Selected findings are presented of a study designed to identify the personal characteristics, educational background, work experience, and career patterns of the faculty of doctoral programs in the study of higher education. Attention is also directed to their perceptions of various elements relevant to the study of higher education, including the most important faculty qualifications, the most important criteria in evaluating these doctoral programs, and the most outstanding programs. The schools offer a Doctor of Philosophy or Doctor of Education degree with higher education as a field of study, and each faculty member spends one-half or more of his or her effort with the doctoral program, including teaching and supervising doctoral students. For sixty-five institutions, 200 faculty members responded to a questionnaire in 1978. Among the characteristics of the typical faculty member are the following: male Caucasian who is 48.5 years old, tenured, full professor who is employed full-time in the doctoral program; teaches 6 or more equivalent semester hours of courses per term and assists 18.8 advisees; has been employed at 3.2 postsecondary institutions and has 8.3 years of administrative experience and 10.3 years of teaching experience; has published no books, one or two monographs, and 5 to 10 articles related to higher education; considers knowledge of the field and teaching competence to be the most important qualifications for himself and his colleagues; considers research competence to be an important qualification, but less important than the other two; and in assessing the quality of doctoral programs in the study of higher education, perceives the teaching expertise of faculty and the research and publications of faculty to be the most important criteria. (SW)