This article examines the perceived service value and related constructs such as satisfaction and willingness to pay for educational services. Data was collected from 661 students in New Zealand (The University of Auckland and The University of Waikato) and Austria (Uni for Life Graz and University of Teacher Education Styria). Based on former and present research results, a conceptual framework for the measurement of perceived service value was developed for the special situation of further educational services provided by universities. Results are interpreted by means of the multidimensional construct of perceived service value in four value dimensions. Significant differences across nations are highlighted and the implications for service providers are explored. The examination of related constructs of perceived service value led to interesting results that counter the common assumption that satisfaction influences willingness to pay for education. The present model is theoretically grounded, modified and revised and aims to help educational service providers to better analyse consumer perceived value in their fields of activities.