As an analysis of context and rationale, and of the changing strategies and practice since the early 1990s, this article identifies the major arrangements for assuring and enhancing educational quality and touches on their characteristics, with a focus on the Japanese national universities. The effects of, and issues raised by, current strategies and practice are examined. In its conclusions, the article concludes by arguing that, since the early 1990s changes in the strategies and measures for enhancing educational quality are not only affected by recent domestic and international driving forces, but also by the traditions, inherent character and the existing patterns of governance in the Japanese national sector. As the current strategies and measures result essentially from conflict, coordination or compromise between government and national universities, both government and individual institutions have exerted a direct and profound influence on the current quality assurance system. Whether the present quality assurance system can be considered as an absolute and real third-party evaluation or whether indeed it is able to evaluate from the perspective of a third party is arguable. It is important for government to implement appropriate policies at national level to maintain and enhance educational quality in the national sector, to include for more stakeholders, third parties and students, and to incorporate market mechanisms into individual institutions. Changes in existing patterns of governance, in faculty attitudes and initiatives at program or study level, together with the introduction of faculty development will eventually play a decisive role in improving educational quality.