Higher education institutions are introducing standardised electronic course profiles (ECPs) to advance quality outcomes. Involving both "message" and "medium", they alter traditional practice and interpretations. Critical examination is required of the values, presuppositions and operation of the nascent system. Lacking much theory, analysis relies on emerging empirical evidence. Having considered the ECP's context and composition, its message is then scrutinised, attention focussing on the intent of the document and complicated elements it contains. Next, the medium is examined, with concern expressed over technical aspects, and equity effects implicit in this new form of delivery. From these investigations, a logical exegesis details how an ECP can maximise pedagogic dividend. Conclusions suggest developmental avenues for the best practice ECP and support its eventual inclusion in competitive e-learning suites. (Contains 1 table, 3 figures, and 10 notes.)