A survey of a representative national sample of 1,110 college presidents, vice presidents, deans of academic affairs, and deans of student affairs, of whom 64% responded, investigated attitudes toward the content of higher education degrees and the degree as a credential for prospective administrators in their institutions. Data on respondents' highest degree and its content area were also gathered. Questions about degree content included assessment of: (1) the usefulness of its content to administrators; (2) the necessity of an administrative internship as part of the doctoral program; and (3) the importance of 10 typical courses (budget and finance, college teaching, community and junior colleges, college curriculum, evaluation, history of higher education, law, organization and governance, state and federal policy-making, student development). Respondents were also asked to rank a higher education doctorate in comparison with a doctorate in an academic discipline as the qualifying credential for three administrative positions: student affairs or institutional management; academic affairs administration; and institutional presidency. Results show the programs' training is frequently perceived as useful both by those with higher education doctorates and those with doctorates in academic disciplines. However, a higher education doctorate is not required for most administrative positions and may not be viewed as the best credential for certain positions. Includes 17 references. (MSE)