Relationship Between the Relational Coordination Model and Quality in the UTEQ

Cristina Checa Morales¹, Carmen De Pablos-Heredero²*, Yenny Torres³, Eduardo Díaz³ and Cecilio Barba Capote¹

Received: November 15, 2019;   Published: November 22, 2019

DOI: 10.32474/SJPBS.2019.03.000160

Full Text PDF

To view the Full Article   Peer-reviewed Article PDF

Abstract

The objective of this study was to build an organizational typology that explains the relationship between relational coordination (RC) and satisfaction in higher education. 4,000 cases were analysed in diverse socioeconomic contexts. 19 RC variables were measured. By applying factor analysis, 6 factors have been obtained that explained a 66.23% of variance. The first three factors were more relevant and are linked to coordination with administration, representative`s cooperation and lectures´ cooperation. Discriminant analysis results showed a strong relationship between RC and quality. Quality exhibited high discriminating power in the model (71.64%), which used 6 factors of RC. The cluster analysis assigned high quality to group 3, associated to high levels of coordination with administration and representatives’ coordination. It evidences that an improvement of RC allows reaching best results in terms of quality in higher education

Keywords: Relational coordination; satisfaction; higher education; shared objectives; mutual respect; communication; quality

Abstract| Introduction| Methods| Results| Discussion| Conclusion| References|