The responsibility for graduate education and the power and authority structure among graduate deans, college or school deans, departments, and faculty were studied using a sample of 338 schools. Attention was directed to the following concerns: institutional characteristics that are related to the organization and administration of graduate education; the professional backgrounds, attitudes, and activities of graduate deans; factors that influence graduate faculty and graduate teaching; and the impact of affiliation with the Council of Graduate Schools. Specific areas of study included: graduate program evaluation, graduate school control of academic processes, the availability of institutional funds in 14 areas necessary to quality education; support for grants acquisition; the personal backgrounds of graduate deans; job structure and responsibilities of deans; the evaluation of graduate deans; faculty advisory committees; satisfactions and frustrations of the graduate deanship; the structural position of teaching in American graduate education (teaching loads, tenure, resource allocation, merit salary); and correlates of unionization. Together with narrative analyses, 47 statistical tables are provided. (SW)