Bachelor's Thesis Winter Term 2025/26

Bachelor's thesis supervision Winter term 2025/26

Before you consider to apply for thesis supervision at the BIM chair, please carefully read the following:

1) Do not write your thesis under our supervision if at the same time you plan to work full time, do an internship, travel the world, or still need to do a large number of other courses! The thesis is an integral part of your study program and, thus, should be in the focus of your attention. You will need all the time to be able to deliver the best package (we fully understand that most of you have a student job and this is perfectly doable). All students that despite our warnings still started a full-time job or internship, etc. struggled with finishing their thesis in time and delivering the desired quality. YOUR thesis should be YOUR first priority!

2) Only write your thesis under our supervision if you are commited, motivated, and responsible as well as willing to accept new challenges! If you consider to write your thesis at the BIM chair you should be well-organized, be able to motivate yourself to achieve your goals, and be willing to independently learn new skills (e.g., learn new statistical approaches largely on your own). Writing your thesis with us inlcudes to go beyond what you have learned in your seminars and lectures. We expect that you are proactive and motivated. Our job is to reduce uncertainty. Be prepared for all meetings and show us that you invest effort and time to solve issues yourself. This is YOUR thesis, work for it!

3) We are not your personal assistant. Our job is to supervise your thesis with respect to the topic and method as well as the general content and process (e.g., literature search, writing, etc.). It is not our job to remind you of deadlines, to fill out your documents, or to replace your own efforts to understand the submission procedure. All this information is publicly available on the website of our faculty, specifically the examination office. We are not your internet search engine substitude. If you schedule a Zoom meeting with your supervisor, it is your responsibility to send him/her a Zoom link from your official OVGU Zoom account (https://ovgu.zoom.us/). This is YOUR thesis, YOU need to organize it!

Registration form Bachelor's thesis: Click here
Submission procedure of your Bachelor's thesis: Click here
General information for your study program (including all information in case of illness): Click here

4) Time problems on your side do not create time pressure on our side! It is part of the mission of the BIM chair to provide students with timely answers to their questions as well as a timely feedback and grading after submission. Time constraints on your side do NOT create time issues on our side. Our aim is to answer questions and request via email within two working days. We are usually much faster than that but if you send your question Friday late in the afternoon you cannot expect an answer on the same day. Organize yourself and try walking in the shoes of the members of the BIM chair. The same applies to the situation once you have submitted your final thesis. If you want to start a job or internship, have visa requirements or travel plans, if you want to/need to move out of your apartment, or if you want to get back your semester fee, etc. this is all your business and your responsibility. We have eight weeks to finish the grading of your thesis (see the study regulations) and while we aim for a much shorter time, it will not always be possible to finalize within two weeks. Each member of the BIM chair at any given point in time during the year is supervising at least five Master's thesis students, five Bachelor's thesis students, seminars, scientific projects, and supervised internships, etc. We simply cannot take into account all particularities for each and every supervised student as this otherwise would fill our schedule completely. All submitted theses are graded on a first come, first served basis. If you need your grade as soon as possible make sure to submit early. YOUR issues, YOUR business!

Application: To participate in the Bachelor's Thesis Seminar, please apply via the Office of Study Affairs' registration form and via the E-Learning platform. For more information, click here.

Topic: Once you are assigned to the BIM chair, you will receive an e-mail asking for your most preferred topics. The topic preferences you send us should not be changed, as we will try to assign you to a supervisor considering your first priority.

Supervision approach: An important aspect of the Bachelor's thesis is to work independently on the topic - individual supervision meetings should not exceed two to three appointments of 30 minutes each (not including a meeting to specify the topic). In the meetings, your supervisor is not a substitute for your own efforts to solve problems. Thesis supervision does not include prior review of parts of the thesis or a "first draft". All thesis supervision meetings take place face-to-face on campus.

The thesis should include a minimum of 25 text pages plus references, tables, and figures, etc. Students provide an overview of their findings in a 15-minute presentation held after submission of the final thesis. We will ask questions and discuss the findings afterwards (about 10 minutes). Depending on the regulations of your specific study programme, you can write the thesis in English or German (check the IBE and IM regulations, respectively). Given that the literature is in English, we recommend to write in English.

Questions: Please read the above carefully. If you have any questions not answered by the above information, contact Ida-Anna Thiele (ida-anna.thiele@ovgu.de).

Important dates summary:

Issue of topics: October 6th-October 9th 2025 (usually, students can work on their first preference; start of the two-week reading period is the day after)
Mandatory kick-off meeting on campus: tba (probably in the first week of the lecture period)
First meeting with supervisor: Until October 30th 2025
Registration of the thesis by students: Until November 10th 2025
Thesis submission: Latest by December 19th 2025
Thesis defenses: tba (probably in January 2026)

Bachelor's thesis topics Winter Term 2025/26

Below, you can find the current list of topics. These are broad topics and they need to be specified in the individual meetings with your supervisor. Own research ideas are very welcome, but also need to be discussed sufficiently in advance.

Topic 1: Blurred lines or bright boundaries? Distinguishing between leadership styles in conceptualization and measurement

Understanding different positive leadership styles is crucial for both theory and practice, as effective leadership significantly impacts employee, team, and organizational performance. However, leadership is a multidimensional construct, and various leadership styles (e.g., transformational, transactional, servant, shared, and authentic leadership) differ in their conceptual foundations (dimensionality) and operationalization (measurement items). This thesis invites students to systematically compare different leadership styles by identifying their major measurement instruments and analyzing their underlying definitions, dimensions, and the items/statements/questions used to assess them. Such a comparison is theoretically valuable because it clarifies conceptual overlaps and distinctions between leadership constructs, helping refine leadership theory. Practically, it provides insights into which leadership assessments best capture key behaviors, aiding organizations in selecting the right tools for leadership development. By critically evaluating conceptualizations and measurements, this thesis contributes to a more nuanced understanding of leadership effectiveness.

Starting literature
Anderson, M. H., & Sun, P. Y. (2017). Reviewing leadership styles: Overlaps and the need for a new ‘full‐range’theory. International Journal of Management Reviews, 19(1), 76-96.

Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research, and future directions. Annual Review of Psychology, 60(1), 421-449.

Bormann, K. C., & Rowold, J. (2018). Construct proliferation in leadership style research: Reviewing pro and contra arguments. Organizational Psychology Review, 8(2-3), 149-173.

Fischer, T., Dietz, J., & Antonakis, J. (2024). A fatal flaw: Positive leadership style research creates causal illusions. The Leadership Quarterly, 35(3), 101771.

Fischer, T., & Sitkin, S. B. (2023). Leadership styles: A comprehensive assessment and way forward. Academy of Management Annals, 17(1), 331-372.

Topic 2: Hidden in plain cite? Identifying alternative applications for discoveries and inventions through literature mining

Innovation does not end with an invention’s first commercial use—many breakthroughs find unexpected applications in entirely different fields. For example, GPS technology, initially developed for military navigation, now powers everything from ride-sharing apps to precision agriculture. A key challenge in commercialization is bridging the "valley of death" between basic research and the development of commercially viable products, which often requires significant expertise. This thesis topic explores systematic methods for uncovering hidden applications of new inventions by conducting a comprehensive review of approaches used to identify and evaluate opportunities to use discoveries in different applications. The student will need to: 1) Search, analyze, and compare existing literature to identify established processes currently used to discover alternative applications (e.g., text mining, citation analysis, technology landscaping) and evaluate them for their strengths and limitations in uncovering repurposing opportunities. The topic is critical for both theory (advancing innovation diffusion models) and practice (helping inventors and companies monetize overlooked opportunities). By synthesizing research on technology repurposing processes, this thesis will provide actionable insights for researchers and innovation managers.

Starting literature
Brantnell, A., & Baraldi, E. (2022). Understanding the roles and involvement of technology transfer offices in the commercialization of university research. Technovation, 115.

Frishammar, J., Lichtenthaler, U., & Rundquist, J. (2012). Identifying technology commercialization opportunities: the importance of integrating product development knowledge. Journal of Product Innovation Management, 29(4), 573-589.

Heslop, L. A., McGregor, E., & Griffith, M. (2001). Development of a technology readiness assessment measure: The cloverleaf model of technology transfer. The Journal of Technology Transfer, 26(4), 369-384.

Topic 3: Blockchain technology and smart contracts in the context of export operations: A critical assessment

This bachelor thesis will provide a critical assessment of the use of blockchain technology and smart contracts in the context of export operations. The thesis will begin by providing an overview of the blockchain technology and smart contracts as well as an overview of the current state of how to use these technologies are used in export operations. The thesis will then present case studies of companies using blockchain technology and smart contracts in their export operations, including an analysis of the implementation and the benefits and challenges faced. The findings of the case studies will be discussed and analyzed in the context of the literature reviewed. Finally, the thesis will provide recommendations for companies looking to implement blockchain technology and smart contracts in their export operations.

Starting literature
Allianz (2022) How digitalization is key to maximizing export opportunities. https://www.allianz-trade.com/en_global/news-insights/business-tips-and-trade-advice/how-digitalization-helps-maximize-export-opportunities.html

Aránguiz, M., Margheri, A., Xu, D., & Tran, B. (2021). International Trade Revolution with Smart Contracts. The Digital Transformation of Logistics, 169–184.

Bangkok Post (2016) How Blockchain will improve international trade. https://www.bangkokpost.com/business/general/1076436/how-blockchain-will-improve-international-trade

Böhmecke-Schwafert, M. (2024). The role of blockchain for trade in global value chains: A systematic literature review and guidance for future research. Telecommunications Policy, 102835.

Chang, S. E., Chen, Y. C., & Wu, T. C. (2019). Exploring blockchain technology in international trade: Business process re-engineering for letter of credit. Industrial Management & Data Systems, 119(8), 1712-1733.

Sinha, D., & Roy Chowdhury, S. (2021). Blockchain-based smart contract for international business–a framework. Journal of Global Operations and Strategic Sourcing, 14(1), 224-260.

Topic 4: Mapping the world: A critical review of country categorizations in IM/IB research

Countries are frequently categorized into different groups based on various criteria for research and practical purposes. These categorizations help in reducing complexity based on economic, social, political, and cultural country characteristics among others. Example categorizations are: Western vs. Non-Western countries, Eastern vs. Western countries, developed vs. developing countries, global north vs global south, industrialized vs. newly industrialized vs. non-industrialized countries, low income vs. mid income vs. high income countries, cultural clusters (e.g., GLOBE, Schwartz, Ronen/Shenkar, World Values Survey), and geographic classifications (e.g., North America, South America, Western Europe, Eastern Europe, etc.). The objectives of this thesis are a) to identify the most widely used country categorizations in international management/international business (IM/IB) research, b) examine their purpose and categorization criteria, c) compare and contrast these categorizations, and d) draw best practice usage recommendations and research implications. Additionally, the thesis should provide detailed listings of which countries fall into each category based on the latest available data. The methodology for this thesis includes conducting a thorough review of IM/IB literature (i.e., the seven main IM/IB journals) to map the use of these categorizations. Further, reputable data sources (e.g., World Bank, United Nations, and International Monetary Fund) should be used to categorize countries based on most recent data. The expected outcomes of the thesis are a detailed understanding of how countries have been be categorized and the underlying rationale, providing a structured comparison and detailed listings that will aid academic research as well as new insights into the similarities and differences between various categorizations, assisting researchers in making informed study design decisions.

Starting literature
Gupta, V., Hanges, P. J., & Dorfman, P. (2002). Cultural clusters: Methodology and findings. Journal of World Business, 37(1), 11-15.

Khan, T., Abimbola, S., Kyobutungi, C., & Pai, M. (2022). How we classify countries and people—and why it matters. BMJ Global Health, 7(6), e009704.

Ronen, S., & Shenkar, O. (2013). Mapping world cultures: Cluster formation, sources and implications. Journal of International Business Studies, 44, 867-897.

Vanderstraeten, J., & Matthyssens, P. (2008). Country classification and the cultural dimension: a review and evaluation. International Marketing Review, 25(2), 230-251.

Topic 5: Same same but different? A systematic comparison of cultural value dimensions

Understanding cultural differences is essential in international management, and various frameworks have been developed to quantify cultural values. Among the most influential are Hofstede’s cultural dimensions, the GLOBE study, Schwartz’s value theory, Trompenaar's cultural model, and Meyer’s cultural map among others. Each of these approaches employs a multidimensional structure to capture cultural characteristics, yet the specific dimensions and their measurement instruments differ.

This thesis aims to systematically compare these cultural frameworks at two levels.

1) Qualitative comparison:

Analyzing similarities and differences in the conceptualization of cultural dimensions across models.
Examining how specific dimensions align or diverge in meaning (i.e. their definition) and theoretical grounding.
Comparing the survey items and statements used to measure these dimensions.

2) Quantitative Comparison:

Investigating the statistical relationships between dimensions across frameworks based on the correlations between similar (or seemingly different) cultural dimensions.
Identifying patterns and potential redundancies or complementarities between models.

By combining qualitative analysis with quantitative comparisons, the thesis will contribute to a deeper understanding of how cultural values are measured and how different frameworks can be integrated or differentiated. This research is particularly relevant for scholars and practitioners seeking a more nuanced approach to cross-cultural analysis in management.

Starting literature
Brewer, P., & Venaik, S. (2011). Individualism-Collectivism in Hofstede and GLOBE. Journal of International Business Studies, 42(3), 436-445.

Ronen, S., & Shenkar, O. (2013). Mapping world cultures: Cluster formation, sources and implications. Journal of International Business Studies, 44, 867-897.

Venaik, S., & Brewer, P. (2016). National culture dimensions: The perpetuation of cultural ignorance. Management Learning, 47(5), 563-589.

Venaik, S., & Brewer, P. (2010). Avoiding uncertainty in Hofstede and GLOBE. Journal of International Business Studies, 41(8), 1294-1315.

Venaik, S., Zhu, Y., & Brewer, P. (2013). Looking into the future: Hofstede long term orientation versus GLOBE future orientation. Cross Cultural Management: An International Journal, 20(3), 361-385.

Topic 6: Decoding the external landscape: Measuring the dimensions of the international business environment

The external business environment is a dynamic force that continually shapes organizational strategies, decisions, and outcomes. Key dimensions such as environmental hostility, environmental uncertainty, environmental dynamism, environmental munificence, market turbulence, and competitive intensity have been widely applied in the international management and international business literature. These constructs capture the complexity of external factors, yet they evolve over time due to changing market conditions, technological advancements, and shifts in regulatory landscapes. This thesis will undertake a comparative qualitative analysis of the conceptualization and measurement of these dimensions, with an additional focus on the evolution of these constructs over time.

Conceptual foundations and measurement approaches

Systematically review core environmental constructs and the theoretical frameworks supporting them.
Identifying overlaps and distinctions between constructs such as environmental uncertainty vs. market turbulence, or competitive intensity vs. environmental hostility.
Analyzing how these dimensions have been redefined or refined over time in response to global business trends.
Reviewing the operationalization of these constructs in empirical studies, including surveys, scales, and indicators.
Identifying challenges in measuring dynamic environmental factors (e.g., objective vs. subjective measures, and the impact of technological change).

Topic 7: The association between organizational learning capability and firm performance: A systematic literature review and critical analysis

Organizational learning capability (OLC) refers to managerial practices that facilitate organizational learning, or the conditions and enablers that can help an organization become a learning organization. However, the OLC-firm performance relationship is under-researched and the extent to which OLC influences economic outcomes varies across studies. The objective of this bachelor’s thesis is to provide an overview of the current state of knowledge and expand the understanding of OLC’s role (including corresponding dimensions) in firm performance through a systematic literature review. The thesis includes a comprehensive critical review of the most common definitions, conceptualizations, and measurements of OLC and firm performance. The thesis should further include an abstract, an introduction to the topic (including a short summary of the results), a detailed and replicable description of the literature search and review process, the results of the literature review, a vote-counting of outcomes (if applicable), and a discussion of the findings and their implications for the field. The systematic literature review requires a thorough literature search, coding, and analysis of articles on the role of OLC for firm performance (i.e., conceptual articles, qualitative studies, and quantitative studies). The literature search involves the use of a variety of databases and should be guided by predefined inclusion and exclusion criteria. The identified studies will be critically evaluated and analyzed to extract and synthesize the main findings. If a sufficient number of quantitative empirical studies have examined the relationships between OLC and firm performance, a vote-counting approach should be applied (i.e., a minimum of five studies for a relationship). The vote-counting approach refers to counting the number of studies that support or refute a particular hypothesis on an association (e.g., OLC is positively associated with firm performance) to provide a quantitative assessment of the current state of the literature and would help to identify areas of agreement and disagreement among the studies. The literature review aims to identify gaps in the current research and suggests areas and methodological approaches for future study.

Starting literature
Do, T. T., & Mai, N. K. (2022). Organizational learning and firm performance: A systematic review. International Journal of Productivity and Performance Management, 71(4), 1230-1253.

Lin, Y., & Wu, L. Y. (2014). Exploring the role of dynamic capabilities in firm performance under the resource-based view framework. Journal of Business Research, 67(3), 407-413.

Migdadi, M. M. (2021). Organizational learning capability, innovation and organizational performance. European Journal of Innovation Management, 24(1), 151-172.

Topic 8: A systematic literature review and critical analysis of the association between organizational learning capability and firm innovativeness

Organizational learning capability (OLC) refers to managerial practices that facilitate organizational learning, or the conditions and enablers that can help an organization become a learning organization. Innovations within organizations are perceived as a process of individual and collective learning and a key instrument for finding alternative methods for problem solving. The main requirement for an environment in which innovation can occur efficiently is the communication of acquired knowledge as well as the interaction between individuals within the organization. The objective of this bachelor’s thesis is to provide an overview of the current state of knowledge and expand the understanding of OLC’s role (including corresponding dimensions) in firm innovativeness through a systematic literature review. The thesis includes a comprehensive critical review of the most common definitions, conceptualizations, and measurements of OLC and firm innovativeness. The thesis should further include an abstract, an introduction to the topic (including a short summary of the results), a detailed and replicable description of the literature search and review process, the results of the literature review, a vote-counting of outcomes (if applicable), and a discussion of the findings and their implications for the field. The systematic literature review requires a thorough literature search, coding, and analysis of articles on the role of OLC for firm innovativeness (i.e., conceptual articles, qualitative studies, and quantitative studies). The literature search involves the use of a variety of databases and should be guided by predefined inclusion and exclusion criteria. The identified studies will be critically evaluated and analyzed to extract and synthesize the main findings. If a sufficient number of quantitative empirical studies have examined the relationships between OLC and firm innovativeness, a vote-counting approach should be applied (i.e., a minimum of five studies for a relationship). The vote-counting approach refers to counting the number of studies that support or refute a particular hypothesis on an association (e.g., OLC is positively associated with firm innovativeness) to provide a quantitative assessment of the current state of the literature and would help to identify areas of agreement and disagreement among the studies. The literature review aims to identify gaps in the current research and suggests areas and methodological approaches for future study.

Starting literature
Akgün, A. E., Ince, H., Imamoglu, S. Z., Keskin, H., & Kocoglu, İ. (2014). The mediator role of learning capability and business innovativeness between total quality management and financial performance. International Journal of Production Research, 52(3), 888-901.

Migdadi, M. M. (2021). Organizational learning capability, innovation and organizational performance. European Journal of Innovation Management, 24(1), 151-172.

Tambosi, S. S. V., Gomes, G., & Amal, M. (2020). Organisational learning capability and innovation: Study on companies located in regional cluster. International Journal of Innovation Management, 24(06), 2050057.

Tohidi, H., Mohsen Seyedaliakbar, S., & Mandegari, M. (2012). Organizational learning measurement and the effect on firm innovation. Journal of Enterprise Information Management, 25(3), 219-245.

Topic 9: IT capabilities and knowledge management capabilities: A systematic literature review

IT capabilities, simply defined, refer to a firm’s ability to use IT-based resources and are predominantly researched as a multi-dimensional construct. While IT capabilities have been studied extensively in relation to firm-level outcomes (e.g., firm performance, organizational agility) in the past, their direct relation to further firm capabilities, such as knowledge management capabilities, has received less attention. Knowledge management capabilities refer to a firm’s ability to identify, acquire, and exploit knowledge. The objective of this bachelor’s thesis is to provide an overview of the previous research investigating the relationship between IT capabilities and knowledge management capabilities through a systematic literature review. The thesis includes a comprehensive critical review of the most common definitions, conceptualizations, and measurements of IT capabilities and knowledge management capabilities. The thesis should further include an abstract, an introduction to the topic (including a short summary of the results), a detailed and replicable description of the literature search and review process, the results of the literature review, a vote-counting of outcomes (if applicable), and a discussion of the findings and their implications for the field. The systematic literature review requires a thorough literature search, coding, and analysis of articles on the role of IT capabilities for firms’ knowledge management capabilities (i.e., conceptual articles, qualitative studies, and quantitative studies). The literature search involves the use of a variety of databases and should be guided by predefined inclusion and exclusion criteria. The identified studies will be critically evaluated and analyzed to extract and synthesize the main findings. If a sufficient number of quantitative empirical studies have examined the relationships between IT capabilities and knowledge management capabilities, a vote-counting approach should be applied (i.e., a minimum of five studies for a relationship). The vote-counting approach refers to counting the number of studies that support or refute a particular hypothesis on an association (e.g., IT capabilities are positively associated with knowledge management capabilities) to provide a quantitative assessment of the current state of the literature and would help to identify areas of agreement and disagreement among the studies. The literature review aims to identify gaps in the current research and suggests areas and methodological approaches for future study.

Starting literature
Gold, A. H., Malhotra, A., & Segars, A. H. (2001). Knowledge management: An organizational capabilities perspective. Journal of Management Information Systems, 18(1), 185-214.

Mao, H., Liu, S., Zhang, J., & Deng, Z. (2016). Information technology resource, knowledge management capability, and competitive advantage: The moderating role of resource commitment. International Journal of Information Management, 36(6), 1062-1074.

Marchiori, D. M., Rodrigues, R. J. D. A. G., Mainardes, E. W., & Popadiuk, S. (2024). Information technology capabilities: A bibliometric vision of the conceptual and intellectual structures and the past and future research directions. VINE Journal of Information and Knowledge Management Systems, ahead of print.

Turulja, L., & Bajgoric, N. (2018). Information technology, knowledge management and human resource management: Investigating mutual interactions towards better organizational performance. VINE Journal of Information and Knowledge Management Systems, 48(2), 255-276.