A variety of disciplines contribute to the study of entrepreneurship including economics (incentives and markets) as well as management (opportunity and process) as well as sociology (influence norms, influence) as well as psychology (motivation, biases), anthrology (history, culture), and law. This span of disciplines reveals that the concept of entrepreneurship is both a practice and an event.
The concept of entrepreneurship is some ambiguity, and this ambiguity can be seen in the definitions scholars have offered. Many have embraced Schumpeterian innovative views of entrepreneurship which describe it as a person’s ability to identify new opportunities and to create new companies. Others have emphasized the importance of entrepreneurial activities within larger groups or communities. Others have restricted the definition to self-employed people and small business owners.
No matter what definition one decides to use, it is generally accepted that entrepreneurship is vital to the development of economics and well-being. It has been linked with productivity increases, job creation, and economic growth. Furthermore social entrepreneurs are vital social actors as they come up with solutions to society’s problems.
This check has led to is a growing interest to incorporate the concept of social entrepreneurship in entrepreneurship education, and several researchers have started to explore this concept. There is a lack of research that has been conducted on the subject of social entrepreneurship and higher education and it is crucial to know what students are learning from this type of course. This article addresses this gap with an analysis of students’ learning experience in a Social Entrepreneurship course taught at the University in Pakistan.
