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

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.