In early 2015, this author wrote an article for "The New England Journal of Higher Education," titled "Living with Abundant Information: What's a College to Do?" In that article, he described the sources and impact on colleges and universities of newly developed abundant information, elaborating on five areas that an institution interested in harvesting the potential of abundant information through innovation and change should consider directly. What he did not see two years ago was the impact that abundant information would have on institutional forms and the organization of postsecondary services. The objective of this article is not to promote or define any particular organization or practice. Rather, it is to propose a context within which policymakers and practitioners can begin to design their own, situation-specific responses to the new universe of learning and to the potential of what the author could call networked institutions. Without this larger context, the practitioner will continue to be confronted with multiple ideas, opportunities and examples without a framework within which to understand them. To use a Vermont term, it will be like skiing in a blizzard without goggles. With the goggles provided by this article, practitioners can hopefully begin to design and follow their own particular policy or institutional course. What follows is the author's best attempt to define the critical elements in this emerging field of networked university services.