THE IMPACT OF RELATIONAL COORDINATION IN FINAL RESULTS AT UNIVERSITIES: A TRANSNATIONAL COMPARISON
The quality in the internal work processes at Universities can improve final results and explain higher degrees of academic excellence. The existence of mutual respect, shared objectives and the putting into practice of managerial tools that can increase the level of knowledge sharing can provide best final results in the upper education system. In this research we have applied the relational coordination model to different Public University models from two different countries: Veterinarian School at National University of La Pampa (Argentina) and the Veterinarian School at University of Cordoba (Spain).
The model affirms that relational coordination is produced by providing a frequent communication of high quality, supported in shared objectives, knowledge and mutual respect. This kind of coordination is the one that allows firms reaching the best results. We have surveyed academics of different University profiles coming from different university models on these particular issues. We have proofed that the relational coordination amongst team members at the University departments explains excellence in the upper education system no matter the country the system is in. Therefore the relational coordination model can help to create a proper organizational climate to reach quality and effectiveness in the University worldwide. Results show that the different dimensions of the relational coordination model: mutual respect, the sharing of goals and knowledge explain best results at Universities.
We understand the research has interest for Universities and policy makers. In Universities vocation and sense of responsibility are highly important, but we find lacks in some other aspects that are best explained in terms of relational coordination.
The quality and efficiency of Higher Education Institutions are of key importance in the knowledge society. Societies have understood that an educational system of quality creates value in their particular context.
Teaching and learning processes count on with the typical characteristics of service activities, where rules and procedures are important. This vision in processes demands the establishing of education objectives that must be properly defined. The vision in processes obliges to establish some educative objectives, for each level of the teaching and learning process and establish the index to measure final results.
The process of learning is above all a social one: learning is permeable to the influences coming from abroad and an effective teaching-learning method has much to do with the ability to properly coordinate different agents, making them sharing ideas, knowledge, objectives and respecting amongst them.
The model affirms that relational coordination is produced by providing a frequent communication of high quality, supported in shared objectives and knowledge and mutual respect. This kind of coordination is the one that allows firms reach the best results.
The relational coordination model can be of interest to reach good results in organizations or organizational processes where high levels of task interdependence, uncertainty, time restrictions , and tacit knowledge are required. In University teaching and researching practices, these circumstances appear.