This paper focuses on the concerns associated with the use of systems analysis in higher education. One fear is that systems analysis will increase the need for centralized authority and highly structured activity, thus contributing to further alienation and dehumanization. A second objection pertains to the increased requirement for specifying objectives and subsequently measuring the performance and outputs. A corollary concern is that unintended effects of the educational process may go unnoticed by the rigid systems which is designed to handle only major factors. Another concern is that systems analysts will impose their values on the institution through their design of various managment systems. A major problem is the cost involved in the whole area of scientific management applied to higher education. And finally, there is the danger of substituting technique for sound, wise planners. In order to make effective use of systems analysis, it is important that planners remember the interlocking relations of systems, that administrators be involved in developing the systems, and that administrators remember the primary function of institutions of higher education is learning and student development. (AF)