Both the trend toward the scientific information explosion and the trend toward equal opportunity of education are altering what we teach and how we teach. While the movement in research and development in education has been toward using systems applications to deal with these changes, there are some problems with this approach. The domain of academic policy is a far broader system than that to which systems analysis is typically applied, and it is likely that the long range goals which a systems analysis provides will conflict with the short-range political pressures of the situation. Also, systems concepts have evolved from industrial situations in which the organization is quite different from the decentralized, horizontally organized academic institutions with different goals. For example, the input-output model is probably too concrete for education if, as it is now thought, 70% of those entering school today will work in jobs that do not now exist. Further, systems planners should not forget the human element in any system, especially as it relates to the processes of accepting system improvements. Finally, it should be noted that while information systems may have become a widespread fad, even perfect information may not improve system performance. (SH)