CHAPTER 5: CONCLUSIONS
3. Advanced: Has practical application and experience You are recognized within your immediate organization as “a person to ask” when difficult questions arise
regarding this competency. You can handle broad organizational/professional issues; work independently; and have long-term perspective. A Culinology® graduate with advanced level proficiency means:
a. You are able to consistently provide practical/relevant ideas and perspectives on process or practice improvements which may easily be implemented;
b. You are capable of coaching others in the application of this competency by translating complex nuances relating to this competency into easy to understand terms;
c. You assist in the development of reference and resource materials in this competency.
The 12 competencies proposed for the Culinology® graduate are listed below, in order of advanced, progressing, and baseline levels:
Advanced level 1. Product Development 2. Culinary Applications 3. Food Processing 4. Culinary Skills Progressing level 5. Sensory Evaluation 6. Food Chemistry
7. Food Trends 8. Food Safety Baseline level 9. Foodservice Operations 10. Food Regulations 11. Nutrition 12. Baking
Each of the competencies are grouped in their respective levels based on the results obtained from this research. While it may be easy to specify the same advanced level for all
competencies, the research has shown that the outcome is not successful. Rather, differential emphasis based on the entry-level jobs that culinologists are most likely to be hired for will result in a consistent approach towards educating future culinologists. Specifying levels of proficiency for each competency will also align the expectations of the employers with the skillset of the culinologist. Clarity of the culinologist’s capabilities will aid in optimal job placements.
The competencies are now also equally distributed between culinary arts and food science, symbolizing a balance in emphasis between both disciplines. The competencies stem from the culinary arts and food science disciplines because Culinology® is the blending of culinary arts and the science of food (RCA, 2010). Each of the 12 competencies were identified from the universal list of culinary arts and food science competencies, and then researched and interpreted via surveys and interviews in this study (Dubois, 1993; Lucia & Lepsinger, 1999). Each competency title (Campion et al., 2011) uses familiar language, is
short, mutually exclusive, focuses on future needs, does not include personality traits, and is clustered (Parry, 1996).
For each competency identified in the proposed competency model for Culinology® graduates, the researcher has developed a definition in detailed behavioral terms (Campion et al. 2011; Mirabile, 1997; Parry, 1996), including the proficiency level required (Campion et al., 2011):
1. Product Development – Product development includes knowledge of: the stages of new product development (NPD) from ideation to commercialization,
including key aspects of each stage; the technological and scientific aspects of NPD in the food sector, as well as factors influencing food choice; the integration of market and sensory analysis, marketing of novel foods, food safety and shelf- life aspects of NPD, and use of innovative food ingredients and innovative processing technologies in the development of successful, market-oriented food products. Learning outcomes include demonstrated ability to convert recipes to formulas, development of bench-top prototypes using appropriate culinary techniques and ingredients in conjunction with commercial and technical ingredients, application of scientific, quantitative and qualitative methods in the research, design and manufacture of a new food product in a pilot plant
environment.
Proficiency level: Advanced.
2. Culinary Applications – Culinary applications is the application of the appropriate culinary techniques in a variety of commercial functions, ranging from ‘Gold Standard’ recipe development to bench top formulation. Culinary techniques
include: knowledge of cooking methods; proper selection and preparation of various culinary ingredients; knowledge of food presentation; and ability to taste, discern what is needed, and make adjustments as needed during food preparation.
Proficiency level: Advanced.
3. Food Processing – Food processing includes the principles of: food preservation including low and high temperatures, water activity, etc.; food processing
techniques, such as freezing, freeze drying, high pressure, aseptic processing, extrusion, etc.; heat exchange / heat transfer applications; product shelf life; and packaging selection and applications. It also includes knowledge of transport processes and unit operations in food processing as applied in food manufacturing and processing as well as the effects of processing parameters on product quality.
Proficiency level: Advanced.
4. Culinary Skills – Culinary skills encompasses knowledge of: the basic principles and processes of cooking; equipment identification; weight and measurement conversions; knife skills; traditional stocks, sauces, and soups and their classifications; proper identification, sourcing, storage, and use of starches, produce, fats, grains, dairy, and eggs products; protein identification, composition and fabrication; international and regional cuisines; flavor profiles from culinary preparation and cooking processes; and preparation of cold foods.
Proficiency level: Advanced.
5. Sensory Evaluation – Sensory evaluation includes knowledge of principles and techniques of sensory analysis, including: common sensory terminology; the role of sensory analysis in the product development process; and factors affecting
perception of flavors. Learning outcomes include the application of appropriate sensory tests to achieve test objectives, and demonstrated ability to distinguish gustatory sensations of basic taste profile (sweet, salty, etc.), and describe how they are derived, how to enhance them, and how tastes are perceived in various foods.
Proficiency level: Progressing.
6. Food Chemistry – The food chemistry competency includes the knowledge, comprehension and application of the principles, methods, and techniques of qualitative and quantitative physical, chemical, and biological analyses of food and food ingredients; usage of functional ingredients; structure and properties of food components, including water, carbohydrates, protein, lipids, other nutrients and food additives; the chemistry of changes occurring during processing, storage, and utilization; and the major chemical reactions, including enzymatic and non- enzymatic reactions. Learning outcomes include demonstrated practical
proficiency in a food analysis laboratory, ability to identify laboratory techniques common to basic and applied food chemistry, identification of the chemistry underlying the properties and reactions of various food components, and summarizing the principles behind analytical techniques associated with food.
Proficiency level: Progressing.
7. Food Trends – Food trends encompasses knowledge of current and projected trends, including micro and macro trends; ability to develop business strategies to maximize market share of emerging trends; and knowledge of competitive
products and competitive product analysis.
Proficiency level: Progressing.
8. Food Safety – Knowledge of food safety includes: basic sanitation practices (ServSafe, HACCP); basic concepts and processes in food microbiology; control of pathogenic and spoilage microorganisms in food; methods of food
preservation; process lethality and thermal death curves; challenges and solutions for food safety in the food production continuum; and ability to identify and categorize threats to the food system, and how each can be prevented, controlled, and/or mitigated in the food production system.
Proficiency level: Progressing.
9. Foodservice Operations – Foodservice operations encompasses knowledge of: menu planning, development and product mix; food and beverage cost controls; the organization, structure, and functional areas in foodservice operations; and the ability to recognize and distinguish between various foodservice sectors. Learning outcomes include demonstrated operational proficiency in back- and front-of-the- house positions in a variety of foodservice settings.
Proficiency level: Baseline.
10. Food Regulations – Knowledge of government food regulations includes identification of: governmental agencies and their primary responsibilities; food labeling guidelines for various dietary and health-related claims, including organic and natural; permissible functional and enrichment additives; and the Code of Federal Regulations. Learning outcomes include distinguishing various standard of identities for food, recognizing the top eight commonly identified
food allergens as listed by the FDA, and defining the standards of organic products.
Proficiency level: Baseline.
11. Nutrition – Knowledge of nutrition includes: the theory and application of basic nutrition principles as related to essential nutrients, lifestyle, genetics, and environmental factors; health issues and trends as related to food product development; and the application of functional ingredients for nutrition composition and protection.
Proficiency level: Baseline.
12. Baking – Baking includes knowledge of: principles and processes of baking; ingredient composition and functionality as related to baking; formulas and mixing methods; identification and utilization of proper mixing and baking methods; and application of Baker’s percentage.
Proficiency level: Baseline.
These competencies and proficiency levels are the knowledge, skills and abilities that are needed for effective performance as a culinologist. This set of competencies form a competency model for the Culinology® graduate. It is future-oriented and is used to train graduates of Culinology® degree programs for employment as culinologists in the food product development industry. This competency model can set the foundation for
implementing an outcomes assessment plan. From these competency statements, measurable learning outcomes can be created. Only then will we be able to move towards a learner- centered paradigm.
Based on the findings of this study, a review of the literature, and the researcher’s insights on the development of the Culinology® degree core competencies, the following recommendations are offered to the Research Chefs Association.
1. Use the model developed. The model developed followed the recommended process implemented by Lucia and Lepsinger (1999), and the resulting model is reliable and appears to have high face and content validity.
2. Increase the visibility of Culinology® degree programs and graduates. The RCA recognizes and acknowledges the importance of education for its professional members. The same focus should transcend over to Culinology® degree programs and graduates as well. Without the support of the RCA, the
Culinology® degree is worthless to the Culinology® graduates. The RCA needs to expand its marketing efforts to increase the visibility of Culinology® degree programs and the Culinology® graduate, as well as develop a process for assisting Culinology® students and graduates to move into the realm of the Culinology® professional after graduation.
3. Plan for system-wide communication and education about the competencies and their use in the Culinology® ecosphere. The proposed competency model prepares graduates of RCA-approved Culinology® degree programs for employment in the food product development industry. Leverage the common understanding of competencies within the Culinology® population to promote and enhance the adoption of this competency model in the food product
development industry. Communicate with the stakeholders and constituents of Culinology® regarding the new and validated competency model for
Culinology® graduates, and clearly establish the role of the culinologist in the food product development industry.
4. Develop an assessment plan. Review the proposed set of competency statements and develop a list of topics for each competency that Culinology® students should know, understand, and be able to do with their knowledge when they graduate. Then develop or select specific and actionable assessment measures, including both direct and indirect assessments of student learning. Next, create product development experiences for Culinology® students that will help them achieve and apply the intended learning outcomes. Finally, utilize the assessment data to identify gaps and make modifications to the competency model as needed. New information that arise from the assessment data should be disseminated to the entire RCA membership for validation. The RCA will also need to invest resources into ensuring the assessment plan is properly designed and executed. As Culinology® education becomes more popular in the United States and abroad, action must be taken by the Research Chefs Association to ensure the quality of its brand, Culinology®. The proposed competency model serves as the foundation for establishing and ensuring educational quality in all of the RCA-approved Culinology® programs. Immediate action by the RCA is needed before more Culinology® graduates enter the workforce under the current curriculum structure and the gap between industry and academia continues to grow.
Limitations
This research study intended to reach the entire population of Culinology® graduates. One hundred and one names were collected from the nine RCA-approved Culinology®
degree programs under this study, and 81 email addresses were located. The population of study consisted of the 81 graduates with email addresses. Multiple attempts were made to encourage a higher response rate, but unfortunately, only 47 graduates responded to the survey. The usable responses were 36, due to some incomplete responses on the
competencies questions from some respondents. The graduates were also asked to provide the contact information of their employers, but only 29 employers of the 47 graduates responses agreed to participate in the study. Fourteen employers responded, resulting in ten usable responses from the employers group. While there is no national average regarding response rates for Internet surveys, the low percentage of responses decreases the statistical confidence of the results.
A second limitation with regard to sample size and response rate is the representation or diversity and variety of the number of graduates that responded to the survey from each institution. The sample size only included graduates from four institutions, out of a total of nine institutions that met the criteria. The researcher recommends repeating the study in the near future to validate the findings and obtain a more accurate representation of the
population of interest. Representation from each RCA-approved Culinology degree program is needed in order to verify the results of this study.
Future Directions
The results of this study showed that the added perspectives of the graduates and the employers provided new recommendations for competencies that should be required for Culinology® degree graduates. This resulted in the creation of a competency model for Culinology® graduates. Future research in this arena can include:
• Longitudinal study of the graduates to determine the effects of the proposed competency model on the employability skills of Culinology® degree graduates. Cohort of graduates from each of the RCA-approved Culinology® degree
programs can be tracked and studied in five or ten years, and the results can be analyzed and compared to this study.
• New study to identify the employability skills of the Culinology® graduate versus the employability skills of the culinologist who graduated from a non-RCA- approved program of study. This study did not include graduates from non-RCA- approved culinary science programs, yet there are practicing culinologists who have graduated from these programs and have been very successful.
• New research in identifying success factors of Culinology® degree graduates who followed the proposed competency model compared to those that graduated under the present RCA Bachelor of Science in Culinology® core competencies.
• Comparative study to evaluate the competencies of the practicing culinologist against the competencies of the Culinology® graduate. Both sets of competencies do not align perfectly; yet both sets of competencies strive to identify the
competencies needed to be a successful culinologist.
Ultimately, the objective of this study was to evaluate the competencies of the Culinology® graduate. This study marks the first time that employability skills of
Culinology® graduates have been studied. This study can also serve as the foundation for future studies involving Culinology® competencies. Furthermore, this study incorporated two new dimensions of research in Culinology® competencies assessment – feedback from graduates of RCA-approved Culinology® degree programs and their employers.
The outcome from this research is the proposed competency model for Culinology® graduates. It addresses the employability skills of Culinology® graduates, and provides Culinology® program administrators and educators with a basis for curriculum development, expansion, and program growth. It also serves as an advisory reference in understanding the knowledge or competencies the food product development industry is seeking in
Culinology® graduates. And finally, it is a contribution to the sparse body of empirical research on Culinology® competencies. As Culinology® education continues to evolve and mature, it is critical for RCA to remain on the forefront of this new and innovative discipline and ensure that academic quality processes are developed, implemented, and evaluated.
APPENDIX A
AMERICAN CULINARY FEDERATION FOUNDATION ACCREDITING COMMISSION
REQUIRED KNOWLEDGE AND COMPETENTICES