International Business

Bachelorarbeit

Willkommen an unserem Lehrstuhl!

Generelles

Es werden ausgewählte Aspekte der Betriebswirtschaftslehre durch das Verfassen und Präsentieren einer Bachelorarbeit vertieft.

Die Studierenden bearbeiten und analysieren ein vom Lehrstuhl vorgegebenes betriebswirtschaftliches Thema. Sie nutzen hierfür relevante Fachliteratur um das Thema aufzuarbeiten. In diesem Rahmen lernen sie, sich kritisch mit praktischen und theoretischen Fragestellungen des Forschungsgebiets auseinanderzusetzen und entsprechende Fachartikel zu bewerten. Neben dem reinen Verfassen der schriftlichen Arbeit stellen sie die Ergebnisse anhand einer Präsentation vor .

Jeden Juli werden die Studierenden aufgefordert ihre Präferenz anzugeben bei welchem Lehrstuhl sie ihre Bachelorarbeit im darauffolgendem akademischen Jahr schreiben wollen. Das Prüfungsamt verteilt die Studierenden zentral, wobei versucht wird die erste Präferenz der Studierenden dabei zu berücksichtigen. Dies ist leider nicht immer möglich.

Wenn Sie vom Prüfungsamt einen Platz im Bachelorseminar an unserem Lehrstuhl zugewiesen bekommen haben, bitten wir Sie dennoch sich für das Seminar anzumelden und eine Themenpräferenz zu bennen.

Rahmenbedingungen

Umfang der Arbeit: 25 bis 30 Seiten

Präsentation: verpflichtend

Teilnahme am dazugehörigen Methodenkurs: verpflichtend

Bearbeitungszeit: 10 Wochen

Bitte beachten Sie, dass die Arbeit in Englisch zu schreiben ist und von dieser Regel keine Ausnahmen gemacht werden.

Themen im Wintersemester 2020/2021

1. Cosmopolitan leaders in multinational corporations

Through the emergence of globalization and the new possibilities of mobility, influencing the way business is globally conducted, the topic of cosmopolitanism has recently obtained prominence in the area of international business. Cosmopolitans are attributed with a high degree of openness towards other people, mobility and competence with a foreign culture.

In our globalizing world, companies have an increasing need for global leaders. These leaders are supposed to have certain personal characteristics, such as openness and flexibility. They must address the challenges arising from a workforce of differing nationalities and cultural backgrounds.

This B.Sc. thesis should critically review the literature on cosmopolitans in leadership positions and explore in particular the relevance of cosmopolitan characteristics for successful leadership in MNCs.

Zander, L., Mockaitis, A. I. and Butler, C. L. 2012. Leading global teams. Journal of World Business, 47(4), pp. 592–603 Skovgaard-Smith, I., & Poulfelt, F. 2018. Imagining ‘non-nationality’: Cosmopolitanism as a source of identity and belonging. Human Relations, 71(2), pp. 129–154.

Vogelgesang, G., Clapp-Smith, R., & Osland, J. 2014. The Relationship Between Positive Psychological Capital and Global Mindset in the Context of Global Leadership. Journal of Leadership & Organizational Studies, 21(2), pp.165–178.

Levy, O, Lee, H-J, Jonsen, K & Peiperl, MA 2019, ‘Transcultural Brokerage: The Role of Cosmopolitans in Bridging Structural and Cultural Holes’, Journal of Management, vol. 45, no. 2, pp. 417–450

2. Leadership in multinational teams

Multinational teams have become more and more important for multinational companies due to their ability to integrate a variety of perspectives and skills. However, the cultural diversity between team members confronts these teams with a range of challenges. For example, they need to manage conflicts across members’ national cultural boundaries, deal with coordination and control issues, maintain communication richness, and develop and uphold team cohesiveness.

Multinational teams consist of team members and a team leader from diverse cultural backgrounds. Team leaders are supposed to have certain personal characteristics, such as openness and flexibility. They must address the challenges arising from a workforce of differing nationalities and cultural backgrounds.

This B.Sc. thesis should critically review the literature on leadership, especially in the multinational team context and highlight the characteristics, skills and techniques a multinational team leader needs in order to successfully manage a multinational team.

Zander, L., Mockaitis, A. I. and Butler, C. L. 2012. Leading global teams. Journal of World Business, 47(4), pp. 592–603

Vogelgesang, G., Clapp-Smith, R., & Osland, J. 2014. The Relationship Between Positive Psychological Capital and Global Mindset in the Context of Global Leadership. Journal of Leadership & Organizational Studies, 21(2), pp.165–178

Tröster, C, & van Knippenberg, D. 2012. Leader openness, nationality dissimilarity, and voice in multinational management teams. Journal of International Business Studies, 43(6), pp. 591-613

3. The significance of cultural intelligence in global virtual teams

Global virtual teams have become increasingly important in multinational corporations. Since team members come from different cultural and linguistic backgrounds and hardly meet face to face, they face additional challenges in comparison to co-located teams.

Given the fact, that members of global virtual teams are limited in their exchanges to virtual communication, cultural intelligence is particularly important to overcome the additional challenges in functioning effectively as a team.

Cultural intelligence can be broken down into (meta-)cognitive, motivational and behavioural components and can be viewed as the ability of a person to adapt to an unfamiliar situation and correctly interpret communication across different cultures.

This B.Sc. thesis should critically review the literature on the challenges of global virtual teams and the importance of cultural intelligence for global teams and integrate both streams of literature in a way to tease out the relevance of cultural intelligence for the the specific context of global virtual teams.

Presbitero, A 2020, ‘Foreign language skill, anxiety, cultural intelligence and individual task performance in global virtual teams: A cognitive perspective’, Journal of International Management, vol. 26, no. 2, p. N.PA

Earley,P.E. , Murnieks, C. , Mosakowski,E. 2007. Cultural Intelligence and the Global Mindset, in Mansour Javidan, Richard M. Steers, Michael A. Hitt (ed.) The Global Mindset (Advances in International Management, Volume 19) Emerald Group Publishing Limited, pp.75 – 103

Presbitero, A. and Toledano, L. S. (2018) ‘Global team members’ performance and the roles of cross-cultural training, cultural intelligence, and contact intensity: the case of global teams in IT offshoring sector’, International Journal of Human Resource Management, 29(14), pp. 2188–2208

4. Repatriation issues in the context of expatriation

Creating organizational processes which nurture global careers is a key task for global companies. Expatriation assignments are normally viewed as positive by both individuals and organizations for the development of global career competencies.

One of the biggest obstacles that expatriates face is readjusting to work at headquarters once their overseas assignment has ended. Research suggests that the return to one’s home country after having finished an international assignment is subject to adjustment challenges similar to those of the initial transfer. Even when multinational companies invest a significant amount of effort to meet the compensation and benefit needs of expatriates, they must apply the same amount of energy to ensure that expatriates’ concerns are met once they return to their home country.

The B.Sc thesis should critically review the challenges associated with repatriation, both from an expatriate’s perspective and from the company’s perspective and give recommendations for how to cope with these challenges.

Black, J. S., Gregersen, H. B., & Mendenhall, M. E. 1992. Toward a theoretical framework of repatriation adjustment. Journal of International Business Studies, pp. 737-760.

Gomez-Mejia, L., & Balkin, D. B. 1987. The determinants of managerial satisfaction with the expatriation and repatriation process. Journal of Management Development, 6(1), pp. 7-17.

Kraimer, M, Shaffer, M, Harrison, D, & Ren, H. 2012. No Place Like Home? An Identity Strain Perspective on Repatriate Turnover. Academy of Management Journal, 55(2), pp. 399-420

Burmeister, A, Lazarova, MB & Deller, J. 2018. Repatriate knowledge transfer: Antecedents and boundary conditions of a dyadic process. Journal of World Business, 53(6), pp. 806–816,

5. Beyond expatriation: New forms of international assignments

In recent years, multinational companies have an increasing demand for international assignees, while the supply of qualified candidates appears not to grow to the same extent. The insufficient supply of suitable candidates may be connected to dual career issues, the limited participation of women in international assignments, issues around repatriation, and deficiencies of talent management systems at an international level.

In the light of these developments, organizations are frequently re-evaluating their international assignment policies. As a result, we are witnessing the emergence of a portfolio of new international assignment forms such as short-term assignments, international business travellers, rotational assignments, international commuter assignments, or virtual assignments.

The B.Sc. thesis should critically review the advantages and drawbacks of the various emerging forms of international assignments and formulate recommendations for global staffing policies.

Tahvanainen, M., Welch, D. & Worm, V. 2005. Implications of short-term international assignments. European Management Journal, 23(6), pp. 663-673.

Collings, D. G. and Scullion, H. 2009. Global staffing. International Journal of Human Resource Management, 20(6), pp. 1249–1252.

Welch, D.E. & Worm, V. 2006. International business travellers: a challenge for IHRM. In: G. Stahl and I. Björkman (eds), Handbook of Research in International Human Resource Management, pp. 283-301. Cheltenham: Edward Elgar.

Duvivier, F; Peeters, C & Harzing, A-W. 2019. Not all international assignments are created equal: HQ-subsidiary knowledge transfer patterns across types of assignments and types of knowledge. Journal of World Business, 54(3), pp. 181–190

6. The impact of family adjustment and conflict on expatriate success

Research on expatriation has been a popular topic in international business for more than four decades. Given the increasing amount of expatriate assignments in an increasingly international business environment, the issue of how expatriates adjust to foreign cultures and perform in their jobs has become increasingly important. One factor contributing to expatriate failure that has been discussed in the literature is spousal and family adjustment and conflict within the host country. The adjustment of the family and spouse can have a significant impact on the success of an international assignment and thus should not be neglected by organizations. Another factor to consider is the willingness to go on an expatriation assignment as the demand for expatriates increases, but potential expatriates might show resistance to international assignments due to family concerns. In recent years the literature has started to discuss dual career expatriates besides the traditional trailing spouses.

This B.Sc. thesis should critically discuss the literature on the expatriate’s family and spouse, highlight the relevance family adjustment can have on the success of international assignments and what multinational enterprises can do to address this problem.

Caligiuri, P. M. et al. 1998. Testing a Theoretical Model for Examining the Relationship Between Family Adjustment and Expatriates’ Work Adjustment’, Journal of Applied Psychology, 83(4), pp. 598–614.

Takeuchi, R., Seakhwa Yun, R. and Tesluk, P. E. 2002. An Examination of Crossover and Spillover Effects of Spousal and Expatriate Cross-Cultural Adjustment on Expatriate Outcomes. Journal of Applied Psychology, 87(4), pp. 655–666.

Shaffer, M. A. et al. 2016. Work- and family-role adjustment of different types of global professionals: Scale development and validation. Journal of International Business Studies, 47(2), pp. 113–139.

Känsälä, M., Mäkelä, L. and Suutari, V. 2015. Career coordination strategies among dual career expatriate couples. International Journal of Human Resource Management, 26(17), pp. 2187–2210.

7. The impact of culture on knowledge transfer in multinational companies

Multinational corporations have to manage knowledge across their entire corporate network. However, knowledge transfer across national borders is a complex task, given the cultural differences between the geographically dispersed units of multinational companies.

When multinational enterprises expand to foreign markets, they need to transfer knowledge about existing corporate practices to their subsidiaries. At the same time, locally generated knowledge that might open new opportunities for the company as a whole needs to be transferred to headquarters and other units of the corporation. As MNCs are comprised of employees from different nationalities, culture and cultural differences can have an impact on knowledge transfer processes.

The B.Sc. thesis should critically review the existing literature on knowledge transfer in multinational companies and discuss the role of culture in the knowledge transfer process. The dissertation should give recommendations on how multinational companies may establish effective mechanisms in order to motivate interunit knowledge transfer across borders.

Van Wijk, R, Jansen, JP, & Lyles, MA. 2008. Inter- and intra-organizational knowledge transfer: A metanalytic review and assessment of its antecedents and consequences. Journal of Management Studies,45(4), pp. 830-853.

Yongsun, P, & Choi, D. 2005. The shortcomings of a standardized global knowledge management system: The case study of Accenture. Academy of Management Executive, 19(2), pp. 81-84.

Ardichvili, A., Maurer, M., Li, W., Wentling, T., & Stuedemann, R. 2006, Cultural influences on knowledge sharing through online communities of practice. Journal of Knowledge Management, 10(1), pp. 94-107.

 

8. Commonalities and differences of protean and boundaryless careers

Protean and boundaryless careers have frequently been described as a result of global economic changes and the increasing international mobility of people. Protean and boundaryless career attitudes are mostly described as alternatives to traditional forms of career planning.

Protean career theory suggests that employees are managing their own careers as a lifelong sequence of work experiences. These experiences are shaped by personal career choices and the search for self-fulfilment. Career choices are based on internal values and self-direction.

The boundaryless career is based on psychological and physical mobility. This concept refers to the willingness to cross organizational and national boundaries as a career strategy.

Despite some similarities between the protean and boundaryless career concepts, they are distinct and are applied varyingly by individuals.

This B.Sc. thesis should critically review the protean and boundaryless career literature and clearly discuss similarities and differences between these two concepts. The dissertation should give practical recommendations how companies can attract and benefit from protean and boundaryless careerists.

Breitenmoser, A, Berg, N & Bader, B 2018, ‘Why does repatriate career success vary? An empirical investigation from both traditional and protean career perspectives’, Human Resource Management, vol. 57, no. 5, pp. 1049–1063

Hofstetter, H & Rosenblatt, Z 2017, ‘Predicting protean and physical boundaryless career attitudes by work importance and work alternatives: regulatory focus mediation effects’, International Journal of Human Resource Management, vol. 28, no. 15, pp. 2136–2158

Hirschi, A, Jaensch, VK & Herrmann, A 2017, ‘Protean career orientation, vocational identity, and self-efficacy: an empirical clarification of their relationship’, European Journal of Work & Organizational Psychology, vol. 26, no. 2, pp. 208–220,

Crowley, HM, Benson, ET & Al Ariss, A 2019, ‘Linking Talent Management to Traditional and Boundaryless Career Orientations: Research Propositions and Future Directions’, European Management Review, vol. 16, no. 1, pp. 5–19.

9. An innovative career path: Global careers

Employees pursue global careers when they gain diversified, international work experience in several different countries across the world over a longer period of time. These global careers are a particular category of the boundaryless career, in which individuals move between jobs, firms, and countries. As such it is not so much characterizing any single career form, but rather a range of possible career forms which go against many traditional employment assumptions.

The literature still debates what global careerists value most in their careers and what influences their career decisions. Due to the challenging nature of their jobs, global careerists face a multitude of challenges, most notably work-family conflicts. Employing organizations have to take this innovative form of career path into consideration and react to it.

This Bachelor dissertation should critically review the literature on global careerists, providing an overview of their career decisions and challenges and how employing organizations react to this new career form.

Suutari, V, Tornikoski, C & Mäkelä, L 2012, ‘Career decision making of global careerists’, International Journal of Human Resource Management, vol. 23, no. 16, pp. 3455–3478

Näsholm, M. H. 2012, ‘Global careerists’ identity constructionA narrative study of repeat expatriates and international itinerants’, International Journal of Managing Projects in Business, 5(4), pp. 804–812

Mäkelä, L & Suutari, V 2011, ‘Coping with work-family conflicts in the global career context’, Thunderbird International Business Review, vol. 53, no. 3, pp. 365–375

10. Benefits and drawbacks of multicultural employees

Multiculturals are characterized by identifying with two or more cultures. Due to their characteristics, such as their ability to effectively switch between cultures and languages, multiculturals can be of relevance in overcoming the negative effects of of cultural boundaries that exist between coworkers.

Under favourable conditions, multicultural experiences may result in personal strengths such as cross-cultural adaptation, intercultural effectiveness, frame switching, greater flexibility and less ethnocentric attitudes. However, under unfavourable conditions such experiences may result in emotional distress and psychological vulnerability.

This B.Sc. thesis should critically review the benefits and drawbacks associated with multicultural employees and give an overview of their special skills and knowledge. On this basis recommendations should be made how such skills can be used to the MNCs advantage.

Szymanski, M., Fitzsimmons, S. R. and Danis, W. M. 2019. Multicultural managers and competitive advantage: Evidence from elite football teams. International Business Review, 28(2), pp. 305–315.

Fitzsimmons, S. R., Miska, C. and Stahl, G. K. 2011. Multicultural employees: Global business’ untapped resource. Organizational Dynamics, 40(3), pp. 199–206

Fitzsimmons, S., Liao, Y. and Thomas, D. 2017. From crossing cultures to straddling them: An empirical examination of outcomes for multicultural employees. Journal of International Business Studies, 48(1), pp. 63–89

11. Generational differences in the workplace

Research on generational differences has been a popular topic in academic literature for many decades. Given the increasing number of Millennial (or: Generation Y) employees in today’s business environment, the issue of how the different generations conduct themselves and interact with each other in a business setting has become increasingly important.

A generation is defined as a cohort of individuals, which were born in a particular period of years and were influenced by the socio-political events that occur throughout the life course of the birth cohort, particularly while the cohort comes of age. 

To date three generational cohorts, make up the majority of the workforce: Baby Boomers, Generation X and Generation Y. Baby Boomer (born between ~1946 and 1964) employees used to be the majority in corporations and were associated with strong work ethic, placing work life above personal life. In contrast Generation X workers (born between ~ 1965 and 1980) are attributed with cynical and sceptical attitudes towards their employers and are said to be less loyal towards organizations. The Millennial generation or Generation Y (born between ~1980 and 2000) are said to be confident, team-oriented and place a high importance on work-life balance. Generation Z (born between ~1990/200 and today) are the newest generational cohort to come of age and are attributed with a pragmatic view of the world, shaped by the financial crisis and digitalization.

This B.Sc. thesis should critically discuss the existing academic literature on how different generations think and act differently at the workplace and analyse how employing organisations have to react to those changing patterns in order to continue to attract a high performing workforce.

 

Benson, J. and Brown, M. 2011. Generations at work: are there differences and do they matter? International Journal of Human Resource Management, 22(9), pp. 1843–1865.

Parry, E. and Urwin, P. 2011. Generational Differences in Work Values: A Review of Theory and Evidence. International Journal of Management Reviews, 13(1), pp. 79–96.

Smola, K. W. & Sutton, C. D. 2002. Generational Differences: Revisiting Generational Work Values for the New Millennium. Journal of Organizational Behavior, 23(4), pp. 363–382

Becton, J. B., Walker, H. J. and Jones, F. A. 2014. Generational differences in workplace behaviour. Journal of Applied Social Psychology, 44(3), pp. 175–189.

12. “Generation Z” employees in multinational corporations

Research on generational differences has been a popular topic in academic literature for many decades. Given the Generation Z cohort entering increasingly the labour market, the issue of how Generation Z conduct themselves in a business environment has become increasingly important.
Generation Z individuals are described as achievement-oriented, highly educated and ethnically and racially highly diverse. It is said that they place a great emphasis on mental well-being and ethical behaviour.
Recruiting and retaining Generation Z employees can be seen as a crucial task for multinational corporations, as this generation is starting to change the global labour markets.
This B.Sc. dissertation should critically discuss the existing academic literature on Generation Z and analyse in which way employees of this generation present opportunities or challenges for multinational corporations.
Schroth, H. (2019) ‘Are You Ready for Gen Z in the Workplace?’,California Management Review, 61(3), pp. 5–18.
Desai, S. P. and Lele, V. (2017) ‘Correlating Internet, Social Networks and Workplace - a Case of Generation Z Students’, Journal of Commerce & Management Thought, 8(4), pp. 802–815
Nair, A. and Sadasivan, R. (2019) ‘Winning the Talent Game: HR Gamification Experience for Generation Z’, International Journal on Leadership, 7(1), pp. 44–49.

Bestandteile

Pflichtbestandteile:

Kick off & Methodenseminar
2-Tages-Seminar
Themenverteilung am 2. Seminartag

Abgabe
10 Wochen nach dem Kick off & Methodenseminar
als gedruckte und pdf Version

Präsentationen
2-Tages Seminar
ca. 2 Wochen nach der Abgabe

Optionale Bestandteile:
individuelle Konsultationen beim Betreuer - Informationen über Terminabsprachen und Ablauf im Rahmen des Kick off Seminars

Zeitplan und Ablauf im Allgemeinen

Thema/Bestandteil Wintersemester Sommersemester
Anmeldezeitraum August Februar
Teilnahmebestätigung 15.09. 15.03.
Abmeldung möglich 30.09. 31.03.
Kick off & Methodenseminar zweitägiges Seminar - rund um 01.11. zweitägiges Seminar - rund um 01.05.
Abgabe Bachelorarbeit 10 Wochen nach dem zweitägigen Seminar - aktuelle Termine hier
Präsentationen 2 Wochen nach der Abgabe - aktuelle Termine hier

 

Anmeldung

Notwendig, auch wenn die Zuweisung durch das Prüfungsamt erfolgt ist!

Art der Anmeldung: Onlineformular
(Nur verfügbar während des Anmeldezeitraums! Bestätigungs-E-Mails werden während des Anmeldezeitraums nicht versendet!)

Benotung

ECTS-Credits: 12