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This chapter introduces the content of the book, presenting the key insights from the contributed chapters.

Female entrepreneurship is a growing segment in the context of developing countries and has the potential to become a driving force for economic development. However, research suggests that females are less inclined toward entrepreneurship when compared to their male counterparts. This fact is related to a complex mix of causes such as the belief that entrepreneurship is a male domain, certain conditions within the economic and social environment and a general lack of confidence with regards to succeeding in such activities. Barriers to female entrepreneurship are prevalent in the patriarchal Arab world. The purpose of this paper is to measure the perceptions of female Jordanian business students with regards to the socio-cultural barriers to entrepreneurship. It also looks at the conduciveness of the education they are receiving in terms of new venture creation.

A sample of 254 female business students from two universities in Jordan was asked to evaluate various factors within the entrepreneurial ecosystem, including the business education they are currently receiving. A factor analysis has been performed to show which relevant elements may prevent young women from engaging with entrepreneurial activities. A comparison of perceptions about the educational system has also been presented to understand how a supportive educational environment may affect the previous analysis.

The results indicated that a strong supportive education system to some extent may reduce the perception of potential barriers for entrepreneurship but the overall impact can be limited. Conversely, an educational system lacking a supportive environment and concrete initiatives can deeply affect and worsen the fears of engaging in entrepreneurship amongst female students.

The role of women in the Arab world is quite marked and the reluctance of women to take a more decisive engagement in entrepreneurship may be reinforced by conservative, societal traditions. A supportive education system has the potential to act as a catalyst to encourage active female participation in the entrepreneurial domain, thus helping to spur economic development in the region.

The purpose of this paper is to provide a systematic review of the literature addressing internationalisation of firms from Central and Eastern Europe (CEE).

This paper presents an inter-disciplinary systematic review of literature about the internationalisation of firms from CEE.

Three different clusters of research were identified. In the “Internationalisation Processes” cluster, containing many comparative studies, the focus is on specific approaches adopted by local firms in the process of internationalisation. One of the leitmotivs is the dichotomy between hostile home-country factors that create the need for internationalisation and market-seeking motives that guide the search for international expansion. The “Internationalisation Variables” cluster aims to explain the reasons of success or failure of internationalisation processes and strategies; this cluster focuses on possible facilitating or hindering aspects experienced by CEE firms and one often-cited element is the firm’s network. Finally, the “Internationalisation Outcomes” cluster assumes a reverse approach when compared to the other two clusters. Indeed, the internationalisation phenomenon can also be studied in terms of its effect on the firm; the elements sought in these types of studies are both potential benefits and risks associated with internationalisation in CEE countries. The latter category in particular gives rise to interesting questions for future research.

Given that large, developed economies tend to receive much academic interest and that smaller transitional economies are not always adequately represented in the scientific discussion, this paper contributes to the literature on internationalisation.

This chapter offers some introductory concepts about entrepreneurship education (EE), including definitions, objectives, impacts on unemployment, and key approaches and challenges in implementing it in Higher Education institutions. It concludes by presenting entrepreneurial intention models apt to understand the pedagogical purpose of EE.