The role of telecommunications in higher education is discussed, along with a faculty involvement-based model for implementing a media/telecommunications service at Cameron University. Experience at the university supports the application of the Lindquist model in the implementation of telecommunications programs in higher education. Application of the model requires ownership through committee participation, evaluation procedures and the proposal process; rewards through an analysis of institutional and individual incentives and a sensitivity and responsiveness to barriers; leadership by the program administrator and committee chair; openness based in the power of the committee, the newsletter, and the evaluation process; and linkage through interaction among the committee members, proposal authors, and interinstitutional exchanges. Drawbacks of the Lindquist model include: the committee process is cumbersome and time consuming, and an environment of concensus and mutual trust is needed since the program administrator has consultive power rather than administrative power based in authority. (SW)