Part I (General Strategies, Lessons and Issues) of this two-part analysis of the microcomputerization process describes strategies schools have followed in their microcomputerization efforts and the lessons and issues that have emerged. Part I covers the following: strategies for introducing microcomputers into the curriculum (the saturation, selective, individual supportive and departmental supportive models); general lessons (academic leadership, faculty comfort with computers, "real" cost of computerization, rate of computerization, and the "age myth"); strategic issues (lack of goals, evaluation, incentives and rewards, management leadership, campus relationships, and funding sources); operational issues (short-term planning, role of mainframes, equipment obsolescence and maintenance, staffing, and the budgetary process); and instructional issues (selection of courses to be integrated, faculty responsibility, teaching style and motivation, equipment barriers, courseware and software constraints, lack of data, courseware development support, and student in-class use of computers). Part II, a case study of the microcomputerization experience at the University of California at Los Angeles (UCLA) Graduate School of Management, covers the decision process, the social-technical environment, the hardware allocation process, curriculum integration, impact of the microcomputerization effort, and a projection of the school's computing environment in 1990. A budget analysis is appended. (KM)