Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach

Autor/inn/en	Checa-Morales, Cristina; De-Pablos-Heredero, Carmen; Carreño, Angela Lorena; Haider, Sajid; García, Antón
Titel	Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach
Quelle	In: Education Sciences, 11 (2021), Artikel 445 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (De-Pablos-Heredero, Carmen) ORCID (Carreño, Angela Lorena) ORCID (García, Antón)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Comparative Education; College Students; Student Satisfaction; Universities; Problem Solving; Educational Practices; School Demography; Differences; Finland; Spain; Ecuador + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Collegestudent; University; Universität; Problemlösen; Bildungspraxis; Schulbesuchsrate; Unterscheiden; Finnland; Spanien
Abstract	The knowledge of local culture is essential to establish competitive strategies in higher education. The objective of this research was to identify the organizational differences among three universities with different international contexts and satisfaction level. An approach was made regarding Relational Coordination (RC) attributes: accurate, frequent and problem-solving communication, shared knowledge, mutual respect and shared goals, by discriminant analysis method. A random sample of 300 students, 100 belonging to each university, was surveyed on the 23 RC variables in 2017-2018. First, the RC variables were evaluated by general linear model (GLM). The three universities--Arcada University of Applied Science (ARCADA) in Finland, University of Cordoba (UCO) in Spain and Agricultural Polytechnic of Manabi "MFL" (ESPAM) in Ecuador--and the two levels of student satisfaction--Low and High--were used as fixed factors. Second, a discriminant model was built with RC variables. A higher level of RC practices concerning to accurate, frequent and problem-solving communication achieved higher levels of satisfaction, regardless of the universities' socioeconomic context. RC differentiation among three universities showed that shared goals with lecturers and administrative officers and problem-solving communication among classmates were the variables with the highest discriminant power. Two clusters were obtained, where UCO was the most differentiated university. In conclusion, organizational practices made a difference among the three universities. Discriminant analysis can be adapted and extended to different universities to improve quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01