theory case study practise

• Practical Test Tutorials
• Theory Test Questions
• Hazard Perception Test
• Show Me, Tell Me Test
• UK Road Signs
• After The Test
• ADI Web Design

Theory Test Practice: Free Questions

To help you practice and pass the driving theory test, we have all the published training questions available for free, plus many tests, tips, and video tutorials.

Sixteen categories divide the theory test questions.

The following guides look at every category in detail and reveal the essential facts you need to know to answer the questions correctly.

Each category guide starts with a video tutorial and ends with a category-specific theory test to take. Once you have completed each guide, we have ten 50 question mock tests for you to try.

50 Question Practice Tests

Once you have completed the category sections, test your knowledge with our general theory tests, which use questions from all 14 categories, plus two dedicated Road & Traffic Signs tests and one Stopping Distances & Speed Limits test.

Theory Test FAQs

The questions include a case study - a scenario on which five questions are based.

The case study will involve a real-life situation that a driver could face while driving and aims to assess your understanding of road safety issues.

To view a case study example, go theory test case study .

How To Book The Theory Test

How You Take The Test

You take the test using a touch screen computer. You will have a fifteen-minute practice session before the test begins, which will give you all the information you need to take the test correctly and familiarize yourself with the touch screen controls. If you have any problems, a member of staff will assist you.

Only one question will appear on screen at a time, and you will be able to navigate backward/forward through the questions assessing answers and changing them if necessary. Unanswered questions will show at the end of the test on the Review Screen.

You will be able to return to any unanswered questions to provide an answer. To select or deselect an answer, press the box next to the answer.

So you know how much time remains to complete the test, a countdown counter will show in the top right-hand corner of the screen.

As some questions require more than one answer, the system will warn you if you try to move to the next question without giving the correct number of replies.

If you complete the test before the allotted time, you can end the test by pressing the Review Button followed by the End Button.

The images below show a screenshot of the Question and Review Screens. The Review screen appears after question fifty, or by pressing the Review Button on the Question Screen.

The Pass Mark

You will need to answer 43 of the 50 questions correctly. A pass mark of 86%.

Test Duration

You have 57 minutes to complete the test. The computer will indicate throughout how much time remains.

It will cost £23. This price includes the hazard perception test. Make sure you book your test directly with the DVSA.

Do not use a third-party booking service, as these will charge you more than the DVSA charge. Don't be fooled by offers such as free re-tests, as there may be terms and conditions that make getting a free re-test difficult.

Documents You Must Bring

Take to the test centre both parts of your provisional licence - the photo card and the paper counterpart. If you fail to present these documents, the test centre will cancel your test and offer no refund.

You should also take your appointment card or booking number.

Hearing and Reading Difficulties

If you have trouble reading the questions, you can apply to have the test extended for up to twice the normal time, and you can listen to the questions via a voice-over. You will need to provide a letter from a suitable person, such as a doctor, who can confirm your reading difficulty. You can arrange this when you book your test.

If you are deaf or have other hearing difficulties, the multiple-choice part and the introduction to the hazard test can be delivered in British Sign Language by an on-screen signer. A BSL interpreter, signer, or lip speaker can also be provided. You will need to request this when booking.

The Results

You will receive your results before you leave the theory test centre.

If You Fail the Test

You will have to wait a minimum of three working days before retaking the test. You can, however, apply to take it the day after your initial failure.

Change Your Test Date and Time

If you want to change the test date, you can do so for free. However, you must give at least three working days' notice.

Cancel Your Test

You can cancel your theory test appointment and receive a full refund if you give three working days' notice. You can do this online or over the phone.

• Study Material
• Multiple-Choice Test
• Hazard Perception
• Practice Case Studies
• Show me, Tell me
• [email protected]

Free Practice Case Study

Trevor and John are multi-manning a vehicle from the UK to France. They work for TSD Haulage who have been contracted to deliver car exhausts to a manufacturing plant. They are driving a curtain-sided lorry with a gross vehicle weight of 18 tonnes and carrying a 10 tonne load.

This is John’s first trip abroad and he will take the opportunity to learn the ropes from Trevor who has been driving on the continent for over 20 years. Trevor will prepare the vehicle and complete the CMR consignment note before collecting John from his home which is on the way to the ferry port.

Both drivers have just returned from a four-day rest and are keen to get the job done as quickly as possible.

Today is Monday and Trevor will drive the first part of the journey to the ferry port. They will stop for their daily rest at 21:00 in France.

0 of 8 Questions completed

Information

You have already completed this test. You cannot start it again.

Test is loading...

You must sign in or sign up to take this test.

You must first complete the following:

Test complete. Results are being recorded.

0 of 8 Questions answered correctly

Time has elapsed.

• Not categorized 0%

1 . Question

To qualify for multi-manning, John must be collected within:

• One hour of the start of the shift
• 50 km of the vehicle operating centre
• 25 km of the vehicle operating centre
• 45 minutes of the start of the shift

2 . Question

Trevor has completed 4 hours and 30 minutes of driving and must now take a  minimum break of 45 minutes.

John will take over as the driver

(mark two answers)

• The vehicle must stop for Trevor's 45 minute break to be considered legal
• Trevor may take the 45-minute break whilst the vehicle is still moving
• Trevor and John must take a 45-minute break at the same time
• Trevor can use the time to do paperwork whilst John is driving
• Trevor must place his tachograph card in slot 2
• Trevor can give John directions and driving advice whilst on his break

3 . Question

The daily individual driving limit today for John and Trevor is

• Ten hours for John and ten hours for Trevor
• Nine hours for John and nine hours for Trevor
• Thirteen hours for both drivers
• Twenty one hours for both drivers

4 . Question

What is the total maximum duty time for John & Trevor?

5 . Question

When multi-manning, the maximum period within which all duty time and daily rest must be completed is:

6 . Question

To carry out this delivery, which type of operators licence should TSD Haulage hold?

• Standard International licence
• Restricted International licence
• European operators licence
• TIR operators licence

7 . Question

The wheelbase of the vehicle is 5 metres and the centre of the load is 2 metres from the rear axle.

What is the load on the front axle?

8 . Question

What colour copy of the CMR consignment note must travel with the vehicle?

• White with a black border

CPC Case Study Free Mock Test

Post_title;>-->.

There are 6 questions in this CPC case study free mock test. Read the scenario carefully and ensure you understand it fully. You need to score at least 5 out of 6 to pass.

Sign up to keep track of your progress

Tests Taken

Average Score

Your Progress

You're doing well! Carry on practising to make sure you're prepared for your test. You'll soon see your scores improve!

Do you wish to proceed?

1680 votes - average 4.7 out of 5

CPC Case Study Free Mock Test Quick View

Click the question box to reveal the correct answer. You can print the CPC Case Study Free Mock Test questions and answers by clicking the printer icon below.

Privacy Overview

CPC Case Study Practice Test

Mock theory test.

There are 12 multiple choice questions in this free CPC case study practice mock test. Read this carefully and ensure you fully understand the scenario before starting the test. You need to score at least 9 out of 11 to pass this test.

Register to track your progress

Tests Taken

Average Score

Your Progress

You're doing well! Carry on practising to make sure you're prepared for your test. You'll soon see your scores improve!

Do you wish to proceed?

Easy View of Theory Test Questions

Free Case Study (D) Questions For Theory Test Uk

You’re driving to work on a single carriageway road.

It’s early morning and there’s patchy fog, which is very thick in places.

Later, you reach a roundabout where you need to turn right. The approach road is still a single carriageway. There is only one line of traffic.

When you get to work, you find that the car park is full. You have to park on the main road, facing downhill.

You need to leave some camera equipment in your vehicle until later.

What should you do with the equipment?

Which lights would you use under these weather conditions, how should you position your vehicle when approaching the roundabout, how should you position your front wheels when parking here, what should you do about the sports car.

Share your Results:

Highway Code PDF 2024

Highway Code PDF 2024 Manual Official Book  (Augest 2019 changes) length of the burn cooling has modified from 10 to 20 minutes: “Cool the burn

How To Pass Theory Test 2024

Learn How to Pass Theory Test first time in 2024. Passing Theory Test is first step for anyone who want to obtain Driving licence in

Hazard Perception Test

Hazard Perception Test 2024 Practice and Guidance The multiple-choice section is the first section of your UK driving theory test. The next section is the

How Weather Effects Your Driving

As driver you have responsibility to drive safe on the road . Bad weather can make roads in the UK dangerous, especially in wet or

Can You Answer These Most Confusing Theory Test Question?

The UK driving theory test is a challenging exam, but some questions are more confusing than others. We picked some questions often use similar wordings,

Top 5 Common Theory Test Quesions

Can You Answer 5 Common Theory Test Questions in 2023 Let’s take a look at 5 common theory test questions that everyone will have to

WHY PEOPLE FAIL THEORY TEST

Why people Fail Theory Test in UK   updated article    There are many reasons why people fail the theory test in the UK. Here

Defensive Driving Saves Lives: Learn How to Stay Safe on the Road

Defensive Driving Saves Lives: Learn How to Stay Safe on the Road   Take Control of Your Driving Experience with the Power of Defensive Driving.

10 Common Mistakes You Shouldn’t Make

Why people fail their driving test? We found 10 common mistakes people makes during their practical driving test. Focus these 10 points and work on

7 Thing You Must Do If You Involve In Car Accident.

If you are involved in a car accident in the UK, there are several steps you should take: It is important to remain calm and

UK MOTORWAY RULES

There are few things you need to keep in mind when you’re going to drive on motorway specially when you are new driver you don’t

National Speed Limit Doesn’t Mean 70 mph?

Unlike the United States where there is a single national speed limit, the UK has several different national speed limits. Each of these limits is

What is Contraflow System? How does it Work?

During road works or major accidents, a contraflow system may be put in place to help keep traffic flowing. These systems are sometimes temporary, or

How Speed Camera’s Work

Types of Speed Cameras in the UK Across the UK over a dozen different types of speed cameras operate on the road network. Speed cameras

Biggest Factors That Affect Braking Distance

Biggest Factors That Affect Braking Distance Your braking distance is how far your vehicle will travel between the time you applied your brakes and it

GET UK DRIVING LICENCE

How To Get UK Driver Licence Before you driving motorised vehicle on the public road everyone require a drivers licence. To start driving a car

TYPES OF ROAD CROSSING

What is the difference between zebra crossing, puffin crossing,toucan crossing and pelican crossings? Many road users are unclear about types of road crossings and their

Theory Test Changes 14 April 2020

The changes to the driving theory test will no longer be introduced on 14th  of April 2020. This is because of the covid-19 Click for

Are theory test questions the same?

Theory Test Questions No, They are random questions, the exam is taken in 2 parts, If you pass one part of the theory test but fail the

Voted The Most Difficult Theory Question

Which of the following are you allowed to do on a clearway? Correct ans is you are not allowed to wait,park, load or unload anything.

Test4Theory © 2018-2024 All rights Reserved.

Email: [email protected]

Terms and Conditions

Privacy policy.

• Request new password
• Create a new account

Leadership: Theory and Practice

Student resources, welcome to the companion website.

Welcome to the companion website for Leadership, Sixth Edition,  by Peter G. Northouse . The resources on the site have been specifically designed to support your study.

On this website you will find:

• SAGE Journal Articles
• Reference Articles
• Video and Multimedia

Instructors can log in to access:

• Course Cartidges
• Questionnaires
• Study Questions
• Course Syllabi
• PowerPoint Slides
• Assignments and Exercises
• Web Exercises
• Class Activities
• Course Project
• This I Believe

About the book: 

Adopted at more than 1,000 colleges and universities worldwide, the market-leading text owes its success to the unique way in which it combines an academically robust account of the major theories and models of leadership with an accessible style and practical exercises that help students apply what they learn. Each chapter of Peter Northouse's Leadership: Theory and Practice follows a consistent format, allowing students to contrast the various theories, and three case studies in each chapter provide practical examples of each theory or trait discussed. The Sixth Edition adds an important new chapter on Servant Leadership.

Acknowledgments

We gratefully acknowledge Peter G. Northouse for writing an excellent text and for his involvement in reviewing the assets on this site. Special thanks to the following people, who updated and created the resources on this site. Isolde Anderson, Hope College; Andrea Markowitz, Write for Your Business; Lizz Mathews, Western Michigan University; Mary Mathews, Western Michigan University; Rebecca G. McBride, Old Dominion University; Trey Patrick Mitchell, Western Michigan University; Lisa J. Northouse, Western Michigan University, and Anita Pankake, University of Texas–Pan American.

Disclaimer: This website may contain links to both internal and external websites. All links included were active at the time the website was launched. SAGE does not operate these external websites and does not necessarily endorse the views expressed within them. SAGE cannot take responsibility for the changing content or nature of linked sites, as these sites are outside of our control and subject to change without our knowledge. If you do find an inactive link to an external website, please try to locate that website by using a search engine. SAGE will endeavour to update inactive or broken links when possible.

For instructors

Access resources that are only available to Faculty and Administrative Staff.

Want to explore the book further?

Order Review Copy

Case Study: Research in Practice

• SAGE Publications

Case Study Research in Practice explores the theory and practice of case study. Helen Simons draws on her extensive experience of teaching and conducting case study to provide a comprehensive and practical account of how to design, conduct and communicate case study research. It addresses questions often raised by students and common misconceptions. In four sections the book covers: Rationale, concept and design of case study research Methods, ethics and reflexivity in case study Interpreting, analysing and reporting the case Generalizing and theorizing in case study research Rich with ‘tales from the field’ and summary memos as an aide-memoire to future action, the book provides fresh insights and challenges for researchers to guide their practice of case study research. This is an ideal text for those studying and conducting case study research in education, health and social care, and related social science disciplines. Book jacket.

Source: Publisher

© Copyright WGU D&D Guidance

• Design for Business
• Most Recent
• Presentations
• Infographics
• Data Visualizations
• Forms and Surveys
• Video & Animation
• Case Studies
• Digital Marketing
• Design Inspiration
• Visual Thinking
• Product Updates
• Visme Webinars
• Artificial Intelligence

15 Real-Life Case Study Examples & Best Practices

Written by: Oghale Olori

Case studies are more than just success stories.

They are powerful tools that demonstrate the practical value of your product or service. Case studies help attract attention to your products, build trust with potential customers and ultimately drive sales.

It’s no wonder that 73% of successful content marketers utilize case studies as part of their content strategy. Plus, buyers spend 54% of their time reviewing case studies before they make a buying decision.

To ensure you’re making the most of your case studies, we’ve put together 15 real-life case study examples to inspire you. These examples span a variety of industries and formats. We’ve also included best practices, design tips and templates to inspire you.

Let’s dive in!

Table of Contents

What is a case study, 15 real-life case study examples, sales case study examples, saas case study examples, product case study examples, marketing case study examples, business case study examples, case study faqs.

• A case study is a compelling narrative that showcases how your product or service has positively impacted a real business or individual. 
• Case studies delve into your customer's challenges, how your solution addressed them and the quantifiable results they achieved.
• Your case study should have an attention-grabbing headline, great visuals and a relevant call to action. Other key elements include an introduction, problems and result section.
• Visme provides easy-to-use tools, professionally designed templates and features for creating attractive and engaging case studies.

A case study is a real-life scenario where your company helped a person or business solve their unique challenges. It provides a detailed analysis of the positive outcomes achieved as a result of implementing your solution.

Case studies are an effective way to showcase the value of your product or service to potential customers without overt selling. By sharing how your company transformed a business, you can attract customers seeking similar solutions and results.

Case studies are not only about your company's capabilities; they are primarily about the benefits customers and clients have experienced from using your product.

Every great case study is made up of key elements. They are;

• Attention-grabbing headline: Write a compelling headline that grabs attention and tells your reader what the case study is about. For example, "How a CRM System Helped a B2B Company Increase Revenue by 225%.
• Introduction/Executive Summary: Include a brief overview of your case study, including your customer’s problem, the solution they implemented and the results they achieved.
• Problem/Challenge: Case studies with solutions offer a powerful way to connect with potential customers. In this section, explain how your product or service specifically addressed your customer's challenges.
• Solution: Explain how your product or service specifically addressed your customer's challenges.
• Results/Achievements : Give a detailed account of the positive impact of your product. Quantify the benefits achieved using metrics such as increased sales, improved efficiency, reduced costs or enhanced customer satisfaction.
• Graphics/Visuals: Include professional designs, high-quality photos and videos to make your case study more engaging and visually appealing.
• Quotes/Testimonials: Incorporate written or video quotes from your clients to boost your credibility.
• Relevant CTA: Insert a call to action (CTA) that encourages the reader to take action. For example, visiting your website or contacting you for more information. Your CTA can be a link to a landing page, a contact form or your social media handle and should be related to the product or service you highlighted in your case study.

Now that you understand what a case study is, let’s look at real-life case study examples. Among these, you'll find some simple case study examples that break down complex ideas into easily understandable solutions.

In this section, we’ll explore SaaS, marketing, sales, product and business case study examples with solutions. Take note of how these companies structured their case studies and included the key elements.

We’ve also included professionally designed case study templates to inspire you.

1. Georgia Tech Athletics Increase Season Ticket Sales by 80%

Georgia Tech Athletics, with its 8,000 football season ticket holders, sought for a way to increase efficiency and customer engagement.

Their initial sales process involved making multiple outbound phone calls per day with no real targeting or guidelines. Georgia Tech believed that targeting communications will enable them to reach more people in real time.

Salesloft improved Georgia Tech’s sales process with an inbound structure. This enabled sales reps to connect with their customers on a more targeted level. The use of dynamic fields and filters when importing lists ensured prospects received the right information, while communication with existing fans became faster with automation.

As a result, Georgia Tech Athletics recorded an 80% increase in season ticket sales as relationships with season ticket holders significantly improved. Employee engagement increased as employees became more energized to connect and communicate with fans.

Why Does This Case Study Work?

In this case study example , Salesloft utilized the key elements of a good case study. Their introduction gave an overview of their customers' challenges and the results they enjoyed after using them. After which they categorized the case study into three main sections: challenge, solution and result.

Salesloft utilized a case study video to increase engagement and invoke human connection.

Incorporating videos in your case study has a lot of benefits. Wyzol’s 2023 state of video marketing report showed a direct correlation between videos and an 87% increase in sales.

The beautiful thing is that creating videos for your case study doesn’t have to be daunting.

With an easy-to-use platform like Visme, you can create top-notch testimonial videos that will connect with your audience. Within the Visme editor, you can access over 1 million stock photos , video templates, animated graphics and more. These tools and resources will significantly improve the design and engagement of your case study.

Simplify content creation and brand management for your team

• Collaborate on designs , mockups and wireframes with your non-design colleagues
• Lock down your branding to maintain brand consistency throughout your designs
• Why start from scratch? Save time with 1000s of professional branded templates

Sign up. It’s free.

2. WeightWatchers Completely Revamped their Enterprise Sales Process with HubSpot

WeightWatchers, a 60-year-old wellness company, sought a CRM solution that increased the efficiency of their sales process. With their previous system, Weightwatchers had limited automation. They would copy-paste message templates from word documents or recreate one email for a batch of customers.

This required a huge effort from sales reps, account managers and leadership, as they were unable to track leads or pull customized reports for planning and growth.

WeightWatchers transformed their B2B sales strategy by leveraging HubSpot's robust marketing and sales workflows. They utilized HubSpot’s deal pipeline and automation features to streamline lead qualification. And the customized dashboard gave leadership valuable insights.

As a result, WeightWatchers generated seven figures in annual contract value and boosted recurring revenue. Hubspot’s impact resulted in 100% adoption across all sales, marketing, client success and operations teams.

Hubspot structured its case study into separate sections, demonstrating the specific benefits of their products to various aspects of the customer's business. Additionally, they integrated direct customer quotes in each section to boost credibility, resulting in a more compelling case study.

Getting insight from your customer about their challenges is one thing. But writing about their process and achievements in a concise and relatable way is another. If you find yourself constantly experiencing writer’s block, Visme’s AI writer is perfect for you.

Visme created this AI text generator tool to take your ideas and transform them into a great draft. So whether you need help writing your first draft or editing your final case study, Visme is ready for you.

3. Immi’s Ram Fam Helps to Drive Over $200k in Sales

Immi embarked on a mission to recreate healthier ramen recipes that were nutritious and delicious. After 2 years of tireless trials, Immi finally found the perfect ramen recipe. However, they envisioned a community of passionate ramen enthusiasts to fuel their business growth.

This vision propelled them to partner with Shopify Collabs. Shopify Collabs successfully cultivated and managed Immi’s Ramen community of ambassadors and creators.

As a result of their partnership, Immi’s community grew to more than 400 dedicated members, generating over $200,000 in total affiliate sales.

The power of data-driven headlines cannot be overemphasized. Chili Piper strategically incorporates quantifiable results in their headlines. This instantly sparks curiosity and interest in readers.

While not every customer success story may boast headline-grabbing figures, quantifying achievements in percentages is still effective. For example, you can highlight a 50% revenue increase with the implementation of your product.

Take a look at the beautiful case study template below. Just like in the example above, the figures in the headline instantly grab attention and entice your reader to click through.

Having a case study document is a key factor in boosting engagement. This makes it easy to promote your case study in multiple ways. With Visme, you can easily publish, download and share your case study with your customers in a variety of formats, including PDF, PPTX, JPG and more!

4. How WOW! is Saving Nearly 79% in Time and Cost With Visme

This case study discusses how Visme helped WOW! save time and money by providing user-friendly tools to create interactive and quality training materials for their employees. Find out what your team can do with Visme. Request a Demo

WOW!'s learning and development team creates high-quality training materials for new and existing employees. Previous tools and platforms they used had plain templates, little to no interactivity features, and limited flexibility—that is, until they discovered Visme.

Now, the learning and development team at WOW! use Visme to create engaging infographics, training videos, slide decks and other training materials.

This has directly reduced the company's turnover rate, saving them money spent on recruiting and training new employees. It has also saved them a significant amount of time, which they can now allocate to other important tasks.

Visme's customer testimonials spark an emotional connection with the reader, leaving a profound impact. Upon reading this case study, prospective customers will be blown away by the remarkable efficiency achieved by Visme's clients after switching from PowerPoint.

Visme’s interactivity feature was a game changer for WOW! and one of the primary reasons they chose Visme.

“Previously we were using PowerPoint, which is fine, but the interactivity you can get with Visme is so much more robust that we’ve all steered away from PowerPoint.” - Kendra, L&D team, Wow!

Visme’s interactive feature allowed them to animate their infographics, include clickable links on their PowerPoint designs and even embed polls and quizzes their employees could interact with.

By embedding the slide decks, infographics and other training materials WOW! created with Visme, potential customers get a taste of what they can create with the tool. This is much more effective than describing the features of Visme because it allows potential customers to see the tool in action.

To top it all off, this case study utilized relevant data and figures. For example, one part of the case study said, “In Visme, where Kendra’s team has access to hundreds of templates, a brand kit, and millions of design assets at their disposal, their team can create presentations in 80% less time.”

Who wouldn't want that?

Including relevant figures and graphics in your case study is a sure way to convince your potential customers why you’re a great fit for their brand. The case study template below is a great example of integrating relevant figures and data.

This colorful template begins with a captivating headline. But that is not the best part; this template extensively showcases the results their customer had using relevant figures.

The arrangement of the results makes it fun and attractive. Instead of just putting figures in a plain table, you can find interesting shapes in your Visme editor to take your case study to the next level.

5. Lyte Reduces Customer Churn To Just 3% With Hubspot CRM

While Lyte was redefining the ticketing industry, it had no definite CRM system . Lyte utilized 12–15 different SaaS solutions across various departments, which led to a lack of alignment between teams, duplication of work and overlapping tasks.

Customer data was spread across these platforms, making it difficult to effectively track their customer journey. As a result, their churn rate increased along with customer dissatisfaction.

Through Fuelius , Lyte founded and implemented Hubspot CRM. Lyte's productivity skyrocketed after incorporating Hubspot's all-in-one CRM tool. With improved efficiency, better teamwork and stronger client relationships, sales figures soared.

The case study title page and executive summary act as compelling entry points for both existing and potential customers. This overview provides a clear understanding of the case study and also strategically incorporates key details like the client's industry, location and relevant background information.

Having a good summary of your case study can prompt your readers to engage further. You can achieve this with a simple but effective case study one-pager that highlights your customer’s problems, process and achievements, just like this case study did in the beginning.

Moreover, you can easily distribute your case study one-pager and use it as a lead magnet to draw prospective customers to your company.

Take a look at this case study one-pager template below.

This template includes key aspects of your case study, such as the introduction, key findings, conclusion and more, without overcrowding the page. The use of multiple shades of blue gives it a clean and dynamic layout.

Our favorite part of this template is where the age group is visualized.

With Visme’s data visualization tool , you can present your data in tables, graphs, progress bars, maps and so much more. All you need to do is choose your preferred data visualization widget, input or import your data and click enter!

6. How Workato Converts 75% of Their Qualified Leads

Workato wanted to improve their inbound leads and increase their conversion rate, which ranged from 40-55%.

At first, Workato searched for a simple scheduling tool. They soon discovered that they needed a tool that provided advanced routing capabilities based on zip code and other criteria. Luckily, they found and implemented Chili Piper.

As a result of implementing Chili Piper, Workato achieved a remarkable 75–80% conversion rate and improved show rates. This led to a substantial revenue boost, with a 10-15% increase in revenue attributed to Chili Piper's impact on lead conversion.

This case study example utilizes the power of video testimonials to drive the impact of their product.

Chili Piper incorporates screenshots and clips of their tool in use. This is a great strategy because it helps your viewers become familiar with how your product works, making onboarding new customers much easier.

In this case study example, we see the importance of efficient Workflow Management Systems (WMS). Without a WMS, you manually assign tasks to your team members and engage in multiple emails for regular updates on progress.

However, when crafting and designing your case study, you should prioritize having a good WMS.

Visme has an outstanding Workflow Management System feature that keeps you on top of all your projects and designs. This feature makes it much easier to assign roles, ensure accuracy across documents, and track progress and deadlines.

Visme’s WMS feature allows you to limit access to your entire document by assigning specific slides or pages to individual members of your team. At the end of the day, your team members are not overwhelmed or distracted by the whole document but can focus on their tasks.

7. Rush Order Helps Vogmask Scale-Up During a Pandemic

Vomask's reliance on third-party fulfillment companies became a challenge as demand for their masks grew. Seeking a reliable fulfillment partner, they found Rush Order and entrusted them with their entire inventory.

Vomask's partnership with Rush Order proved to be a lifesaver during the COVID-19 pandemic. Rush Order's agility, efficiency and commitment to customer satisfaction helped Vogmask navigate the unprecedented demand and maintain its reputation for quality and service.

Rush Order’s comprehensive support enabled Vogmask to scale up its order processing by a staggering 900% while maintaining a remarkable customer satisfaction rate of 92%.

Rush Order chose one event where their impact mattered the most to their customer and shared that story.

While pandemics don't happen every day, you can look through your customer’s journey and highlight a specific time or scenario where your product or service saved their business.

The story of Vogmask and Rush Order is compelling, but it simply is not enough. The case study format and design attract readers' attention and make them want to know more. Rush Order uses consistent colors throughout the case study, starting with the logo, bold square blocks, pictures, and even headers.

Take a look at this product case study template below.

Just like our example, this case study template utilizes bold colors and large squares to attract and maintain the reader’s attention. It provides enough room for you to write about your customers' backgrounds/introductions, challenges, goals and results.

The right combination of shapes and colors adds a level of professionalism to this case study template.

8. AMR Hair & Beauty leverages B2B functionality to boost sales by 200%

With limits on website customization, slow page loading and multiple website crashes during peak events, it wasn't long before AMR Hair & Beauty began looking for a new e-commerce solution.

Their existing platform lacked effective search and filtering options, a seamless checkout process and the data analytics capabilities needed for informed decision-making. This led to a significant number of abandoned carts.

Upon switching to Shopify Plus, AMR immediately saw improvements in page loading speed and average session duration. They added better search and filtering options for their wholesale customers and customized their checkout process.

Due to this, AMR witnessed a 200% increase in sales and a 77% rise in B2B average order value. AMR Hair & Beauty is now poised for further expansion and growth.

This case study example showcases the power of a concise and impactful narrative.

To make their case analysis more effective, Shopify focused on the most relevant aspects of the customer's journey. While there may have been other challenges the customer faced, they only included those that directly related to their solutions.

Take a look at this case study template below. It is perfect if you want to create a concise but effective case study. Without including unnecessary details, you can outline the challenges, solutions and results your customers experienced from using your product.

Don’t forget to include a strong CTA within your case study. By incorporating a link, sidebar pop-up or an exit pop-up into your case study, you can prompt your readers and prospective clients to connect with you.

9. How a Marketing Agency Uses Visme to Create Engaging Content With Infographics

SmartBox Dental , a marketing agency specializing in dental practices, sought ways to make dental advice more interesting and easier to read. However, they lacked the design skills to do so effectively.

Visme's wide range of templates and features made it easy for the team to create high-quality content quickly and efficiently. SmartBox Dental enjoyed creating infographics in as little as 10-15 minutes, compared to one hour before Visme was implemented.

By leveraging Visme, SmartBox Dental successfully transformed dental content into a more enjoyable and informative experience for their clients' patients. Therefore enhancing its reputation as a marketing partner that goes the extra mile to deliver value to its clients.

Visme creatively incorporates testimonials In this case study example.

By showcasing infographics and designs created by their clients, they leverage the power of social proof in a visually compelling way. This way, potential customers gain immediate insight into the creative possibilities Visme offers as a design tool.

This example effectively showcases a product's versatility and impact, and we can learn a lot about writing a case study from it. Instead of focusing on one tool or feature per customer, Visme took a more comprehensive approach.

Within each section of their case study, Visme explained how a particular tool or feature played a key role in solving the customer's challenges.

For example, this case study highlighted Visme’s collaboration tool . With Visme’s tool, the SmartBox Dental content team fostered teamwork, accountability and effective supervision.

Visme also achieved a versatile case study by including relevant quotes to showcase each tool or feature. Take a look at some examples;

Visme’s collaboration tool: “We really like the collaboration tool. Being able to see what a co-worker is working on and borrow their ideas or collaborate on a project to make sure we get the best end result really helps us out.”

Visme’s library of stock photos and animated characters: “I really love the images and the look those give to an infographic. I also really like the animated little guys and the animated pictures. That’s added a lot of fun to our designs.”

Visme’s interactivity feature: “You can add URLs and phone number links directly into the infographic so they can just click and call or go to another page on the website and I really like adding those hyperlinks in.”

You can ask your customers to talk about the different products or features that helped them achieve their business success and draw quotes from each one.

10. Jasper Grows Blog Organic Sessions 810% and Blog-Attributed User Signups 400X

Jasper, an AI writing tool, lacked a scalable content strategy to drive organic traffic and user growth. They needed help creating content that converted visitors into users. Especially when a looming domain migration threatened organic traffic.

To address these challenges, Jasper partnered with Omniscient Digital. Their goal was to turn their content into a growth channel and drive organic growth. Omniscient Digital developed a full content strategy for Jasper AI, which included a content audit, competitive analysis, and keyword discovery.

Through their collaboration, Jasper’s organic blog sessions increased by 810%, despite the domain migration. They also witnessed a 400X increase in blog-attributed signups. And more importantly, the content program contributed to over $4 million in annual recurring revenue.

The combination of storytelling and video testimonials within the case study example makes this a real winner. But there’s a twist to it. Omniscient segmented the video testimonials and placed them in different sections of the case study.

Video marketing , especially in case studies, works wonders. Research shows us that 42% of people prefer video testimonials because they show real customers with real success stories. So if you haven't thought of it before, incorporate video testimonials into your case study.

Take a look at this stunning video testimonial template. With its simple design, you can input the picture, name and quote of your customer within your case study in a fun and engaging way.

Try it yourself! Customize this template with your customer’s testimonial and add it to your case study!

11. How Meliá Became One of the Most Influential Hotel Chains on Social Media

Meliá Hotels needed help managing their growing social media customer service needs. Despite having over 500 social accounts, they lacked a unified response protocol and detailed reporting. This largely hindered efficiency and brand consistency.

Meliá partnered with Hootsuite to build an in-house social customer care team. Implementing Hootsuite's tools enabled Meliá to decrease response times from 24 hours to 12.4 hours while also leveraging smart automation.

In addition to that, Meliá resolved over 133,000 conversations, booking 330 inquiries per week through Hootsuite Inbox. They significantly improved brand consistency, response time and customer satisfaction.

The need for a good case study design cannot be over-emphasized.

As soon as anyone lands on this case study example, they are mesmerized by a beautiful case study design. This alone raises the interest of readers and keeps them engaged till the end.

If you’re currently saying to yourself, “ I can write great case studies, but I don’t have the time or skill to turn it into a beautiful document.” Say no more.

Visme’s amazing AI document generator can take your text and transform it into a stunning and professional document in minutes! Not only do you save time, but you also get inspired by the design.

With Visme’s document generator, you can create PDFs, case study presentations , infographics and more!

Take a look at this case study template below. Just like our case study example, it captures readers' attention with its beautiful design. Its dynamic blend of colors and fonts helps to segment each element of the case study beautifully.

12. Tea’s Me Cafe: Tamika Catchings is Brewing Glory

Tamika's journey began when she purchased Tea's Me Cafe in 2017, saving it from closure. She recognized the potential of the cafe as a community hub and hosted regular events centered on social issues and youth empowerment.

One of Tamika’s business goals was to automate her business. She sought to streamline business processes across various aspects of her business. One of the ways she achieves this goal is through Constant Contact.

Constant Contact became an integral part of Tamika's marketing strategy. They provided an automated and centralized platform for managing email newsletters, event registrations, social media scheduling and more.

This allowed Tamika and her team to collaborate efficiently and focus on engaging with their audience. They effectively utilized features like WooCommerce integration, text-to-join and the survey builder to grow their email list, segment their audience and gather valuable feedback.

The case study example utilizes the power of storytelling to form a connection with readers. Constant Contact takes a humble approach in this case study. They spotlight their customers' efforts as the reason for their achievements and growth, establishing trust and credibility.

This case study is also visually appealing, filled with high-quality photos of their customer. While this is a great way to foster originality, it can prove challenging if your customer sends you blurry or low-quality photos.

If you find yourself in that dilemma, you can use Visme’s AI image edit tool to touch up your photos. With Visme’s AI tool, you can remove unwanted backgrounds, erase unwanted objects, unblur low-quality pictures and upscale any photo without losing the quality.

Constant Contact offers its readers various formats to engage with their case study. Including an audio podcast and PDF.

In its PDF version, Constant Contact utilized its brand colors to create a stunning case study design.  With this, they increase brand awareness and, in turn, brand recognition with anyone who comes across their case study.

With Visme’s brand wizard tool , you can seamlessly incorporate your brand assets into any design or document you create. By inputting your URL, Visme’s AI integration will take note of your brand colors, brand fonts and more and create branded templates for you automatically.

You don't need to worry about spending hours customizing templates to fit your brand anymore. You can focus on writing amazing case studies that promote your company.

13. How Breakwater Kitchens Achieved a 7% Growth in Sales With Thryv

Breakwater Kitchens struggled with managing their business operations efficiently. They spent a lot of time on manual tasks, such as scheduling appointments and managing client communication. This made it difficult for them to grow their business and provide the best possible service to their customers.

David, the owner, discovered Thryv. With Thryv, Breakwater Kitchens was able to automate many of their manual tasks. Additionally, Thryv integrated social media management. This enabled Breakwater Kitchens to deliver a consistent brand message, captivate its audience and foster online growth.

As a result, Breakwater Kitchens achieved increased efficiency, reduced missed appointments and a 7% growth in sales.

This case study example uses a concise format and strong verbs, which make it easy for readers to absorb the information.

At the top of the case study, Thryv immediately builds trust by presenting their customer's complete profile, including their name, company details and website. This allows potential customers to verify the case study's legitimacy, making them more likely to believe in Thryv's services.

However, manually copying and pasting customer information across multiple pages of your case study can be time-consuming.

To save time and effort, you can utilize Visme's dynamic field feature . Dynamic fields automatically insert reusable information into your designs.  So you don’t have to type it out multiple times.

14. Zoom’s Creative Team Saves Over 4,000 Hours With Brandfolder

Zoom experienced rapid growth with the advent of remote work and the rise of the COVID-19 pandemic. Such growth called for agility and resilience to scale through.

At the time, Zoom’s assets were disorganized which made retrieving brand information a burden. Zoom’s creative manager spent no less than 10 hours per week finding and retrieving brand assets for internal teams.

Zoom needed a more sustainable approach to organizing and retrieving brand information and came across Brandfolder. Brandfolder simplified and accelerated Zoom’s email localization and webpage development. It also enhanced the creation and storage of Zoom virtual backgrounds.

With Brandfolder, Zoom now saves 4,000+ hours every year. The company also centralized its assets in Brandfolder, which allowed 6,800+ employees and 20-30 vendors to quickly access them.

Brandfolder infused its case study with compelling data and backed it up with verifiable sources. This data-driven approach boosts credibility and increases the impact of their story.

Bradfolder's case study goes the extra mile by providing a downloadable PDF version, making it convenient for readers to access the information on their own time. Their dedication to crafting stunning visuals is evident in every aspect of the project.

From the vibrant colors to the seamless navigation, everything has been meticulously designed to leave a lasting impression on the viewer. And with clickable links that make exploring the content a breeze, the user experience is guaranteed to be nothing short of exceptional.

The thing is, your case study presentation won’t always sit on your website. There are instances where you may need to do a case study presentation for clients, partners or potential investors.

Visme has a rich library of templates you can tap into. But if you’re racing against the clock, Visme’s AI presentation maker is your best ally.

15. How Cents of Style Made $1.7M+ in Affiliate Sales with LeadDyno

Cents of Style had a successful affiliate and influencer marketing strategy. However, their existing affiliate marketing platform was not intuitive, customizable or transparent enough to meet the needs of their influencers.

Cents of Styles needed an easy-to-use affiliate marketing platform that gave them more freedom to customize their program and implement a multi-tier commission program.

After exploring their options, Cents of Style decided on LeadDyno.

LeadDyno provided more flexibility, allowing them to customize commission rates and implement their multi-tier commission structure, switching from monthly to weekly payouts.

Also, integrations with PayPal made payments smoother And features like newsletters and leaderboards added to the platform's success by keeping things transparent and engaging.

As a result, Cents of Style witnessed an impressive $1.7 million in revenue from affiliate sales with a substantial increase in web sales by 80%.

LeadDyno strategically placed a compelling CTA in the middle of their case study layout, maximizing its impact. At this point, readers are already invested in the customer's story and may be considering implementing similar strategies.

A well-placed CTA offers them a direct path to learn more and take action.

LeadDyno also utilized the power of quotes to strengthen their case study. They didn't just embed these quotes seamlessly into the text; instead, they emphasized each one with distinct blocks.

Are you looking for an easier and quicker solution to create a case study and other business documents? Try Visme's AI designer ! This powerful tool allows you to generate complete documents, such as case studies, reports, whitepapers and more, just by providing text prompts. Simply explain your requirements to the tool, and it will produce the document for you, complete with text, images, design assets and more.

Still have more questions about case studies? Let's look at some frequently asked questions.

How to Write a Case Study?

• Choose a compelling story: Not all case studies are created equal. Pick one that is relevant to your target audience and demonstrates the specific benefits of your product or service.
• Outline your case study: Create a case study outline and highlight how you will structure your case study to include the introduction, problem, solution and achievements of your customer.
• Choose a case study template: After you outline your case study, choose a case study template . Visme has stunning templates that can inspire your case study design.
• Craft a compelling headline: Include figures or percentages that draw attention to your case study.
• Work on the first draft: Your case study should be easy to read and understand. Use clear and concise language and avoid jargon.
• Include high-quality visual aids: Visuals can help to make your case study more engaging and easier to read. Consider adding high-quality photos, screenshots or videos.
• Include a relevant CTA: Tell prospective customers how to reach you for questions or sign-ups.

What Are the Stages of a Case Study?

The stages of a case study are;

• Planning & Preparation: Highlight your goals for writing the case study. Plan the case study format, length and audience you wish to target.
• Interview the Client: Reach out to the company you want to showcase and ask relevant questions about their journey and achievements.
• Revision & Editing: Review your case study and ask for feedback. Include relevant quotes and CTAs to your case study.
• Publication & Distribution: Publish and share your case study on your website, social media channels and email list!
• Marketing & Repurposing: Turn your case study into a podcast, PDF, case study presentation and more. Share these materials with your sales and marketing team.

What Are the Advantages and Disadvantages of a Case Study?

Advantages of a case study:

• Case studies showcase a specific solution and outcome for specific customer challenges.
• It attracts potential customers with similar challenges.
• It builds trust and credibility with potential customers.
• It provides an in-depth analysis of your company’s problem-solving process.

Disadvantages of a case study:

• Limited applicability. Case studies are tailored to specific cases and may not apply to other businesses.
• It relies heavily on customer cooperation and willingness to share information.
• It stands a risk of becoming outdated as industries and customer needs evolve.

What Are the Types of Case Studies?

There are 7 main types of case studies. They include;

• Illustrative case study.
• Instrumental case study.
• Intrinsic case study.
• Descriptive case study.
• Explanatory case study.
• Exploratory case study.
• Collective case study.

How Long Should a Case Study Be?

The ideal length of your case study is between 500 - 1500 words or 1-3 pages. Certain factors like your target audience, goal or the amount of detail you want to share may influence the length of your case study. This infographic has powerful tips for designing winning case studies

What Is the Difference Between a Case Study and an Example?

Case studies provide a detailed narrative of how your product or service was used to solve a problem. Examples are general illustrations and are not necessarily real-life scenarios.

Case studies are often used for marketing purposes, attracting potential customers and building trust. Examples, on the other hand, are primarily used to simplify or clarify complex concepts.

Where Can I Find Case Study Examples?

You can easily find many case study examples online and in industry publications. Many companies, including Visme, share case studies on their websites to showcase how their products or services have helped clients achieve success. You can also search online libraries and professional organizations for case studies related to your specific industry or field.

If you need professionally-designed, customizable case study templates to create your own, Visme's template library is one of the best places to look. These templates include all the essential sections of a case study and high-quality content to help you create case studies that position your business as an industry leader.

Get More Out Of Your Case Studies With Visme

Case studies are an essential tool for converting potential customers into paying customers. By following the tips in this article, you can create compelling case studies that will help you build trust, establish credibility and drive sales.

Visme can help you create stunning case studies and other relevant marketing materials. With our easy-to-use platform, interactive features and analytics tools , you can increase your content creation game in no time.

There is no limit to what you can achieve with Visme. Connect with Sales to discover how Visme can boost your business goals.

Easily create beautiful case studies and more with Visme

Trusted by leading brands

Recommended content for you:

Create Stunning Content!

Design visual brand experiences for your business whether you are a seasoned designer or a total novice.

About the Author

Pardon Our Interruption

As you were browsing something about your browser made us think you were a bot. There are a few reasons this might happen:

• You've disabled JavaScript in your web browser.
• You're a power user moving through this website with super-human speed.
• You've disabled cookies in your web browser.
• A third-party browser plugin, such as Ghostery or NoScript, is preventing JavaScript from running. Additional information is available in this support article .

To regain access, please make sure that cookies and JavaScript are enabled before reloading the page.

• Request Info
• Academic Programs
• Continuing Studies
• Camp Students & Families
• Academy Students & Families
• Faculty & Staff

Social Work Theories in Practice

Social work is a multifaceted profession that uses various theories to guide practice and intervention strategies. These theories provide a framework for understanding complex social issues and facilitating change at individual, community, and societal levels. 

This blog post will explore critical theories that inform social work practice, including social learning theory, psychodynamics, psychosocial development theory, systems theory, rational choice theory, contingency theory, cognitive behavioral therapy, conflict theory, and the broader societal context.

Social Learning Theory

Social learning theory, pioneered by Albert Bandura, posits that people learn from one another through observation, imitation, and modeling. This theory is crucial in social work as it underscores the importance of role models and environments in shaping behavior. Interventions based on this theory often involve shaping positive behaviors and attitudes through structured programs that promote positive social interactions.

Example : A social worker is helping a teenager who struggles with aggression and has been influenced by violent behavior in his neighborhood. The social worker organizes a mentorship program where the teenager can interact with positive role models, demonstrating effective conflict resolution and communication skills. This exposure helps the teenager learn and adopt healthier behaviors through observation and emulation.

Psychodynamics

Developed from the ideas of Sigmund Freud, psychodynamics explores how unconscious motives and conflicts influence behavior. In social work, psychodynamic theory is used to delve into an individual's past experiences and emotional traumas affecting their current behavior and relationships. This understanding helps social workers address deep-seated emotional issues and foster healing and development.

Example : A social worker encounters a client who exhibits severe trust issues and difficulty forming relationships stemming from early childhood neglect. Using psychodynamic principles, the social worker explores these past experiences with the client, helping them understand and process their unconscious fears and how these impact their current relationships, thereby facilitating emotional healing and development.

Psychosocial Development Theory

Erik Erikson’s theory of psychosocial development emphasizes the impact of social experiences across the lifespan. Each stage of life is associated with specific challenges and tasks that contribute to overall growth. Social workers use this theory to assess and support clients at different developmental stages, ensuring that developmental crises are resolved healthily.

Example : In a case involving an elderly client facing depression after retiring, a social worker uses Erikson's stages of psychosocial development to assess and address the crisis of integrity vs. despair. The social worker encourages the client to reflect on life achievements and develop a sense of fulfillment and purpose, possibly through volunteering or community activities.

Systems Theory

Systems theory views individuals as part of more interconnected systems, including family, community, and society. This approach helps social workers recognize the multiple factors affecting individuals and how changes in one part of the system can influence others. Interventions may focus on altering the environment or interactions within these systems to improve the individual's circumstances.

Example : A social worker assists a family with a child with behavioral problems. Recognizing the interconnectedness of systems, the social worker evaluates the dynamics within the family, school, and peer group. The intervention includes working with the parents to improve their parenting techniques, liaising with teachers for support at school, and facilitating positive peer interactions.

Rational Choice Theory

Rational choice theory suggests that individuals make decisions based on actions' anticipated costs and benefits. Social workers applying this theory might focus on helping clients weigh the pros and cons of their choices to foster better decision-making processes, particularly in scenarios involving high-risk or significant life changes.

Example : A social worker uses rational choice theory to help a client contemplating leaving a job due to stress but is worried about financial security. The social worker helps the client list the benefits and drawbacks of staying versus leaving the job, considering factors like mental health, economic implications, and long-term career goals, thereby aiding the client in making a well-informed decision.

Contingency Theory

Contingency theory is rooted in the premise that there is no best way to approach management but that the most effective approach depends on the specific circumstances. In social work, this theory can tailor interventions to clients' unique needs and contexts, recognizing that strategies and plans must be flexible and adaptable.

Example : A social worker leading a community outreach program adapts their approach based on each neighborhood’s needs and resources. In one area, the focus might be on job training due to high unemployment, while another might need more youth programs to engage teenagers. The social worker uses contingency theory to assess and apply the most effective strategies in each unique situation.

Cognitive Behavioral Therapy (CBT)

CBT is a structured, hands-on approach that addresses problematic behaviors by identifying and changing negative thinking patterns and beliefs. Social workers use CBT to help clients develop coping strategies and change behaviors detrimental to their well-being. This therapy is particularly effective in treating anxiety, depression, and certain disorders.

Example : A client is dealing with anxiety and panic attacks. The social worker, trained in CBT, works with the client to identify specific thought patterns and beliefs that trigger anxiety. Through techniques such as cognitive restructuring and behavioral experiments, the client learns to manage and reduce anxiety symptoms effectively.

Conflict Theory

Conflict theory, influenced by Karl Marx, explores how power differentials and structural inequalities impact individual and community functioning. Social workers using this theory may focus on advocacy, social justice, and structural change to address poverty, discrimination, and oppression.

Example : A social worker in a low-income urban area recognizes that systemic inequalities affect community health. They use conflict theory to advocate for better healthcare services and organize community groups to lobby for policy changes. This includes challenging the power structures that lead to unequal access to healthcare and supporting community empowerment.

Understanding society and its influence on individuals is fundamental in social work. This broad perspective examines social policies, cultural norms, and economic conditions that affect individual opportunities and quality of life. Social workers strive to bring societal change through policy advocacy and community development to create more equitable conditions.

Example : A social worker is involved in policy development to address homelessness. Understanding the societal impact on this issue, they analyze how economic policies, housing market dynamics, and social services affect the homeless population. The social worker collaborates with policymakers to create more inclusive housing solutions and supportive services that address the root causes of homelessness.

These theories offer a glimpse into the frameworks that inform social work practice. By integrating these theories, social workers are better equipped to understand their clients' needs and foster change that improves individual lives and society. Each theory provides unique insights and tools, allowing social workers to approach problems comprehensively and effectively. Integrating these theories will remain central to addressing the challenges individuals and communities face as the field evolves. 

To better make a difference in the lives of diverse and vulnerable populations through social work, consider enrolling in our  Masters in Social Work degree . 

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Review Article
• Open access
• Published: 25 June 2024

Chinization of social education: a lifelong exploration of Ma Zongrong’s educational theory and practice

• Jinrong Liu   ORCID: orcid.org/0000-0002-1261-489X 1 &
• Xiaoxuan Wang   ORCID: orcid.org/0000-0002-0818-9501 1  

Humanities and Social Sciences Communications volume  11 , Article number:  823 ( 2024 ) Cite this article

Metrics details

As an outstanding scholar in social education research in the Republican period, Ma Zongrong devotes his life to promoting the “Chinization of social education.” Ma Zongrong believes that for social education to truly save the country and the people in China, the prerequisite is to localize social education. This study finds that the Chinization of social education advocated by Ma Zongrong refers to adapting the theory and practice of social education to China’s national conditions and manifesting Chinese characteristics. The specific connotations of Ma Zongrong’s Chinization of social education include the Chinization of social education objects, the Chinization of social education definitions, and the Chinization of social education goals. From a Chinese perspective, he introduces the advanced social education concepts of Japan and the West and combines them with China’s unique national conditions to form a form of social education with Chinese characteristics; from a global perspective, Ma Zongrong’s combination of Japanese and Western social education with China’s local education system provides a successful case worthy of study by the world.

Similar content being viewed by others

Chinese universities’ social education: a historical perspective (1912–1945)

Chinese universities’ experience of social education, 1912–1949

How do they become globally high achieving? Trajectories, struggles, and achievements of ethnic Chinese humanities and social sciences scholars

Introduction.

Social education is a foreign concept introduced in modern China. With the deepening of cultural exchanges and understanding between China and abroad, as well as changes in social forms, after the 1920s and 1930s, the Chinization of academics became the demand of many scholars in the fields of education, history, sociology, and other social sciences, among which Ma Zongrong was one of the pioneers who advocated the “Chinization of social education.”

Ma Zongrong (1896–1944), courtesy name Jihua, was born in Guiyang in 1896 and was sent to Japan in 1919 to study mining at public expense, but later entered Tokyo Imperial University to study social education due to the current situation in China. In 1927, he received a bachelor’s degree in literature and continued his studies at the Research Institute of Tokyo Imperial Universities. His mentors, such as Yoshida Kumaji 吉田熊次 and Haruyama Sakuki春山作樹, were famous social educators in Japan at that time. In 1929, Ma Zongrong returned to China after graduation and was invited by the president of the Great China University大夏大學 to be the head librarian. In 1930, the Great China University established the Department of Social Education within the School of Education to study social education academia and cultivate specialized talents in social education (Huang, 1935 , p.28), making it the first university in China to establish a department of social education, with Ma Zongrong serving as the first dean of the department. In 1935, he was recommended by Cai Yuanpei as the Director of the Social Education Department of the Ministry of Education. After the outbreak of the Anti-Japanese War, he resigned from his position in the Ministry of Education. He was the General Affairs Director and Professor of Education at the relocated Great China University. In 1942, he served as the Director of the editorial office of Wentong Publishing House文通書局. Later, the National Central Mass Education Center國立中央民眾教育館was established in Chongqing, and he served as its Director.

Ma Zongrong is the first person in modern China who studied social education theory in Japan and returned to China with the goal of “social education Chinization”, organically combining social education theory and practice to form a set of theoretical systems of social education with Chinese characteristics, and who has spent his whole life researching the theory and practice of social education in China. He wrote extensively throughout his life, of which >20 are currently available, and social education was his favorite educational cause. Compared to his contemporaries in the Republic of China, Ma was one of the most productive and accomplished scholars in the field of social education. As he says in the New Theory of Social Education in the Great Era 大時代社會教育新論, “The thought of ‘how to make social education Chinization’ comes to my mind at times.”(Ma, 1941 , p.1).

Studying social education in the Republic of China, one must recognize Ma Zongrong. The purpose of this paper is to address the following three questions: Why can social education be localized in China? What attempts and explorations were made during the Chinization of social education? How did the Chinization of social education affect the modern academic field in China? This article adopts a case study method. The case study shows the explanatory rather than just descriptive or exploratory functions of single-case studies. (Robert, 2018 , p.34) Robert suggests that “The inability to replicate at will (and with variations designed to rule out specific rivals) is part of the problem. We should use those singular-event case studies (which can never be replicated) to their fullest.” (Robert, 2018 , p.2) This article takes Ma Zongrong’s personal experience as a case study to explore the possibility and necessity of the development of social education in China from a micro perspective.

What must be done: the possibility and necessity of “social education Chinization”

The emergence of Ma Zongrong’s idea of the “Chinization of social education” is closely related to the urgent need to construct an independent theoretical system of social education. Since the late Qing Dynasty, China has been invaded by Western powers, and many people believe that it is a problem with Chinese education and advocate for a comprehensive acceptance of the Western education model. The education trend of complete Westernization was very prevalent at that time. This phenomenon aroused scholars’ alertness and deep concern. As early as 1902, when confronted with the question of “Chinese (learning as the) essence” 中體and “Western (learning for its) utility” 西用, Liang Qichao warned the academic circle: “Firstly, do not be a slave to the old Chinese learning, and secondly, do not be a slave to the new Western learning.” (Liang, 1902 , p.12) In 1925, Xu Shilian seriously criticized “plagiarizing foreign materials” as one of the problems of Chinese scholars engaged in sociology teaching in his article Research on Sociological Courses 對於社會學教程的研究. (Xu, 1925 , p.214) Blind imitation of the West has detached the theoretical research and practical exploration of education from China’s national conditions, thus failing to solve the practical problems of Chinese education effectively. For example, according to Zhang Zhicheng, “To force the methods of other countries to be applied to our country, I am afraid that we may be cutting our feet to fit our shoes.” (Zhang, 1929 , p.2) As an “imported product” of social education, compared with other types of education, the phenomenon of incompatibility is more serious. Against this background, social education researchers have gradually developed a consciousness of the Chinization of social education. Ma Zongrong is a pioneer in advocating the construction of social education theory with localized characteristics and exploring the Chinese road of social education.

The academic atmosphere of pursuing localization provided the ideological field for the proposal of Ma Zongrong’s theory of social education Chinization. The eastward spread of Western learning is an important phenomenon that runs through modern Chinese society. It not only brought advanced science and technology to China, which had been closed for thousands of years but also shook the feudal foundation of China from the perspective of ideology and culture. China’s Western learning and modernization began at the end of the 19th century. By the 1920s and 1930s, the study of advanced Western civilization had entered the ideological and cultural level and conscious initiative stage. From the massive introduction of Western theories and trends in the early stage to the critical reception and use of them to solve China’s practical problems, China has gradually changed from passive modernization to active modernization and has come to realize that to modernize itself actively, it can neither return to the closed door of feudalism nor unthinkingly and passively receive Western ideas wholesale. Still, it must stand on the height of world development and co-creation of world culture and seek a way that is not only in line with international standards but also able to solve China’s real problems in light of Chinese conditions. The process of Western learning and modernization in China went from passive to active, and the 1920s and 1930s were the critical stages in China’s transformation from passive modernization to active modernization. Ma Zongrong’s theory of the Chinization of social education occurred in such an ideological field. Ma Zongrong’s theory of the Chinization of social education arose in this ideological field.

Rational reflection on the wave of Western learning laid the ideological foundation for Ma Zongrong’s Chinization of social education. Ma Zongrong believed that social education was a newly developed educational facility. All the countries in the world were working tirelessly and individually to engage in the actual facilities of social education. In Ma Zongrong’s view, “newly created things, which have not yet been experienced over a long period, may not be worth emulating in every case.” (Ma, 1933 , p.1) It can be seen that Ma Zongrong had a sober and prudent judgment and choice of Western learning.

The academic demand for active localization provides an intrinsic driving force for the formulation of Ma Zongrong’s theory of the Chinization of social education. As a teenager, Ma Zongrong received a systematic traditional education. Under the influence of Confucianism’s concepts of “cultivating one’s moral character, aligning one’s family, ruling the country, and pacifying the world” and “the rise and fall of the world is the responsibility of all men,” Ma Zongrong formed the spirit of patriotism and service to the people at an early age. From the perspective of Ma Zongrong’s life journey, he lived in a turbulent environment throughout his life. The invasion of foreign enemies, political corruption, and the downfall of rural areas were all visible hardships for Ma Zongrong, which further strengthened his determination to save the country and the people. In the spring of 1918, to develop Guizhou’s mining industry and increase fiscal revenue, the Finance Department of Guizhou Province recruited government-funded students studying in Japan to specialize in mining. Ma Zongrong immediately rushed to Guiyang to take the exam and was admitted with excellent results. He was then qualified as a government-funded student and sent to Japan. In Toyo, Ma Zongrong started his studies in mining and studied at Tokyo First Higher Preparatory School and Nagoya Eighth Higher Undergraduate School. While studying in Japan, Ma realized that “social education is more important than school education.” (Ma, 1925 , p.2) However, social education in China is seriously lacking and insufficient, “still in a state of the incomplete form.” (Ma, 1925 , p.1) So, Ma Zongrong changed his major and began specializing in social education. He recounted, “In the early years of the Republic of China, I studied abroad and witnessed the ignorance of our people’s wisdom, the low morality of the people, the weakness of the people’s physical strength, and I felt that our country’s education could not be universalized, the social education was not vibrant, and there was a lack of specialists in social education, so I chose social pedagogy as the subject of my specialization.” (Ma, 1941 , p.377) In Ma Zongrong’s view, the main reason why China’s social education cannot develop and mature quickly is that people lack common sense in social education. To solve this problem, the first task was to popularize the general knowledge of social education in society. In 1923, Ma Zongrong began to write the book Overview of Social Education 社會教育概說, initiating his exploration of the Chinization of social education theory.

The Chinization of social education is an inevitable requirement for social education to be rooted in China. Ma Zongrong’s advocacy of social education has a strong motive for national salvation. Given China’s national conditions at that time, Ma Zongrong believed that it took more work to complete the task of upgrading the people’s quality and promoting society’s development by relying only on school education, and social education could make up for this deficiency. Social education has a vital role in saving the country, so it is essential to vigorously develop social education in China; as he discussed in his book Overview of Social Education , “Social education is necessary in two ways. Firstly, schools can only teach a few people in an undeveloped state and cannot teach people for the rest of their lives. Therefore, social education is indispensable in addition to family and school education. In other words, for the sake of society, social education is indispensable, and education is closely related to the environment. Social education can change the social environment. For the sake of education, social education is indispensable.” (Ma, 1925 , p.99) “Social education” in modern China is an “imported product”. (Wang and Liu, 2022 , pp.1–10) The concept of social education was originally imported from Japan, and many of the facilities and methods were directly imported, but they have yet to take root in China. For social education to flourish in China, it must be adapted to Chinese conditions, and it must try its best to show “Chinese wisdom” and run a Chinese-style social education. Ma Zongrong tried to build an organized and specialized theoretical system of social education by studying and introducing Japanese social education and adapting it to the characteristics of Chinese society at that time.

Borrowing and integration: the exploration of “Chinization of social education”

As a professional with a clear understanding of the current situation of social education in China, Ma Zongrong knew that he could not wholly copy the Western social education theory and practice, so he made a bold attempt to learn from and integrate the Japanese and Western social education as a reference and integrated the traditional Chinese social education concepts, facilities, and undertakings. With the support of his deep knowledge of traditional Chinese education and theoretical foundation, Ma’s attempts, instead of being awkwardly neither Chinese nor Western, responded to the needs of the times and contributed to promoting the early exploration of modern Chinese social education.

Ma Zongrong believes that the first step in exploring the Chinization of social education should be to understand the history and current situation of the development of social education theory and practice in Japan, Europe, and the United States, and on this basis, to draw lessons from it through comparative research. In 1933, in his book Comparative Social Education 比較社會教育, he suggested that “the shortest way to understand the strengths and weaknesses of social education in one’s own country is to compare and study it with social education in other countries.” (Ma, 1933 , p.1) Ma Zongrong translated several works by the Japanese social educator Yoshida Kumaji. He pointed out that while social education in China appears to be well developed, it often suffers from “the fallacy of considering the part as the whole, or from the disadvantage of emptiness”, so he suggested that “those who specialize in social education should make efforts to discover its complete principles and organization. The historical and comparative research methods are indispensable to discovering the principles and organization. The monographs produced by social education experts in various countries are also worth introducing.” (Ma, 1935 , pp.1–2).

To reasonably draw on advanced social education theories from abroad, Ma Zongrong has done three aspects of work.

Firstly, he read a large number of books on foreign social education. Ma Zongrong recounted that 1 day, while studying at Japan’s First High School, he read a new book called Practical Study of Social Education 社會教育的實際研究in a bookstore, which Kawabata Shosuke 江幡龜壽 of the Japanese Ministry of Education edited. He said, “After reading this book, I felt the necessity of social education, especially in countries like China where education is not yet widespread.” (Ma, 1944a , 1944b , p.4) While studying at Japan’s Eighth High School, Ma Zongrong read many education-related books, with particular emphasis on specialized books on social education librarianship. He said, “I borrowed all the librarianship books and magazines in the library of the Eighth High School and the Nagoya Municipal Library. I can say that I have bought and read nine out of ten books and magazines specializing in social education and librarianship published in Japan.” (Ma, 1944a , 1944b , p.4) Ma Zongrong studied in Japan in 1919 and returned to China in 1929. During his ten years of study in Japan, Ma read many foreign works on social education, which opened up a broad international perspective for Ma’s early exploration of social education.

Secondly, he translated the works of renowned foreign social educators. When Ma Zongrong began working on the translations, he found that, unlike the prosperity of other Western educational disciplines introduced in China, there needed to be more complete translations of foreign theoretical works in social education. Although the first Chinese educational publication, The Education World 教育世界translated Japanese expert Sato Yoshiharu’s佐藤善治郎 The Recent Social Education Methods 最近社會教育法 in 1902, and some works of the German School of Social Pedagogy were also translated in 1905, the overall number was small. Table 1 shows the topics of the German School of Social Pedagogy published in The Education World 教育世界.

Ma Zongrong translated the Basic Theory of Social Education 社會教育原論by Yoshida Kumaji, a renowned social educator from Tokyo Imperial University, in 1933. The book, initially titled Social Education 社會教育, was published in 1913. After revision and supplementation, it was published under the Basic Theory of Social Education title in March 1934. Three months later, it was translated into Chinese by Ma Zongrong and published by Zhonghua Book Company 中華書局in January of the following year. The book consists of five parts. The first part discusses the principles of social education, covering the essence, types, and evolution of social education in Japan. The second and third parts introduce the objects and institutions of education in Japan and the principal developed countries of Europe and the United States. The fourth and fifth parts are divided into special topics to introduce the evolution of social education in Europe, America, and Japan. Translating the works of renowned foreign educators is conducive to the formation of a complete understanding of the principles and organization of social education, and it is also a shortcut to reflecting on the insufficient social education in China.

Thirdly, he wrote monographs on social educational theories. Suppose the translation and introduction of foreign social educational works is a preparation for borrowing. In that case, the writing of monographs on social educational theories, the appropriate incorporation of foreign educational theories and practical experiences, and the citation of the views of famous foreign social educators in the book is a borrowing after digestion. Ma Zongrong’s life-long research in social education has been fruitful. He has translated and written >20 books on education, including eight monographs and one translation with “social education” in the title. He also published dozens of articles in newspapers and magazines at the time, such as Three Major Issues to Be Aware of in Popularizing Social Education and Review and Prospect of Social Education in China . His research results cover many aspects, such as the principle of social education, social education undertakings, social education administration, comparative social education, social education practice, etc. Table 2 shows Ma Zongrong’s works that include “social education” in their titles. Ma Zongrong extensively references the results of related work at home and abroad in these books. Ma Zongrong said,

The contents of this work have been taken from the famous theories of experts in social education both at home and abroad, with particular reference to Haruyama Sakuki’s春山作樹 Handouts on Social Education 社會教育講義, Kawamoto Unosuke’s川本宇之介 The System and Facility Management of Social Education 社會教育之體系與設施經營, Hanji Obi’s 小尾範治郎 Introduction of Social Education 社會教育概論, Kabe Dolphingo’s 建部遁吾 Education and Politics 教政學, F.V. Thorndike’s 桑代克 Adult Learning 成人學習, and the Jiangsu Provincial Zhenjiang Mass Education Center’s Mass Education Newsletter 民眾教育通訊 is particularly well referenced. (Ma, 1934 , p.3)

Specifically, in naming the concept of “social education”, Ma refers to the views of scholars from the United Kingdom, the United States, Germany, and Japan. In discussing the role of social education, he identifies the views of the Japanese scholar Yoshida Kumaji and the Chinese scholars Zhao Shuju, Fu Baochen, and Gao Yang. Regarding the approaches to social education, Ma Zongrong draws on the Japanese sociologist Kabe Dolphingo’s concept of “edification” in his Education and Politics , which states that “the methods of edification, instruction, teaching, and popularization, that is, juvenile education, can be applied as methods of social education.”(Ma, 1934 , p.97) In arguing for how social education is possible, Ma Zongrong refers primarily to the experimental results of international psychologists such as Thorndike.

Integration is a further local enhancement based on borrowing and pursuing self-innovative development. Ma Zongrong always maintained a clear judgment in absorbing and borrowing foreign experiences, as he did “according to the discretion of his own eyes.” (Ma, 1925 , p.1) Ma Zongrong’s integration innovation of social education theory is mainly reflected in three aspects of exploration.

Firstly, Ma Zongrong integrates the more advanced social education theoretical systems of Japan, Europe, and the U.S. In 1933, Ma Zongrong published Comparative Social Education 比較社會教育, a textbook for the university course “Comparative Social Education,” which was also the first monograph on comparative social education in China. This book collects the social education situations of eight countries, including the UK, Germany, the US, France, Italy, Russia, Denmark, and Japan, which have achieved good results through experimentation and practice. Through comparison, Ma Zongrong found that the focus of social education in different countries is different, and the objects of social education in different countries also have different meanings. Ma Zongrong put forward his opinions based on integrating foreign social education objects. In his book Comparative Social Education , he especially declared that “the object of social education is the whole society: fetus, infant, toddler, teenager, youth, adult and old people, and there is no part of the people that should not be noticed. Normal people and abnormal people are all subjects of social education. Although social education was first organized with a focus on adults, we should know that the social education of adults is an important part of social education. We must realize that the social education of adults is not enough to include all of the social education.” (Ma, 1933 , p.1).

Secondly, based on integrating the advanced social education theories of foreign countries, Ma Zongrong also consciously pays attention to the social education theories of domestic scholars and emphasizes comparing and analyzing the views of domestic and foreign scholars. When classifying the contents of social education, Ma Zongrong comprehensively analyzed the classifications proposed by Zhao Shuyu, Fu Baochen, Liu Shaozhen, Gao Yang, Jiangsu Provincial Education College, and Huangxiang Mass Education Experimental Area, pointed out the problems of their classifications, and finally refined a unique classification of “five categories and ten kinds”. (Ma, 1934 , p.34).

Thirdly, Ma Zongrong also pays great attention to the communication of theories related to social education between the present and the past. Ma Zongrong focuses on establishing a link between this new thing called “social education” and the “social edification” of ancient China, enabling this “foreign product” to have its past and present in China. He said, “Although the term social education has been adopted in China since the founding of the Republic of China, it has only been more than twenty years since then. However, similar social education facilities in ancient China already have. Its detailed records can be traced back to The Zhou Li 周禮.”(Ma, 1934 , p.251).

The formation of Ma Zongrong’s theoretical system of social education thought is based on continuous borrowing and integration. Japanese and Western theories profoundly influenced Ma Zongrong. However, due to the uniqueness of social education and the actual needs of China’s society, there are many irrationalities in copying Western theories. Ma Zongrong combined with the needs of China’s social education, borrowing, integration, innovation, and gradual practical exploration, and finally constructed a social education system of thought that meets the national conditions and the characteristics of social education, laying an essential theoretical and practical foundation for the improvement and development of the theory of social education in the Republic of China period.

The local road: the connotation of “Chinization of social education”

The more advanced social education theories in Japan and the West have provided Ma Zongrong with a theoretical basis and methodological guidance for his social education research. Ma Zongrong has absorbed and inherited his predecessors’ theoretical and practical achievements through borrowing and integration. At the same time, Ma Zongrong’s theory of social education was born in a specific Chinese historical context, rooted in the soil of China’s specific historical environment, with a distinctive spirit of the times and problem awareness, but also rubbed in China’s characteristics, forming a brand-new theoretical system of social education with pluralistic meanings.

Ma Zongrong believes that the first connotation of the Chinization of social education is the Chinization of social educational objects. Different national conditions lead to different social education objects in different countries. Ma Zongrong pointed out that “the objects of social education in some countries is the ignorant and uneducated people in the social populace, while in other countries it is the people who are above 20 years old and below 40 years old.” (Ma, 1925 , p.3)“Some think that it is limited to adults who were out of school when they were young, while others think that it is limited to those who are not educated in schools.” (Ma, 1941 , p.5) Ma Zongrong believes that these definitions are wrong and that the objects of social education are “all people in society”. In A General Theory of Modern Social Education 現代社會教育泛論, he said, “Social education is education for all people. All people, men, and women, wise and foolish, regardless of occupation, rich or poor, are the objects of social education. All people, young and old, are recipients of social education. No people should be excluded, and no class should be monopolized. Attention must be paid to the entire population at all times and in all places.” (Ma, 1934 , p.9) He continued to use this definition in his New Theory of Social Education in the Great Era 大時代社會教育新論, published in 1941, emphasizing the “universality” of the objects of social education. Ma Zongrong explained,

Adults who drop out of school at a young age lack common sense and national consciousness. Therefore, mass school education targeting such individuals is critical. Its position in social education is equally vital as compulsory education in school education. Adults who drop out of school at a young age occupy the leading position in social education. Not educated in school can also occupy the leading position in social education because they are currently uneducated. Also, because education in the past was only developed in urban and rural areas that were relatively neglected, rural residents can occupy the main position in social education. However, social education is aimed at all members of the society. Illiterate individuals are the objects of social education, uneducated and poorly educated are the objects of social education, and educated and learned individuals are the objects of social education. Adults who are out of school at an early age are certainly the objects of social education, and young children who have not yet entered kindergarten are also the objects of social education; kindergarteners, elementary school students, secondary school students, university students, researchers in research institutes, regardless of whether they are male or female, are excellent, average, or inferior students, and they are also the objects of social education; teenagers, youths, adults, the old, and people with a disability who have graduated from any school and have entered the community for service, delinquent teenagers, young girls, and those from low-income families, are also the objects of social education. Rural residents are the objects of social education, while urban residents are the objects of social education. (Ma, 1941 , pp.5-6)

From the point of view of Ma Zongrong’s elaboration of the object of social education, Ma’s definition reflects the distinctive features of “universality” and “equality”. In Britain and the United States, the object of social education mainly refers to “adolescents between the ages of 14 and 18 and adults over the age of 18”; in Germany, the object of social education refers to “people of the lower social strata who have a lower level of education”; in Japan, according to Kawamoto Unosuke, social education is aimed at “the majority of society”. (Ma, 1925 , pp.5-8) Ma Zongrong has broader social education objectives than Japan, Europe, and America. Regarding explaining the “equality” of social education objects, Ma Zongrong promoted the Confucian educational spirit of “education for all”. Footnote 1 He said, “Social education is what Confucius called ‘education for all’ (Ma, 1941 , p.5), and it is an education that implements a thorough equality of educational opportunities.” (Ma, 1941 , p.5) It embodies the inheritance of the excellent genes of traditional Chinese culture and has prominent Chinese characteristics.

Ma Zongrong believes that the second connotation of the Chinization of social education is the Chinization of the definition of social education. The “Chinization of social education definitions” is an academic concept with Chinese characteristics that Chinese scholars have put forward based on Chinese facts. The Chinization of the definition of social education was one of Ma Zongrong’s more prominent contributions. The YouXue YiBian 遊學譯編, founded in Tokyo in 1902, includes an article by Japanese scholar Nakajima Hanjiro 中島半次郎entitled On the Relationship between School and Family and Society 論學校對家庭與社會之關係. In this article, Nakajima Hanjiro divided education into three parts: “To be taught by parents at an early age is called family education; to be educated by masters at a later age is called school education; to get on in the world, to treat people and deal with things, to practice, is called social education.”(Nakajima, 1903 , p.25) As seen from the concept of social education in Japan, social education is parallel to family and school education. Social education focuses mainly on character education, emphasizing self-cultivation and interpersonal skills. Matsumura Matsumori’s松村松盛 book, The Edification of the People 民众的教化, states that social education is education that is conducted by the country, public organizations, or private individuals with the direct purpose of upgrading the qualifications of the people. (Matsumura, 1922 , pp.1-13) Kawamoto Unosuke’s The System and Facility Management of Social Education 社會教育之體系與設施經營points out that social education uses various institutional facilities for the majority of society to make use of their leisure time and widely expand the enjoyment of cultural wealth.(Kawamoto, 1931 , pp.3-12) Ma Zongrong’s social education theory initially came from his studies in Japan and was heavily influenced by Japanese scholars. Based on drawing inspiration from Japanese scholars, Ma Zongrong further improved and developed the connotation of the definition of social education. He points out: “The country, public organizations or private individuals, to seek the qualification and upward development of the life of all the people in the society, have set up a variety of social institutions and facilities to provide all the people of the society with the freedom to broadly expand their enjoyment of culture wealth in their actual living field, to make an impact on the role of the main body of the society, which is called social education.” (Ma, 1937 , p.23).

Ma Zongrong emphasizes six details of the definition of social education. First, social education is education for all people; Second, social education is education for the whole life; Third, social education is education for enriching life, not just for enlightenment; Fourth, social education is education in many forms. There are various educational institutions and facilities to adapt to the psychological requirements and needs of various objects. Fifth, social education is education that utilizes leisure time; Sixth, social education is education that improves the whole society. (Ma, 1937 , p.24) Knowing that China’s slow economic development during the Republic of China prevented schooling from becoming widespread, Ma Zongrong developed a social education concept tailored to China’s specific conditions. This concept met the need of the nation to utilize their leisure time for learning and supplemented the inadequacy of school education.

Meanwhile, social education is a concept that is undergoing historical changes. In foreign history, there are many similar concepts to social education, such as “popular education”, “civilian education”, “adult education”, “mass education”, “rural education” and so on. Understanding and using these concepts during the Republican period was very confusing. Ma Zongrong analyzes these concepts based on his view of social education. Ma Zongrong believes that social and mass education were “different in name but the same in reality”. Others, such as popular education, adult education, civilian education, and rural education, are subordinate concepts of social education because of the narrowness of the object and goal of education. (Ma, 1941 , pp.10–13) Social education = mass education > popular education, civilian education, adult education, rural education.

Ma Zongrong believes that the third connotation of the Chinization of social education is the Chinization of social education goals. The Chinization of social education goals is an urgent need to solve China’s practical problems, and it is also the most distinctive part of Ma Zongrong’s social education theoretical system. Ma Zongrong believes that to achieve the ideal of improving society as a whole; many goals need to be determined and followed. How do we establish the goals of social education? Ma Zongrong carefully analyzed the division of social education goals between Japan and China. In Japan, Yoshida Kumaji divided social education into (i) child protection, (ii) social education on physical education, (iii) social education on intellectual education, and (iv) social education on affective and esthetic education. He thought that the goals of social education should be physical education for all members of society, intellectual education for all members of society, esthetic education for all members of society, affective education for all members of society, and child protection. Ma Zongrong believes that Yoshida Kumuji’s juxtaposition of child protection with several others is incongruous. Sasaki Kichisaburou佐佐木吉三郎 divided social education into four parts: social intellectual education, social moral education, social affective education, and social physical education. (Sasaki, 1919 , pp.361–379) Matsumura Matsumori 松村松盛also has the same classification. They believe that social education aims to cultivate the knowledge, morality, emotions, and physical fitness of the entire society. Ma Zongrong believes that national vocational training has been neglected in all three categories mentioned above. (Ma, 1934 , p.32).

Regarding the classification of domestic scholars and universities, Ma Zongrong believes many unreasonable aspects exist. For example, the goals of social education in Gao Yang’s article Discussions on the Implementation Goals and Methods of Social Education are (a) civic education, (b) livelihood education, (c) language and literacy education, (d) health education, (e) family education, (f) art education, and (g) others. (Gao, 1930 , p.2) The Jiangsu Provincial Education College 江蘇省立教育學院and the Huangxiang Mass Education Experimental Area 黃巷民眾教育實驗區also categorized their programs into seven items: (1) health education, (2) livelihood education, (3) political education, (4) family education, (5) language and literacy education, (6) leisure education, (7) social interaction education. Ma Zongrong believed that (a) language and literacy education was not enough to represent the entirety of the intellectual education of all people in society. (b) Art education and leisure education, when used alone, could not cover the whole society’s affective education. (c) The scope of political education is not as broad as civic education’s, and the term civic education is also specific and clear, so instead of political education, civic education should be used. (Ma, 1934 , p.33).

Based on the discussions of domestic and foreign scholars, Ma Zongrong believes that the reasonable division of the goals of social education should be divided into five categories and ten kinds, as shown in Fig. 1 .

(Ma Zongrong divides social education goals into “five categories and ten kinds”. Figure 1 shows Ma Zongrong’s division of social education goals).

Ma Zongrong emphasized that, in terms of value, the goals of all kinds of social education should be given equal importance. However, according to the situation, there is a distinction of importance and urgency. He said,

In terms of the current situation in our country, the rural economy is bankrupt in the front, followed by the Japanese invasion, and the national situation is in danger. The strategy to address the problems should first focus on (1) civic education, group training, (2) health education, (3) vocational education, and Chinese language education as the basis of other education, which should be taken into consideration. None of the aspects of health education, such as national physical, hygiene, military, and rescue training, should be neglected. On the one hand, science education should pay attention to the broad sense of national defense science education and actively promote scientific, military education, and production education; on the other hand, it should be excluded from the idea of providence. These five educations are an excellent remedy for reviving China’s four diseases of poverty, ignorance, weakness, and privacy, which can revive the nation. diseases of poverty, ignorance, weakness, and privacy, which can revive the nation. (Ma, 1940 , p.26)

The five categories and ten kinds of social educational goals are not mutually exclusive but interwoven in a web-like pattern. It is worth noting that the content of various educational goals is not static. Ma Zongrong’s advocacy for social education aims to meet the needs of national and social development, improve national quality, and increase national competitiveness. Such aims and needs make him always keep a sensitive insight into the direction of national development. He can quickly grasp the relevance of social education goals to Chinese society and closely combine them with China’s national conditions to create a Chinese-style social education that is different from that of the West and adapted to the times. For example, regarding the goals of Chinese language education, Ma Zongrong emphasized in A General Theory of Modern Social Education (1934) that “it is necessary to train the public’s ability to read, write, and fully express themselves.” (Ma, 1934 , p.36) In 1941, during the particular period of China’s anti-Japanese war, Ma Zongrong, in his New Theory of Social Education in the Great Era expanded the goals of Chinese language education to include the cultivation of the national spirit and requested that “Chinese language education at all levels should pay attention to the teaching of articles that are sufficiently reserved to emphasize the loyalty of the ancients and their martyrdom.” (Ma, 1941 , p.49) These articles include Zhuge Liang’s Northern Expedition Memorial 出師表, Li Mi’s A Letter to His Majesty 陳情表, Yue Fei’s deeds in defending the country against enemies, and the posthumous works of the martyrs of the Republic of China. Ma Zongrong believes that China’s education has lacked spirit and center in recent decades, resulting in a weak and cowardly national character. Due to the lack of education on national spirit, it has become a nation that does not know shame and upward mobility. Therefore, language education should pay attention to the teaching of these articles to carry forward the virtues of the Chinese forefathers, to promote tenacity and to eliminate cowardice, to establish the culture of teaching war with a clear sense of shame, and to eliminate the habits of atrophy and paralysis. Both the Principles and Undertaking of Social Education 社會教育原理與社會教育事業 and the Introduction to Social Education 社會教育入門 published in 1942 paid great attention to this goal of Chinese language education. Overall, Ma Zongrong’s goal of social education always responded to the goals and pursuits of the country and the nation at that time, with prominent Chinese characteristics and unique historical meanings.

Ma Zongrong has devoted his life to social education, and through borrowing and integration, he has made the originally foreign “social education” deeply embedded in Chinese society. Ma Zongrong’s efforts are a valuable legacy in developing social education theory in China. Ma Zongrong was engaged in social education activities throughout his life. After returning to China, he established a four-year social education department at the Great China University, the first of its kind in a Chinese university. When Great China University’s Department of Social Education was established, there was no existing system in China for reference, so “the department created the curriculum and curriculum standards,” and “there were no textbooks for social education, so the department compiled all the textbooks on its own.” (Ma, 1941 , p.5) At the initial stage, there were only three full-time teachers in the Department of Social Education: Ma Zongrong, Xu Gongjian, and Zhang Yaoxiang.

Ma Zongrong and Xu Gongjian were responsible for teaching social education courses. They created introductory social education courses such as Principles of Social Education, History of Chinese Social Education, Comparative Social Education, and Social Education Administration. To a certain extent, Ma Zongrong’s ideas on social education broadened the scope, objects, and content of social education, framed concrete implementation plans for the practice of social education, contributed to the deepening, theorizing, and concretizing of social education in modern China, played a positive role in popularizing education and enlightening thought in contemporary China, and facilitated the transformation of traditional Chinese education into modern education.

Ma Zongrong continued to refine the theory of social education in practice. When he worked in the Department of Social Education at the Great China University, he also paid extra attention to students’ social education internships. On the one hand, students were allowed to participate in the affairs of the university’s library, practicing the theories learned in several courses of librarianship, and on the other hand, they cooperated with the Shanghai School for the Deaf and Dumb to serve as an internship base for courses such as mass school education. To enhance the department’s students’ knowledge, Wu Xuexin also personally led students to Shanghai for internships, visiting the Shanghai Municipal Library, museums, stadiums, municipal government organizations, as well as social education institutions such as the Jiangsu Provincial Yutang Mass Education Center and the Horticultural School. (DXWED, 1936 , p.45) Most notably, the department has set up several experimental areas, such as the Daxia Commune, the Daxia Mass Education Experimental Area, and the Huaxi Rural Rehabilitation Area in Guizhou, to experiment with the application of various social education approaches on the one hand, and to serve as specialized internship bases for the department’s students on the other. The specific work of these experimental areas is mainly completed by students under the guidance of teachers. Taking the Daxia Commune established in 1932 as an example, the mass schools in the commune provide remedial education for school-age children who have dropped out of school and adult tutoring in rural areas around the university. The specific courses are taught by >20 students from the Great China University, and on this basis, students need to complete internship reports. (Yao, 1933 , p.17).

The “Chinization of social education” is not just a theoretical slogan, but social education has been developed locally in a series of social education practices by Ma Zongrong. In modern times, many social education settings, such as libraries, museums, and national cinema institutions, are all evidence of the Chinization of social education. In librarianship, Ma Zongrong put forward the theory of “creating an international librarianship common to the world” and put it into practice. His book editing work was characterized by social education and nationalism: “Expounding the Three Principles of the People, introducing specialized academic subjects, and seeking the socialization of academic subjects for all people, increasing the people’s national consciousness, national concepts, and beliefs in nation-building, improving national culture, and promoting the people’s common sense, as well as arranging and circulating local literature.” (Lv and He, 1997 , pp.21–24).

Ma Zongrong’s close integration of his social education theories with society, the state, and the whole nation reflects his far-reaching vision as an educator and his strong sense of social responsibility and national anxiety. Ma Zongrong has given the world a unique and successful Chinese case in a particular historical context. The achievements of social education in the Republic of China should continue to be carried forward and developed in contemporary China and are even more worthy of drawing the attention and learning of the world.

Data availability

Data sharing is not applicable to this research as no data were generated or analyzed.

Not limited by the conditions of nobility, wealth, or poverty, everyone can be taught. Confucius spent his whole life teaching and putting forward the idea of “providing education for all people without discrimination”.

Daxia Weekly Editorial Department (1936) Social education department visits city center. Daxia Weekly 9:190

Gao Y (1930) Discussion on the implementation goals and methods of social education. Educ People 6:2

Huang S (1935) Investigation of national mass education personnel training institutions. Guangdong Provincial Mass Education Center, Guangzhou

Google Scholar  

Kawamoto U (1931) The system and facility management of social education. Latest Education Research Association, Tokyo

Liang QC (1902) The theory of two great masters of modern civilization. Sein Min. Choong Bou 2:12

Lv YQ, He CF (1997) Prof. Ma Zongrong and the editing office of guiyang jiaotong book company. Guizhou Cult Hist, 4:21–24

Ma ZR (1925) Overview of social education. Commercial Press, Shanghai

Ma ZR (1933) Comparative social education. World Book Bureau, Shanghai

Ma ZR (1934) A general theory of modern social education. World Book Bureau, Shanghai

Ma ZR (1935) Facilities and theory of social education. Zhonghua Book Company, Shanghai

Ma ZR (1937) Outline of social education. Commercial Press, Shanghai

Ma ZR (1940) Introduction to social education. Wentong Book Company, Guiyang

Ma ZR (1941) New theory of social education in the great era. Wentong Book Company, Guiyang

Ma ZR (1944a) Memoirs of 48 Years. Cent Daily, Guiyang, p 4

Ma ZR (1944b) Memoirs of 48 Years. Cent Daily, Guiyang, p 4

Matsumura M (1922) The Edification of the People. Imperial Local Administration Association, Tokyo

Nakajima H (1903) On the relationship between school and family and society. YouXue YiBian 3:25

Robert KY (2018) Case study research and applications: design and methods 6th edition. SAGE Publications, London

Sasaki K (1919) しちょうそんimprovement and social education. Meguro Bookstore, Tokyo

Wang XX, Liu JR (2022) Chinese universities’ experience of social education, 1912–1949. Humanit Soc. Sci. Commun. 9:1–10. https://doi.org/10.1057/s41599-022-01366-3

Article   Google Scholar  

Xu SL (1925) Res. Sociol Courses Sociol Res. 2(4):214

Yao YC (1933) Report on the internship at the Daxia commune mass school. Daxia Weekly 22:457

Zhang ZC (1929) General theory of social education. Qizhi Book Company, Shanghai

Download references

Acknowledgements

The authors would like to thank Dr. Zhuojun Chen of South China Normal University for her kind assistance in the revision of the Japanese scholars’ English names.

Author information

Authors and affiliations.

School of Education, South China Normal University, Guangzhou, Guangdong, China

Jinrong Liu & Xiaoxuan Wang

You can also search for this author in PubMed   Google Scholar

Contributions

JL conceptualized the study and wrote the original manuscript. XW helped perform the analysis with constructive discussions and manuscript preparation and revisions. All authors have contributed to this study’s conceptualization, development, and improvement.

Corresponding author

Correspondence to Xiaoxuan Wang .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Ethical approval

This article does not contain any studies with human participants performed by any of the authors. This article mainly uses case studies and historical documentary research methods. Our case object is the educational ideas of Ma Zongrong, a famous educational figure in modern times; as such, experimental data and biological materials are not involved in the analysis of the cases, and none of the historical documents we have cited deal with ethical issues. Therefore, this study does not need to obtain ethical approval.

Informed consent

This article does not contain any studies with human participants performed by any of the authors.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Liu, J., Wang, X. Chinization of social education: a lifelong exploration of Ma Zongrong’s educational theory and practice. Humanit Soc Sci Commun 11 , 823 (2024). https://doi.org/10.1057/s41599-024-03269-x

Download citation

Received : 22 October 2023

Accepted : 03 June 2024

Published : 25 June 2024

DOI : https://doi.org/10.1057/s41599-024-03269-x

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Revenue growth management: Building capabilities to sustain impact

Key takeaways.

• In the current inflationary environment, revenue growth management (RGM) has emerged as a top priority for consumer leaders, and companies that do it well typically see a significant gain in annualized gross margins of 4 to 7 percent.
• To sustain impact over time, companies must embed RGM cross-functionally and invest in capability building as they are 2.4 times more likely to capture and sustain value from it.
• At-scale RGM capability building is at the top of the consumer agenda and must incorporate four key principles to do it well.

The growth of online shopping, supply chain constraints, shifts in the channel mix, gross margins strained by rising inflation—these are just a few of the headwinds consumer companies have faced over the past several years. Not surprisingly, revenue growth management (RGM) has emerged as a top priority for consumer leaders in this environment. 1 “ Revenue growth management: The time is now ,” McKinsey, August 10, 2021. Companies that do it well have been better able to meet consumer expectations and align pricing strategies across channels, which typically has led to a 4 to 7 percent gain in annualized gross margins. 2 This estimate is based on McKinsey analysis of numerous companies’ annual reports.

About the authors

This article is a collaborative effort by Katie Finnegan, Subhen Jeyaindran, Sheldon Lyn , Mher Panossian, and Roman Steiner, representing views from McKinsey’s Growth, Marketing & Sales Practice.

But to sustain such gains over time, businesses should consider embedding RGM best practices across their organization. That requires several actions, including establishing the right global or regional and local organization structures, hardwiring revenue growth techniques into core business processes, implementing incentives, such as integrating RGM into performance scorecards, and—critically—building and maintaining these capabilities at scale. Indeed, companies that invest in capability building are 2.4 times more likely to capture and sustain value. 3 Scott Keller and Colin Price, Performance and Health: An evidence-based approach to transforming your organization , New York, NY, McKinsey & Company, 2010.

The necessary capabilities encompass skills, behaviors, mindsets, and techniques to support and further expand the company’s RGM strategy and approach in areas that include pricing, promotions, assortment, and trade investment. While the exact proficiencies will vary across companies and roles, from sales and marketing to finance and supply chain, the core RGM capabilities for sustained impact remain the same. At scale, they provide organizations with enterprise-wide muscle to manage, react to, and meet such challenges as the current rise in inflation. Without this scale, the RGM effort will likely amount to a one-time initiative led by a few experts in central positions and leave companies unguarded when new challenges arise.

This has put at-scale RGM capability building at the top of the consumer agenda. It may not be easy to do, but there are principles that have worked well at best-in-class organizations.

Would you like to learn more about our Growth, Marketing & Sales Practice ?

Hallmarks of great rgm capability building.

Companies commonly face four distinct challenges in strengthening the skill sets, competencies, and strategies for successful management of revenue growth. First, RGM proficiency levels often vary across the organization; there is not typically a baseline of knowledge, and experts with the needed skills are unevenly distributed. Second, broad scaling is hard because knowledge is often centralized among a few individuals on the core RGM team, and as needs shift with digital advances, new customer behaviors, and the changing post-COVID-19 economy, these experts cannot disseminate their knowledge fast enough to keep up. 4 “ What got us here won’t get us there: A new model for the consumer goods industry ,” McKinsey, July 30, 2020. Third, stakeholders beyond the commercial functions need to be part of the training curriculum to unlock RGM’s cross-functional value. Finally, people often feel they don’t have time for skills-building classes in addition to their other responsibilities.

To successfully build and maintain the capabilities that sustain an RGM effort, companies need to plan for and resolve these challenges. Our experience suggests that there are five hallmarks of successful RGM capability building.

Start from the current baseline of RGM knowledge and skills

Capability building is a big commitment for an organization and its people, and knowing where to focus the program is pivotal to designing and delivering a relevant, impactful learning journey. Therefore, taking time to identify the current levels of knowledge and skills—for example, through an assessment of individual skills across all key RGM concepts—is a good starting point, as it will allow leaders to understand the greatest gaps and align the right set of learning outcomes with the right people. Leading companies perform granular baseline assessments to determine all RGM subskills and analyze data by role, tenure, region, and the like.

Be cross-functional and collaborative

Successful RGM teams work cross-functionally and use a common RGM-specific vocabulary and acronyms across departments. This is particularly important given that relevant employee groups stretch across many parts of an organization, from key account managers (KAMs) to finance. Cross-functionality helps maximize the value of RGM capability building as the whole organization becomes aligned on the effort. For example, supply chain stakeholders can work with finance departments to change the pack-price architecture of certain products and can continue innovating on commercial renovations using an RGM mindset (Exhibit 1).

Consider a food company where leaders were working to instill a company-wide RGM approach and an accompanying common language. Employees in need of training did not have a lot of time available to attend learning sessions, however. So leaders focused on involving a broad set of stakeholders in their RGM capability-building programs—from supply chain and innovation teams to commercial teams, such as KAMs and brand managers. Program attendance was encouraged by company leadership in an effort to role model and reinforce the importance of the overall training and the participation of local leaders in each deep-dive workshop. Leaders made it clear that this was a time for everyone to step away from their desk, put down the phone, and roll up their sleeves to learn and apply RGM best practices. To maximize the value of the program for participants, the company integrated data from past experiences and real-life challenges into the workshop exercises. Leaders used those as learning opportunities to advance RGM initiatives, discuss challenges cross-functionally, and consider potential solutions.

Revenue growth management: The time is now

Tailor learnings to proficiency levels.

While everyone in the organization will benefit from day-to-day RGM knowledge, such as price and promotion management and trade analytics, different roles and stakeholders require different levels of proficiency across core RGM capabilities. KAMs, for example, need to be quite proficient at implementation, so it will have more emphasis during their learning journeys. Leaders should categorize the different levels of RGM proficiency, from basic understanding to advanced to expert, and segment the audience according to their category or proficiency level (Exhibit 2). For example, leaders from departments such as supply chain will need less proficiency in RGM than, say, overarching RGM team because that is not their core function. Based on the baseline assessments, leaders will identify the gaps between people’s current capabilities and those needed for their role in managing revenue growth.

Learning experts can work with RGM leaders to tailor the training curriculum to groups at each proficiency level and design distinct journeys for different departments to show how RGM affects and can be integrated into their day-to-day jobs. Organizations that do this have an easier time sustainably scaling up capability building across various roles.

A personal care company was rolling out a multicountry transformation of business unit RGM, but it was struggling to gain traction in implementing initiatives. RGM was not part of business as usual in every market, and many local teams did not fully understand the RGM analytics and insights and therefore didn’t feel compelled to implement the recommendations. The company decided to segment the training by targeting proficiencies for each role. Experts who were fully trained in RGM capabilities were given responsibility for incorporating tools and concepts into day-to-day work in each country. They trained KAMs and trade-marketing managers to an advanced proficiency level so that they could use the RGM tools to gain insights daily, while the wider organization received a broad training to bring everyone up to basic proficiency. This approach has not only helped the company scale learnings faster but has also provided a valuable tool for reinforcement.

Train experts to scale learnings

Scaling any capability across an organization is hard; this is especially true for RGM, given that it is highly analytical, strategic, and a comparably newer muscle to strengthen. As such, it should be taught by experienced facilitators, who are not usually available in large numbers. A train-the-trainer approach, then, is often most successful. In this approach, the most proficient—for example, the central RGM team—teach the next level about how to amplify RGM in specific departments. This creates a pool of trained facilitators who can, in turn, train new employees on these concepts to build a continuous loop of knowledge across present and future faculty. Eventually, this approach builds a cadence to teach and practice RGM skills across the entire organization. This system also allows the company to easily scale learning, even as roles change and new people are hired, and companies often develop a playbook to serve as a resource guide to drive reinforcement.

At a consumer durables company, for example, leaders saw a need to broadly roll out RGM capabilities but did not yet have a clear group of experts in place. Concurrently, big shifts were happening in the industry, such as the rise of online channels, which further highlighted the need for RGM capabilities. To both build an expert knowledge base and develop a continuous RGM learning loop, the team used the train-the-trainer approach to develop a preliminary cohort of leaders who could then serve as subject matter experts to teach future cohorts. The approach allowed the company to scale to a faculty pool of 15 people globally in just two months. This first group of RGM champions had the opportunity to shape the program’s delivery and put their personal touch on the RGM capability-building experience.

Harness different learning techniques

Our experience indicates that capability building is most effective when there is the right balance of theory and application—that is, when employees learn RGM concepts and then put them into practice. This is called the field-and-forum approach. Learners spend approximately 70 percent of their time on fieldwork, such as individual assignments and lighthouse projects, 20 percent receiving feedback through coaches and peers, and 10 percent attending workshops and taking courses (Exhibit 3).

Advances in behavioral science that inform adult-learning approaches

Five new technologies and advances in behavioral science 1 Encompasses research across multiple domains, such as neuroscience, behavioral economics, sociology, and decision science. can be leveraged for blended learning journeys that maximize education and sustain change:

Measurement : embedding feedback loops into existing systems and processes to support the most important lessons

Digital learning : using technology, such as computers or mobile devices, to allow learners to consume just-in-time, self-paced learning

Nudges : embedding strategically designed interventions—for example, through emails, notifications, or text messages—that guide choices, influence behavior, and increase engagement

Personalization : crafting capability programs that facilitate self-directed learning tailored to individual needs

Microlearning : incorporating content that is short, relevant, contextualized, and targeted

Leading companies harness behavioral science to design an immersive learning journey that integrates RGM theory. They also allow faculty to practice new concepts using case examples, provide real world on-the-job learning opportunities, and set a cadence of refresher trainings to help learners acquire, apply, and sustain learning (see sidebar, “Advances in behavioral science that inform adult-learning approaches”).

For example, leaders at a food company fully integrated the learning journey into participants’ daily jobs. The journey featured on-the-job learnings, such as reviews of RGM promotion plans that were embedded into the regular KAM planning cycle, as well as bootcamps that provided an immersive learning experience. More than 70 practitioners were trained and certified in RGM globally across four markets with a participation rate of more than 90 percent throughout the full journey.

Advanced capabilities in RGM are only increasing in relevance as the macroeconomic, market, retailer, and competitive landscapes continue to evolve and intensify. Companies across the globe have a unique opportunity to reset their RGM strategies to get ahead. RGM capability building is not a one-and-done effort. RGM leaders and consumer executives must assess whether they have the right capabilities to capture opportunities today and the ability to develop those they will need for the future.

Katie Finnegan is a consultant in McKinsey’s Chicago office; Subhen Jeyaindran is a consultant in the New Jersey office, where Mher Panossian is an associate partner; Sheldon Lyn is a partner in the Southern California office; and Roman Steiner is a partner in the Zurich office.

Explore a career with us

Related articles.

Winning with commercial excellence: Ten lessons for consumer goods

How precision revenue growth management transforms CPG promotions

What got us here won’t get us there: A new model for the consumer goods industry

• Onsite training

3,000,000+ delegates

15,000+ clients

1,000+ locations

• KnowledgePass
• Log a ticket

01344203999 Available 24/7

Best CISM Books That Are Worth Your Time

Embark on your journey to CISM certification with our top 10 must-read CISM books. This blog offers practical examples, insightful case studies, and hands-on exercises. Each CISM book equips you to excel in Information Security Management. Master the essentials and begin your journey to becoming a recognised expert. Your success story begins here!

Exclusive 40% OFF

Training Outcomes Within Your Budget!

We ensure quality, budget-alignment, and timely delivery by our expert instructors.

Share this Resource

• BCS CISMP (Certificate in Information Security Management Principles)
• Chief Information Security Officer Training
• CISSP Certification
• Information Systems Security Management Training

Are you on the journey to becoming a Certified Information Security Manager (CISM)? If so, you know that having the appropriate resources at your fingertip can make a huge difference. With so many options available, how do you choose the perfect CISM Book? Fear not, and we've curated the top 10 essential books for CISM Certification, offering comprehensive insights and strategies to master Information Security Management. 

What makes these books stand out? They offer practical examples, case studies, and Practical tasks for applying your knowledge in real-world scenarios. Are you ready to elevate your career and become a recognised expert in Information Security Management? Dive into our top picks and find the perfect CISM Book to guide your success.

Table of Contents

1) Top 9 CISM Books

   a) Complete Guide to CISM Certification

   b) Information Security Management Metrics

   c) Penetration Testing 

   d)  Malware Analyst's Cookbook and DVD 

   e) Network Security Policy: A Complete Guide 

   f) CISM All-in-One Exam Guide 

   g)  Essential CISM: Exam Guide

   h) Cryptography Theory and Practice

   i) CISM Certified Information Security Manager Practice Exams 

2) Conclusion

Top 9 CISM Books 

Explore the top 10 essential books for CISM Certification preparation, offering comprehensive insights and strategies for mastering Information Security Management. 

1) Complete Guide to CISM Certification 

The "Complete Guide to CISM Certification" is an excellent resource designed to prepare individuals for the Certified Information Security Manager exam. It covers essential topics such as Information Security governance, risk management, incident management, and program development and management. 

The book provides in-depth explanations, practical examples, and case studies to help readers understand and implement CISM concepts effectively. With a focus on industry best practices and exam preparation strategies, it aims to equip candidates with the knowledge and skills necessary to succeed in achieving CISM Certification.  

2) Information Security Management Metrics 

"Information Security Management Metrics" offers a detailed exploration of metrics used in assessing and managing Information Security. It covers various metrics frameworks, measurement methodologies, and the application of metrics in evaluating security controls and risk management effectiveness. 

The book provides insights into how metrics can support decision-making and improve overall security posture. It serves as an advantageous resource for security professionals looking to implement robust measurement practices and enhance their organisation's Information Security Management strategies. 

3) Penetration Testing 

"Penetration Testing" is a comprehensive guide that explores the practice of simulating cyber-attacks on computer systems, networks, and applications. This book covers various techniques and methodologies used by penetration testers to identify vulnerabilities and assess the security posture of an organisation. 

It includes hands-on exercises, real-world scenarios, and best practices for conducting effective penetration tests. By understanding and applying these methods, security professionals can strengthen their defences, mitigate risks, and enhance the overall security resilience of their systems and networks. 

4) Malware Analyst's Cookbook and DVD 

The "Malware Analyst's Cookbook and DVD" provides a comprehensive guide for analysing and understanding malware. It includes practical recipes and techniques for dissecting malicious software, covering topics such as dynamic and static analysis, malware behavioural analysis, and memory forensics. 

The accompanying DVD offers additional tools, datasets, and examples to aid in hands-on learning and experimentation. Aimed at security professionals and analysts, this book trains readers with the skills and knowledge needed to effectively identify, analyse, and respond to malware threats in diverse computing environments. 

Unlock advanced Cyber Security management techniques with our CISM Certified Information Security Manager Course – start your professional journey today!  

5) Network Security Policy: A Complete Guide 

"Network Security Policy: A Complete Guide" provides a comprehensive overview of creating, implementing, and managing network security policies. It covers essential topics such as policy development, risk assessment, access control, encryption, and monitoring. The book offers practical guidance on drafting effective policies tailored to organisational needs and regulatory requirements. 

It also discusses best practices for maintaining and updating policies to address evolving threats and technology trends. With case studies and examples, this guide equips security experts with the knowledge and tools necessary to establish robust network security frameworks and protect against cyber threats effectively. 

6) CISM All-in-One Exam Guide 

The "CISM All-in-One Exam Guide" provides a comprehensive resource for preparing for the Certified Information Security Manager exam. It covers all key domains required for the certification: Information Security governance, risk management, Information Security program development and management, and incident management. 

The book consists of detailed explanations, practice questions, and practical examples to reinforce understanding. It serves as a valuable study aid, equipping candidates with the knowledge and confidence needed to pass the CISM exam and excel in the field of Information Security Management. 

7) Essential CISM: Exam Guide

"Essential CISM: Updated for the 15th Edition CISM Review Manual" provides a focused and updated approach to preparing for the Certified Information Security Manager exam. This book covers key topics such as Information Security governance, risk management, incident management, and program development. 

It includes practical examples, case studies, and exam preparation strategies aligned with the latest CISM Review Manual. Designed for aspiring CISM professionals, it aims to enhance understanding of critical concepts and equip readers with the knowledge needed to succeed in obtaining CISM Certification. 

8) Cryptography Theory and Practice

"Cryptography Theory and Practice" provides a thorough exploration of cryptographic principles and their practical applications. This book covers foundational concepts such as encryption, decryption, key management, and cryptographic protocols. It delves into both classical and modern cryptographic algorithms, discussing their strengths, weaknesses, and real-world implementations.  

With a focus on both theoretical comprehension and practical application, the book equips readers with the knowledge and skills needed to design secure cryptographic solutions and protect sensitive information in various digital environments. 

Elevate your Information Security skills with our BCS CISMP (Certificate In Information Security Management Principles) Course - join now!  

9) CISM Certified Information Security Manager Practice Exams 

"CISM Certified Information Security Manager Practice Exams" is a preparatory resource designed to aid individuals studying for the Certified Information Security Manager Certification. This book offers a series of practice exams that simulate the structure and complexity of the actual CISM exam.  

Each exam is structured to test knowledge across the domains covered by CISM, including Information Security governance, risk management, incident management, and program development. By using this book, candidates can assess their identified areas for improvement, meet CISM requirements , and enhance their confidence in tackling the CISM Certification exam successfully. 

Join our CISM Training today and elevate your Cyber Security management skills instantly with expert guidance!  

Conclusion  

Embarking on your CISM Certification journey is a significant step. Our top 10 CISM Books offer practical examples, case studies, and exercises, ensuring you're well-prepared. Each CISM Book equips you with the essential knowledge to become a recognised Information Security Manager. Your journey to becoming a recognised Information Security Manager starts here! 

Join our CISMP Training today and elevate your Information Security Management skills to new heights! 

Frequently Asked Questions

CISSP and CISM serve different purposes. CISSP focuses on technical aspects of Information Security, ideal for those in hands-on roles. CISM emphasises management and governance, suitable for leadership positions. The decision depends on your professional goals and responsibilities. 

According to Payscale, the annual average pay for Certified Information Security Managers  in the United Kingdom is approximately £62,587 per year. 

The Knowledge Academy takes global learning to new heights, offering over 30,000 online courses across 490+ locations in 220 countries. This expansive reach ensures accessibility and convenience for learners worldwide. 

Alongside our diverse Online Course Catalogue, encompassing 17 major categories, we go the extra mile by providing a plethora of free educational Online Resources like News updates, Blogs , videos, webinars, and interview questions. Tailoring learning experiences further, professionals can maximise value with customisable Course Bundles of TKA .  

The Knowledge Academy’s Knowledge Pass , a prepaid voucher, adds another layer of flexibility, allowing course bookings over a 12-month period. Join us on a journey where education knows no bounds. 

The Knowledge Academy offers various CISM Training , including CISM Certified Information Security Manager. These courses cater to different skill levels, providing comprehensive insights into CISM . 

Our IT Security & Data Protection Blogs cover a range of topics related to CISM Certification, offering valuable resources, best practices, and industry insights. Whether you are a beginner or looking to advance your IT Security skills, The Knowledge Academy's diverse courses and informative blogs have got you covered. 

Upcoming IT Security & Data Protection Resources Batches & Dates

Mon 15th Jul 2024

Sat 3rd Aug 2024, Sun 4th Aug 2024

Mon 12th Aug 2024

Mon 9th Sep 2024

Mon 14th Oct 2024

Sat 9th Nov 2024, Sun 10th Nov 2024

Mon 11th Nov 2024

Mon 9th Dec 2024

Mon 6th Jan 2025

Mon 3rd Feb 2025

Mon 3rd Mar 2025

Mon 14th Apr 2025

Tue 6th May 2025

Mon 2nd Jun 2025

Mon 7th Jul 2025

Mon 4th Aug 2025

Mon 1st Sep 2025

Mon 6th Oct 2025

Mon 3rd Nov 2025

Mon 1st Dec 2025

Get A Quote

WHO WILL BE FUNDING THE COURSE?

My employer

By submitting your details you agree to be contacted in order to respond to your enquiry

• Business Analysis
• Lean Six Sigma Certification

Share this course

Our biggest spring sale.

We cannot process your enquiry without contacting you, please tick to confirm your consent to us for contacting you about your enquiry.

By submitting your details you agree to be contacted in order to respond to your enquiry.

We may not have the course you’re looking for. If you enquire or give us a call on 01344203999 and speak to our training experts, we may still be able to help with your training requirements.

Or select from our popular topics

• ITIL® Certification
• Scrum Certification
• Change Management Certification
• Business Analysis Courses
• Microsoft Azure Certification
• Microsoft Excel Courses
• Microsoft Project
• Explore more courses

Press esc to close

Fill out your  contact details  below and our training experts will be in touch.

Fill out your   contact details   below

Thank you for your enquiry!

One of our training experts will be in touch shortly to go over your training requirements.

Back to Course Information

Fill out your contact details below so we can get in touch with you regarding your training requirements.

* WHO WILL BE FUNDING THE COURSE?

Preferred Contact Method

No preference

Back to course information

Fill out your  training details  below

Fill out your training details below so we have a better idea of what your training requirements are.

HOW MANY DELEGATES NEED TRAINING?

HOW DO YOU WANT THE COURSE DELIVERED?

Online Instructor-led

Online Self-paced

WHEN WOULD YOU LIKE TO TAKE THIS COURSE?

Next 2 - 4 months

WHAT IS YOUR REASON FOR ENQUIRING?

Looking for some information

Looking for a discount

I want to book but have questions

One of our training experts will be in touch shortly to go overy your training requirements.

Your privacy & cookies!

Like many websites we use cookies. We care about your data and experience, so to give you the best possible experience using our site, we store a very limited amount of your data. Continuing to use this site or clicking “Accept & close” means that you agree to our use of cookies. Learn more about our privacy policy and cookie policy cookie policy .

We use cookies that are essential for our site to work. Please visit our cookie policy for more information. To accept all cookies click 'Accept & close'.

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Recommended Articles
• Author Biographies
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

The role of institutional logics in shaping sustainable talent management: a comparative study of two south korean conglomerates.

1. Introduction

2. literature reviews and method, 2.1. institutional logic theory, 2.2. comparative institutional analysis and institutional logic theory, 2.3. why comparing hr practices in two companies is important, 3. method and case setting.

• Can you describe the changes in HR practices of your organization before and after the merger?
• What specific changes were instituted in the talent management approach following the strategic integration with the other company?
• How has the recruitment and selection process evolved over time in your organization?
• Can you elaborate on the performance evaluation criteria and processes used for employees at different levels?
• What are the key factors considered in determining compensation and rewards for employees?
• How does your organization approach leadership development and succession planning?
• What roles do cultural factors or organizational values play in shaping HR practices in your company?
• How does your organization respond to external pressures or changing market dynamics when it comes to HR practices?
• Can you describe the decision-making process and governance structure for HR-related policies and practices?
• In what ways do you believe your organization’s HR practices differ from or align with industry norms or best practices?

4. Findings

4.1. hr governance, 4.1.1. implications of organizational size and structure.

“ Samsung’s focus on executive and key talent management is a direct response to its expansive workforce and numerous affiliates, which surpass the capacity for detailed oversight typically exercised within a group structure (Participant 1). ”

“ Autonomy in recruitment systems is a hallmark of Samsung’s HR governance, with individual affiliates empowered to tailor their hiring processes while still operating under a broader governance framework (Participant 2). ”

“ Samsung demonstrates a collaborative decision-making process in critical HR tasks such as recruitment and promotion, often requiring close coordination between the conglomerate’s headquarters and its affiliates (Participant 5). ”

“ Lotte feels the constraints of autonomous operation more acutely due to the smaller scale of its affiliates and a relative lack of internal capabilities, often resulting in perceived limitations in self-directed management (Participant 6). ”

“ Recruitment and rank promotion systems within Lotte are more centralized, reflecting a governance approach that consolidates control over these key HR functions (Participant 8). ”

“ Particularly evident in Lotte’s reward system is a tendency towards tight group-level management, suggesting a preference for a more controlled and uniform approach to compensation across the conglomerate (Participant 10). ”

4.1.2. Key Differences in HR Governance

4.2. job system, 4.2.1. key differences.

“ Samsung Group maintains a standardized job classification system that is applied across the conglomerate but allows individual affiliates to select from this system to suit their specific needs. Specifically, for executives, the system is categorized into four job groups, 27 job types, and 74 job roles, while for general employees, it expands into nine job groups, 107 job types, and an extensive 722 job roles (Participant 4). ”

“ The operation of a standardized job classification system across the Samsung Group points to a centralized approach to HR governance, reflecting an organizational culture that values uniformity and consistency across its diverse operations (Participant 5). ”

“ Lotte’s job classification system is comprised of four job groups, 17 job types, and 139 job roles, which suggests a more streamlined approach compared to Samsung’s extensive categorization (Participant 7). ”

“ Lotte adopts a more customized approach to its job classification system, which takes into account the unique characteristics of each business unit and subsidiary, thereby demonstrating a decentralized approach that allows for greater specificity and responsiveness to the varied operational demands within the conglomerate (Participant 8). ”

4.2.2. Interpretation

4.3. promotion, 4.3.1. promotion process management.

“ Within the Samsung Group, promotion rates are meticulously managed at the group level, indicating a centralized approach to career progression oversight. This practice suggests a strategic intention to maintain consistency in advancement opportunities across the conglomerate (Participant 3). ”

“ Despite the centralized control, individual affiliates within the Samsung Group are known to rapidly promote key talents, with the conglomerate overseeing these promotion rates. This dual approach reflects a blend of group-level standardization and subsidiary-level agility in nurturing and advancing high-potential employees (Participant 4). ”

“ Lotte encourages its subsidiaries to manage their promotion rates, implying a decentralized system of HR governance. This method suggests a philosophy that empowers individual subsidiaries to tailor promotion practices to their unique operational needs and talent landscapes (Participant 9). ”

“ Regarding the management of key talents, the Samsung Group not only monitors the numbers centrally but also maintains a separate roster for these high-value individuals. This indicates a structured approach to talent management, where the group retains a macro-level view of key personnel while still allowing for targeted development and recognition at the subsidiary level (Participant 6). ”

4.3.2. Promotion Eligibility Criteria and Review Process

“ At Samsung, employees become eligible for promotion once they meet a set promotion point threshold specific to their rank. This point-based system indicates a meritocratic approach where quantifiable achievements are used to gauge advancement readiness (Participant 2). ”

“ Lotte determines promotion eligibility based on the fulfillment of standard tenure for each rank. This suggests a system where time and experience within a certain rank are key determinants for progression, reflecting a more traditional and possibly tenure-based approach to career advancement (Participant 8). ”

“ Samsung’s primary criteria for promotion evaluation hinge on HR assessments, with additional credits given for commendations and language proficiency. Conversely, demerits are applied for disciplinary actions and lack of language skills. This structure underscores the importance Samsung places on both performance and extracurricular competencies as indicators of an employee’s readiness for promotion (Participant 4). ”

“ Lotte’s evaluation criteria for promotions are also rooted in HR evaluations, but with additional factors that include commendations, language proficiency, holding a key position, passing job qualification exams, and organizational evaluations by the CEO. The broader range of considerations points to a more holistic assessment of an employee’s contributions and potential within the company’s structure (Participant 9). ”

4.3.3. Interpretation

4.4. recruitment and selection, 4.4.1. document screening and interview process.

“ Samsung Group’s recruitment process initiates with a document screening phase where the applicant’s eligibility is ascertained by verifying minimum qualifications through the application and cover letters. This step illustrates the conglomerate’s emphasis on ensuring that all candidates meet a set baseline of requirements before moving forward in the hiring process (Participant 4). ”

“ Furthermore, Samsung conducts the GSAT, an aptitude test designed to assess the level of job-related knowledge necessary for the roles they are hiring for. This indicates a systematic approach to evaluating candidates’ competencies, aligning with a data-driven recruitment strategy (Participant 5). ”

“ Lotte’s document screening process involves a meticulous review of each candidate’s qualifications, with a pronounced consideration for the number of applicants they intend to interview. This suggests a highly selective and strategic approach, potentially aiming to balance the quality of candidates with the practicalities of the interview process (Participant 7). ”

“ Lotte utilizes the L-TAB, a personality and cognitive ability assessment, to gauge a candidate’s fit with the organization and the specific job function. The use of such assessments indicates Lotte’s commitment to understanding the holistic profile of each applicant, ensuring that they not only have the skills required but also align with the company’s cultural and operational ethos (Participant 10). ”

4.4.2. Criteria Emphasized in Document Screening

4.4.3. written examinations, personality assessments, and interview.

“ Within Samsung, multiple HR representatives from various affiliates are involved in the initial document screening process, indicating a collaborative approach. Additionally, the group employs a proprietary essay verification platform that screens for organizational understanding and awareness of social issues, suggesting a thorough and comprehensive review process that goes beyond basic qualifications (Participant 1). ”

“ At Lotte, a dedicated recruitment task force team organized by the headquarters intervenes in all document screenings, implying a centralized and meticulous control over the selection of candidates, which may aim to ensure a uniform standard of candidate evaluation across the conglomerate (Participant 6). ”

“ Samsung mandates that all candidates who pass the document review must undertake the GSAT, an aptitude test that measures the job-specific competencies deemed crucial for the role. This universal application of the GSAT indicates a consistent and standardized approach to assessing candidate suitability (Participant 2). ”

“ The GSAT not only assesses cognitive abilities across 160 items covering verbal reasoning, mathematical reasoning, inference, visual thinking, and general knowledge within 140 min but also includes a personality assessment with 300 items conducted online on the day of the interview. This two-pronged assessment underscores Samsung’s emphasis on a holistic understanding of a candidate’s capabilities and personality traits (Participant 4). ”

“ Lotte’s L-TAB evaluates cognitive abilities through tasks in language comprehension, problem-solving, data interpretation, verbal reasoning, and spatial reasoning, encompassing a total of 135 items over 145 min. The personality assessment for Lotte, consisting of 265 items, is administered prior to the interview day within 90 min, reflecting an approach that values a preemptive understanding of the candidate’s traits (Participant 8). ”

“ Samsung’s interviews are exclusive to individuals who have demonstrated high performance within the organization and have completed specific training and evaluations, which suggests a selective and merit-based approach to candidate advancement in the interview process (Participant 4). ”

“ For Lotte, interview participation is limited to those who have completed an interviewer certification process and are identified as high performers, indicating a structured and performance-oriented criterion for involvement in the selection process (Participant 7). ”

4.5. Evaluation

4.5.1. evaluation structure and weightage.

“ At Samsung, the performance evaluation system is balanced, with an equal 50% weight given to both achievement and competency evaluations. The evaluation is detailed, consisting of five items for achievement and fourteen for competency, and is conducted annually. This parity in evaluation criteria underscores a comprehensive appraisal approach that seeks to equally measure what employees accomplish and their capabilities (Participant 2). ”

“ Lotte’s approach to performance evaluations varies depending on the job rank, with a 70% focus on achievement for leaders and an even 50-50 split for managers. The number of items in the achievement evaluation is aligned with the Management By Objectives (MBO) approach, while competency is assessed using twelve items. These evaluations are also administered annually, reflecting a tiered approach that adapts the emphasis on achievement and competency according to the level of responsibility (Participant 6). ”

4.5.2. Application of Evaluation Results

“ Samsung allocates a higher proportion of favorable ratings to top performers, signaling that receiving lower-than-average ratings is a clear directive for the employee to exit the company. This practice indicates a performance-driven culture where exceptional results are highly rewarded, and underperformance is not tolerated (Participant 1). ”

“ Samsung does not engage in organizational evaluations but emphasizes differential individual assessments. This highlights a culture that values individual contributions and differentiates employee rewards based on personal performance (Participant 5). ”

“ Lotte incorporates organizational evaluations into its appraisal process. This inclusion suggests a philosophy that recognizes the collective efforts of groups or teams, alongside individual performance, in achieving company objectives (Participant 8). ”

“ Lotte adheres to a normal distribution for rating proportions in evaluations, which may suggest a more standardized approach to performance assessments across the organization (Participant 9). ”

4.5.3. Interpretation

4.6. reward and compensation, 4.6.1. base salary structures.

“ Samsung implements a Merit Increase policy for individual employees and utilizes a compensation band to guide reward amounts. This method reflects a tailored approach to compensation, where individual performance is a significant determinant in salary increments, allowing for personalized rewards within predefined ranges (Participant 4). ”

“ Lotte maintains uniform basic pay within the same job ranks. This practice suggests a compensation philosophy that emphasizes parity and consistency across employees holding similar positions, potentially fostering a sense of equity and standardization (Participant 7). ”

4.6.2. Performance Bonuses and Incentives

“ Samsung compensates its employees with a bonus calculated as 600% of the basic salary and fixed overtime pay, disbursed monthly. This generous bonus structure points to a performance incentive system that significantly rewards employees beyond their regular pay (Participant 5). ”

“ For performance bonuses, Lotte integrates business outcomes, individual performance evaluations, and organizational assessments to determine the payout of performance bonuses. This comprehensive bonus system indicates a blended approach where both individual contributions and collective results are recognized and rewarded (Participant 8). ”

4.6.3. Interpretation

4.7. human resource development focusing on high performer development, 4.7.1. specialist development.

“ Samsung places significant emphasis on strengthening core job expertise in its career development pathways. After enhancing these specialized skills, the conglomerate values the accumulation of related job experiences, suggesting a strategic focus on building deep professional competencies followed by a breadth of experience (Participant 4). ”

“ Lotte demonstrates a tendency toward fostering a range of competencies by continuously rotating employees through various job functions and leadership roles. This approach indicates a commitment to developing versatile employees with a broad spectrum of experiences (Participant 8). ”

4.7.2. High Potential Talent Management

“ In managing its key talent, Samsung identifies the top 20% of performers as part of its selection pool based on evaluation results. The conglomerate further employs a multi-rater diagnostic that includes peer and supervisor assessments, comprehensive competency evaluations, and HR sessions that involve the CEO, underlining a holistic and top-tier engagement in talent management (Participant 3). ”

“ Samsung maintains confidentiality regarding key talent status, choosing not to disclose this to the individual employees and restricting this knowledge to the highest levels of management and HR departments. This practice points to a discrete and strategic approach to managing high-potential talent (Participant 4). ”

“ Lotte defines its core talent as the top 30% based on group guidelines, with identification rooted in performance appraisals and business unit recommendations yet retains confidentiality from the individuals concerned. This method reflects a structured, performance-based talent recognition system that aligns with group standards while keeping potential key talent designations internal (Participant 9). ”

4.7.3. Succession Planning

“ Samsung has established a systematic approach to nurturing CEO candidates by utilizing a pool of potential successors, a listed group of candidates, and a cohort for next-generation leaders. This tiered structure indicates a proactive and planned strategy for executive succession (Participant 1). ”

“ Within Samsung, candidates for executive and key leadership positions are distinctly classified into first and second priority rankings. Such a system suggests a well-organized and transparent approach to succession planning, providing clarity in the pathway to leadership roles (Participant 1). ”

“ The selection criteria for these high-potential candidates are stringent, with eligibility being contingent upon receiving an ‘A’ grade in comprehensive executive evaluations. This criterion underscores the emphasis on proven performance and the meritocratic nature of Samsung’s leadership development (Participant 2). ”

“ The developmental programs for these candidates involve strategic job placements and priority enrollment in in-house management training courses, supplemented by external and CEO coaching. This multi-faceted approach reflects Samsung’s commitment to equipping future leaders with a diverse and robust set of skills and experiences (Participant 2). ”

“ Lotte does not have a specific process or program designated for CEO selection. The absence of a formalized pathway suggests a potentially more ad-hoc or situational approach to executive succession within the conglomerate (Participant 6). ”

4.7.4. Interpretation

4.8. summary, 5. discussion, 5.1. predicting the differentiation of hr practices in samsung and lotte using institutional logic theory, 5.2. theoretical contributions, 5.3. practical contributions, 5.4. limitations, 5.5. future research directions, data availability statement, conflicts of interest.

• Nonaka, I.; Takeuchi, H. The knowledge-creating company: How Japanese companies create the dynamics of innovation. Long. Range Plann. 1996 , 29 , 592. [ Google Scholar ] [ CrossRef ]
• Jun, K.; Lee, J.; Lee, J. Unraveling the dynamics of employee retention in Asian organizations: Exploring the interplay of organizational identification, affective commitment, and trust in leadership. Asia Bus. Manag. 2024 , 1–27. [ Google Scholar ] [ CrossRef ]
• Froese, F.J.; Pak, Y.S.; Choung, Y.I. The relationship between human resource management practices and organizational agility: A test of competing models. Asia Pac. J. Hum. Resour. 2018 , 56 , 514–532. [ Google Scholar ] [ CrossRef ]
• Aftab, J.; Veneziani, M. How does green human resource management contribute to saving the environment? Evidence of emerging market manufacturing firms. Bus. Strateg. Environ. 2024 , 33 , 529–545. [ Google Scholar ] [ CrossRef ]
• Jackson, S.E.; Schuler, R.S.; Jiang, K. An aspirational framework for strategic human resource management. Acad. Manag. Ann. 2014 , 8 , 1–56. [ Google Scholar ] [ CrossRef ]
• Choi, J.; Kim, E.; Kim, S. Effects of Empowerment and Job Satisfaction on Nursing Performance of Clinical Nurses. J. Korean Acad. Nurs. Adm. 2014 , 20 , 426–436. [ Google Scholar ] [ CrossRef ]
• Meyer, K.E.; Mudambi, R.; Narula, R. Multinational enterprises and local contexts: The opportunities and challenges of multiple embeddedness. J. Manag. Stud. 2011 , 48 , 235–252. [ Google Scholar ] [ CrossRef ]
• Gluch, P. The influence of multiple logics on the work of sustainability professionals. Constr. Manag. Econ. 2023 , 41 , 893–909. [ Google Scholar ] [ CrossRef ]
• Tyskbo, D. Competing institutional logics in talent management: Talent identification at the HQ and a subsidiary. Int. J. Hum. Resour. Manag. 2021 , 32 , 2150–2184. [ Google Scholar ] [ CrossRef ]
• McLoughlin, K.; Meehan, J. The institutional logic of the sustainable organisation: The case of a chocolate supply network. Int. J. Oper. Prod. Manag. 2021 , 41 , 251–274. [ Google Scholar ] [ CrossRef ]
• Chung, K.H. The role of the chaebol in South Korea’s economic development: A review of the literature. Pac. Aff. 2007 , 80 , 241–258. [ Google Scholar ]
• Park, S.H. The mutual adaptation between institutions and chaebols in Korea. Asian Bus. Manag. 2011 , 10 , 557–590. [ Google Scholar ]
• Chang, S.J. Financial Crisis and Transformation of Korean Business Groups: The Rise and Fall of Chaebols ; Cambridge University Press: Cambridge, UK, 2003. [ Google Scholar ]
• Schlothauer, R.; Wilhaus, N. Japanese Management in Change: The Impact of Globalization and Market Principles ; Springer: Berlin/Heidelberg, Germany, 2016. [ Google Scholar ]
• Barringer, M.W.; Milkovich, G.T. A theoretical exploration of the adoption and design of flexible benefit plans: A case of human resource innovation. Acad. Manag. Rev. 1998 , 23 , 305–324. [ Google Scholar ] [ CrossRef ]
• Kim, L. Imitation to Innovation: The Dynamics of Korea’s Technological Learning ; Harvard Business Press: Harvard, MA, USA, 1997. [ Google Scholar ]
• Thornton, P.H.; Ocasio, W.; Lounsbury, M. The Institutional Logics Perspective: A New Approach to Culture, Structure, and Process ; Oxford University Press: Oxford, UK, 2012. [ Google Scholar ]
• Friedland, R.; Alford, R.R. Bringing society back in: Symbols, practices, and institutional contradictions. In The New Institutionalism in Organizational Analysis ; Powell, W.W., DiMaggio, P.J., Eds.; University of Chicago Press: Chicago, IL, USA, 1991; pp. 232–266. [ Google Scholar ]
• Thornton, P.H.; Ocasio, W. Institutional Logics. In The SAGE Handbook of Organizational Institutionalism ; SAGE Publications Ltd.: London, UK, 2008; pp. 99–128. [ Google Scholar ]
• Greenwood, R.; Díaz, A.M.; Li, S.X.; Lorente, J.C. The multiplicity of institutional logics and the heterogeneity of organizational responses. Organ. Sci. 2010 , 21 , 521–539. [ Google Scholar ] [ CrossRef ]
• Lewis, A.C.; Cardy, R.L.; Huang, L.S.R. Institutional theory and HRM: A new look. Hum. Resour. Manag. Rev. 2019 , 29 , 316–335. [ Google Scholar ] [ CrossRef ]
• Jepperson, R.L. Institutions, institutional effects, and institutionalism. In The New Institutionalism in Organizational Analysis ; Powell, W.W., DiMaggio, P.J., Eds.; University of Chicago Press: Chicago, IL, USA, 1991; pp. 143–163. [ Google Scholar ]
• DiMaggio, P.J.; Powell, W.W. The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. Am. Sociol. Rev. 1983 , 48 , 147. [ Google Scholar ] [ CrossRef ]
• Boxall, P.; Purcell, J. Strategy and Human Resource Management , 3rd ed.; Palgrave Macmillan: Basingstoke, UK, 2011. [ Google Scholar ]
• Greenwood, R.; Hinings, C.R.; Suddaby, R. Theorizing change: The role of professional associations in the transformation of institutionalized fields. Acad. Manag. J. 2002 , 45 , 58–80. [ Google Scholar ] [ CrossRef ]
• Farooqi, M.R.; Naveed, S.; Javid, S.; Salman, Y. Institutional complexity of HR practices: Challenges for sustainable business. Public Adm. Issues 2022 , 6 , 122–137. [ Google Scholar ] [ CrossRef ]
• Mountford, N.; Cai, Y. Towards a flatter ontology of institutional logics: How logics relate in situations of institutional complexity. Int. J. Manag. Rev. 2022 , 24 , 478–499. [ Google Scholar ] [ CrossRef ]
• Pache, A.C.; Santos, F. Inside the hybrid organization: Selective coupling as a response to competing institutional logics. Acad. Manag. J. 2013 , 56 , 972–1001. [ Google Scholar ] [ CrossRef ]
• Oliver, C. Strategic responses to institutional processes. Acad. Manag. Rev. 1991 , 16 , 145–179. [ Google Scholar ] [ CrossRef ]
• Kraatz, M.S.; Block, E.S. Organizational implications of institutional pluralism. In The SAGE Handbook of Organizational Institutionalism ; Greenwood, R., Oliver, C., Sahlin, K., Suddaby, R., Eds.; SAGE Publications: Thousand Oaks, CA, USA, 2008; pp. 243–275. [ Google Scholar ]
• Bhakoo, V.; Choi, T. The iron cage exposed: Institutional pressures and heterogeneity across the healthcare supply chain. J. Oper. Manag. 2013 , 31 , 432–449. [ Google Scholar ] [ CrossRef ]
• Whitley, R. Firms, institutions and management control: The comparative analysis of coordination and control systems. Account. Org. Soc. 1999 , 28 , 507–524. [ Google Scholar ] [ CrossRef ]
• Granovetter, M. Economic action and social structure: The problem of embeddedness. Am. J. Sociol. 1985 , 91 , 481–510. [ Google Scholar ] [ CrossRef ]
• Kim, W.C.; Lee, H.L. Dynamics of Strategy and Performance of Korean and Japanese Exporters: A Comparative Study. J. Acad. Mark. Sci. 2006 , 34 , 299–312. [ Google Scholar ]
• Rosenzweig, P.M.; Singh, J.V. Organizational environments and the multinational enterprise. Acad. Manag. Rev. 1991 , 16 , 340–361. [ Google Scholar ] [ CrossRef ]
• Bartlett, C.A.; Ghoshal, S. Tap your subsidiaries for global reach. Harv. Bus. Rev. 1986 , 64 , 87–94. [ Google Scholar ]
• Collis, D.J.; Montgomery, C.A. Competing on resources. Harv. Bus. Rev. 2008 , 86 , 140–150. [ Google Scholar ]
• Delery, J.E.; Doty, D.H. Modes of theorizing in strategic human resource management: Tests of universalistic, contingency, and configurational performance predictions. Acad. Manag. J. 1996 , 39 , 802–835. [ Google Scholar ] [ CrossRef ]
• Park, H.M. Don’t Worry, I Know What I’m Doing: Talent Management Practices between South Korean and Foreign-Owned Firms. J. East-West Bus. 2022 , 29 , 1–25. [ Google Scholar ] [ CrossRef ]
• Kwon, K.; Kim, J. Conglomerates’ Corporate Universities: Major Engine Behind the Growth and Success of HRD in South Korea. In HRD Perspectives on Development and Learning ; Springer: Berlin/Heidelberg, Germany, 2020. [ Google Scholar ] [ CrossRef ]
• Farndale, E.; Paauwe, J.; Boselie, P. An exploratory study of governance in the intra-firm human resources supply chain. Hum. Resour. Manag. 2010 , 49 , 849–868. [ Google Scholar ] [ CrossRef ]
• Budhwar, P.; Debrah, Y. (Eds.) Human Resource Management in Developing Countries ; Routledge: London, UK, 2001. [ Google Scholar ]
• Paauwe, J. HRM and performance: Achievements, methodological issues and prospects. J. Manag. Stud. 2009 , 46 , 129–142. [ Google Scholar ] [ CrossRef ]
• Teddlie, C.; Tashakkori, A. Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences ; SAGE: Thousand Oaks, CA, USA, 2009. [ Google Scholar ]
• Yin, R.K. Case Study Research: Design and Methods ; SAGE: Thousand Oaks, CA, USA, 2009; Volume 5. [ Google Scholar ]
• Kvale, S. Interviews: An Introduction to Qualitative Research Interviewing ; SAGE: Thousand Oaks, CA, USA, 1994. [ Google Scholar ]
• Holtzblatt, K.; Beyer, H. Contextual Design: Design for Life , 2nd ed.; Morgan Kaufman: Burlington, MA, USA, 2017. [ Google Scholar ]
• Lincoln, Y.S.; Guba, E.G. Naturalistic Enquiry ; SAGE: Thousand Oaks, CA, USA, 1985. [ Google Scholar ]
• Bowen, G.A. Document analysis as a qualitative research method. Qual. Res. J. 2009 , 9 , 27–40. [ Google Scholar ] [ CrossRef ]
• QSR International. NVivo Qualitative Data Analysis Software. Available online: https://www.qsrinternational.com/nvivo/home (accessed on 9 February 2018).
• Bazeley, P.; Jackson, K. Qualitative Data Analysis with NVIVO ; SAGE: Thousand Oaks, CA, USA, 2013. [ Google Scholar ]
• Chang, S. Study on human resource management in Korea’s chaebol enterprise: A case study of Samsung electronics. Int. J. Hum. Resour. Manag. 2012 , 23 , 1536–1561. [ Google Scholar ] [ CrossRef ]
• Haizar, N.F.; Kee, D.M.H.; Chong, L.M.; Chong, J.H. The impact of innovation strategy on organizational success: A study of Samsung. Asia Pac. J. Manag. Educ. 2020 , 3 , 93–104. [ Google Scholar ] [ CrossRef ]
• Scott, W.R. Institutions and Organizations: Ideas, Interests, and Identities ; SAGE: Thousand Oaks, CA, USA, 2008. [ Google Scholar ]
• Corbin, J.; Strauss, A. The Basics of Qualitative Research , 3rd ed.; SAGE: Thousand Oaks, CA, USA, 2008. [ Google Scholar ]
• Greenwood, R.; Oliver, C.; Sahlin, K.; Suddaby, R. The SAGE Handbook of Organizational Institutionalism ; SAGE Publications: Thousand Oaks, CA, USA, 2008. [ Google Scholar ]
• Lounsbury, M. A tale of two cities: Competing logics and practice variation in the professionalizing of mutual funds. Acad. Manag. J. 2007 , 50 , 289–307. [ Google Scholar ] [ CrossRef ]
• Suddaby, R.; Viale, T. Professionals and field-level change: Institutional work and the professional project. Curr. Sociol. 2011 , 59 , 423–442. [ Google Scholar ] [ CrossRef ]
• Meyer, J.W.; Rowan, B. Institutionalized organizations: Formal structure as myth and ceremony. Am. J. Sociol. 1977 , 83 , 340–363. [ Google Scholar ] [ CrossRef ]
• Ollier-Malaterre, A.; McNamara, T.; Matz-Costa, C.; Pitt-Catsouphes, M.; Valcour, M. Looking up to regulations, out at peers or down at the bottom line: How institutional logics affect the prevalence of age-related HR practices. Hum. Relat. 2022 , 66 , 1373–1395. [ Google Scholar ] [ CrossRef ]
• Ahmad, S.; Schroeder, R.G. The impact of human resource management practices on operational performance: Recognizing country and industry differences. J. Oper. Manag. 2003 , 21 , 19–43. [ Google Scholar ] [ CrossRef ]
• Sabiu, M.; Ringim, K.J.; Mei, T.; Joarder, M.H. Relationship between human resource management practices, ethical climates, and organizational performance, the missing link. PSU Res. Rev. 2019 , 3 , 50–69. [ Google Scholar ] [ CrossRef ]
• Hamza, P.A.; Othman, B.J.; Gardi, B.; Sorguli, S.; Aziz, H.M.; Ahmed, S.A.; Anwar, G. Recruitment and Selection: The Relationship between Recruitment and Selection with Organizational Performance. Int. J. Econ. Bus. Manag. 2021 , 5 , 1–13. [ Google Scholar ] [ CrossRef ]
• Eisenhardt, K.M.; Graebner, M.E. Theory building from cases: Opportunities and challenges. Acad. Manag. J. 2007 , 50 , 25–32. [ Google Scholar ] [ CrossRef ]
• House, R.J.; Hanges, P.J.; Javidan, M.; Dorfman, P.W.; Gupta, V. (Eds.) Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies ; SAGE Publications: Thousand Oaks, CA, USA, 2004; Available online: https://archive.org/details/cultureleadershi0000unse (accessed on 6 June 2024).
• Meister, J.C. The Future Workplace Experience: 10 Rules for Mastering Disruption in Recruiting and Engaging Employees ; McGraw Hill Professional: New York, NY, USA, 2017. [ Google Scholar ]
• Bondarouk, T.; Brewster, C. Conceptualising the future of HRM and technology research. Int. J. Hum. Resour. Manag. 2016 , 27 , 2652–2671. [ Google Scholar ] [ CrossRef ]
• Jun, K.; Lee, J. How does abusive supervision impair follower’s intrinsic motivation? Testing roles of positive affect and leader humor expression. Curr. Psychol. 2024 , 43 , 9323–9335. [ Google Scholar ] [ CrossRef ]

Click here to enlarge figure

Share and Cite

Lee, J. The Role of Institutional Logics in Shaping Sustainable Talent Management: A Comparative Study of Two South Korean Conglomerates. Systems 2024 , 12 , 227. https://doi.org/10.3390/systems12070227

Lee J. The Role of Institutional Logics in Shaping Sustainable Talent Management: A Comparative Study of Two South Korean Conglomerates. Systems . 2024; 12(7):227. https://doi.org/10.3390/systems12070227

Lee, Joonghak. 2024. "The Role of Institutional Logics in Shaping Sustainable Talent Management: A Comparative Study of Two South Korean Conglomerates" Systems 12, no. 7: 227. https://doi.org/10.3390/systems12070227

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals