Implicit in the notion of learning excellence is a shift in institutional culture, toward a balance of power between students and the institution. This renegotiation or rebalancing of power allows for a focus on the student’s voice and encourages institutional responses where students can be active participants in curriculum design and development. It also creates opportunities for students to be involved at various levels of organization within HEIs. Importantly, it draws into focus a need to address issues of quality in learning and teaching from the perspective of students themselves; therefore, an EoC is central to this approach and rethinking how academic integrity should form part of the institutional culture is also central to providing learning excellence.