This paper argues both that quality in research does not automatically produce quality in teaching and that industrial models of quality assurance involving strong central management control are inappropriate for universities. The link between research and teaching is in the kinds of mechanisms which support quality. Academics already know how to support quality in their research, where standards are already high. For every process which supports quality in research there is a parallel process which can be used to support quality in teaching. Universities should adopt all of these processes, the most important of which involves reward for excellence in teaching for both individuals and departments.