| Abstract: The document proposes a methodology to evaluate the relevance of university services at UNED, with the aim of ensuring that these are aligned with student needs, the institutional mission, and social demands. Relevance is understood as the adequacy and significance of academic and administrative services in enhancing the academic experience and student success. In the theoretical framework, higher education is highlighted as a public good (UNESCO-IESALC, 2008), and contributions from authors such as Tünnermann (2000) and Tamayo & Cerda (2018) are emphasized. These authors link relevance to the institutional duty and the capacity to respond to society and the labor market. Evaluating relevance involves not only measuring tangible results but also capturing perceptions and experiences of stakeholders.
The methodological strategy combines qualitative and quantitative approaches, integrating techniques such as document review, online surveys, interviews, and statistical analysis (SPSS, Excel), as well as qualitative analysis (Atlas.ti). Clear criteria of relevance and measurement scales (Likert, traffic-light methodology) are established to assess the adequacy of services from the student perspective.
The evaluation objectives include: identifying student profiles and needs, analyzing the congruence between institutional objectives and services, determining critical improvement factors, and formulating strategic recommendations to strengthen university management.
In the final considerations, it is stressed that evaluating relevance is crucial for five reasons:
Adapting services to the changing needs of students.
Continuous improvement of educational quality and equity.
Increasing institutional competitiveness.
Optimizing resource allocation.
Complying with quality and accreditation standards.
The document concludes that the methodology must be integral, participatory, and adaptable, so as to promote a culture of evaluation, strengthen student retention, satisf |