caa a22 4500 445326832 CHVBK 20180317142723.0 cr unu---uuuuu 170323e20110501xx s 000 0 eng 10.1007/s11162-010-9194-z doi (NATIONALLICENCE)springer-10.1007/s11162-010-9194-z Disciplinary Differences in Student Ratings of Teaching Quality [Elektronische Daten] [David Kember, Doris Leung] Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations. The Author(s), 2010 Disciplinary difference nationallicence Epistemology nationallicence Graduate capabilities nationallicence Perceived quality of teaching nationallicence Teaching and learning environments nationallicence Kember David Centre of the Enhancement of Teaching and Learning, The University of Hong Kong, RR307, Run-Run Shaw Building, Pokfulam, Hong Kong aut Leung Doris School of Nursing, The University of Hong Kong, 4/F, William M W Mong Block, 21 Sassoon Road, Pokfulam, Hong Kong aut Research in Higher Education Springer Netherlands 52/3(2011-05-01), 278-299 0361-0365 52:3<278 2011 52 11162 https://doi.org/10.1007/s11162-010-9194-z text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11162-010-9194-z text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kember David Centre of the Enhancement of Teaching and Learning, The University of Hong Kong, RR307, Run-Run Shaw Building, Pokfulam, Hong Kong aut NATIONALLICENCE 700 1- Leung Doris School of Nursing, The University of Hong Kong, 4/F, William M W Mong Block, 21 Sassoon Road, Pokfulam, Hong Kong aut NATIONALLICENCE 773 0- Research in Higher Education Springer Netherlands 52/3(2011-05-01), 278-299 0361-0365 52:3<278 2011 52 11162 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer