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This study aims to explore the dimensions of perceived value of tourists with disabilities at heritage sites. Second, it examines the differences in the precedents of satisfaction and loyalty among tourists with disabilities in two different World Heritage Sites (WHS).

The sample consists of 150 and 184 questionnaires given to tourists with disabilities in Ecuador’s WHS of Quito and Cuenca, respectively. To test the hypotheses, data were analysed using confirmatory factor analyses and structural equation modelling.

This study suggests a five-dimensional structure for perceived value of tourists with disabilities in WHS. However, differences in the behaviour of people with disabilities are found depending on the specific WHS. While the perceived value factors that determine satisfaction are different according to the WHS, the loyalty precedents remain the same.

This study contributes to the formulation of actions and strategies towards a more sustainable and inclusive future, where all tourism stakeholders in WHS have role. By understanding the behaviour of tourists with disabilities, these stakeholders will be more informed about the destinations’ elements that need to be improved and enhanced to satisfy this loyal market segment.

Although the importance of accessible tourism is widely recognised, there is a dearth of literature investigating the behaviour of tourists with disabilities in heritage destinations. This study proposes a model to understand the role of perceived value in cultural heritage destinations.

The purpose of this paper is to explore the under-considered perspectives of service users engaged in various community sentences based on a “strengths-based” approach to desistance. Further to recent changes in the sector, the paper considers service user views for programmes delivered by combinations of agencies from private, public and third sectors.

The paper is based on analysis of 64 semi-structured interviews with users of four programmes, accompanied with informal fieldwork observations by the researchers as they carried out the research at the premises of service providers.

The research finds that service user perceptions of the legitimacy of programmes are closely related to their understanding of three key dimensions: first, the “authenticity” of those delivering the service; second, the instrumental (in broad terms) gains they expect from engagement; and third, their understanding of the identity and ethos of the programme.

The paper adds important understanding based on service user perceptions in a period when service provision is being diversified. Further directions for other research are identified and it is recognised that a limitation of the current study is that it incorporates a sample drawn from one area.

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R²) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school.

Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization.

This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

The setting up of e-university has been slow-going. Much of e-university slow progress has been attributed to poor business models, branding, disruptive technologies, lack of organisational structure that accommodates such challenges, and failure to integrate a blended approach. One of the stumbling blocks, among many, is the handling of evaluation process. E-university models do not provide much automation compared to the original brick-and-mortar classroom model of delivery. The underlining technologies may not have been supportive; however, the conditions are changing, and more evaluation tools are becoming available for academics. The paper aims to discuss these issues.

This paper identifies the extent of current online evaluation processes. In this process, the team reviews the case study of a UK E-University using Adobe Connect learning model that mirrors much of the physical processes as well as online exams and evaluation tools. Using the Riva model, the paper compares the physical with the online evaluation processes for e-universities to identify differences in these processes to evaluate the benefits of e-learning. As a result, the models can help us to identify the processes where improvements can take place for automating the process and evaluate the impact of this change.

The paper concludes that this process can be significantly shortened and provide a fairer outcome but there remain some challenges for e-university processes to overcome.

This paper examines the vital quality assurance processes in academia as more universities move towards process automation, blended or e-university business models. Using the case study of Arden University online distance learning, the paper demonstrates, through modelling and analysis that the process of online automation of the evaluation process is achieved with significant efficiency.

In order to respond to the many challenges that confront them, organizations must assist their leaders to develop their personal and professional strengths. The development of leaders and leadership involves more than just the development of knowledge and must become an integral part of the organizational culture so as to also develop know-how and soft skills. Accordingly, programs have been created that are based on collaborative learning and the contextualization of the various issues demanding resolution, all with a view to developing leadership capable of surpassing the limitations of current management methods. To demonstrate how these programs can influence leadership, this article proposes a theoretical review of leadership, viewed as an ongoing process and then presents three proven development programs: coaching, mentoring and action learning.