Relevance in higher education is a difficult concept to define, but is even more difficult to evaluate. The experience of higher education must be continuous, dynamic, and active rather than sporadic, static, and passive. Within this context, academic relevance involves a meaningful experience where the student can, in many problem-solving situations, see the clear relationship of what he is asked to do in light of his own goals. Programs must offer a variety of alternatives, which include flexibility of time, flexibility of scheduling, flexibility in the use of space, and flexibility in the use of personnel. Rather than knowledge for the sake of knowledge, special attention and focus must be given to what is now popular known as the affective domain. This stress on the emotional tone of the student's behavior may be the most difficult task of all because of its affinity to values and the process of valuing. The phenomenon of academic relevance involves a framework of values intimately associated with success and failure. The student who adheres to the norms for a successful experience in higher education is regarded in like measure for his efforts. (HS)