The process of university leadership is examined in terms of (1) the development of more sophisticated models of the kind of organization a university is, and (2) the development of more precise delineations of the nature of the multiple leadership tasks that must be performed in a university setting. The university is viewed as an "organized anarchy," characterized by problematic goals, unclear technology, and fluid participation. It is suggested that the job of developing managers for higher education consists realistically in dividing the tasks that confront university administrators into small enough and specialized enough units so that they can be managed. Special leadership skills for each task could then be taught. A second leadership task is to increase institutional sensitivity to minor irritations; a third, to define goals and make more effective use of the resources of the institution in reaching them. Other areas of leadership concern public accountability in the use of resources, collective bargaining stresses, the development of coordinating and planning groups as extra campus levels, and manpower planning and development in universities. Universities must be better understood as management arenas in order to develop more effective leadership in transition periods. (LBH)