"The importance of relationships and communication in student satisfaction at Rey Juan Carlos University "

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 signif-icantly 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, administra-tive staff, and student representatives. Satisfaction was assessed using a Likert scale. Factor analysis (ex-ploratory and confirmatory) was conducted using principal axis factoring and promax rotation, sup-ported 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 vari-ance (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, en-sure 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 sam-ple across institutions and timeframes to validate and generalise these findings.