What factors influence students to start their own business? What are the implications at the university level? This paper aims to answer to these questions and investigates, at a micro level (university), the motivation for entrepreneurial intentions among students in 10 universities from the United Arab Emirates (UAE). An online inquiry has been conducted among 500 students between April and June 2018, and 157 fully completed questionnaires were retained. Factor Analysis with Varimax (with Kaizer Normalization) rotation and logistic regression were used to identify what factors motivate students to start their own business and, from those factors, which one is determinant in this decision. Also, age and parental self-employment status were used to determine the influence of these factors. Four factors have been identified as determinants for students to start their own business: entrepreneurial confidence, entrepreneurial orientation, university support for entrepreneurship, and cultural support for entrepreneurship. Surprisingly, the only factor significantly correlated with the intention in starting a business is entrepreneurial confidence. This factor becomes even stronger when it is associated with age (20–25 years old) and parents’ self-employment status. These conclusions involve specific challenges on the university level, related to the role of entrepreneurial education and on country level, in link with the effectiveness of governmental programs to enhance entrepreneurial endeavours. Further research can explore and test these findings on a representative sample for the UAE, and for other countries.

Impact Factor:ISRA (India) = 1.344 ISI (Dubai, UAE) = 0.829 GIF (Australia) = 0. STRATEGY OF INTERNATIONALIZATION FOR THE HIGHER EDUCATION SYSTEM (ON THE EXAMPLE OF GEORGIA)Abstract: The article considers the significance, motifs and prospects of the higher education internationalization, as that of the subsequent process of globalization. The strategy of internationalization of the higher educational institutions is assessed in Georgia, the country having been an active member of the international environment for some 20 years now. In addition, the trends promoting the integration of the enlightening system and its establishment in the global environment were also identified.

The current research explores the perceptions of academic expatriates in the UAE on higher education internationalization. A qualitative approach was applied to this study as it was believed to generate a comprehensive, actual, and thorough understanding of participants' insights on the topic. Thirty academic expatriates were selected to create focus groups to discuss the research question. Focus groups were held semi-structured, allowing researchers and participants to encourage exhaustive discussions on pre-defined questions and beyond. As a result of thematic analysis, seven main themes and 29 related codes were identified. The consistency of coding was calculated using intra-class correlation to achieve the trustworthiness of the findings. Further analysis and discussion allowed researchers to explore the topic in-depth. The research has reflected on the perceived readiness of academic staff in the internationalization of higher education. Individual, institutional, and global factors are among the main variables that affect shaping faculty perceptions on internationalization and their willingness to participate in the process. The main findings of this study are that awareness of internationalization leads to faculty acceptance and engagement, as well as perceptions of challenges related to internationalization. Perceived readiness is also influenced by potential individual opportunities that may result from internationalization.     Received: 11 June 2022 / Accepted: 19 August 2022 / Published: 2 September 2022