BachelorMaster Exposé BT oder MT Name, Vorname Last.docx

Bachelor/Master Exposé
BT oder MT
Name, Vorname / Last Name, First Name
Matrikelnummer / Student Number
Studiengang / Major
Spezialisierung / Specialization
Bisher erzielte ECTS / Achieved ECTS up to now
Mögliche Betreuer / Possible Supervisors
Forschungsfrage / Research Question
Relevanz des Themas / Importance of the Topic
Vorschlag / Suggestion 1
Thema / Topic
Forschungsmethodik / Research Methodology

Art des Ergebnisses (z.B. Berechnung, Typologie, Bewertung,
Handlungsempfehlungen)/ Type of Result (e.g. Calculation,
Typology, Evaluation,
Recommendations for Action)
Theoretische Annäherungsweise / Theoretical Approach
Hiermit erkläre ich, dass das vorliegende von mir erstellte Werk
mein eigenes ist, und
dass ich keine anderen Materialien außer den zitierten
verwendet habe.
I herewith declare that the following work I have prepared is my
own without the use
of materials other than those cited.
DATUM / DATE UNTERSCHRIFT / SIGNATURE
Literatur / References
Struktur der Arbeit / Structure of the Thesis
UnbenanntLeere SeiteLeere Seite
Check Box1: OffText6: Text15: I will conduct a thorough
literature review to determine if there is prior work in this field.
Then I will look for any related past data which can help me
further proving if there are such phenomena existing in many
other Asian countries.
If so, I will compare how mass media was presented before DPP
(Taiwan independent party) took over the government and after.

In here I will count in Education as one of the main
platform/sources of mass media Text16: At the end of the thesis
I will have a evaluation of my finding,
Hopefully by looking at both of the past data plus the finding
from my online surveys.
I will be able to find out some patterns that proves dynamic
collectivistic behaviour or society is existing in Taiwan under
certain forms
Nevertheless, just by looking at the past data plus my own
research findings. It does not represent the entire society.
moreover, there are difficulties of getting as many participants
as possible due to the corona pandemic
Therefore, I will also give recommendations and improvements
for action
Text35: 1.Does highly competitive environment enhance
Dynamic Collectivism in Taiwan
2. How is this phenomena be manifested and accelerated?
Text13: Asian countries are inherited by the Confucianism
beliefs which strongly influence on Asian cultures.
It shapes our values, norms, mindset and behaviour.
Collectivistic culture is the representative manifestation of our
society. People who put group interest or consider themselves
as a group. harmony within the community is the backbone and
priority.
However, in recent years, there are many studies showing in
certain situation and circumstances, such collectivistic
behaviour might be undermined by a more individualistic one.
From my three years of studies plus my Asian background, I
interpret collectivism is another of individualism if a
group/community is considered as oneself. having said that,

this kind of collectivism shares similar characteristics as
individualism.
And there are many cases out there in Asian world showing
such existence.
South Korea (Dynamic Collectivism)
Japan (In-group, Out-group behaviour)
China (One Child Policy Impact, Younger Generation usually
has more individualistic mindset in certain areas)
Especially due to the outbreak of corona pandemic, I see in
Asian world, people are showing more individualistic behaviour
in terms of putting their own interest above group interest)
Text8: Text7: Text12: Text3: Intercultural ManagementText2:
Text1: Text5: 145Text9: Collectivism in a new form: A case
study in TaiwanText18:
https://www.researchgate.net/profile/Jeongkoo_Yoon/publicatio
n/247506433_The_Origin_and_Function_of_Dynamic_Collectiv
ism_An_Analysis_of_Korean_Corporate_Culture/links/56bbecb
c08ae3f979315561d/The-Origin-and-Function-of-Dynamic-
Collectivism-An-Analysis-of-Korean-Corporate-Culture.pdf
(Concept and Origin of Dynamic Collectivism, A case study in
South Korea)
https://doi.org/10.2224/sbp.7397 (Effects of collectivism and
individualism on performance: Dynamic collectivism in Korean
firms)
http://kokoro.kyoto-
u.ac.jp/jp/staff/takemura/pdf/Yuki_et_al_2005PSPB.pdf (Uchi-
Soto 內外 / Japanese Group Culture) (Concept and one of the
manifestations in Japanese group/collectivistic culture)
https://wol.iza.org/articles/how-does-the-one-child-policy-

impact-social-and-economic-outcomes/long (Impact of One
Child Policy on China, maybe a reason that enhances the
individualistic behaviour>> A link to dynamic collectivism)
https://www.researchgate.net/publication/234104566_Little_Em
perors_Behavioral_Impacts_of_China's_One-Child_Policy
(Chinese Younger Generation who is the production of one
child policy might have more individualistic mindset in school
or at work)
https://commons.ln.edu.hk/cgi/viewcontent.cgi?article=1030&co
ntext=hkibswp (The Chinese at work : collectivism or
individualism?) Please refer Confucianism belief as a backbone
of collectivistic society.
P.R.C
R.O.C
Japan
South Korea
And most Asian Countries
https://www.hofstede-insights.com/country-
comparison/china,japan,south-korea,taiwan/ (might be helpful
when giving some country comparison or examples)
https://scholarworks.iu.edu/dspace/bitstream/handle/2022/24771
/Lee_IndividualismCollectivismTaiwan2005.pdf?sequence=3
(Individualism and Collectivism in Taiwan)
https://web.uri.edu/iaics/files/04-Ming-Yi-Wu.pdf (Hofstede’s
cultural dimension 30 years later: A study of Taiwan and USA)
https://spectrum.library.concordia.ca/672/1/MQ39084.pdf (Can
be used to demonstrate collectivistic response compare to
individualistic response)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4159988/

(Culture is not steady, Can be used for introduction )
https://www.researchgate.net/publication/314037833_Cultural_
Change_The_How_and_the_Why
(Cultural Change)
https://scholar.harvard.edu/files/tcoan/files/dynamicsculture.pdf
(Dynamics of Cultural Change: The Human Development
Perspective)
https://www.researchgate.net/publication/293795489_Culture's_
Influence_on_Behavior_Steps_Toward_a_Theory (Why a theory
is needed and the reason why my bachelor thesis needs a
theoretical framework to analysis/compare relative cultural
differences)
• Hofstede’s Cultural Dimension: Individualism vs
Collectivism
• rompenaars' model of national culture differences:
Individualism vs Communitarianism
Text17: 1. Introduction
2. Theoretical framework: Individualism - Collectivism (from
Hofstede). Individualism vs Communitarianism (from
trompenaars)
2-1. Country/Regional comparison : (China, Japan, South Korea
and Taiwan)
3. Dynamic Collectivism (Culture and society are not steady and
they are changing over time. Use some literatures and real life
examples demonstrating the causes of changes)
3-1. South Korea: Dynamic Collectivism in firm/in corporate
culture
3-2. Japan: Uchi-Soto/In-group and Out-group culture
3-3. China: One Child Policy Impact on society?
4. Hypothesis

5. Methodology
5-1. Literature Reviews
5-2. Variables
5-3. Online Survey of case study in Taiwan. Experiment 1
5-4. Qualitative interview (If possible) Experiment 2
5-5. Scoring/Finding and Analysis
6. Results. 7. Discussion 8. Conclusion
9. References 10. Appendices
Text14: • Hofstede’s Cultural Dimension: Individualism vs
Collectivism
• Trompenaars' model of national culture differences:
cultural convergence, divergence, and crossvergence theory
Clearly, as a human service provider, you will encounter
situations in which you are confronted by an ethical dilemma.
The situation may include if and when to disclose confidential
information without a client’s consent (e.g., a suicidal client) or
the ethics of limiting a client’s right to self-determination (e.g.,
when involuntary hospitalization is required) or even the
appropriateness of engaging in nonprofessional relationships
with a former client. These ethical dilemmas are difficult to
resolve, because by one definition, that of Kitchener as cited in
Shiles (2009), an ethical dilemma occurs when “there are good
but contradictory ethical reasons to take conflicting and
incompatible courses of action” (p. 43). As such, the ethical
dilemmas we encounter are by definition often subtle and
always, by definition, without a singular clear path to
resolution. Consider the findings of one study assessing 450
members of the American Psychological Association’s Division
29 (Psychotherapy) by Pope, Tabachnick, & Keith-Spiegel
(1987). Of the 83 separate behaviors the members were asked to

rate according to ethicality, very few—for example, having sex
with a client or breaking confidentiality if clients are suicidal or
homicidal—were clear-cut. Most of the 83 fell in what the
authors termed “gray areas” between being ethical and
unethical. Such data highlights the difficulty one experiences
when faced with an ethical dilemma and the need for a sound
model of ethical decision-making. Ethical Decision-Making: A
Range of Models Life—at least our professional lives—would
be easier if all practice decisions and ethical dilemmas were
black or white. As should now be evident, the ethical nature of
our practice decisions are most often colored in many shades of
gray, and thus the path to follow is not always clear. For some,
the goal is to follow the ethical codes from a mandatory
perspective and thus be true to the letter of the law. While this
is a basic level of ethical functioning and may serve to protect
the human service provider to avoid legal trouble, this should
not be the main focus of our ethical choices. We are called to
embrace our ethics on an aspirational level. For one embracing
aspirational ethics, the goal is not self-protection but rather
client welfare. While it is our duty, our responsibility, to
understand and embrace our codes of ethics (i.e., mandatory
ethics ), the execution of these codes in practice demands that
we engage in self-reflection and the employment of a decision-
making process that results in what is best for each of our
clients (i.e., aspirational ethics ). Reliance on one’s “gut-
feelings” or intuition, in the absence of reflection on that which
is both mandatory and aspirational, presents an ethical problem
in itself, given the greater risk to the public (Welfel, 2010). In
complex situations, the American Counseling Association’s
(ACA) Ethics Committee, for example, recommends that
counselors explore professionally accepted decision-making
models and choose the model most applicable to their situation
(Kocet, 2006). This position has even been codified in the ACA
Code of Ethics where it is noted: “When counselors are faced
with an ethical dilemma, they use and document, as appropriate,
an ethical decision making model … ” (ACA, 2014, Code I.1.b).

While there is no one specific ethical decision-making model
that has been identified as most effective and globally
embraced, it is important, as noted by the ACA (2014, p. 3), for
practitioners to be familiar with a credible model of decision-
making. To this end, numerous authors have offered models for
ethical decision-making, a sampling of which is offered in the
next section. Each model offers a unique perspective or lens
through which to view practice decisions and ethical dilemmas
and as such are worthwhile, considering as each may reflect
your style of practice and/or the context in which you work.
Ethical Justification Model Kitchener (1984) has provided what
some feel is the foundation for ethical decision-making (see
Sheperis, Henning, & Kocet, [2016]). In fact, many of the
ethical decision models use Kitchener’s virtues as a springboard
for their development (Urofsky, Engels, & Engerbretson, 2008).
Kitchener (1984) was aware of the then existing limitations to
ethical codes and thus directed psychologists to consider the
fundamental ethical principles that not only serve as the
foundation for professional codes but provide a conceptual
vocabulary for analyzing ethical issues when direction is less
than clear. Kitchener invited practitioners to employ the values
of autonomy, nonmaleficence, beneficence, fidelity, and justice
(see Chapter 3 ) as reference points when making ethical
decisions. From this perspective, clinicians would ensure that
their decisions not only treated each client equally given equal
circumstances (justice) but also supported client freedom to
choose (autonomy). Further, based on these principles, a
practitioner’s ethical decisions would be made in a way that not
only avoided harming the client (nonmaleficence) but promoted
help and health (beneficence). For example, while having a
sexual relationship with a client is clearly unethical, the
question of ethics when applied to other nonsexual, multiple-
role relationships with former clients may be less obvious
(Anderson & Kitchener, 1998). In these situations, the codes
may not be clear and directive. Kitchener (1984) would suggest
that clinicians allow their concern about not undoing

therapeutic gains (i.e., nonmaleficence) along with their desire
to refrain from affecting client self-determination (i.e.,
autonomy) to guide their decision to engage or not to engage in
these nonsexual, multirole relationships. To further clarify this
perspective, we invite you to engage in Exercise 7.1, applying
foundational values. When exploring an ethical dilemma,
reflection on these moral values or principles may offer insight
into the path best chosen. However, it has been suggested (e.g.,
Forester-Miller and Davis, 1996) that in complicated cases the
employment of a step-wise decision-making model may be
useful.
Step 1: Identify the problem articulating the ethical concern.
During this step, the practitioner needs to gather information
that sheds light on the depth and breadth of the situation. The
authors suggest that the practitioner consider questions such as,
is this an ethical, legal, professional, or clinical problem or
perhaps some combination? Is the issue a reflection of me, the
client, others in the client’s life, and/or the system in which I
work? Answering these questions helps focus the targets for
resolution. Step 2: Apply the ACA Code of Ethics. While
developed for use by counselors and thus the reference to ACA
Code of Ethics , this decision-making process could be
employed by all mental health professionals by making
reference to the appropriate professional standard and code at
this step in the process. It is important to review the codes in
order to identify all standards that may apply to the situation. If
the codes do not provide clear and direct insight into the path of
resolution, additional steps of the decision-making process will
be necessary. Step 3: Determine the nature and dimensions of
the dilemma , noting the scope of the issue engaging the current
professional literature, colleagues, and even professional
associations to ensure the most current perspective on this type
of problem is incorporated. Step 4 : Generate a possible course
of action that could result in resolution. During this step, be
creative; brainstorm in order to develop the widest possible

selection of options. Step 5: Consider the potential
consequences of all options. It is important to identify all
possible implications of each course of actions as it may impact
the client, others, and even yourself. Identify the option or
combination of options that best serve the situation. Step 6:
Evaluate the selected course of action. At this step, it is
especially important to be sure that the path selected will not
create additional ethical concerns. Step 7: Implement the course
of action . Once the pathway has been selected and
implemented, it is important to assess to ensure that the desired
impact or outcomes were achieved. The employment of such a
Parsons, Richard D.,Dickinson, Karen L.. Ethical Practice in the
Human Services (p. 314). SAGE Publications. Kindle Edition.
.
Parsons, Richard D.,Dickinson, Karen L.. Ethical Practice in the
Human Services (pp. 304-305). SAGE Publications. Kindle
Edition.
HSC/PAC 505
Ethical Case Scenario #3
Earlier in the year Brittany graduated with her human services-
related degree that had a concentration in intercultural studies.
She and her husband moved to a mid-Western city that has had a
recent influx of Burmese refugees who settled in the area. Soon
after moving she secured a job at a local organization where she
would be able to apply her knowledge from her recent studies.
This organization recently began working with the Burmese
refugees for needed services, and Brittany worked with one
particular Burmese family who was so appreciative of her help,
they offered her what some would see as a generous gift;
however, her organization has a strict policy against receiving
gifts from clients for received services wherein one can be
released from employment for doing so. As part of her studies,

Brittany learned that it may not be appropriate to accept gifts
from others for human-services work; however, she also learned
in her intercultural classes that when a gift is offered from
certain Asian populations, it is considered a very high honor but
refusing a gift can also mean an equally high insult.
Based on the above scenario, answer each numbered item below
with at least ½ page response for each question that is double-
spaced. Use this document and type your answers below each
question and submit to Blackboard when completed.
1. What do you see as the ethical dilemma(s) in this specific
ethical case scenario? As part of your response, include what
you see is happening that leads you to see them as ethical
dilemma(s). (Share as many dilemmas that you see based on
what is noted in the case. It might help to think of the layers
related to the case.)
2. Referencing the NOHS Ethical Standards for Human
Professionals, what are three codes that could apply to this
scenario? As part of your response, include code themes, and
share how they could apply to the scenario. (NOTE: Do not use
codes selected in prior case studies. Select different but
applicable codes for this scenario.)
3. Imagine that you are Brittany in the above scenario. What
would be your initial reaction to this situation? How do you
think you would proceed in such a situation?
4. Using proper citation format for a direct quote, share one
direct quote from the ethics textbook for this course that could
relate to the above scenario, and share why you think this quote
is pertinent. (Reference not required, and response does not
have to be ½ page.)
Name: Case Study Grading Rubric

Description: 1/2 page=14 lines
Grid View
List View
Name:Case Study Grading Rubric
Description:1/2 page=14 lines
NoviceCompetentProficientAPA and Learning Task
Requirements Each question answered with at least ½ page
response that is double-spaced•Correct citation format for direct
quote for question 4•Correct reference format for the
textbookPoints Range:0 (0.00%) - 3.2 (3.20%)
The questions were not answered with at least ½ page response
that is double-spaced. Incorrect citation format for direct quote
and incorrect format for book reference.Points
Range:3.3 (3.30%) - 6.6 (6.60%)
Most questions were answered with at least ½ page that is
double-spaced. The citation format for direct quote and the
book reference was formatted correctly for the most part.Points
Range:6.7 (6.70%) - 10 (10.00%)
Each question was answered with at least ½ page that is double-
spaced. The correct citation format for direct quote was used,
and the correct reference format for a book reference was
used.Content/Information The following questions are addressed
in the case study:•Noted ethical dilemmas)•Applicable ethical
codes•Reaction to ethical scenario•Direct quote from
textbookPoints Range:0 (0.00%) - 25.6 (25.60%)
The provided information noted in column 1 isnot necessary and
sufficient enough toprovide an accurate reflection of the
understanding of each element for the ethical case study.Points
Range:26.4 (26.40%) - 52.8 (52.80%)
The provided information noted in column 1 is necessary and
sufficient enough for the most part to provide an accurate
reflection of the understanding of each element for the ethical

case study.Points Range:53.6 (53.60%) - 80 (80.00%)
The provided information noted in column 1 is necessary and
sufficient enough to provide an accurate reflection of the
understanding of each element for the ethical case study.Quality
of Writing Clarity of sentences and paragraphs•No errors in
spelling, grammar or use of English •Organization and
coherence of ideasPoints Range:0 (0.00%) - 3.2 (3.20%)
The paper is not well written and contains many spelling errors,
and/or grammar errors and/or use of English errors. The paper is
poorly organized, lacks clarity and/or does not present ideas in
a coherent way.Points Range:3.3 (3.30%) - 6.6 (6.60%)
The paper is well written, for themost part, without spelling,
grammar or use of English errors. The paper is, for the most
part, well organized, clear and presents ideas in a coherent
way.Points Range:6.7 (6.70%) - 10 (10.00%)
The paper is well written from start to finish, without spelling,
grammar or use of English errors. The paper is well organized,
clear and presents ideas in a coherent way.
cultural convergence, divergence, and
crossvergence
Chun Guo
The convergence–divergence–crossvergence
debate provides different viewpoints of how
attitudes, behaviors, and values of individ-
uals in organizations across cultures change

over time. Convergence theory states that
the common logic of industrialism generates
economic and technological imperatives, which
allow the adoption of common organizational
structures and the development of similar rela-
tionships between the firm and its environment
(customers, competitors, and government)
(Webber, 1969). Convergence theory suggests
that as societies become industrialized, individ-
uals will embrace values, attitudes and behaviors
similar to those common in industrialized,
capitalistic Western countries. The converging
process will not be influenced by national culture
and the resulting business structures will remain
largely culture-free (e.g., Hickson et al., 1974).
The advocates of divergence theory (e.g.,
Hofstede, 1980) take the opposite view and
argue that organizations are culture-bound
and will remain so regardless of technological,
economic, and political influences. Divergence
theory states that the interpersonal aspects of
management, management philosophy, as well
as business practices will diverge and that indi-
viduals from a society will retain their specific
value systems, attitudes, and behaviors through
time (Webber, 1969).
Crossvergence theory advocates that the
dynamic interaction of sociocultural influences
and business ideology influences can shape the
value system among individuals in a society
in such a way that a unique value system will
emerge (Ralston, 2008; Ralston et al., 1993;
Ralston et al., 1997). This unique value system
is different from the values supported by either

national culture or economic ideology and
hence are not “in-between” the parent cultures
(Ralston et al., 1993) but “something different”
(Ralston et al., 1997). Ralston (2008) further
proposed the tri-faceted typology of crossver-
gence, including (i) conforming crossvergence,
the situation in which individual-level values
differences across groups (e.g., societies, regions,
generations) would decrease over time; (ii) static
crossvergence, the situation where value differ-
ences across groups would remain unchanged;
and (iii) deviating crossvergence, the situation
where value differences across group would
increase over time.
See also cross-cultural management; culture;
culture and behavior; culture and societal behavior;
culture, national; globalization; values
Bibliography
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the Atlantic to the Pacific century: cross cultural
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Copyright © 2014 John Wiley & Sons, Ltd.
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Ralston, D.A., Gustafson, D.J., Cheung, F.M. and Terp-
stra, R.H. (1993) Differences in managerial values: a
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Ralston, D.A., Holt, D.H., Terpastra, R.H. and
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1． Title： Collectivism in a new form: A case study in
Taiwan
1. Does highly competitive environment enhance Dynamic
Collectivism in Taiwan
2. How is this phenomenon be manifested and accelerated?
2． Word Counts/Pages/Style： 5000 (I only need the start to
methodology), APA Style
FONT STYLE & SIZE: Times/Times New Roman (TNR) 12 or
Arial 11 LINE
SPACING: 1.5, spacing: 6pt before and after

MARGINS: 3 cm, also above and below text
PAGE NUMBERS (STARTING WITH THE INTRODUCTION):
centered at the bottom
3．Study Program：Intercultural Management
4．Level: Bachelor
5．Article Format（essay or report etc.）: Bachelor Thesis
6．Due date; 3 days
7. What does the writer need to know
Together I will attach my proposal, I hope you could follow my
structure of content
8．How many reference needed:
40-50 for 10000 words, but I only need you to write the first
half until around methodology, so 20-25 are fine
9.Plagirarism Check
Less than 10%
10. School
Cologne Business School
11. Literatures
https://www.researchgate.net/profile/Jeongkoo_Yoon/publicatio
n/247506433_The_Origin_and_Function_of_Dynamic_Collectiv
ism_An_Analysis_of_Korean_Corporate_Culture/links/56bbecb
c08ae3f979315561d/The-Origin-and-Function-of-Dynamic-
Collectivism-An-Analysis-of-Korean-Corporate-Culture.pdf
(Concept and Origin of Dynamic Collectivism, A case study in
South Korea)
https://doi.org/10.2224/sbp.7397 (Effects of collectivism and

individualism on performance: Dynamic collectivism in Korean
firms)
http://kokoro.kyoto-
u.ac.jp/jp/staff/takemura/pdf/Yuki_et_al_2005PSPB.pdf (Uchi-
Soto 內外 / Japanese Group Culture) (Concept and one of the
manifestations in Japanese group/collectivistic culture)
https://wol.iza.org/articles/how-does-the-one-child-policy-
impact-social-and-economic-outcomes/long (Impact of One
Child Policy on China, maybe a reason that enhances the
individualistic behaviour>> A link to dynamic collectivism)
https://www.researchgate.net/publication/234104566_Little_Em
perors_Behavioral_Impacts_of_China's_One-Child_Policy
(Chinese Younger Generation who is the production of one
child policy might have more individualistic mindset in school
or at work)
Individualism and Collectivism Transition in Chinese college
students Evidence from After 70's, 80's, and 90's (Empirical
Research shows that Chinese college students still remain
collectivistic norms, but moving slowly towards individualistic
one)
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S01
23-59232013000100002
https://books.google.de/books?id=gwDFDwAAQBAJ&pg=PA83
&lpg=PA83&dq=collectivism+on+affluent+family+and+poor+fa
mily&source=bl&ots=xBJmClject&sig=ACfU3U0Wy_KOky5ni
EAxfuhH7n8D6FEGpQ&hl=zh-
TW&sa=X&ved=2ahUKEwjfusuc2YTpAhVO_KQKHdn6BNAQ
6AEwAnoECAgQAQ#v=onepage&q=collectivism%20on%20affl
uent%20family%20and%20poor%20family&f=false

https://books.google.de/books?id=IMjHe6D0kPgC&pg=PA121&
lpg=PA121&dq=collectivism+on+affluent+family+and+poor+fa
mily&source=bl&ots=OZr4VHq4ZY&sig=ACfU3U0GuHbYOjH
ssTozoRyHBBEPrq4rdQ&hl=zh-
TW&sa=X&ved=2ahUKEwjfusuc2YTpAhVO_KQKHdn6BNAQ
6AEwA3oECAoQAQ#v=onepage&q=collectivism%20on%20affl
uent%20family%20and%20poor%20family&f=false
(Those three studies show that, wealth individualistic is
somehow reflected by affluence)
https://commons.ln.edu.hk/cgi/viewcontent.cgi?article=1030&co
ntext=hkibswp (The Chinese at work : collectivism or
individualism?) Please refer Confucianism belief as a backbone
of collectivistic society.
P.R.C
R.O.C
Japan
South Korea
And most Asian Countries
https://www.hofstede-insights.com/country-
comparison/china,japan,south-korea,taiwan/ (might be helpful
when giving some country comparison or examples)
https://scholarworks.iu.edu/dspace/bitstream/handle/2022/24771
/Lee_IndividualismCollectivismTaiwan2005.pdf?sequence=3
(Individualism and Collectivism in Taiwan)
https://web.uri.edu/iaics/files/04-Ming-Yi-Wu.pdf (Hofstede’s
cultural dimension 30 years later: A study of Taiwan and USA)
https://spectrum.library.concordia.ca/672/1/MQ39084.pdf (Can
be used to demonstrate collectivistic response compare to
individualistic response)

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4159988/
(Culture is not steady, Can be used for introduction )
https://www.researchgate.net/publication/314037833_Cultural_
Change_The_How_and_the_Why
(Cultural Change)
https://scholar.harvard.edu/files/tcoan/files/dynamicsculture.pdf
(Dynamics of Cultural Change: The Human Development
Perspective)
https://www.researchgate.net/publication/293795489_Culture's_
Influence_on_Behavior_Steps_Toward_a_Theory (Why a theory
is needed and the reason why my bachelor thesis needs a
theoretical framework to analysis/compare relative cultural
differences)
· Hofstede’s Cultural Dimension: Individualism vs Collectivism
· rompenaars' model of national culture differences:

BachelorMaster Exposé BT oder MT Name, Vorname Last.docx

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