The Australasian Council on Open Distance and E-learning (ACODE) benchmarks were the first major attempt, in an Australasian context, to bring a consistent framework to the use of e-Learning at higher education institutions (HEIs). Successful as these were, given the HEI need to interpret the benchmarks differently in accordance to institutional culture, they were not able to fully capture measures of quality of technology enhanced learning (TEL). Ongoing research is demonstrating that distributed leadership can prove to be an additional dimension in establishing quality measures pertinent to TEL activity at HEIs based on identification of role and boundary of activities within a university to help attest to internal efforts and support (fiscal, human, programmatic, and technical) driving the TEL offerings provided by universities.