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Diverse Academic Studies

Global competitiveness is driving the need for change and innovation in today’s leading organizations. Tourism and Hospitality has become an essential component to provide an edge in developing business and the economy as a whole. Accordingly, Travel and Tourism – encompassing transport, accommodation, catering, recreation and services for visitors – is one of the world’s highest priority industries.

As the world progressively moves away from a manufacturing, capital intensive business environment towards a service oriented knowledge dependant economy, Human Development has become the most important aspect of today's business needs. As the international economy has integrated ever so closer due to globalization, so have the skills and techniques of management and work become uniform and internationally indexed.

To benefit from this second-largest industry in the world and to be part of the pride, the ability to qualify, quantify and forecast demand is important. Such ability is complimented with trained personnel and as such Travel,Tourism and Hospitality education Institutes play a great role in the economic growth and cultural enhancement of a country

To complement this opportunity (BIHM) as a leading education institute in Hospitality, Tourism and Retail sectors offers internationally recogonized programs which provides great potential for job opportunities, career advancement and need to develop competence and inculcate international hospitality professionalism in sync with world’s unique socio-cultural milieu, it is a spectacular success in its chosen endeavour.

BIHM offers Professional education in:

Hospitality Management Studies

Travel & Tourism Studies

Retail Management Studies

Instructional System

The Principle

The principles listed below are approaches to learning that are adopted at BIHM, which identifies student learning needs as the primary focus for professional preparation. Knowledge, skills and attitudes, which must be exhibited by students, are specific to the profession and to a particular work environment having unique performance needs. Employers place great emphasis upon competence, and individual success is related to their behaviour rather than the knowledge alone. Management education needs an adult education approach as it addresses all these factors.

Seven principles which guide the teaching methodology

1. Overall, students should have a learning experience, which is positive and satisfying rather than negative and frustrating. A generally positive experience is likely to influence the level of motivation exhibited by students and perhaps their desire for future learning.

2. The students should be provided opportunities to understand the logic underlying teaching activities. Students need to understand what they are expected to learn, the relevance of what they learn to their professional lives, and how the sequence of planned activities will enable them to learn the materials and/or skills.

3. The students should be provided opportunities to understand the logic underlying teaching activities. A course cannot be planned to include every type of learning experience. However, providing as many resources as possible increases the likelihood of students assimilating the required knowledge and skills and creates a more interesting and exciting learning experience via a choice of several options.

4. The students should be provided with opportunities to be an active learner rather than a passive one.Learning takes place because the learner is actively involved with the teacher and/or other learners as well as with the material to be learned.

5. The students should be provided with models, which serve as criteria for expected performance.A primary goal in educating managers is that they will be able to competently perform on-the-job duties. Seeing that the task is executed correctly is essential during the learning process.

6. Until the expected level of competence is attained, students should have adequate opportunities to practice using the knowledge and skills they have learned and receive feedback on their performance. No matter how specific the goal or how effective the models; opportunities must exists for students to perform the behaviours

7. Students should be provided with opportunities to examine ways of adapting their learning to various situations. The steps involved with performing a skill may be influenced by a variety of behaviour. It is important to teach basic knowledge, skills and attitudes, but students must be able to adapt this learning to fit a variety of situations.

Course Conduct

The course content and the syllabus followed by BIHM is as per the prescribed guidelines. A week before the beginning of the course, the instructor is given certain documents which includes course syllabus, scheme of work, lesson plans, course material and course material file, that includes handouts, sample papers, model answers case studies. The instructors organize their classes as per the given information, however, in case any instructor feels to value add to the course in any manner in terms of delivery, it is discussed with the Academic Head and subject to approval is recorded in the course material file for future reference.

Potential new courses, their content and instructional techniques are reviewed and updated each quarter at a “Quality Table”. It is to promote both compliance with instructional standards and continuous upgrading of program offerings to suit the requirement of the job market.

At the outset of each new course, students are invited to introduce themselves using a technique, which is unique to each instructor. The course is mainly delivered through lectures, which is a prepared, formal presentation of information. It is used to effectively convey factual knowledge rapidly to students. As a rule, lectures should include question/answer and discussion elements and should not exceed in general 80% of the overall class time, however, exceptions may be made depending on the nature of the course or the lesson.

Other learner-centered methods are also used to promote higher order thinking such as evaluation synthesis, analysis and application. As a guideline, these methods forms minimum 20% of the class time. The intent is not to bring additional material into the course but rather to deliver the existing course material in more effective and interesting way. Some of the learner centered methods which are used by the lecturers at GTS includes

Case Studies
Debates
Drill and Practice
Field Trips
Group Discussion
Problem Solving
Reading Assignments
Role Plays and
Video Display

The main points of each lesson will be summarized at the end of the lesson in order to provide a review of key points and a sense of closure.

Evaluation System

Type of Evaluation

At BIHM we have manifold evaluation process, which corroborates with our quality policy and which acts as a control mechanism in the delivery of our courses. There are two categories of evaluation procedures. First set is where the faculty evaluates the performance of the students and the Academic Head assesses the instructor. The second set of evaluation is done by the students in terms of the delivery of the instructor and the effectiveness of the course.

Evaluation of Students

Each of the students is evaluated through internal and external assessment methodologies. The external evaluation is done by the international certification body through written examinations. These examinations are conducted in each quarter with a duration of two and a half hours to three hours depending on the course. The answer scripts are assessed by them and the certificates are awarded by the certifying bodies. In addition to this, internal assessments are also done by GTS faculties, which mainly includes progress tests and end of the course exams. This assessment pattern may vary slightly depending on the nature of the course, that is whether it is a purely academic programme or a vocational course.

Evaluation of the conduct of course by students

The students evaluates approximately 2 classes per course on the delivery mechanism of the faculty and its effectiveness on their learning outcomes. This feedback is analyzed by the instructor and reviewed by the Academic Head in the interest of improving instructional techniques. The instructor compiles the numeric results of the evaluation and the written comments which are evaluated and summarized by the Academic Head.

Instructor Evaluation

The Academic Head / Lead Instructor audits 10% of classes of each of the program to encourage the continuous professional development of instructors and to monitorcourse content and instructional techniques.

Each course instructor receives a minimum of 2 assessments per subject. The first assessment is scheduled and planned with the instructor. Its primary focus is on the professional development of the instructor. It is scheduled during normal lecture / practical periods. The second assessment is unannounced, and therefore, adds the additional element of control on course content and instructional techniques. When possible, it is scheduled to coincide with the beginning of a lesson. The assessments are reviewed with the instructor and follow-up items are detailed on the assessment form prior to filing.