左超--英語翻譯

1、廣東技術(shù)師范學(xué)院碩士研究生課程論文課程 名稱： 專業(yè)英語 學(xué)生 姓名： 左 超 年級、專業(yè)： 09 職教 指導(dǎo) 教師： 苗素蓮 廣東技術(shù)師范學(xué)院研究生處制（P39）Department Heads in Public Research Universities（公立研究型大學(xué)的院系領(lǐng)導(dǎo)）We start with a description of two computer science department heads, drawn from interviews of 135 department heads at 11 public research universities. From

2、 the same institution, one had been the department head for almost a decade; the other, its current head, had been recruited three years previously from a university with a reputation for close ties to the business community. The two men could not have been more dissimilar, and the transition in lea

3、dership from one to the other represents essential elements of the story that is told in current literature about entrepreneurial activity in U.S. research universities. That storyline focuses on research, on the shift from producing basic science (supported by federal grants) for publication to pro

4、ducing applied science in conjunction with industry for the development of patents and, therefore, a new revenue stream for the university. But we place even more emphasis on the fact that the two department heads represent an example of “educational entrepreneurialism,” an increasing departmental f

5、ocus on moving curriculum and instruction to new markets, primarily in pursuit of revenue. The change in departmental focus tells part of our story about academic capitalism in the new economy: the prioritizing of potential revenue generation in a range of decisions about curriculum and instruction.

6、（我們從兩個(gè)計(jì)算機(jī)科學(xué)系的負(fù)責(zé)人開始描述，訪談來自于11所公立研究型大學(xué)部門的115位負(fù)責(zé)人。在這樣的同一機(jī)構(gòu)，一位系部負(fù)責(zé)人幾乎一干就是十年，但是在目前，另外的一個(gè)領(lǐng)導(dǎo)，聘請了3年前一個(gè)與商界人士關(guān)系密切、有著良好聲譽(yù)的大學(xué)教師。這兩人可能有不同的地方，并從一個(gè)過渡領(lǐng)導(dǎo)人過度到其他代表，在有關(guān)美國研究型大學(xué)的創(chuàng)業(yè)活動和對當(dāng)前文化故事的基本要素。這個(gè)案例的研究重點(diǎn)，在于從為大眾生產(chǎn)最基本的科學(xué)產(chǎn)品轉(zhuǎn)變（由聯(lián)邦政府撥款支持）進(jìn)行公布，以科學(xué)的生產(chǎn)應(yīng)用與企業(yè)界攜手為專利更好的發(fā)展，因此，這也成為大學(xué)新的收入來源。但是，我們針對實(shí)際情況，以這兩個(gè)部門負(fù)責(zé)人作為一個(gè)例子，更強(qiáng)調(diào)“教育企業(yè)化”， 越來越

7、多的部門集中在一個(gè)活動的課程與教學(xué)新市場，主要的目的是在追求收入。在部門改變的重點(diǎn)時(shí)，講述了我們對在新經(jīng)濟(jì)學(xué)術(shù)資本主義故事的一部分，在一個(gè)關(guān)于課程與教學(xué)方面，作出了一系列決定優(yōu)先考慮的創(chuàng)收潛力。）The former head was a classic academicfrom tattered, wrinkled, loose-fitting sports coat and open-necked (poorly matching) shirt, to his commitment to “basic research” and his disdain for market-oriente

8、d science, evidenced in this quote：（前者是一個(gè)典型的學(xué)者衣衫襤褸，滿臉皺紋，寬松的運(yùn)動外套和開領(lǐng)（很差匹配）襯衫。他承諾，“基礎(chǔ)研究”，但不屑以市場為導(dǎo)向的科學(xué)，這些可以從他下面的一些言論中找到證據(jù)：）Generally, the powers that be favor this. It is encouraged, and it creates problems. Its not the kind of research that faculty think they should be doing in an academic setting. If

9、you dont come up with the answers industry wants you to find, what do you do? Ive seen a lot of conflicts. Others say it is the most important thing we can do to show that we are useful. Our department head thinks its important. I havent had the connections with industry. If I had to feed my family

10、and needed something to do, perhaps I would have developed such connections. (一般來講，主流的觀點(diǎn)贊成他。這是鼓勵(lì)和也為它創(chuàng)造了問題。它不是那種教師通過研究，認(rèn)為他們應(yīng)該置身于那里的學(xué)術(shù)環(huán)境。如果你不能意識到，這是工業(yè)需要你尋找的答案的話，你該怎么辦？我見過很多類似的沖突。也有人說這是我們可以做的最重要的事情，表明對我們是有益的。我們的部門負(fù)責(zé)人認(rèn)為這很重要。我們還沒有與工業(yè)界取得任何聯(lián)系。如果我要養(yǎng)活我的家人，我需要做的事，也許就是我要取得和保持這樣的聯(lián)系。)Opinionated and outspoken, t

11、he former head openly acknowledged disagreement within the department about entrepreneurial directions. (直言不諱的說，前負(fù)責(zé)人公開承認(rèn)，在有關(guān)創(chuàng)業(yè)方向部門存在分歧。)In contrast, the current head of the departmentimmaculately dresseddid not acknowledge any disagreements in his department concerning entrepreneurialism. He was cle

12、ar that he had been brought to the university to increase the units ties to business, and he listed, in bullet fashion, several new centers that connected his faculty with industry. Yet what was particularly striking to us about his strategic plans for the department was their focus on course offeri

13、ngs.(相反，這個(gè)部門目前的領(lǐng)導(dǎo)者衣冠楚楚不承認(rèn)在他的部門，關(guān)于創(chuàng)業(yè)精神存在任何分歧。他明確表示，他已提請?jiān)摯髮W(xué)增加與單位的業(yè)務(wù)往來關(guān)系，與行業(yè)中心幾個(gè)新的教員也取得聯(lián)系。然而，什么是特別引人注目的部門，針對他的戰(zhàn)略計(jì)劃而言，我們關(guān)注的當(dāng)然是他們的重點(diǎn)產(chǎn)品。)Most of the professional colleges want Introduction to Programming courses. We are also proposing an Introduction to Programming for the sciences. If we get our way, we

14、would see another year of three courses across the university. That would generate 30,000-40,000 student credit hours.(專業(yè)院校都希望引入項(xiàng)目課程。我們也建議引入科學(xué)的規(guī)劃。如果按照我們的方式進(jìn)行，我們將看到大學(xué)課程在一年跨越三個(gè)學(xué)期。這也將產(chǎn)生30,000-40,000個(gè)學(xué)生學(xué)分。)When asked how his unit could possibly staff such a dramatically expanded set of course offerings,

15、 he replied, “Such courses are graduate teaching assistant compatible.” Graduate employees, of course, can be excellent teachers, but the department director was speaking entirely in efficiency termsoffering the courses as cheaply as possible. In the context of a university that had gone to a budget

16、ing system that directly rewarded student credit hours, the new head was seeking to increase market share, and thus revenue. He sought to deliver education cheaply; yet his definition of “efficiency” directly conflicts with the more than decade-long pressure with regard to accountability and quality

17、 from state legislatures seeking to ensure that students are being taught by tenure-track faculty. Indeed, the new heads aim was to establish Computer Science as a separate school, servicing all undergraduates with courses staffed by graduate-student labor. Such a strategy was, like his research pla

18、ns, opposed by the former head:(當(dāng)被問及，單位工作人員的急速擴(kuò)張，可能對課程造成影響時(shí)，他回應(yīng)說：這些課程是研究生助教在講授。選擇大學(xué)畢業(yè)生作為雇員，當(dāng)然，他們有成為優(yōu)秀教師的潛質(zhì)，但該部門主任發(fā)言完全有效，盡可能便宜地提供課程報(bào)酬。在一所大學(xué)哩的情況是，已經(jīng)失去了預(yù)算制度，直接在這個(gè)范圍內(nèi)獎(jiǎng)勵(lì)學(xué)生的學(xué)分。新的領(lǐng)導(dǎo)者正在尋求增加市場份額，因此來增加收入。他尋求廉價(jià)的教育，他定義的效率與長久的壓力、問責(zé)制、以及從國家立法機(jī)構(gòu)尋求確保學(xué)生的終身受教育權(quán)利相沖突。的確，領(lǐng)導(dǎo)者的目標(biāo)是建立一個(gè)獨(dú)立的學(xué)校計(jì)算機(jī)科學(xué)部門，具備服務(wù)與經(jīng)過研究生課程學(xué)習(xí)的學(xué)生，組成的勞動力。這

19、種戰(zhàn)略思想是，就像他的研究計(jì)劃，反對之前的負(fù)責(zé)人：)I like very much the relationship with other units, and not just sciences. It encourages us to be less engineering oriented in our programs. I like being at a university. Whats the point of being here? I like the fact that students take courses across different fields.(我很喜歡

20、與其他部門之間的這種關(guān)系，而不僅僅是停留在科學(xué)上。它鼓勵(lì)我們要減少面向工程的計(jì)劃，我喜歡呆在大學(xué)，呆在這里的目的是什么呢？我熱衷于學(xué)生需要在不同領(lǐng)域的課程里面進(jìn)行學(xué)習(xí)這樣的一個(gè)事實(shí)。)The former heads focus was on educational considerationson quality education, not on revenueand on the broad liberal educational mission of a university. As he said, “Whats the point of being here?”(前一個(gè)領(lǐng)導(dǎo)者重點(diǎn)關(guān)

21、注的是關(guān)于對教育的思考素質(zhì)教育，而不是教育的收入并在一所自由的大學(xué)教書育人的使命。正如他所說的：“我來這里的目的是什么”)This rumpled academic was articulating views that speak directly to the push, from both policymakers and businesspersons, for higher education to produce well-rounded graduates who have learned how to think and have sharpened a wide range

22、of communication and writing abilities. In other words, the introduction of a short-term business mindset within the academy runs counter to what business, policymakers and society say they want from the academy. The academy does not necessarily best serve its purpose by taking on a short-term, prof

23、it-maximizing mentality.(這是通過皺巴巴的學(xué)術(shù)發(fā)言來闡述意見，從政策制定者和商人來看，為了獲得更好的教育效果，產(chǎn)出完善的畢業(yè)生，使他們具備怎樣去思考以及溝通和寫作能力的人。換句話說，引入這種短期的有著商業(yè)色彩的教學(xué)，與這個(gè)學(xué)院的理念背道而馳。決策者和社會大眾會說，他們希望從該學(xué)院來獲取。該學(xué)院采取這樣一種短期的行為，并不一定最符合其目的和利潤最大化的心態(tài)。)In talking with other department heads for our study, it became clear that the new head was not alone in his

24、 strategic revenue orientation to curriculum and instruction. What we found across settings was an “educational entrepreneurialism” that was more prevalent than a research-oriented entrepreneurialism at the collective, departmental level. Facing an increasingly competitive internal marketplace for s

25、tate monies, and with these funds more tightly linked to student credit hour production, many department heads (like the new computer science head) were looking to increase lower-division undergraduate credit hours by offering courses or programs that were packaged in ways to attract students.(通過我們的

26、研究，在與其他部門領(lǐng)導(dǎo)的談?wù)撨^程中，顯然，新的領(lǐng)導(dǎo)者并沒有在他的課程與教學(xué)這個(gè)戰(zhàn)略方向上顯得孤掌難鳴，我們發(fā)現(xiàn)他們設(shè)置了一個(gè)“教育企業(yè)化”這樣的一個(gè)機(jī)構(gòu)。這比在集體部門以創(chuàng)業(yè)精神研究為導(dǎo)向的更為普遍。面對內(nèi)部市場競爭日益激烈的國有企業(yè)，以及這些資金更緊密的聯(lián)系學(xué)生的學(xué)分獲得。許多部門的領(lǐng)導(dǎo)，通過提供的課程，或提供的一些項(xiàng)目，通過這種打包的方式，吸引學(xué)生完成本科課程的學(xué)分。)In some cases, prerequisites (e.g., in math) and standards were lowered in order to attract students to what was

27、 clearly a lower-quality offering. In all cases when deciding on course and program offerings, the driving motivation was credit hour production, not educational quality. This is not to say that the newer courses lacked all merit; after all, courses can be both attractive and of high quality. Rather

28、, the point is that they were not being designed with the aim of systematically enhancing student learning. Similarly, many departments were developing new undergraduate degree programs, again with the principal focus being on the short-term market, with little concern for students or societys inter

29、ests being served. As one geology department head we interviewed stated:(在某些情況下，降低一些要求和標(biāo)準(zhǔn)，是為了吸引學(xué)生，那顯然是一個(gè)低品質(zhì)的產(chǎn)品。在所有情況下，當(dāng)決定課程及項(xiàng)目提供的東西時(shí)，學(xué)習(xí)動機(jī)是由學(xué)分制生產(chǎn)的，而不是來自于學(xué)習(xí)的效果。這也并不是說，新課程缺乏優(yōu)點(diǎn)，畢竟，課程也可以是有吸引力和高質(zhì)量的。比較而言，他們并沒有為了提高學(xué)生的學(xué)習(xí)目的而進(jìn)行設(shè)計(jì)。同樣的，許多部門在設(shè)計(jì)新的本科學(xué)位課程，其主要重點(diǎn)就是短期市場，很少為學(xué)生或社會大眾的利益而去服務(wù)。正如我們?nèi)ゲ稍L的一位地理系負(fù)責(zé)人所言：)The whole t

30、hing is marketing. The whole thing is how many more bodies do you process. Administrators actually use these terms. The whole revision of the curriculum is to attract more majors.事情的核心是做好市場營銷以及有多少人參與到這個(gè)進(jìn)程中來。管理員使用這些條款，通過對全部課程的修訂，是為了吸引和開設(shè)更多的專業(yè)。Some units were also expanding their summer school offerin

31、gs, again with revenue being the foremost consideration. As one department head put it,“Summer can be quite lucrative. Chemistry 101 is like a fast dentist: It can generate lots of revenue.” Concentrating on making more money evades academic considerations concerning what students can handle and lea

32、rn in these short-term summer courses. This attitude also evades quality considerations stemming from the fact that summer courses were more likely to be taught by graduate assistants and adjuncts who are poorly supported and not integrated into the basic work of the academic programs for which they

33、 are generating credit hours. Again, the push for revenue generation was leading academic units to pursue practices for which state policymakers and the public had long been criticizing the university.(有的部門還擴(kuò)大其暑期培訓(xùn)學(xué)校，當(dāng)然收入是作為首要考慮的因素。正如一個(gè)部門的領(lǐng)導(dǎo)者所言：暑期的收益會相當(dāng)?shù)呢S厚。這好比一個(gè)急診牙醫(yī)，它可以贏得大量的收入。只是集中精力想要賺取更多的錢，而回避了在暑假

34、為了學(xué)生的學(xué)習(xí)成績提高這一問題。這也同樣回避了由一些資歷淺的助教來進(jìn)行教學(xué)而引起的學(xué)生學(xué)習(xí)效果不佳的問題。)Many other units in the sciences were developing “professional masters degrees,” targeting students for the business world, since they could afford to pay more (not uncommonly in differential tuition) and have a masters degree delivered to them m

35、ore cheaply than traditional graduate students. These the- sis-free, terminal masters degrees were all about tapping into a new market for the specific purpose of generating revenue that would support the more valued departmental graduate programs. (在許多發(fā)展中的其他單位，“專業(yè)碩士學(xué)位”， 針對的是商業(yè)界的學(xué)生。因?yàn)橄啾容^傳統(tǒng)的研究生來說，他們有

36、更加雄厚的經(jīng)濟(jì)實(shí)力，來支付專業(yè)碩士學(xué)位所需要的開支。這些免費(fèi)的論文，最終的碩士學(xué)位，為了提高收入這一具體的目標(biāo)，進(jìn)入新的市場，將支撐更多部門有價(jià)值的開發(fā)研究生課程。)Again, the pursuit of revenue was taking academic units in directions counter to what state policymakers and the public had been demanding for years. Part of the reason professional masters degree programs were cheap

37、to run is because they were staffed by graduate assistants, who were now teaching not only at the undergraduate but at the graduate level as well. Another reason these programs were seen as moneymakers is because universities could charge students more while providing them with less. It is clear that such programs benefi