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The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with ASD. Parents are the main integrators of long-term educational and healthcare service for their child with ASD.

Design/methodology/approach included (1) a sentiment analysis of discussion forum posts from an autism message board using a rule-based sentiment analysis tool that is specifically attuned to sentiments expressed in social media and (2) a qualitative content analysis of one-on-one interviews with parents of children diagnosed with ASD, complemented with interviews with experienced educators and clinicians.

Findings reveal the link between customized service integration and long-term benefits. Both parents and service providers emphasize the need to integrate healthcare and educational service to create holistic long-term care for a child with ASD. Parents highlight the benefits of varied services, but availability or cost are burdens if the service is not publicly provided, or covered by insurance. Service providers' lack of experience with ASD and people's ignorance of the challenges of ASD are burdens.

Ensuring health outcomes for a child with ASD requires an integrated service system and long-term, customer-centric service process because the scope of service covers the child's entire childhood. Customized educational and healthcare service must be allocated and budgeted early in order to reach the goal of a satisfactory service output for each child.

This is the first service research to focus on parents' challenges with obtaining services for their child with ASD. This paper provides service researchers and managers insight into parents' perceptions of educational and healthcare service value (i.e. benefits vs. burdens) received for their child with ASD. These insights into customer-centric perceptions of value may be useful to research and may help service providers to innovate and provide integrated service directly to parents, or indirectly to service providers, who serve children with ASD.

Doctoral degrees are generally the highest level of education provided by educational institutions in Western countries. Nevertheless, doctoral degree holders – i.e. Philosophiae Doctors (PhDs) – struggle to find a job that matches their knowledge and expertise. This article investigates the effects that PhDs' satisfaction with different attributes of educational services has on their ability to obtain employment either in academia or outside it.

Secondary data were accessed from a nationwide survey performed in Italy between February and July 2014. More than 16,000 people who achieved a doctoral degree between January 2008 and December 2010 were involved in the analysis. The four-years' time-span was justified by the need to avoid potential biases produced by a short time lapse between data collection and the awarding of the respondents' doctoral degree. A logistic regression model was designed to shed light on the relationship between doctoral degree holders' satisfaction and their ability to find employment.

This study results suggested that the attributes of educational services had varying effects on the doctoral degree holders' ability to obtain work. More specifically, the perceived quality of research and methodological courses delivered by educational institutions and the quality of the technologies and digital resources available at the host university were found to positively affect the ability of doctoral degree holders to get a job in academia. Conversely, the satisfaction with the quality of the teaching activities was positively related to the doctoral degree holders' employability outside academia.

The quality of educational services provided to students attending a doctoral degree course affects their ability to find work. Enhancing the quality of educational services may reduce the risk of unemployment amongst doctoral degree holders.

To the best of the authors' knowledge, few attempts have been made to investigate the interplay between the quality of educational services and doctoral degree holders' employability.

The need for designing the next generation of web service‐based educational systems with the ability of integrating components from different tools and platforms is now recognised as the major challenge in advanced learning technologies. In this paper, we discuss this issue and we present the conceptual design of such environment, referred to as ASK Learning Service Platform (ASK‐LSP), that can support reusing and repurposing of learning scenarios, activities and content in a consistent manner.

The purpose of this paper is to define the added value of facility management (FM) in general and to develop a typology of facility services based on their added value in the educational environment.

This paper is based on a literature review and first assesses the different aspects of FM added value. The different variables and relations between the use of facility services and their effects on the educational achievement are then conceptualised and studied.

Research shows that FM added value is the customer perceived trade‐off between the effects of the use of facility services on the outcome of their processes, its costs and risks. On this basis, a typology of facility services was constructed around their level of fixity and their influence on the learning outcome.

The typology strongly indicates for FM when to engage in the decision‐making process relating to the educational environment in order to contribute to education. Also the typology is useful for deriving priorities for adjusting the current use situation of facility services to enhance their effectiveness in both a time and financially efficient manner.

This paper operationalises the concept of FM added value and provides several hypotheses and firm recommendations for further research to maximise the contribution of FM. The paper also presents a practical framework for evidenced‐based decision making on the use of facility services in the educational environment. It thus offers opportunities for FM to support the future learning landscape.

Research in the area of technology‐enhanced learning (TEL) throughout the last decade has largely focused on sharing and reusing educational resources and data. This effort has led to a fragmented landscape of competing metadata schemas, or interface mechanisms. More recently, semantic technologies were taken into account to improve interoperability. The linked data approach has emerged as the de facto standard for sharing data on the web. To this end, it is obvious that the application of linked data principles offers a large potential to solve interoperability issues in the field of TEL. This paper aims to address this issue.

In this paper, approaches are surveyed that are aimed towards a vision of linked education, i.e. education which exploits educational web data. It particularly considers the exploitation of the wealth of already existing TEL data on the web by allowing its exposure as linked data and by taking into account automated enrichment and interlinking techniques to provide rich and well‐interlinked data for the educational domain.

So far web‐scale integration of educational resources is not facilitated, mainly due to the lack of take‐up of shared principles, datasets and schemas. However, linked data principles increasingly are recognized by the TEL community. The paper provides a structured assessment and classification of existing challenges and approaches, serving as potential guideline for researchers and practitioners in the field.

Being one of the first comprehensive surveys on the topic of linked data for education, the paper has the potential to become a widely recognized reference publication in the area.

Educational institutions are facing a growing number of challenges, which impair their ability to provide high quality and effective educational services. The involvement of pupils in co-creating learning experiences is a fundamental ingredient of the recipe for increased educational quality. Inter alia, the implementation of citizen science initiatives at schools allows pupils to be active co-producers of educational services. The purpose of this paper to shed light on the attributes of citizen science projects targeted at pupils (aged between six and ten) attending primary schools, in order to identify their potential implications in terms of educational services’ quality improvement.

Secondary data were collected from the Scistarter® web platform. Projects addressed to primary schools and provided with specific classroom materials were taken into consideration (n=65). A qualitative, comparative and bird’s eye analysis was performed: first, looking at the role and the tasks assigned to pupils, the projects were grouped in four categories; second, the potential implications of citizen science on educational services’ quality were investigated.

Citizen science at school paves the way for pupils’ empowerment and for their direct involvement in the co-production of educational services. Moreover, it enhances the relationship between teachers and pupils, engaging them in a co-creating partnership intended at addressing real scientific issues at school. However, citizen science is still poorly integrated into conventional educational curricula in primary schools.

From a management point of view, citizen science is thought to contribute to the improvement of educational services’ quality, stimulating pupils to partner with their peers and with teachers for the purpose of knowledge co-production; in addition, it allows for the enrichment of educational activities in primary schools. From a policy perspective, citizen science at school harmonizes with the democratization of scientific knowledge.

This is one of the first research papers to demonstrate the potential implications of citizen science on educational services’ quality and effectiveness in primary schools.

The paper examines the different trajectories of externalisation and the development of different kinds of welfare mix in three different sub-sectors of socio-educational services: long-term care for the elderly, early childhood services and kindergartens. By integrating the industrial relations and comparative public administration literatures, it analyses the different rationales underpinning contracting-out decisions of Italian local governments.

The paper adopts a multi-method, multi-level approach: quantitative data on the provision of socio-educational services and the nature of the providers are combined with the analysis of 12 case studies of municipalities through 80 semi-structured interviews and documentary analysis.

The paper argues that differentials in labour regulation across the public/private divide and the consequent possibility to access labour markets characterised by cheaper labour and higher organisational flexibility are a key explanation in local governments' decisions to outsource. Despite labour market factors playing a prominent role, their relevance is significantly tempered by political and social factors and particularly by the strong opposition of citizens, personnel and trade unions to pure market solutions in the provision of such services. However, the centrality of these factors depends on the nature of the services: political sensibility against privatisation proved to be stronger in kindergartens, while services for the elderly were more frequently and less contentiously privatised.

The main contribution is the integration of the two research traditions to analyse patterns of outsourcing in the socio-educational services in Italy, showing that neither of them is able, alone, to explain the different private/public mix characterising different social and educational services.

Education is a human right and access to high quality education is key to sustainable socioeconomic development. Improving the quality of higher education institutes is essential for generating the productive human resources. Assessing the quality of higher education from the students’ perspective can be considered a crucial factor in the monitoring of service quality in universities. The purpose of this paper is to evaluate the quality of educational services in a higher education institute, the Kermanshah University of Medical Sciences (KUMS), in the west of Iran.

A multistage sampling method was used to select 346 students from the KUMS, who were enrolled in the second semester of the academic year 2015-2016. The SERVQUAL questionnaire was used to gather data on students’ perceptions and their expectations about the quality of educational services. The authors used a statistical significance level of 0.05 to examine the gap between the students’ expectations and their perceptions of service quality in five dimensions, namely tangibles, responsiveness, reliability, empathy and assurance.

The results showed that there was a negative service quality gap in all five dimensions. The overall mean score of students’ expectations and their perceptions was 3.19±0.44 and 2.4±0.45, respectively. The score gap between the overall mean score of perceptions and expectations of students was −0.79, which was statistically significant (p<0.0001). The highest and lowest quality gaps were related to the assurance (−0.84) and tangible (−0.70) dimensions, respectively.

The study indicated that the quality of educational services provided in the KUMS did not meet students’ expectations in five dimensions of service quality. Thus, it warrants further investigations to determine how to improve the quality of educational services in higher education institutes such as the KUMS.

It is not easy to grasp the concept of “value” in the higher education context. In fact, different stakeholders generally hold diverging perspectives about the value generated by Higher Education Institutions (HEIs). The purpose of this paper is to disentangle the value expectations and perceptions of current and former students (i.e. the main stakeholders) of a medium-sized university established in Northern Italy.

A mixed, qualitative–quantitative case study was undertaken. A semi-structured survey was delivered through a computer-assisted web interview technique to a sample of 2,572 people. Inter alia, the interviewees were asked to express their value perceptions and value expectations toward the case institution and to rate their own assessment of educational services’ quality.

The respondents felt that the university was effective in delivering functional, extrinsic and intrinsic value; conversely, they perceived several gaps in the case institution’s ability to accomplish emotional and relational value. Moreover, the interviewees argued that the institution was unsuccessful in establishing a bridge between higher education and the labor market, focussing on conceptual issues, rather than on experiential learning and soft skills.

The gap between the students’ value expectations and perceptions hampers the perceived quality of educational services. The lack of awareness of this gap is thought to trigger organizational inertia, which contributes to the impoverishment of educational services’ quality.

The paper sheds light on different value perceptions and expectations held by students of a medium-sized HEI; also, it provides some insights into the organizational and management implications of diverging value perceptions and expectations of students.

The purpose of this study is to examine the satisfaction aspects among disabled students in some universities in the Middle East and to examine the impact of socio-demographic factors on such satisfaction with regard to the services provided by their universities.

The sample consisted of 251 subjects from Oman, Qatar, Jordan and Yemen. Comparative means were used to examine the importance of satisfaction aspects and analysis of variance (ANOVA) as well as multi-analysis of variance (MANOVA) were used to examine the role of the socio-demographic factors in explaining the disabled students’ satisfaction. Satisfaction aspects included: social, psychological, educational, environmental and health, while the socio-demographic variables included were: country, specialization, kind of disability, gender GPA and degree of disability.

The findings revealed that social satisfaction was the greatest, followed by psychological, educational, environmental and health satisfaction in order. The results of the ANOVA revealed that all socio-demographic factors impacted significantly on the satisfaction of disabled students, except gender and the degree of disability. While, the MANOVA findings reported that Jordanian and Qatari students had higher educational and psychological satisfaction than Omani and Yemeni students.

The present findings can be considered as limited and hard to generalize on all regions’ universities because the gap between them in disability services is very large. Some of universities have very good services, while the disability services of other universities are very limited or not existed.

The findings will be helping the educators and administrative people to offer more services to disabled students.

This is the first comparative study in the Middle East area.