Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Write

your answers on the ANSWER SHEET (10 points)

World War II was the watershed event for higher education in modern Western societies.

(46)Those societies came out of the war with levels of enrollment that had been roughly constant

at 3-5% of the relevant age groups during the decades before the war. But after the war, great

social and political changes arising out of the successful war against Fascism created a growing

demand in European and American economies for increasing numbers of graduates with more

than a secondary school education. (47) And the demand that rose in those societies for entry to

higher education extended to groups and social classes that had not thought of attending a

university before the war. These demands resulted in a very rapid expansion of the systems of

higher education, beginning in the 1960s and developing very rapidly (though unevenly) during

the 1970s and 1980s.

The growth of higher education manifests itself in at least three quite different 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, the numbers of students in higher education doubled within

five-year periods during the 1960s and doubled again in seven, eight, or 10 years by the middle of

the 1970s. Second, growth obviously affected the absolute size both of systems and individual

institutions. And third, growth was reflected in changes in the proportion of the relevant age group

enrolled in institutions of higher education.

Each of these manifestations of growth carried its own peculiar problems in its wake. For

example, a high growth rate placed great strains on the existing structures of governance, of

administration, and above all of socialization. When a faculty or department grows from, say, five

to 20 members within three or four years, (49) and when the new staff predominantly young men

and women fresh from postgraduate study, they largely define the norms of academic life in that

faculty, And if the postgraduate student population also grows rapidly and there is loss of a close

apprenticeship relationship between faculty members and students, the student culture becomes

the chief socializing force for new postgraduate students, with consequences for the intellectual

and academic life of the institution this was seen in America as well as in France, Italy, West

Germany, and Japan. (50)High growth rates increased the chances for academic innovation; they

also weakened the forms and processes by which teachers and students are admitted into a

community of scholars during periods of stability or slow growth. In the 1960s and 1970s,

European universities saw marked changes in their governance arrangements, with the

empowerment of junior faculty and to some degree of students as well.