Elements in the composition and process of higher education blue ribbon commissions that influence their effectiveness were studied. Blue ribbon commissions, which have been used as one type of statewide planning strategy, are defined here as commissions with (1) a predetermined life span; (2) authority established by the legislature and/or the executive branch of government; (3) members from a variety of backgrounds; (4) staff and funds; and (5) a charge to investigate and/or recommend changes in postsecondary education structures, functions, origins, or processes. It is noted that the Rosenberg Commission in Maryland led to major restructuring of the educational system in the state, while the Wessell Commission's report in New York appears to have been largely unimplemented; these two are analyzed in depth. The study period was 1965-1979, a time during which rapid change occurred in postsecondary education. A secondary study objective was to broaden the base of information on all state blue ribbon commissions instituted since 1965. Final commission reports were gathered from state higher education executive officers across the country. The charges to each commission were compared with the final recommendations of the commission, and the set of final recommendations were compared with subsequent authorizing legislation. Additionally, the perceptions of persons involved with the commission and/or affected by its results were analyzed. Six hypotheses regarding blue ribbon commissions are also evaluated. An overview of statewide planning and coordination and a state-of-the-art review of blue ribbon commissions utilized during 1965-1979 are also presented. A bibliography, questionnaire, responses by commission to open-ended questions, and notes on the study methodology are appended, as is the letter of request to state higher education officers for information on blue ribbon commissions. (SW)