Adaptation and Validation of the Course Experience Questionnaire in the Context of Post-Secondary Education in Hong Kong

Autor/inn/en	Law, Dennis C. S.; Meyer, Jan H. F.
Titel	Adaptation and Validation of the Course Experience Questionnaire in the Context of Post-Secondary Education in Hong Kong
Quelle	In: Quality Assurance in Education: An International Perspective, 19 (2011) 1, S.50-66 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/09684881111107753
Schlagwörter	Feedback (Response); Factor Structure; Evaluation Methods; Factor Analysis; Correlation; Foreign Countries; Psychometrics; Validity; Questionnaires; Program Effectiveness; Chinese; Translation; Educational Quality; Teacher Effectiveness; College Faculty; Hong Kong + Suchen Sie Ihr Suchwort? Faktorenstruktur; Faktorenanalyse; Korrelation; Ausland; Psychometry; Psychometrie; Gültigkeit; Fragebogen; China; Chinesen; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät; Hongkong
Abstract	Purpose: The Course Experience Questionnaire (CEQ) is a quantitative instrument for collecting student feedback on programme quality that has been tested and practically used in Western university response-contexts. The purpose of this paper is to adapt and partially validate a Chinese translation of the CEQ, for application in the new context of post-secondary education in Hong Kong. Design/methodology/approach: From a population of about 2,515 students in six institutions, 1,572 responses were obtained, representing a response rate of 62.5 percent. Given that a Chinese CEQ has never been tested in this new context, an exploratory approach was adopted by examining the psychometric properties of the CEQ constituent scales and their underlying factor structure as exhibited via item-correlation analysis and exploratory factor analysis. Findings: The alpha values of the CEQ scales in the present study are generally lower than those of the other reported studies. The results of exploratory factor analysis indicate that the degree of overlap among the constructs as measured by the CEQ scales is more extensive than most other reported studies, resulting in only four factors being explicitly indicated, with some constructs being overshadowed by other more salient constructs and failing to exhibit in the factor structure. Practical implications: While broadly supporting the potential of CEQ-type surveys in informing the quality endeavour, the findings of the present study (and those of some related tests on Chinese students that have recently been reported) suggest the need for further development of the CEQ for application in the Chinese context in general, and the context of Hong Kong post-secondary education in particular. Originality/value: The paper cross-validates the CEQ in a new context. (Contains 5 tables and 2 notes.) (As Provided).
Anmerkungen	Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10