Teaching Pattern

At the College of Hospitality Administration (CHA), we embrace a dynamic teaching pattern that goes beyond conventional methods. We believe that ‘learning’ is multifaceted—encompassing intellectual mastery, practical skills, critical thinking, and adaptive behaviors tailored to real-world situations.

Over the years, CHA has refined its teaching methodology through a blend of proven theories and professional practices, ensuring a holistic approach to hospitality education. Our curriculum integrates both theoretical knowledge and practical application. Theoretical concepts are explored in-depth during lectures, while hands-on practice is conducted in real-world industry settings.

C.H.A. puts onward the idea that ‘effective teaching involves students engaging in an understanding of the dialectical relations of knowledge rather than teacher’s simply bringing facts and content to the students. In the case of the hotel management field of trainings, teaching can be considered as both an exciting and a complicated task at once at the same time. Hotel management constitutes a significant part of the tourism industry and therefore of tourism educations. The curriculum includes assorted topics in modules that concentrate on particular directions in hotel operations and management.

THEORETICAL SESSION:

In this pattern of theoretical framework, four constituents of student learning are determined:

Cognitive processing strategies
Metacognitive regulation strategies
Conceptions of learning
Learning motivations or orientations

PRACTICAL SESSION:

In this pattern of practical framework, the trainers of College of Hospitality Administration differs from typical beginning-to-end tactics to instructional design where the instructor first adopts what content to teach before developing activities and assessments for the resulting learning. C.H.A. instead activates with desired end goals by focusing on what the learner will learn, rather than what the teacher will teach. In this sense, C.H.A. adopts student-centered approach with a vision of outcome based learning.