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This study compares quality assurance across two case studies in the UK; a commercial organization operating in the private sector and a university. Case Study A is a private education organization specializing in the delivery of business and management programs. Case Study B is a university that delivers courses across four academic schools and through a number of partnerships. The business school offers a range of undergraduate and postgraduate degrees in business management, economics, accounting, events, tourism, marketing, entrepreneurialism, and human resources. Semi-structured interviews were conducted with 11 organizational members from across the two organizations including 8 academics/tutors, 6 of whom are also employed as external examiners and/or external quality assurers (EQAs). The study compares the remit of both EQA working on behalf of awarding bodies and external examiners working on behalf of universities. The EQA role is conceptualized as an “arbiter of standards” whereas the external examiner is more likely to be considered as “critical friend.” This variance in conception has important implications for the way the process of quality assurance is conducted and utilized in support of program and institutional development. The research finds that one of the most significant differences between quality assurance processes in Case Studies A and B is the way in which student feedback is collected and utilized to support and enhance the process of review. This chapter provides recommendations designed to capitalize on the value of the quality assurance process through greater alignment of teaching and assessment strategy and policies and procedures in practice.

Using an external examiner in an institution is not a new phenomenon; the evidence of having an outsider to scrutinize the quality control process has been prevalent since the 1800s. However, the concept has undergone considerable changes and has been subjected to mounting criticism and validity of the process. There are several challenges that are faced by institutions in recruiting and defining the role of external examiners and the assumption that they are assessment literate. Universities are engaged in safeguarding the procedure, and at the same time, enhancing the quality standards. Researchers have been collaborating to create best practices and working on key developments that would ensure that degree standards are maintained in higher education. There is no “one size fits all” guidelines, but hiring an external examiner with the view to safeguarding academic quality is the prevalent norm across the globe. The book on the role of external examiners put forth such challenges and best practices by academia in various parts of the world. Authors have written about how to mitigate disadvantages and how to create opportunities without compromising the quality assurance process. International standards have been discussed with the view to make external examining a rigorous process that is fair, reliable and consistent.