Purpose The aim of this study is to explore, describe and analyze how service firms overcome barriers of internationalization at an early stage. Thus, this study is aiming to increase a better understanding of what kind of preconditions these firms have in the very early stages of internationalization. Methodology This research has been based on qualitative case study and abductive approach. We wanted to pursue this research strategy since we were aiming to receive an in-depth understanding of service firms’ early internationalization process. A delimitation we further have applied in this study is a focus only on early entry to Norwegian market and on Swedish consulting firms. These delimitations have been based mainly on the fact that it would be easier to compare the results from the empirical data. We have furthermore conducting a total of 5 interviews with 6 interviewees. Three of these have been with our chosen case companies and the other two have been with two external actors with profound knowledge about the Norwegian market.   Conclusions In our conclusions, we have identified the main characteristics of barriers in an early internationalization stage for service firms and enablers to overcome these barriers. The three key enablers are networks and relationships, international entrepreneurship and presence at the foreign market.

lntercultural competence is seen as a necessary skill for international business studies graduates. Can faculty and staff members at international business studies programs improve their intercultural competence by participating in a series of intercultural learning activities? In this study 10 faculty and staff members went through nine 4-hour intercultural learning sessions. Their intercultural sensitivity was tested before and after the sessions. The study builds on research that makes use of the Intercultural Development Inventory for the assessment of intercultural competence development. The framework for intercultural learning used in this study is based on a Process Model of Intercultural Competence and the Developmental Model of Intercultural Sensitivity. The study made use of mixed methods for data collection: IDI pre- and post-testing, participative observation, and interview. Analysis of the data revealed that faculty and staff members gained on average 8.02 points on a 90-point scale (the IDI developmental orientation). The group moved form minimization to acceptance. Faculty and staff members with a positive developmental score reduced their orientation gap with on average 7.47 points. This means they can now more realistically estimate their ability of dealing with cultural differences. In interviews faculty and staff members confirmed to feel more interculturally sensitive and that reflection, engagement and the making of meaning are important elements of mindful intercultural interaction. This study should ideally be followed by a study comparing the intercultural competence development of faculty and staff members with the intercultural competence development of their students, answering the question whether interculturally competent educators hone intercultural competence development of students more or better than those who are less interculturally competent.