THE DEVELOPMENT ACTIVITY BETWEEN PRODUCTION AND UTILIZATION OF KNOWLEDGE IS EMPHASIZED AS THE KEY ACTIVITY. THE FEDERAL GOVERNMENT IN THE MID-1950'S BECAME ONE OF THE MOST VIGOROUS AND HOPEFUL PROTAGONISTS OF EDUCATIONAL RESEARCH AND DEVELOPMENT. THE ACTS PASSED AND THE RESEARCH AND DEVELOPMENT CENTERS CREATED ARE NOTED AS AGENTS IN THIS NEW INTEREST IN DEVELOPMENT. THE INQUIRY PHASE OF RESEARCH AND DEVELOPMENT IS DISCUSSED IN THE CONTEXT OF INCREASING ITS QUANTITY AND QUALITY. THE INQUIRY AND DEVELOPMENT PHASES ARE FURTHER RELATED TO THEIR FUNCTIONS IN EDUCATIONAL ADMINISTRATION. AT THE INQUIRY STAGE, IT IS SUGGESTED THAT RESEARCH CENTERS BE ESTABLISHED AT VARIOUS POINTS THROUGHOUT THE COUNTRY FOR TRAINING RESEARCHERS AND CONDUCTING RESEARCH. AT THE DEVELOPMENT STAGE, IT IS SUGGESTED THAT SPECIALIZED DEVELOPMENT UNITS FOR EDUCATIONAL ADMINISTRATION BE CREATED WHICH COVER THREE MAIN AREAS--(1) DEVELOPMENT OF CURRICULA FOR THE PREPARATION OF ADMINISTRATORS, (2) DEVELOPMENT OF ORGANIZATIONAL FORMS OR STRUCTURES FOR EDUCATIONAL SYSTEMS THAT ARE LIKELY TO MAKE A DIFFERENCE IN THE WAY THE SYSTEMS CARRY OUT THEIR TASKS, AND (3) DEVELOPMENT OF ADMINISTRATIVE PROCESSES AND PROCEDURES. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE UCEA CAREER DEVELOPMENT SEMINAR, CO-SPONSORED BY THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION AND THE UNIVERSITY OF OREGON (17TH, PORTLAND, OREGON, OCTOBER 22-25, 1967). (HW)