Students seem still to be interested in and in getting administrations to be concerned, hopefully by peaceful means. Some professors, though concerned with good teaching, can do little beyond their own classrooms without the help of administrators. is a virtue that the ambitious university can hardly afford to reject publicly. But unless it believes it to be in their self-interest, it probably will give little but lip service. At many universities good teaching is given honor, but little recompense. Apparently it is thought to be its own reward. I hope to demonstrate that it is in the self interest of the ambitious university to reward good teaching much as it rewards good What is the university trying to maximize? What are its goals ? For guidance, one might turn to Newman's Idea of a University or to Hutchins' Education for Freedom. But even without such authorities, most people would agree that the goals of a university are the extension, the preservation, and the communication of knowledge (including skills) to students, and perhaps service to society. For my purposes, however, the goals should be de fined more operationally. I believe the goal of the ambitious university is to maximize prestige or re nown, prestige primarily among other universities and among foundations, but also among alumni and other supporters, potential students, and the gen eral public. Prestige is a valid goal. Being a part of or re lated to a prestigious institution benefits faculty, students, alumni, and community. The profes sional standing of faculty members is due largely to the prestige of their institution. Good students are attracted to the prestigious university. Once there, they benefit from contact with other good students. Moreover, when they graduate, they find that graduate schools and employers (including other universities, if they are seeking Ph.D.s) highly value their credentials. And alumni, of course, may take pride in the visible achievements of alma mater. The community, too, benefits from the reflected glory of the prestigious insti tution. The University's administrators benefit both financially and psychologically, for the pres tige of their institution is the most tangible meas ure of their success. It is not surprising that a uni versity's financial support is garnered in rough proportion to its prestige. Hence, prestige must be the goal of the ambitious university. Lasting prestige, of course, cannot be assured unless in fact the university deserves it. For a time it may win favorable publicity or large grants based on promises. But it is in the university's interests to deserve prestige, just as it is in the manufacturer's interests to produce products that the public not only buys initially but is satisfied with afterwards and continues to buy. The goal of prestige, then, adds the factor of favorable publicity to the goals of advancing and communicating knowledge. The ambitious univer sity is anxious to purchase the services of faculty members who are visible. Research, as such, is not sufficient ; publication of that research in pres tigious journals is necessary. Then people will say that the university is good, exciting, and so forth because Professor Publish, whose work they have read, is there. The ambitious university there fore will pay for the services of professors in rough proportion to their prestigious publications. Ambitious universities, government agencies, busi ness firms, and foundations operate the same way. There is a wide market for these services. Through competitive bargaining in this market, the value of a professor's services is objectively established. University administrators realize that they need not pay more but must pay this price to hire and keep the professor. Good teaching, unfortunately, is not easily measured; more important, its existence is not easily publicized. Thus, the market tends not to value it highly. Like other people, professors attempt to maxi mize their welfare. Like other people, they con sider that an important part of their welfare is their salary (both for its purchasing power and for the sense of worth it conveys). If professors see that they are rewarded in proportion to their publications, they not surprisingly react to that incentive by spending more of their time doing potentially publishable research than teaching and counseling students or helping in the development of curriculum or in the institutional concerns of the university. This is the way individual profes sors resolve the conflict between teaching and research.