**9. Limitations**

Even though the study has measured quality assurance policy and practice of the universities involved, on a scale of three dimensions (people, programme and place) as key operational areas, it did not itemise activities under these three dimensions exhaustively. Therefore, not all indicators for quality assurance in higher education have been covered under the concep‐ tual framework of the study. Similarly, the nature of stakeholders' involvement in quality assurance practice was not examined to warrant comments on the adequacy or appropriate‐ ness of their involvement.
