by Amir Shahsavari and Mohammad Eslahi
This blog is based on research reported in Shahsavari, A, & Eslahi, M (2025) ‘Dynamics of Imbalanced Higher Education Development: Analysing Factors and Policy Implications’ in Policy Reviews in Higher Education.
Our study addresses the paradox of expanding higher education, particularly in Iran, failing to translate into substantial societal impact. We adopted an interpretive research paradigm to explore participants’ experiences and perspectives, emphasising qualitative inquiry. Specifically, we applied a basic qualitative research approach, focusing on thematic data analysis to understand underlying meanings and patterns. We conducted semi-structured, in-depth interviews with 23 professionals from Iran’s higher education system, including executive experts and academic scholars. The data was analysed using qualitative theme analysis with the thematic network approach. It highlights the interplay of internal and external factors driving this imbalance and offers practical recommendations for policymakers and university administrators. The study identifies multiple external and internal factors contributing to the imbalanced development of Iranian higher education.
External Factors:
- Conflicting Political Discourse: Political divisions create inconsistent policy directions that hinder higher education reform. The resulting instability restricts universities from pursuing coherent strategies for social development.
- Deficient Decision-Making Structures: Inefficient policy frameworks restrict universities’ ability to align with national development goals. This limits their capacity to engage in long-term planning, research commercialization, and innovation.
- Lack of Social and Cultural Cohesion: Weak societal integration reduces higher education’s ability to contribute to social progress. Universities struggle to connect their knowledge outputs to broader societal needs without a shared cultural framework.
- Low Demand for Science and Technology in the Economy: Limited integration of scientific advancements into economic sectors hinders universities’ relevance. Weak industry-university linkages prevent research outcomes from driving innovation and economic growth.
- International Sanctions: Economic constraints and restricted access to global knowledge networks impede higher education progress. This isolation limits opportunities for research collaboration, technological exchange, and funding access.
Internal Factors:
- Limited Engagement with National and Local Ecosystem Needs: Universities lack meaningful interaction with regional industries and communities. This disconnect limits their ability to address localized development challenges.
- Insufficient Attention to Territorial Advantages in Development Planning: Universities often fail to leverage local strengths and opportunities, weakening their contribution to regional economic development.
- Weak Endogenous Creativity: Overreliance on Western educational models stifles innovative academic approaches. As a result, Iranian universities struggle to develop unique solutions suited to local challenges.
- Promotion of Emigration: University environments inadvertently encourage student and faculty migration, reducing local impact. This trend diminishes the human capital available to drive national innovation.
This study contributes new insights by highlighting the interplay between external political pressures and internal university strategies. While previous studies have emphasized government interventions and economic constraints, this research reveals the disruptive effects of conflicting political ideologies and weak social cohesion. Additionally, the study expands on the “quadruple helix” model by illustrating the absence of place-based leadership and strategies as critical gaps in Iranian higher education. The study also introduces a framework for integrating participatory governance models into university decision-making processes, enhancing institutions’ responsiveness to societal needs. The study emphasizes three key strategies for improving higher education’s societal impact:
- Promoting National Dialogues via Universities: Encouraging open dialogue among academic leaders and policymakers can bridge ideological divides, fostering consensus on long-term educational goals. This step is vital to mitigate political interference and improve strategic planning for university development. Higher education can contribute to national stability and long-term planning by positioning universities as mediators in political debates.
- Increasing Science and Technology Demand: Policymakers should enhance economic incentives for scientific research integration. Encouraging industrial partnerships and market-driven research will amplify universities’ role in economic growth. By creating a more dynamic innovation ecosystem, universities can expand their influence on industry practices and economic modernization.
- Developing Science and Technology Diplomacy: Expanding diplomatic ties to bypass sanctions can enhance Iranian universities’ access to global scientific collaboration, fostering innovation and knowledge exchange. Such efforts include developing partnerships with international research centers and increasing participation in global academic networks.
The study to address internal factors recommends:
- Expanding participatory teaching models, such as service learning, to connect universities with community development. These models empower students to engage with social challenges directly, enhancing their sense of responsibility and practical skills.
- Aligning government support for universities based on regional strengths, promoting competition, and enhancing educational quality. By linking funding models to regional priorities, universities can better tailor their strategies to local economic and social needs.
- Supporting creative teaching and research initiatives to foster academic innovation. This includes incentivising faculty to develop unconventional teaching methods and interdisciplinary research projects.
- Encouraging initiatives that promote national pride and social responsibility among students and faculty, mitigating emigration trends. Universities can strengthen students’ connection to local development through values-based education and encourage talent retention.
The study highlights a critical limitation: its participants were drawn solely from the supply side of the science and technology ecosystem (university faculty and administrators). Future research should include stakeholders from the demand side, such as industry leaders, policymakers, and civil society representatives, to develop a more comprehensive understanding of higher education’s role in societal development. Exploring the interplay between social values, economic incentives, and political frameworks would provide deeper insights into higher education’s transformative potential.
This research underscores the need for a holistic approach to higher education reform. By addressing internal and external challenges, policymakers can create an educational landscape promoting social, economic, and political progress. Universities must evolve beyond expanding access to higher education and focus on fostering creativity, engagement, and accountability to enhance their contributions to society. Developing partnerships with industry, embracing participatory governance, and promoting inclusive dialogues will empower universities to become key drivers of social and economic transformation.
Amir Shahsavari is an Assistant Professor of Higher Education at Shahid Beheshti University in Tehran, Iran. His academic interests lie in higher education policy, academic management and planning, and teaching and learning, mainly focusing on higher education studies in Iran. Drawing on his research, he seeks to contribute to a deeper understanding of the challenges and opportunities facing Iranian universities to inform policy and improve educational practices. [email protected]
Mohammad Eslahi holds a PhD in Higher Education from the University of Tehran, Iran, specializing in Educational Administration and Planning. His research interests focus on the economics of higher education and the economics of university research. He is a lecturer and research assistant at the University of Tehran, actively contributing to teaching and scholarly endeavors in these fields. [email protected]
