مطالعه تطبیقی آزمایشگاه‌های خط‌مشی دانشگاه محور: درس‌آموخته‌ها برای خط‌مشی عمومی و حکمرانی

This article aims to conduct a comparative analysis of university-based policy labs across different countries and to extract lessons for designing and establishing an effective, contextually adapted policy lab in Iran, with a focus on enhancing governance and policy development. The study is qualitative and employs a documentary content analysis approach. To organize the analysis and enable systematic comparison, the four-step Bereday model (description, interpretation, comparison, and juxtaposition) was applied. Data were collected from the official websites and documents of ten university-based policy labs in the United States, the United Kingdom, Canada, Australia, and the Netherlands, and analyzed based on a framework including geographic location, design objectives, governance structure, scope of activity, and funding mechanisms. Findings indicate that although the labs operate within prestigious universities and adopt an interdisciplinary approach, they differ significantly in design objectives, governance structure, level of involvement in the policy cycle, dominant approach (technocratic or participatory), and interaction with government. The final typology was developed along two dimensions: “problem level” (local or national) and “dominant approach” (technocratic or social). The main limitation of the study is its reliance on secondary data, which may not fully capture operational aspects and practical challenges. Nevertheless, the findings can assist policymakers, universities, and executive institutions in enhancing governance and policy development, providing an inspiring model for strengthening the university-government linkage. The study’s novelty lies in offering a new typology of policy labs and applying it to institutional design in the context of public policy in Iran.