Can higher education institutions continue using planning and self-evaluation processes that are decades old without any reform? Several recent monographs urge institutions to embrace continuous improvement processes that engage systematic planning and department self-evaluation across whole campuses, but they do not show institutions how to do it. This article describes an improvement system shared by two very high-research universities that includes features such as interactive organizational learning environments, and it highlights the aspects of the system that help deal with some organizational problems such as administrative turnover, disconnected planning efforts, and limited sharing of information. (Contains 1 figure and 3 tables.)