The functions of support services participating in higher education institutional change are to provide information, power, and adaptability. An illustration of these support service roles in implementing institutional change at the University of Wisconsin-Oshkosh is discussed. The implementation of a new academic calendar was designed to increase student visibility for the institution, and promote faculty development activities. Innovations developed for the Registrar's Office illustrate power and adaptability but insufficient information provided about new policies to faculty and students. The Faculty Development Board illustrates the use of power since it determines in great measure the form in which courses will be offered. The Veterans Office's role in adapting the new calendar options to the needs of its clients illustrates adaptability. A framework is proposed for examining the relationship of each support service to an innovation. Although the model was developed specifically to evaluate the consequences of change, it is applicable during the planning stages of an innovation. The model consists of the following seven aspects of change: activity, structure, importance, power, volume, commitment, and indirect change. (SW)