A wide array of disciplines contribute to the study of entrepreneurship, including economics (incentives and markets) as well as management (opportunity process), sociology (influence norms, influence) as well as psychology (motivation and biases), anthrology (history and culture), and law. This broad range of disciplines shows that entrepreneurship can be described as an activity and a phenomenon.
The idea of entrepreneurship has been a bit hazy and this uncertainty can be evident in the definitions that scholars have given it. Many have embraced Schumpeterian dynamic theories of entrepreneurship that define it as the ability of an individual to identify new opportunities and to create new companies. Others have emphasized the value of entrepreneurial activities in larger communities or organizations. Some have narrowed the definition to small-business owners and self-employed people who operate their own businesses.
Regardless of the definition that one chooses to adhere to regardless of the definition, it is widely acknowledged that entrepreneurship is critical to the growth of our economy and well-being. It has been linked to productivity increases, job creation, and economic growth. Additionally social entrepreneurs are significant people in society because they come up with solutions to society’s problems.
There is an increasing interest in incorporating this idea into the entrepreneurship education. Many researchers have begun to explore it. However there is a deficiency of research that has a direct bearing on the impact of social entrepreneurship on higher education and the need to better understand what students learn from this type of course. This article addresses this gap through an analysis of the students’ learning experience in a course on Social Entrepreneurship offered at an University in Pakistan.