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