This study examined 10 institutions of higher education with widely different characteristics to determine whether, in the process of implementing quality improvements, they had become "learning organizations." Data were gathered through questionnaires and interviews with more than 20 individuals at nine of the campuses, and were then categorized to create a model of the quality practices in institutions of higher learning. Analysis led to identification of four primary themes in the development of quality principles and practices: (1) the campus forces that drive the changes, (2) the institutional systems developed to implement and support quality improvements (such as developing outcome driven mission statements); (3) factors enhancing or restraining quality improvement efforts on campus (such as leadership and decision-making based on data; (4) outcomes or measures of progress (such as positive change in leadership and improved communication). Twelve lessons emerged from the interviews including: systems thinking is imperative; quality culture leadership is critical; and build partnerships with stakeholders. The study concluded that institutions that have implemented quality principles and practices for at least 3 years have cultures that embrace change, have developed systems that support such initiatives, and use feedback to continually improve their systems and processes. (Contains 15 references.) (CH)