The need for higher education to take a proactive rather than a reactive stance in dealing with the impact of the computer is considered. The field of computerized video technology is briefly discussed. It is suggested that disparate groups such as the liberal arts and business faculties should cooperate to maximize the use of computer technology. The liberal arts faculty brings expertise in philosophical issues and in the content of the general education program. Liberal arts disciplines utilize the computer in a variety of ways (e.g., for an analysis of variables underlying the French Revolution, for analyzing a literary text into individual words). The business faculty has expertise in financial/accounting applications of the computer as well as the ability to identify needs of student segments and types of courses that meet student needs. The use of "stakeholder" analysis to make decisions about future activities and three preparatory steps are addressed. Preparatory activities involve forming a steering committee from liberal arts and business faculties, assessing the external environment, and generating alternative courses of action. Stakeholder analysis provides a thorough analysis of all the major facets of a proposed course of action. (SW)