Abstract:

The Universidad Técnica Estatal de Quevedo was accredited as “type B”. Nowadays, the University is developing a strategic global plan to improve quality by considering different aspects. In this context the application of relational coordination model will allow identifying those organizational practices that explain heterogeneity and can be implemented within a plan oriented to improve processes. Relational coordination is a tool for strategic management and its improvement favours the increase of business results. The objective of this study is to build a typology of students according to relational coordination in the University Estatal of Quevedo (Ecuador).

A stratified random sample composed by 2392 students in the period of 2015-2016 was collected. Variables were measured through a Likert scale from 1 (non frequent) to 5 (very frequent). The survey was composed by 23 items related to Relational Coordination. The development of the typology is made from the methodology used by Toro-Mujica et al. (2015), which consists of three stages: Review and selection of variables, factor analysis and cluster analysis A hierarchical cluster analysis was done with the dimensions showing the greatest variance generated by the Factorial Analysis (FA). The groupings were developed based on Ward’s method, using the squared Euclidean and Manhattan distances.

Five factors that explained a 61.9% of variance have been obtained by using Factorial Analysis (FA). First factor explains 36.49% of the variability and it is associated with important variables related to the solving problem communication, shared knowledge, mutual respect and shared goals with representative students. Same way, mutual respect and shared goals with administrative officers have been positively evaluated. The second factor explains just an 8.74% of the variability and it is associated with key variables related to accurate and frequent information and solving problem communication amongst relevant profiles. In this case these are lecturers and administrative officers. Third factor explains a 7.25% of the variability and it is associated with important variables such as communication (accurate and frequent) with lectures and the rest of mates.

Two first factors explain around a 50% of variability and the main elements to be considered for this process oriented to improve quality are those related to coordination with student representative and administrative officers, with the communication with administrative officers and with the solving problem communication with lectures. A typology considering two groups was built. Group 1 (40.8% of sample) showed higher weights in coordination and communication with class mates (Factor 1) and institutional communication (Factor 2). In opposite, group 2 (59.2% of the sample) showed lesser weights in these factors.

The organizational model obtained in the case of Universidad Estatal de Quevedo is similar to the ones built by De-Pablos-Heredero et al (2018) in the Escuela Superior Politécnica Agropecuaria de Manabi (ESPAM MFL) located in the coast area in Ecuador and in Arcada UAS University, Finland. In three cases, the more relevant factors that explain student’s satisfaction are coordination and leadership, cooperation with classmates and institutional communication.

Keywords:

Relational coordination, quality, satisfaction, upper education, shared objectives, mutual respect, communication.