The strengths and weaknesses of the traditional external quality controls exerted by government and accrediting bodies to monitor colleges and universities are examined, along with the importance of institutional self-regulation. Government involvement in American higher education is traced historically, showing that until recently the oversight function was limited to institutional licensure and statewide planning and coordination. However, accreditation as an indicator of quality has come under strong criticism, and some states have more actively attempted to determine whether institutions are providing quality education. Increased government involvement in academic affairs has also been controversial. In order for higher education institutions to ensure quality control, an effective program assessment is needed that includes both a process and an outcome orientation. Broad participation of college staff in the self-study of academic program quality is needed, along with analysis of the following factors: program goals, organization, facilities, faculty, students, academic program issues, research, public service, and future plans. The self-study results should also be reviewed by an impartial, external consultant. A substantial bibliography is appended. (SW)