فهرست مطالب mohamadreza hamidizade

Although herding behavior is mainly defined on the basis of imitation and repetition in existing theories, it is difficult to provide a mathematical model which is able to identify this phenomenon.

Therefore, in this paper, using the Monte Carlo method and stock price data of Tehran Stock Exchange and OTC companies, during the years 2011 to 2019, the herding behavior among the sample companies is investigated. Given that the Iranian capital market is facing the phenomenon of closure, and this can affect the values ​​of price herding, the results are examined with the New York Stock Exchange as a market developed.

The first finding indicates the presence of herding behavior in 29.6% of possible cases in the sample. The second finding indicates the presence of herding at an average of 4.07%. The third finding reflects the increase in the amount of herding along with the increase in absolute return, which shows that as the stock prices change, the values of herding also increases.Also, the results show that the herding behaves almost symmetrically with increasing the absolute amount of stock returns, the amount of herding behavior is first decreasing and then increasing. Accordingly, when price change are slight, the amount of herding is small; But with drastic increases, the average herding behavior also becomes positive and upwards, reaching 16%. This means that as the price of one stock rises, the prices of other stocks also tend to rise, and the sharper the price increase, the greater the amount of imitation of price behavior. A similar trend is observed when prices fall. As prices fall and negative returns intensify, the average rate of herding behavior also increases, and the higher the decline in prices, the higher the rate of herding behavior. As a result, the higher the absolute amount of price return, the greater the amount of herding behavior.The fourth finding of the study indicates the possibility of a relationship between the herding and trading volume. To examine this relationship in the face of a sharp increase in the volume and number of trades, price data are classified into 20 groups based on the number and volume of trades. Then the amount of herding behavior of each group was calculated. The results show that the relationship between both indices of trading and herding is positive and significant and with a sharp increase in the number or volume of trades, herding measure approaches its maximum value. Similar results on the New York Stock Exchange are described below.

Evidence of herding behavior in the New York Stock Exchange also shows that this phenomenon occurs almost twice as much as in the Iranian capital market. Faster and more coordinated dissemination of news and faster reactions to them in NYSE can be the main reasons for this. These results are consistent with a study by Hwang and Salmon (2004) in which the amount of herding behavior in the US market was higher than the South Korean stock exchange. It seems that due to the less trading halts in NYSE, the significant values ​​of price herding in that market mean that the values ​​obtained for the Tehran market are probably not affected by the trading halts and the results can be reliable.

The development of human capital of faculty members is an effective achievement in the direction of the development of the higher education system. However, the evidence based on the results of experimental research indicates the low quality of the faculty members' performance. The aim of the current research is to measure and evaluate the development of human capital of faculty members, which was done with a mixed approach (sequential exploratory).

In the qualitative part of the research, the participants were the faculty members of the universities and research institutes of Tehran, and 13 of them were interviewed and the required data were collected using the purposeful sampling method. The data analysis of this section was done using thematic analysis method. In order to evaluate the reliability of research findings, immersion and recoding approach was used by calculating Cohen's kappa coefficient. In the quantitative part, the statistical population included the faculty members of the University of Tehran, 150 of whom were selected using Cochran's formula and the relative stratified sampling method from the four campuses of "Humanities", "Behavioral and Social Sciences", "Basic Sciences" and "Technical-Eengineering" were selected as samples. The tool for collecting data was the quantitative part of the researcher-made questionnaire on the development of human capital of faculty members in a 6-point range. The validity of the research tool was verified by formal, convergent and divergent method and its reliability was confirmed through Cronbach's alpha test and composite reliability.

The findings of the qualitative section were categorized and presented in 9 dimensions, which include improving the ability to formulate specialized and interdisciplinary lesson plans, improving the ability to teach and learn, improving classroom management and administration skills, Enhancing academic and behavioral counseling and guidance, increasing commitment to professional ethics in the education process, enhancing the ability to motivate students to learn, enhancing the ability to evaluate learners' performance, enhancing research knowledge, and enhancing research skills. In the quantitative part, based on the results of Shannon's entropy test, the priority of the dimensions of improving classroom management skills and improving research knowledge was confirmed over other dimensions. The values of the Chi-2 test indicated the favorable condition of the main structure of educational human capital development and the relatively favorable condition of the main structure of research-entrepreneurship human capital development of faculty members of Tehran University. Based on Yeoman-Whitney and Kraskal-Wallis test values, the inequality of the average educational human capital development of faculty members was confirmed in terms of a number of variables and effective factors.

The results of the research showed that the development of educational and research human capital of faculty members, setting priorities and identifying inequalities in the development of human capital of faculty members in terms of influencing factors can provide an effective and efficient road map for planning to provide a strategy for the development of human capital of faculty members to policy makers, decision makers and activists in this field.

The purpose of this study is to identify the components and indicators of faculty members, and human capital development and to provide a multilevel conceptual framework for it, which was done by the meta-synthesis method. The research population includes authoritative scientific sources published in the field of human capital development studies of faculty members in the years 1950 to 2020 at the international level and 1380 to 1398 at the national level. Selected researches include 88 articles, scientific reports and selected student dissertations from valid national and international scientific databases that have been selected by purposive sampling method based on theoretical saturation rule. The required data were extracted from the texts of qualitative achievements of selected sources and analyzed and categorized using inductive content analysis and meta-combination method. The obtained results include 6 main components and 18 subcomponents of human capital development of faculty members. Key components include the development of cognitive and metacognitive competencies, the development of teaching competencies and competencies, the development of research competencies and competencies, the development of communication competencies, the development of leadership competencies and competencies, and the development of competencies. He had managerial and leadership skills. Also, based on the theoretical foundations of the research, the main components of human capital development of faculty members in terms of the level of analysis, were placed at both individual and organizational levels. This grouping can be a good tool for planning the human capital development of faculty members.