This monograph argues that university status should be conferred on colleges only when they have reached a specified level of achievement within their various academic programs, and that when changes are made in an institution's administrative structure and academic organization, something other than institutional aspirations should serve as the criteria. The essay defines some of the distinctive features of university status, including patterns of instruction, research, and service; recruitment and education of students capable of becoming scientists, scholars, and professionals; and the existence of facilities (libraries, laboratories, computer centers, museums) essential to a higher-level academic environment. Also noted are the significant differences between universities and other institutions on the applications and uses of knowledge, and the indicators of status and image. The essay concludes that a university is worthy of its name when: most of its constituencies appreciate its mission and role as an institution of higher learning; curricula include humanities and fine arts, physical and biological sciences, behavioral and social sciences, and professional or applied fields of specialization; governing boards represent the public interest; heritage, tradition, and current programs give a unique sense of purpose and meaning; and the university displays maturity and the capacity for continuing growth and development. (CH)