All aspects of the menu, kitchen equipment, food purchasing and production, sanitation, staffing, marketing and financial aspects will be covered. The use of technology for restaurant operations will be discussed. Learning will be enhanced with relevant case studies.
Vertical Tabs
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 |
Food and beverage (or foodservice) operations
The Meal Experience Defining the customer service of an operation Food and beverage service methods Food and beverage personnel |
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education
Page: 10 – 20
Palacio, J. P. & Theis, M. (2016), Foodservice Management Principles and Practices, Essex, UK: Pearson Page:51 / 55 |
| 2 |
Restaurant Management
How to lead employees Management Topics Restaurant Management Issues Challanges
|
Walker J. R. (2011). The Restaurant from Concept to Operation (6th Edition). Hoboken, NJ: John Wiley & Sons.
Pages: 280 – 290
Palacio, J. P. & Theis, M. (2016), Foodservice Management Principles and Practices, Essex, UK: Pearson Page:55 / 373 - 376 |
| 3 |
Case Study - “Eat Here”
Focus: Consideration of the concept regarding on menu, increase sale, future investment, taking initiative as a restaurant manager. Financial problems. |
Walker J. R. (2011). The Restaurant from Concept to Operation (6th Edition). Hoboken, NJ: John Wiley & Sons. |
| 4 |
Staff attributes, skills and Knowledge
Success in food and beverage service Attributes of food and beverage service personnel Key service conventions Essential technical skills Interpersonal skills Health, safety and security
|
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education
Pages: 27 – 53
Palacio, J. P. & Theis, M. (2016), Foodservice Management Principles and Practices, Essex, UK: Pearson Page: 425 |
| 5 |
Case Study – “Short Street Cakes”
Focus: Structure of an organization. The risks and benefits on expanding a business How to organize kitchen equipment, food purchasing and production related with the expanding. How to control sanitation? Use of technology for expanding operations. |
Walker J. R. (2011). The Restaurant from Concept to Operation (6th Edition). Hoboken, NJ: John Wiley & Sons. |
| 6 |
Menu & Service Knowledge
Purpose of the Menu Consideration in menu planning Menu and service Knowledge The systems approach to menu planning and maintenance |
Walker J. R. (2014). The Restaurant from Concept to Operation (7th Edition). Hoboken, NJ: John Wiley & Sons.
Page: 90 - 101 Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education Page: 107 Palacio, J. P. & Theis, M. (2016), Foodservice Management Principles and Practices, Essex, UK: Pearson Page:135
|
| 7 | MIDTERM | |
| 8 |
The service sequence - (table service)
Booking Preparation for the service Order Process Service Service of beverages Clearing during service and following service |
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education
Page: 192 – 253
|
| 9 |
The service sequence (self-service, assisted service and single point service)
Service Methods Preparation for the service The order of service Clearing during service and following service |
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education
Page: 256 – 270
|
| 10 |
The service of breakfast and afternoon tea
Types of breakfasts Cover preparation Types Afternoon tea service Cover preparation
|
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education
Page: 273 – 277
|
| 11 |
Case Study – “EVOS”
Focus: Understanding type of a restaurant, determining and understanding the competitors and competition. The risks of being different. Analyzing the situation. |
Walker J. R. (2011). The Restaurant from Concept to Operation (6th Edition). Hoboken, NJ: John Wiley & Sons. |
| 12 |
Events
Types of events Event service staff roles Event administration Event organization Weddings Outdoor catering (off-premises catering) |
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education
Page 355 - 478 |
| 13 |
Supervisory aspects of food and beverage service
Legal considerations Sales promotion Customer relations Staffing levels, staff organization and training Food and beverage pricing Food and beverage revenue control Beverage control Performance measures |
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education
Page: 381 – 423
Walker J. R. (2011). The Restaurant from Concept to Operation (6th Edition). Hoboken, NJ: John Wiley & Sons. Pages: 331 - 356 |
| 14 |
Case Study – “Big Shanty Smokehouse”
Focus: uncontrollable situations, What makes a restaurant successful? Efficency. |
Walker J. R. (2011). The Restaurant from Concept to Operation (6th Edition). Hoboken, NJ: John Wiley & Sons. |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Walker J. R. (2014). The Restaurant from Concept to Operation (7th Edition). Hoboken, NJ: John Wiley & Sons.
Cousins, J. & Lillicrap, D. & Weekes S. (2014). Food and Beverage Service 9the Edition. London, UK: Hodder Education Palacio, J. P. & Theis, M. (2016), Foodservice Management Principles and Practices, Essex, UK: Pearson |
| Additional Resources | Instructor Notes |
Material Sharing
| MATERIAL SHARING | |
| Documents | |
| Assignments | |
| Exams | |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 30 |
| Case Studies | 4 | 30 |
| Total | 60 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students study food in the context of food history, geography, culture and nutritional sciences. | |||||
| 2 | Students approach food and cooking as an art process and they are competent in the topics of design and visual presentation of food. | |||||
| 3 | Students have comprehensive information about food related concepts, techniques, and new product information. They have the ability to conduct research and develop ideas on these issues. | |||||
| 4 | Students have knowledge about the basic principles of nutrition and food science, and they apply their knowledge in the field of gastronomy. | |||||
| 5 | Students know and apply the international standards of food hygiene and safety. | |||||
| 6 | Students know all the processes related to the production of food and beverage, from the production stage to the stage of presentation. They can understand food production systems and the new approaches in this field. They have an in-depth understanding of the subject and they can identify and solve problems that may arise at this stage. They can design the physical environment, and has an understanding of the materials and technologies related to the field of gastronomy. They can take part in development of innovations in this context. | |||||
| 7 | Students gain knowledge about national and international cuisines. In this context, they know basic cooking techniques, they implement and develop them. | |||||
| 8 | They know the historical, geographical and cultural background of alcoholic and non-alcoholic beverages and they know the stages of production. They can use these information in menu planning, food production, etc. | |||||
| 9 | Students can develop a new food product, standardize it and execute the registration process in a scientific context. | |||||
| 10 | Students know the national and international regulations, professional standards and professional ethics around food and they apply them. | |||||
| 11 | Students know the basic concepts, theories and principles about business, economics and marketing, and they apply them. Accordance with the principles of menu planning, they can make food and beverage cost analysis, controlling and pricing, and develops a variety of menus. They can effectively manage the operations of food related businesses by applying management theories, and staff recruitment and evaluation processes. | |||||
| 12 | They can engage in independent studies and team work. They can communicate effectively through verbal and in written communication, and they develop good presentation skills. | X | ||||
| 13 | Students understand the effects of food on human health and society, and in this context they follow the press and media organizations and contribute to them. | |||||
| 14 | Students understand and manage food-related events. | X | ||||
| 15 | They know world food trade, globalization, patterns of production and consumption. They know the importance of the food policies for the country's economy. | |||||
| 16 | Students know how to bake and prepare cakes and other pastries, breads, sponge and dough pastry bases, creamy sauces, fruit sauces, jellies, hot and cold desserts, ice creams and sorbets, sugar works, decorations, decoration and presentation. They are competent in making chocolate. | |||||
| 17 | Students have theoretical and practical knowledge about the production techniques of vegetables and fresh herbs used in kitchen practices and food production. | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 14x Total course hours) | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 6 | 84 |
| Mid-terms | 1 | 3 | 3 |
| Assignments | 14 | 3 | 6 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 174 | ||
| Total Work Load / 30 (hours) | 5,8 | ||
| ECTS Credit of the Course | 6 | ||