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Over the past twenty years or so there has been massive growth in interest in various aspects of the quality of higher education provision. Largely that has been driven by the creation in countries worldwide of explicit policies and procedures to review, audit and evaluate provision and produce associated reports. In part the trend is associated in many countries with the granting by governments of a greater degree of autonomy to higher education institutions but with related increased requirements for accountability of the exercising of those powers. In part it stems from the scalar consequences of massification, in part it is correlated with growing globalisation, fostering a desire to have a means of benchmarking standards internationally and intranationally. Such trends have been contested and this has led to various critiques and negotiating over policies and practices. Simultaneously interest has also blossomed around enhancing provision, promoting innovation, cultivating exploration and adopting information-led approaches to practice. These initiatives conform to the grain of academics' identities and preferences. Indeed they are at the very heart of the nature of higher education. Enhancement has the merit of aligning with key sources of academic, student and institutional motivation, and in various guises it has been widely adopted. Whilst a huge amount of endeavour has taken place and continues to do so, critical international studies looking at the theory and practice of quality enhancement are sorely needed and this international snapshot of developments around the world will amply satisfy that need.