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The aim of this chapter is to investigate the immigrant women entrepreneurship phenomenon by analysing management academic literature on the issue. Stemming from the most current data on immigration and from the awareness that entrepreneurship is a viable instrument of immigrant (women) integration and inclusion, this chapter analyses the most updated management results on the issue. The analysis is mainly centred on works published after 2019, and some interesting insights emerge. Among them, we can refer to the awareness that research on immigrant women entrepreneurship is still in its infancy. Although, indeed, immigrant entrepreneurs and women entrepreneurs have been analysed considerably by researchers, it has been mainly in isolation. Therefore, room for investigating still exists, and this chapter uncovers some possible future research avenues. Moreover, by reviewing the selected papers, it clearly emerges that not all immigrant women entrepreneurs are alike; different targets (that is, different ethnicities) must be addressed differently by policy makers when policy measurements are identified. In other words, generic programmes aimed at increasing entrepreneurship among immigrant women cannot necessarily be successful.

This research aims to determine the contribution of publications in the context of Türkiye to the international entrepreneurship literature between 2005 and 2022. We examined 471 articles published in international journals in the Web of Science (WoS) Core Collection database using bibliometric analysis techniques. We analyzed the data with the software Biblioshiny+Bibliometrix, SciMAT, and VOSViewer. We used performance, theme and evolution, co-authorship, and document analysis in data analysis. Performance analysis findings show that the most publications were made in 2021, the journal with the most publications was sustainability, and the author with the most publications was Bakır, C. Theme and evolution analysis revealed that the motor themes were corporate entrepreneurship, gender and entrepreneurial intentions in the first period (2005–2014), while institutional entrepreneurship stood out as the niche theme. In the second period (2015–2022), “corporate entrepreneurship” and “performance” emerged as the motor themes, while the niche themes in this period were “Syrian refugees” and “entrepreneurial intentions.” Document analysis findings show that the most studied entrepreneurship types are gender, family, corporate, social, and small business, respectively. In addition, immigrant/refugee entrepreneurship is emerging as a new topic, while indigenous entrepreneurship, informal entrepreneurship, sustainable entrepreneurship, and religion entrepreneurship are the most minor studied topics in entrepreneurship. Evidence-based decision-making inputs were obtained for those holding the resource allocation authority in Türkiye. Policymakers and funders, as well as individuals and institutions that want to design the future in terms of resources, can benefit from the findings and analysis of this chapter. Türkiye, which ranks 26th in the world regarding entrepreneurship, must develop a policy based on data.

Refugee students’¹ education is disrupted by multiple spatial and temporal transitions – no matter where they come from, where they go, and what cause their forced migration. The first major disruption occurs with their flight from origin countries due to security or other reasons. The COVID-19 pandemic led to another dramatic disruption with a heightened risk of weakening hard-earned progress. This chapter examines an example of post-migration education opportunities for urban refugee students across two monolingual contexts at two critical junctures from their arrival in the destination countries to the COVID-19 outbreak. It discusses the readiness and responsiveness of Turkish and German education systems by examining the instances and consequences of disruption in refugee students’ education in İstanbul and Hamburg. A multiple case study design with critical policy analysis (CPA) was used. In addition to the available national statistics, empirical data drew on semi-structured in-depth interviews with refugee students and teachers. The background section maps out the trajectory of refugee education with a synthesis of the formal educational policies in Turkey and Germany toward the inclusion of refugee students into public schools. The findings first elaborate on the readiness of the Turkish and German contexts and a scoping review of the literature on the major issues in both settings. The second part explores the responsiveness of both education systems to refugee children’s education during the COVID-19 pandemic in both cases, namely, in İstanbul and Hamburg.