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This paper discusses the challenges in quality assurance of the student experience and presents a model for systematically considering the needs of diverse groups of students. Drawing from a discussion of student-centred and institution-centred ways of defining the student experience, we suggest that the most comprehensive way to consider the student experience is as the experience of people while in their identities as students, recognising the interconnectedness of academic and other developmental experiences, but also the credentialing or judging function of the institution. We propose a representation of the student experience as four overlapping spheres: umpiring, coaching, enabling and developing. Building on this model, and starting with the identification of possible student cohorts, a 'similarities/differences' analysis of intended outcomes and institutional provision across the four spheres can be conducted. Subsequently, differences in required quality assurance mechanisms can be identified. By making explicit ideas and assumptions that are usually implicit in institutional planning and quality assurance, the potential arises for different ways of looking at old problems and a more holistic consideration of the student experience. Use of this approach may assist institutions to justify and prioritise improvements.