A variety of disciplines contribute to the study of entrepreneurship including economics (incentives and markets) and management (opportunity process) as well as sociology (influence, norms) and psychology (motivation and biases) as well as the study of anthropology (history and culture) and law. This broad range of disciplines proves that it is both an activity and an actual phenomenon.
The concept of entrepreneurship is elusive, and this ambiguity is reflected in the definitions that researchers have come up with for it. Many have accepted the Schumpeterian dynamic definition of entrepreneurship, which defines https://ukpip.org/data-room-services-and-their-influence it as an individual’s ability to identify opportunities and start new ventures. Others have stressed the importance of entrepreneurial activities in larger groups or communities. Still others have confined the definition of entrepreneurship to small business owners and self-employed individuals who operate their own businesses.
Regardless of the definition that one chooses to adhere to, it is widely recognized that entrepreneurship is critical to economic development and well-being, as it has been associated with productivity increases, job creation and economic growth. Social entrepreneurs are also crucial social actors, as they provide solutions to social problems.
There is an increasing interest in incorporating social entrepreneurship into education in entrepreneurship and a number of researchers have begun to investigate this concept. However there is a dearth 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 type of course. This article addresses this gap with a case study of the learning experience of students in a Social Entrepreneurship class taught at an University in Pakistan.