Different planning methods are discussed, and quality and efficiency as planning objectives are addressed in this paper. The purposes of corporate, governmental, and collegiate planning are distinguised and sequential versus transactional models are explained. It is suggested that collegial planning may be a hybrid of sequential and transactional planning methods. The sequential model is characterized by step-by-step, rational, and analytic features, while transactional models permit the interplay of attitudes, beliefs, and values in the planning process. Transactional models can incorporate traditions, norms, standards, and other values that might go unattended in sequential planning modes. Advantages and disadvantages of sequential problem-solving and transactional decision-making models are identified. Two indices of efficiency in higher education are outlined: efficiency as a ratio of inputs and outcomes, and efficiency as a ratio of resources and demands. Nine convincing indications of quality in higher education institutions and programs are identified, along with three unconvincing indications of quality. (SW)