The landscape and scope of higher education is expanding and changing rapidly. Not only do universities accept more students than ever before, but the diversity of student access, pedagogy, curricula, and accreditation is also multiplying. In spite of being told that the role of universities is growing even more important than ever before, and that we are to become even more autonomous that previously, we feel under threat; our curriculum, our accountability, and our governance increasingly taken out of our hands. Policy and financial levers are pushing higher education and academics towards a stratification of universities and curricula. What is centrally at stake when we raise these kinds of issues is the higher education curriculum. For example, is the development of a full intellectual life which reaches beyond strict attendance at classes and completing assessed work becoming a luxury for students who need to work in order to study? Or is 'work' to become part of the curriculum? Other questions discussed will include: What constitutes and makes a higher education curriculum distinctive? What roles and relationships will students develop with their university? What external or internal university factors have a part in curricula conception and construction, and who are the primary players in doing so? What kinds of pedagogical philosophies and approaches serves best the aims of a higher education curriculum? And Are these useful questions to ask?