The role of administrators serving in national centers established by the federal government to encourage and foster research, training, and service is investigated. Two national programs specifically examined in this report are centers for mental retardation research and human development, and university-affiliated training centers. The research was designed to determine the major functional role of the national center administrator, and to identify techniques to improve organizational structures and establish guidelines for the training of multidisciplinary administrators. A general overview of role theory is provided as well as a list of related terms and definitions. Role theory and role-set concepts related to administrators are applied to both the university and national center settings. Ten hypotheses were devised and a sample of 316 research administrators and directors were surveyed. Directors and administrators indicated similar role expectations as did governmental staff and administrators. Directors of graduate school programs and administrators indicated dissimilar role expectations in management areas. Coordinators of state programs and community development directors expressed similar administrative role expectations. Three major areas are suggested in which further research can aid in the development of role theory as it relates to the administration of multidisciplinary and interdisciplinary research training and service. The survey instrument, and a list of questionnaire review board members and test sites are appended. (SF)