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Title

The effect of gender, citizenship and language of instruction history on CEQ importance ratings

Author(s)

Mitsis, Ann;  Foley, Patrick

Abstract

This study examined the relationship between business students' Australian citizenship status, English language instruction at Primary and Secondary education levels, Gender, and the perception of the importance of elements in Ramsden's CEQ model of effective tertiary teaching. A sample of 364 higher education business students was obtained from Victoria University, Australia. Though many students saw Ramsden's (1991) Course Experience Questionnaire (CEQ) elements: Good Teaching, Goals, Generic Teaching Skills and Appropriate Workload and Assessment as 'extremely/very important', there was also variation between students. This variation was explained by Gender, English language instruction at Secondary level education and Australian citizenship status.

Publication type

Conference paper

Source

Paper presented at the 18th Australian and New Zealand Academy of Management Conference (ANZAM), Dunedin, New Zealand, 08-11 December 2004

Publication year

2004

FOR Code(s)

0806 Information Systems

Keyword(s)

Australia;  Business studies;  Citizenship;  Colleges;  Course experience questionnaire;  Education;  English language;  Gender differences;  Student satisfaction;  Students;  Universities

Publisher

Australian and New Zealand Academy of Management

Publisher URL

http://www.commerce.otago.ac.nz/mgmt/ANZAM2004/CD/Papers/ABSTRACT153%20REVISED%2015-09-2004.htm

Copyright

Paper copyright © 2004 Ann Mitsis and Patrick Foley. Proceedings copyright © ANZAM. Published version reproduced with the kind permission of the publisher.

Full text

Peer reviewed