A Greek Evaluation Of The Course Experience Questionnaire: Students’ Conceptions Of The Teaching Quality Of Higher Education Accounting Studies

Sofia Asonitou (), Athanasios Mandilas, Evangelos Chytis and Dimitra Latsou
Additional contact information
Sofia Asonitou: Department of Business Administration, University of West Attica,Ag. Spyridonos 11243, Aegaleo, Athens, Greece
Athanasios Mandilas: Eastern Macedonia and Thrace Institute of Technology Ag. Loukas, 65404, Kavala
Evangelos Chytis: Technological Educational Institute of Epirus Psathaki, P.C.GR48100, Preveza - Greece
Dimitra Latsou: PhDc Department of Social and Educational Policy, University of Peloponnese, Corinth, Greece

International Journal of Business and Economic Sciences Applied Research (IJBESAR), 2018, vol. 11, issue 2, 51-62

Abstract: Purpose: This study reveals the results of the validation of the Course Experience Questionnaire (CEQ) within the Greek accounting context. The specific instrument has been used extensively in other contexts to investigate the teaching-learning environment in Higher Education Institutions (HEIs). Design/methodology/approach: A convenience sample of 268 students from 3 Higher Technological Educational Institutions (ATEIs) participated in this study during the 2016-2017 academic year. The validity and reliability of the CEQ were investigated through exploratory factor analysis and the Cronbach alpha coefficient. The overall course satisfaction was used as an external criterion in order to strengthen the instrument’s validity. Additionally, students’ experience from their accounting studies was explored in relation to a number of demographic characteristics; gender, age, intention to attend postgraduate and professional studies, internship scheme and intention to follow the accounting profession. Findings: The exploratory factor analysis identified four constructs reflecting good teaching, generic skills, appropriate assessment and clear goals and standards. Age, internship scheme and intention to attend postgraduate studies were revealed as predictors of CEQ subscales. Research limitations/implications: The research population is limited and data was collected only from ATEIs students, so the generalization of findings needs attention. Originality/value: To the best of our knowledge the present study is the first attempt to adapt the CEQ in accounting studies in Greece.

Keywords: Accounting education; teaching quality; CEQ; Greece; students’ satisfaction (search for similar items in EconPapers)
JEL-codes: I23 M40 (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://ijbesar.af.duth.gr/docs/volume11_issue2/06_greek_evaluation.pdf (application/pdf)
https://ijbesar.af.duth.gr/volume11_issue2.php (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:tei:journl:v:11:y:2018:i:2:p:51-62

Access Statistics for this article

International Journal of Business and Economic Sciences Applied Research (IJBESAR) is currently edited by Christos Grose and Persefoni Polychronidou

More articles in International Journal of Business and Economic Sciences Applied Research (IJBESAR) from Democritus University of Thrace (DUTH), Kavala Campus, Greece Contact information at EDIRC.
Bibliographic data for series maintained by Kostas Stergidis ().