Accreditation in higher education is examined by drawing on the experiences of academics and managers in Britain, the United States and Canada. The qualitative comments are used to deconstruct the notion of accreditation. Accreditation processes, it is argued, are not benign or apolitical but represent a power struggle that impinges on academic freedom, while imposing an extensive bureaucratic burden in some cases. Accreditation can also act as a restraint on innovation and run counter to pedagogic improvement processes. There is a taken-for-granted underlying myth of an abstract authorising power, which legitimates the accreditation activity. This myth of benign guidance is perpetuated by the powerful as a control on those who provide the education and represents a shift of power from educators to bureaucrats.