Final theses - Department 5: Business Education

Theses in the Department of Business Education

For an application to write a thesis, every student should be interested in the subject and research areas of our department and ideally be able to document this in their previous course of study. The aim of the thesis is for the student to demonstrate that they have independently and autonomously worked through a problem in a subject area by applying scientific methods within a given period of time. Please check your respective examination regulations for the modalities for final theses in individual cases. Interested students can arrange in advance whether supervision of the thesis is possible. There is no entitlement to a topic or classification to a specialisation. The scope of a Bachelor's thesis should not exceed 40 pages (§ 24 para. 8 new PO) and that of a Master's thesis should not exceed 80 pages (§ 20 para. 8 new PO) (plus outline, bibliography, etc.). Exceeding this length is only permitted in consultation with the supervisor. Please note that the thesis must be submitted to the responsible examination office.

Centralised award procedure for theses

If you are interested in writing your thesis at one of the chairs in the Department of Business Education, you must apply via the central application procedure. The procedure is intended to ensure that the theses due in a semester can be distributed evenly and adequately among the individual chairs in the participating departments in terms of supervision capacity. At the same time, the students' preferences regarding specialisations are taken into account. This system does not replace the official examination registration, but initially only serves to allocate theses to the participating professorships. The assignment of students to their supervisors takes about 1 - 1 ½ months. You will then be informed by email about your acceptance and contact person.

on the centralised award procedure

Application to the Department of Business Education

If you would like to write a thesis in our department, please submit a PDF document with the following content with your application to the central allocation procedure:

Desired topic and supervising professor
Curriculum vitae
News certificate of grades
If applicable, an exposé (if required in the call for proposals)

The PDF does not have to be printed out and submitted to the chair, but uploaded as an attachment in SharePoint during the application process.

If you have any organisational questions about the central application process, you can contact the Office of Student Affairs. If you have any questions about the individual requirements of the chairs, please contact them directly.

Topics for final theses

Prof Dr Beutner

Topic:	Contact:
Serious games in vocational education and training	Prof Dr Beutner
E-learning - concepts and approaches in vocational education and training	Prof. Dr Beutner
Mobile learning - approaches in vocational education and training	Prof. Dr Beutner
European vocational education and training - current trends and challenges	Prof. Dr Beutner
Personnel development approaches in initial and continuing vocational education and training	Prof. Dr Beutner
MOOCs and their value for vocational training contexts	Prof. Dr Beutner
Learning with video communication platforms (ZOOM, TEAMs, etc.)	Prof. Dr Beutner
Promoting entrepreneurship and the EntreComp approach	Prof. Dr Beutner
Entrepreneurship Education	Prof. Dr Beutner
Green Businesses - promoting sustainable forms of business and corresponding educational programmes	Prof. Dr Beutner
Interculturality and transculturality in vocational training contexts	Prof. Dr Beutner
Certification and accreditation of vocational training programmes	Prof. Dr Beutner
Blended learning - development and current approaches in comparison	Prof. Dr Beutner
Virtual classrooms and their use in vocational education and training	Prof. Dr Beutner
Vocational training in the metal sector - developments and design options	Prof. Dr Beutner

Prof Dr Jenert

Topic	Contact
Framework topic 1: Transitions during studies Students' emotions and motivation in the introductory phase of their studies. The transition phase from school to university and especially the first year of study are often characterised by major personal changes and uncertainties. How do the emotions and motivation of first-year students develop? Can differences be recognised here with regard to the respective semester phase? Social integration and heterogeneity in the introductory phase of studies. What correlations exist with regard to individual educational and family backgrounds? Do personal resources such as self-efficacy or intrinsic motivation influence the perception of the study climate?	Prof Dr Tobias Jenert
Framework topic 2: Digitalisation in vocational teacher training Digitalisation-related skills for teachers at vocational colleges Literature-based derivation of digitalisation-related competences for teachers at vocational schools Development and/or implementation of a suitable instrument for the evaluation of digitalisation-related competences in the subject of economics for the teaching profession at vocational colleges Development of a concept for establishing a cooperation structure between the stakeholders in vocational education for the Economics teacher training programme at vocational colleges Development of didactic teaching/learning programmes (e.g. didactic case studies) for students of economics in the teacher training programme at vocational colleges as an examination of one of the following focal points: Changes in job profiles and professional practice as a result of the digital transformation Implications of the digital transformation for educational programme didactics and annual didactic planning Implications of the digital transformation for lesson design	Niklas Sänger Prof. Dr Tobias Jenert
Framework topic 3: Entrepreneurship Education & Entrepreneurial Learning The importance of entrepreneurship education has received increasing attention in recent years. Entrepreneurship education research focuses mainly on the investigation and research of educational approaches and programmes that aim to promote entrepreneurial thinking and action. Various aspects such as teaching methods, teaching content, learning environments and the impact of these educational measures on the development of entrepreneurial skills and attitudes of potential founders are examined. At the same time, it is also important to look at the necessary competences of teachers, as they play a crucial role in imparting knowledge and skills in the field of entrepreneurship. Teachers should have in-depth knowledge of the relevant departments, but also pedagogical skills to best support learners. In terms of gender differences, there is evidence that women are underrepresented in entrepreneurship education and may face specific challenges. It is important to continue to conduct research in this area to gain a better understanding of gender differences and their impact. Questions and possible methods for final theses in this context include Delphi study -->What competences do teachers and lecturers need in entrepreneurship education? Systematic literature review on gender-specific topics in entrepreneurship education -->On which topics does gender-specific research take place in entrepreneurship education? What results have already been generated and where are further research gaps? Qualitative survey -->What specific challenges affect female founders in particular? What specific programmes are available specifically for female entrepreneurship?	Ronja Büker Prof. Dr Tobias Jenert
Topic 4: The role of disciplinary cultures in the course of studies Study and educational decisions: Why do students choose their degree programme, what are their motivations/reasons for doing so? What role do ideas of certain subject areas conveyed by the media play in the decision to choose a degree programme? What are the main reasons for choosing a degree programme (e.g. aspired professions or subject content)? How does this motivation affect students' future careers? Does it also influence whether students opt for a Master's programme or a doctorate? Disciplinary cultures at Paderborn University: How are the local disciplinary cultures at Paderborn University organised? To what extent do students feel part of such disciplinary cultures? To what extent are students networked within their subject areas? How do students engage with disciplinary cultural practices in economics as part of their studies?	Hannah Sloane Jana Heidebrecht Prof. Dr Tobias Jenert
Topic 5: Student dropouts - (professional) careers after dropping out of their (first) degree programme Focus on the person of the dropout What motives/reasons/events are the cause of the early termination of the degree programme? What (career) prospects/expectations do drop-outs leave the university/university of applied sciences with? What (professional) activity/training do drop-outs pursue after exmatriculation [taking up a new degree programme vs. integration on the (non-university) training/professional market]? What effects does dropping out of university (still today) have on a person's (professional) career? What feelings/emotions does dropping out trigger in a person (feeling of failure/being stigmatised vs. self-determination/self-realisation)? In retrospect, how do dropouts evaluate the decision to leave university/university of applied sciences prematurely? Focus on the organisational level: contact points for dropouts Development of a "profile" with regard to differences and similarities of selected contact centres Which target group does a drop-in centre focus on? Are there general or individualised support concepts/offers for those seeking advice? What is the understanding of counselling? What training/qualifications do the counsellors have? What are the (regional) particularities of the individual counselling centres? When is counselling considered "successful" or completed? Visibility/outward presentation/advertising concept of a counselling centre What other factors are promoted (e.g. training courses to promote soft skills, confidence, appearance and presence, financial support, buddy and mentoring programmes, etc.)? "Portrait" of a counsellor for drop-outs (individual focus possible) Training/qualification Understanding of the counsellor (Personal) connection to the topic of dropping out Everyday working life	Jasmin Fuhrmann Prof Dr Tobias Jenert
Framework topic 6: Regionalisation in the (vocational) education system 'Regionalisation' is one of the central development trends in the education system of recent decades. On the one hand, this involves the decentralised coordination of educational provision at regional, municipal or local level and, on the other, the networks of different stakeholders required for this. With increasing regionalisation, the demands on coordination services in the education system are rising, to which the establishment and expansion of regional coordination structures is a response. Questions for final theses in this context include What forms of coordination of educational programmes can be found at regional level? What role do data and strategy-based approaches play in the coordination of regional educational programmes? How do stakeholders work together in regional networks to coordinate educational programmes? How is coordination in the VET system changing as a result of increasing regionalisation? Depending on the progress of the study and the research question, empirical work (qualitative/quantitative), systematic analyses of the existing research literature or the creation of designs in cooperation with practice partners are possible.	Daniel Hagemeier Prof. Dr Tobias Jenert
Framework topic 7: Digitalisation in in-company training and personnel development The use of information and communication technologies to convert analogue data and information into a digital format (digitsation) on the one hand and to optimise operational work and business processes (digital transformation) on the other is discussed under the keyword 'digitalisation'. In both cases, the requirements for employees in companies may change. For in-company training and personnel development, questions therefore arise as to how employees can be qualified to cope with the changed requirements. Questions for final theses in this context include How are professional activities in a specific job profile changing as a result of digitalisation? How can employees be adequately prepared for the changing requirements of digitalisation? How is personnel development itself changing as a result of digitalisation? Depending on the progress of the study and the questions posed, empirical work (qualitative/quantitative), systematic analyses of existing research literature or the design of company training and personnel development measures in cooperation with practice partners are possible.	Daniel Hagemeier Prof. Dr Tobias Jenert
Framework topic 8: Innovation & transfer in vocational education and training Socio-economic megatrends such as digitalisation, decarbonisation, demographic change and (de)globalisation are leading to constant change in the worlds of life and work. The aim of the vocational education and training system is to prepare people for such changes. On the one hand, this results in constant and high pressure to develop innovations in the VET system and, on the other hand, the need to transfer innovative problem solutions - often developed in a specific context - to the wider system. Questions for final theses in this context include What can be understood by innovation in the VET system? How can innovations be developed in the VET system? How can the transfer of innovations within the VET system be supported? What requirements are associated with the design of innovations for VET personnel (e.g. teachers, trainers) and how can the necessary competences be adequately imparted? Depending on the progress of the study and the research question, empirical work (qualitative/quantitative), systematic processing of existing research literature or the creation of designs in cooperation with practice partners are possible.	Dr Desiree Daniel-Söltenfuß Daniel Hagemeier Prof. Dr Tobias Jenert
Framework topic 9: Gender issues in vocational education and training In recent decades, society has developed significantly in terms of gender equality. Gender has become less relevant in relation to the course of an individual's biography and in many areas of life in general. Nevertheless, problems (e.g. 'gender pay gap', 'boys' crisis' in the education system) continue to exist and could increase again against the backdrop of current social developments (including an increase in populism and patriarchal ideas). Questions for final theses in this context include What relevant gender-related developments and issues currently exist and what relevance do they have for vocational education and training? How can gender issues and challenges be addressed and taken into account didactically? How can gender-equitable vocational education and training be organised?	Dr Desiree Daniel-Söltenfuß
Topic 10: Early career researchers - (individual) challenges and coping strategies It is important to look at the challenges and coping strategies of early career researchers and especially doctoral candidates in research, as this helps to improve their experience and success in their academic careers. Resilience plays an important role here, as it describes the ability to cope with and recover from stress, setbacks and uncertainty. By exploring resilience, we can better understand how doctoral students can maintain their mental health and well-being during the doctoral process. Self-efficacy refers to a person's confidence in their ability to successfully accomplish certain tasks. By strengthening doctoral candidates' self-efficacy, we can help them to achieve their goals and maintain their motivation. The topic of entrepreneurial thinking is also relevant, as doctoral candidates often need to have a variety of skills to be successful. This includes not only technical knowledge, but also the ability to plan, organise and manage projects. By promoting entrepreneurial thinking, we can help doctoral students to improve their career opportunities and successfully commercialise their research results. External factors can also play a role, e.g. disciplinary culture, personal stress etc. Overall, it is important to address the challenges and coping strategies of early career researchers and doctoral candidates in order to improve their experience, promote their mental health and help them achieve their career goals. Questions and possible methods for final theses in this context include qualitative research methods: systematic literature review --> Who are actually early career researchers* and what has research already addressed? Where are further research gaps? Quantitative survey of early career researchers regarding entrepreneurial mindset, resilience, self-efficacy, challenges --> What correlations exist between early career researchers with an entrepreneurial mindset and their resilience? To what extent does an entrepreneurial mindset help doctoral students to overcome challenges?	Leonie Gotzeina Prof Dr Tobias Jenert

Topic

Contact

Framework topic 1: Transitions during studies

Students' emotions and motivation in the introductory phase of their studies. The transition phase from school to university and especially the first year of study are often characterised by major personal changes and uncertainties. How do the emotions and motivation of first-year students develop? Can differences be recognised here with regard to the respective semester phase?
Social integration and heterogeneity in the introductory phase of studies. What correlations exist with regard to individual educational and family backgrounds? Do personal resources such as self-efficacy or intrinsic motivation influence the perception of the study climate?

Prof Dr Tobias Jenert

Framework topic 2: Digitalisation in vocational teacher training

Digitalisation-related skills for teachers at vocational colleges
- Literature-based derivation of digitalisation-related competences for teachers at vocational schools
- Development and/or implementation of a suitable instrument for the evaluation of digitalisation-related competences in the subject of economics for the teaching profession at vocational colleges
Development of a concept for establishing a cooperation structure between the stakeholders in vocational education for the Economics teacher training programme at vocational colleges
Development of didactic teaching/learning programmes (e.g. didactic case studies) for students of economics in the teacher training programme at vocational colleges as an examination of one of the following focal points:
- Changes in job profiles and professional practice as a result of the digital transformation
- Implications of the digital transformation for educational programme didactics and annual didactic planning
- Implications of the digital transformation for lesson design

Niklas Sänger

Prof. Dr Tobias Jenert

Framework topic 3: Entrepreneurship Education & Entrepreneurial Learning

The importance of entrepreneurship education has received increasing attention in recent years. Entrepreneurship education research focuses mainly on the investigation and research of educational approaches and programmes that aim to promote entrepreneurial thinking and action. Various aspects such as teaching methods, teaching content, learning environments and the impact of these educational measures on the development of entrepreneurial skills and attitudes of potential founders are examined. At the same time, it is also important to look at the necessary competences of teachers, as they play a crucial role in imparting knowledge and skills in the field of entrepreneurship. Teachers should have in-depth knowledge of the relevant departments, but also pedagogical skills to best support learners.

In terms of gender differences, there is evidence that women are underrepresented in entrepreneurship education and may face specific challenges. It is important to continue to conduct research in this area to gain a better understanding of gender differences and their impact.

Questions and possible methods for final theses in this context include

Delphi study -->What competences do teachers and lecturers need in entrepreneurship education?
Systematic literature review on gender-specific topics in entrepreneurship education -->On which topics does gender-specific research take place in entrepreneurship education? What results have already been generated and where are further research gaps?
Qualitative survey -->What specific challenges affect female founders in particular? What specific programmes are available specifically for female entrepreneurship?

Ronja Büker

Prof. Dr Tobias Jenert

Topic 4: The role of disciplinary cultures in the course of studies

Study and educational decisions: Why do students choose their degree programme, what are their motivations/reasons for doing so? What role do ideas of certain subject areas conveyed by the media play in the decision to choose a degree programme? What are the main reasons for choosing a degree programme (e.g. aspired professions or subject content)? How does this motivation affect students' future careers? Does it also influence whether students opt for a Master's programme or a doctorate?
Disciplinary cultures at Paderborn University: How are the local disciplinary cultures at Paderborn University organised? To what extent do students feel part of such disciplinary cultures? To what extent are students networked within their subject areas? How do students engage with disciplinary cultural practices in economics as part of their studies?

Hannah Sloane

Jana Heidebrecht

Prof. Dr Tobias Jenert

Topic 5: Student dropouts - (professional) careers after dropping out of their (first) degree programme

Focus on the person of the dropout
- What motives/reasons/events are the cause of the early termination of the degree programme? What (career) prospects/expectations do drop-outs leave the university/university of applied sciences with? What (professional) activity/training do drop-outs pursue after exmatriculation [taking up a new degree programme vs. integration on the (non-university) training/professional market]? What effects does dropping out of university (still today) have on a person's (professional) career? What feelings/emotions does dropping out trigger in a person (feeling of failure/being stigmatised vs. self-determination/self-realisation)? In retrospect, how do dropouts evaluate the decision to leave university/university of applied sciences prematurely?
Focus on the organisational level: contact points for dropouts
- Development of a "profile" with regard to differences and similarities of selected contact centres
  - Which target group does a drop-in centre focus on?
  - Are there general or individualised support concepts/offers for those seeking advice?
  - What is the understanding of counselling?
  - What training/qualifications do the counsellors have?
  - What are the (regional) particularities of the individual counselling centres?
  - When is counselling considered "successful" or completed?
  - Visibility/outward presentation/advertising concept of a counselling centre
  - What other factors are promoted (e.g. training courses to promote soft skills, confidence, appearance and presence, financial support, buddy and mentoring programmes, etc.)?
- "Portrait" of a counsellor for drop-outs (individual focus possible)
  - Training/qualification
  - Understanding of the counsellor
  - (Personal) connection to the topic of dropping out
  - Everyday working life

Jasmin Fuhrmann

Prof Dr Tobias Jenert

Framework topic 6: Regionalisation in the (vocational) education system

'Regionalisation' is one of the central development trends in the education system of recent decades. On the one hand, this involves the decentralised coordination of educational provision at regional, municipal or local level and, on the other, the networks of different stakeholders required for this. With increasing regionalisation, the demands on coordination services in the education system are rising, to which the establishment and expansion of regional coordination structures is a response.

Questions for final theses in this context include

What forms of coordination of educational programmes can be found at regional level?
What role do data and strategy-based approaches play in the coordination of regional educational programmes?
How do stakeholders work together in regional networks to coordinate educational programmes?
How is coordination in the VET system changing as a result of increasing regionalisation?

Depending on the progress of the study and the research question, empirical work (qualitative/quantitative), systematic analyses of the existing research literature or the creation of designs in cooperation with practice partners are possible.

Daniel Hagemeier

Prof. Dr Tobias Jenert

Framework topic 7: Digitalisation in in-company training and personnel development

The use of information and communication technologies to convert analogue data and information into a digital format (digitsation) on the one hand and to optimise operational work and business processes (digital transformation) on the other is discussed under the keyword 'digitalisation'. In both cases, the requirements for employees in companies may change. For in-company training and personnel development, questions therefore arise as to how employees can be qualified to cope with the changed requirements.

Questions for final theses in this context include

How are professional activities in a specific job profile changing as a result of digitalisation?
How can employees be adequately prepared for the changing requirements of digitalisation?
How is personnel development itself changing as a result of digitalisation?

Depending on the progress of the study and the questions posed, empirical work (qualitative/quantitative), systematic analyses of existing research literature or the design of company training and personnel development measures in cooperation with practice partners are possible.

Daniel Hagemeier

Prof. Dr Tobias Jenert

Framework topic 8: Innovation & transfer in vocational education and training

Socio-economic megatrends such as digitalisation, decarbonisation, demographic change and (de)globalisation are leading to constant change in the worlds of life and work. The aim of the vocational education and training system is to prepare people for such changes. On the one hand, this results in constant and high pressure to develop innovations in the VET system and, on the other hand, the need to transfer innovative problem solutions - often developed in a specific context - to the wider system.

Questions for final theses in this context include

What can be understood by innovation in the VET system?
How can innovations be developed in the VET system?
How can the transfer of innovations within the VET system be supported?
What requirements are associated with the design of innovations for VET personnel (e.g. teachers, trainers) and how can the necessary competences be adequately imparted?

Depending on the progress of the study and the research question, empirical work (qualitative/quantitative), systematic processing of existing research literature or the creation of designs in cooperation with practice partners are possible.

Dr Desiree Daniel-Söltenfuß

Daniel Hagemeier

Prof. Dr Tobias Jenert

Framework topic 9: Gender issues in vocational education and training

In recent decades, society has developed significantly in terms of gender equality. Gender has become less relevant in relation to the course of an individual's biography and in many areas of life in general. Nevertheless, problems (e.g. 'gender pay gap', 'boys' crisis' in the education system) continue to exist and could increase again against the backdrop of current social developments (including an increase in populism and patriarchal ideas).

Questions for final theses in this context include

What relevant gender-related developments and issues currently exist and what relevance do they have for vocational education and training?
How can gender issues and challenges be addressed and taken into account didactically?
How can gender-equitable vocational education and training be organised?

Dr Desiree Daniel-Söltenfuß

Topic 10: Early career researchers - (individual) challenges and coping strategies

It is important to look at the challenges and coping strategies of early career researchers and especially doctoral candidates in research, as this helps to improve their experience and success in their academic careers. Resilience plays an important role here, as it describes the ability to cope with and recover from stress, setbacks and uncertainty. By exploring resilience, we can better understand how doctoral students can maintain their mental health and well-being during the doctoral process. Self-efficacy refers to a person's confidence in their ability to successfully accomplish certain tasks. By strengthening doctoral candidates' self-efficacy, we can help them to achieve their goals and maintain their motivation. The topic of entrepreneurial thinking is also relevant, as doctoral candidates often need to have a variety of skills to be successful. This includes not only technical knowledge, but also the ability to plan, organise and manage projects. By promoting entrepreneurial thinking, we can help doctoral students to improve their career opportunities and successfully commercialise their research results. External factors can also play a role, e.g. disciplinary culture, personal stress etc. Overall, it is important to address the challenges and coping strategies of early career researchers and doctoral candidates in order to improve their experience, promote their mental health and help them achieve their career goals.

Questions and possible methods for final theses in this context include

qualitative research methods: systematic literature review --> Who are actually early career researchers* and what has research already addressed? Where are further research gaps?
Quantitative survey of early career researchers regarding entrepreneurial mindset, resilience, self-efficacy, challenges --> What correlations exist between early career researchers with an entrepreneurial mindset and their resilience? To what extent does an entrepreneurial mindset help doctoral students to overcome challenges?

Leonie Gotzeina

Prof Dr Tobias Jenert

Prof Dr Kiepe

Topic	Contact
Framework topic 1: Vocational education and training for sustainable development (VETSD) - Possible orientations: Changing occupational profiles and professional practice in the context of sustainable development Occupational competence requirements for sustainable development Knowledge and action in VET for sustainable development (implicit knowledge, explicit knowledge, basic concepts) Implications of sustainable development for school and company training work (e.g. annual didactic planning; learning field work, learning process design) Teachers in vocational education and training as change agents of sustainable development (e.g. initial conditions, work realities, competence requirements and development needs) Development of sustainable learning venues in vocational education and training Transfer research and transfer activities in the field of sustainable development and VETSD Scientific reference points of a BBNE	Prof Dr Karina Kiepe
Framework topic 2: In-company training work - possible orientations: Pedagogical professionalism of company training staff Pedagogical trainer qualification as well as training and further education concepts Requirements for in-company training work in the context of dual and trial study programmes Requirements for in-company training work in the context of social transformation processes	Prof Dr Karina Kiepe
Further topics: Platform economy from the perspective of vocational education and training (e.g. potentials, challenges and risks for the work of the future) Machine learning from the perspective of vocational education and training (e.g. changes in work realities and skills requirements)	Prof Dr Karina Kiepe

Topic

Contact

Framework topic 1: Vocational education and training for sustainable development (VETSD) - Possible orientations:

Changing occupational profiles and professional practice in the context of sustainable development
Occupational competence requirements for sustainable development
Knowledge and action in VET for sustainable development (implicit knowledge, explicit knowledge, basic concepts)
Implications of sustainable development for school and company training work (e.g. annual didactic planning; learning field work, learning process design)
Teachers in vocational education and training as change agents of sustainable development (e.g. initial conditions, work realities, competence requirements and development needs)
Development of sustainable learning venues in vocational education and training
Transfer research and transfer activities in the field of sustainable development and VETSD
Scientific reference points of a BBNE

Prof Dr Karina Kiepe

Framework topic 2: In-company training work - possible orientations:

Pedagogical professionalism of company training staff
Pedagogical trainer qualification as well as training and further education concepts
Requirements for in-company training work in the context of dual and trial study programmes
Requirements for in-company training work in the context of social transformation processes

Prof Dr Karina Kiepe

Further topics:

Platform economy from the perspective of vocational education and training (e.g. potentials, challenges and risks for the work of the future)
Machine learning from the perspective of vocational education and training (e.g. changes in work realities and skills requirements)

Prof Dr Karina Kiepe

Prof Dr Kremer

Topic	Contact
Educational advancement and dealing with inequality at vocational colleges	Prof Dr H.-Hugo Kremer
Mobilities / stays abroad in vocational education and training	Prof Dr H.-Hugo Kremer
Digital transformation and didactics of vocational education	Prof. Dr. H.-Hugo Kremer
Personnel and human competence	Prof. Dr. H.-Hugo Kremer
Practical phases in teacher training	Prof. Dr. H.-Hugo Kremer
Framework topic: The potential and limitations of sketchnotes and visual thinking in vocational education and training Topic proposal 1: On the use of (digital) sketchnotes at vocational colleges - study on possibilities and limitations Topic proposal 2: Study on the development of orientation knowledge using sketchnoting Topic proposal 3: Sketchnotes as a tool for individual vocational orientation? Study on possibilities and limitations	Dr Marie-Ann Kückmann Prof Dr H.-Hugo Kremer
Framework topic: On innovation and transfer in vocational education and training Topic proposal 1: Shaping teaching and learning in a contemporary way with 'agile school development' - study on possibilities and limits Topic proposal 2: Shaping the vocational education of tomorrow with 'Design Thinking' Topic proposal 3: Study on the attractiveness of vocational education and training	Dr Marie-Ann Kückmann Prof Dr H.-Hugo Kremer
Framework topic: Inclusion in vocational education and training Topic proposal 1: Inclusion in vocational education and training - a comparative study on the implementation of the UN CRPD in the federal states of North Rhine-Westphalia and, for example, Hamburg Topic proposal 2: Inclusion in the second phase of teacher training Topic proposal 3: The principle of 'sketchnoting' in the context of inclusive media education	Dr Marie-Ann Kückmann Prof. Dr. H.-Hugo Kremer
Framework topic: Multi-professional teamwork at vocational colleges Suggested topic 1: Working in multi-professional teams - a study on the interaction of the actors' mutual (role) expectations Topic suggestion 2: Educational programme work at vocational colleges in the context of multi-professional teams - a study on the importance and integration of school social work / teachers for special educational support	Dr Marie-Ann Kückmann Prof. Dr. H.-Hugo Kremer
Framework topic: On the professionalisation of teachers at BK Topic proposal 1: (Necessary) professionalisation discourse in vocational and business education - a study on the disciplinary self-image of business education students Topic suggestion 2: Practical semester as a study element - a study on the importance of research-based teaching in the context of the practical semester	Dr Marie-Ann Kückmann Prof. Dr. H.-Hugo Kremer
Framework topic: Inclusion in the transition from school to work Development of topics on the following questions possible: Inclusive vocational orientation? Inventory and design potential. How inclusive is the transition from school to work? Inclusive employment: Limits and opportunities, challenges and conditions for success. A look at the individual players. Inventory of support formats and potentials in their design. What further training/qualification needs arise or exist for inclusion stakeholders in the transition from school to work, e.g. in relation to the above-mentioned issues? What could a needs-orientated further training format look like in concrete terms?	Dr Heike Kundisch Prof Dr H.-Hugo Kremer
Framework topic: Digital transformation and vocational education and training Vocational colleges and digital transformation - areas of tension and design options How teachers deal with constant change Studying before the Abitur, taster programme or junior university - opportunities and challenges of early study experiences	Peter Rüsing Prof. Dr. H.-Hugo Kremer
Framework topic: Inter-company vocational training centres (in the skilled trades) Topic 1: Training service providers in transition: Development trends of inter-company vocational training centres Topic 2: Digitalisation/digital transformation in the skilled crafts sector: Role and task of inter-company vocational training centres Topic 3: Professionalisation of vocational training staff in inter-company vocational training centres	Leonie Schmid Prof. Dr. H.-Hugo Kremer
Framework topic: Disciplinary culture and (implicit) professional practices in the university Topics can be developed in the following fields: The role of disciplinary culture in the university The importance of disciplinary culture from a student perspective Subject culture practices in the Business and Economics degree programme Student Culture Fellows to identify and sensitise students to (implicit) subject-specific practices	Eileen Brandt Clara-Vivian Ammann Prof Dr H.-Hugo Kremer
Framework topic: Supporting students at the university Topics can be developed in the following fields: Dealing with inequalities at the university Concepts for supporting students with special consideration of inequalities Competences in the context of student professionalisation for supporting students Fields of action and limits of student support The role of relationships and relationship work in the context of student support at the university	Clara-Vivian Ammann Prof. Dr. H.-Hugo Kremer
Framework topic: Study doubts and counselling in the introductory phase of studies Topics can be developed in the following fields: Study doubts - opportunity or obstacle in the individual study/education process? Counselling and concepts for dealing with study doubts at universities Curricular anchoring of student counselling - challenges and perspectives Potentials and limits of digital (peer) counselling	Eileen Brandt Prof Dr H.-Hugo Kremer

Notes on the design of the thesis

Notes on the design of a Bachelor's thesis

For more information, e.g. on the requirements for writing a Bachelor's thesis etc., please refer to the relevant examination regulations.
Bachelor's theses are usually written as individual theses.
Interested students can usually apply for a Bachelor's thesis topic by July for the winter semester or by January for the summer semester. Please address enquiries to the respective supervisor. For more details, please refer to the module handbook and the information under 'News' on the homepage of the Department of Business Education.

Notes on the design of a Master's thesis

For more information, e.g. on the requirements for writing a Master's thesis etc., please refer to the relevant examination regulations.
Depending on the specific problem, both conceptual and empirical theses are possible.
To apply, please contact one of the lecturers. An application must also be submitted by the given deadlines via the faculty's central online portal (see general information on theses).

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Formatting instructions and declaration of honour for theses

General information on the design and formatting of theses can be found here.
The department-wide template for the declaration of honour for theses can be found here.
As a Word document
As a PDF document

Framework topic 1: Vocational education and training for sustainable development (VETSD) - Possible orientations:

Framework topic 2: In-company training work - possible orientations:

Further topics:

Educational advancement and dealing with inequality at vocational colleges

Mobilities / stays abroad in vocational education and training

Digital transformation and didactics of vocational education

Personnel and human competence

Practical phases in teacher training

Framework topic: The potential and limitations of sketchnotes and visual thinking in vocational education and training

Framework topic: On innovation and transfer in vocational education and training

Framework topic: Inclusion in vocational education and training

Framework topic: Multi-professional teamwork at vocational colleges

Framework topic: On the professionalisation of teachers at BK

Framework topic: Inclusion in the transition from school to work

Framework topic: Digital transformation and vocational education and training

Framework topic: Inter-company vocational training centres (in the skilled trades)

Framework topic: Disciplinary culture and (implicit) professional practices in the university

Framework topic: Supporting students at the university

Framework topic: Study doubts and counselling in the introductory phase of studies

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