A wide array of disciplines contribute to the study of entrepreneurship, including economics (incentives, markets) as well as management (opportunity, process) as well as sociology (influence and norms) and psychology (motivation, biases) and anthropology (history and culture) and law. The ukpip.org/partnership/ diversity of these disciplines demonstrates that entrepreneurship is an activity and a phenomenon.
The concept of entrepreneurship is elusive, and this ambiguity is reflected in the definitions that researchers have created for it. Many have adopted the Schumpeterian dynamic definition of entrepreneurship, which defines it as an individual's ability to recognize opportunities and launch new ventures. Others have emphasized the value of entrepreneurial activities within larger groups or communities. Others have limited the definition to self-employed people and small-scale business owners.
Regardless of the definition that one chooses to adhere to, there is a consensus that entrepreneurship is critical for economic development and well-being, as it is associated with productivity growth, job creation, and economic growth. Moreover social entrepreneurs are significant individuals in the society, as they offer solutions to social issues.
There is a growing interest to incorporate social entrepreneurship into entrepreneurship education, and several researchers have begun to study this idea. However, there is a lack of research that has a direct bearing on the impact of social entrepreneurship in higher education, and it is important to understand what students learn from this kind of course. This article addresses this gap by providing an examination of the learning experience of students in a Social Entrepreneurship course that was offered at an University in Pakistan.
