Expectations of employee in food&beverage firm and gastronomy education (Case of Turkey)

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1 Available Online at (c) EJRE published by International Association of Social Science Research - IASSR ISSN: European Journal of Research on Education, 2014, 2(Special Issue 6), European Journal of Research on Education Expectations of employee in food&beverage firm and gastronomy education (Case of Turkey) Mehmet Sarıoğlan Abstract The main purpose of educational institutions is determined as training skilled labor. However, the question of what is the definition of a qualified employee can not be answered concretely most of the time, it is generally assumed that the concept of qualified employee is a positive function of overlap of employee qualifications that are developed by education institution and employee qualifications that are demanded by public, private and corporate organizations. According to this assumption, the effectiveness of educational institutions can be tested in terms of meeting the level of quality of employee which is demanded by organization. In this perspective, the level of overlap between courses and course contents about Gastronomy Education in secondary, undergraduate and graduate level and need of qualified employee in food& beverage firm are compared. As a result of this comparison, the level of overlap between the need of qualified employee in food and beverage sector and course and course contents in schools which are providing gastronomy education in Turkey is almost identical. However it is concluded that this situation is overlapping just theoretically not effectively and the main reason of this problem is the framework of course and course contents in gastronomy education European Journal of Research on Education by IASSR. Keywords: Gastronomy, gastronomy education, food & beverage industry. 1. Introduction At every stage of life, physical and mental health and continuity of health is possible with enough nutrition, balanced diet and the production of this nutrient. The branch of science which is interested in this situation is called gastronomy (Gillespie, 2006; Santich, 2004; Harrington & Ottenbacher, 2010). Gastronomy can be defined as the art of arranging food&beverage in a systematic way which is the primary element of human beings in their daily life (This, 2005; Adria, 2009; Ko, 2010).Just as, the need of food&beverage is indicated as sine qua non of human beings according to Maslow's hierarchy. Gastronomy serves as a basis of studies that left marks in 21th century and it is a process providing not only physiological needs but also psychological and sociological needs and it is also a process that directly affects physical and mental health if these needs are not provided (Piqueras-Fiszman et all., 2013;Brown, 2006; Avcıkurt et all., 2007). The development of the science of gastronomy has led to increase in the quantity and variety of food&beverage production. Increase in the amount and variety of food&beverage production gives commercial value to the science of gastronomy (Delstra, 1998; Cheng et all., 2011). The main reason of this situation is increasing disposable income and the phenomenon of eating outside because of leisure time with the development of industrial revolution. Development of this phenomenon causes gastronomy to become important part of industry by triggering food&beverage firm act as a commercial business (Ozilgen, 2010; Aktaş, 2001; Aymankuy & Sarıoğlan, 2007).

2 Expectations of employee in food&beverage firm and gastronomy education (Case of Turkey) 1.1. The Current State of Gastronomy education in Turkey The primary objective of individual, family and society is to be healthy and productive. Well-developed body structure in terms of physically, mentally, spiritually and socially and keeping this body healthy are the symbols of being healthy and productive (Rigotti, 2012; Sarıoğlan, 2012; Güven, 2005). At every stage of life, being healthy in terms of physically, mentally and continuity of this situation is only possible with balanced and adequate diet (Shani et all., 2013; Harrington et all., 2008; Ruetzler & Taylor, 2009; Tanır et all., 200). Providing these conditions is only possible with the development of gastronomy education quantitatively and qualitatively in countries' educational system (Brown, 2006; Hartel, 2008; Woolcock, 2011; Hertzman & Mass; 2012). Turkish Cuisine is one of the most important kitchens in the world especially in terms of cultural richness and diversity of food&beverage (Karaosmanoğlu, 2007; Aktaş, 2001). However, it can be said that Turkey remains quite back qualitatively and quantitatively when we compare gastronomy education in Turkey and other countries and in terms of population (Hegarty, 2011; Zahari et all., 2009; Aymankuy & Sarıoğlan, 2007; Harrington et all., 2005; Stitt, 1996). Turkish Cuisine is one of the most important kitchens in the world especially in terms of cultural richness and diversity of food&beverage (Karaosmanoğlu, 2007; Aktaş, 2001). However, it can be said that Turkey remains quite back qualitatively and quantitatively when we compare gastronomy education in Turkey and other countries and in terms of population (Hegarty, 2011; Zahari et all., 2009; Aymankuy & Sarıoğlan, 2007; Harrington et all., 2005; Stitt, 1996). Especially when we consider that gastronomy sector has an important role in Turkish economy, it can be said that gastronomy education can not reach the desired level. Gastronomy education is provided in two separate ways including secondary education and higher education in Turkey. Gastronomy education operates under the department of food&beverage and kitchen in Anatolian Hotel Management and Tourism Vocational High Schools and Vocational Schools. The number of students in the department of gastronomy education is approximately 5200 in 93 schools (Ministry Of National Education Directorate General For Commerce And Tourism Education) Gastronomy education is provided in three separate ways including higher education, graduate education and under-graduate education levels. At graduate education level approximately 1540 students are given education in 32 departments including gastronomy and culinary art and food&beverage firm. At under-graduate level approximately 1950 students are given gastronomy education in 49 culinary departments (2012 Higher Education Institutions Student Selection and Placement Guide). While approximately to new employees are needed in food and beverage industry in Turkey every year (Cooks Federation of Turkey, 2012), the institutions that provide gastronomy education graduate only about 2500 people in a year. Based on these data, it can be confirmed that current state of gastronomy education in Turkey is quite low qualitatively. It is very difficult to state that gastronomy education in Turkey is enough in quantitative terms. 2. Research Method As a result of the literature study, it was concluded that gastronomy education in Turkey is quantitatively insufficient. In this context, besides revealing that gastronomy education in Turkey is quantitatively insufficient, it was intended to reveal the qualitative state of gastronomy education in Turkey. In order to achieve this goal, a questionnaire was created.this survey was compiled within the framework of lesson plans and course contents of schools providing gastronomy education at secondary and higher levels. For achieving the purpose of this study approximately 395 of 3600 first class restaurants operating in Istanbul, Ankara, and Izmir were reached. A survey was carried out by using face to face interview method between restaurant managers and chefs in the kitchen. In that survey, it was intended to measure the level of overlap in the food and beverage industry needs and courses and course contents of schools providing gastronomy education in Turkey. 199

3 Mehmet Sarıoğlan 3. Research findings and comments In the study, the analysis of data obtained from the survey was carried out by using SPSS version 20. In the analysis of data arithmetic mean technique was employed in order to measure the trends in food and beverage industry. In the survey, the rate of response of food and beverage industry to expectations about courses and course contents of schools providing gastronomy education was studied. It was tried to measure the courses and course contents of schools, -providing gastronomy education in Turkey-, and meeting rate of knowledge and practice of qualified employees needed in food and beverage industry. In the survey, according to results of data it was concluded that the level of theoretical knowledge in the courses and course contents such as kitchen planning, cost control methods in kitchens, international cuisine, edible endemic plants, entrees, meat dishes,side dishes, traditional olive oil, sweets and production techniques. Pastry and manufacturing techniques, seafood was at a higher level than practice ability. COURSES AND CONTENTS THEORETICAL INFORMATION ABILITY TO PRACTICE Kitchen Planning 61,98 34,66 Terminology of Kitchen 23,47 32,87 Legislation of Food 18,76 16,23 The kitchens Waste Management 11,68 15,66 The kitchens Supply Management 8,57 10,59 Food Hygiene and Safety 68,92 46,12 The kitchens Cost Control Methods 76,69 34,98 Principles of Nutrition 79,77 68,43 Menu Planning 87,93 81,64 Molecular Cuisine 4,63 2,56 Fusion Cuisine 6,69 5,98 Turkish Cuisine Culture ,79 Ottoman Palace Cuisine 36,91 23,90 Cuisines of the World 35,24 18,91 Alcoholic and non alcoholic beverages 19,90 16,70 Endemic Edible Plants 20,78 9,57 Sauces and Production Techniques 82,05 67,90 Cutting and Cutting Techniques 79,71 73,42 Cooking Techniques 89,25 71,09 Food Decoration Art 77,20 45,86 Bread Varieties and Production Techniques 46,87 5,66 Aperitifs 74,81 36,93 Meat Dishes 67,19 17,54 Garnitures 45,34 18,96 Salads 60,95 44,29 Traditional olive oil of foods 36,78 14,67 Desserts and Production Techniques 46,88 25,17 Pastry and Production Techniques 52,72 19,64 200

4 Expectations of employee in food&beverage firm and gastronomy education (Case of Turkey) Seafood 38,35 18,97 Vegetarian Cuisine 49,76 35,74 Service Techniques 76,87 61,39 In the survey it was concluded that besides the rate of meeting the requirements in food and beverage industry of courses and course contents such as, menu planning, chopping and cutting techniques, cooking techniques, service techniques processed at very high levels, theoretical knowledge level and practice ability in courses and course contents such as procurement methods in cuisines, molecular cuisine, fusion cuisine were at very low rates. In the light of the data, it was found out that theoretical knowledge level was remarkably higher than practice ability in schools providing gastronomy education. 4. Results and recommendations In the study, it was concluded that courses and course contents in schools providing gastronomy education at secondary and higher education levels largely meet the employee supply of food and beverage industry qualitatively. In literature review they make up the first part of the study, it was concluded that Turkey can not provide quantitative adequacy in gastronomy education. In the second part of the study, it was determined that the practice ability is remarkably lower rates than theoretical knowledge level in gastronomy education in Turkey. As a result of the study, application areas for students must be established in order for courses and course contents of institutions,-providing gastronomy education at higher and secondary levels-, to meet the employee qualifications of food and beverage industry. To do this, practice laboratories in schools providing gastronomy education at higher and secondary levels should be qualitatively and quantitatively developed. Also, skills that are needed in terms of food and beverage industry must be strengthened by knowledge and practical courses. References Adria, F. (2009). Modern Gastronomy A to Z. London. CRC Press. Aktaş, A. (2001). Ağırlama İşletmelerinde Yiyecek-İçecek Yönetimi, Detay Yayıncılık, Ankara. Avcıkurt, C.,Sarıoğlan M. & Girgin, G.K. (2007). Yiyecek-İçecek Olgusuna Sosyolojik Bakış.I. Ulusal Gastronomi Sempozyumu (4-5 Mayıs 2007). Antalya. Aymankuy, Y. &Sarıoğlan, M. (2007).Yiyecek-İçecek Felsefesi ve Beslenme Alışkanlığının Geliştirilmesine Yönelik Bir Model Önerisi.I. Ulusal Gastronomi Sempozyumu (4-5 Mayıs 2007). Antalya. Brown, N.J. (2011). Integrating Eisner s Arts Education Philosophy into Culinary Arts Education. Journal of Culinary Science & Technology, 4 (1), Brown, N.J. (2006). Integration Eisner s Arts Education Philosophy into Culinary Art Education, Journal of Culinary Science&Technology, Volume: 4, Issue: 1, Cheng, M., Godwin-Charles, O.A. & Hamouz, F.L. (2011). The Development of Culinary Arts and Food Science into a New Academic Discipline-Culionology. Journal of Culinary Science & Technology, 9 (1), Delstra, E. (1998). Gastronomy for Modular Hotel Education, Lexmedia. Piqueras-Fiszman, B, Varela, P.,Fiszman, S. (2013). How Does The Science of Physical and Sensory Properties Contribute to Gastronomy and Culinary Art?, Journal of Culinary Science&Technology, Volume: 11, Issue:1, Harrington, R. & Ottenbacher, M.C. (2010). Culinary Tourism-A Case Study of the Gastronomic Capital. Journal of Culinary Science & Technology, 8 (1), Harrington, R., Mandabach, K.H. & Thibodeaux, W. (2008). The Institutionalization of Culinary Education. Journal of Culinary Science & Technology, 4 (4), Harrington, R., Mandabach, K.H. VanLeeuwen, D. & Thibodeaux, W. (2005). A Multi-Lens Framework Explaining Structural Differences Across Foodservice and Culinary Education. International Journal of Hospitality Management, 24 (2), Hartel, W.R. (2008). Career Preparation for The Food Industry, Career in Food Science, 3-7. Hegarty, J.A. (2011). Achieving Excellence by Means of Critical Reflection an Cultural Imagination in Culinary Arts and Gastronomy Education. Journal of Culinary Science & Technology, 9 (2),

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