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Curriculum assessment has been an important instrument in measuring the student’s perception and expectation of hospitality education program. This study identified and adapted theoretical content of curricula framework developed by Rahman (2010) to assess the student’s perception of effectiveness of hospitality curriculum. The respondents were a focused group of 50 students of the fourth year BHM degree program. The gap between the student’s perception and expectation of the hospitality educational curriculum were statistically analyzed and reduced to meaningful statements for easier understanding and interpretation. The findings of the study resulted in varying degrees of significant negative gaps across the four major dimensions: Generic skills, Fundamental curriculum related Skills, Functional Area Skills and Concentration/Core Area skills. Although the minimum gap was evidenced in the variable information technology and the maximum gap observed in emotional intelligence, both variables were from the generic skills with a mean score of -0.46. The highest mean score in perception was observed in functional area skill dimension and highest mean score in expectation was observed in Concentration/Core area skills. Across gender and classes there was homogeneity of variances for all the dimensions related to both expectation and perception and no significant statistical difference. In conclusion the study emphasizes periodic interventions to the curricula to enhance the generic skills input with particular inputs related to emotional intelligence in order to meet the student expectations. However continuous changes must be robustly included in all 4 dimensions to reduce further gaps in perceptions and expectation of the hospitality curriculum.
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