Assessing the Teaching Quality of Accounting Programmes: An evaluation of the Course Experience Questionnaire
By Marann Byrne, Barbara J. Flood. 2003
171 citations recorded by the source corpus.
Subfields: Accounting, Education
View Paper: https://www.semanticscholar.org/paper/8c57d550b2eef88d1d77584553ecfb9849330249
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Accounting
In Education
- Å. Diseth
- Ståle Pallesen
- Svein Larsen
- John T. E. Richardson
- Geir Scott Brunborg
- Adela García-Aracil
- Ø. Martinsen
- Paul Ginns
Citations in the corpus
- Instruments for obtaining student feedback: a review of the literature (2005, background): “Typically, all of the CEQ’s scales show statistically significant correlations with ratings of satisfaction (see also Byrne & Flood, 2003), but the Appropriate Workload scale shows the weakest associations.”
- Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies (2010, background): “Most of these items were adapted from Byrne and Flood (2003). In addition, 2 items covering perceived textbook volume and difficulty for this particular course were included in the appropriate workload scale.”
- Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity (2007, background): “Most of these items were adapted from Byrne and Flood ( 2003 ).”
- Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students (2007, unknown): “Ramsden, 1991; Trigwell & Prosser, 1991; Richardson, 1994, 2005a, b; Sadlo, 1997; Wilson et al., 1997; Richardson & Woodley, 2001; Lawless & Richardson, 2002; Lizzio et al., 2002; Byrne & Flood, 2003; Espeland & Indrehus, 2003).”
- Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS) (2012, unknown): “Of increasing importance has been the development and utilisation of performance indicators as a means to effectively measure and evaluate the quality of teaching and research outcomes (Byrne & Flood, 2003).”