Keyword

Communication, higher education, mutual respect, relational coordination, satisfaction, students

Abstract

This study investigates the impact of relational coordination (RC) on student satisfaction in higher education. It aims to identify which dimensions of RC—communication and relational ties—most significantly influence students' perceived satisfaction. A stratified random sample of 593 university students was surveyed between December 2024 and February 2025. The questionnaire, based on an adapted RC model, included 18 items measuring communication and relational ties with lecturers, peers, administrative staff, and student representatives. Satisfaction was assessed using a Likert scale. Factor analysis (exploratory and confirmatory) was conducted using principal axis factoring and promax rotation, supported by reliability tests (Cronbach’s alpha > 0.7). Results/findings: Five key factors were identified: (1) RC with administrative staff, (2) RC with lecturers, (3) RC with student representatives, (4) RC with peers, and (5) perceived quality improvement. RC with administrative staff explained the highest variance (15.6%), followed by RC with lecturers (10.3%). The confirmatory model showed a good fit (p < 0.001), confirming the relevance of these dimensions to overall student satisfaction. Findings suggest that improving communication and relational ties - especially with administrative staff and lecturers - can significantly enhance student satisfaction. Universities should simplify administrative processes, ensure staff availability, and foster mutual respect and shared goals among all stakeholders. These measures can lead to more effective interactions and better educational outcomes. Relational coordination is a critical determinant of student satisfaction in higher education. Strengthening RC dimensions can guide universities in designing organizational practices that promote efficient communication, inclusive relationships, and tailored support for diverse student profiles. Future research should expand the sample across institutions and timeframes to validate and generalise these findings.


Full Text : PDF
References
  • Bandalos, D.L. & Finney, S.J. (2018) ‘Factor analysis: Exploratory and confirmatory’, in Hancock, G.R., Stapleton, L.M. & Mueller, R.O. (eds.) The reviewer’s guide to quantitative methods in the social sciences. Abingdon: Routledge, pp. 98–122. Available at: https://doi.org/10.4324/9781315755649
  • Checa, C., De-Pablos-Heredero, C., Torres, Y.G., Montes-Botella, J.L., Barba, C. & García, A. (2020) ‘Focused coordination models towards sustainability in higher education: Case of Quevedo State Technical University (Ecuador)’, Sustainability, 12(14), p. 5760. Available at: https://doi.org/10.3390/su12145760
  • Checa, C. (2023) Relación entre la coordinación relacional y la satisfacción en educación superior. Análisis comparado. PhD thesis, Universidad Rey Juan Carlos, Madrid. Available at: https://burjcdigital.urjc.es/items/aad54244-8178-4d78-a791-fe362034e340
  • Gallego Sánchez, M.C., De-Pablos-Heredero, C., Medina-Merodio, J.-A., Robina-Ramírez, R. & Fernandez-Sanz, L. (2021) ‘Relationships among relational coordination dimensions: Impact on the quality of education online with a structural equations model’, Technological Forecasting and Social Change, 166, p. 120608. Available at: https://doi.org/10.1016/j.techfore.2021.120608
  • Gittell, J.H. (2002) ‘Coordinating mechanisms in care provider groups: Relational coordination as a mediator and input uncertainty as a moderator of performance effects’, Management Science, 48(11), pp. 1408–1426. Available at: https://doi.org/10.1287/mnsc.48.11.1408.268
  • Gittell, J.H., Seidner, R. & Wimbush, J. (2010) ‘A relational model of how high-performance work systems work’, Organization Science, 21(2), pp. 490–506. Available at: https://doi.org/10.1287/orsc.1090.0446
  • Haider, S., De-Pablos-Heredero, C. & De-Pablos-Heredero, M. (2020) ‘A three-wave longitudinal study of moderated mediation between high-performance work systems and employee job satisfaction: The role of relational coordination and peer justice climate’, Frontiers in Psychology, 11. Available at: https://doi.org/10.3389/fpsyg.2020.00792
  • Havens, D.S., Gittell, J.H. & Vasey, J. (2018) ‘Impact of relational coordination on nurse job satisfaction, work engagement and burnout’, JONA: The Journal of Nursing Administration, 48(3), pp. 132–140. Available at: https://doi.org/10.1097/nna.0000000000000587
  • Margalina, V.M., De-Pablos-Heredero, C. & Montes-Botella, J.L. (2015) ‘Achieving quality in e-learning through relational coordination’, Studies in Higher Education, 42(9), pp. 1655–1670. Available at: https://doi.org/10.1080/03075079.2015.1113953