A Greek evaluation of the course experience questionnaire: Students' conceptions of the teaching quality of higher education accounting studies

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.