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OrganizationandAdministrationinHigher Education

SecondEdition

Situating strategic planning and budgeting within the organization and administration of higher education institutions, this text provides effective and proven strategies for today’s change-oriented leaders. Bringing together distinguished administrators from two-year, four-year, public, and private colleges and universities, this volume provides both practical and effective guidance on the intricacies of the institutional structure, its functional activities, and contingency planning. Organization and Administration in Higher Education orients future administrators to the major areas of an academic institution and will assist higher education administratorsinleadingtheirinstitutionstoexcellence

NewinthisSecondEdition:

• •

NewchaptersontheimpactofTitleIXandsocialmediaonhighereducation

Updated coverage throughout on politics, technology, budgeting, program planning, and institutional changes

Newend-of-chapterdiscussionprompts

Kristina Powers is Associate Vice President of Institutional Research Services at Bridgepoint Education, USA

PatrickJ SchlossisformerPresidentofValdostaStateUniversity,USA

OrganizationandAdministrationinHigher Education

SecondEdition

Secondeditionpublished2017 byRoutledge

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CONTENTS

ListofFigures

ListofTables

Preface

Acknowledgments

PartI

Chapter1

Chapter2

Chapter3

Chapter4

Chapter5

PartII

Chapter6

Chapter7

Chapter8

Chapter9

PartIII

Chapter10

HIGHEREDUCATIONINSTITUTIONSANDTHEPEOPLEINTHEM

UnderstandingtheRangeofPostsecondaryInstitutionsAndPrograms

AngelaE HendersonandKristinaPowers

KeyLeadershipPositionsandPerformanceExpectations

JulieCarpenter-HubinandLydiaSnover

TheRoleofInternalGovernance,Committees,andAdvisoryGroups

KerryBrianMelear

EffectivelyManagingHumanResourcesInCollegesandUniversities

ValerieMartinConley,KristinaPowers,andKentJ Smith,Jr

StudentGovernanceandInvolvementInInstitutionalLeadership

ShoupingHu,DanielleMorganAcosta,CarrieE Henderson,andJenniferIacino EFFICIENTANDEFFECTIVEMANAGEMENTOFRESOURCES

InnovativeStrategicPlanningfortheInstitution

CharlesMathiesandChristopherFerland

TheNatureandRoleofBudgetProcesses

PatrickJ.SchlossandKristinaPowers

ManagingAcademicProgramResources

StevenT Breslawski

OverviewofAccreditation

KristinaPowersandAngelaE.Henderson

EVENTSANDISSUESTODAYTHATSHAPEHIGHEREDUCATION

KeyLegalAspectsforHigherEducationAdministrators

Chapter11

Chapter12

Chapter13

JanetParkBalanoffandMonokaVenters

TitleIXandtheImpactonCollegesandUniversitiesTodayandOverTheNextDecade

AmeliaParnellandAndrewMorse

Purpose,Value,andUnintendedConsequencesofSocialMediainHigherEducation

ReginaLuttrell,KarenMcGrath,andChristopherA Medjesky

DevelopingCrisisManagementandEmergencyPlans

CyndyCaravelisandThomasC Johnson

AbouttheEditors

AbouttheContributors

Index

FIGURES

DistributionofInstitutionsintheU.S.byControlandType,2014

DistributionofCarnegieClassified,Degree-Granting,US InstitutionsandEnrollmentbyRegion, 2014

DistributionofInstitutionsintheU.S.byControlandCarnegieClassification,2014–15

ColumbiaStateCommunityCollegeOrganizationChart

MassachusettsInstituteofTechnologyOrganizationChart

TheOhioStateUniversityOrganizationChartfortheDivisionofStudentLife Minor’sFacultySenateGovernanceModel CurriculumCommittees

CaliforniaStateUniversity,SacramentoSpacePlanningPolicy CommitteeService Foundations

Full-andPart-TimeEmployeesinDegree-GrantingInstitutions,byPrimaryOccupation:Selected Years,Fall1991ThroughFall2013

Part-TimeProfessionalEmployeesinDegree-GrantingInstitutions,byPrimaryOccupation:Selected Years,Fall1991ThroughFall2013

ComparisonofFull-andPart-TimeProfessionalEmployeesinDegree-GrantingInstitutions,by PrimaryOccupation:SelectedYears,Fall1991ThroughFall2013

SampleMissionStatements

UniversityBudgetCouncilStructure

SampleTwo-PageUniversityBudget

SampleStrategicInitiativeProcess

CurriculaandResourcesAppliedMustBeConsistentwiththeStrategicPlan ResourceAlignmentMustBePrecededbyStrategicCurriculumPlanning

CurriculumIsanImportantComponentofStrategicPlanning AlignmentandPlanningMayBeInconsistentAcrossLevelsoftheOrganization Plans,Efforts,andResourcesLackUnityofPurpose FacultyActasFreeAgents CoordinatedPlanningatEachLevelLeadstoUnityinPurposeandDirection AlignmentRequiresGoals,Design,Instruction,andAssessmenttoBeConsistent DeterminantsofResourceAlignment

BusinessProcessReengineering AssumptionsUnderlyingtheSimulation

ForClassesSize<70,Four-CreditSavingsIncreaseasClassSizeDecreases TypicalResponsibilitiesofAccreditationLiaisons

TABLES

CarnegieClassificationsandDescriptions,2015

BasicCarnegieClassificationandDescriptions,2015

DistributionofUS CarnegieInstitutionsandStudentsbyInstitutionControlandCarnegie Classification,2014–15

ExamplesofDoctorate-GrantingUniversitiesbyCarnegieClassification2010and2015

CarnegieMaster’sCollegesandUniversitiesClassifications2015

ExamplesofMaster’sCollegesandUniversitiesbyCarnegieClassification2010and2015

BaccalaureateCollegesClassifications,2015

ExamplesofBaccalaureateCollegesbyCarnegieClassification2010and2015

EntitywithPrimaryAuthorityforEstablishingPublicTuition,byState

PercentageofFull-TimeEmployeesbyStaffandFacultybySectorandInstitutionalType

ExampleHiringProcessOverview:ExcerptfromOhioUniversity’sHiringProcessesOverview ExampleProgressiveDisciplinePolicy:ExcerptFromTheUniversityofAlabama’sProgressive DisciplinePolicy

ExamplesofStudentGovernanceandInvolvementinInstitutionalLeadership StrategicAspectsofVariousProgramTypes

SkillsandTraitsthatTranscendCurricularSubjectMatter

FactorstoConsiderWhenAssigningContingentFaculty

FactorsFavoringtheUseofLargeSections

OverviewoftheSixRegionalAccreditingOrganizations

StrategiestoPreventHarassmentandDiscriminationBasedonNationalOrigin TitleVIIRemediesandAvenues

ComponentsoftheAmericanswithDisabilitiesActof1990

SummaryofEligibleLeaveCircumstancesforContinuingCare

SocialMediaPoliciesfromSelectedInstitutions

ExamplesofNaturalandTechnologicalDisasters

ExamplesofSeriousnessScales

ConcealedWeaponsonCollegeCampusesbyState

PREFACE

SECONDEDITIONCHANGES

Often with a second edition, a reader wonders, “what has changed from the first edition?” or “is the second edition materially different from the first edition such that it is worth a new purchase and the time to read?” Of course, you, the reader are the ultimate judge; however, we wanted to share our methodological approach to the second edition so that you could quickly get these questions answered within the first few pages and hopefully be encouraged to read the second edition, regardless of whether or not you read the first. The secondeditionincludesthefollowingsignificantchanges:

• •

• •

Twonewchapters GiventheimportanceandcurrenteventsintheareasofTitleIXandsocialmedia, two new chapters have been added on these topics: Title IX and the Impact on Colleges and Universities Today and Over the Next Decade, and Purpose, Value, and Unintended Consequences of SocialMediainHigherEducation

Two revamped chapters Based on feedback, the chapter on strategic planning has significantly changed to focus on Innovative Strategic Planning for the Institution Additionally, the chapter on accreditationhasbeenexpandedtoprovidegreateremphasistoanOverviewofAccreditation

Restructuringchapters Given the addition of the two new and two revamped chapters, compared to the first edition the book has been divided into three different sections that better align with the issues and challenges facing higher education administrators This edition still begins with a focus on people within in higher education students, faculty and staff and how they interact with each other in five chapters As higher education leaders are faced not only with managing resources efficiently, but also effectively and creatively, the second section has focused on covering precisely that aspect in four chapters. Finally, whereas the first edition focused on contingency planning, the third section has been broadenedtofocusoneventsandissuesthatshapehighereducationtodaythroughoutfourchapters Current updates and developments for all chapters Each chapter includes relevant developments, including higher education politics, technology, budgeting, program planning, and institutional changes,whereapplicable.

Discussionpromptsattheendofeverychapter Basedondiscussionswithcourseadoptersofthebook from the first edition, this addition was recommended for the second edition. Therefore, each chapter concludeswithtendiscussionprompts.

OVERVIEWOFTHEBOOK

Successful technical schools, community colleges, liberal arts colleges, and comprehensive universities can be defined by the quality of their leadership teams. Effective planning and administration, regardless of strategic advantages, can elevate a school beyond its peers in a vast array of critical dimensions All can enhance recruitment and retention, strengthen student life opportunities, increase extramural support and private giving,andadvancetheinstitution’sreputationforexcellence.

Irrespective of level, leaders who effectively utilize governance groups, planning tools, and budgeting techniques make a difference in the prospects of the institution More important, they make a difference in the prospects of graduates and other stakeholders. Our primary goal in writing the second edition of Organization and Administration in Higher Education was to offer guidance to change-oriented higher education leaders and to update the content throughout each chapter as well as adding new chapters The book’s contents are also valuable to pre-service administrators taking courses in higher education administration and finance The book seeks to provide guidance in the best and worst of times, though it is duringthehardtimesthatoutstandingleadershipismostdesperatelyneeded

We refer liberally to “postsecondary” and “higher education” institutions. These terms apply to any institutionthatbuildsuponahighschooleducation,includingtechnicalschools,liberalartscolleges,specialty institutions, community colleges, and comprehensive universities Relevant institutions may be private, requiring substantial tuition income, or public, receiving governmental support. They may be operated for profit or not for profit We also reference institutions that provide Web-based programs or other distance learningoptions

This book may be useful to anyone working at or toward the “cabinet” or “senior leadership” level. These individualsmaybecurrentlyemployedinaleadershipposition,usingthecontentstoexpandtheirperspective andskill,ortheymaybepreparingforadvancementintosuchaposition,aswouldbethecasewithstudentsin graduateleadershipprograms.

The contents cut across a wide range of disciplines and areas of expertise Resource management, finance, law,humancapital,andpoliticalactionallformthebasisofeffectiveadministration Nosingleauthorislikely to be as capable of addressing all these subjects as a team of specialized individuals. For this reason, we called upon a number of chapter authors Each is a recognized expert in a critical area of higher education administration Theseauthorsfollowedacommonformatandstylesothat,whiletheexpertiseunderlyingthe textisdiverse,thevoiceisrelativelyuniform.Weappreciatetheauthors’flexibilityinworkingwithinapreset template Whilechallengingfortheauthors,thisconsistencywillbenefitthereader

The book is structured around functional themes in the management of postsecondary institutions Not intended to be a “cookbook” or operations manual, the content strikes a balance between philosophical underpinnings and basic operations The goal was to make the philosophical foundation clear to the reader whilefullydevelopingapproachesconsistentwiththatfoundation

Thefirstbroadthemeisthestructureofhighereducation.Relatedchaptersrangefromabroadoverviewof institutions by style and a characterization, key leadership positions, managing human resources, to discussions of institutional and student governance The second broad theme examines the efficient and

effectivemanagementofresources.Wecombinethecomplexareasofstrategicplanningandbudgetingwithin the context of organization and academic curriculum as well as managing accreditation The final theme includes events and issues that shape higher education today, with chapters addressing key legal aspects, Title IX, social media, and crisis management for decision-making. The approach described in the text is comprehensive, including all levels of decision-makers and a full range of objectives Similarly, the planning andbudgetingconstructsareappliedtoalltypicalpostsecondaryinstitutions.

Regardlessofthespecificfocusofachapter,certaincontentiswoventhroughoutthetext.Specialattention is given to the importance of directing institutional resources to areas of strategic advantage, diminishing spending in areas of marginal distinction, cultivating alternative revenue sources, obtaining broad-based support for strategic decisions, and creating a culture of accountability and excellence. Traditional challenges of crisis management, communication, curriculum development, and institutional communication are also addressed.

We often focus on the challenge of declining state appropriations for state institutions and diminishing discretionary dollars from families for private institutions Efficiency, focus, and accountability have become the defining standards for contemporary educational leaders in all sectors. Regardless of the chapter, there is continualreferencetoapproachesthatallowinstitutionstodomorewithless.

Legal issues, such as Title IX, social media, and crisis management, have become an increasing part of the landscapeinhighereducation,particularlywithrespecttopersonnelissues Forthisreason,wehavedevoteda chaptertoeachofthesetopics.

Best practices that have been reported in the literature and for which certain institutions have become renowned serve as a foundation for concepts and techniques described in the text The content is also shaped by “lessons learned” by the authors, most of whom have held high-level administrative positions in postsecondary institutions We believe these lessons, combined with the authors’ deep knowledge of the professional literature, will make this work both practical and authoritative for current and future administrators.

ACKNOWLEDGMENTS

We would like to express our heartfelt appreciation to those who have made this book possible. First, we wouldliketoacknowledgeallofthechapterauthors Wearegratefultothechapterauthorswhoreturnedfor thesecondedition updatingtheirchaptersandbeingboldenoughtojoinusforasecondexcitingpublishing adventure. We are pleased to have added new chapter authors, who all graciously agreed to contribute their expertise to the project. The authors’ collective expertise resulted in a resource of breadth and depth for currentandfutureadministrators

Julia Carpenter-Hubin and Lydia Snover extend their thanks to Greg McDonough of the Massachusetts Institute of Technology for his work to provide updated administrative salaries for the chapter, Key LeadershipPositionsandPerformanceExpectations

It is with great gratitude that we thank Routledge, especially our editor Heather Jarrow who has been withusthroughbotheditions.ItwaswithdelightthatwereadHeather’semailinAugust2015,invitingusto submitasecondedition Shehelpedbringthisbooktocompletioninthefirsteditionandkindlyinvitedusto create a second edition, providing valuable feedback for enhancements. We are privileged to work with the dedicatedandexperiencedteamatRoutledge.

We would like to thank the anonymous individuals who took the time to respond to Routledge’s survey questionnaire regarding the first edition so that we could make valuable enhancements to the second edition. We have incorporated much of the feedback and comments that consistently emerged. Your early contributionshaveledtoanimprovedandrobustsecondedition

We deeply admire the editing expertise of Tracy Kendrick. Her attention to detail on both the first and second editions combined with passion for her profession, was the patina on this collective effort. We are thrilledthatTracywaswillingtoapplyherexceptionaleditingskillstobotheditions

Finally,anhonorablementiongoestothefamilyandfriendsofallcontributorstothisbook;itiswiththeir supportthatweareabletocompletetheresearchaboutwhichwearesopassionate.

1

UNDERSTANDINGTHERANGEOF POSTSECONDARYINSTITUTIONSAND PROGRAMS

AngelaE.HendersonandKristinaPowers

INTRODUCTION

When traveling, be it for business or for pleasure, we tend to compare and contrast our new location with more familiar surroundings. The new location may be bigger or smaller, more or less diverse, or warmer or colder than our current home Having a common set of criteria for evaluation allows us to make comparisons andgetacclimated Thesameistrueforhigher educationinstitutionsand,thankstoanationaldatabasewith a common set of definitions and variables, it possible to compare more than 7,000 postsecondary schools that submitfederaldatatotheNationalCenterforEducationStatistics(NCES)eachyear

Current and future administrators seeking to better understand the higher education landscape will benefit from this chapter’s detailed descriptions of types of institutions and quality indicators that key external stakeholders such as parents, prospective students, legislators, and media focus on when evaluating an institution Key internal stakeholders such as presidents, vice presidents, deans, and directors also focus on qualityindicators,butdosowithuniquemanagementchallengesdescribedherein.

PRIVATE,PUBLIC,ANDPROPRIETARY

Within the general structure of higher education, there are two main categories of postsecondary institutions: public and private. Private institutions are further divided into two types: not-for-profit and for-profit (proprietary)

PublicInstitutions

The National Center for Education Statistics defines a public institution as “ an educational institution whose programs and activities are operated by publicly elected or appointed school officials and which is supported primarilybypublicfunds”(IPEDS,ndb,para 44) Publicinstitutionsincludeavarietyoflevelsandprogram offerings, from two-year community colleges to doctorate-granting research-level universities. In 2014–15, publicinstitutionsconstituted35%ofthedegree-grantingpostsecondaryinstitutionsintheUnitedStatesthat submitted data to NCES, with a total enrollment of over 146 million students (IPEDS, nda) The key commonalityamongtheseinstitutionsisthattheyallreceivesomeformofpublicfunding.

ThenumberofpublicinstitutionsintheUnitedStateshasincreasedinthelast30years Infall1980,there were fewer than 1,500 public degree-granting institutions, the majority of which were two-year colleges (NCES, 2014). Public four-year degree-granting institutions were less plentiful, comprising less than 40% of all public degree-granting institutions (NCES, 2014) Enrollment at degree-granting public institutions totaled nearly 95 million, which represented more than three-quarters (78%) of all students attending postsecondary institutions in 1980 (NCES, 2014). By fall 2014, the number of public degree-granting institutions had risen to just over 1,700, a 14% increase from 1980 (NCES, 2014) As the number of public degree-granting institutions has grown, so too has their total enrollment, to over 146 million in fall 2014, a 54%increasefrom1980(NCES,2014).

PrivateInstitutions

While public institutions receive some public funding, private institutions are “usually supported primarily by other than public funds, and operated by other than publicly elected or appointed officials” (IPEDS, ndb, para.33).Theymustthereforefundallcoststhroughprivatemeans,suchastuition.Privateinstitutionsutilize oneoftwofinancialstructures:not-for-profitorfor-profit(orproprietary) Not-for-profitinstitutionsoperate similarlytonon-profitorganizationsinthatsurplusrevenuemustbedirectedtoinstitutionalgoals For-profit institutions have no restrictions on surplus revenue, but are arguably subject to greater accountability than theircounterparts

Because private institutions do not receive public funding, they have the flexibility to provide educational experiences not available at public institutions, such as faith-based programs. Like their public counterparts, private institutions include two- and four-year postsecondary schools with various degree programs and specialties In 2014–15, private institutions constituted 65% of the degree-granting postsecondary institutions intheUnitedStatesthatsubmitteddatatoNCES,withatotalenrollmentofnearly5.6million,or28%ofall studentsenrolled(IPEDS,nda) The35%ofprivateinstitutionsclassifiedasprivatenot-for-profitenrolled4 millionstudents,andthe30%classifiedasprivatefor-profitenrolledover15million(IPEDS,nda) Similar

to the trend shown by public institutions, the number of private institutions rose between 1980 and 2014; however,theincreasewasmuchgreater 84%duringthattimeframe(NCES,2014)

PrivateNot-for-ProfitInstitutions

Despite the overall growth in private institutions, the total number of degree-granting private not-for-profit institutions increased by only 10% from 1980 to 2014 Figure 11 illustrates the distribution of private notfor-profit degree-granting institutions by type as of 2014 (NCES, 2014) With the gain in the number of four-year private not-for-profit degree-granting institutions, total enrollment grew to more than 4 million students, an increase of 60% over fall 1980 (NCES, 2014) Enrollment at private not-for-profit degreegranting institutions grew by 66% at four-year institutions; however, enrollment at the two-year institutions droppedbynearly73%duringthesametime(NCES,2014).

PrivateFor-ProfitInstitutions

Theslightgrowthinprivatenot-for-profitdegree-grantinginstitutionswasovershadowedbytheconsiderable growthinprivatefor-profitinstitutions Whileonly165privatefor-profitdegree-grantinginstitutionsexisted in fall 1980, by fall 2014 there were 1,457; a nearly 800% increase (NCES, 2014) The number of four-year institutions rose most dramatically, from 20 to 784, an increase of over 3,800% (NCES, 2014). The number of two-year institutions also grew, from 147 to 673, or 358% (NCES, 2014) As illustrated in Figure 11, the distribution of two- and four-year private for-profit degree-granting institutions was nearly even, at 46% and 54%respectively,byfall2014(NCES,2014).

As would be expected with such a substantial increase in the number of institutions, enrollment at private for-profit degree-granting institutions rose sharply In fall 1980, just over 110,000 students were enrolled at private for-profit degree-granting institutions less than 1% of all students attending postsecondary schools (NCES, 2014) By fall 2014, that number had increased by nearly 1,300% to 15 million students, or nearly 8% of all postsecondary students (NCES, 2014) Four-year degree-granting institutions accounted for much of this overall growth; their enrollment totaled nearly 1.3 million students in fall 2014, an increase of 4,400% from 1980 (NCES, 2014) While two-year degree-granting institutions also experienced enrollment growth, thegain(244%)wasnotasdramatic(NCES,2014)

OverallGeographicalDistributionofInstitutionsandEnrollment

In2014,over4,800degree-grantingcollegesanduniversitiesintheUnitedStateswithacollectiveenrollment of over 20 million students provided data to the National Center for Education Statistics (NCES), a division of the US Department of Education responsible for collecting and analyzing data related to education (IPEDS, n.d.a). Public degree-granting institutions represented 35% of the respondents and enrolled nearly three-quarters of all students (approximately 15 million), while private degree-granting institutions enrolled nearly56millionstudents(IPEDS,nda)

Figure1.2

DistributionofInstitutionsintheUS byControlandType,2014

DistributionofCarnegieClassified,Degree-Granting,U.S.InstitutionsandEnrollmentbyRegion,2014

Figure 12 shows the total number of degree-granting institutions and students enrolled in each of eight regions (as defined by NCES) of the United States as of 2014 (IPEDS, n.d.a). The Southeast region, which includes 12 states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia), accounts for the largest percentage of institutions and student enrollment: 27% of all institutions and 23% of total enrollment. More institutions lie within the SoutheastregionthanintheNewEngland,RockyMountains,andSouthwestregionscombined.Overall,the Southeastregioncontainsthehighestnumberofpublicandprivatefor-profitinstitutions,whiletheMidEast regioncontainsthehighestnumberofprivatenot-for-profitinstitutions.

Figure11

CLASSIFICATIONOFINSTITUTIONS

Since the 1970s, degree-granting postsecondary institutions in the United States that have attained accreditation and that report data to NCES have been classified using the Carnegie Classification system (Carnegie, nda) The Carnegie Commission’s efforts to organize “ a classification of colleges and universities to support its program of research and policy analysis” prompted the development and implementation of the categorization process (Carnegie, n.d.a, para. 1). The classifications include all U.S. Title IV eligible, degreegranting colleges and universities that must report data to the National Center for Education Statistics and thatconferreddegreesintheyearpriortotheclassificationupdate(Carnegie,ndc) Ofthe4,888institutions thatreporteddatatoNCESin2014–15,4,275(87%)receivedCarnegieClassifications(IPEDS,n.d.a).

Since its implementation in 1973, and under subsequent revisions and enhancements, the system has become the definitive source of institutional comparison categorization data This has become increasingly important, as more than 4,000 institutions are classified within the Carnegie Classification system. The CarnegieClassificationsallowinstitutionsandresearcherstomakeinformeddecisionsregardingtheselection ofpeerinstitutionsbasedonanalyticalgroupingsofinstitutionsusingconsistentstandards

The Carnegie Classifications have been revised periodically to reflect changes in higher education, most recently in 2015 (Carnegie, nda) Institutions are categorized based upon data they submit to the Department of Education, the College Board, and the National Science Foundation (McCormick & Zhao, 2005). Carnegie researchers compile the data and classify the institutions based on location, enrollment, programs, and degrees conferred (McCormick & Zhao, 2005) The latest update to the system retained the organizational structure based on the six classifications of institutions implemented in 2005 (discussed in detailinthefollowingparagraphs)butsignificantlyrevisedthemethodologyusedtoclassifyinstitutions.

Prior to 2015, the most substantial update to the Carnegie Classification system occurred in 2005, when the structure was revised and the number of categories expanded to make it easier for institutions to identify potential peer institutions (Carnegie, n.d.c). The 2005 classifications (and subsequent updates) were structured around the core aspects of institutions: programs offered, students enrolled, degrees conferred, and size and setting (Carnegie, nda) They were thus designed to allow researchers to “represent and control for institutionaldifferences,and…toensureadequaterepresentationofsampledinstitutions,students,orfaculty” (Carnegie,nda,para 1)

Reflecting the need to select appropriate comparison institutions, the 2005 update offered more specificity than its predecessors, with 33 classifications 15 more than the 2000 version (Carnegie, 2001; Carnegie, ndd) The classification of Associate’s Colleges experienced the most substantial shift, from a single classification in 2000 to 14 distinct classifications in the 2005 system (Carnegie, 2001; Carnegie, ndd) Doctoral and Master’s institutions each gained one additional classification level in the 2005 structure (Carnegie,2001;Carnegie,ndd)

In addition to providing a more granular structure, the 2005 system reflected a change in methodology, drawing on the most recent data provided by institutions to NCES “to maximize the timeliness of the classifications” (Carnegie, ndc, para 18) This approach categorized institutions based on “time-specific snapshotsofinstitutionalattributesandbehavior”(Carnegie,ndb,para 1)ratherthanonthree-yearaverages

of variables, as in previous Carnegie Classification systems. The structure and methodology established with the 2005 revisions formed the basis for the current Carnegie Classifications, which incorporate timely data points and changing demographics to inform current methodologies and classifications. Since 2005, the Carnegie structure has included six areas of classification, with the addition of a seventh in 2015, as shown in Table11

Table11

CarnegieClassificationsandDescriptions,2015

Classification Description

BasicClassification

SizeandSettingClassification

UndergraduateInstructional ProgramClassification

TraditionalclassificationframeworkdevelopedbytheCarnegieCommission onHigherEducationin1970

Basedoninstitutionalsizeandresidentialcharacter

Basedonthelevelofundergraduatedegreesawarded,theproportionof bachelor’sdegreemajorsintheartsandsciences,inprofessionalfields,in careerandtechnicalfields(two-yearinstitutions),andtheextenttowhichan institutionawardsgraduatedegreesinthesamefieldsinwhichitawards undergraduatedegrees

GraduateInstructionalProgram

Classification

EnrollmentProfile

Classification

UndergraduateProfile Classifications

Basedonthelevelofgraduatedegreesawarded,thenumberoffields representedbythedegreesawarded,andthemixorconcentrationofdegrees bybroaddisciplinarydomain

Basedonthemixofstudentsenrolledattheundergraduateand graduate/professionallevels

Basedontheproportionofundergraduatestudentswhoattendpart-orfulltime;academicachievementcharacteristicsoffirst-year,first-timestudents; andtheproportionofenteringstudentswhotransferinfromanother institution

Source:Carnegie(ndd,nde,ndf,ndg,ndh,ndi)

As of 2015, the most commonly used Carnegie Classification system, the Basic Classification, categorizes institutions into seven areas: Doctoral Universities, Master’s Colleges and Universities, Baccalaureate Colleges, Baccalaureate/Associate’s Colleges, Associate’s Colleges, Special Focus Institutions (theological, medical, law, etc), and Tribal Colleges The descriptions for each level are shown in Table12 and addressed indetailinthefollowingsection.

Table1.2

BasicCarnegieClassificationandDescriptions,2015

Classification Description

DoctoralUniversities

Master’sCollegesand Universities

BaccalaureateColleges

Awardatleast20research/scholarshipdoctoraldegreesannually(excluding professionaldoctorates)

Awardatleast50master’sdegreesandfewerthan20doctoraldegrees annually

Awardatleast50%ofalldegreesasbaccalaureatedegreesorhigherand fewerthan50master’sdegreesor20doctoraldegreesawardedannually

Baccalaureate/Associate’s Colleges

Associate’sColleges

SpecialFocusInstitutions

Four-yearinstitutionsthatawardfewerthan50%ofdegreesatthe associate’slevel

Awardonlyassociate’sdegrees

Awarddegreesinasinglefieldorsetofrelatedfields

TribalColleges AllcollegesanduniversitieswithintheAmericanIndianHigherEducation Consortium

Source:Carnegie(ndd)

Figure13

DistributionofInstitutionsintheUS byControlandCarnegieClassification,2014–15

Source:IPEDS(nda)

Table 13 shows the total number of institutions and students enrolled at each type of institution by Carnegie Classification as of 2014–15; Figure 13, the distribution of institutions by control and Carnegie Classification. Note that although new classifications were released in February 2016, institutional and enrollmentdatawillnotbeavailablefromNCESfortheseclassificationsuntil2017–18

Doctoral/ResearchUniversities

Doctoral Universities have been referred to in prior incarnations of the Carnegie Classification system as Doctorate-Granting, Doctoral/Research I, Doctoral/Research II,Doctoral/Research Extensive, and Doctoral/Research Intensive institutions In fall 2014, 295 institutions just under 7% of the total number of institutions were classified under one of the three Carnegie Doctoral University categories (IPEDS, n.d.a). Nearly40%wereclassifiedasResearchUniversities:veryhighresearchactivity;33%asResearchUniversities: high research activity; and 30% as Doctoral/Research universities (IPEDS, nda) The majority of Doctoral Universities (60%) were public; over a third (37%) were private not-for-profit; and the remaining 3% were private for-profit (IPEDS, n.d.a). Enrollment at Doctoral Universities totaled over 5.6 million in fall 2014,

Table13

DistributionofUS CarnegieInstitutionsandStudentsbyInstitutionControlandCarnegieClassification,2014–15

Source:IPEDS(nda)

The 2005 version first separated these institutions into three distinct categories based on their level of research activity (very high research activity, high research activity, and all other research activity) (Carnegie, n.d.c,para.5).Thislevelwasdeterminedthroughanalysisofresearchanddevelopmentexpenditures,number of research staff, and number of doctoral degrees awarded (Carnegie, ndb, sec 2) A pair of indices were created “based on aggregate level of research activity and per-capita research activity” to examine institutional variation on the index measures; an institution’s “distance from a common reference point” determined its placement into one of the three classifications (Carnegie, ndb, sec 2) As the two indices were considered equal, institutions rating very high or high on either index range were classified as very high research activity or high research activity Research Universities respectively (Carnegie, n.d.b, sec. 2). Institutions not meeting the very high or high criteria for either index (or not included in the data) were assigned to the Doctoral Universitiesmoderateresearchactivityclassification(Carnegie,ndb,sec 2)

Table14 withover76%ofthesestudentsattendingpublicinstitutions(IPEDS,nda) Despiteaccountingforonly2% of the Doctoral/Research total enrollment, private for-profit institutions enrolled 13% of all students attendinginstitutionsclassifiedasDoctoral/ResearchUniversities(IPEDS,n.d.a).

ExamplesofDoctorate-GrantingUniversitiesbyCarnegieClassification2010and2015

Classification2010

RU/VH:ResearchUniversities (veryhighresearchactivity)

Classification2015 ExampleInstitutions

R1:DoctoralUniversities(very highresearchactivity)

Public:UniversityofVirginia,Washington StateUniversity,GeorgiaInstituteof Technology

Privatenot-for-profit:CornellUniversity, DukeUniversity,UniversityofNotre Dame

RU/H:ResearchUniversities (highresearchactivity)

R2:DoctoralUniversities(high researchactivity)

Public:ClemsonUniversity,Rutgers University,TexasTechUniversity

Privatenot-for-profit:BaylorUniversity, NovaSoutheasternUniversity,Wake ForestUniversity

DRU:Doctoral/Research Universities

R3:DoctoralUniversities (moderateresearchactivity)

Public:BowieStateUniversity,Florida A&MUniversity,SouthCarolinaState University

Privatenot-for-profit:BrighamYoung University,PepperdineUniversity,St John’sUniversity

Privatefor-profit:ArgosyUniversity, CapellaUniversity,UniversityofPhoenix

Source:Carnegie(ndj)

Table14 illustrates the types of institutions within the doctorate-granting category and provides examples ofeach.

Master’sCollegesandUniversities

As of fall 2014, 685 institutions in the United States, or 16% of the total number of institutions classified, werecategorizedasMaster’sCollegesandUniversities(IPEDS,n.d.a).Ofthese,57%wereMaster’sColleges and Universities (larger programs) and 55% were private not-for-profit institutions (IPEDS, n.d.a).

EnrollmentinMaster’sCollegesandUniversitiestotaledover46million,withthemajority(57%)ofstudents attendingpublicinstitutions(IPEDS,n.d.a).

Designation as a Master’s College or University is dependent upon the number of master’s degrees an institution awards per year In general, institutions classified as Master’s-level must award a minimum of 50 master’s degrees per year and fewer than 20 research doctoral degrees (Carnegie, ndb) Colleges and universitiesawardingfewerthan50master’sdegreesperyearareeligibleforinclusionintheMaster’scategory if their Enrollment Profile classification indicates they are “Exclusively Graduate/Professional” or “Majority Graduate/Professional” institutions that award more graduate/professional degrees than undergraduate degrees (Carnegie, n.d.b, sec. 3). The three categories of Master’s Colleges and Universities are shown in Table 15 Table 16 provides examples of Master’s institutions for each of the Carnegie Classification

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perpetually. ¹⁷And as for thee, if thou wilt walk before me as David thy father walked, and do according to all that I have commanded thee, and wilt keep my statutes and my judgements; ¹⁸then I will establish the throne of thy kingdom, according as I covenanted with David thy father, saying, There shall not fail thee a man to be ruler in Israel. ¹⁹But if ye turn away, and forsake my statutes and my commandments which I have set before you, and shall go and serve other gods, and worship them: ²⁰then will I pluck them up by the roots out of my land which I have given them; and this house, which I have hallowed for my name, will I cast out of my sight, and I will make it a proverb and a byword among all peoples.

16. for ever] Compare xxx. 8.

²¹And this house, which is so high, every one that passeth by it shall be astonished, and shall say, Why hath the L done thus unto this land, and to this house?

21. which is so high] The Hebrew must be rendered by a past tense, which was high—as though the speaker spoke from a later standpoint than the age of Solomon. That interpretation, however, is clumsy; and in all probability the reading in Chronicles is simply an attempt to improve an erroneous text in Kings. There the original

reading probably was “and this house shall become ruins; every one who passes by,” etc.

²²And they shall answer, Because they forsook the L, the God of their fathers, which brought them forth out of the land of Egypt, and laid hold on other gods, and worshipped them, and served them: therefore hath he brought all this evil upon them.

22. they shall answer] Render, men shall say.

C

VIII.

1‒6 (compare 1 Kings ix. 10, 11, 17‒19).

S’ C.

¹And it came to pass at the end of twenty years, wherein Solomon had built the house of the L, and his own house,

1. twenty years] Compare 1 Kings vi. 38, vii. 1.

²that the cities which Huram had given to Solomon, Solomon built them, and caused the children of Israel to dwell there.

2. the cities which Huram had given to Solomon] According to 1 Kings ix. 12, 13 it was Solomon who gave Huram cities. Huram however was not pleased with them (1 Kings ix. 12, 13), and from this fact the English translators of 1611 concluded that Huram rejected them and “restored” them. No reconciliation of these different versions is tenable; and it is to be supposed that the Chronicler’s tradition is unhistorical—the idea that the wealthy Solomon could not or did not purchase what he required from Huram except by parting with a portion of the territories of Israel was repugnant, if not incredible, in the Chronicler’s day.

built them] i.e. fortified them.

³And Solomon went to Hamath-zobah, and prevailed against it.

3. Hamath-zobah] The two kingdoms of Hamath and Zobah are distinguished from one another (1 Chronicles xviii. 3, 9 = 2 Samuel viii. 3, 9), Hamath apparently being north of Zobah. It is probable however that Hamath as the name of a city belonged to more than one place, and Hamath-zobah may be a southern namesake of the well-known Hamath the great (Amos vi. 2).

prevailed against it] No mention of this campaign is made elsewhere. It may be a genuine tradition preserved only in Chronicles. On the other hand, this statement and the reference to the store-cities built in Hamath (verse 4) may be due to nothing except the mention of Tadmor in the wilderness (itself an error, see following note). If Solomon built far-off Tadmor, then (the Chronicler thinks) he must also have subdued the region of Hamath.

⁴And

he built Tadmor in the wilderness, and all the store cities, which he built in Hamath.

4. Tadmor in the wilderness] Palmyra (Bädeker, Palestine⁵, p. 344) is meant, a city on an oasis north-east of Damascus half-way between Damascus and the Euphrates. Apart from this passage of Chronicles it first appears in history in 34, when it was threatened with attack by Mark Antony. This silence of history for a thousand years casts a doubt on the belief that Tadmor (Palmyra) is as old as the time of Solomon, and the doubt is strengthened by a reference to the parallel passage (1 Kings ix. 18), for there (1) the text (Kethīb) has “Tamar,” with “Tadmor” as marginal reading (Ḳerī), and (2) Tamar (Tadmor) is associated with Gezer, Beth-horon, and Baalath, cities either in Judah or on its borders. Probably therefore the marginal reading “Tadmor” in 1 Kings is due to the influence of 2 Chronicles, and the text of 1 Kings (“Tamar”) is correct. The city built by Solomon was a Tamar in the south of Judah.

⁵Also he built Beth-horon the upper, and Bethhoron the nether, fenced cities, with walls, gates, and bars;

5. Beth-horon the upper] Not mentioned in the parallel passage (1 Kings ix. 17) which however has Gezer. The site of Gezer has recently been explored with extremely interesting results (see e.g. Macalister, Bible Side-lights from the Mound of Gezer). The Chronicler probably omits the name of Gezer, because he had no liking for the tradition that Solomon married a daughter of Pharaoh (a heinous sin in the eyes of the Chronicler’s contemporaries), and according to 1 Kings ix. 16 Gezer was presented to Solomon by the Pharaoh as the dowry of his daughter.

⁶and Baalath, and all the store cities that Solomon had, and all the cities for his chariots, and the cities for his horsemen, and all that Solomon desired to build for his pleasure in Jerusalem, and in Lebanon, and in all the land of his dominion.

6. Baalath] A city in the tribe of (the southern) Dan not far from Gezer and Beth-horon (1 Kings ix. 18).

cities for his chariots] See note on i. 14. 7‒10 (= 1 Kings ix. 20‒23).

S’ T-

⁷As for all the people that were left of the Hittites, and the Amorites, and the Perizzites, and the Hivites, and the Jebusites, which were not of Israel;

7. Hittites ... Jebusites] See notes on 1 Chronicles i. 13‒15.

⁸of their children that were left after them in the land, whom the children of Israel

consumed not, of them did Solomon raise a levy of bondservants, unto this day.

8. consumed not] But in Kings, were not able to consume, a displeasing remark, which the Chronicler therefore softened down. a levy of bondservants] Compare the notes on ii. 2, 17.

⁹But of the children of Israel did Solomon make no servants for his work; but they were men of war, and chief of his captains, and rulers of his chariots and of his horsemen.

9. and chief of his captains] Read (with 1 Kings ix. 22) and his princes and his captains The statements of this verse must be read in connection with 1 Kings v. 13 ff., xii. 4 ff., whence it appears that, though Solomon did not actually reduce any Israelite to permanent slavery, yet he imposed upon his own people a corvée which was felt to be very burdensome.

¹⁰And these were the chief officers of king Solomon, even two hundred and fifty, that bare rule over the people.

10. And these were the chief] After this preface (compare 1 Kings ix. 23) we expect both here and in 1 Kings a list of these persons; compare 1 Chronicles xi. 10 ff., xii. 1 ff. Possibly the text of 1 Kings suffered at an early date, and the list was missing when the Chronicler wrote.

two hundred and fifty] According to 1 Kings ix. 23, five hundred and fifty. On the other hand the under-overseers are reckoned at three thousand six hundred in 2 Chronicles ii. 18 as against three thousand three hundred in 1 Kings v. 16. The total number therefore

of overseers of all kinds is given both in 1 Kings and 2 Chronicles as 3850.

11 (= 1 Kings ix. 24).

T H P’ D.

¹¹And Solomon brought up the daughter of Pharaoh out of the city of David unto the house that he had built for her: for he said, My wife shall not dwell in the house of David king of Israel, because the places¹ are holy, whereunto the ark of the L hath come.

¹ Hebrew they are

11. for he said, My wife, etc.] These words are an addition by the Chronicler. In 1 Kings iii. 1 it is said simply that Solomon brought Pharaoh’s daughter into the city of David until his own house was finished.

My wife shall not dwell] Render, No wife of mine shall dwell.

12‒16 (compare 1 Kings ix. 25).

S’ T W.

This paragraph is in the main an expansion of 1 Kings ix. 25.

¹²Then Solomon offered burnt offerings unto the L on the altar of the L, which he had built before the porch,

12. on the altar of the L, which he had built before the porch] This refers to the great brasen altar of burnt-offering (iv. 1). In 1 Kings the statement is that Solomon burnt incense upon the altar

that was before the L (referring to the altar of incense; compare Exodus xxx. 1‒10). Such an act, according to the Chronicler, was of the nature of trespass, being punished in the case of Uzziah with leprosy (xxvi. 16), and was therefore not to be attributed to so great a king as Solomon.

¹³even as the duty of every day required, offering according to the commandment of Moses, on the sabbaths, and on the new moons, and on the set feasts, three times in the year, even in the feast of unleavened bread, and in the feast of weeks, and in the feast of tabernacles.

13. on the sabbaths, and on the new moons] The writer in Kings confines Solomon’s sacrificial duties to three times in the year, i.e. on the three great feasts specified at the end of this verse. The Chronicler adds the weekly and monthly festivals, in conformity with the developed ritual of the Priestly Code.

¹⁴And he appointed, according to the ordinance of David his father, the courses of the priests to their service, and the Levites to their charges, to praise, and to minister before the priests, as the duty of every day required: the doorkeepers also by their courses at every gate: for so had David the man of God commanded. ¹⁵And they departed not from the commandment of the king unto the priests and Levites concerning any matter, or concerning the treasures.

14. of David] Compare 1 Chronicles xxiv.‒xxvi.

to praise, and to minister before the priests] Compare 1 Chronicles xxiii. 28.

David the man of God] Targum David the prophet of the Lord (a correct paraphrase). Compare Nehemiah xii. 36.

¹⁶Now all the work of Solomon was prepared unto the day of the foundation of the house of the L, and until it was finished. So the house of the L was perfected.

16. Now all the work of Solomon was prepared] Render, So all the work of Solomon was established.

unto the day ... was perfected] LXX. offers a much shorter and smoother text, from the day on which it was founded until Solomon perfected the house of the L. This reading is probably right.

17, 18 (= 1 Kings ix. 26‒28).

S’ F.

¹⁷Then went Solomon to Ezion-geber, and to Eloth, on the sea shore in the land of Edom.

17. to Ezion-geber, and to Eloth] In 1 Kings Ezion-geber which is beside Eloth on the shore of the Red Sea. Strictly speaking it was at the head of the Gulf of Akaba, the eastern arm of the Red Sea. Compare xx. 36 and Deuteronomy ii. 8.

¹⁸And Huram sent him by the hands of his servants ships, and servants that had knowledge of the sea; and they came with the servants of Solomon to Ophir, and fetched

from thence four hundred and fifty talents of gold, and brought them to king Solomon.

18. sent him by the hands of his servants ships] The words would seem to imply that Huram had ships transported overland from the Phoenician coast to the Gulf of Akaba! Either the Chronicler has phrased the matter carelessly, or perhaps the text should be altered to conform with Kings, where it is merely said that Solomon built ships in Ezion-geber—probably with the help of Huram—and that Huram helped to man them.

Ophir] The situation of this oft-mentioned place is not known. It has been identified with some part of the coast (a) of India, (b) of Africa, (c) of Arabia. The last identification is the most probable; Ophir appears as the name of an Arabian tribe (Genesis x. 29). The name is variously written in the LXX. but usually with an initial “S,” Sophir(a), which has been supposed to refer to India.

four hundred and fifty talents] So LXX., but in 1 Kings “four hundred and twenty” (so Hebrew, in LXX. B “a hundred and twenty”).

C IX.

1‒12 (= 1 Kings x. 1‒13).

T V Q S.

¹And when the queen of Sheba heard of the fame of Solomon, she came to prove Solomon with hard questions at Jerusalem, with a very great train, and camels that bare spices, and gold in abundance, and precious stones: and

when she was come to Solomon, she communed with him of all that was in her heart. ²And Solomon told her all her questions: and there was not any thing hid from Solomon which he told her not. ³And when the queen of Sheba had seen the wisdom of Solomon, and the house that he had built,

1. Sheba] An important district in Arabia Felix, the seat of a kingdom. See notes on 1 Chronicles i. 9, 32; also Barnes on 1 Kings x. 1.

hard questions] Hebrew ḥidoth, “dark sayings” (Proverbs i. 6); the singular is translated “riddle” (Judges xiv. 12‒18).

⁴and the meat of his table, and the sitting of his servants, and the attendance¹ of his ministers, and their apparel; his cupbearers also, and their apparel; and his ascent by which he went up unto the house of the L; there was no more spirit in her.

¹ Hebrew standing

4. and their apparel] The phrase is repeated probably through an error of transcription; it occurs once only in the parallel place in 1 Kings.

his ascent by which he went up] Render (if the text be sound), his manner of going up, i.e. the pomp with which he went up (so Targum); but it is better, with LXX. and Peshitṭa, to read the burnt offerings which he used to offer, a rendering which is right in 1 Kings

x. 5 (compare Revised Version margin). The difference of reading between Chronicles and 1 Kings in the Hebrew is slight.

⁵And she said to the king, It was a true report that I heard in mine own land of thine acts¹ , and of thy wisdom. ¹ Or, sayings.

5. of thine acts] Literally of thy matters; the reference is quite general.

⁶Howbeit I believed not their words, until I came, and mine eyes had seen it: and, behold, the half of the greatness of thy wisdom was not told me: thou exceeded the fame that I heard. ⁷Happy are thy men, and happy are these thy servants, which stand continually before thee, and hear thy wisdom.

6. the greatness of thy wisdom] Compare 1 Kings x. 7, “thy wisdom and prosperity.”

⁸Blessed be the L thy God, which delighted in thee, to set thee on his throne, to be king for the L thy God: because thy God loved Israel, to establish them for ever, therefore made he thee king over them, to do judgement and justice.

8. on his throne] To the Chronicler the Israelite throne belongs to God; the visible king occupies it only as a deputy. Compare 1

Chronicles xxviii. 5, “the throne of the kingdom of the L”; 1 Chronicles xxix. 23, “Solomon sat on the throne of the L.”

Contrast 1 Kings x. 9.

⁹And she gave the king an hundred and twenty talents of gold, and spices in great abundance, and precious stones: neither was there any such spice as the queen of Sheba gave to king Solomon.

9. an hundred and twenty talents of gold] A sum so large must be regarded rather as tribute than as a complimentary gift.

any such spice] i.e. as in 1 Kings “such abundance of spices.”

¹⁰And the servants also of Huram, and the servants of Solomon, which brought gold from Ophir, brought algum trees¹ and precious stones. ¹¹And the king made of the algum trees terraces for the house of the L, and for the king’s house, and harps and psalteries for the singers: and there were none such seen before in the land of Judah. ¹ In 1 Kings x 11, almug trees

10, 11. These verses interrupt the connection in Kings as in Chronicles They are an interpolation. Verse 12 concludes the account of the visit of the Queen of Sheba.

10. algum trees] In 1 Kings “almug trees.” Compare ii. 8 (note).

11. terraces] Perhaps “raised paths.” In 1 Kings x. 12 a different Hebrew word is used, which may mean “railings” (“pillars,” Authorized Version).

psalteries] compare 1 Chronicles xiii. 8 (note).

in the land of Judah] Here the Chronicler speaks as a man of his own age. We should expect, land of Israel.

¹²And king Solomon gave to the queen of Sheba all her desire, whatsoever she asked, beside that which she had brought unto the king. So she turned, and went to her own land, she and her servants.

12. beside that which she had brought unto the king] This means that the king beside returning the queen the value of her present to him, also gave her additional gifts; compare 1 Kings x. 13.

13‒28 (= 1 Kings x. 14‒27).

S’ G.

¹³Now the weight of gold that came to Solomon in one year was six hundred and threescore and six talents of gold;

13. six hundred and threescore and six] This may be called a “round” number, for a system of counting based on the number six was known in ancient times, e.g. among the Assyrians. Taken literally, the amount, which would be equal to about £4,000,000 and of course of vastly greater purchasing power than the same sum today, is fantastically large. For similar high figures, compare 1 Chronicles xxii. 14 (note).

¹⁴beside that which the chapmen and merchants brought: and all the kings of Arabia and the governors of the country brought gold and silver to Solomon.

14. chapmen] The English word means “merchant”; compare the verb, “to chaffer” and the German “Kaufmann.” The Hebrew word means literally “those who go about” as merchants.

governors] Hebrew paḥoth (plural of peḥah; compare “Pasha”), a word applied specially to governors of provinces of the Assyrian, Babylonian, and Persian empires. Presumably governors outside the land of Israel are here meant.

¹⁵And king Solomon made two hundred targets of beaten gold: six hundred shekels of beaten gold went to one target.

15. targets] Hebrew ṣinnah, a word meaning a large shield; compare 1 Samuel xvii. 7. On the other hand in verse 16 (Hebrew māgēn) small shields are meant. The English renderings should be transposed so as to read “shields” in verse 15 and “targets” in verse 16.

six hundred shekels] About 21 lbs. avoirdupois.

went to one target] Render (also in verse 16) were spread upon one target.

¹⁶And he made three hundred shields of beaten gold; three hundred shekels of gold went to one shield: and the king put them in the house of the forest of Lebanon.

¹⁷Moreover the king made a great throne of ivory, and overlaid it with pure gold.

16. shields] See note on verse 15.

the house of the forest of Lebanon] So called probably because it was built of cedar of Lebanon (1 Kings vii. 2). It was in Jerusalem and seems to have existed as late as the time of Isaiah (Isaiah xxii. 8) when it was in use as an armoury.

¹⁸And there were six steps to the throne, with a footstool of gold, which were fastened to the throne, and stays¹ on either side by the place of the seat, and two lions standing beside the stays. ¹⁹And twelve lions stood there on the one side and on the other upon the six steps: there was not the like made in any kingdom.

²⁰And all king Solomon’s drinking vessels were of gold, and all the vessels of the house of the forest of Lebanon were of pure gold: silver was nothing accounted of in the days of Solomon.

¹ Or, arms Hebrew hands.

18. with a footstool of gold, which were fastened to the throne] A quite different detail takes the place of this in 1 Kings x. 19, and the top of the throne was round behind. Perhaps both details were found in the original text of Kings.

²¹For the king had ships that went to Tarshish with the servants of Huram: once every three

years came the ships of Tarshish, bringing gold, and silver, ivory, and apes, and peacocks. ²²So king Solomon exceeded all the kings of the earth in riches and wisdom. ²³And all the kings of the earth sought the presence of Solomon, to hear his wisdom, which God had put in his heart.

21. For the king had ships that went to Tarshish] Here the Chronicler misunderstands the parallel passage (1 Kings x. 22, “For the king had at sea a navy of Tarshish”). “Navy (or ‘ships’) of Tarshish” (compare Psalms xlviii. 7) is a phrase meaning large ships fit for long voyages; i.e. such as were the vessels used by the Phoenicians in trading with Tarshish (i.e. Tartessus in Spain). We may well compare the use of the title “Indiaman,” for that term came to be used generally of large trading vessels besides those actually trading with India. The merchandise mentioned in this verse doubtless came from the East and not from Tarshish.

apes] These animals were much sought after; they appear pictured in relief on the Black Obelisk (in the British Museum; among the tribute received by Shalmaneser II of Assyria.

²⁴And they brought every man his present, vessels of silver, and vessels of gold, and raiment, armour, and spices, horses, and mules, a rate year by year.

24. his present] i.e. his tribute.

armour] A less probable rendering is στακτὴ (“oil of myrrh”) LXX. (here and in Kings); also “myrrh,” Peshitṭa of 2 Chronicles.

25‒28. Compare i. 14‒17.

²⁵And Solomon had four thousand stalls for horses and chariots, and twelve thousand horsemen, which he bestowed in the chariot cities, and with the king at Jerusalem.

25. four thousand stalls for horses and chariots] In the parallel passage (1 Kings iv. 26 = v. 6, Hebrew), forty thousand stalls of horses for his chariots. Compare also i. 14 (= 1 Kings x. 26) where 1400 stalls of horses for chariots are ascribed to Solomon. This number is much more likely to correspond with fact, but that does not affect the probability that the Chronicler would find no difficulty in crediting Solomon with possessing 4000 or even 40,000, especially at the close of his reign. The meaning of the word rendered “stalls” is quite uncertain: it may mean “pair.”

twelve thousand horsemen] So 1 Kings iv. 26 (v. 6, Hebrew); and 2 Chronicles i. 14 (= 1 Kings x. 26).

chariot cities] See note on i. 14.

²⁶And he ruled over all the kings from the River even unto the land of the Philistines, and to the border of Egypt.

26. from the River] i.e. the Euphrates.

even unto the land of the Philistines] The Philistines, it is implied, were able to maintain their independence.

²⁷And the king made silver to be in Jerusalem as stones, and cedars made he to be as the sycomore trees that are in the lowland, for abundance.

27. cedars] Rather, cedar wood

sycomore] i.e. the fig-mulberry, not now a common tree in Palestine; compare 1 Chronicles xxvii. 28, note.

the lowland] (Hebrew Shephelah). See G. A. Smith, Historical Geography of the Holy Land, chapter x. “The Shephelah,” and the note on i. 15.

²⁸And they brought horses for Solomon out of Egypt, and out of all lands.

28. And they brought, etc.] Compare i. 16, 17.

29‒31 (= 1 Kings xi. 41‒43).

T E.

An important section of 1 Kings (xi. 1‒40) giving an account of Solomon’s patronage of idolatry and of the troubles of his reign is significantly omitted by the Chronicler: see the note on 1 Chronicles xxix. 25, p. 168. For the authorities to which the Chronicler appeals in these verses, see Introduction § 5.

²⁹Now the rest of the acts of Solomon, first and last, are they not written in the history¹ of Nathan the prophet, and in the prophecy of Ahijah the Shilonite, and in the visions of Iddo² the seer concerning Jeroboam the son of Nebat?

¹ Hebrew words ² Hebrew Jedai, or, Jedo

29. the history of Nathan] Compare 1 Chronicles xxix. 29.

Ahijah the Shilonite] 1 Kings xi. 29, xiv. 2 ff.

Iddo] Hebrew Jedai or Jedo (probably a misspelling); compare xii. 15.

³⁰And Solomon reigned in Jerusalem over all Israel forty years.

30. forty years] The number is a round number; compare Judges iii. 30, v. 31, viii. 28, xiii. 1.

³¹And Solomon slept with his fathers, and he was buried in the city of David his father: and Rehoboam his son reigned in his stead.

31. slept with his fathers] This formula is not used of David (1 Chronicles xxix. 28), doubtless because David’s father was not a king!

in the city of David] 1 Chronicles xi. 7.

1‒15 (= 1 Kings xii. 1‒15). T C S.

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