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The purpose of this paper is to conduct a meta-analysis of existing research on gender discrimination/gender gap and women in Science, Technology, Engineering and Mathematics (STEM) in the UAE, specifically, and Middle East and North Africa (MENA) and Gulf Cooperation Council (GCC) countries in general because of very limited number of articles published on the subject. It will give future researchers insights into the topics, methodologies and findings of such research from 1999–2019.

This study conducts a meta-analysis of 72 articles using the Wildcard operator search method and the Boolean operator to perform an integrative literature search related to gender discrimination studies done in relationship to or specific to the UAE.

In total, 88 papers related to the UAE and gender gap and women were identified. The articles were narrowed down to the ones published in high-ranked or Scopus journals (72). The findings suggest a decreasing trend in gender discrimination, but the issue still persists, requiring efforts from policy-makers, society and government to ensure gender parity is achieved. Academic research on women in STEM/SET workplace, specific to the UAE and the region, continue to slowly advance, with very few articles published in the same.

The study provides insights into gender gap research done in the past ten years specific to the UAE national women and gender gap in general and their career choices and prospects in the STEM/SET domain.

There is a need to focus research on Emirati women in STEM careers to develop more insights into gender gap perceptions of Emirati women and identify challenges and methods to close the gender gap in STEM careers.

This paper brings a holistic perspective to the meta-analysis of research on the gender gap and women in the UAE’s STEM domain.

Preparing today's students for success and eventual leadership in the new global marketplace is one of the most important responsibilities in education today. This study seeks to represent the first, in‐depth analysis of future entrepreneurs and to show that its results indicate that the investment in entrepreneurship education is valuable.

A primary survey was conducted among first‐year Business Studies students from Australia, Portugal, Finland, Germany, Slovenia, Poland, the UK and the UAE. There were a total of 860 students, of whom 510 were female respondents. A five‐point Likert scale was used for each question and mean scores were generated from the ranks.

Results indicated that the majority of students possessed entrepreneurial attitudes. Furthermore, both student characteristics and entrepreneurial experience were found to be associated with certain entrepreneurial attitudes. The results show that the young female students in Dubai are positive regarding the role that universities can play in fostering their interest towards entrepreneurship, for their education and as the incubator for their new venture.

Significant scope was found for promotion of entrepreneurship in the education system in the United Arab Emirates. Emirati female students showed a high inclination to become entrepreneurs, provided that they undertook a specialized entrepreneurial Business Program. This research shows that students have a positive attitude towards entrepreneurship and it provides evidence, which urges action to advance entrepreneurship education globally.

Both academia and practitioners have increased their efforts in promoting an entrepreneurial mindset within society. However, only a few studies have investigated entrepreneurial attitudes among students. This research shows that students have a positive attitude towards entrepreneurship and it provides evidence which urges action to advance entrepreneurship education globally.