美国赠地大学支持农村社区的模式比较及启示OACHSSCD

This study examines the social service practices through which U.S.land-grant universities support rural community development.Drawing on social constructivism,new institutionalism,participatory development theory,and theories of educational equity,it develops an analytical framework encompassing four dimensions:knowledge co-construction and contextual adaptation;institutional arrangements and organizational networks;participation mechanisms and empowerment;and equity orientation with compensatory support for disadvantaged groups.Using comparative case studies of Clemson University and New Mexico State University,the study explores how land-grant universities operationalize targeted and inclusive services in distinct regional contexts.The findings show that both universities rely on the Cooperative Extension system as a central institutional platform,forming institutionalized linkages among universities,governments,and local communities,and transforming research and educational resources into locally accessible knowledge products and public services.Under different local problem structures,Clemson University places greater emphasis on county-level extension networks and rural public health outreach to address basic livelihood constraints,whereas New Mexico State University focuses more on cross-sectoral integration of agricultural extension,family nutrition,and community economic development programs,while enhancing the participation of disadvantaged groups through culturally and linguistically accessible services.Despite these differences,both universities exhibit a shared pattern of iterative improvement,centered on continuous needs assessment,co-production in service implementation,and feedback-based adjustment.Based on this comparison,the study proposes several implications for Chinese agricultural universities,including improving needs assessment and feedback mechanisms,promoting the institutionalization of university-local collaborative service networks,strengthening participatory approaches and culturally sensitive service design,and prioritizing compensatory support for disadvantaged communities within resource allocation and evaluation systems.