Due to geographical (and perhaps organizational) distance from the provider institution, transnational education (TNE) programs are inherently more prone than their domestic counterparts to disconnection and negligence. The offshore enterprise appears to be far less stable than the home operation: there are several well-publicized instances of transnational programs haemorrhaging funds (McBurnie 2006). In cases where fees are charged, there is always the possibility of friction between academic and commercial priorities, and the potential for corruption in the form of low entry requirements, soft marking and rubbery academic standards. From a pedagogical perspective, there are particular demands involved in delivering a foreign course to international students based in their home country. All of these factors underline the need for sound and effective quality assurance. Where quality is poor, several parties are affected. At the very least: the students who receive substandard education; the host-country that receives suboptimal human resource development, with damaging implications for nation-building; the provider institution-and by extension the provider country-that suffers a damaged reputation and fi nancial loss.