The role and attributes of deans of nursing as scholars in charge of baccalaureate or higher degree programs are considered by six deans who contributed to a continuing education workshop series. Among the topics addressed by Olga Andruskiw are: problems facing women deans, including stereotypic attitudes, difficulties in ascendancy in administration and strategies for survival; the need for research; and management of time and responsibilities. Donna Diers considers how a dean might retain some aspects of the faculty role, whether in research, teaching, scholarly work outside of empirical research, clinical practice, or community service. Peggy J. Ledbetter summarizes views expressed in the literature regarding arrangements by which the dean may teach, the dean's role in institutional research and research activity outside the institution, the dean's responsibility for delivery of clinical services to patients, the dean as author of articles, and the dean as manager. According to Carol A. Lindeman, it is very important that a dean be a scholar not only to ensure that administrative issues are handled in a scholarly manner, but to fulfill the set of expectations regarding the dean as an academician, as a person who is known for thorough, accurate knowledge of a given field. Jannetta MacPhail considers the dean's own scholarly productivity, creating a climate to foster and support scholarship, promoting a scholarly approach to teaching and to practice, and deterrents to scholarly productivity and scholarliness. Marilyn Christian Smith's view is that she can not be a full-time scholar and searcher for truth through research, teaching, and clinical practice, but feels that she must be a pragmatic scholar, a searcher for truth in the leadership she attempts to provide as a dean. Bibliographies are included. (SW)