A wide array of disciplines contribute to the study of entrepreneurship including economics (incentives and markets) as well as management (opportunity, process) as well as sociology (influence and norms) as well as psychology (motivation and biases) and anthropology (history, culture) and law. This span of disciplines reveals that the concept of entrepreneurship is both a practice and an occurrence.
The concept of entrepreneurship is elusive and this ambiguity has been reflected in the definitions that researchers have come up with for it. Many have embraced Schumpeterian dynamic views of entrepreneurship which define it as ukpip.org/partnership an individual’s ability to discover new opportunities and create new enterprises. Others have emphasized the importance of entrepreneurial activity in larger groups or communities. Some have narrowed the definition of entrepreneurship to small business owners and self-employed individuals who run their own businesses.
Regardless of the definition that one chooses to endorse, it is generally accepted that entrepreneurship is vital for economic development and well-being, since it has been linked with productivity increases, job creation and economic growth. In addition social entrepreneurs are crucial individuals in the society, as they introduce solutions to societal problems.
This has led to is an increasing interest in incorporating social entrepreneurship into education in entrepreneurship, and several researchers have started to explore this idea. There is a dearth of empirical research on social entrepreneurial activities and higher education, and it’s crucial to understand the lessons students are taking from this type course. This article addresses this gap by providing an examination of students’ learning experience in a social entrepreneurship course that is offered at the University in Pakistan.
