In the traditional US higher education system, there is need for intensive study of hierarchical administrative organization, course content, and updating of conservative faculty attitudes. If the university is to survive this era of rapid social change, new educational alternatives must be considered. At some institutions educational philosophy has shifted toward affective education, an approach that encourages informal faculty-student relationships and in which the accumulation of knowledge is combined with the use of knowledge as a means to personal fulfillment. More of these programs need to be established. Much faculty resistance to change stems from a lack of data on innovative developments. Their workload could be reduced and time spent in creative activities if students were taught by the tutorial method and allowed to study independently. Workshops on educational change would provide opportunities for specialists to utilize research data for improving the local university situation, and research and development centers could test concepts of significance to a particular institution. College administration should adopt industry's systems approach, in which decentralized leadership is emphasized and status is determined more by achievement than by position. Federal research and development centers are conducting research on educational innovations and, if the federal government supports change, changes will eventually occur. Colleges and universities should be prepared for this challenge. (WM)