The paper attempts to synthesise the features of the model for quality management in education based on the approaches spelt out in four well-articulated methodologies for the practice of quality in higher education. Each methodology contributes to different views of education from the learners' and the institution's perspectives, providing elements for the model. The thrust of the model is a "transformative" approach to bring about a fundamental change in students' understanding. In the opinion of the authors the four approaches lend themselves to be synergistically combined to form the elements of the model, which establishes the basis for quality in education in universities. This provides a prima facie validity for the synthesis of a model. A more comprehensive specification for a model for quality could be developed based on an extensive study of educational research literature. (Contains 2 notes.)