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Quality in higher education is widely controlled through surveys asking students to evaluate teaching. However, control of quality does not necessarily lead to enhancement of quality. Drawing on accounting research and a case study, a measurement-based and open-ended quality control system emphasising quality enhancement is suggested. The case shows how interactive use of performance measurement can lead to more engaged and enabling dialogue amongst involved actors concerning quality enhancement, however institutionalised beliefs regarding course evaluation systems makes a change challenging. The chapter suggests that open-ended measurement systems enabling stakeholders to take responsibility for quality enhancement is not so much a matter of technical design as a matter of an enabling style of use.