The academic decision-making model at John Abbott College in Quebec was evaluated, based on interviews with faculty, mid-level managers, and administrators. Interview responses indicated a need for better understanding of the procedural and communication lines of the decision-making process. A general belief existed that academic decisions were frequently made in isolation from the concerns of the college community. The structure was seen as appropriate, but input to the system and dissemination and implementation of decisions were seen as problematic. A number of respondents thought the academic decision-making process had too much emphasis on crisis management (i.e., the process was more reactive than proactive). Many respondents felt that there was too long a time lag between recommendations by the Academic Council and responses by the academic administration. The majority saw decision-making as a consultative process; however, some saw the mechanism to produce collegial participation as a sham or a method to avoid conflict and antagonism. It was recommended that the mechanism for input to the decision-making process be improved and that academic decisions be clearly enunciated to the college community. The interview questions and organizational charts are appended. (SW)