• Culinary science and hospitality research
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• v.14 no.3
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• pp.69-84
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• 2008

The franchise business in Korea, having a relatively short history compared to those of the advanced countries, disclosed many problems between franchisors and franchisees due to a rapid growth in number for the short period of time. Having recognized these problems, the Korean government, responding to social demands, established "The Fair Trade Practices Law for Franchise Business" to restrict unfair trade practices and to develop a healthier franchise business practice in general. In this study, we closely examined how the franchisees' understanding of the related laws would influence the franchisees' countermoves and satisfaction and the franchisor's reactions from the franchisees' standpoints. In conclusion, the franchisees show higher satisfaction in heteronomous changes achieved by the mutual agreement with the franchisors rather than in autonomous changes achieved by their active pursuits, as seen from the interrelation of the franchisors' reactions and the appropriateness of franchise agreements.

• Culinary science and hospitality research
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• v.24 no.3
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• pp.47-59
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• 2018

Vocational education has been constantly blamed for training skills that are not suitable for the field. This study was sought for finding out the necessary skills for the hotel entry-level cooks by conducting in-depth interviews, questionnaires, and case studies in terms of NCS's basic competencies and competencies required at work environment. The results of this study are as follows: First, in the field, job performance ability is more important than skills and knowledge. Second, among the NCS's basic competencies, communication skills, interpersonal skills, self-development skills, information skills, and professional ethics are prioritized competencies for hotel-entry level cooks. Third, in terms of competency factors at work, it is necessary to learn the adaptability of the field. Fourth, in case of overseas culinary institutes, the core of their culinary education was the system to learn how to operate the site rather than the education about cooking skills or knowledge. Fifth, in holistic approach, the result showed that four elements which are skills, knowledge, field practice, and simulation training are required for Culinary Arts curriculum.

• Preventive Nutrition and Food Science
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• v.10 no.1
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• pp.74-80
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• 2005

The purpose of this study was to investigate culinary arts and hospitality students' food safety practice behaviors, intentions, attitudes, and barriers to food safety compliance. This descriptive study used the self-report questionnaire. The convenience sample was composed of 266 college students majoring in culinary arts and hospitality. The students indicated that they never or rarely use a thermometer to determine if meats have been adequately cooked. Examples of positive food handling behaviors were hand washing, sanitation of fruits and vegetables, discarding of food past its expiration date, counter top sanitation, and proper food storage. Students strongly agreed it is their responsibility to practice food safety and to educate their employees about food safety. The primary barrier to proper food safety as ranked by student respondents is the misunderstanding about food labeling. Previous food safety education and internship experience appeared to improve the student respondents' perceived attitudes toward following the principles of food safety practices (p < 0.05), although behaviors and intentions to use the correct food safety practices were not affected. The findings of this study suggest that programs should consider integrating information and experiential learning opportunities in their courses that would be enhance student understanding about food safety. The outcomes of this study can be applied to develop food safety education materials and programs for culinary arts and hospitality students.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.128-139
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• 2020

This study is a recognition type study on the usefulness of the field-practice program conducted by departments related to eating out and cooking. The purpose of this study is to derive the common types found among students who have experienced on-the-job training in special cases where the completion of on-the-job training programs, such as the Department of Culinary Arts and Engineering, are designated as graduation requirements and major required courses. By analyzing, we will explore and analyze the factors and issues that can affect the program participation process. As a result of recognition type analysis, a total of four types were derived, and each type was named according to its specificity as follows. Type 1 (N = 8): Sense of Purpose Setting type, Type 2 (N = 8): Interaction Skill Acquisition Types, Type 3 (N = 6): Major Practice Education Enlargement Type, Type 4 (N = 6): The Field Adaptability Improvement Type was analyzed for each unique feature type. Based on the results, it is suggested that efforts to systematize the field practice regulations, improve the government's field practice system plans, and discover new industries to provide opportunities for cultivating practical skills by supplementing the problems of the field practice regulations.

• Culinary science and hospitality research
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• v.3
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• pp.367-383
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• 1997

1. It is necessary for all cooks to understand the eggs for making the bakery. It will lead for them to make a difficient and reasonable job. 2. To understand the viscosity, Cooks have the view of the difference between the old eggs and the fresh eggs. 3. The cooks have the ability to apply the baking temperature by the exact understanding of the solidification. 4. The cooks have the basic knowledge to create the whipping items. 5. The cooks have the ability to develop the emulsion items by the exact understanding of the emulsification. 6. The cooks have the creativity to put in practice the bakery by reviewing the representative egg item.

• Culinary science and hospitality research
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• v.7 no.2
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• pp.133-156
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• 2001

By study on the paterns of intake according to regulation of neal among men and women in seoul, Eating habits′ improvement in quality can be encouraged. The study shows that the more regular meal the group have, the fewer they eat out and less instant food they have. Additionally, they are less likely to have an unbalanced diet, and make "kimchi" in their own way, and keep and follow their own menu. Also, this group leads a rregular life and takes a 3 - minute walk. In nutrition, they have taken lessons about nutrition, and know a need of those lessons. So they practice what they learn better compared other groups.

• Culinary science and hospitality research
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• v.7 no.3
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• pp.193-209
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• 2001

The result of this study suggests that students' perception of service value is related to functional value with regard to need and satisfaction, epistemic value, image, emotional value, functional value with regard to price and quality, and social value. Specifically female students give less importance to epistemic value than their male counterparts. Students in the 2nd grade gave less favorable scores to the functional value with regard to need and satisfaction, epistemic value, image, emotional value and functional value with regard to price and quality than students in the 1st grade. Students in the night class gave less scores to epistemic value and functional value with regard to price and quality than students in the day class. It is confirmed that the difference between groups by the period in school is in functional value with regard to need and satisfaction, image, emotional value, and functional value with regard to price and quality. And it is also revealed that these results are similar to the results of analysis by the grade. In conclusion college operators should not overemphasize that the department of Hotel culinary arts occupies the leading position of the culinary academic world in Korea and the firms of food service industry positively evaluate the department of Hotel culinary arts, and in order to cope with the rapidly changing environment of the culinary education consistent investment constant changes and of efforts should not be stopped. On one hand the teaching staff of the department of Hotel culinary arts should reconsider their original role, and need behavior and practice to fill their deficiency with steady efforts in terms of students' perceived service value. In addition the students of the department of Hotel culinary arts should not be shackled by the past tradition, should not take a pessimistic view of the present situation, should not take an optimistic view of the future, and should always cultivate their ability to provide for the future.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.41-60
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• 2006

The system of teaching culinary practice needs drastic modification to catch up with dietary life and education curriculum changes. To reflect such changes, it is necessary to instill a strong will and interest as well as educational environment improvement in teachers. In this sense, this study researched the teachers' stages of concerns, levels of use, innovation configuration, and intervention demands, based on the CBAM(Concerns Based Adoption Method) developed by Hord et. al. For the survey, 500 questionnaires sent by mail and 187 were analyzed by SPSS/win 10.0 program. The results are summarized as follows. 1) The teachers stages of concerns on culinary practice is assessed to be in the lowest level of perceptual stage, which indicates a state of indifference. 2) In terms of the levels of use, routine use was the highest, followed by refinement use, integrated use, research use, and reinvent use in descending order. Mechanical use posted the lowest level. Even though the stages of concern showed the beginning stage, the Level of use was relatively high. 3) About the innovation configuration, approximately 30% of the teachers were not accomodate the culinary practice referred to the 7th National Education Curriculum. 4) According to the intervention demands on culinary practice education, it was found that teachers generally wanted more interventions in every component. Among the intervention components, the highest demand was on the support for facility. Demand on the financing is the second highest. Teachers in the level of routine use demanded more information and materials supply and individual encouragement, but teachers in the level of preparation needed study opportunity for training on operation skills more.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.327-337
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• 2020

This study analyzed subjective cognitive types of culinary majors by applying TBL of cooking practice subjects, and applied Q methodology to multifaceted analysis of subjective cognitive types of learners. For the analysis of the study, interviews were conducted for college students majoring in cooking, and the survey was conducted in the order of constructing the Q population, selecting P-samples, classifying Q, interpreting the results, conclusions, and discussion. A total of four types were derived from the type analysis, and each was named according to its specificity as follows. Type 1 (N = 8): Cooperative Learning Effect Types, Type 2 (N = 8): Problem Solving Ability Effect Types, Type 3 (N = 6): Self Directed Learning Effect Type, Type 4 (N = 6): Individual Practice Preference Type analyzed for each unique feature type. It is expected that through the results of the study, it is expected to provide important implications that can help in the study of similar teaching methods in the future by fostering talents who can increase the needs of the industry and social stress.

• Culinary science and hospitality research
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• v.19 no.2
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• pp.76-92
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• 2013

This study aimed to investigate major satisfaction and career maturity according to the values of college students majoring in food management and culinary arts. To do this, frequency analysis, factor analysis, correlation analysis, and multiple regression were conducted and analyzed using SPSS18.0 program. Analysis results indicate that the values of the college students majoring in dining and culinary education have effects on major satisfaction and career maturity. In particular, pragmatic value is a very important factor in increasing major satisfaction and career maturity, and social recognition and curriculum factors are very significant for students to make career decisions. Therefore, in order to enhance college students' major satisfaction and career maturity, it's necessary to teach sound values so that they can build self-esteem value. Also, it's essential to organize subject contents and curriculums in which theory and practice are allocated properly so that students can be interested in their majors and have new experience as well as the community's right recognition for college students majoring in dinning and culinary education and their active interest as the study suggests.