ABSTRACT
The experiences of the United Kingdom, Australia and other developed countries suggest that the adoption of an instrumental approach to quality assurance in higher education can only work if a number of conditions are met. Quality assurance has worked to a significant extent in universities in developed countries largely because the necessary and sufficient conditions are present. It is important that these conditions be present if quality assurance is to work equally well in universities in developing countries. Academics in developed countries are prone to criticise the volume and quality of physical, electronic and administrative support services. A significant proportion of their senior staffs sit in advisory boards for the government and industry and carry out consultancy work for commercial firms and international aid agencies. Within the group there is a pecking order, with usually the oldest establishment at the top but possibly resting on its laurels and pushed very hard by newer institutions keen to establish their credentials.
