Higher education leaders and their teams should always seek to add value to their decision-making processes. Planning, Policy, and Politics in Higher Education: Tools to Help Leaders Make Strategic Choices provides a strategic decision-making model and specific tools to help maximize the opportunities for making successful choices. The model was introduced by Dr. Anderes in the book Navigating Through Turbulent Times: Applying a System and University Strategic Decision Making Model. It is built on the use of new tools, including a planning and assessment framework, future scans, an issue analysis inventory, and decision matrix. The new tools in combination with a strong strategic planning process, transparency for all constituencies, and high quality information focused on the future and globally gives leaders the greatest opportunity to make thoughtful choices aligned with their primary goals. The strategic decision-making model consists of six components: 1) Creating an organizational mentality committed to strategic thinking, 2) maximizing the amount of high quality historical data and information for analyses to inform decision makers, 3) routinizing the use of globalized scans of the future integrated with other decision-making information, 4) supporting ongoing strategic planning processes, 5) ensuring transparency to incorporate all key constituencies in planning, and 6) implementing a planning and assessment framework that allows leaders to weigh and filter information into thoughtfully constructed strategic alternatives and action plans. The success of the model is based on the integration of all components, with strategic thinking permeating all aspects of decision making. Board, system, and university leaders and their teams will benefit from the use of the strategic decision-making model in crafting well-informed choices. They will have greater confidence in supporting those choices to the myriad internal and external constituencies they serve. The planning outcomes will be derived from a set of new and expanded resources that provide greater organizational certainty in the final choices. The certainty in the choices will be based on the exhaustive use of the tools in translating strategies into key outcomes and the increased capacity to measure success in meeting board and institutional goals.
The Politics of Public Higher Education: Strategic Decisions Forged From Constituency Competition, Cooperation, and Compromise is the third in a set of three books that provides higher education leaders, faculty, and system and institutional planners a reality-based view of decision-making in higher education. The focus is on how issues and related problems are translated into strategic initiatives that become the basis for leadership solutions. How the decisions are arrived at is very much influenced by the constituencies within higher education such as faculty, staff, students, and institutional leaders and their interaction with those external to higher education, like a governor and legislators. The interactions are political. On one level, they represent the internal politics of higher education constituencies seeking to highlight their priorities, and on another level, they represent the external politics of elected officials and their representatives seeking support from the public. There is often substantial conflict and competition to gain advantages in funding or as an organizational priority. In this book, we assess the politics within and between the internal and external parties and how those politics should be defined within any strategic planning process. The Strategic Decision-Making Model (SDMM) is applied to help identify and resolve problems. The model consists of six components that ensure that all constituencies are heard and that alternative solutions recognize the key variables necessary to guide a leader's final choices. The six model components are strategic thinking as an organizational mentality, maximizing the amounts and quality of data and information for comprehensive reporting, scanning the future globally, implementing comprehensive strategic planning, supporting transparency of process and decision-making, and using a framework to consistently assess all planning issues, strategies, and outcomes.
ᅠReaders and leaders interested in planning and leadership in higher education will receive two primary benefits from the book Navigating Through Turburlent Times........ First, a strategic decision making model that they can apply with their leadership teams in universities, systems and Boards. Second, they will be exposed to real life experiences from turbulent or unstable environments that they will likely confront during their careers. The six components of the strategic decision making model are laid out in detail and used as the focus for recognizing and resolving issues that contribute to instability. The integration of the model with the actual experiences provides leaders and their support teams with a comprehensive tool to address current and future challenges. The model components include: 1) an organizational mentality committed to strategic thinking, 2) a maximum amount of historical data and information for analysis to inform decision makers, 3) highly globalized scans of the future integrated with other decision making information, 4) ongoing strategic planning processes, 5) transparency to incorporate all key constituencies in planning and 6) a planning and assessment framework that allows leaders to weigh and filter information into thoughtfully constructed strategic alternatives and action plans. The success of the model is based on the integration of all components, with strategic thinking permeating all aspects of decision making. Ultimately leaders and leaders in waiting will be able to better anticipate and resolve problems through the use of the six major interactive components of the model. Problems (as reflected through the experiences) that create instability such as dramatic funding reductions, unanticipated leadership successions, rapidly increasing student costs, limited communications with constituencies, limited planning and strategic thinking, etc. can be considered from the outset of thoughtful, strategic planning and thinking exercises and not simply "fixed" after alternative strategies are in place.
Higher education leaders and their teams should always seek to add value to their decision-making processes. Planning, Policy, and Politics in Higher Education: Tools to Help Leaders Make Strategic Choices provides a strategic decision-making model and specific tools to help maximize the opportunities for making successful choices. The model was introduced by Dr. Anderes in the book Navigating Through Turbulent Times: Applying a System and University Strategic Decision Making Model. It is built on the use of new tools, including a planning and assessment framework, future scans, an issue analysis inventory, and decision matrix. The new tools in combination with a strong strategic planning process, transparency for all constituencies, and high quality information focused on the future and globally gives leaders the greatest opportunity to make thoughtful choices aligned with their primary goals. The strategic decision-making model consists of six components: 1) Creating an organizational mentality committed to strategic thinking, 2) maximizing the amount of high quality historical data and information for analyses to inform decision makers, 3) routinizing the use of globalized scans of the future integrated with other decision-making information, 4) supporting ongoing strategic planning processes, 5) ensuring transparency to incorporate all key constituencies in planning, and 6) implementing a planning and assessment framework that allows leaders to weigh and filter information into thoughtfully constructed strategic alternatives and action plans. The success of the model is based on the integration of all components, with strategic thinking permeating all aspects of decision making. Board, system, and university leaders and their teams will benefit from the use of the strategic decision-making model in crafting well-informed choices. They will have greater confidence in supporting those choices to the myriad internal and external constituencies they serve. The planning outcomes will be derived from a set of new and expanded resources that provide greater organizational certainty in the final choices. The certainty in the choices will be based on the exhaustive use of the tools in translating strategies into key outcomes and the increased capacity to measure success in meeting board and institutional goals.
The Politics of Public Higher Education: Strategic Decisions Forged From Constituency Competition, Cooperation, and Compromise is the third in a set of three books that provides higher education leaders, faculty, and system and institutional planners a reality-based view of decision-making in higher education. The focus is on how issues and related problems are translated into strategic initiatives that become the basis for leadership solutions. How the decisions are arrived at is very much influenced by the constituencies within higher education such as faculty, staff, students, and institutional leaders and their interaction with those external to higher education, like a governor and legislators. The interactions are political. On one level, they represent the internal politics of higher education constituencies seeking to highlight their priorities, and on another level, they represent the external politics of elected officials and their representatives seeking support from the public. There is often substantial conflict and competition to gain advantages in funding or as an organizational priority. In this book, we assess the politics within and between the internal and external parties and how those politics should be defined within any strategic planning process. The Strategic Decision-Making Model (SDMM) is applied to help identify and resolve problems. The model consists of six components that ensure that all constituencies are heard and that alternative solutions recognize the key variables necessary to guide a leader's final choices. The six model components are strategic thinking as an organizational mentality, maximizing the amounts and quality of data and information for comprehensive reporting, scanning the future globally, implementing comprehensive strategic planning, supporting transparency of process and decision-making, and using a framework to consistently assess all planning issues, strategies, and outcomes.
ᅠReaders and leaders interested in planning and leadership in higher education will receive two primary benefits from the book Navigating Through Turburlent Times........ First, a strategic decision making model that they can apply with their leadership teams in universities, systems and Boards. Second, they will be exposed to real life experiences from turbulent or unstable environments that they will likely confront during their careers. The six components of the strategic decision making model are laid out in detail and used as the focus for recognizing and resolving issues that contribute to instability. The integration of the model with the actual experiences provides leaders and their support teams with a comprehensive tool to address current and future challenges. The model components include: 1) an organizational mentality committed to strategic thinking, 2) a maximum amount of historical data and information for analysis to inform decision makers, 3) highly globalized scans of the future integrated with other decision making information, 4) ongoing strategic planning processes, 5) transparency to incorporate all key constituencies in planning and 6) a planning and assessment framework that allows leaders to weigh and filter information into thoughtfully constructed strategic alternatives and action plans. The success of the model is based on the integration of all components, with strategic thinking permeating all aspects of decision making. Ultimately leaders and leaders in waiting will be able to better anticipate and resolve problems through the use of the six major interactive components of the model. Problems (as reflected through the experiences) that create instability such as dramatic funding reductions, unanticipated leadership successions, rapidly increasing student costs, limited communications with constituencies, limited planning and strategic thinking, etc. can be considered from the outset of thoughtful, strategic planning and thinking exercises and not simply "fixed" after alternative strategies are in place.
American philosopher Tom Rockmore boldly refutes suggestions that German philosopher Martin Heidegger's political stance was accidental or adopted under coercion. Rockmore argues that Heidegger's thought and his Nazism are inseparably intertwined. Combining extensive documentation with philosophical and historical analysis, this book raises profound questions about the social and political responsibility of philosophy.
This book explores the confrontation of radically assimilated Jews with the violent collapse of their envisioned integration into a cosmopolitan European society, which culminated during the Holocaust. This confrontation is examined through the biography of the German-speaking intellectual and prominent communist theoretician of the Jewish question Otto Heller (1897–1945), focusing on the tension between his Jewish origins and his universalistic political convictions. Radical Assimilation in the Face of the Holocaust traces the development of Hellerʼs position on the Jewish question in three phases: how he grew up to become a typical Central European "non-Jewish Jew" (1897–1931); how he became exceptional in that category by focusing his intellectual work on the Jewish question (1931–1939); and how he reacted to the persecution and murder of European Jewry as a member of the Resistance in occupied France and in Auschwitz (1939–1945). Breaking with the common portrayal of Heller as a self-hating Jew, Tom Navon argues instead that Heller came to lay the foundations for the groundbreaking recognition by communists of worldwide Jewish national solidarity.
Hegel's Phenomenology of Spirit, the philosopher's first and perhaps greatest work, is the most important philosophical treatise of the nineteenth century. In this companion volume to his general introduction to Hegel, Tom Rockmore offers a passage-by-passage guide to the Phenomenology for first-time readers of the book and others who are not Hegel specialists. Rockmore demonstrates that Hegel's concepts of spirit, consciousness, and reason can be treated as elements of a single, coherent theory of knowledge, one that remains strikingly relevant for the contemporary discussion. He shows how the various conceptions of cognition developed in the text culminate in absolute knowing, which Rockmore reads, in opposition to the frequent religious readings of Hegel, in a wholly secular manner. Unlike commentators who isolate Hegel's text from its philosophical origins, Rockmore analyzes the book in the philosophical context from which it emerged, lucidly discussing notoriously difficult passages in relation to the ideas of Aristotle and Descartes, and above all to those of Kant and other German idealists. Hegel's Phenomenology of Spirit, the philosopher's first and perhaps greatest work, is the most important philosophical treatise of the nineteenth century. In this companion volume to his general introduction to Hegel, Tom Rockmore offers a passage-by-passage guide to the Phenomenology for first-time readers of the book and others who are not Hegel specialists. Rockmore demonstrates that Hegel's concepts of spirit, consciousness, and reason can be treated as elements of a single, coherent theory of knowledge, one that remains strikingly relevant for the contemporary discussion. He shows how the various conceptions of cognition developed in the text culminate in absolute knowing, which Rockmore reads, in opposition to the frequent religious readings of Hegel, in a wholly secular manner. Unlike commentators who isolate Hegel's text from its philosophical origins, Rockmore analyzes the book in the philosophical context from which it emerged, lucidly discussing notoriously difficult passages in relation to the ideas of Aristotle and Descartes, and above all to those of Kant and other German idealists.
Without question, the East German National People’s Army was a profoundly masculine institution that emphasized traditional ideals of stoicism, sacrifice, and physical courage. Nonetheless, as this innovative study demonstrates, depictions of the military in the film and literature of the GDR were far more nuanced and ambivalent. Departing from past studies that have found in such portrayals an unchanging, idealized masculinity, Comrades in Arms shows how cultural works both before and after reunification place violence, physical vulnerability, and military theatricality, as well as conscripts’ powerful emotions and desires, at the center of soldiers’ lives and the military institution itself.
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