The origins, accomplishments, problems, and implications of competence-based reforms in higher education are examined. Competence-based education is defined as that form of education that derives a curriculum from an analysis of a prospective or actual role in modern society and that attempts to certify student progress on the bases of demonstrated performance in some or all of the aspects of that role. Theoretically, such demonstrations of competence are independent of time served in formal educational settings. Data are gathered from competence-based institutions throughout the country. Chapters within the following three sections are handled by several of the eight authors involved in the project: (1) Origins of Competence-Based Education; (2) Critical Issues in the Development of Competence-Based Programs; and (3) New Programs for Increased Competence. The analysis includes detailed case studies; a discussion on how the competence approach affects teaching, curriculum design, academic standards, and student learning; and the possible social implications of the competence movement. Chapters include discussions of public demand, effect on liberal education, implementation difficulties, creating a nontraditional college, nursing program development, and institutional survival. The authors are Gerald Grant, Peter Elbow, Thomas Ewens, Zelda Gamson, Wendy Kohli, William Neumann, Virginia Olesen, and David Riesman. Provided are references, a name index, a subject index, and a selected annotated bibliography. (LC)