A broad range of disciplines contribute to the study of entrepreneurship, including economics (incentives and markets), management (opportunity or process) and sociology (influence, norms) as well as psychology (motivation, biases) and the study of anthropology (history and culture) and law. This broad range of disciplines proves that entrepreneurialism is both a process and an actual phenomenon.
The concept of entrepreneurship isn’t clear, and this ambiguity is evident in the definitions researchers have created for it. Many have embraced the Schumpeterian dynamic definition of entrepreneurship, which defines it as an individual’s ability to identify opportunities and create new ventures. Others have emphasized the value of entrepreneurial activities within larger groups or communities. Some have narrowed the definition of entrepreneurship to small business owners and self-employed individuals who own their own businesses.
No matter what definition one chooses to adhere to regardless of the definition, it is widely acknowledged data room due diligence that entrepreneurship is critical to the development of economics and well-being. This is because it has been linked with productivity increases, job creation and economic growth. Additionally social entrepreneurs are significant social actors as they introduce solutions to societal problems.
There is a growing interest in incorporating this idea into entrepreneurship education. Several researchers have begun to research it. However there is a shortage of empirical research on the impact of social entrepreneurship in higher education and it is important to understand what students learn from this kind of course. This article addresses this gap with an investigation of students’ learning experience in a Social Entrepreneurship class taught at a University in Pakistan.