The presence and development of scientific schools in universities can be the
source of cons tructive dialogue and scientific progress. It seems that unlike
many universities in the world, such a situation does not exis t in our country’s
universities; in other words, universities do not seek to s trengthen a particular
(whether internal or external) scientific school and there is no prioritization
between exis ting theories and schools. The ques tion of the present s tudy is what
is the role of higher education laws and regulations in this situation? Have the
rules and regulations prevented universities from focusing on a particular school
of science? To answer this ques tion, research was conducted in two s tages: firs t,
based on the sys tem approach to the university, using the Focus Group method,
seven s trategies were extracted to s trengthen the presence of scientific schools in
universities. Second, in the framework of Regulatory Impact Assessment (RIA),
all higher education laws and regulations were examined in terms of their impact
on the development of scientific schools in the universities, using the mentioned
seven s trategies criteria,. Overall, the result of this s tudy is that laws and regulations
do not provide a favorable environment for the development of scientific schools
in universities.