This paper examines the use of professional reading groups as a strategy to help college and university administrators stay informed and meet administrative challenges. It reports on a study of 26 institutions by the American Council on Education, which examined the process of large-scale institutional change. This study's findings support reading groups as an institutional change strategy and identified the following important change strategies: leaders who make a clear and compelling case for change; leaders who craft an agenda that makes sense; recognition that change benefits from a widened circle of participation; and leaders who develop connections and linkages. A related study by the ERIC Clearinghouse on Higher Education examined the use of the higher education literature by practitioners. This study found that low usage of the literature by administrators for decision making could be addressed through reading groups. Several strategies for organizing the literature were identified, including on-going management reading groups, strategic reading groups, intermittent reading groups, and professional seminars. A case study of reading groups at Portland State University (Oregon) illustrates how such groups can identify themes, conduct a variety of related activities, and facilitate linkages. The paper concludes that reading groups are one way to institutionalize the concept of the reflective practitioner. (Contains 13 references.) (DB)