The relationship between entrepreneurial orientation (EO) and firm performance is among the best-researched topics in entrepreneurship research. These studies have been conducted in various national contexts. While a first meta-analysis by Rauch et al. finds no significant difference between EO's effects based on the continent in which the firm is based, the present study considers how national cultural and macroeconomic drivers impact the EO-performance relationship. Building upon 177 studies with data from 41 countries, the meta-analysis consolidates this literature stream, contributing to the evidence-based entrepreneurship research.Entrepreneurial orientation (EO), typically encompassing an innovativeness, proactiveness, and risk-taking dimension, was introduced three decades ago to measure the degree of entrepreneurial behavior in strategy making (Miller, 1983). Since then, a significant number of empirical studies have examined the EO-performance relationship. While most studies find a positive performance relationship, the strength of this relationship varies significantly across various studies and contexts (Wales, Gupta, & Moussa, 2013). Based on these studies, Rauch, Wiklund, Lumpkin, and Frese (2009) conducted the first meta-analysis on the EO-performance relationship (k = 51; N = 14,259; r c = .242 ) and found that firm size and industry adherence were major moderators of the EOperformance relationship. However, considerable variance across studies remained in their meta-analysis, so further examination of the possible determinants of the EO-performance relationship is warranted.

Entrepreneurship education is central to student entrepreneurship. Previous research has attempted to understand the role of entrepreneurship education in the formation of students' entrepreneurial intention and behavior, albeit in an isolated manner. Universities can support entrepreneurship in many ways, but it is important to measure students' perception of the support that they receive in order to understand the extent of such support and its impact on students. The current study proposed and tested an integrative, multiperspective framework. We have hypothesized that the three dimensions of university support, that is, perceived educational support, concept development support, and business development support, together with institutional support, shape students' entrepreneurial self‐efficacy. In turn, entrepreneurial self‐efficacy and individual motivations constitute the fundamental elements of the intention to start a business. A sample of 805 university students took part in the study and data were analyzed using structural equation modeling. Our findings showed that perceived educational support exerted the highest influence on entrepreneurial self‐efficacy, followed by concept development support, business development support, and institutional support. Self‐efficacy in turn had a significant effect on entrepreneurial intention. Individual motivations such as self‐realization, recognition, and role had an additional impact on intention. However, intention was not related to financial success, innovation, and independence. The findings suggest that a holistic perspective provides a more meaningful understanding of the role of perceived university support in the formation of students' entrepreneurial intention. Theoretical and practical implications are discussed.

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Building on GEM research, we develop a multi‐level framework that draws on the notion of the contextual embeddedness of entrepreneurship and institutional theory. We examine the mediating role of the vision for women's entrepreneurship (VWE) on the relationship between the regulatory, normative and cognitive pillars of institutional theory and women's entrepreneurial leadership (WEL) in 92 countries. Results suggest that the institutional pillars influence VWE. Regulatory institutions, entrepreneurial cognitions, and entrepreneurial norms have a direct and an indirect effect (through VWE) on WEL.