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World WarⅡwas the watershed event for higher education in modern Westernsocieties. (46)Those societies came out of the war with levels of enrollmentthat had been roughly constant at 3-5% of the relevant age groups during thedecades before the war. But after the war, great social and political changesarising out of the successful war against Fascism created a growing demand inEuropean and American economies for increasing numbers of graduates with morethan a secondary school education. (47) And the demand that rose in thosesocieties for entry to higher education extended to groups and social classesthat had not thought of attending a university before the war. These demandsresulted in a very rapid expansion of the systems of higher education, beginningin the 1960s and developing very rapidly (though unevenly) during the 1970s and1980s.
The growth of higher education manifests itself in at least three quitedifferent ways, and these in turn have given rise to different sets of problems.There was first the rate of growth: (48) in many counties of Western Europe, thenumbers of students in higher education doubled within five-year periods duringthe 1960s and doubled again in seven, eight, or 10 years by the middle of the1970s. Second, growth obviously affected the absolute size both of systems andindividual institutions. And third, growth was reflected in changes in theproportion of the relevant age group enrolled in institutions of highereducation.
Each of these manifestations of growth carried its own peculiar problems inits wake. For example, a high growth rate placed great strains on the existingstructures of governance, of administration, and above all of socialization.When a faculty or department grows from, say, five to 20 members within three orfour years, (49) and when the new staff predominantly young men and women freshfrom postgraduate study, they largely define the norms of academic life in thatfaculty. And if the postgraduate student population also grows rapidly and thereis loss of a close apprenticeship relationship between faculty members andstudents, the student culture becomes the chief socializing force for newpostgraduate students, with consequences for the intellectual and academic lifeof the institution—this was seen in America as well as in France, Italy, WestGermany, and Japan. (50) High growth rates increased the chances for academicinnovation; they also weakened the forms and processes by which teachers andstudents are admitted into a co妹妹unity of scholars during periods of stabilityor slow growth. In the 1960s and 1970s, European universities saw marked changesin their governance arrangements, with empowerment of junior faculty and to somedegree of students as well.
【逐句解析】
(46)Those societies came out of the war with levels of enrollment that hadbeen roughly constant at 3%-5% of the relevant age groups during the decadesbefore the war.
考核定语从句，时候状语的翻译， came out of：由......发生;levels of enrollment：招生程度;入学率roughly：约莫;constant：不竭的;稳定的; relevant：相干的;贴题的;
【译文】战役竣事后，这些社会呈现了，且入学率在战前的几十年里约莫一向连结在相干春秋段的3%-5%。
(47)And the demand that rose in those societies of entry to highereducation extended to groups and social classes that had not thought ofattending a university before the war.
考核定语从句，时候状语的翻译，entry：进入;介入;higher education：高档教诲 extend：延申;扩大; socialclass：社会阶级; attend：出席;
【译文】在那些社会中，对接管高档教诲的需求上升，延长到了战前没有想过上大学的群体和社会阶级。
(48)In many countries of Western Europe, the numbers of student in highereducation doubled within five-years periods during the 1960s and double again inseven eight or 10 years by the middle of 1970s.
考核介词短语，时候状语的翻译，western：西方的; double：翻倍;
【译文】在西欧的很多国度，20世纪60年月，接管高档教诲的学生人数在5年内翻了一番，到70年月中期，在7年、8年或10年里又翻了一番。
(49)and when the new staff are predominantly
young men and women fresh frompast graduate study, they largely define the norms of academic life in thatfaculty.
考核时候状语从句的翻译，staff：员工;predominantly：重要地;大都环境下;define：界说;说明;norm：规范;尺度;academic：学术的;faculty：系，院;能力;
【译文】当新员工主如果刚结业的年青男女时，他们在很大水平上界说了该学院学术糊口的规范。
(50)High growth rates increased the chances for academic innovation, theyalso weakened the forms and process by which teachers and students are admittedinto a co妹妹unity of scholars during periods of stability or slow growth.
考核并列句，定语从句和被动的翻译; innovation：立异;weaken：减弱;admit：容许;采取;承认;
【译文】高增加率增长了学术立异的机遇，同时也减弱了西席和学生在不乱或迟钝增加时代被采取为学者群体的情势和进程。
