This paper, written from an organizational perspective, begins with an examination of the deficiencies of knowledge utilization and educational change literature. It suggests the explication of descriptive and heuristic conceptual dimensions as one approach for facilitating a descriptive perspective of knowldge utilization. The efficacy of three descriptive and heuristic dimensions (systems, processes, and characteristics) are explored, along with a fourth dimension, utilization, which is the dependent variable in many studies of knowledge utilization. A framework for classifying knowledge utilization research, based on these four dimensions is constructed. The paper contains a bibliography of educational change literature. (DDO)