The self-correcting process in higher education, which provides a basis for predicting institutional decisions related to personnel, curriculum, and the environment, is discussed. Since group process is important to influencing personnel decisions in higher education, the institutional researcher can make predictions based on the actions of search, tenure, and promotion committees. A brief case example demonstrates the attempt of faculties to balance leadership, a powerful element of the self-correcting process. Two examples are also presented of institutional responses to tenure issues and demands for career-oriented programs. It is suggested that the process of questioning what type of programs should be offered by colleges is important to the self-correcting process, since the competition for high technology industry among states is anticipated to influence college curriculum development. In addition, many institutions have reinstituted core curriculum requirements. The institutional environment includes communication, problem-solving, administrative style, and the way that information is collected, maintained, and reported. For 13 issues pertaining to personnel, curriculum, and the environment, potential implications of two contrasting college environments are identified. (SW)