The methodologies employed in comparative higher education and comparative education are briefly summarized and analyzed. Weaknesses of the following approaches used by scholars/researchers in the field are identified: (1) locating decision-making structures and relations in broadly differentiated aggregations of systems; (2) case study; (3) cross-national comparisons (socialization, allocation and legitimation effects); (4) holistic or single topic; (5) natural history; (6) goal-directed political, economic functions of society; (7) controllable organizations (systems); (8) cultural institutions with their own lines of development; (9) bilateral negotiations. It is concluded that a method derived from a modification of Thorstein Veblen's remarks on higher learning would be more useful for comprehensive comparison. It is suggested that a method for comparative higher education should be developed that takes account of differing rates of development, differing values, differing habits of thought, and differing histories. Examples are drawn from descriptions of higher education issues in the United States, Sweden, France, the United Kingdom, and the Federal Republic of Germany. (Author/SW)