The four papers in this volume address questions raised by the Dean's Grants Program. Among the themes addressed are the potential of deans to fulfill the role of change agent, techniques used in decision making and exercising authority, and faculty members' and deans' perceptions of the dean's role. Carole R. Sivage, in "Advocates of Change: An Analysis of Deans' Roles as Directors of Dean's Grant Projects" presents the results of interviews conducted at 10 institutions receiving Dean's Grants. In an analysis of the case studies, it is suggested that advocacy on the part of the dean should be examined descriptively and qualitatively. Appended to the study is a seven-part outline of the interview questions. In his paper, "Using Structure, Action, and Power to Make Teacher Preparation Responsive to Public Law 94-142," John M. Bryson discusses the nature of power in teacher education institutions. Political activities related to decision making are explained in terms of forums, arenas, and courts, and a model, designed to help with Dean's Grant Project administration, is introduced. John M. Bryson and Karin Fladmoe-Lindquist examined judgments of teacher educators during a simulated planning exercise in "Changing Teacher Education: Addressing the Political Difficulties." The focus was on tactics used in planning and decision making related to specified contextual variables. The results of a survey of 104 deans and interviews with deans and faculty members are reported by Kathy A. Okun in "Deans as Change Agents: Testing Assumptions of the Dean's Grant Program." The conclusion of the study endorses the concept of deans as key change agents for curricular change. (FG)