The organization of institutions of higher education has been seen as operating with ambiguous purposes in vertically oriented structures that are only loosely connected. The rationale for this ambiguity is twofold: (1) to allow for creative thinking, and (2) to respect--and even encourage--the autonomy of different disciplines. But ambiguity of purpose and vertical organization are at odds with thinking and expectations in an era of accountability and assessment, in which cross-institutional, or horizontal, reporting and measurement of institutional performance are highly regarded and increasingly demanded. Student affairs divisions are particularly challenged, given their ambiguous purpose (to support holistic student learning and development); the perception that they are support services, rather than core academic functions; and their primarily historically and traditionally framed organizational structures (Fenske 1990). Student affairs divisions are appropriately scrutinized to display how their ambiguous purpose is manifested in practice via organizational effectiveness and responsiveness to institutional needs, and through documented contributions to the development and achievement of desired student outcomes. A curricular approach to learning, student development, assessment, and retention depends on creating horizontal structures, forces, and dynamics that intersect with vertical systems and structures. In this article, the authors point out that institutional effectiveness requires the tighter coupling of horizontal and vertical activities in ways that promote student learning and sustain an engaged student experience. (Contains 2 figures.)