Universities around the world have changed dramatically in the period since World War II. Although the basic concerns of higher education (teaching, research, and service) have remained unchanged, the reality of expanded numbers and increased responsibility in a number of areas has placed immense pressure on universities. Seven goals essential to higher educatoin reform issues are new university structures, interdisciplinarity, accountability, administrative efficiency, relevance, democratization and participation, and increased responsiveness to society. Post-war reform forces: the demands of government for a new academic program or pressure by the public for increased access to higher education. In many cases they involve spending outside funds. Internally, the faculty is crucial to any reform's success. Tradition impinges on the reform process, oftern inhibiting rapid change. Students can also stimulate change, and even help develop and implement reform proposals. Examples in a variety of countries and systems (Sweden, West Germany, France, Japan, India, Great Britain) illustrate the complexity of the reform process. The German and British models hold some useful lessons for achieving controlled expansion in the United States. Reform often has unanticipated results or can engender serious opposition, and illustrate how not to achieve true reform. (MSE)