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The purpose of the present study was to identify the dimensions of self-development of university employees and their relationship with the learning agility of Tehran University employees on the campus of the social and behavioral sciences. It is an exploratory mixed method study. In the qualitative part, meta-composition was used, and with the aid of Sandelowski and Barroso’s (2007) model, 60 related scientific research documents were analyzed from among 410 titles, and more than 410 open codes were identified. In 2021–2022 there were 197 members of the social and behavioral sciences campus research community at Tehran University. 127 individuals from seven faculties were selected by straightforward random sampling. In the qualitative part, the composite form was utilized, whereas in the quantitative part, the self-development and learning agility questionnaire created by the researcher was used. The findings reveal the existence of four dimensions, namely psychological, behavioral, affective, and moral self-development. Using Lisrel8.8 software, a self-developed measurement model was created with the aid of structural modeling, demonstrating the model’s excellent fit with the data. Learning agility has a correlation coefficient of 0.72 with self-development. Employee learning agility was significantly related to psychological self-development with a coefficient of 0.72, emotional self-development with a coefficient of 0.63, behavioral self-development with a coefficient of 0.67, and moral self-development with a coefficient of 0.59. In general, it is possible to assert that self-development consists of four essential dimensions, and that all of these dimensions have a positive and significant relationship with the learning agility of employees.

Abstract This study aimed to study the application of cognitive science in management. The research method was qualitative and meta-synthesis. The research population comprises all of the more than 2000 scientific-technical documents found in 8 internal scientific databases and 10 external scientific databases. Out of these articles, after subject review, abstracts and contents were finally selected and analyzed for 63 articles. Open coding analysis method was used in two levels of concepts and categories for qualitative analysis. Based on the analysis, three groups of applications of cognitive science in management were identified, each of which included subdivisions. The first group is the application of cognitive science to management functions including leadership, decision making, planning, supervision and cognitive control. The second group has been applying the cognitive sciences in various management styles including neuro-leadership, rational-brain leadership, wise and self-directed leadership and self-management. The third group deals with the application of cognitive science in various areas of management including cognitive management and cognitive business management.

The present study aims to explain the psychological self-developmental process of academic leaders. The method of this research is qualitativeand a kind of meta-synthesis. The research population consisted of all the related sources about 2670 sources. First, 250 sources were selected based on abstract. Then, 67 sources were selected based on the content, which eventually analyzed 58 sources as related resources by coding in three levels of proposition (code), concept, and category. In order to verify the quality of data, validity and reliability have been provided.The results showed that the psychological self-developmental process consists of eight key components that 4 steps were psychological that consist of: 1) Self-thinking and self-actualization, 2) self-knowledge and self-awareness, 3) self-motivation, 4) self-initiation, and the next 4 steps were psychological-managerial such as 5) selection of self-development methods(structured, guided and individual) 6) applying self-development mechanisms (self-leadership, self-management, self-regulation, self-directed learning, 7) self-development evaluating and monitoring (self-control, self-monitoring and self-evaluation), and finally, responsibility and accountability to self-development activates (self- responsibility, self-commitment and self-accountability( that in this research, psychological dimensions of academic leadership have been emphasized.

This study aimed to explain the role of self-leadership and self-management on human capital of Ministry of C.L and S.W. The research method was descriptive and correlational and data analysis metod was SEM that Using Cochran's sampling formula that Sample size was determined 306 personnel by simple random sampling. Self-leadership and self-management of Abili and Mazari (2014) with reliability (α =0/94) and human capital questionnaire of Naderi (2011) with reliability (α=0/95) were used. Results showed that that self-leadership, self-management and human capital of Personnel higher than the average and self- self-leadership (r=0/49) self-management(r=0/48) had a significant positive correlation with human capital of Personnel (p