Higher education institutions seek to offer high quality learning programs to their students. The design, management and delivery of programs occupy a significant proportion of the time of academic staff (faculty). To support staff and the broader goals of quality enhancement, most higher education institutions develop a range of policies, procedures and guidelines on program development, approval and review, student learning and assessment. There are two important challenges associated with implementing these academic quality processes. Firstly, communicating their existence and relevance, and secondly, assisting academic staff to locate and engage with the processes that support academic program quality. With these two challenges in mind, the authors explore a new way to both communicate, and engage academics with, academic quality and its associated processes. Using the concept of metaphor, academic quality processes have been reframed to emphasize the concept of quality as transformation. A multi-modal metaphor,