A wide range of disciplines contribute to the study of entrepreneurship, including economics (incentives, markets) as well as management (opportunity or process) as well as sociology (influence, norms) as well as psychology (motivation and biases) and anthropology (history, culture) and law. This broad range of disciplines proves that the concept of entrepreneurship is both a practice and an event.
The concept of entrepreneurship isn’t clear and this is evident in the definitions researchers have come up with for it. Many have embraced Schumpeterian entrepreneurial theories that are dynamic which define it as the ability of an individual to take advantage of opportunities to create new enterprises. Others have emphasized the importance of entrepreneurial activities in larger organizations or communities. Some have narrowed the definition to small business owners and self-employed individuals who operate their own businesses.
Regardless of the definition that one decides to accept, it is generally accepted that entrepreneurship is essential to economic development and well-being, since it has been linked to the creation of jobs, productivity gains and economic growth. Additionally social entrepreneurs are vital social actors as they offer solutions to social issues.
As a result, there is growing interest in incorporating the concept of social entrepreneurship in entrepreneurship education Researchers are beginning to research this idea. However, there is a lack of empirical research on the impact of social entrepreneurship in higher education, and it is important to comprehend what students learn from this type of course. This article focuses on this topic through an examination of students’ experience in a Social Enterprise class at the University in Pakistan.
