One of the most powerful traditions of the Jewish fascination with language is that of the Name. Indeed, the Jewish mystical tradition would seem a two millennia long meditation on the nature of name in relation to object, and how name mediates between subject and object. Even within the tide of the 20th century's linguistic turn, the aspect most notable in - the almost entirely secular - Jewish philosophers is that of the personal name, here given pivotal importance in the articulation of human relationships and dialogue. The Name of God in Jewish Thought examines the texts of Judaism pertaining to the Name of God, offering a philosophical analysis of these as a means of understanding the metaphysical role of the name generally, in terms of its relationship with identity. The book begins with the formation of rabbinic Judaism in Late Antiquity, travelling through the development of the motif into the Medieval Kabbalah, where the Name reaches its grandest and most systematic statement - and the one which has most helped to form the ideas of Jewish philosophers in the 20th and 21st Century. This investigation will highlight certain metaphysical ideas which have developed within Judaism from the Biblical sources, and which present a direct challenge to the paradigms of western philosophy. Thus a grander subtext is a criticism of the Greek metaphysics of being which the west has inherited, and which Jewish philosophers often subject to challenges of varying subtlety; it is these philosophers who often place a peculiar emphasis on the personal name, and this emphasis depends on the historical influence of the Jewish metaphysical tradition of the Name of God. Providing a comprehensive description of historical aspects of Jewish Name-Theology, this book also offers new ways of thinking about subjectivity and ontology through its original approach to the nature of the name, combining philosophy with text-critical analysis. As such, it is an essential resource for students and scholars of Jewish Studies, Philosophy and Religion.

One of the most powerful traditions of the Jewish fascination with language is that of the Name. Indeed, the Jewish mystical tradition would seem a two millennia long meditation on the nature of name in relation to object, and how name mediates between subject and object. Even within the tide of the 20th century's linguistic turn, the aspect most notable in - the almost entirely secular - Jewish philosophers is that of the personal name, here given pivotal importance in the articulation of human relationships and dialogue. The Name of God in Jewish Thought examines the texts of Judaism pertaining to the Name of God, offering a philosophical analysis of these as a means of understanding the metaphysical role of the name generally, in terms of its relationship with identity. The book begins with the formation of rabbinic Judaism in Late Antiquity, travelling through the development of the motif into the Medieval Kabbalah, where the Name reaches its grandest and most systematic statement - and the one which has most helped to form the ideas of Jewish philosophers in the 20th and 21st Century. This investigation will highlight certain metaphysical ideas which have developed within Judaism from the Biblical sources, and which present a direct challenge to the paradigms of western philosophy. Thus a grander subtext is a criticism of the Greek metaphysics of being which the west has inherited, and which Jewish philosophers often subject to challenges of varying subtlety; it is these philosophers who often place a peculiar emphasis on the personal name, and this emphasis depends on the historical influence of the Jewish metaphysical tradition of the Name of God. Providing a comprehensive description of historical aspects of Jewish Name-Theology, this book also offers new ways of thinking about subjectivity and ontology through its original approach to the nature of the name, combining philosophy with text-critical analysis. As such, it is an essent

Higher education has changed significantly over the past 50 years, and the individuals who provide leadership for these institutions has similarly changed. The pathway to the college presidency, once the domain of academic administration, has diversified as an increasing number of development officers, student affairs and enrollment management professionals, and even politicians have become common in the role. It is important to understand who the presidents are in the current environment and the challenges they face. Challenges such as dealing with the COVID-19 pandemic, enrollment shortfalls, Title IX, and athletic scandals have risen to the forefront and have contributed to the issues and role of college and university leadership. The Handbook of Research on the Changing Role of College and University Leadership provides important research on the topic of college and university leadership, especially focusing on the changing role of the college president. The chapters discuss college leadership as it is now and how it will evolve into the future. Topics included are the role of the president at various types of universities, their involvement within university functions and activities, and the duties they must carry out and challenges they face. This book is ideal for professionals and researchers working in higher education, including faculty members who specialize in education, public administration, the social sciences, and management, along with teachers, administrators, teacher educators, practitioners, researchers, academicians, and students who are interested in college and university leadership and how this role is transforming.

Social demonstrations that take place on university campuses have profound effects on students as well as the environments in which those students live and learn. These demonstrations, in recent years, have taken on traditional forms such as spontaneous protests, organized marches, and organized rallies, but they have also been affected by technologically mediated strategies that can bring larger sets of students together to support shared beliefs. Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism provides emerging research exploring the theoretical and practical aspects of social demonstrations on university campuses and responses from administrative professionals. Featuring coverage on a broad range of topics such as advocacy, student activism, and free speech, this book is ideally designed for university administrators, policymakers, government officials, academic leaders, researchers, and institutions seeking current research on student engagement in social demonstrations on the campuses of colleges and universities.

Social demonstrations that take place on university campuses have profound effects on students as well as the environments in which those students live and learn. These demonstrations, in recent years, have taken on traditional forms such as spontaneous protests, organized marches, and organized rallies, but they have also been affected by technologically mediated strategies that can bring larger sets of students together to support shared beliefs. Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism provides emerging research exploring the theoretical and practical aspects of social demonstrations on university campuses and responses from administrative professionals. Featuring coverage on a broad range of topics such as advocacy, student activism, and free speech, this book is ideally designed for university administrators, policymakers, government officials, academic leaders, researchers, and institutions seeking current research on student engagement in social demonstrations on the campuses of colleges and universities.

Civic engagement initiatives and activities are crucial to the progression of modern society. By raising awareness of social issues and problems, citizens can make a greater impact and have their voices be heard. Student Activism as a Vehicle for Change on College Campuses: Emerging Research and Opportunities is a critical source of academic perspectives on contemporary activism and protests from the college student population. Including a range of pertinent topics such as discrimination, school administration, and technology-based activism, this book is ideally designed for educators, professionals, researchers, academics, and students interested in current practices of activism at higher education institutions.

A volume in Educational Policy in the 21st Century: Opportunities, Challenges, and Solutions Series Editor Bruce Anthony Jones, University of South Florida The number of staff members serving American higher education institutions has more than doubled in the past twenty years, as occupations in technology, development, government relations, and even athletic administration have grown as never before in the history of the academy. As the number, variety, and importance of these positions have grown, so has the need for their involvement in determining the direction and vision of the contemporary university. Often in opposition or cast in a competing light, staff governance bodies are positioned within the governance framework of faculty, students, trustees, and even legislatures, all bound together by formal and legal authority guidelines. The current volume is among the very first to explore this landscape, and begins with a critical evaluation of the context of how staff are involved in decision-making. The text devotes six chapters to an in-depth exploration of the environment where staff governance is used: in private and community colleges, with athletics and student affairs, in collective bargaining environments, and how the inclusion of staff can be an asset to institutional self-determination. The final section describes the array of topics staff governance bodies address, and shares a case study of one professional administrator who chaired a staff senate. The concluding chapter outlines the implications in policy formation, evaluation, and agenda setting for the involvement of staff in the higher education community. The book is a must read for new, senior college administrators, staff governance leaders, practitioners in human resource management, those concerned about democracy in education, and scholars studying higher education management

A volume in Educational Policy in the 21st Century: Opportunities, Challenges, and Solutions Series Editor Bruce Anthony Jones, University of South Florida The number of staff members serving American higher education institutions has more than doubled in the past twenty years, as occupations in technology, development, government relations, and even athletic administration have grown as never before in the history of the academy. As the number, variety, and importance of these positions have grown, so has the need for their involvement in determining the direction and vision of the contemporary university. Often in opposition or cast in a competing light, staff governance bodies are positioned within the governance framework of faculty, students, trustees, and even legislatures, all bound together by formal and legal authority guidelines. The current volume is among the very first to explore this landscape, and begins with a critical evaluation of the context of how staff are involved in decision-making. The text devotes six chapters to an in-depth exploration of the environment where staff governance is used: in private and community colleges, with athletics and student affairs, in collective bargaining environments, and how the inclusion of staff can be an asset to institutional self-determination. The final section describes the array of topics staff governance bodies address, and shares a case study of one professional administrator who chaired a staff senate. The concluding chapter outlines the implications in policy formation, evaluation, and agenda setting for the involvement of staff in the higher education community. The book is a must read for new, senior college administrators, staff governance leaders, practitioners in human resource management, those concerned about democracy in education, and scholars studying higher education management

Higher Education is a vibrant, changing field of study. With roots in multiple disciplines, these degree programs prepare the administrators, faculty, and policy makers who direct the current and future higher education enterprise. At a time when higher education is changing rapidly, these programs are poised to frame the future of an educated society. This book examines all aspects of how Higher Education programs operate - from their marketing, focus on student affairs and community colleges, the emergence of online programs and core curricula. Authors from a broad and diverse spectrum of institutions map the current setting of Higher Education programs with an eye on future directions for their livelihood and survival.

Higher Education is a vibrant, changing field of study. With roots in multiple disciplines, these degree programs prepare the administrators, faculty, and policy makers who direct the current and future higher education enterprise. At a time when higher education is changing rapidly, these programs are poised to frame the future of an educated society. This book examines all aspects of how Higher Education programs operate - from their marketing, focus on student affairs and community colleges, the emergence of online programs and core curricula. Authors from a broad and diverse spectrum of institutions map the current setting of Higher Education programs with an eye on future directions for their livelihood and survival.

Colleges and universities face a variety of challenges in meeting the needs of students, and one of the greatest is their ability to respond to student needs while protecting institutional and academic integrity. For those working with students, a primary example of this challenge is the involvement of students in shared decision-making, a process often developed and fostered through organizations such as student government. Few discussions have embraced the challenges of shared governance with students, particularly within the past two decades. This book arose from continuous conversations with college and university administrators and policy makers who struggle daily with the decision- making process and the role of student voices. The volume is also intended to be an extension of the Julie Caplow and Michael Miller volume on Policy and University Governance (2003) that looked at internal and external governance issues and their impact on institutional policy formation and decision-making. The collections of chapters included here provide a comprehensive view of student involvement in policy formation and decisionmaking. The volume begins with a general overview of the challenges associated with investing students with power, authored by Tulane University's Morolake O. Laosebikan-Buggs. Michael Miller and Daniel Nadler then provide a rationale as to why students have been involved in shared decision-making in the past, outline the benefits and problems historically associated with student shared governance, and offer some meaningful recommendations for continuing to work with students.

Colleges and universities face a variety of challenges in meeting the needs of students, and one of the greatest is their ability to respond to student needs while protecting institutional and academic integrity. For those working with students, a primary example of this challenge is the involvement of students in shared decision-making, a process often developed and fostered through organizations such as student government. Few discussions have embraced the challenges of shared governance with students, particularly within the past two decades. This book arose from continuous conversations with college and university administrators and policy makers who struggle daily with the decision- making process and the role of student voices. The volume is also intended to be an extension of the Julie Caplow and Michael Miller volume on Policy and University Governance (2003) that looked at internal and external governance issues and their impact on institutional policy formation and decision-making. The collections of chapters included here provide a comprehensive view of student involvement in policy formation and decisionmaking. The volume begins with a general overview of the challenges associated with investing students with power, authored by Tulane University's Morolake O. Laosebikan-Buggs. Michael Miller and Daniel Nadler then provide a rationale as to why students have been involved in shared decision-making in the past, outline the benefits and problems historically associated with student shared governance, and offer some meaningful recommendations for continuing to work with students.

Improving Faculty Governance begins with a critical examination of the contemporary faculty member and the challenges of protecting academic democracy in the context of the increasingly corporate university. The ideas of trust and respect are examined between faculty and administrators, along with the positive and negative aspects of part-time faculty reliance. The book subsequently reports on the first ever five-year longitudinal study of how faculty governance can be improved, the specific roles to be played and challenges to effective participation from the perspectives of faculty, provosts, and even college presidents. The communication patterns of faculty among themselves in decision making are also identified and correlated to effective voting patterns. The identified strategies are then examined through an ethnographic case study and a critical profile of national issues, all culminating in key strategies for faculty and administrators to improve shared governance.

This work looks at policy and university faculty governance. It covers such topics as: faculty involvement in governanace; the college trustees' role in academic governance; leadership in faculty governance; governance within the academic organization; and more.

This work looks at policy and university faculty governance. It covers such topics as: faculty involvement in governanace; the college trustees' role in academic governance; leadership in faculty governance; governance within the academic organization; and more.

These writings provide a thematic examination of how faculty are involved in the governance process in different areas of higher education management. Although this text offers different styles and tones in various chapters, the discussions of involvement in academic and student affairs, athletics, advancement, and institutional effectiveness and planning are helpful to all of those interested in a setting where group input is valued and respected. Administrators, faculty, and policy makers will find this discussion useful and meaningful.

Many challenges face community; technical, and junior colleges as they prepare for the 21st century. The more than 1,400 community colleges in the United States and Canada are led by approximately 14,000 academic deans and department heads, each of whom must balance the demands of the students, faculties, sponsors, community, and the college itself.
As college enrollments increase, so do responsibilities, problems, and stress. Fur-ther stress will come to bear upon com-munity colleges in the next decade, when 40% of their academic leaders are expected to retire. There is justifiable concern about the identification, recruitment, and preparation of individuals to assume vacant leadership positions. "Academic Leadership in Community Colleges" provides the neces-sary touchstones and guidelines for per-sons within institutions preparing for new leadership.

Written by professional educators, this book is based on a survey of 3,000 deans and department heads in community col-leges in the United States and Canada. The survey disclosed the broad variety of responsibilities, organizational structures, and developmental strategies exercised by academic leaders in community colleges from coast to coast. The research was conducted by the Center for the Study of Higher and Postsecondary Education at the University of Nebraska-Lincoln and supported by the National Community College Chair Academy.

Introductory chapters present compara-tive information about community col-leges: their various missions, instructional units, and demographic situations. Other chapters focus on the beliefs and values, tasks, skills, competition, and challenges that greet academic leaders. Readers willfind useful strategies for confronting frequent problems and procedures for achieving greater college cohesion and efficiency.