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Art Institutes

CulinaryManagement

I want to take charge.

When you go to a restaurant, you’re not just looking at the menu. You’re taking in the ambience, watching the flow of customers and employees, tuning in to the rhythm of the whole operation, even peeking into the kitchen. You know there’s more to it than just serving food. And if you’re willing to work for it, our Culinary Management degree programs can open up a career in the business side of a demanding industry. At a time when consumers expect more choices than ever, you need to be equally adept in the kitchen and the front of the house. That means knowing how to manage people, control costs, and create harmony among the menu, the ambience, the staff, and the customers. You’ll be surrounded and inspired by other talented, creatively driven students. And you’ll be pushed, challenged, and, above all else, supported by experienced faculty* who are committed to your success.

*Credentials and experience levels vary by faculty and instructors.

Degrees Offered

Bachelor of Science in Culinary Management

Quarter Credit Hours:
180
Timeframe:
12 Quarters

Gainful Employment

Outcomes
X

Bachelor of Science in Culinary Management

Outcomes
Student Learning Outcomes

Upon successful completion of the program, graduates will have the opportunity to:
  • Identify, establish and maintain safety and sanitation procedures which meet industry quality standards.
  • Demonstrate and articulate an awareness of the cross-cultural, moral, ethical and environmental issues in hospitality organizations and their relationship with all stakeholders.
  • Analyze the food and beverage cost-control cycle and accounting practices, and implement controls to manage, maintain and ensure profitability.
  • Prepare a variety of international recipes using a variety of cooking techniques which meet industry quality standards.
  • Apply standard Human Resource principles in regards to recruiting, retaining, and developing staff.
  • Create a business plan for a food service outlet or hospitality company.

See ge.artinstitutes.edu/programoffering/354 for program duration, tuition, fees, and other costs, median debt, salary data, alumni success, and other important info.

View Academic Catalog

Classroom Experience

Long hours and hard work don't scare me.

The culinary industry is growing more and more competitive, fueled largely by the growing need to provide international cuisines to discerning consumers. That makes efficiently running every aspect of the food service operation more important than ever. And our program reflects that intensity. You’ll start with fundamentals like culinary and classical techniques, nutrition, and management by menu. From there, you’ll explore international cuisines from Europe, Africa, Asia, and more. You’ll study every aspect of the foodservice operation, including human resources, purchasing, the hospitality industry, food and beverage management, wine and spirits management, and strategic planning and marketing. Internships and student-run campus dining labs can add valuable hands-on experience. It’s all about equipping you to manage a food service operation—front, back, and everything in between. See our gainful employment pages for possible careers that match the program that interests you.

Meet our Alumni

  • The Art Institute of California - Orange County alumni Darci Walker

    Darci Walker

    Fashion Design , 2014

    "[My education] taught me the fundamentals I needed to grow into the designer I am [today]."

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    Darci Walker

    Darci Walker is working as an assistant womenswear designer for True Religion Brand Jeans in Veron, California. She works with the design team to create graphic and textile ideas, researches trends, and sketches garments. “[On a typical day], I reach out to vendors, go to fittings, do technical sketches, and work with graphics and designs for new garments,” she says.

    Darci is proud to work for an established company—especially so early in her career. “I love getting into work with the amazing designers. I learn so much from them every day.” She finds inspiration in clothes from the 70s, 80s, and 90s. “There’s so much culture to draw from within that time.” And she also looks to the work of Betsey Johnson, who she calls her ultimate fashion hero.

    Darci, who in 2014 earned a Bachelor of Fine Arts in Fashion Design from The Art Institute of California—Orange County, says that her education taught her the fundamentals she needed to become a fashion designer. She recommends that budding designers make themselves stand out by being individuals. “Be yourself. Design what you are passionate about.”

    See http://ge.artinstitutes.edu/programoffering/1663 for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info.

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  • The Art Institute of California - Orange County alumni Tanner Godarzi

    Tanner Godarzi

    Web Design & Interactive Media , 2014

    "[My education provided] the foundation to working with the web, [with] people, and discovering my passion for what I really want to do."

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    Tanner Godarzi

    Tanner Godarzi is working as a web developer for Vision Design Studio in Long Beach, California. He’s responsible for front-end development and design. Along with his team, he works across multiple projects, codes websites, tests across tablets, and designs websites. Tanner says that he enjoys the flexibility and unique opportunities he has to bring projects to life.

    Tanner is proud to have worked with Robb Flynn, lead vocalist and guitarist of the heavy metal band Machine Head. He looks to Jeffrey Zeldman, Mike Monteiro, Jessica Hische, Paul Irish, and Trent Reznor for creative inspiration. Tanner adds that his profession is continually evolving, presenting creative challenges at every turn. “[It is] constantly bringing new surprises to the table. [My job] definitely makes learning and implementing the latest and greatest a blast.”

    Tanner, who in 2014 earned an Associate of Science in Web Design & Interactive Media from The Art Institute of California—Orange County, a campus of Argosy University, says that his education provided a strong foundation for working with the web, with a team, and for discovering his creative passion. He recommends that current students follow the same path to finding a niche that inspires their creativity. “Find what you love and focus heavily on it.”

    See http://ge.artinstitutes.edu/programoffering/360 for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info.

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What Will I Study?

Arlington Student Working on an Assignment

Give me a chance and I'll show what I can do.

Through our rigorous and well-rounded Culinary Management curriculum, you’ll explore both the front and the back of the house, as you become familiar with both traditional and emerging flavors from every corner of the world. You’ll study:

  • Culinary Techniques
  • Classical Techniques
  • Hospitality Industry & Industry Trends
  • Management by Menu
  • Nutrition
  • Purchasing and Controlling Costs
  • Garde Manger
  • Food and Beverage Management
  • World Cuisine
  • A la carte Kitchen
  • Human Resources
  • Strategic Planning and Marketing
  • Wine and Spirits Management
  • Global Management in the Hospitality Industry

I'm looking for my proving ground.

At The Art Institutes system of schools, creativity is our core, our calling, our culture. Our Culinary Management degree programs are built on that creative foundation. It’s also built on our knowledge that a creative career is not for the faint of heart. Because it’s tough out there, it’s tough in here. But we’ll support you along every step of your journey. That’s why we provide the mentoring and real-world experience you need to make your creativity marketable. We provide the mentoring and real-world experience it takes to prevail, with faculty* who’ve worked in the field, along with opportunities to learn that go far beyond our kitchens and classrooms. You’ll be encouraged and expected to be bold. To take risks. To push yourself and the people around you. It won’t be easy. In fact, it’ll be the hardest thing you’ll ever love.

*Credentials and experience levels vary by faculty and instructors.

 

Meet our Faculty

  • Image #1: Adjunct Instructor of Fashion Design Brittany Allen

    Brittany Allen

    Fashion Design

    "When creative students are really inspired, there's nothing they can't do."

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    Brittany Allen

    Was there a defining moment when you knew you were destined to become a creative professional?

    Believe it or not, I started college as a pre-nursing major. I hated it. I loved sewing and patternmaking, so I signed up for a few apparel classes. That inspired me to study Fashion Design, and that led me to take my professional life in the direction of creativity—and a career where I’m head designer for four brands.

    How do you weave your professional background into the classroom experience?

    My diverse career as designer of custom leather pieces, footwear and accessories, western lifestyle ready-to-wear women's apparel let me incorporate the industry into the classroom as much as possible!

    What class assignment exemplifies your approach to teaching and mentoring?

    In my Draping class, students work to meet weekly deadlines leading up to their final presentation. I bring in resource and inspiration books and fabric swatches, and do hands-on draping with them so the gears are turning in their minds. They’re excited to see their personal, unique design aesthetic come to life with this project.

    How do you inspire students to push themselves beyond their perceived limits?

    I try to inspire students as much as I can. When creative students are really inspired, there’s nothing they can’t do.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    I believe strongly in the value of collaboration between creative students in different disciplines—for example, a fashion design student working with a photography student on a fashion shoot. There are so many creative and talented people that you can always use what someone else has to offer and learn some new ways of thinking and approaching art.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    The most important thing I teach students is to find out what it is that sets them apart from the competition. Find that unique characteristic and make yourself irreplaceable to your employer.

    What’s your one piece of advice for a student embarking on a creative career?

    In fashion, if you miss a deadline, you lose your job. So, I don’t accept late work. That’s the way it is in the industry, and it should be the same way in school.

    Anything else you’d like to share?

    I absolutely love teaching Fashion Design at The Art Institute of Austin!

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  • "In fields like sound design, electronic music, and audio post, the only constant is change."

    Adam Fangsrud

    Audio Production

    "In fields like sound design, electronic music, and audio post, the only constant is change."

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    Adam Fangsrud

    Was there a defining moment when you knew you were destined to become a creative professional?

    When I wrote and directed my first short film, the most satisfying parts of the process were working on the sound design and composing the music score. That’s when I turned my focus to sound—and I haven't looked back since.

    How do you weave your professional background into the classroom experience?

    In fields like sound design, electronic music and audio post, the only constant is change. I’m as enthusiastic about learning as I am about teaching. And because I continue to work on real-world projects and keep current on all the technological developments, I’m able to make sure my students are ready to produce quality mixes to the latest specs.

    How do you inspire students to push themselves beyond their perceived limits?

    I always encourage my students to break out of their comfort zones, whether that means mixing a genre of music they're unfamiliar with, or working in an audio discipline they didn't even know existed. Pushing themselves to broaden their interests and perspectives helps beginner students evolve into well-rounded graduates.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    Collaboration is critical to audio post-production and sound design. When Audio Production students work with Digital Video & Film Production students on a film project, for example, the results are usually head and shoulders above the quality of projects that don’t involve that kind of teamwork.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    It's not enough to just have passion, and it's not enough to just have drive. Students who excel are both passionate about their art and driven to take the concrete steps to realize their aspirations.

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  • Brad V Harmon - Culinary Instructor, The Art Institute of Austin

    Brad V. Harmon

    Culinary Arts

    "Never give up—no matter what. Obstacles are in your way for a reason: to build character and test your grit."

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    Brad V. Harmon

    Was there a defining moment when you knew you were destined to become a creative professional?

    My interest was sparked by my rich family heritage. My ancestors came from Germany as indentured servants, obtaining land in northwest Illinois through the Homestead Act. My mother grew up in the original farmhouse, and my brother and I spent every summer on the farm helping my grandfather preserve and pickle food, harvest corn and soy beans, and tend to cattle and pigs.

    How do you weave your professional background into the classroom experience?

    I try to represent all the chefs who’ve helped me develop over the years. I create a real-life scenario in the classroom so the students understand the importance of timing, communication, and teamwork. I have to put aside my own personal approach to running a kitchen and staff, because the industry seems to have a harder edge than I do, and I want to make sure my students can handle it.

    What class assignment exemplifies your approach to teaching and mentoring?

    In all my classes I assign research papers. Students pick their own topics based on their own culinary interest. I try not to put them in boxes, but they need to earn the opportunity to be creative by working hard, doing their homework, and being professional—which sometimes means simply showing up.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    Collaboration is key to generating new ideas and helping students see the big picture. I’ve had Audio students come in to record the sounds of frying, sauteeing, and the difference between a good sharp knife and a dull one. I’ve arranged a fashion show with the Fashion department so my students can provide food to match the theme. I’ve even worked with the Animation department on my own adventure—producing a cartoon.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Be present. Leave your problems and issues behind you before entering a kitchen...don’t let them affect your performance. A happy chef creates happy food, which makes a happy customer.

    What’s the most critical advice you would offer any student embarking on a creative career?

    Never give up—no matter what. Obstacles are in your way for a reason: to build character and test your grit.

    Anything else you’d like to share?

    My whole life I’ve been searching for a career "home." The Art Institute of Austin is my home, and everyone I work with is family.

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  • "The way to launch your career is by showing your work to anyone in the business who

    Meg Mulloy

    Digital Photography

    "The way to launch your career is by showing your work to anyone in the business who'll take the time to look."

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    Meg Mulloy

    Was there a defining moment when you knew you were destined to become a creative professional?

    I studied in Spain for a semester, and I think being abroad at that point in my life inspired my passion for capturing places, people, moments, and light.

    How do you weave your professional background into the classroom experience?

    Every freelance photography assignment I complete adds depth to my knowledge and experience, because each one presents new challenges and interactions. I always share stories about projects—and the tips and techniques I’ve picked up—because students need to see how problem-solving and thinking on your feet are constants in the life of a working photographer. It helps connect what they learn in the classroom to what they can expect after graduation.

    What class assignment exemplifies your approach to teaching and mentoring, and how do you inspire students to push themselves beyond their perceived limits?

    In my top-level Image Manipulation class, students work together to create an ad campaign. They come up with a concept together, plan their pre-production—choosing locations, casting models, sourcing wardrobe and props—and then produce the images as a team. What I love about the assignment is that they get a glimpse into a commercial shoot and see all the roles other people, beyond the photographer, play in bringing even a single image together. I let them take the lead, and I make suggestions on how to strengthen the idea or the photo, either on set or during post-production.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    Working together across programs deepens students’ appreciation for the various skills and know-how it takes to create compelling work. When Photography students work with Culinary students, they see what goes into making food that doesn’t just taste delicious, but looks appetizing in a photo. Working with Graphic Design students, they see how much deep design knowledge goes into a seemingly simple logo or brand identity. And teaming up with Fashion students, they can grasp what a difference it makes on a shoot to have someone with a trained eye working as a wardrobe stylist.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    I can’t emphasize enough the importance of networking. Finding work depends so much on word-of-mouth.

    What’s the most critical advice you would offer any student embarking on a creative career?

    Doing good work and continuing to build the skills that strengthen that work are important. But the way to launch your career is by showing your work to anyone in the business who’ll take the time to look.

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  • Graphic Design Assistant Instructor Chase Quarterman

    Chase Quarterman

    Graphic & Web Design

    "The bar has been raised. You need to constantly get better."

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    Chase Quarterman

    Was there a defining moment when you knew you were destined to become a creative professional?

    I knew from an early age that I wanted to do something creative. In elementary school, I was always drawing characters from my favorite cartoons. In high school, I drew comic strips for the school paper and helped teach art classes to younger kids. In college, I discovered my love of design and oil painting, which grew during a semester in London. The act of making something is truly fulfilling.

    How do you weave your professional background into the classroom experience?

    My classroom is basically a client/creative setting. I am the "client," and I give creative briefs to the designers. I pull directly from my personal client experience—both good and bad—so we can discuss it class. I let them know that the profession is more than just creativity, it’s also about developing business, networking, and communication skills.

    What class assignment exemplifies your approach to teaching and mentoring, and how do you inspire students to push themselves beyond their perceived limits?

    One of the most difficult assignments for students is the personal branding project in Portfolio 1. It’s their chance to "brand" themselves. They design a logo—symbol and typography—for their website, portfolio, business card, and collateral. It requires some soul-searching about who the student really...they have to encapsulate their entire self into one simple mark. It seems impossible at first. But eventually, they find something to latch on to. It’s a tough challenge for them, but it’s truly gratifying for me when a student finds what they’re looking for.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    No designer is an island. The reality of the industry is that designers work with art directors, copywriters, creative directors, in-house bosses and clients of all kinds...the creative pro has to be a diplomat. I remind students that most rock bands break up because of creative differences—and the same can be true in our industry. The key is to build bridges, encourage one another, share differences of opinion, and respect the other person. It’s all about establishing camaraderie—and creating amazing work.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Have a big, visual appetite. Be inspired by film, animation, books, typography, magazines, apps, billboards, websites, nature, packaging, signage, textures, industrial design, architecture, posters, everything.

    What’s the most critical advice you would offer any student embarking on a creative career?

    I believe that when students know what’s out there, and they get a little intimidated by the amazing work being produced by their "competition," they work hard to get better. The bar has been raised. You need to constantly get better.

    Anything else you’d like to share?

    I find that the sense of community in the classroom isn’t only important for the students’ creative life, but my own. The discussions, the energy, the critiques are all catalysts for exploration...and I use them when I'm dealing with clients. I hope this creative "community" extends beyond each student's time in my classrooms.

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The Art Institute of San Antonio, a branch of The Art Institute of Houston alumni Sommer Bostick Working on game based training for the military has exposed me to things I never would be doing when I started at [The Art Institute of San Antonio]. Sommer Bostick
Media Arts & Animation, The Art Institute of San Antonio, a branch of The Art Institute of Houston, 2014