. Psychomotor - P7
presentations
3. Affective - A5  Case analysis
 Simulation
 Individual or group
projects/assignment
 Research and
dissertation
 Reflective report
 Proposal defense
 Viva voce
Note:
Dissertation is
compulsory
* For courses that involve practical classes only, the continuous assessment could be
100%.
Programme Continuous Final Suggested Forms of

Level Assessment (%) Assessment (%) Assessment
Master’s 0 100  Thesis
Degree by  Viva voce
Research
Doctoral 0 100  Thesis
Degree by  Viva voce
Research
24
Notes:
i. For the Certificate, Diploma, Advanced Diploma and Bachelor’s Degree levels, at
least 70% of the total theoretical courses (except MPU) must have a final
examination in the final assessment.
ii. For Master’s Degree by Coursework/Mixed Mode, at least 50% of the total
theoretical courses must have a final examination in the final assessment.
iii. The HEPs should have a clear policy on the appointment of external and internal
examiners.
iv. The examiners should be from the relevant field of studies.
v. The composition of the dissertation/thesis examiners as prescribed in the Standards:
Master’s and Doctoral Degree is as follows:
a. Master’s Degree by Mixed Mode

The dissertation is to be examined by at least two examiners.
b. Master’s Degree by Research

The dissertation is to be examined by at least two examiners, one of whom is an
external examiner.
c. Doctoral Degree by Research

The thesis is to be examined by at least three examiners, two of whom are
external examiners.
25
4. STUDENT SELECTION
This section of the PS concerns the selection of students into the individual programme of
study.
“In general, admission to a programme needs to comply with the prevailing policies of the
Ministry of Education Malaysia. There are varying views on the best method of student
selection. Whatever the method used, the HEP must be able to defend the consistency of
the method it utilises. The number of students to be admitted to a programme is determined
by the capacity of the HEP and the number of qualified applicants. HEP admission and
retention policies must not be compromised for the sole purpose of maintaining a desired
enrolment. If an HEP operates in geographically separated campuses or if the programme is
a collaborative one, the selection and assignment of all students must be consistent with
national policies” (COPPA 2nd Edition, 2017).
The standards are created keeping in mind the generic national higher education policies
pertaining to the minimum student entry requirements. The HEPs must take cognisance of
any specific policies that may apply to their individual institution. The benchmarked
standards for selection of students into Hospitality and Tourism programmes are presented
in Table 4.
TABLE 4: STUDENT’S ENTRY REQUIREMENTS FOR EACH MQF LEVEL
ENGLISH
COMPETENCY
MQF LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENTS)
Certificate i. A pass in Sijil Pelajaran Malaysia (SPM) with one -
(1) credit in any subject, or its equivalent;
OR
ii. A pass in Sijil Kemahiran Malaysia (SKM) level 2
or its equivalent.
Diploma i. A pass in SPM with a minimum of three (3) credits International

in any subject, or its equivalent; students are
OR required to
ii. A pass in Sijil Tinggi Persekolahan Malaysia achieve a
(STPM) with a minimum of Grade C (GP 2.00) in minimum score of
any subject, or its equivalent; 4.0 in the
OR International
iii. A pass in Sijil Tinggi Agama Malaysia (STAM) with English Language
a minimum grade of Maqbul in any subject, or its Testing System
equivalent; (IELTS) /
26
ENGLISH
COMPETENCY
(INTERNATIONAL
STUDENTS)
OR Malaysian
iv. A pass in SKM level 3 in a related field; University English
OR Test (MUET) with
v. A Certificate (Level 3, MQF) in a related field or its Band 2 OR its
equivalent. equivalent.
Advanced i. A Diploma (Level 4, MQF) in a related field or its International

Diploma equivalent; students are
OR required to
ii. A Diploma (Level 4, MQF) or its equivalent can be achieve a
accepted subject to a minimum of 3 years of minimum score of
working experience in the related field. 4.0 in the
International
English Language
Testing System
(IELTS) /
Malaysian
University English
Test (MUET) with
Band 2 OR its
equivalent.
Bachelor’s i. A pass in STPM with a minimum of Grade C (GP International

Degree 2.00) in any two (2) subjects, or its equivalent; students are
OR required to
ii. A pass in STAM with a minimum grade of Jayyid achieve a
or its equivalent; minimum score of
OR 5.0 in IELTS OR /
iii. Matriculation/Foundation with a minimum CGPA of Malaysian
2.00 or its equivalent; University English
OR Test (MUET) with
iv. A Diploma (Level 4, MQF) with a minimum CGPA Band 3 OR its
of 2.00 or its equivalent. equivalent.
Master’s i. A Bachelor’s degree (Level 6, MQF) with a International

Degree by minimum CGPA of 2.50, or its equivalent, as students are
Coursework accepted by the HEP Senate; required to
OR achieve a
minimum score of
ii. A Bachelor’s degree (Level 6, MQF) or its
6.0 in IELTS OR /
equivalent but not meeting a CGPA of 2.50 can be
Malaysian
accepted subject to a minimum of five (5) years of
University English
working experience in a related field.
Test (MUET) with
Band 4 OR its
Master’s i. A Bachelor’s degree (Level 6, MQF) with a
equivalent.
Degree by minimum CGPA of 2.75, or its equivalent, as
Mixed Mode accepted by the HEP Senate;
and OR
Research ii. A Bachelor’s degree (Level 6, MQF) or its
equivalent with a minimum CGPA of 2.50 and not
27
ENGLISH
COMPETENCY
(INTERNATIONAL
STUDENTS)
meeting a CGPA of 2.75 can be accepted subject
to rigorous internal assessment;
OR
iii. A Bachelor’s degree (Level 6, MQF) or its
equivalent and not meeting a CGPA of 2.50 can
be accepted subject to a minimum of 5 years of
working experience in a related field.
Doctoral i. A Master’s degree (Level 7, MQF) or its equivalent

Degree by as accepted by the HEP Senate.
Research
Notes:
For postgraduate’s programmes by research as stated in the Programme Standards:
Master’s and Doctoral Degrees:
i. There shall be no direct entry from the Bachelor’s Degree level to Doctoral Degree
level.
ii. However, candidates with a Bachelor’s Degree qualification who have registered for
a Master’s Degree by Research programme may apply to convert their candidacy to
a Doctoral Degree programme.
iii. Application for conversion must be made within one year after the candidate has
registered for a Master’s Degree programme.
iv. Application approval is subject to:
a. the candidate having shown competency and capability in conducting research
at the Doctoral Degree level;
b. rigorous internal assessment by the HEPs; and
c. approval by the HEP Senate.
Accreditation of Prior Experiential Learning (APEL)
APEL provides an alternative entry route to formal programmes of study from Certificate
(Level 3, MQF) to Master's Degree (Level 7, MQF) through recognition of learning and
experiences regardless of how and where it was acquired. HEPs may refer to the Guidelines
to Good Practices Accreditation of Prior Experiential Learning (APEL).
28
5. ACADEMIC STAFF
“As the quality of the academic staff is one of the most important components in assuring the
quality of higher education, an HEP is expected to search for and appoint the best-suited
candidates to serve its programmes in an open, transparent and fair manner. To achieve
this, HEPs are expected to design and implement an academic staff search and recruitment
practice that is as efficient as it is effective to achieve the desired results. It is important that
every programme has appropriately qualified and sufficient number of academic staff,
working in a conducive environment that attracts talented individuals. The numbers recruited
have to be adequate for, and appropriate to, the needs of the programmes. The role of the
academic staff in various activities has to be clarified in order to reflect a fair distribution of
responsibilities. It is important for the HEP to provide a continuous staff development
programme for its academic staff, for them to be current in their knowledge and skills, both in
their chosen discipline as well as in their pedagogical skills” (COPPA 2nd Edition, 2017).
HEPs should strive towards maintaining a balance between senior and junior academic staff.
As a general guide, it is important to note that the academic staff should have the relevant
expertise or training in the courses taught.
RECRUITMENT AND MANAGEMENT
The following section provides the benchmarked requirements for Hospitality and Tourism
academic staff qualifications. The recruitment and management of staff are crucial in order
to ensure that there are sufficient numbers of staff with appropriate qualifications.
Additionally, a continuous staff development programme should be provided to update the
competency level of the academic staff. The minimum qualifications for the academic staff
are indicated in Table 5:
TABLE 5: RECRUITMENT CRITERIA OF ACADEMIC STAFF
MQF LEVEL REQUIREMENT NOTES

Certificate i. A Bachelor’s degree (Level 6,  For qualifications of teaching
MQF) in a related field; staff for TVET programmes,
OR refer to the Code of Practice for
ii. A Diploma (Level 4, MQF) in a the TVET Programme
related field; Accreditation.
OR  For qualifications of industry
iii. A Certificate (Level 3, MQF) with a coaches for the 2u2i mode of
minimum of five (5) years of study and WBL, refer to the
relevant industrial experience or Garis Panduan Pelaksanaan
the academic staff member is Mod Pengajian 2u2i (GP 2u2i)
29
professionally certified in a and GGP WBL.
relevant area (qualified to teach  For academic staff ratio and
practical classes only). staff-student ratio, refer to the
Guidelines to Good Practices for
Staff Academic Workload.
 For skill-based classes, the ratio
is 1:15.
Diploma i. A Bachelor’s degree (Level 6,  For qualifications of teaching

MQF) in a related field; staff for TVET programmes,
ii. A Diploma (Level 4, MQF) with a TVET Programme Accreditation.
minimum of three (3) years of  For qualifications of industry
relevant industrial experience at coaches for the 2u2i mode of
supervisory level in the related study and WBL, refer to the
area of the subject taught (the Garis Panduan Pelaksanaan
programme should not employ Mod Pengajian 2u2i and
more than 30% of the staff in this Guidelines to Good Practices:
category); Work-Based Learning.
OR  For academic staff ratio and
iii. A Certificate (Level 3, MQF) with staff-student ratio, refer to the
a minimum of five (5) years of Guidelines to Good Practices for
relevant industrial experience or Staff Academic Workload.
the academic staff member is  For skill-based classes, the ratio
professionally certified in a is 1:20.
relevant area (qualified to teach
practical classes only).
Advanced i. A Master’s degree (Level 7,  For qualifications of teaching

Diploma MQF) in a related field; staff for TVET programmes,
ii. A Bachelor’s degree (Level 6, TVET Programme Accreditation.
MQF) with three (3) years of  For qualifications of industry
relevant industrial experience in coaches for the 2u2i mode of
the subject taught; study and WBL, refer to the
OR Garis Panduan Pelaksanaan
iii. A Diploma (Level 4, MQF) with a Mod Pengajian 2u2i and
minimum of five (5) years of Guidelines to Good Practices:
relevant industrial experience or Work-Based Learning.
the academic staff member is  For academic staff ratio and
professionally certified in a staff-student ratio, refer to the
relevant area (qualified to teach Guidelines to Good Practices for
practical classes only). Staff Academic Workload.
 For skill-based classes, the ratio
is 1:20.
Bachelor’s i. A Master’s degree (Level 7,  For qualifications of teaching

Degree MQF) in a related field with a staff for TVET programmes,
Bachelor’s Degree in a related refer to the Code of Practice for
field; TVET Programme Accreditation.
30
OR  For qualifications of industry
ii. A Master’s degree (Level 7, coaches for the 2u2i mode of
MQF) in any field with a study and WBL, refer to the
Bachelor’s Degree in a related Garis Panduan Pelaksanaan
field; Mod Pengajian 2u2i (GP 2u2i)
OR and Guidelines to Good
iii. A Bachelor’s degree (Level 6, Practices: Work-Based
MQF) in a related field with three Learning.
(3) years of relevant industrial  For academic staff ratio and
experience in the subject taught; staff-student ratio, refer to the
OR Guidelines to Good Practices for
iv. A Diploma (Level 4, MQF) with a Staff Academic Workload.
minimum of five (5) years of  For skill-based classes, the ratio
relevant industrial experience or is 1:20.
the academic staff member is
professionally certified in a
relevant area (qualified to teach
practical classes only).
Master’s i. A Doctoral degree (Level 8,  For academic staff ratio and

Degree by MQF) with a Master’s degree staff-student ratio, refer to the
Coursework (Level 7, MQF)/Bachelor’s Guidelines to Good Practices for
and Mixed degree (Level 6, MQF) in a Staff Academic Workload.
Mode related field.  The overall supervisor-student
OR ratio is 1:7.
ii. A Master’s degree (Level 7,
MQF) in a relevant field with at
least five (5) years of teaching
and research/industrial
experience.
Master’s i. A Doctoral Degree (Level 8,  For academic staff ratio and

Degree by MQF) in a related field. staff-student ratio, refer to the
Research OR Guidelines to Good Practices for
ii. A Master’s Degree (Level 7, Staff Academic Workload.
MQF) in a related field with at  The overall supervisor-student
least five (5) years of teaching ratio is 1:7.
and proven research experience.
Preferably with industrial
experience.
Doctoral i. A Doctoral degree (Level 8,  For academic staff ratio and

Degree by MQF) in a related field. staff-student ratio, refer to the
Research Guidelines to Good Practices for
Staff Academic Workload.
 The overall supervisor-student
ratio is 1:7.
31
STAFF DEVELOPMENT
It is vital for HEPs to employ and develop academics who are able to deliver quality
programmes and to perform teaching effectively, as well as to produce graduates that are
employable and accepted by the industry. As the industry is dynamic and globally
influenced, the academics need to continually update themselves with changes around the
globe. Thus, HEPs must ensure that all the academics are well-equipped with the latest
knowledge and skills in their teaching and learning activities. HEPs should provide the
following development programmes, amongst others:
i. Although HEPs may plan custom training sessions for their staff based on demand, it is
expected that the academics engage in Continuous Professional Development (CPD)
according to the specialisation needs with at least 40 hours of relevant training per year
or participation in their respective field of expertise inclusive of research, consultation
and community service. Part-time and/or contract staff should also be considered for
professional development programmes.
ii. The academics should be encouraged to undergo training on teaching and learning,
assessment and research practices.
iii. The academics should be encouraged to participate in industry attachments.
iv. The academics should strongly be encouraged to pursue a higher academic degree or
professional certifications.
HEPs and their academic staff are highly encouraged to be a member of professional
hospitality and tourism bodies (NGOs/association), such as:
 Asia Pacific Council of Hotel, Restaurant and Institutional Education (APacCHRIE)
 Tourism Educators Association of Malaysia (TEAM)
 Malaysian Association of Hotels (MAH)
 Chefs Association of Malaysia (CAM)
 Concierge Association of Malaysia (CA)
 Malaysian Food & Beverage Executive Association (MFBEA)
 Malaysian Association of Housekeepers (MAHIR)
 Pacific Asia Travel Association (PATA) (Malaysian Chapter)
 Malaysian Association of Tours and Travel Agents (MATTA)
 Malaysian Tourist Guide Council (MTGC)
 Malaysian Inbound Tourism Association (MITA)
 Malaysian Association of Convention and Exhibition Organizers and Suppliers
(MACEOS)
 Malaysian Association of Wellness & Spa
 Any other relevant national, regional and international associations.
32
6. EDUCATIONAL RESOURCES
“Adequate educational resources are necessary to support the teaching and learning
activities of a programme. These include all the required academic and instructional
expertise, physical facilities, information and communication technologies, research facilities
and finance” (COPPA 2nd Edition, 2017).
HEPs are required to provide sufficient resources, appropriate physical facilities and
educational resources to support teaching and learning in the various fields of Hospitality
and Tourism at various qualification levels. HEPs must ensure that relevant educational
resources and training facilities are available to support the learning and teaching activities
as required by the respective fields of study.
Educational resources and teaching facilities recommended for Hospitality and Tourism
programmes are set out below:
Student Self-Learning and Support Facilities
 Student discussion room;

 Multimedia room/ICT laboratory;
 Internet wireless access;
 Lecture rooms (with sufficient audiovisual facilities);
 Library/resources centre (including online resources);
 Working space/station (with access to the internet);
 Sufficient access to relevant software according to the needs of the programmes and
students;
 Relevant online databases, online journals, magazines, reports, statistical packages,
industry and market research, qualitative analysis software, as well as citation and
referencing software;
 Appropriate physical facilities for student/staff with special needs.
 Adequate space for administrative and academic staff.
33
The following table provides a list of the teaching facilities and educational resources
required for the field of Hospitality and Tourism:
TABLE 6: REQUIRED TEACHING FACILITIES AND EDUCATIONAL RESOURCES
Travel and Tourism/

Hospitality/Hotel/ Leisure and Culinary/ Foodservice
Accommodation Recreation/ Gastronomy Management
Tourism Events
 Basic kitchen  Training  Basic kitchen  Basic kitchen
 Training operations lab/  Training  Training
restaurant travel agency/ commercial commercial
 Training hotel simulation room kitchen kitchen
room  Studio event lab  Cold kitchen  Training
 Housekeeping  Laboratory and  Studio restaurant
room/laundry relevant kitchen/Artistry  Barista
room software (i.e: kitchen counter/beverage
 Barista e-ticketing,  Pastry/Bakery counter
counter/beverage GDS, kitchen  Sensory lab
counter e-registration,  Changing  Science lab
 Front office e-tourism) room/lockers  Changing
reception counter  Storage facilities  Storage facilities room/lockers
(with software)  Training  Storage facilities
 Changing restaurant
room/lockers
 Storage facilities
Notes:
 All the above facilities must be appropriately and adequately equipped, and must
meet minimum safety standards and special needs.
 All kitchens must be equipped with appropriate space, equipment with enough
number of utensils, oven, refrigerator/chillers, freezer, stove, storage area, washing
area and a working table and must meet minimum safety standards.
 The programme must have sufficient, relevant and appropriate physical facilities and
training resources at the commencement of the programme to ensure its effective
delivery including facilities for practical-based programmes and for those with special
needs.
34
7. PROGRAMME MANAGEMENT
“There are many ways of administering an educational institution and the methods of
management differ between HEPs. Nevertheless, governance that reflects the collective
leadership of an academic organisation must emphasise on excellence and scholarship. At
the departmental level, it is crucial that the leadership provides clear guidelines and
directions, builds relationships amongst the different constituents based on collegiality and
transparency, manages finances and other resources with accountability, forges
partnerships with significant stakeholders in educational delivery, research and consultancy,
and dedicates itself to academic and scholarly endeavours. Whilst formalised arrangements
can protect these relationships, they are best developed by a culture of reciprocity, mutuality
and open communication” (COPPA 2nd Edition, 2017).
In this PS document, academic leadership is largely focused on suitably qualified persons in

the hospitality and tourism field to carry out the necessary curriculum monitoring and review.
The leaders of the programme should demonstrate knowledge of the field and the attributes
of good ethical values in work practices. A person holding the programme leadership
position must:
i. have relevant academic qualifications and experience in the area of study;
ii. be able to demonstrate and reflect a broad-based view and perception of the industry
and its impact on the environment and society;
iii. have the ability to inspire others to perform at their full potential;
iv. have the ability to listen and communicate effectively and with sensitivity to both
individuals and groups;
v. be able to show a strong commitment in translating the organisation’s aspirations
through initiatives consistent with the organisation’s purposes;
vi. be able to make sound judgements based on relevant input or information;
vii. be flexible to changing demands and pressures from key stakeholders to achieve
individual and organisational goals;
viii. be able to promote continuous learning among staff and student; and
ix. be able to establish a constructive mechanism for collaboration with stakeholders.
The leadership requirement of this document is complementary to Area 6 in the COPPA 2nd
Edition document. Thus, the selection of programme leadership positions (e.g. Programme
Leader) offered at different levels in the HEPs should fulfil the following qualifications and
experience:
35
TABLE 7: CRITERIA FOR SELECTION OF PROGRAMME LEADER
MQF LEVEL REQUIREMENT

Certificate i. A Bachelor’s degree in a related field with a minimum of two (2)
years of teaching experience;
OR
ii. A Diploma in a related field with a minimum of three (3) years of
teaching experience.
Diploma i. A Bachelor’s degree in a related field with a minimum of two (2)

years of teaching experience;
OR
ii. A Diploma in a related field with a minimum of five (5) years of
teaching experience.
Advanced i. A Bachelor’s degree in a related field with a minimum of two (2)

Diploma years of teaching experience.
Bachelor’s i. A Master’s degree in a related field with a minimum of two (2) years
Degree of teaching experience;
OR
ii. A Bachelor’s degree in a related field with a minimum of five (5)
years of teaching experience.
Master’s i. A Doctoral degree with a Master’s/Bachelor’s degree in a related

Degree by field;
Coursework, OR
Research and ii. A Master’s degree in a related field with a minimum of seven (7)
Mixed Mode years of teaching experience.
Doctoral i. A Doctoral degree with a Master’s/Bachelor’s degree in a related

Degree by field;
Research OR
ii. A Master’s degree in a related field with a minimum of ten (10) years
of teaching AND research experience.
The programme must be supported by sufficient support staff. The criteria and
responsibilities of the school, faculty or department academic leadership and the educational
programmes must be well documented. The management must institute a quality assurance
system that is supported by sufficient administrative and support staff and the effective
deployment of available resources to implement the academic and non-academic activities.
36
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY
IMPROVEMENT
Quality enhancement calls for programmes to be regularly monitored, reviewed and

evaluated. These include the responsibility of the department to monitor, review and
evaluate the structures and processes, curriculum components as well as student progress,
employability and performance.
Feedback from multiple sources -- students, alumni, academic staff, employers, professional
bodies and informed citizens -- assists in enhancing the quality of the programme. Feedback
can also be obtained from an analysis of student performance and from longitudinal studies.
Measures of student performance would include the average study duration, assessment
scores, passing rate at examinations, success and dropout rates, students’ and alumni’
reports about their learning experience, as well as time spent by students in areas of special
interest. Evaluation of student performance in examinations can reveal very useful
information. For example, if student selection has been correctly done, a high failure rate in a
programme indicates something amiss in the curriculum content, teaching-learning activities
or assessment system. The programme committees need to monitor the performance rate in
each course and investigate if the rate is too high or too low.
Student feedback, for example through questionnaires and representation in programme

committees, is useful for identifying specific problems and for continual improvement of the
programme.
One method to evaluate programme effectiveness is a longitudinal study of the graduates.

The department should have mechanisms for monitoring the performance of its graduates
and for obtaining the perceptions of society and employers on the strengths and
weaknesses of the graduates and to respond appropriately” (COPPA 2nd Edition, 2017).
HEPs are also advised to refer to the Guidelines to Good Practices: Monitoring, Reviewing
and Continually Improving Institutional Quality.
“Comprehensive monitoring and review of the programme for its improvement is to be

carried out with a proper mechanism, considering feedback from various parties. The
committee responsible for this should be granted adequate autonomy to carry out its
responsibility effectively. It is desirable that the departments work in association with the
37
HEP’s central Quality Assurance Unit to ensure objectivity” (COPPA 2nd Edition, 2017).
The HEPs are expected to provide evidence of their ability to keep pace with changes in the
field of hospitality and tourism and the requirements of the stakeholders. These may be
demonstrated by, but are not limited to, the following:
i. A comprehensive curriculum review should be conducted at least once in every 3 to 5
years. However, updating the curriculum to keep pace with current developments
should be conducted at a more regular interval.
ii. Compulsory appointment of external reviewers/assessors who are qualified in the
relevant fields to provide assurance of quality for Bachelor’s degree (Level 6, MQF)
and above.
iii. Continual benchmarking against top universities at national and international levels.
iv. Linkages with related professional bodies, government agencies and industry.
v. Engagement with industry practitioners through appointment as a member of the Board
of Studies, appointment of adjunct positions, invitation as guest speakers, etc.
vi. Dialogue sessions with stakeholders at least once in every 2 years.
vii. Active participation of academic staff at relevant conferences, seminars, workshops
and short courses.
viii. Presentations by invited speakers, local or international.
ix. Organising conferences, seminars and workshops.
x. Encouraging international exchange amongst students and staff.
xi. Continuous review of industrial attachment practices and records.
38
REFERENCES
Malaysian Qualifications Agency (2018). Malaysian Qualifications Framework, MQF 2nd

Edition. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2017). Code of Practice for Programme Accreditation,

COPPA 2nd Edition. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2011). Guidelines to Good Practices: Curriculum Design

and Delivery, GGP: CDD. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2013). Standards: Master’s and Doctoral Degree. Petaling
Jaya, Malaysia.
Malaysian Qualifications Agency (2013). Programme Standards: Hospitality and Tourism.

Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2016). Guidelines to Good Practices: Work-Based

Learning (GGP: WBL). Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2016). Survey Report on The Effectiveness of Programme

Standards. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2018). Code of Practice for TVET Programme

Accreditation. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2018). Policy on Nomenclature of Malaysian Higher

Education Programme. Petaling Jaya, Malaysia.
Ministry of Higher Education (2016). Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua. Putrajaya, Malaysia.
Ministry of Higher Education (2017). Garis Panduan Pelaksanaan Mod Pengajian 2u2i.
Putrajaya, Malaysia.
National Accreditation Board (2003). The Guidelines on Criteria and Standards for PHEI
Course of Study. Petaling Jaya, Malaysia.
Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik, rujukan
(MQA100-1/7/2(9)), dated 1st October 2014.
39
APPENDIX 1
LIST OF PANEL MEMBERS
NO. NAME ORGANISATION
1. Prof. Dr. Hj. Mohamad Abdullah Hemdi Universiti Teknologi MARA

- Chairman -
2. Prof. Dr. Kashif Hussain Malaysia Centre for Tourism and

Hospitality Education (MyCenTHE)
3. Mrs. Thong Lai Kit Berjaya University College
4. Mr. Kamal Ali Politeknik Merlimau
5. Mr. Uzaidi Udanis Malaysian Inbound Tourism Association

(MITA)
Mrs. Mazlinawati Mohamed and Mrs. Siti Fauziah Hasan assisted in the development
process and can be contacted for further information or query via email:
mazlinawati@mqa.gov.my/fauziahhasan@mqa.gov.my.
40
APPENDIX 2:
LIST OF STAKEHOLDERS
1. Agencies and Industry Participants
Bahagian Kurikulum (Jabatan Pendidikan Politeknik & Kolej Komuniti (JPPKK)

Kementerian Pendidikan Malaysia
Bahagian Pembangunan Industri Kementerian Pelancongan dan Kebudayaan Malaysia
Bahagian Perancangan Penyelidikan dan Penyelarasan Dasar, Kementerian
Pendidikan Malaysia (Pendidikan Tinggi)
Chef Association of Malaysia
Frangipani Langkawi Resort & Spa
Huza Radzi Consultancy (M) Sdn Bhd
Jabatan Dietetik & Sajian, Hospital Shah Alam
Loka Travel Sdn. Bhd.
Malaysia Convention & Exhibition Bureau (MyCEB)
Malaysian Association of Amusement Themepark & Family Attractions (MAATFA)
Malaysian Association of Tour and Travel Agents (MATTA)
Malaysian Association of Hotel Owners (MAHO)
Malaysian Inbound Tourism Association (MITA)
POTO Travel & Tours (M) Sdn. Bhd.
The Hot Shoe Show & Co. Sdn. Bhd.
UBM Malaysia
2. Higher Education Providers
Asia Pacific University

Berjaya University College
City University
Cybernetics International College of Technology
Disted College
East West International College
First City University College
Food Institute of Malaysia
FTMS College
Global Institute of Studies
HELP University
Imperial College
Institute of Science and Technology Darul Takzim
International College of Yayasan Melaka
International Institute of Management and Technology
KDU University College
Kiara College
Kolej Poly-Tech MARA Bangi
Kolej Yayasan Pelajaran Johor
Kuala Lumpur Metropolitan University College
Lake View College
Malaysian Integrated Business College
Malvern International Academy
Management and Science University
Nilai University
41
Olympia College Petaling Jaya
Perak College of Technology
Quest International University Perak
Ranaco Education and Training Institute
Reliance College
SEGi College Subang Jaya
Seri Stamford College
Sunway University
Syuen College
Taylor's University
Travex International College
Tunku Abdul Rahman University College
UCSI University
Unifield International College
UNITAR International University
Universiti Islam Antarabangsa Sultan Abdul Halim Mua'dzam Shah (UniSHAMS)
Universiti Malaysia Terengganu (UMT)
Universiti Teknologi MARA (UiTM)
Universiti Utara Malaysia (UUM)
University College Bestari
University College of Islam Melaka
3. Panel of Assessors
Dr. Fadzilah Mohd Shariff

Dr. Spencer Hedley Mogindol
Encik Ali Mohamad Noor
Encik Fairul Ifnee Othman
Encik Hadi Noordin
Encik Hairuddin Harun
Encik Muhammad Fauzi Mokhtar
Encik Nor Hairul Palal
Encik Rohizan Zainal
Mejar Dr. Lim Kuang Long
Prof. Dr. Azilah Kasim
Prof. Dr. Jennifer Chan Kim Lian
Prof. Madya Arfah Kassim
Prof. Madya Chek Zaini Hassan
Prof. Madya Dr. Mohhidin Othman
Prof. Madya Dr. Muhammad Shahrim Ab Karim
Prof. Madya Dr. Norzuwana Sumarjan
Puan Nor Azah Mustapha
Puan Roslina Ahmad
Puan Suzzaini Abdullah
4. Student Representatives and Alumni (from HEPs)
42
APPENDIX 3
BODY OF KNOWLEDGE
Programme Core Courses for each level of study
1) Hospitality/Hotel/Accommodation
No. Body of Core Courses Certificate Diploma Advanced Bachelor Master

Knowledge Diploma
i. Front office Accommodation Management - / / / -
(Services / Concierge Service / / - - -
Management) Front Office Management - / / / -
Guest Service Operation / / - - -
Night Auditing / / / - -
Reception / / - - -
Reservation Service / / / - -
Reservation System / / / - -
Room Division Analysis - - - / /
Room Division Management - / / / -
ii. Housekeeping Facility Management - / / / /
Housekeeping Management - / / / -
Laundry Services / / - - -
Public Area / / - - -
Room Maid / / - - -
43
Knowledge Diploma
iii. Hotel Hospitality Assets Management - - - / /
Hospitality Business Management - - / / /
Hospitality Entrepreneurship - / / / /
Hospitality Finance - - - / /
Hospitality Human Resource
- - / /
Management /
Hospitality Management - / / / /
Hotel & Restaurant Accounting / / / / -
Hotel/Hospitality Marketing - / / / /
Hotel Management - / / / -
Hotel Operation Management - / / / -
Hotel Operations / / / - -
Hygiene/Sanitation/Safety / / / / /
International Hospitality
- - / / /
Management
Introduction to/Fundamentals of
/ / / / /
Hospitality and Tourism Industry
Legal Aspects in Hospitality Industry - / / / /
Managing Service/Service Quality - - / / /
Revenue Management - - - / /
Supervision in the Hospitality
- / / - -
Industry
44
Knowledge Diploma
iv. Food & Beverage Banquet Service / - - - -
(Services / Barista / / - - -
Management) Beverage Service / - - - -
Beverage Service Management - / / / -
Dining Room Service / / / - -
Food & Beverage Cost Control - / / / -
Food & Beverage Service
- / / / -
Management
Food & Beverage Service Skills / / / / -
Halal Food Management - / / / /
Menu Development and
- - / / /
Engineering
Room Service / - - - -
Wines and Spirits/Wines and Bar / / - - -
2) Travel and Tourism/Leisure and Recreation/Tourism Events

Knowledge Diploma
i. Travel and Attractions Management - / / / /
Tourism Culture and Heritage - / / / -
Destination Marketing - / / / /
International Tourism Management - / / / /
/ / / / /
Hospitality and Tourism Industry
Introduction/Fundamentals of
- / / / /
Tourism/Travel Industry
45
Knowledge Diploma
People and Culture - / / /
Special Interest Tourism - / / / /
Sustainable Tourism - / / / /
Tour Guiding/Tour Leading / / - - -
Tour Planning - / / / -
Tourism Entrepreneurship - / / / /
Tourism Business Strategy - - / / /
Tourism Fundamentals / / / / -
Tourism Geography / / / / -
Tourism Industry Management - / / / -
Tourism Management - / / / /
Tourism Marketing - / / / /
Tourism Operation - / / / -
Tourism Planning and Development - / / / /
Tourism Policy - - / / /
Tourism Service Quality - / / / /
Tourism Technology/E-
Tourism/Computer Reservation / / / / /
System/Global Distribution System
Transportation Operations / / / / -
Travel And Tour Operation (In-
/ / / -
Bound/Out-Bound) /
Travel and Tour
- / / / -
Operations/Management
Travel Package Development - / / / -
Visitor Interpretation/Tour Guiding
/ / / - -
Services
46
Knowledge Diploma
ii. Leisure and Indoor/Outdoor Adventure / / / / -
Recreation Instructional Recreational Activities - / / / -
/ / / / -
Leisure & Recreation
Leisure/Sport Management - / / / /
Leisure and Recreation Risk
- - / / /
Management
Leisure Facility Design - - - / /
Leisure Programme Design and
- / / / /
Management
Leisure Studies - / / / /
Life Saving/Guarding / / / / -
Recreational Activities Delivery / / / / -
Recreational Facility Operations and
- - - / /
Management
Recreational Operations
- / / / -
Management
Technology in Leisure and
- - / / /
Recreation
iii. Tourism Events Bidding Event - - - / /
Business Event Management - / / / -
Contemporary Issues in Event
- - / / /
Management
Convention Sales Management - / / / -
Corporate Event Planning &
- / / / /
Management
Destination Marketing - / / / /
Event Concept and Design - / / / -
47
Knowledge Diploma
Event Crisis Management - - - / /
Event Entrepreneurship - - / / /
Event Facility Management - - - / /
Event Financial Management - - - / /
Event Operations / / / / -
Event Programming / / / / -
Event Project Management - - - / /
Event Risk Management - / / / /
Integrated Marketing
- / / / -
Communication for Events
Introduction/Fundamentals of Event
/ / / / /
Management/Industry
Managing Event Experience - / / / /
Sales Management for Events - / / / /
Social Event Planning &
/ / / / -
Management
Special/Festive/Major Event
- / / / /
Management
Sport Event Management - / / / -
Sport Event
/ / / / /
Operations/Management
Sustainable Event Management - / / / /
Technology in Event-Management - / / / /
Tourism Event Marketing - / / / /
48
3) Culinary/Gastronomy

Knowledge Diploma
i. Culinary/ Asian Cuisine / / / - -
Gastronomy Butchery/Meat Fabrication / / / / -
Chocolate and Confectionary / / / / -
Commercial Food Production / / / / -
Culinary Artistry - / / / -
Culinary Fundamentals / / / / -
Culinary Management - / / / /
Culinary Science - - - / /
Food and Eating Behaviour - / / / /
Food and Society - - / / /
Food Chemistry/Cuisine Science - - - / /
Food Cost Control - / / / /
Food Critics and Writing - - - / /
Food Preparation / / / / -
Food Production / / / / -
Gastronomic Cuisine - - - / /
Garde Manger - / / / -
International Cuisine - / / / -
Introduction/Fundamentals of
- / / / /
Culinary Arts/Gastronomy
Kitchen Management - / / / -
Kitchen Operation / / / - -
Malaysian Cuisine - / / / -
Pastry/Bakery / / / / -
Purchasing - / / / -
49
Knowledge Diploma
Fundamentals of Cookery
/ / / / -
(Theory and Practical)
Commercial Food Production / / / / -
4) Foodservice Management

Knowledge Diploma
i. Foodservice Experimental Food - - - / /
Management Food Sensory Analysis - / / / /
(Restaurant/ Food & Beverage Service
Catering) - / / / -
Management
Food & Beverage Services Skill / / / / -
Food Innovation/Technology - - - / /
Food Microbiology - / / / /
Food Preparation / / / - -
Food Retailing/Chain - / / / /
Food Safety and Law - / / / /
Food Studies - - -- / /
Foodservice Management - / / / /
In-flight Foodservice / / / - -
Kitchen Maintenance Equipment
- - - / /
and Layout
Menu Development and
- - - / /
Merchandising
Restaurant/Catering Operations / / / / -
50
Knowledge Diploma
Restaurant/Catering Services / / / / -
Restaurant/Catering System / / / / -
Restaurant Franchising - - - - /
Restaurant Management - / / / -
Note:
 Any programme that encompasses two PS, HEPs are to refer to the Body of Knowledge of both the PS. In terms of the other components
of standards, HEPs are to adopt whichever is higher.
 Should be read together with Policy on Nomenclature of Malaysian Higher Education Programme.
51
APPENDIX 4
PROGRAMME NOMENCLATURE
Policy on Nomenclature of Malaysian Higher Education Programme.
Programme
Description
Structure
Major A programme containing only one main area.
Major with A programme that has a specialised field that covers 25−30%* of the
Specialisation body of knowledge for the area of specialisation.
This specialisation is indicated in brackets.
The programme structure for Certificate and Diploma programmes shall

not include specialisation.
Major - Minor A programme with a minor that includes 25–30%* of the body of
knowledge in another discipline.
The conjunction 'with' is used in naming this type of programme where the
major and minor disciplines are mentioned.

not include a minor in another discipline.
Double Major A double major programme should consist of an equal percentage (50%)
of the body of knowledge from two different disciplines.
The conjunction 'and' is used in naming this type of programme where

both disciplines are mentioned.

not include a double major.
52
Examples for each level are provided below:
CERTIFICATE
The programme nomenclature at the certificate level should reflect the specific trade or
skills in their respective field, for example:
 Certificate in Hotel Operation
 Certificate in Housekeeping
 Certificate in Front Office Operation
 Certificate in Laundry Operation
 Certificate in Concierge
 Certificate in Night Auditing
 Certificate in Reservation

 Certificate in Travel Agency Operations
 Certificate in Travel Operations
 Certificate in Tour Guiding
 Certificate in Ticketing
 Certificate in Reservation
 Certificate in Cabin Crew
 Certificate in Tourism Events Operation
 Certificate in Event Operation*
 Certificate in Attraction Operations
* Area of concentration/programme core should be on tourism
 Certificate in Malaysian Cuisine
 Certificate in Malaysian Sweets and Dessert
 Certificate in Western and Eastern Cookery
 Certificate in Bakery
 Certificate in Pastry Making
 Certificate in Catering Operations
 Certificate in Chocolate and Confectionary

 Certificate in Food and Beverage Services
 Certificate in Barista
 Certificate in Restaurant Services
 Certificate in Restaurant Operations
 Certificate in Banquet Operations
 Certificate in Bar Tendering
53
DIPLOMA
The programme nomenclature at the Diploma level should reflect the specific field in their
respective area of study, for example:
 Diploma in Hotel Management/Operation/Administration
 Diploma in Resort Management/Operation/Administration
 Diploma in Club Management/Operation/Administration
 Diploma in Hotel Halal Practices

 Diploma in Tourism Management/Operation/Administration
 Diploma in Travel Management/Operation/Administration
 Diploma in Recreation Management/Operation/Administration
 Diploma in Leisure Management/Operation/Administration
 Diploma in Tourism Events Management/Operation/Administration
 Diploma in Event Management/Operation/Administration*
 Diploma in Tourism Halal Practices
 Diploma in Attractions Operation
 Diploma in Culinary Arts
 Diploma in Pastry Arts
 Diploma in Pastry and Bakery
 Diploma in Culinary Halal Practices
 Diploma in Chef Training

 Diploma in Foodservice Management
 Diploma in Restaurant Management
 Diploma in Catering Management
 Diploma in Foodservice Halal Practices
54
ADVANCED DIPLOMA
The programme nomenclature at the Diploma level should reflect the specific field in their
respective area of study, for example:
 Advanced Diploma in Hotel Management/Operation/Administration
 Advanced Diploma in Resort Management/Operation/Administration
 Advanced Diploma in Club Management/Operation/Administration
 Advanced Diploma in Hotel Halal Practices

 Advanced Diploma in Tourism Management/Operation/Administration
 Advanced Diploma in Travel Management/Operation/Administration
 Advanced Diploma in Recreation Management/Operation/Administration
 Advanced Diploma in Leisure Management/Operation/Administration
 Advanced Diploma in Tourism Events Management/Operation/Administration
 Advanced Diploma in Event Management/Operation/Administration*
 Advanced Diploma in Tourism Halal Practices
 Advanced Diploma in Attractions Operation
 Advanced Diploma in Culinary Arts
 Advanced Diploma in Pastry Arts
 Advanced Diploma in Pastry and Bakery
 Advanced Diploma in Culinary Halal Practices
 Advanced Diploma in Chef Training

 Advanced Diploma in Foodservice Management
 Advanced Diploma in Restaurant Management
 Advanced Diploma in Catering Management
 Advanced Diploma in Foodservice Halal Practices
55
BACHELOR’S DEGREE
The programme nomenclature at the Bachelor’s level should reflect an in-depth study of
their respective area of specialisation (if necessary), for example:
 Bachelor in Hospitality Management
 Bachelor in Hotel and Tourism
 Bachelor in Hospitality and Restaurants
 Bachelor in Hotel and Restaurants
 Bachelor in Hospitality and Catering
 Bachelor in Hotel and Convention Management
 Bachelor in Hotel and Resort Management
ii. Travel and Tourism /Leisure and Recreation/Tourism Events

 Bachelor in Tourism Management
 Bachelor in Tourism Planning
 Bachelor in Travel Management
 Bachelor in Tourism Events Management
 Bachelor in Event Management*
 Bachelor in Park and Recreation Management
 Bachelor in Tourism Management (Event Management)
 Bachelor in Leisure and Tourism
 Bachelor in Sustainable Tourism
 Bachelor in Attraction Management
 Bachelor in Culinary Arts
 Bachelor in Culinary Management
 Bachelor in Culinology
 Bachelor in Culinary Halal Practices

 Bachelor in Foodservice Management
 Bachelor in Institutional Management
 Bachelor in Catering Management
 Bachelor in Restaurant Management
 Bachelor in Foodservice Halal Practices
 Bachelor in Foodservice Entrepreneurship
 Bachelor in Foodservice Retailing
56
MASTER’S DEGREE
The programme nomenclature at the Master’s level should reflect an in-depth knowledge
from inter and multi-disciplinary perspective in their respective area of specialisation, for
example:
 Master in Hospitality Management
 Master in Hotel Management
 Master in Resort Management
 Master in Hotel and Convention Management
 Master in International Hospitality Management

 Master in Tourism Planning
 Master in Tourism Economics
 Master in Tourism Geography
 Master in Tourism Management
 Master in Tourism Events Management
 Master in Event Management*
 Master in Sustainable Tourism
 Master in Gastronomy
 Master in Culinary Management
 Master in Culinary Arts

 Master in Foodservice Management
 Master in Catering System Management
 Master in Foodservice Technology
 Master in Food Chain Management
 Master in Foodservice Retailing
 Master in Foodservice Entrepreneurship
57
DOCTORAL DEGREE
The programme nomenclature at the Doctoral level should reflect the most advanced
knowledge from inter and multi-disciplinary perspective in their respective area of
specialisation, for example:
 Doctoral Degree in Hospitality Management
ii. Travel and Tourism /Leisure and Recreation/Tourism Events

 Doctoral Degree in Tourism Management
 Doctoral Degree in Gastronomy
 Doctoral Degree in Culinary Management

 Doctoral Degree in Foodservice Management
58
GLOSSARY
1) Continuous Assessment The assessment of a student’s progress throughout a

course using a series of methods which may include, but
are not limited to, essays, quizzes, test(s), oral
presentations and individual/group assignments/projects.
2) External Examiner External examiner refers to qualified person(s) who

evaluate(s) the dissertation/thesis. The external examiner
is appointed by the HEP but is not affiliated with the HEP.
The external examiner may be requested to be a member
of the Dissertation/Thesis Examination Committee.
3) Final Assessment The assessment of a student’s progress at the end of a

course in the form of a formal examination,
dissertation/thesis, projects or industrial training report.
4) Formative Assessment Formative assessment is the assessment of a student’s

progress throughout a course, in which the feedback from
the learning activities is used to improve student
attainment of knowledge in the subject matter.
5) Summative Assessment Summative assessment is the assessment of learning,

which summarises the progress of the learner at a
particular time and is used to assign the learner with a
course grade.
6) Final Examination An examination or test scheduled within an official

examination period held at the end of an academic term. It
serves as the final evaluation of a course or courses of
study that affects the academic performance of students.
59

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PROGRAMME STANDARDS:

This set of Programme Standards has been prepared to enhance the

MALAYSIAN QUALIFICATIONS AGENCY

Tel +603-8688 1900

Malaysian Qualifications Agency 2019

2. PROGRAMME DEVELOPMENT AND DELIVERY

2.1 PROGRAMME EDUCATIONAL OBJECTIVES

2.2 LEARNING OUTCOMES

2.3 CURRICULUM DESIGN AND DELIVERY

3. ASSESSMENT OF STUDENT LEARNING

8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY IMPROVEMENT

APPENDIX 1: LIST OF PANEL MEMBERS

APPENDIX 2: LIST OF STAKEHOLDERS

APPENDIX 3: BODY OF KNOWLEDGE

APEL Accreditation of Prior Experiential Learning

COPIA Code of Practice for Institutional Audit

COPPA Code of Practice of Programme Accreditation

GGP Guidelines to Good Practices

HEPs Higher Education Providers

IELTS International English Language Testing System

MUET Malaysian University English Test

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

MOOC Massive Open Online Courses

NOSS National Occupational Skills Standard

ODL Open and Distance Learning

PLO Programme Learning Outcomes

PEO Programme Educational Objectives

SKM Sijil Kemahiran Malaysia

SPM Sijil Pelajaran Malaysia

STAM Sijil Tinggi Agama Malaysia

STPM Sijil Tinggi Persekolahan Malaysia

WBL Work-Based Learning

TVET Technical and Vocational Education and Training

Diagram 1: Hospitality and Tourism Field of Study

TRAVEL AND TOURISM

The key changes made to the PS are:

This PS document encourages diversity and allows programme providers to be innovative in

i. The Malaysian Qualifications Framework (MQF) 2nd Edition

“A programme is designed and delivered to facilitate the attainment of a set of desired

2.1 PROGRAMME EDUCATIONAL OBJECTIVES

CERTIFICATE (LEVEL 3, MQF)

ADVANCED DIPLOMA (LEVEL 5, MQF)

BACHELOR’S DEGREE (LEVEL 6, MQF)

MASTER’S DEGREE BY COURSEWORK (LEVEL 7, MQF)

MASTER’S DEGREE BY MIXED MODE (LEVEL 7, MQF)

MASTER’S DEGREE BY RESEARCH (LEVEL 7, MQF)

DOCTORAL DEGREE BY RESEARCH (LEVEL 8, MQF)

2.2 LEARNING OUTCOMES

The level descriptors differentiate the:

TVET: Discipline core modules must contain 70% practical oriented.

Recommended Delivery Methods:

 Lectures/tutorials  Industry speaker

TVET: Discipline core modules must contain 60% practical oriented.

Recommended Delivery Methods:

 Lectures/tutorials;  Industrial training

TVET: Discipline core modules must contain 60% practical oriented.

Recommended Delivery Methods:

 Lectures/tutorials;  Industrial training