The purpose of this study is to explore intelligence processes and procedures as they apply to organizational learning in higher education settings. This exploration seeks to identify key components and processes in higher education institutions that were previously identified in the research as important and integral to the discipline of intelligence, and therefore essential to organizational learning. The researcher employed a cross sectional research design with a mixed methods research methodology, employing interviews and surveys to address the research questions. Qualitative data collection was accomplished through a series of interviews with selected higher education leaders and administrators at three colleges in Pennsylvania and Ohio. Quantitative data collection was accomplished using a survey instrument administered to staff and faculty at the same colleges. The research produced a number of key findings: articulating, tracking, and providing feedback on information requirements is not a significant or important part of intelligence processes in the institutions studied; the information collection effort is decentralized; the results of the information collection effort rarely find their way to key decision-makers and there are no systematic processes in place to facilitate this information sharing; written formal procedures for collecting, analyzing, and disseminating information do not exist; a lack of systematic processes focused on reducing uncertainty and surprise within the colleges studied; there are no uniform or institution wide processes for integrating or using external information to assist in the strategic planning process; the colleges comprising this study evidence concrete learning practices and processes but to a lesser degree than institutions in other industry sectors. The main conclusions drawn from this research were that the absence of a formal process for formulating, articulating and disseminating intelligence requirements indicates that information collection will be poorly directed, unfocused, and lack priorities at these colleges. College leaders and decision-makers receive actionable information as a result of intelligence processes but they are not satisfied with the timeliness or quality of the product. This study's findings are an initial indicator of organizational learning deficiencies in higher education institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]