A wide array of disciplines contribute to the study of entrepreneurship including economics (incentives, markets) as well as management (opportunity process) and sociology (influence norms, influence), psychology (motivation, biases), the study of anthropology (history, culture) and law. This diversity of disciplines shows that the concept of entrepreneurship is both a practice and an event.
The concept of entrepreneurship is a hazy nature and this ambiguity can be observed in the definitions that researchers have given it. Many have accepted the Schumpeterian dynamic conception of entrepreneurship, which defines it as the capacity to capitalize on opportunities and launch new ventures. Others have emphasized the value of entrepreneurial activities within larger groups or communities. Others have restricted the definition of entrepreneurship to small business owners and self-employed people who operate their own businesses.
Whatever definition you pick there is a consensus that entrepreneurship is essential to economic development and wellbeing, as it is associated with job creation and productivity growth. It also aids in economic growth. Social entrepreneurs are also important contributors to the society by offering solutions to social problems.
There is a growing interest in incorporating this idea into the entrepreneurship education. Many researchers have begun to research the idea. However there is a dearth of empirical research about the impact of social entrepreneurship in higher education, and the need to better comprehend what students learn from this kind of course. This article addresses this issue through an analysis of students’ learning experience in a course on Social Entrepreneurship offered at an University in Pakistan.