**Abstract**

Literature from the wider field of management research is ambiguous with respect to the relationship between quality management and innovation, with some arguing that quality management supports innovation while others claim it is a hindrance. This chapter focuses on the relationship between QA and innovation in higher education, specifically the development of massive-open-online-courses (MOOCs). Analysis of interviews and documents shows that QA does not support innovation; universities focus on the quality of conventional in-person courses, but less on new innovation like MOOCs. The particular characteristics of MOOCs (e.g., diverse learners and light content) make the application of existing QA procedures difficult. Also, analysis shows that the most relevant quality approach for MOOCs is a combination of the conventional approach to QA in higher education and a new QA approach that takes into consideration the characteristics and features of MOOCs. The findings of the study provide suitable empirical evidence to support a cogent argument about the capabilities and qualifications of MOOCs in higher education with regard to QA, further defining the role of MOOCs in higher education.

**Keywords:** quality assurance, innovation, MOOCs, higher education, United Kingdom
