Evaluating the relationship between the course experience questionnaire and student satisfaction: A case from India

Abstract

Appraising and improving the quality of teaching is a central issue all over the world. Using the Course Experience Questionnaire (CEQ), the current study examined the relationship between teaching quality dimensions and student satisfaction. The study evaluates the post‐graduate students' perception of teaching quality and its relation with overall student satisfaction in context to state public universities of Punjab, India. Data were collected from 348 post‐graduate in management students. Confirmatory factor analysis was applied to evaluate the measurement model, and a further Structured Equation Model was applied to test the proposed research hypotheses. The results reveal that clear goals and standards, generic skills, and appropriate assessment have a direct impact on the overall student satisfaction, whereas appropriate workload and good teaching skills have an indirect effect on the overall satisfaction. The female structural model replicated the findings of the overall model and showed that generic skills and clear goals are more important in student satisfaction. In contrast, the male structural model was quite different; only appropriate assessment has a direct impact on student satisfaction. Several implications for the improvement of post‐graduate management teaching quality and quality assurance in terms of lecture delivery and course planning in‐state public universities of India were further discussed.