This work begins by examining the issue of quality in higher education. No universally agreed definition seems to exist. It is argued that the concept of the quality of higher education can only be expressed in terms of each of the different purposes of a university. The concept of the quality of the teaching and learning dimension of a university's mission is considered. It is then further argued that the quality of this dimension must be connected, in part at least, to the student experience and to students' learning outcomes. Various literatures on quality and quality assurance, students' approaches to learning and student engagement are explored. In order to explore this relationship between quality, the student experience and learning outcomes some empirical research was conducted in Hong Kong to address the following research questions which emerged and were refined through the review of the literature: 'What is the student experience of higher education in Hong Kong like (ie what are its qualities)?' 'How does the student experience affect learning outcomes?' The fieldwork was conducted by means of an adapted version of the North American survey instrument the 'College Students' Experience Questionnaire'. The instrument was adapted using a progressive Focus Group technique. The questionnaire was then administered to a representative sample of (5600) full time undergraduate students in all of the universities in Hong Kong. The results describe the student experience in Hong Kong. By using multiple regression techniques an exploration is made of the association between certain forms of engagement in university activities and learning outcomes. The results of these analyses are reported and the implications discussed. Finally some policy recommendations are made.