Bridging Culinary Training and Industry Expectations: The Effectiveness of a Competency-Based Western Cooking Course in Chinese Vocational Education

Abstract

The hospitality industry increasingly requires graduates who possess not only technical culinary expertise but also communication skills, intercultural competence, teamwork abilities, and career adaptability to meet the demands of a globalized labour market (World Economic Forum [WEF], 2023). However, vocational culinary education in many countries, including China, has traditionally emphasized technical skill acquisition while providing limited opportunities to develop employability-related competencies (UNESCO, 2022). This study examined the effectiveness of a competency-based Western Cooking Elective Course implemented in the Chinese and Western Pastry Programme at Yantai Cultural Tourism Vocational College. Guided by the principles of Competency-Based Education (Mulder, 2014), Constructivist Learning Theory (Vygotsky, 1978), and Project-Based Learning (Thomas, 2000), the study employed an explanatory sequential mixed-methods research design. Quantitative data were collected through questionnaires administered to 248 current students and graduates, while qualitative data were gathered through semi-structured interviews with students, teachers, graduates, and industry representatives. The findings revealed significant improvements in communication skills, teamwork, intercultural competence, and employment adaptability following participation in the course. Students reported increased confidence in professional communication, enhanced cultural awareness, and greater readiness for employment, while industry representatives acknowledged the close alignment between course outcomes and workplace expectations. The study demonstrates that competency-based culinary electives can effectively bridge the gap between vocational education and industry needs by integrating technical training with employability and intercultural learning. The findings provide important implications for curriculum reform in vocational hospitality education.