The debate concerning quality assurance in higher education is frequently conducted in terms originating outside the culture of academic institutions, such as fitness for purpose' and ‘meeting customer expectations’, which are often experienced as jarring with traditional conceptions of higher education. However, quality assurance issues surrounding the accreditation of work-based learning within academic awards suggest how these terms may serve to pose some useful general challenges to current modes of assessment. In particular, the recognition of the need to be as precise as possible about anticipated learning outcomes, characteristic of procedures for accrediting work-based learning, offers some useful lessons in managing the quality of traditionally taught courses. © 1994, Taylor & Francis Group, LLC. All rights reserved.
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