ABSTRACT
In this chapter I distinguish between and discuss competing definitions of quality and standards and begin the process of exploring their implications for the lecturer. I look at models of quality assurance and consider their relationship to committee processes and academic standards. I take the view that lecturers will be disadvantaged in their work if they do not understand how executive, committee and political processes work within their institution. I provide a framework for understanding these systems so that you can use them to further your aims and create more appropriate conditions for student learning.
