A broad range of disciplines contribute to the study of entrepreneurship including economics (incentives and markets) as well as management (opportunity and process), sociology (influence and norms) as well as psychology (motivation, biases) and Anthropology (history, culture), and law. The wide array of disciplines shows that entrepreneurship can be described as an event and a practice.
The concept of entrepreneurship isn’t clear and this ukpip.org is evident in the definitions scholars have developed for it. Many have embraced the Schumpeterian dynamic concept of entrepreneurship that describes it as an individual’s ability to recognize opportunities and create new ventures. Others have emphasized the importance of entrepreneurial activities within larger organizations or communities. Others have restricted the definition of entrepreneurs to those who are self-employed and small business owners.
Whichever definition you pick it is widely acknowledged that entrepreneurship is vital to economic development and wellbeing because it is associated with the creation of jobs and productivity increases. It also aids in economic growth. Social entrepreneurs are also crucial people in society by providing solutions to social issues.
There is an increasing interest in incorporating this concept into the entrepreneurship education. A number of 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 it is important to understand what students learn from this kind of course. This article addresses this gap by providing an analysis of students’ learning experiences in a Social Entrepreneurship class offered at a University in Pakistan.
