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The influence of student experiences on post-graduation surveys

Author

Listed:
  • Joe Hirschberg

    (Department of Economics, University of Melbourne)

  • Jenny Lye

    (Department of Economics, University of Melbourne)

Abstract

This study attempts to establish the extent to which in-class Teaching Quality Instruments can be used to predict post-graduation survey results. It examines the responses for the Good Teaching Scale of the Course Experience Questionnaire (CEQ) administered to 10,433 students who completed their studies at a major Australian tertiary institution from 2003 to 2005 using a unique data set that matched student records and measures of class characteristics to the individual survey responses. The findings indicate that the overall degree experiences of particular students can be predicted by measures of class differences as measured by Teaching Quality Instruments and the grade distributions of the classes they completed. These factors are in addition to the effects of student’s own performance as measured by their grades, their field of study and their post-graduation experience. It was found that in-class administered Teaching Quality Instruments have an asymmetric influence on post-graduation survey results. Higher than expected Teaching Quality Instrument scores appear to have little impact, however, lower than expected results were found to have a significant negative impact on post-graduation recollections. Additionally, the grade distribution in classes taken was also found to be an important factor in explaining variation in degree satisfaction.

Suggested Citation

  • Joe Hirschberg & Jenny Lye, 2014. "The influence of student experiences on post-graduation surveys," Department of Economics - Working Papers Series 1187, The University of Melbourne.
    • Handle: RePEc:mlb:wpaper:1187
    as

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    File URL: http://fbe.unimelb.edu.au/__data/assets/pdf_file/0004/1426117/1187HirschbergLye.pdf
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    References listed on IDEAS

    as
    1. Horacio Matos-Diaz & James Ragan, 2010. "Do student evaluations of teaching depend on the distribution of expected grade?," Education Economics, Taylor & Francis Journals, vol. 18(3), pages 317-330.
    2. Iris Franz, Wan-Ju, 2010. "Grade inflation under the threat of students' nuisance: Theory and evidence," Economics of Education Review, Elsevier, vol. 29(3), pages 411-422, June.
    3. Clifford Nowell, 2007. "The Impact of Relative Grade Expectations on Student Evaluation of Teaching," International Review of Economic Education, Economics Network, University of Bristol, vol. 6(2), pages 42-56.
    4. Martin Davies & Joe Hirschberg & Jenny Lye & Carol Johnston & Ian Mcdonald, 2007. "Systematic Influences On Teaching Evaluations: The Case For Caution," Australian Economic Papers, Wiley Blackwell, vol. 46(1), pages 18-38, March.
    5. Joe Hirschberg & Jenny Lye & Martin Davies & Carol Johnston, 2011. "Measuring Student Experience: Relationships between Teaching Quality Instruments (TQI) and Course Experience Questionnaire (CEQ)," Department of Economics - Working Papers Series 1134, The University of Melbourne.
    6. Martin Davies & Joe Hirschberg & Jenny Lye & Carol Johnston, 2008. "A Systematic Analysis of Quality of Teaching Surveys," Department of Economics - Working Papers Series 1050, The University of Melbourne.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Course Experience Questionnaire; teaching quality instruments; students’ perceptions; grade distributions; class size.;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education

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