Researcher’s Corner: Pivoting Culinary Arts Education During COVID-19
Research study by Adrian Woodhouse, Tim Lynch and Steve Ellwood explores how culinary arts education has adapted during COVID-19
Part One: Setting the Pedagogic Scene
Abstract: As culinary educators, we have a long history of teaching our craft within a hands-on, master-apprentice learning environment (Deutsch, 2014; Mitchell, Woodhouse, Heptinstall, & Camp, 2013). Since the dark ages, it has been typical for the trainee chef to physically stand by the side of their master and be guided in the development of their technical and cognitive skills (Stierand, Dörfler, & Lynch, 2008). Through the onset of COVID-19 in early 2020, the traditional ‘hands-on’ master-apprentice mode of learning was disrupted by lockdown and the inevitable distance learning. In response to this disruption, the Food Design Institute at Otago Polytechnic, New Zealand quickly pivoted its mode of curriculum delivery from on-campus, face-to-face learning to online distance learning.
This paper discusses the move to distance education in culinary arts and produces several strategies and considerations for vocational educators who wish to produce curricula and learning experiences that are student-centred and responsive to online learning environments. With the coronavirus remaining a critical factor within our immediate future, developing strategies for delivering educational programs via distance is not only practical to develop but also necessary if we are to keep abreast of our learners’ educational, social, and
individual needs.
Part Two: Embracing Disruption in a World of Change
Abstract: This work follows from the article Pivoting Culinary Education During COVID-19 Part 1: A Review of Distance Learning Literature, whereby culinary lecturers from the Food Design Institute, Otago Polytechnic, New Zealand, tell the story of their response to the COVID-19 pandemic and the move to online distance learning. Through a story-telling approach, the lecturers recall their response to the management of their culinary learners’ cognitive, social, and individual needs in a distance-learning environment.
Throughout the course, the lecturers continue to balance the students’ motivational, social, and academic needs, factors which they know are important in a distance-learning environment (Maddrell, Morrison, & Watson, 2017). This article provides invaluable insights and learnings for culinary educators who are having to reimagine culinary education in a world of continued lockdowns and changing consumer purchasing and consumption behaviours.
Read the full articles: Pivoting Culinary Arts Education During COVID-19 Part One: Setting the Pedagogic Scene and Pivoting Culinary Education During COVID-19 Part Two: Embracing Disruption in a World of Change
How did you get started in your researcher journey?
Tim Lynch (TL): My journey as a researcher began with a fascination and need for understanding of the world around us. I am motivated by curiosity, and like to hope that as part of my teaching I engage in a process of continuous learning and development.
Adrian Woodhouse (AW): My journey as a researcher began with the invaluable support and encouragement of my teaching and learning advisor, Maxine Alterio. It was Maxine’s guidance that ignited my interest in culinary arts education and the diverse pedagogic approaches within the field. This initial curiosity became the stimulus for my pursuit of my bachelor’s, master’s, and doctoral degrees, which served as a catalyst for continued research.
Throughout my academic endeavours, I have been driven by the belief that research plays a crucial role in advancing our understanding of effective teaching and learning strategies in vocational education. It is through systematic investigation and analysis that we can make meaningful progress in this field. I am committed to using each piece of study as a catalyst for further research, continually pushing myself to contribute to the growth and development of culinary arts education.
Why did you choose this research topic?
TL: The research topic I’ve chosen is closely tied to the global pandemic that has profoundly impacted every individual. The timely nature of this topic and its universal relevance prompted my interest. I recognized the potential for a shared experience like the pandemic to create empathy in a post-COVID world which is undergoing significant cultural change.
AW: As vocational education researchers, we recognized the significance of capturing educators’ lived experiences during the challenging times of COVID lockdowns. In particular, given the deeply entrenched traditions of face-to-face master-apprentice pedagogy in culinary arts education, we deemed it crucial to explore the potential opportunities that emerged amidst the disruption to these conventional practices.
Our focus on recalling and documenting the experiences of educators during this unprecedented period aimed to shed light on the transformative possibilities that arise when traditional pedagogic methods encounter disruptions. By delving into the implications of COVID-related lockdowns on culinary arts education, we sought to highlight the innovative approaches, adaptations, and learning outcomes that surfaced in response to the crisis.
Through this research, we endeavoured to contribute valuable insights to the field of vocational education, enabling educators and institutions to embrace the lessons learned from the COVID era and leverage them to enhance the future of culinary arts pedagogy. Our experiences highlighted the importance of flexibility and adaptability in educational practices, and we hope that our work inspires further exploration into effective teaching methodologies that can navigate unexpected challenges.
What next? What is the perceived impact of this research study?
TL: Moving forward, this research has led to my doctorate study which surrounds how we maintain empathic and culturally appropriate communication during future challenges, but specifically climate change and the associated effects of carbon reduction which also represents a universal human experience.
AW: I am currently collaborating with the Hospitality Workforce Development Council (WDC) in New Zealand to design cutting-edge culinary qualifications tailored for the post-pandemic era. Through extensive research in culinary arts pedagogy, our team has played a pivotal role in informing and shaping the new national culinary arts curriculum framework.
Our research endeavours have been instrumental in facilitating a transformative shift in the curriculum’s structure. Previously, the focus was primarily on a technocratic approach; however, our work with the WDC has led to a profound reorientation. The new curriculum now emphasizes not only technical capability but also fosters systems thinking and cultivates an essential ability to engage with people and the environment in a sustainable manner.
This paradigm shift reflects the pressing need to prepare culinary professionals who are equipped with a comprehensive skillset to thrive in a rapidly evolving industry. Our research has contributed insights into this crucial educational transformation, which will empower culinary students with the necessary expertise and adaptability to meet the challenges and opportunities of the post-pandemic culinary landscape.
As we look forward to implementing these innovative qualifications, we envision a generation of culinary graduates who are not only adept in their craft but also possess a holistic understanding of the broader context in which they operate. This transformation will undoubtedly strengthen the culinary arts sector, nurture sustainable practices, and enhance the overall quality of culinary education in New Zealand.
What does research and innovation mean to you?
TL: Research and innovation embody the engines of progress and transformation. Research entails a deliberate and systematic exploration of knowledge, a journey of discovery that fuels intellectual growth. Innovation, on the other hand, involves applying the fruits of research to revolutionize how we approach challenges. For me this is always in an applied manner and with usable outputs.
AW: Research and innovation in vocational education embody the essence of progress and ingenuity. They drive us to explore new frontiers, uncovering the most effective teaching and learning strategies for vocational skills and knowledge. Innovation is the bridge that connects theory to practice, transforming educational insights into tangible tools that reshape vocational training and equip learners with real-world capabilities.
The synergy between research and innovation is vital for addressing the evolving needs of industries and preparing a skilled workforce. Through continuous inquiry, we unlock the potential to enhance vocational education, ensuring it remains responsive to the demands of a rapidly changing job market. By embracing new technologies, pedagogical approaches, and industry partnerships, vocational education becomes a powerhouse of practical knowledge and skills.
Research and innovation in vocational education are not solitary endeavours. Collaboration among educators, industry professionals, and learners drives meaningful advancements. This collective effort fosters an inclusive learning environment that empowers individuals with the expertise and adaptability required to excel in their chosen vocations.
As we push the boundaries of vocational education through research and innovation, we cultivate a generation of skilled professionals poised to succeed in diverse industries. This journey of exploration and creativity enriches vocational education, creating a world where learning is transformative
and individuals are equipped to thrive in a dynamic and competitive workforce.
ABOUT
Adrian Woodhouse is the Head of Programmes at the Food Design Institute, Otago Polytechnic/te Pūkenga, New Zealand. As a chef, educator and academic, Adrian’s research is positioned within Kaupapa Māori theory with a primary focus on kai (food), power and identity formation. Adrian’s research focuses on the power relationships that exist within the explicit and implicit institutional systems and structures of society.
Timothy Lynch is a Senior lecturer at the Food Design Institute at Otago Polytechnic. Tim currently holds the position of lecturer at the Food Design Institute and has been tasked with creating a blended educational and enterprise model for students wishing to establish their own businesses. This entails the use and extension of existing food networks throughout Dunedin and the wider region. He is also currently a candidate for Doctorate of professional practice with field of research in carbon neutral restaurant models and how they can form part of a wider change for climate resilience.