Microsoft Word 2007 ichrie conference Proceedings Final-Final 06-06-07. doc

 
INTRODUCTION 
Effective development and implementation of instructional quality assurance systems have never been 
more vital for academic institutions than it is today. In a 2005 
Journal of Hospitality & Tourism Education 
article, 
Andrew Hale Feinstein, Department Chair of Food and Beverage Management at UNLV College of Hotel 
Administration discusses the recent focus on instructional systems and explorations into this area of study in the 
field of education. He further argues that hospitality administrators and educators in particular are being challenged 
with successfully employing structurally sound instructional systems that ensure for effective quality assessment 
processes (Feinstein and Parks, 2002; Feinstein, Raab and Stefanelli, 2005; Stutts, 1995). 
In light of the importance placed on teaching excellence accountability today and the challenges associated 
with effectively implementing instructional systems there is a need for a practical framework from which to launch 
teaching improvement systems. Therefore, the purpose of this paper is to offer a conceptualized-process model for 
hospitality administrators and educators in pursuit of effective teaching excellence quality assurance systems.
In achieving the aforementioned goal, the paper is divided into two parts. In Part I, a Teaching Excellence 
QA Process Model outlining a four-stage development phase and implementation phase is presented. In response to 
Feinstein’s (2005) request for a set of generalizable instructional quality assurance rubrics, Part II provides a 
working example of a set of instructional criteria and measures developed by a group of academic, industry and 
business professionals. In closing, the paper presents several implications of effective teaching excellence quality 
assurance systems.