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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Sofia Asonitou & Athanasios Mandilas & Evangelos Chytis & Dimitra Latsou, 2018. "A Greek Evaluation Of The Course Experience Questionnaire: Students’ Conceptions Of The Teaching Quality Of Higher Education Accounting Studies," International Journal of Business and Economic Sciences Applied Research (IJBESAR), International Hellenic University (IHU), Kavala Campus, Greece (formerly Eastern Macedonia and Thrace Institute of Technology - EMaTTech), vol. 11(2), pages 51-62, September.
    • Handle: RePEc:tei:journl:v:11:y:2018:i:2:p:51-62
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    References listed on IDEAS

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    1. Lee Cronbach, 1951. "Coefficient alpha and the internal structure of tests," Psychometrika, Springer;The Psychometric Society, vol. 16(3), pages 297-334, September.
    2. Elias Katsikas & Theodore Panagiotidis, 2011. "Student Status and Academic Performance: Accounting for the Symptom of Long Duration of Studies in Greece," Discussion Paper Series 2011_04, Department of Economics, University of Macedonia, revised Mar 2011.
    3. Ajamieh, Aseel & Benitez, Jose & Braojos, Jessica & Gelhard, Carsten, 2016. "IT infrastructure and competitive aggressiveness in explaining and predicting performance," Journal of Business Research, Elsevier, vol. 69(10), pages 4667-4674.
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    Cited by:

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    More about this item

    Keywords

    Accounting education; teaching quality; CEQ; Greece; students’ satisfaction;
    All these keywords.

    JEL classification:

    • M40 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Accounting - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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