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The purpose of this paper is to develop a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and to propose an enhanced model for quality culture in educational organisations.

The conceptual framework is based on relevant research in the field of quality development for education, and integrates it with a series of previously published works related to quality methodologies, quality literacy and quality as a multidimensional concept. Quality is approached from an educational science perspective, and is understood as a relationship among all the participants and resources of an educational scenario.

The paper establishes the foundation for a comprehensive understanding and analysis of quality culture in organisations, focussing on higher education. While this understanding of quality as part of the organisational culture seems to gain more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. Quality development in higher education is often limited to bureaucratic documentation, and disregards the development of quality as an organisation's holistic culture. However, there is a need to focus on promoting a quality culture which is enabling individual actors to continuously improve their educational practice.

The original value of the paper is to approach quality development in higher education from an organisation's cultural perspective. When the conceptual foundations for empirical research are worked out, the professionals can benefit by understanding the interrelated nature of educational quality and organisational culture in higher education institutions.

The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model and proposes consequences for quality development.

The paper summarises relevant research in the field of e‐learning to outline the differences between e‐learning 1.0 and e‐learning 2.0 and amalgamates it with a series of previously published works. The characteristics of quality development are analyses in a next step and suitable methodologies for developing quality for e‐learning 2.0 environments are selected, proposed and explained.

Even though the question of quality is controversially discussed already when e‐learning 1.0 appeared on the market, e‐learning 2.0 creates even more insecurity. This paper aims at answering the following questions: what constitutes the new, innovative element, which is described by Web 2.0 and e‐learning 2.0? Does this development have consequences for how it assures, manage and develop quality in e‐learning? In three steps, it is described what e‐learning 2.0 constitutes, which basic elements of Web 2.0 it builds on, and what has changed. In a second, step the consequences this implies for quality development in e‐learning are discussed. Third, a number of methods as examples and practical advice on how to further advance quality development are described.

The original value of the paper is to outline the changes which have to be taken into account in new and innovative learning environment which are build on Web 2.0 technologies and to draw consequences for quality development as well as suggest methodologies for educators and learners to improve quality of such learning environments.