Trends and issues in the shift of four-year colleges and universities in adding associate degree occupational programs are considered. After a brief historical overview, the status of occupational programs at four-year institutions is discussed, with emphasis on the patterns of organization at various institutions. The shift in mission of the four-year institution is examined in light of its potential impact on community colleges. The following issues are addressed: admissions policies, the dominance of liberal arts influences, the two-plus-two concept (a technical two-year curriculum articulated with a two-year upper-division baccalaureate program), the adequacy of student services, coping with learning deficiencies, the labor market focus, granting credit for occupational experience, and the formation of a new relationship with nontraditional segments. It is contended that the movement of the higher education community into occupational programs will be met either through self-initiated articulation or state-imposed regulations. It is concluded that the redirection of the institution's faculty, the revision of the curriculum, the redesign of the support system, and the reallocation of resources are all required in the process of adopting an occupational education focus. These questions must be considered as states reassess their master plans in higher education due to shifts in enrollment patterns. A 66-item bibliography is appended. (PHR)