Food & Beverage Business Management
Run by Bangor Business School
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Clair Doloriert
Overall aims and purpose
This Food & Beverage Management module aims to equip you with the knowledge and organisational abilities needed to manage, coordinate and evaluate a food and beverage business, while taking into account the many diverse elements required to successfully manage such a business. Alongside these skills, you will learn to identify and acknowledge how food and beverage provision is effectively managed across a range of hospitality business models and be able to determine how the provision of effective food and beverage operations can impact on business revenues and profit.
- Basic management styles and structures within the hospitality industry.
Organisational planning and management of food & beverage provision including: o The food & beverage offer o Managing staff and resources o Marketing & promotions o Managing food safety / health & safety o Quality management systems o Revenue and cost control o Profitability
The importance of the service / dining experience.
- The use and development of quality management systems.
- Use of technology within food and beverage operations & management.
- Examination of internal & external factors affecting food and beverage operations management.
- Legislation and its influences on food & beverage management.
-B / 50%>
The student’s conceptual awareness of the theory and practice contained within the module has generated a broad range of ideas and analysis. The student’s responses are closely defined in relation to the conclusions, with some evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates personal application of academic skills and is based upon a varied range of sources.
-A / 70%>
The student’s conceptual awareness of the theory and practice contained within the module has generated a relevant range of ideas and analysis. The student’s responses are clearly defined in relation to the conclusions, with consistent evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates comprehensive personal application of academic skills and is based upon a diverse range of sources.
-D / 40%>
The student’s conceptual awareness of the theory and practice contained within the module has only generated a narrow range of ideas and analysis. The student’s responses are loosely defined in relation to the conclusions, with limited evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources
Establish how the effective management of food and beverage operations can be contribute to revenue generation and profit
Recognise how the provision of food and beverage is managed within the hospitality industry
Define and develop effective quality management systems that can influence customer satisfaction and operational profit within food and beverage operations
Identify and critically analyse the internal and external factors that impact on the planning, management and control of food and beverage operations
|Assessment 1: Individual Essay||40.00|
Teaching and Learning Strategy
156 hours of private study this includes (but is not limited to):
• Preparing for lectures (reading PowerPoint’s in advance of lectures, textbook chapters etc)
• Reflection post-lectures (further reading, summarising notes etc)
• Further reading around the subject (websites, newspapers, journal articles etc)
• Planning & preparing for assignments and exams including revising, researching and writing-up.
• Any group work/ team meetings for any summative group work activity
Formal taught element - traditional lecture teaching which can include group break-out style discussions, case-study activities and other appropriate lecture activities.
Assessment Workshops e.g. Assignment preparation workshop semester 1 & exam (or 2nd assignment/ presentation etc) preparation workshop semester 2)
This includes formal/ informal email communications, office hour engagements, feedback provided on assignments etc . Meetings can be 1-2-1 or small group discussions/ email/ web-based chat communications etc
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- knowledge of some of the contexts in which accounting can be seen as operating (examples of contexts include the legal, ethical, social and natural environment; the accountancy profession; the business entity; the capital markets; the public sector)
- knowledge of the main current technical language and practices of accounting (for example, recognition, measurement and disclosure in financial statements; managerial accounting; auditing; taxation) in a specified socio-economic domain
- skills in recording and summarising transactions and other economic events; preparation of financial statements; analysis of the operations of business (for example, decision analysis, performance measurement and management control); financial analysis and projections (for example, analysis of financial ratios, discounted cash flow analysis, budgeting, financial risks)
- Abstraction. From the study of economic principles and models, students see how one can abstract the essential features of complex systems and provide a useable framework for evaluation and assessment of the effects of policy or other exogenous events. Through this, the typical student will acquire proficiency in how to simplify while still retaining relevance. This is an approach that they can then apply in other contexts, thereby becoming more effective problem-solvers and decision-makers.
- Analysis, deduction and induction. Economic reasoning is highly deductive, and logical analysis is applied to assumption-based models. However, inductive reasoning is also important. The development of such analytical skills enhances students' problem-solving and decision-making ability.
- Quantification and design. Data, and their effective organisation, presentation and analysis, are important in economics. The typical student will have some familiarity with the principal sources of economic information and data relevant to industry, commerce, society and government, and have had practice in organising it and presenting it informatively. This skill is important at all stages in the decision-making process.
- Framing. Through the study of economics, a student should learn how to decide what should be taken as given or fixed for the purposes of setting up and solving a problem, i.e. what the important 'parameters' are in constraining the solution to the problem. Learning to think about how and why these parameters might change encourages a student to place the economic problem in its broader social and political context. This 'framing' skill is important in determining the decision-maker's ability to implement the solutions to problems.
- An appreciation of the nature of the contexts in which finance can be seen as operating, including knowledge of the institutional framework necessary for understanding the role, operation and function of markets and financial institutions (e.g. the economic, legal, regulatory and tax environment, both national and international; the firm; the capital markets and the public sector).
- An ability to interpret financial data including that arising in the context of the firm or household from accounting statements and data generated in financial markets. The interpretation may involve analysis using statistical and financial functions and procedures such as are routinely available in spreadsheets (eg Microsoft Excel) and statistical packages. It may assume the skills necessary to manipulate financial data and carry out statistical and econometric tests (e.g. estimation and interpretation of asset pricing models; financial modelling and projections; event studies and residuals analysis; elements of time series analysis, such as serial correlation mean reversion, and stochastic volatility).
- An understanding of the financing arrangements and governance structures of business entities, and an appreciation of how theory and evidence can be combined to assess the effectiveness and efficiency of such arrangements (e.g. decisions as to sources of finance and financial structure; the pricing of corporate securities; the market for corporate control; corporate governance structures and mechanisms; financial planning and international dimensions of finance).
- An ability to understand financial statements, and a basic appreciation of the limitations of financial reporting practices and procedures (eg financial statement analysis; the relation between cash flow accounting and accrual accounting; discretionary accounting practices).
- Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, which includes the need for strong digital literacy, and to use that research for evidence-based decision-making.
- Commercial acumen: based on an awareness of the key drivers for business success, causes of failure and the importance of providing customer satisfaction and building customer loyalty.
- Innovation, creativity and enterprise: the ability to act entrepreneurially to generate, develop and communicate ideas, manage and exploit intellectual property, gain support, and deliver successful outcomes.
- Numeracy: the use of quantitative skills to manipulate data, evaluate, estimate and model business problems, functions and phenomena.
- Networking: an awareness of the interpersonal skills of effective listening, negotiating, persuasion and presentation and their use in generating business contacts.
- Ability to work collaboratively both internally and with external customers and an awareness of mutual interdependence.
- Ability to work with people from a range of cultures.
- Articulating and effectively explaining information.
- Building and maintaining relationships.
- Communication and listening including the ability to produce clear, structured business communications in a variety of media.
- Emotional intelligence and empathy.
- Conceptual and critical thinking, analysis, synthesis and evaluation.
- Self-management: a readiness to accept responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage time.
- Self reflection: self-analysis and an awareness/sensitivity to diversity in terms of people and cultures. This includes a continuing appetite for development.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/etb-2002.html
Essential Davis, B., Lockwood, A., Alcott, P. and Pantelidis, I.S. (2018). Food and Beverage Management. 6th ed. London: Routledge.
Supplementary Cousins, J.A., Foskett, D., Graham, D. and Hollier, A. (2019). Food and Beverage Management: for the Hospitality, Tourism and Event Industries. 5th ed. Oxford: Goodfellow Pub Ltd.
Courses including this module
Compulsory in courses:
- N82M: BSc International Bus in Tourism & Hospitality (Franchised) year 2 (BSC/PIBTH)
- N83M: BSc Tourism & Hospitality: Managemt Leadership (Franchised) year 2 (BSC/PTHML)