Themen für Bachelor- und Masterarbeiten, Studienprojekte
Ablauf für Abschlussarbeiten bei uns im Fachgebiet:
- Zuerst: Lesen Sie unsere Anleitung für das Verfassen eines Studienprojekts, einer Bachelor- oder Masterarbeit: How to do a thesis at TUS?
- Danach: Suchen Sie sich ein Thema aus der Liste aus und kontaktieren Sie die jeweilige Kontaktperson (wir nehmen nur in Ausnahmefällen eigene Themen an)
Liste angebotener Themen (bitte kontaktieren Sie direkt die angegebene Kontaktperson):
Thesis Topics 2026/ 2027 – Melanie Jaeger-Erben/ Chair Sociology of Technology and the Environment
| Topic | Conceptual Background (suggestions) | Methodological Approach (suggestions) | Expected Outcome |
|---|---|---|---|
| 1) Solidary Prepping: Practices, Cases, Networks, Conceptualization | Social practice theory (Shove et al.); commons and solidarity economy (Ostrom, Gibson-Graham); resilience and community preparedness; STS perspectives on grassroots innovation; theories of crisis, risk, and anticipation | Qualitative case studies of initiatives (e.g. mutual aid groups, community food networks); semi-structured interviews; participant observation where feasible; network mapping of actors; discourse analysis of narratives (e.g. “prepping” vs. “solidarity”) | Conceptual clarification of “solidary prepping” as distinct from individualistic survivalism; typology of practices and actor constellations; insights into how solidarity-based resilience practices contribute to transformation processes |
| 2) Transformation in Education: International Comparison of Master Programs that focus “transformative litaracy” | Theories of transformative learning (Mezirow); sustainability transitions (Geels, Köhler); critical pedagogy (Freire); higher education studies and institutional change; policy mobility and diffusion | Comparative curriculum analysis of selected international master’s programs; document analysis (module handbooks, mission statements); expert interviews with program coordinators; possibly student/alumni perspectives; qualitative comparative analysis (QCA) or typology-building | Typology of “transformation-oriented” higher education programs; identification of core competencies, pedagogical approaches, and institutional logics; assessment of how education contributes to societal transformation capacities; possible job profiles; developmente of a comparative assessment tool |
| 3) Social Cohesion Worldwide: Measurement, Trends, Explanations | Theories of social cohesion (Durkheim, Chan et al., Dragolov et al.); inequality and social capital (Bourdieu, Putnam); welfare state regimes; postcolonial and global inequality perspectives; political sociology of trust and polarization | Systematic literature review (PRISMA-style if appropriate); comparative analysis of global indices (e.g. OECD, Bertelsmann, UNDP); secondary data analysis where feasible; regional comparison (e.g. Europe, Majority World, emerging economies) | Structured overview of how social cohesion is conceptualized and operationalized globally; critical assessment of indicators and biases; identification of regional patterns and key explanatory factors (e.g. inequality, governance, conflict) |
| 4) Circular Cottbus: Mapping Potentials for Circular Practices | Circular economy and social practices; urban sustainability transitions; grassroots innovation; repair and reuse cultures; regional transformation and just transition literature | Mixed-methods: mapping of existing initiatives (desk research + GIS where possible); stakeholder interviews (municipality, businesses, civil society); case studies in sectors (food, clothing, appliances, furniture); participatory methods (workshops or co-creation formats) | Empirical map of circular actors and practices in Cottbus; identification of gaps, barriers, and leverage points; sector-specific recommendations for strengthening circularity; contribution to local policy and transformation strategies |