Universities currently face new environmental demands and significant internal complexities that appear to challenge their traditional modes of work and organization--and thus their very identities. In this essay, Mark Considine argues that the prospect of such changes requires us to reflect carefully upon the theoretical and normative underpinnings of universities and to delineate the structures and processes through which they might seek to negotiate their identities. Considine re-theorizes the university as a higher education system composed by distinctions and networks acting through an important class of boundary objects. He moves beyond an environmental analysis, asserting that systems are best theorized as cultural practices based upon actors making and protecting important kinds of distinctions. Thus, the university system must be investigated as a knowledge-based binary for dividing knowledge from other things. This approach, in turn, produces an identity-centering (cultural) model of the system that assumes universities must perform two different acts of distinction to exist: first, they must distinguish themselves from other systems (such as the economy, organized religion, and the labor market), and, second, they must operate successfully in a chosen resource environment. Ultimately, Considine argues that while environmental problems (such as cuts in government grants) may generate periodic crises, threats within identities produce emergencies generating a radical kind of problematic for actor networks.