The rights and responsibilities of deans as persons as they serve as heads of baccalaureate or higher degree programs in nursing are considered by six deans who contributed to a continuing education workshop series. Rheba de Tornyay considers qualities and personal characteristics of effective and less effective leaders, professional image, rewards and costs, and success as a dean. According to Elizabeth C. Harkins, the person who becomes a dean is usually accustomed to successes in life, which enhance the character of the individual and increase self-esteem. Identifying lines of support, personal needs, the resolution of support, and risk-taking are addressed. Julia A. Lane considers attributes that enabled her to survive and experience a measure of success as dean, with attention to personal values, knowledge, and technical, human, and conceptual skills. Andrea R. Lindell suggests that the dean as a person must aspire to utilize self in a disciplined and knowledgeable way in a relationship with other people and must have a personal objectivity based on an awareness of self and personal needs and the ability to deal with one's own patterns of personality. She proposes that the dean has the right and responsibility to emphasize the individual, to allow self-expression, and to give respect and consideration. Fostine G. Riddick considers the dean as person in relation to human factors, leadership behavior, and the following models of governance: the constitutional, autocratic, democratic, federal, and totalitarian models. According to Carmen R. Westwick the human dimensions of being a dean are the personality characteristics, the philosophy of life, the mode of interaction with others, and everyday behavior. Additionally, the rights of a dean as a person are identified. Bibliographies are included. (SW)