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This research focuses on Culinary Arts Education, particularly the adequacy and attitudes of all the stakeholders to the content of the hot kitchen modules on the BA (Hons.) in Culinary Arts in the Dublin Institute of Technology. The lack of research in culinary education has been highlighted by Berta (2005) and Zopiatis (2010).This thesis has traced the evolution of culinary culture in Europe from Ancient Greece and Rome, up to the present day. Carême (1784 – 1833) and Escoffier (1846 – 1935), the founders of classical French cuisine, codified French cuisine which lead to the need of properly trained chefs (James, 2002). The history of culinary education in France, England and Ireland from traditional apprenticeship with the guilds through to vocational and then liberal/vocational education has been outlined in the literature review.The Dublin Institute of Technology were at the forefront of the move from vocational to liberal education with the development of the BA (Hons.) in Culinary Arts in 1999 (Hegarty, 2001). The implementation of modularisation in 2004 resulted in reduced hot kitchen contact hours on this programme. Relevant stakeholders (students, graduates, lecturers and employers) were consulted. The overall findings suggest that the majority of all stakeholders are satisfied with the current course content of the BA (Hons.) in Culinary Arts. However, a number of suggested improvements have been identified. These include rewriting modules with revised learning outcomes, clarifying assessment methods, increasing time allocation for modules and modernising module content.
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