ABSTRACT
This chapter argues that in its original forms the Course Experience Questionnaire (CEQ) is a robust tool that can be used in a variety of countries, in a variety of institutions, in a variety of disciplines and with a variety of student populations. It aims to provide different studies that show how students' responses to the CEQ reflect important characteristics of their academic context and are systematically related to their approaches to studying, their academic engagement and their personal development. The CEQ is supposed to be measuring several dimensions that may or may not combine to reflect a single overarching quality. The items in the CEQ originated in statements made by real students in research interviews, and so this requirement seems to be met. The criterion validity of the CEQ as an index of perceived quality can be evaluated by examining the correlations between students' scale scores and their responses to the additional item concerned with their general satisfaction.
