Objectives of the Program 

● Provide a professional practice-led programme of study, where experiential and work based learning takes place in the context of the high operating standards of the hospitality industry.

● Provide a flexible programme of study that is built upon a partnership with the university and employers, to meet the needs of the modern industry, in a changing and complex business environment.

● Provide a relevant, engaging and academically rigorous programme of study that focuses upon key operational and management processes, and encourages personal and professional development through reflective practice.

● Provide a programme of study that develops: a creative approach to problem solving; the confidence to work in and lead multi-disciplinary teams in a variety of situations; a pride in and commitment in the profession, high standards of professional conduct; a passion for the industry; and the aspiration to contribute to its future.

● Produce graduates who have: a sound knowledge and critical awareness of the theory and practice of management; an acquired range analytical and behavioral competencies and professional skills; and an appreciation of the local and global, social, political, ethical and technological environment in which

management operates both in Nepal and beyond.

● Provide a programme that promotes the concept and role of the professional practitioner, in aspiring to the highest professional standards of behavior and management practices in line with international best practice standards.

● Provide a programme of study that will: create a highly rewarding experiential learning environment that is the basis for studentsʼ lifelong learning; and provide opportunities for progression to more advanced study in hospitality and allied disciplines.

Career Prospect

BPH graduates can find the employment opportunities in different organizations level in wide range of management role mainly, but not limiting to the following:

• Hotel Management (Front Office,Housekeeping,Food and Beverage,Banquet,Revenue and General Manager)
• Event Management (Event Coordinator,Event Planner,Event Manager, Sponsorship Manager, Public Relations Manager)
• Food and Beverage Management (Food and Beverage Director, Restaurant, Catering and Bar Manager)
• Travel and Tourism (Travel Consultant, Tour, Tourism Marketing, Destination Manager and Airline Manager)
• Sales and Marketing (Sales, Marketing, Brand, Product and Digital Marketing Manager)

Customer Service (Customer Service, Guest Relations, Call Center and Customer Experience Manager)

Internship & Work Opportunities

KU Glacier understands the gap between the real-world requirements and what has been the best practices so far, therefore through global partnership, we aim to close the learning and competency gap where equally mindful about creating opportunities for those who cannot afford such education.

 

We aim to offer paid internship right from the year one and study becomes more of coaching, and self-directed digital learning, accompanies by periodical workshop and constant mirroring and mapping with the industry exports.

Teaching Methodology

Learning, in whichever context, is an action, an activity that is an engagement on the part of the learner with that being learnt, either consciously or not. To separate skills within the context of learning is unhelpful and counterproductive. It is clear that the notion of skills as a set of attributes is probably helpful; what is not as helpful is to try to separate these as attributes from the related academic or intellectual attributes. Professional education should be seen as the integrated cohesive, seamless acquisition of knowledge, professional skills and intellectual understanding, where the practical outcomes of the process of learning can be demonstrated in the ʻreal worldʼ, where that demonstration of outcomes can be at different levels of expertise and proficiency.

What is required in this innovative new model of learning, is a learning environment which has a relevance to the learner and provides the environment for engagement that goes above and beyond the traditional and one in which the theory is observed, considered and understood in the reality of developing the professional skills of the professional practitioner. Learning occurs through observed actions and skills and knowledge transferred by those who have the knowledge and skills to those learning the skills. Learners would be able to exit at a level of professional competence that suits their own circumstances and needs. Underpinning knowledge would be developed through observed actions and behaviors supported by a range of learning and teaching approaches including online learning support materials.

The defined learning outcomes provide the opportunity for the students to demonstrate the learning and development at higher levels of practical and intellectual skills that are required for professional employment.

While much of the students' learning experience will be focussed on the integration of the professional skills with the underpinning knowledge and understanding these will experiences will include; lectures (where appropriate), seminars, workshops, independent study and master classes. Master Classes will be led by industry

professionals who will provide both the industry context and input into areas of specialist professional operations.

The use of a reflective professional development journal is an essential component of this active learning approach. Students will be required to keep a personal record of their work and use the journal to research, collect, collate, analyze and reflect on key aspects of their own development as a professional practitioner.

They will be expected to present the journal for discussion and assessment on a regular basis.