FILE2: SIHM SAMPLE TEMPLATE SYLLABUS FORMULATION

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE)

FOR BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT

PROGRAM SPECIFICATIONS

I. PROGRAM DESCRIPTION

A. Degree Name: Bachelor of Science in Hospitality Management (BSHM)

B. Nature of Field Study: The program aims to address the manpower needs of the
hospitality industry.

C. Program Goals: The BS Hospitality Management program is designed to

develop highly motivated individuals enable to
demonstrate leadership, communication and collaborative
competence across a broad range of technical and
procedural requirements;

D. Specific Professions/Careers/Occupation and Trades: Graduates of the BSHM can

pursue a course in the tourism industry and/or hospitality
sectors

E. Allied Fields: The Bachelor of Science in Hospitality Management is

allied to bachelor degrees which are closely related to the
fields of business, management, marketing and finance.

II. PROGRAM OUTCOMES

The minimum standards for the BS Entrepreneurship program are expressed in the
following minimum set of learning outcomes.

A. Common to all programs in all types of schools:

The graduates have the ability to:

a. Discuss the latest developments in the specific field of practice. (PQF level 6
descriptor)
b. Communicate effectively using both English and Filipino, orally and in writing
c. Work effectively and independently in multi-disciplinary and multicultural teams.
(PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA
7722)
B. Common to the general field of Business and Management

A graduate of a business or management degree should be able to:

a. Demonstrate Corporate and Social Responsibility
b. Implement the basic functions of management such as planning, organizing,
staffing, directing, leading and controlling
 c. Use information and communication technology (ICT) effectively and efficiently.
d. Work well with others
e. Use the proper decision tools to critically, analytically, and creatively solve
problems and drive results.
f. Apply the basic concepts that underlie each of the functional areas of business
(marketing, accounting, finance, human resources management, production and
operations management, information technology, and strategic management) to
business situations
g. Use the proper decision tools to critically, analytically, and creatively solve
problems and drive results
h. Communicate effectively with stakeholders both orally and in writing
i. Manage people and offices effectively in the performance of leadership functions
j. Exercise high personal moral and ethical standards.

C. Specific to the Hospitality Management

D. Common to a horizontal type as defined in CMO 46 s. 2012

o Graduates of professional institutions demonstrate a service orientation in their

profession,
o Graduates of colleges engage in various types of employment, development
activities, and public discourses, particularly in response to the needs of the
communities that they serve
o Graduates of universities generate new knowledge using research and
development projects

Graduates of State Universities and Colleges must, in addition, acquire the competencies to
support “national, regional and local development plans.” (RA 7722)

A PHEI, at its option, may adopt mission-related program outcomes that are not included in the
minimum set.

III. SAMPLE PERFORMANCE INDICATORS

Performance Indicators are specific, measurable statements identifying the performance(s)

required to meet the outcome, confirmable through evidence.

Table 1. Sample of Program Outcomes and Indicators common to all Graduates of business
or management degree:

Program Outcomes Performance Indicators

Demonstrate corporate and Social Propose social responsibility strategies and

Responsibility compliance action plan for a business.

Implement the basic functions of Prepare Comprehensive strategic business

management such as planning, organizing, plan
staffing, directing, leading and controlling

Use information and communication Prepare a social media marketing plan

technology (ICT) effectively and efficiently

Work well with others Conduct a planning and problem solving

 meeting to resolve issues related to a
planned business event.

Use the proper decision tools to critically, Apply appropriate quantitative tool to
analytically, and creatively solve problems address a business case problem
and drive results

Table 2. Sample of Program Outcomes and Indicators for Graduates of BS in Hospitality

Management

IV. CURRICULUM
Sample Curriculum
General Education Courses 60 units
Humanities Cluster 24 units
Eng 101- Study and Thinking Skills 3
Eng 102 -Writing in the Discipline 3
Eng 103 – Speech Communication w/ Debate 3
Fil 101 – Komunikasyon sa Akademikong Filipino 3
Fil 102 – Pagbasa at Pagsulat tungo sa pananaliksik 3
Lit 103 – English Literature 3
Hum 101 – Art Appreciation & Aesthetics 3
Philo 101 – Logic
3
Math, Computer and Natural Sciences Cluster 18 units
Math 101 – College Algebra 3
Math 102b – Business Math 3
Stat 101 – Statistics 3

ES 101 – Environmental Science 3

HRM 103 – Principles of Safety, Hygiene and Sanitation
3
Comp 101 – Comp Application for Hospitality Industry
3
Social Science Cluster 15 Units
Hist 101 – Philippine History 3
Pol Sci 101 – Politics and Gov’t w/ Philippine Constitution 3
Econ 101 – Basic Economics w/ Taxation & Land Reform/Cooperatives
3
Psy 101 – General Psychology/HIV, AIDS & Drug Education 3
Socio 101 – Society, Culture w/ Family Planning
3
Mandated Subject 3 units
Rizal – Life and Works of Rizal 3
Business Core 21 units
Mgmt 102 – Principles of Management 3
Mktg 100 – Marketing Principles & Practices 3
Acctng 101 – Accounting for Non-Accountants 3
FIN 101 – Basic Finance 3
HRM 110 – Human Resource Management in Hospitality Industry 3
Mgmt 101 – Personality Development
3

ICT – Management Information System 3

Tourism Core 22 units
Tour 101 – Principles of Tourism I 3
Tour 102 – Principles of Tourism II 3
Tour 103 – Domestic Tourism (Tourism Planning & Dev’t) 3
FN 1 – Food Selection and Preparation 3
HRM 104 – Introduction to Professional Cuisine
3
HRM 106 – Entrepreneurship in Food Service 3
Tour 104 – Function and Convention Mgmt (Event Mgmt) 4
Specialized Subjects 72 units

HRM 108 – Catering and Banquet Management 3

HRM 105 – Food and Beverage Service Procedures 3
Tour 106 – Front Office Procedures 3
HRM 102 – Housekeeping Operations & Procedures 3
HRM 115 – Hotel and Restaurant Cost Control 3
HRM 107 – Quantity Food Production 3
Tour 107 – World Tourism 3
Tour 108 – Ecotourism 3
Tour 109 – Tourism Marketing 3
Tour 110 – Tourism Impacts and Sustainability 3
Res 101 – Thesis Writing 1 3
Res 102 – Thesis Writing II 3
36
HRM 101 – Introduction to Hotel & Restaurant Management 3

Nut 101 – Nutrition 3

FN 2 – Asian Cuisine 3
HRM 109 – Bar Management 3
HRM 111 – Resort & Recreation Management 3
FL 101 – Foreign Language 3
Tour 105 – Business and Tourism Laws
3
HRM 115 – International Cuisine 3
HRM 113 – Baking 3
HRM 114 - Facilities Planning and Designing 3
Tour 111 – Transportation Marketing 3

Tour 112 – Travel Agency Management and Operations 3

Practicum/Work-integrated Learning 6 units
Practicum 1 – 100 hours 2
Practicum II – 100 hours 2
Practicum III – 300 hours 3

TOTAL 160 units

V. SAMPLE PROGRAM OF STUDY

First Year
First Semester
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
Engl 101 Study and Thinking Skills 3 3 3
Fil 101 Komunikasyon sa Akademikong 3 3 3
Filipino
Math 101 College Algebra 3 3 3
ES Environmental Science 3 3 3
HRM 101 Intro to Hotel & Restaurant Mgt. 3 3 3
HRM 102 Housekeeping Operations & 2 3 5 3
Procedures
HRM 103 Principles of Safety, Hygiene & 3 3 3
Sanitation
PE 101 Fund. Of Physical Fitness 2 2 (2)
NSTP 1 CWTS/ROTC 1 3 3
TOTAL UNITS 26
Certificate in Housekeeping NC II

Second Semester
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
Engl 102 Writing in Discipline 3 3 3
Math 102b Business Math 3 3 3
Fil 102 Pagbasa at Pagsulat tungo sa 3 3 3
pananaliksik
Nut 101 Nutrition 3 3 3
FN 1 Food Selection and Preparation 2 3 5 3
HRM 104 Introduction to Professional Cuisine 2 3 5 3
HRM 105 Food & Beverage Service 2 3 5 3
Procedures
HRM 106 Entrepreneurship in Food Service 3 3 3
PE 102 Individual & Dual Sports 2 2 (2)
NSTP 2 CWTS/ROTC 2 3 3 3
TOTAL UNITS 29
Certificate in Food and Beverage Service II

Second Year
First Semester
Course No Descriptive Title Lec Lab Total Units
 Hrs/Wk
Hist 101 Philippine History 3 3 3
Hrm 107 Quantity Food Production 2 3 5 3
Tour 101 Principles of Tourism 3 3 3
Engl 103 Speech Communication with debate 3 3 3
Mgmt 101 Personality Development 3 3 3
Comp 101 Comp Application for Hospitality 2 3 5 3
Industry
HRM 108 Catering and Banquet Management 2 3 3 3
Hum 101 Art Appreciation and Aesthetics 3 3 3
PE 103 Dances 2 2 (2)
TOTAL UNITS 26
Certificate in Commercial Cooking NC II

Second Semester
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
Lit 103 English Literature 3 3 3
Socio 101 Society, Culture w/ Family Planning 3 3 3
FN 2 Asian Cuisine 2 3 3 3
Rizal Life and Works of Rizal 3 3 3
HRM 109 Bar Management 2 3 5 3
Tour 102 Principles of Tourism II 3 3 3
HRM 110 Human Resource Management in 3 3 3
Hospitality Industry
PE 104 Team Sports 2 2 (2)
TOTAL UNITS 23
Certificate in Bartending NC II

Summer
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
HRM 201a Practicum (Restaurant Phase) 3 100 hours 2

Third Year
First Semester
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
 Mgt 102 Principles of Management 3 3 3
Econ 101 Basic Economics, w/ Taxation & 3 3 3
Land Reform/Cooperatives
Stat 101 Statistics 3 3 3
Tour 103 Domestic Tourism (Tourism 3 3 3
Planning and Development)
Acctng 101 Accounting for Non-Accountant 3 3 3
HRM 111 Resort and Recreation Mgmt 2 3 5 3
HRM 112 Hotel and Restaurant Cost Control 3 3 3
Mktng 100 Marketing Principles and Practices 3 3 3
TOTAL UNITS 24
Certificate in Tour Guiding NC II

Second Semester
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
FIN 101 Basic Finance 3 3 3
FL Foreign Language 3 3 3
Tour 104 Functions & Convention 3 3 3
Management (Events Mgmt)
HRM 113 Baking 2 3 5 3
Tour 105 Business and Tourism Laws 3 3 3
HRM 114 Facilities Planning and Designing 3 3 3
Res 101 Thesis Writing 3 3 3
PolSci 101 Politics & Gov’t w/ Phil. Constitution 3 3 3
TOTAL UNITS 24
Certificate in Pastry Production NC II

Summer

Course No Descriptive Title Lec Lab Total Units

Hrs/Wk
HRM 201b Practicum (Hotel phase-ship board) 100 hours 2

Fourth Year
First Semester
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
Res 102 Thesis Writing II 3 3 3
 Philo 101 Logic 3 3 3
Psy 101 General Psychology/HIV, AIDS & 3 3 3
Drug Rehabilitation
Tour 106 Front Office Procedure 3 3 3
HRM 115 International Cuisine 2 3 5 3
TOTAL UNITS 15
Certificate in Front Office Management NC II
Second Semester
Course No Descriptive Title Lec Lab Total Units
Hrs/Wk
HRM 201b Practicum II (Hotel Phase – lad- 300 3
based) hours(mini
mum)
TOTAL UNITS 3

TOTAL NUMBER OF UNITS: 174 (PE & NSTP included)

1 Year – Certificate in Food Service Operation

2 Years – Certificate in Food Service Management

3 Years - Associate in Hotel and Restaurant Management

4 years - Bachelor of Science in Hospitality Management

VI. SAMPLE CURRICULUM MAP

1. Apply management theories, methods to various types of organizations

2. Analyze, evaluate, and solve problems using methods of management science
3. Make decisions and act within social and ethical dimensions
4. Develop the capacity for learning new knowledge and skills
5. Use interpersonal & communication skills to be an effective leader
6. Plan for self-development while managing one’s self
Courses/subjects 1 2 3 4 5 6

• Maps out courses vs. program outcomes

• Used to validate if there is a match between desired outcomes (competencies) and the
content of programs
• Indicates whether the courses:
• L – Facilitate LEARNING of the competencies (input is provided and competency is
evaluated)
• P – Allow student to PRACTICE competencies (no input but competency is evaluated)
• O – Provide OPPORTUNITY for development (no input or evaluation, but there is
opportunity to practice the competencies)

1. Perform self assessment and analyze personal entrepreneurial traits and competencies
2. Scan the environment for business opportunities
3. Identify possible entrepreneurial venture and develop their respective profiles
4. Select the project to be developed into a business and prepare a business plan
5. Prepare and comply requirements for business start up
 6. Operate and manage the enterprise as good governance and social responsibility are
practiced

VII. SAMPLE MEANS OF CURRICULUMDELIVERY

1. Lecture - Presentation segments with embedded interactive experiences such as question

and answer sessions.

2. Demonstration - Faculty members show how a skill should be performed or students are
observed as they perform a learning outcome.

3. Discussion - Formal or informal interaction on selected topics, usually primed by leading

and/or open-ended questions.

a. Class discussion: The faculty member serves as facilitator, prompting and probing to
ensure the discussion remains focused and objectives are met.
b. Discussion Panel: Students or experts focus on one issue and varying views or
aspects are raised.

4. Management Games - Competitive activity based on course content. Moderate competition

enhances performance. Often used for content reinforcement and skill practice. Can also be
used to strengthen critical thinking in games where strategies must be developed to solve
problems.

5. Collaborative Learning - Students work in small groups to complete a specific task or to

work together over time to complete various assignments. The most productive collaborations
involve a fair division of labor and relevant and complex projects that cannot be completed by
an individual alone. Interdependence is required.

6. Literature Review - Students read and reflect on articles in the professional journals in
order to become familiar with the current research.

7. Student Presentations - Research shows peer teaching is an active learning strategy that
results in significant gains in learning. Students practice professional roles and improve
communication skills.
8. Case Study /Discussion Method - An open ended story or case study provides a vehicle for
analysis, criticism, and reaching conclusions.

9. Multimedia Instruction - Integrating varying formats such as lecture, text, graphics, audio,
video, Web resources, projection devices, and interactive devices in a lesson. Increases
motivation, alertness, and can improve the quality of student responses. Simultaneous
presentation using multiple formats allows students to learn using multiple senses.

10. Problem Solving - Problems common to a discipline are integrated in scenarios to allow
students to strengthen creative and critical thinking. Problem solving is the most independent of
learning methods that empowers the students to initiate their own learning. The learner
sequences action steps that will lead to the correct solutions. The teacher therefore must assume
the role of the facilitator, and be prepared to provide students with feedback rather than solutions

a. Brainstorming - Used most often with groups, brainstorming is a technique for refining
the definition of a problem, generating multiple solutions to a problem or multiple designs for
developing something new, and to identify possible threats to the solutions and designs. It
promotes creative and critical thinking.
 b. Change the Rules - Rarely do circumstances stay the same for long in the real world.
Integrating changes in a problem scenario during the solution timeframe provides necessary
experience with responding to new information.

11. Simulation
a. Computer-based - Interactive: Computerized model or scenario.
b. Role Plays - Students assume one of the characters in a simulated situation in order
to experience different points of view or positions.

12.. Role-Playing-Each student takes the role of a person affected by an issue and studies the
impacts of the issues on human life and/or the effects of human activities on the world around us
from the perspective of that person. More rarely, students take on the roles of some phenomena,
such as part of an ecosystem, to demonstrate the lesson in an interesting and immediate manner.
The instructor needs to decide the context for the exercise and the role(s) that the students will
play. If the students are taking human roles, the context is generally a specific problem such as
global warming or dealing with an active volcano.

13 Graphic Organizers - Clarify relationships with diagrams or graphs. Clarify processes with flow
charts. Implementation Suggestions: a. useful as part of lectures b. useful as a student
assignment to verify their understanding of complex learning.

14. Immersion Environments - Students are placed within a setting or situation in which they
exclude all else from their experiences. If they are immersed in a language, they speak, hear,
write, and read only that language. If they are immersed in a work setting and assigned a role
there, they become that role and their communications and actions comply with that role.

15. Portfolio - Collecting, organizing, reflecting upon and publishing a variety of student work
including papers, presentations, videos, and images. ePortfolio - Collecting materials
(artifacts/evidence) in a digital file.

16. Podcasting
a. Audio: Using mp3 compression to make audio files small enough to be broadcast,
downloaded, or emailed by instructors and students. Files may include lectures or verbal
feedback regarding assignments.
b. Enhanced: Combining images, such as PowerPoint, and audio, such as instructor
voice over, which are compressed and viewable on a computer or photo/video iPod.
c. Video: Digital video, such as classroom lectures or interviews with experts, which are
compressed and viewable on a computer or video iPod.

17. Video-conferencing – Point to point or point to multipoint discussions using a digital format.

18. Web-based Instruction - Using Web resources to support learning. a. blogs b. building a
Website c. discussion boards d. online testing and quizzes e. research f. virtual tours g. web-
streaming h. wikis
Annex B. Recommended Verbs in Writing Learning Outcomes