The topics below are intended as starting points: you can use them as they are, develop them further, or use them to come up with your own question. Ideas from your own field of expertise within my areas of specialisation are expressly welcome. The information in brackets reflects my suggestions regarding degree level and methodological approach, both of which can be adjusted during our initial discussion. To do so, please contact Prof. Romy Hilbig.
 

A – AI strategy and AI governance

A1: The role of culture in the implementation of AI strategies

AI strategies are often developed centrally and implemented across the entire group. However, they encounter divergent corporate cultures and national contexts. The guiding question is: how does culture shape the implementation and realisation of AI strategies within a company? (Qualitative, interview-based or case study; Master's thesis preferred.)

A2: AI governance – from policy to practice

Although companies adopt AI policies, whether these policies influence operational decision-making is another matter. The guiding question is: how do companies translate governance requirements into responsibilities, approval processes and controls, and where do the gaps between policy and practice emerge? (Qualitative approach preferred; well suited to a practice partner; master's thesis preferred).

A3: Artificial intelligence as an outsourcing strategy

Tasks that were previously contracted out to external service providers can now be carried out in-house with the help of AI. The guiding question is: under what conditions does AI replace or displace conventional outsourcing decisions, and how does this affect make-or-buy decisions? (Bachelor's or Master's thesis; expert interviews or literature review).

B – AI, work and organisation

B1: Artificial intelligence, routine dynamics and dynamic capabilities

AI systems directly impact organisational routines by altering the basis on which decisions are made. The guiding question is: how do routines change through the use of AI, and which dynamic capabilities must companies develop to govern this change? (Qualitative or conceptual; Master's thesis preferred.)

B2: AI competencies and human-machine interaction at work

The introduction of AI systems shifts the boundary between the tasks employees perform themselves and those they review, steer or take responsibility for. The guiding question is: which competencies do employees require for this, how can companies develop these competencies, and how will the division of labour between humans and systems change? (Qualitative bachelor's or master's thesis)

C – Sustainability and twin transition

C1: Dynamic capabilities and sustainability strategies – a literature review

The dynamic capabilities approach is increasingly used to explain how companies develop and implement sustainability strategies. The guiding question is: how does the existing body of research connect these two strands, and which research gaps become apparent? (Systematic literature review feasible without a practice partner; suitable for a bachelor's or master's thesis.)

C2: Twin transition – conceiving digital and sustainable transformation together

Although digitalisation and sustainability are mutually dependent and sometimes contradictory, they are frequently managed as separate programmes. The guiding question is: how do companies design the interplay of these two transformations and handle the resulting trade-offs? (Case study, well suited to a practice partner; suitable for a bachelor's or master's thesis.)

D – International business models and social business

D1: Micro franchising and social franchising – a literature review

Franchising not only facilitates commercial expansion, but also the scaling of business models with a social purpose, particularly in emerging and developing economies. The guiding question is: how do micro and social franchising differ conceptually from conventional franchising, and what is known about their success factors? (Systematic literature review feasible without a practice partner; suitable for a bachelor's or master's thesis).

D2: International business models of EdTech providers

The education market is heavily regulated and publicly funded, and is also fragmented on an international level. These are the conditions under which EdTech providers must adapt their business models. The guiding question is: how do EdTech companies design their national and international business models, and what implications does this have for entering new markets? (Case study or literature review; Bachelor's or Master's thesis.)

Regional focus: Africa

I am particularly interested in working on topics in this field related to African markets. I have established contacts with partner universities in South Africa, Namibia and Ghana, which provide access to the field and opportunities for cooperation in data collection. The same applies to all other suggested topics, each of which should be considered in an international context. Comparative studies involving Germany are expressly welcome. If you are planning a thesis involving an international comparison, please approach me, as such projects require a longer lead time to prepare access to the field in advance.

1. Finding a topic and making initial contact

You are welcome to approach me in either case: if you have already secured a company for your thesis, and if you have not and wish to develop your topic on theoretical grounds.

With a company

I consistently find these sessions with a practice partner rewarding: access to data is easier, and you can specify a real business problem rather than constructing one. In this case, please first approach your supervisor at the company to develop an initial idea for a topic together. At the same time, ideally clarify whether this person could act as the second examiner (see section 5 for the requirements).

Without a company

You are welcome to approach me with either a theoretical or a research-oriented topic. Please come prepared with your area of interest and an initial question, which we can then refine together. In this case, a colleague from the faculty or HTW Dresden will undertake the second assessment.

How to get in touch

Please send me an email with the following information: your degree programme and student ID number; the intended writing period; the company or organisation involved, if applicable; and a brief description of the problem that interests you. Ideally, please contact me [8–12] weeks before the intended registration date, as my supervisory capacity per semester is limited. You will receive brief feedback on whether the topic is suitable in principle. We will discuss it in detail at the meeting about your research proposal.
 

2. Research proposal

You must submit a research proposal to me before you can register. We will then jointly examine whether the topic, research question and methodological approach are appropriate for an academic task. Length: [3–5] pages.

Please use my template: research proposal template. This contains all the required elements, together with guiding questions, and is designed to be completed directly. Once your proposal has reached me, we will arrange a meeting, either on campus or online. In this meeting we go through the proposal together and decide jointly whether the project is viable and whether the supervision is a good fit; this discussion frequently leads to further refinement of the topic.

A note on the choice of method: I specialise in qualitative research and have extensive experience in supervising qualitative theses. However, I also supervise quantitative work. The important thing is that the method fits the research question, and that you can justify this choice.

You can register once your proposal has been accepted and the second assessment confirmed.
 

3. Registration, deadlines and withdrawal of the topic

Registration is not handled by me but through the faculty’s electronic registration forms (separate forms for bachelor’s and master’s theses); you must be logged into the internal area to access them. The ECTS credits stipulated in section 14 (5) of your examination regulations are a prerequisite for the topic to be issued.

• Writing period: 9 weeks (bachelor’s) or 20 weeks (master’s), plus up to 4 weeks for assessment.
• The topic may be withdrawn only once and only within the first four weeks.
• Extensions are granted solely via the faculty’s electronic form: up to 3 weeks (bachelor’s) or 2 months (master’s) on substantive grounds, or in case of illness upon immediate submission of evidence.
• Plan backwards: the defence must be the final examination component. Determine the latest possible date for the defence first and derive the submission and registration dates from it.

The applicable study and examination regulations and the faculty’s “Abschlussarbeiten” (theses) page are authoritative.
 

4. Supervision during the writing period

Supervision is provided as required – you decide how intensive it is. Online meetings, in-person discussions on campus and brief email feedback are all possible options. As a guideline, one meeting per month during the writing period is the maximum, and it is up to you how many of these you use. Please send me your proposed dates and allow for some lead time.

If you have any questions while you are working, we can discuss the structure and line of argument, the methodological approach, the analysis of your data, citation practice and formal requirements.

What I do not do: I do not proofread chapters or drafts in advance, nor do I provide written feedback on working versions. This process involves an exchange of ideas, so please prepare your questions in advance. If you have any general questions about academic writing, please consult the faculty's guidance sheet and the relevant methodological literature first.
 

5. Second assessment

You have the right to propose the second examiner. There are two routes.

Option A: from professional practice

In applied theses the second assessment is frequently undertaken by the supervisor at the company – this is the standard case and is expressly encouraged. The following are required: a short CV covering the period from the beginning of their studies onwards (where and what they studied; since when they have worked at the company, in which position and with which responsibilities), an uncertified copy of their degree certificate, and the company address and email address.

Only those who hold at least the qualification to be certified by the examination, or an equivalent qualification, may be appointed as examiners. The documents serve the examination board for quality assurance purposes, are destroyed once the procedure has been completed, and are subject to the General Data Protection Regulation. The second examiner receives an assessment form with instructions from the faculty.

Option B: from the university

If no suitable person from professional practice is available, a professor at HTW Dresden undertakes the second assessment. Please arrange this yourself: approach the person concerned directly, present your topic, and clarify both the thematic fit and their availability. If they agree, please let me know their name.

The following applies to both options: once the second examiner has been appointed, a change is possible only with the consent of the first supervisor and the examination board.
 

6. Requirements for the thesis

Length, structure, formatting and citation are governed by the faculty’s specifications (the guidance sheet and the “Abschlussarbeiten” template). As a guideline: 40–60 pages of substantive text for bachelor’s theses and 60–80 for master’s theses.
 

7. Use of AI tools and the declaration of resources used

The use of AI-supported tools is permitted, provided it is fully disclosed. Every thesis includes a mandatory declaration of resources used (Hilfsmittelverzeichnis), which sets out the type of resource, the point at which it was used, and the extent to which it was used. If AI-supported tools have been used, the inputs and outputs must also be submitted as a digital appendix. If you have not used any such resources, please state this – doing so will not put you at a disadvantage.

Two things matter to me. Firstly, you are responsible for every statement in your thesis, particularly the sources. AI-generated references must be verified against the original source before use; non-existent references will be treated as a formal deficiency. Secondly, during the defence, I will ask you specifically about your own contribution to the analysis and argument.
 

8. Submission

These are not submitted to me. Under no circumstances should you place your thesis in my post box.

After registration, the faculty will inform you how and in what form the documents are to be submitted. According to current practice, you should submit two bound copies to the faculty office (or via the mail room if packaged), together with uploading the PDF version via GigaMove and transmitting the link to the faculty. The thesis must be submitted by the last day of the writing period at the latest, and you are responsible for proving that it was submitted on time. Please also remember to obtain confirmation of deregistration, which must be available by the day of the defence at the latest.
 

9. Defence

The date is arranged individually, so please contact both examiners after submitting your work. The defence can take place at the company or at HTW Dresden. Alternatively, if you are abroad or if you request it, it can take place via video conference.

Please prepare a 20–30 minute presentation on your main findings. Before presenting the structure of your talk, provide a brief overview of the background to the thesis to engage your audience. The examination committee will then ask you questions.

Your presentation will be assessed on its content, form and personal delivery, as well as the quality of your responses during the discussion.
 

Further Information

For more information, please visit the “Final Theses” page.

Selected publications

• Hilbig, R., Neyer, A.-K., Fichtner, U. and Fischer, S. (2025) GPTs im Personalmanagement: Lessons learned aus dem KI-HR-Lab. In: Hägerbäumer, M., Thelen, U. and Renz, A. (eds.) Future Skills in HR-Management and Corporate Learning: Neue Perspektiven durch Analytics, EdTech und KI. Wiesbaden: Springer Gabler, pp. 461–480.
• Renz, A. and Hilbig, R. (2023) Digital transformations of educational institutions accelerated by COVID-19: A digital dynamic capabilities approach. In: Beyond the Pandemic? Exploring the Impact of COVID-19 on Telecommunications and the Internet. Bingley: Emerald Publishing, Chapter 4.
• Renz, A. and Hilbig, R. (2020) ‘Prerequisites for artificial intelligence in further education: Identification of drivers, barriers, and business models of educational technology companies’, International Journal of Educational Technology in Higher Education, 17(14), pp. 1–21. https://doi.org/10.1186/s41239-020-00193-3
• Hilbig, R., Hecht, S. and Etsiwah, B. (2020) ‘The rise of data-driven business models in the Berlin start-up scene’. In: Open Innovation: Bridging Theory and Practice – Managing Digital Open Innovation. Cham: Springer, pp. 353–377.
• Hilbig, R. (2020) ‘EdTech als Herausforderung und Chance für den Berufsbildungsexport’, iMOVE xPORT Magazin – Bildung 4.0, 1(April), pp. 7–10.
• Hilbig, R. (2019) Internationale Geschäftsmodelle von Berufsbildungsdienstleistern: Geschäftsmodellinnovationen unter Berücksichtigung der Dynamic Capabilities. Wiesbaden: Springer Fachmedien.
• Hilbig, R. (2019) Geschäftsmodellinnovationsprozess – vom nationalen zum internationalen Geschäftsmodell. In: Berufsbildung International: Geschäftsmodellentwicklung. Bonn: BMBF/DLR, pp. 28–32.
• Abdelkafi, N., Hilbig, R., Radić, M. and Preissler, A. (2019) Geschäftsmodellentwicklung im Berufsbildungsexport. In: Berufsbildung International: Geschäftsmodellentwicklung. Bonn: BMBF/DLR, pp. 23–26.
• Ullrich, S., Messerschmidt, R., Hilbig, R., Butollo, F. and Serbanescu, D. (2019) Entzauberung von IT-Systemen – Die Automatisierungsdemystifizierungsdiskursmaschine erklärt spielerisch Algorithmen. In: Was Bits und Bäume verbindet – Digitalisierung nachhaltig gestalten. Munich: oekom, pp. 62–64.
• Etsiwah, D., Hecht, S. and Hilbig, R. (2019) An interdisciplinary exploration of data culture and vocational training. In: Proceedings of the 2nd Weizenbaum Conference, Berlin, Germany, 16–17 May 2019.
• Etsiwah, B. and Hilbig, R. (2019) What is data strategy? An analysis of an ambiguous concept. In: ISPIM Innovation Conference – Celebrating Innovation: 500 Years Da Vinci, Florence, Italy, 16–19 June 2019.
• Hilbig, R., Renz, A. and Schildhauer, T. (2019) Data analytics: The future of innovative teaching and learning. In: ISPIM Innovation Conference – Celebrating Innovation: 500 Years Da Vinci, Florence, Italy, 16–19 June 2019.
• Hilbig, R. and Nirenberg, N. (2019) Becoming international – The business model innovation process of VET providers. Paper presented at the 19th EURAM Conference, Lisbon, Portugal, 26–28 June 2019.
• Hilbig, R., Etsiwah, B. and Hecht, S. (2018) Berlin start-ups – The rise of data-driven business models. In: ISPIM Connects Fukuoka – Building on Innovation Tradition, Fukuoka, Japan, 2–5 December 2018.
• Abdelkafi, N., Hilbig, R. and Laudien, S. (2018) ‘Business models of entrepreneurial universities in the area of vocational education – An exploratory analysis’, International Journal of Technology Management, 77(1–3), pp. 86–108.
• Täuscher, K., Hilbig, R. and Abdelkafi, N. (2017) Geschäftsmodellelemente mehrseitiger Plattformen – dargestellt am Beispiel digitaler Service-Marktplätze. In: Schallmo, D., Rusnjak, A., Anzengruber, J., Werani, T. and Jünger, M. (eds.) Digitale Transformation von Geschäftsmodellen: Grundlagen, aktuelle Ansätze und Fallbeispiele. Wiesbaden: Springer.
• Abdelkafi, N. and Hilbig, R. (2014) Business models of internationally operating German educational services – The power of the franchising model. In: Proceedings of the 25th ISPIM Conference – Innovation for Sustainable Economy & Society, Dublin, Ireland, 8–11 June 2014.
• Trifilova, A., Hilbig, R., Bessant, J. and Posselt, T. (2013) Innovation management: Transferring European teaching experience to Tunisia. In: Proceedings of the XXIV ISPIM Conference – Innovation in Global Markets: Challenges for Sustainable Growth, Helsinki, Finland, 16–19 June 2013.
• Abdelkafi, N. and Hilbig, R. (2013)Business models of innovation contest platform providers. Paper presented at the 13th Annual Conference of the European Academy of Management (EURAM), Istanbul Congress Centre, Istanbul, Turkey, 26–29 June 2013.