Evaluating the relationship between the course experience questionnaire and student satisfaction: A case from India

Abstract

Appraising and improving the quality of teaching is a central issue all over the world. Using the Course Experience Questionnaire (CEQ), the current study examined the relationship between teaching quality dimensions and student satisfaction. The study evaluates the post‐graduate students' perception of teaching quality and its relation with overall student satisfaction in context to state public universities of Punjab, India. Data were collected from 348 post‐graduate in management students. Confirmatory factor analysis was applied to evaluate the measurement model, and a further Structured Equation Model was applied to test the proposed research hypotheses. The results reveal that clear goals and standards, generic skills, and appropriate assessment have a direct impact on the overall student satisfaction, whereas appropriate workload and good teaching skills have an indirect effect on the overall satisfaction. The female structural model replicated the findings of the overall model and showed that generic skills and clear goals are more important in student satisfaction. In contrast, the male structural model was quite different; only appropriate assessment has a direct impact on student satisfaction. Several implications for the improvement of post‐graduate management teaching quality and quality assurance in terms of lecture delivery and course planning in‐state public universities of India were further discussed.

Investigating Nursing Students’ Satisfaction With the Quality of Courses and Virtual Learning During the Covid-19 Pandemic in 2020-2021

“…Other studies had further shown that the high volume of lessons could reduce student satisfaction (Cheraghi & Mahjub, 2013;Shahrabadi et al, 2014). Kaur (2020) showed that the volume of lessons could indirectly shape student satisfaction (Kaur et al, 2020). One of the most critical points in courses is the high volume of teaching materials, which may not be practical in some fields or may not effectively shape career prospects.…”

“…In this regard, Hamdan et al (2021) had reported that the levels of satisfaction in Jordanian undergraduate students during the COVID-19 pandemic were low (Hamdan et al, 2021). Kaur et al (2020) showed a direct relationship between the education quality dimensions and satisfaction levels in graduate students in India (Kaur, Singh, & Garg, 2020). The researchers also found that 66.2% of nursing students in one of the nursing schools in Tehran, Iran, were satisfied with the quality of courses after the onset of the COVID-19 pandemic, despite the emergence of critical conditions and numerous burdens on educational systems.…”

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

“…It can be expressed in terms of satisfaction with the institution, the facilities, the curriculum or the faculty (Caza et al, 2015; Sutherland et al, 2019). Student satisfaction influences student retention (James and Yun, 2018; Kaur et al, 2020), suggesting that satisfied students are likely to finish their programme successfully. It is generated by factors such as academic performance, service quality, loyalty, the quality of facilities, the environment of the institution and the image of the institution (Arif et al, 2015; Chandra et al, 2019; Chaudhary and Dey, 2020; Sriyalatha and Appuhamilage, 2019).…”

Factors contributing to Gen Z's deep learning: investigating undergraduates' course experience in Malaysian private higher education institutions

“…, 1997; Lizzio et al. , 2002), Arab (Kaur et al. , 2020), Canada (Kreber, 2003), the United Kingdom (Richardson et al.…”

“…The CEQ was developed as a performance indicator of the quality of teaching either at the study level of a programme or at the completion of an academic programme (Ramsden, 1991). The CEQ has been revised, validated and used in the tertiary level institutions in many countries such as Australia (Wilson et al, 1997;Lizzio et al, 2002), Arab (Kaur et al, 2020), Canada (Kreber, 2003), the United Kingdom (Richardson et al, 2007), Ireland (Byrne and Flood, 2003), the Netherlands (Jansen et al, 2013) and in Asian countries including Hong Kong (Law and Meyer, 2011), China (Price et al, 2011;Yin et al, 2014Yin et al, , 2016, Pakistan (Ullah et al, 2011) and India (Chakrabarty et al, 2016). A limited CEQ validation studies in Malaysia included Thien and Ong's (2016) psychometric analysis of a Malay version of 23-item CEQ based on the local public university perspective.…”