The study of entrepreneurialism is influenced by a variety of disciplines, including sociology (influence and norms), psychology, anthropology and history, culture and law. The diversity of these disciplines shows that entrepreneurship is an event and a practice.
The concept of entrepreneurship has been a bit hazy and this uncertainty can be observed in the definitions that researchers have offered. Many have adopted Schumpeterian entrepreneurial theories that are dynamic that define it as the ability of an individual to seize new opportunities and develop new enterprises. Others have stressed the importance of entrepreneurial activities within larger groups or communities. Others have restricted the definition to people who are self-employed and small business owners.
Whatever definition one decides to use, it is widely recognized that entrepreneurship is crucial for economic development and well-being. It has been linked to job creation, productivity gains, and economic growth. Additionally social entrepreneurs are crucial individuals in the society, as they introduce solutions to societal problems.
This has led to is a growing interest in incorporating social entrepreneurship into education in entrepreneurship, and several researchers have begun to study this concept. However there is a deficiency of empirical research about the impact of social entrepreneurship on higher education and it is important to comprehend what students learn from this type of course. This article addresses this issue through an investigation of the students’ learning experience in a course on Social Entrepreneurship offered at an University in Pakistan.
