Ali Doyerhavi, born on June 30, 2000, in Ahvaz, completed his undergraduate degree in History at Payam Noor University, Ahvaz Branch (2019–2022). He is currently pursuing a Master’s degree in Ancient Culture and Languages at the University of Tabriz. His academic interests include the study of Mandaean beliefs, the mutual influence between Iranian and Semitic texts and ideologies in antiquity and the early Islamic period, historical developments in the Persian Gulf region, and the history, culture, and civilization of Sasanian-era Iran.
Doyerhavi is a co-founder and council member of the Nimruz Center for Iranian Studies and Humanities, where he also serves as the internal director. He was previously interviewed by Amordad Weekly (Issue No. 495) in a feature titled “From Iranshahr to Nimruz,” commemorating the third anniversary of the center and highlighting efforts to expand research in Iranian studies and the humanities.
This new conversation continues that earlier dialogue, with a focus on the critical role independent academic institutions play in advancing Iranian studies—often filling gaps left by universities when it comes to access to research tools and resources.
Mr. Doyerhavi, thank you once again for speaking with Amordad Weekly. In recent years, we’ve seen a rise in independent academic institutions founded by students and graduates outside the traditional university system. In your view, what factors have led to their emergence, and what gaps in higher education have contributed to this trend?
Ali Doyerhavi:
Thank you for the opportunity to speak on behalf of the Nimruz Center and student voices—an often underrepresented group in academia. The growth of independent academic institutions, particularly in Iranian studies, stems from both systemic shortcomings in higher education and the unique nature of the field itself.
One major issue is the lack of interdisciplinary and specialized institutions within universities. Iranian studies naturally draws from history, linguistics, archaeology, art, anthropology, and more. Yet many universities continue to treat these as isolated disciplines, failing to support a truly integrated approach.
As a result, students and graduates seeking a broader, more dynamic framework have turned to establishing independent centers. These spaces allow for creative, interdisciplinary research and provide essential tools and informal training often missing in formal academic settings.
Another major challenge is the inefficiency of academic publishing and communication within universities, which hinders talented students from sharing their work. Young researchers in Iranian studies often face significant obstacles in publishing their findings or accessing up-to-date resources. Lengthy academic publishing processes, limited open access to materials, and language barriers have pushed many to create independent journals and platforms.
For example, some platforms translate Iranian studies articles from less common languages like Russian, Armenian, or French, while others publish periodicals focused on local history or oral literature—activities taking place largely outside universities. This reflects a strong scientific demand but also a lack of adequate infrastructure within academic institutions.
While there are other reasons, broadly speaking, the rise of these independent centers is not just a response to weaknesses in formal university structures but also a sign of the vitality and determination of young scholars. If universities support and collaborate with these institutions, it could lead to a more mature and dynamic ecosystem for Iranian studies, yielding deeper and more current insights into contemporary Iran.
Otherwise, in the near future, academic authority in Iranian studies may shift away from universities to these independent centers, which could surpass universities in both scholarly credibility and innovation.
Based on what you’ve said, it seems you believe that expanding cooperation between these independent institutions and universities is strategically important and can benefit both sides while improving Iranian studies overall. Would you agree?
Ali Doyerhavi:
Absolutely. If a country’s academic ecosystem relies solely on formal institutions like universities and government research centers, it risks becoming stagnant and repetitive. Innovation in such bureaucratic structures is often slow or nearly impossible due to complex administrative hurdles and conflicting interests.
Independent research centers—typically founded by students, graduates, or interdisciplinary young scholars—reflect the vitality and health of the academic ecosystem. These institutions usually arise naturally from real educational and research needs and highlight unresolved systemic issues within higher education.
Compared to some formal university departments, these centers tend to be more agile structurally, more current in their content, and more active in communication. Effective collaboration between universities and these independent bodies would allow universities to fill many internal gaps and improve their performance.
This, however, requires forward-thinking leaders willing to move beyond traditional, ineffective educational mindsets and respond to the needs and demands of younger generations. Suppressing constructive criticism and innovation only stifles progress, especially in a field as dynamic as Iranian studies.
With this rational approach, cooperation would not only benefit universities but also solidify the role of independent institutions as legitimate partners in advancing the country’s scientific development.
Your answer raises the question: what capacities and resources do these independent institutions have that universities need or currently lack? You emphasize their importance quite strongly.
Ali Doyerhavi:
This can be summarized in five key areas:
- Agility and Flexibility: Independent institutions can design and implement new educational or research projects quickly without the lengthy delays caused by bureaucratic university processes. For example, if there’s a need for a workshop on artificial intelligence or intercultural studies, these centers can organize it within weeks—while formal university approval might take months or never happen due to internal obstacles.
- Complementary and Innovative Expertise: These institutions often bring together experts from diverse fields, enabling interdisciplinary collaboration. For instance, a center combining humanities scholars, data scientists, and graphic designers can analyze and present historical data interactively and visually—a task that’s challenging within traditional university structures.
- Access to Elite and Informal Networks: Many of these independent institutions include members from various universities across the country—and even abroad. Through networks of students, alumni, and collaborators, they can form inter-university scientific consortia. This kind of cross-institutional access is a major advantage for universities seeking to expand national or regional cooperation—yet it has largely been overlooked by Iranian universities.
- Effective Engagement with Society and Industry: Due to their flexible structure and problem-focused approach, independent centers often maintain active connections with the private sector, civil society, and field projects. This capacity can greatly benefit universities in applied research and scientific entrepreneurship.
These are just some of the strengths independent institutions possess—many of which remain unrecognized by our universities for various reasons.
Amordad Weekly:
That’s very insightful. As someone educated within this system, I’ve also encountered many of the challenges you mention. How would you evaluate successful collaborations between universities and independent research centers, either in Iran or abroad? Are there concrete examples you could share?
Certainly. In Iran, the growth of platforms like the Data Science School, independent scientific associations, and non-governmental research centers—such as the Nimruz Center for Iranian Studies and Humanities, the Nations Diplomacy Think Tank, and the Azhiar Foundation for Ancient Iranian Studies—demonstrates the potential for successful collaboration.
Globally, examples like MIT’s partnerships with independent institutes on smart city projects, or Scandinavian universities working with NGOs on environmental issues, highlight the strength of such cooperative models.
Therefore, it’s accurate to say that independent institutions in Iran do have the capacity to work with universities to address the current challenges in Iranian studies. The key discussion should focus on the scope of such collaborations. In my view, universities should approach negotiations with maximum flexibility. Given the difficult state of our higher education system, universities lack strong leverage and urgently need the creativity and innovations these independent centers offer—after all, these institutions have emerged directly from the needs and initiatives of the universities’ own students and graduates.
In your view, what practical steps should universities take to better utilize the capacities of these independent institutions?
Ali Doyerhavi:
Universities need to act on several levels:
- Shift in Management Attitude: Universities must recognize independent institutions as scientific partners, not subordinate entities or threats. This cultural shift is essential to foster collaboration.
- Establish Formal Interaction Mechanisms: Creating liaison offices in faculties, developing simple contractual frameworks for joint projects, inviting experts from these centers to fill gaps in specialized teaching, and recognizing independent institutions as official educational-research contractors are vital steps.
- Targeted Support for Collaborative Projects: Allocating dedicated funding for university-institute joint projects, facilitating access to shared financial resources (from government bodies or donors), and prioritizing interdisciplinary initiatives will encourage deeper cooperation.
- Academic Recognition of Collaborations: Participation in independent scientific bodies should be valued on student resumes—especially during doctoral admissions—and formally acknowledged by faculty and universities. This legitimizes the partnership and encourages broader engagement between independent institutions and motivated students.
Some university professors believe that independent institutions are fragmented or unstable. Doesn’t this pose a barrier to scientific collaboration with universities?
Ali Doyerhavi:
This perception doesn’t fully capture the reality and shouldn’t be a reason to block cooperation. While it’s true that new independent institutions may face challenges like financial instability, member turnover, or scattered focus, many become stable over time. For example, the Nimruz Center for Iranian Studies and Humanities has operated steadily for years.
Therefore, such concerns shouldn’t lead to dismissing these institutions. Instead, universities should help strengthen and organize them.
This kind of support is common internationally. Many countries have established registration offices, accreditation networks, and support platforms like Open Science Networks to help independent research bodies stabilize and collaborate more effectively with universities.
If universities in Iran actively engage in professionalizing these institutions—through project management training, evaluation skills, or legal advice—they will become more sustainable and evolve into valuable scientific partners, driving further academic progress.
Some readers might wonder what impact collaborations like these have on advancing educational and scientific equity in the country?
Ali Doyerhavi: That’s a vital question. A major role of independent scientific institutions is to make quality education and knowledge more accessible to everyone. Many of these organizations offer courses and resources either free or at much lower costs than universities. Their digital presence also allows students from underserved areas, smaller towns, or even abroad to benefit from their offerings.
When universities collaborate with these institutions, it helps expand knowledge access, reduce regional inequalities, and elevate the academic level of students nationwide. This is a crucial move toward achieving educational justice and lessening the concentration of academic resources in just a few large cities. Ultimately, it guarantees that all students and researchers in Iranian studies, regardless of location, have fair and equal access to educational and research opportunities.
Amordad Weekly: Thank you for this thorough and thoughtful conversation. We look forward to continuing this dialogue.
Ali Doyerhavi: Thank you as well. I hope this discussion can help open new paths for effective scientific collaboration in the country, encouraging stronger partnerships between universities and emerging independent scientific centers in Iranian studies. Hopefully, this will lead to meaningful reforms and, at the very least, improve the currently difficult conditions in the field.
