Emphasis on "the knowledge economy", the commodification of public services, the massification of HE and decreases in public funding of education are the context for new forms of educational provision. Some nations have led the demand for and provision of cross-national educational services. The largest exporters of Higher Education have been the USA, UK and Australia. While the globalization of the knowledge economy takes its own specific forms, this movement can be seen, instantly, to replicate a structure of subalternity. While opening a critical question of global cultural politics, scrutiny of this provision has shown significant shortcomings in terms of quality analysis. Quality assurance audits of overseas university programmes indicate that the market has not generally ensured the quality of exported HE. Reductions of duration of study, the use of contingent labour and cultural insensitivity indicate that profit supervenes as the occasion for this form of neo-colonialism. Substantial growth in light of the efforts of the World Trade Organisation's "liberalisation" programme engenders concerns about possible adverse effects of GATS on national systems as well as on the global knowledge economy. So whilst non-binding international guidelines are haphazardly emerging, the issue of responsibility and regulation remains a significant problem. (Contains 4 footnotes.)