随着新一轮科技革命和产业革命加速演进，新知识、新技术不断涌现，知识的生产、累积、扩散、应用与增殖的动态竞争能力已经逐渐取代了传统的土地、资本与劳动力等要素形成的竞争力。知识的更迭、科技创新与突破已成为在日益激烈的全球竞争中获取优势的关键。高等教育机构作为知识生产与技术创新的主力军、科技突破的策源地，在经济增长和区域发展中发挥着关键作用。然而，在实践中人们往往将大学的知识生产与社会需求自动对齐，默认建设相关学科专业、进行高等教育投资，就可以满足区域发展需求，忽视了知识溢出是实现知识创新与价值的前提。推动大学知识溢出，连接着大学知识生产与社会发展需求，是推动创新链与产业链结合的关键。在此背景下，探讨高校如何实现知识溢出与转化，如何推动高校科研优势转化为科技竞争优势，如何维持大学知识生产与社会需求的长期动态关系，具有重要意义。

本研究的核心问题是：“不同环境下美国创业型大学如何实现知识有效溢出”，具体围绕以下几个主要问题展开：（1）美国创业型大学知识溢出何以成为可能？（2）美国创业型大学知识溢出模式包含哪些要素？（3）美国创业型大学形成了哪些类型的知识溢出模式？有何特点？（4）美国创业型大学不同类型的知识溢出模式的形成机理是什么？有何内在规律？

围绕上述问题，本研究以知识溢出创业理论、知识供应链理论和生态系统理论为理论基础构建分析框架，关注人工智能领域的知识溢出，具体以加州大学伯克利分校、卡内基梅隆大学和亚利桑那州立大学为典型案例，综合运用文献研究法和案例研究法，对上述问题进行了逐步递进的研究。

通过研究，本文的核心结论包括：（1）美国创业型大学知识溢出的各参与主体共同影响着知识溢出的实现，大学理念的转变、政府政策的推动、社会对创业型大学知识溢出需求的拉动以及创业型大学的知识生产能力是知识溢出的前提条件。（2）美国创业型大学知识溢出的过程可以看作是一个动态开放系统，其关键构成要素包括知识供应子系统、知识协调子系统及知识应用子系统，各要素之间相互作用、相互联系，共同推动系统的发展。知识流、技术流、信息流、资金流为代表的功能流是串联各构成要素的纽带；大学的内外部环境构成了各要素的支持机制，包括政策生态因子、市场生态因子、技术生态因子和文化生态因子四个方面。（3）美国创业型大学知识溢出模式涵盖了创新驱动模式、战略牵引模式和需求拉动模式三种实践类型。其中，“创新驱动模式”是以前沿知识创新与突破为目标导向；“战略牵引模式”是受政府政策规划和战略部署驱动；“需求拉动模式”是依托地方经济发展的具体需求，不同模式反映了大学知识溢出的不同驱动机制。（4）从形成机理来看，大学知识溢出模式的形成，既反映了大学资源的异质性、大学发展定位，也受到大学外部的市场需求和政府政策战略等因素的影响，不同模式体现的是政策、市场、技术和文化不同生态因子影响程度的差异；从内在规律来看，大学知识溢出模式背后反映的是大学科研的理念。本研究所体现的美国创业型大学知识溢出生态系统模式，反映了高校与各种环境因素之间的交互作用，既包括传统线性模式，也包括非线性模式。

在上述研究的基础上，本文进一步探讨了一个核心问题，面对不断变化发展的环境，创业型大学如何实现知识有效溢出。作为对该问题的回应，本研究总结了创业型大学知识溢出需要解决的“两个基本问题”和实现有效知识溢出的“四个关键要素”。创业型大学知识溢出需要解决的“两个基本问题”包括：其一，如何破解知识溢出“最初一公里”，其反映的是知识供应的匹配性和有效性，决定了大学科研成果本身的“可转化性”。其二，如何跨越科技创新“死亡之谷”，其反映的是知识协调与转化的问题，决定了能否将大学知识的潜在生产力价值转变为显在生产力价值。创业型大学知识溢出生态系统的形成和有效运作主要归因于四个关键要素：一是创业的理念，具体表现为大学的创业角色和使命以及“为社会需求而科研”的科研理念；二是明确的发展定位，具体表现为依据大学资源异质性，找准自身发展定位，以及依据区域背景和需求，确立符合区域特色的大学体系；三是整合配置资源的能力，对内体现在知识供应的能力，对外体现在知识转化、协调的能力；四是动态适应的能力，表现为应对快速变化的环境的能力，包括对环境的感知能力和对环境的适应能力。

The new round of scientific and technological revolution and industrial revolution has led to the continuous emergence of new knowledge and technology. The dynamic competitiveness of knowledge production, accumulation, diffusion, application, and proliferation is gradually replacing the traditional competitiveness based on land, capital, and labor. The advancement of knowledge and the innovation in science and technology have become crucial for gaining a competitive edge in the increasingly intense global competition. Higher education institutions, as the primary drivers of knowledge production and technological innovation, and the catalysts for scientific and technological breakthroughs, play a pivotal role in fostering economic growth and regional development. However, in practice, there is a tendency for people to automatically align the knowledge production of universities with social needs, assuming that building relevant disciplines and investing in higher education can meet regional development needs, neglecting that knowledge spillover is a prerequisite for achieving knowledge innovation and value. Facilitating the spillover of university knowledge connects the production of university knowledge with the needs of social development, and is crucial for promoting the integration of the innovation chain and industrial chain. Under the background, it is crucial to investigate how universities can achieve knowledge spillover and transformation, how to leverage the scientific research strengths to gain a competitive edge in the field of science and technology，and how to maintain the long-term dynamic relationship between knowledge production and social needs.

The core research question is: “How do entrepreneurial universities in the United States achieve effective knowledge spillover under different environments”, which is specifically focused on the following main questions:（1）How is it possible for the knowledge spillover of entrepreneurial universities in the United States?（2）What are the elements of the knowledge spillover model of entrepreneurial universities in the United States?（3）What types of knowledge spillover models have been formed by entrepreneurial universities in the United States? What are their characteristics?（4）What is the formation mechanism of different types of knowledge spillover models of entrepreneurial universities in the United States? What’s the inherent laws？

Focusing on the above issues, this study builds an analytical framework based on knowledge spillover entrepreneurship theory, knowledge supply chain theory, and ecosystem theory, and focuses on knowledge spillover in the field of artificial intelligence. Three entrepreneurial universities, University of California, Berkeley, Carnegie Mellon University and Arizona State University, are specifically taken as typical cases, and literature research method and case study method are comprehensively applied.

Through research, the core conclusions of this article include:（1）The various participants in the knowledge spillover of entrepreneurial universities in the United States jointly influence the realization of knowledge spillover. The transformation of university philosophy, the promotion of government policies, the pull of social demand for knowledge spillover in entrepreneurial universities, and the knowledge production capacity of entrepreneurial universities are the preconditions for knowledge spillover. （2）The process of knowledge spillover in entrepreneurial universities in the United States can be seen as a dynamic open system, with key components including knowledge supply subsystem, knowledge coordination subsystem, and knowledge application subsystem. The interactions and connections between these components jointly drive the development of the system. The functional flows represented by knowledge flow, technology flow, information flow, and capital flow are the links that connect the various components; the internal and external environments of the university constitute the supporting mechanisms for each component, including policy ecological factors, market ecological factors, technological ecological factors, and cultural ecological factors.（3）The knowledge spillover model of entrepreneurial universities in the United States covers three practical types: innovation-driven model, strategic traction model, and demand-pull model. Among them, the “innovation-driven model” is targeted at leading knowledge innovation and breakthroughs; the “strategic traction model” is driven by government policy planning and strategic deployment; and the “demand-pull model” relies on the specific needs of local economic development. Different models reflect different driving mechanisms of university knowledge spillover.（4）From the perspective of formation mechanism, the formation of university knowledge spillover models reflects the heterogeneity of university resources, the orientation of university development, as well as the influence of external market demand and government policy strategies. Different models reflect the differences in the degree of influence of different ecological factors such as policy, market, technology, and culture. From the perspective of inherent laws, the concept of university research is reflected in the knowledge spillover model of universities. The entrepreneurial university knowledge spillover ecosystem model embodied in this study reflects the interaction between universities and various environmental factors, including both traditional linear and nonlinear models.

Based on the above research, this article further explores a core question: how entrepreneurial universities achieve effective knowledge spillovers in the face of constantly changing and developing environments. As a response to this issue, this study summarizes the “two basic problems” that need to be solved for knowledge spillovers in entrepreneurial universities and the “four key elements” for achieving effective knowledge spillovers. The “two basic problems” that need to be solved for knowledge spillovers in entrepreneurial universities include: First, how to solve the “first kilometer” of knowledge spillovers, which reflects the matching and effectiveness of knowledge supply and determines the “transformability” of university scientific research results themselves. Second, how to cross the “valley of death” in technological innovation, which reflects the problem of knowledge coordination and transformation, determines whether the potential productivity value of university knowledge can be transformed into apparent productivity value. The formation and effective operation of the knowledge spillover ecosystem in entrepreneurial universities mainly depend on four key elements: First, the concept of entrepreneurship, which is embodied in the entrepreneurial role and mission of universities as well as the scientific research concept of “research for social needs”; Second, a clear development orientation, which is specifically manifested in identifying its own development orientation based on the heterogeneity of university resources, and establishing a university system that meets regional characteristics based on regional background and needs; Third, the ability to integrate and allocate resources, internally reflected in the ability to supply knowledge, externally reflected in the ability to transform and coordinate knowledge; Fourth, the ability to adapt dynamically, which manifests as the ability to respond to rapidly changing environments, including the ability to perceive and adapt to the environment.