An analysis was conducted of over 200 self-study processes undertaken during 1971-77 as part of the institutional accreditation process in the Middle States region. Coordinators of 247 self-study projects were surveyed to secure facts and opinions about institutional characteristics, self-study process characteristics, and satisfaction with the process. It appeared that two thirds of the institutions were either advised to or had to use comprehensive studies, because ongoing study at the institution was limited. No institution could rely on its present institutional research capacity to stand in lieu of fresh study initiative. Curriculum (or program-related studies) was the area chosen for study most often, governance studies, goal achievement (outcomes) studies, and studies of student services were next. The publicly-sponsored institutions did significantly more studies of institutional capacity, student services and remedial education, and less financial studies. The associate degree institutions did no financial studies, much more in the student services area, and very much more in the remedial-developmental areas. At least one type of outcome study was undertaken by 88 percent of the institutions. The most popular types of outcome studies were the alumni followup, attrition/retention study, and studies in which students were asked to respond concerning programs and services. There was a low level of study regarding student development areas in both the cognitive and affective domains. Suggestions are offered for areas that need more attention by institutional research programs at colleges and universities. (SW)