Four manifestations of organizational and professional segmentalism are discussed: the influence of the graduate school and the resulting preeminence of professional specialization; faculty orientation toward the discipline (and the department) rather than the institution; overspecialization in undergraduate degree programs; and faculty reward systems that reinforce the dominance of professional specialization over general education. It is suggested that general education and core curricula have been the areas influenced most by the professionalism of professors. It is claimed that faculty members who teach undergraduates are distracted from teaching by the demand of research and publication necessary for professional advancement and tenure. Furthermore, the training for a Ph.D. is tightly restricted to isolating and competitive research concerns. Few graduate schools offer any instruction in university teaching. It is concluded that deprofessionalization of university faculty is not a sensible option, since the production and utilization of knowledge, public belief, and academic freedom and autonomy are essential. The challenge for universities is to overcome the segmentalism of professional specialization. (SW)