This thesis approaches the importance of reputation in universities as a result of their performance, which is evaluated through different indicators such as research results, innovation, rankings and knowledge tests, among others. This is why universities invest considerable resources in improving their reputation, making decisions such as high quality accreditation. In this context, this study addresses the university student, understanding that their experience and the value they perceive of it, has an effect on the reputation of universities. Therefore, it seeks to analyze the relationships of influence that exist between these three variables: customer experience, perceived value and how the result of this relationship directly affects the reputation of universities. In order to achieve the objective, three specific objectives were established. The first was to identify the theoretical-empirical relationship between the variables perceived value of the service, student experience and institutional reputation. The second was to evaluate the factors involved in the constructs of reputation, perceived value and student experience in the context of Colombian universities, and the third was to determine the relationship between these variables in the national and international context, as well as between accredited and non-accredited HEIs. The methodology used was quantitative with a causal-comparative design. Since this thesis is developed through a compendium of publications, seven (7) articles were projected according to each of the proposed objectives. The first two focused on systematic literature reviews, the next three correspond to the validations of the psychometric properties of the three scales, and the last two corresponded to the structural education model (SEM) to evaluate the relationships described above, in the Colombian context between accredited and non-accredited universities, and the last one, also by SEM model, sought to present a comparison of the Colombia - Spain model. The results showed that there is a relationship between perceived value and student experience, and these are also positively related to reputation. Another contribution of the thesis was to demonstrate that the proposed structural model is validated and behaves the same in both accredited and non-accredited universities, as well as in the Colombian and Spanish context, giving evidence of its robustness, comprehensiveness and the ability to be generalized to other geographical contexts, especially Spanish-speaking ones. Likewise, the validation of the scales used provides new tools for HEIs to evaluate these three constructs. In addition, this validation provides complementary evidence on the robustness of these scales, which were in an exploratory stage for their use.
