Purpose

The purpose of this study was to conduct a preliminary analysis of the role of higher education institutions (HEIs) in state climate science assessment (CSA) and state climate adaptation plan (CAP) development in the USA.

Design/methodology/approach

This study uses a content review of US state government and land grant (LG) university websites, including 36 CSAs and CAPs. These data informed the development of a tiered conceptual model of HEI engagement in state climate action planning. The conceptual model is evaluated through the lens of coproduction within knowledge networks.

Findings

HEI contributions to state-level climate action planning in the USA are highly variable, ranging from minimal engagement to defined roles in the development and implementation of robust state CAPs. Novel approaches to optimize effective exchange between scientists and decision-makers that also increase the engagement of academia are needed.

Practical implications

This study advocates for and provides a replicable example of HEI engagement in the development of mechanisms that increase the connectivity of in-state climate networks. Such mechanisms optimize information sharing and engagement, consequently building sustained capacity for in-state collaboration at the science–policy interface.

Originality/value

HEIs, particularly LG universities, are a stable source of state-specific climate science and expert assistance that persist beyond national and state political cycles. To the best of the authors’ knowledge, this research is the first to examine their unique contributions to climate science policy development and implementation. It investigates specifically the relationships and interactions between HEIs and state governments in the USA and offers a detailed case study from the state of Maine.

中文翻译：

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美国大学通过州级气候行动计划对可持续发展做出贡献

目的

本研究的目的是对美国高等教育机构（HEIs）在州气候科学评估（CSA）和州气候适应计划（CAP）制定中的作用进行初步分析。

设计/方法论/途径

本研究使用美国州政府和土地赠款 (LG) 大学网站（包括 36 个 CSA 和 CAP）的内容审查。这些数据为高等教育机构参与州气候行动规划的分层概念模型的开发提供了信息。概念模型是通过知识网络内共同生产的视角进行评估的。

发现

高等教育机构对美国州级气候行动规划的贡献差异很大，从最低程度的参与到制定和实施强有力的州 CAP 中的明确角色。需要新的方法来优化科学家和决策者之间的有效交流，同时增加学术界的参与。

实际影响

这项研究倡导并提供了高等教育机构参与制定增强州内气候网络连通性的机制的可复制例子。这些机制优化了信息共享和参与，从而在科学政策界面建立州内合作的持续能力。

原创性/价值

高等教育机构，特别是 LG 大学，是特定州气候科学和专家援助的稳定来源，其持续超越国家和州政治周期。据作者所知，这项研究首次考察了他们对气候科学政策制定和实施的独特贡献。它专门调查了美国高等教育机构与州政府之间的关系和互动，并提供了缅因州的详细案例研究。