FOUR ESSAYS, EACH BY A DIFFERENT AUTHOR, PRESENT PARTICULAR ASPECTS OF INNOVATION IN HIGHER EDUCATION. TOGETHER THESE ESSAYS PROVIDE AN INSIGHT INTO THE PURPOSES OF BOTH THOSE WHO SEEK INNOVATION AND THOSE WHO RESIST IT, A SUMMARY OF RECENT INNOVATIONS CURRENTLY IN OPERATION IN HIGHER EDUCATION, AN ANALYSIS OF THE PROCESSES AND PROBLEMS OF INNOVATION, AND AN APPRAISAL OF THE PRIORITIES TO BE GIVEN TO DEVISING SOLUTIONS FOR PROBLEMS DEVELOPING FROM DEMANDS (1) FOR CHANGES IN THE EXTENT OF FACULTY AND STUDENT PARTICIPATION IN ADMINISTRATIVE PROCESSES, (2) FOR MORE RESEARCH ON EDUCATION, (3) FOR DIFFERENT CURRICULUMS TO MEET DIFFERENT GOALS, (4) FOR MORE INDIVIDUALIZED PROGRAMS OF STUDY, AND (5) FOR GREATER INTERACTION BETWEEN STUDENTS AND BETWEEN STUDENTS AND FACULTY. THE SERIES OF 14 GENERALIZATIONS STATED TO DESCRIBE THE PROCESS OF INNOVATION INCLUDED THE FOLLOWING--(1) THE SUPPORTERS OF AN INNOVATION HAVE MANY AND SOMETIMES DIVERGENT MOTIVES, (2) ACCEPTANCE AND IMPLEMENTATION OF AN INNOVATION IS FACILITATED BY EARLY INVOLVEMENT IN ITS DESIGN, (3) THE FIRST STEP IN ENLIGHTENED INNOVATION IS TO MOVE FROM SENSING A PROBLEM TO DIAGNOSING ITS CAUSES, (4) MOST EDUCATIONAL CHANGE IS IMITATION OF A BELLWETHERS' ACTIONS, (5) TOO FEW INNOVATIONS ARE CAREFULLY EVALUATED, AND (6) INNOVATIONS, ACCEPTED AND ESTABLISHED, BECOME AS RESISTANT TO CHANGE AS WERE THEIR PREDECESSORS. (AL)