The UK higher education sector is grounded in an academic culture protective of its autonomy in the exercise of academic judgement within a flexible and internally validated tradition. However, the socio-political demands placed upon this sector articulate an outcomes-based, transparent and consistent model of higher education provision, as defined within quality assurance processes. Aspects of this national perspective may be manifest within higher education provision within other countries and contexts. Delivering upon the demands of this "transparency agenda" presents challenges to a sector grounded in a tradition of "flexibility" and the application of autonomous discretion. This paper articulates a conceptual model within which institutional frameworks (regulations, processes and systems) can be strategically positioned to balance internal and external priorities. Issues are raised about organisational cultures, the diverse nature of higher education provision, "academic discretion" and the complex interdependency of processes for the consideration of institutions prior to employing the framework for implementation. (Contains 3 figures and 2 tables.)