(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.

(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.

There was first the rate of growth:(48) in many countries 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.

When a faculty or department grows from, say, five to 20 members within three or four years, (49) and when the new staff are predominantly young men and women fresh from postgraduate study,they largely define the norms of academic life in that faculty.

(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.