A variety of disciplines contribute to the study of entrepreneurship including economics (incentives, markets), management (opportunity process) and sociology (influence norms, influence) and psychology (motivation and biases), Anthropology (history and culture), and law. This span of disciplines reveals that entrepreneurialism is both a process and an occurrence.
The concept of entrepreneurship has been a bit hazy and this uncertainty can be guide to social science courses apparent in the definitions experts have given it. Many have adopted Schumpeterian entrepreneurial theories that are dynamic which describe it as a person’s ability to discover new opportunities and to create new businesses. Others have highlighted the importance of entrepreneurial activities in larger communities or organizations. Others have restricted the definition of entrepreneurs to those who are self-employed and small-scale business owners.
Regardless of the definition that one chooses to adhere to, there is a consensus that entrepreneurship is critical to the development of economics and well-being, as it has been linked with the creation of jobs, productivity gains and economic growth. Furthermore social entrepreneurs are vital people in society because they come up with solutions to society’s issues.
There is increasing interest in incorporating this concept into the entrepreneurship education. Many researchers have begun to study it. There is a lack of empirical research on social entrepreneurship and higher education, and it’s crucial to understand what students learn through this type of course. This article addresses this gap by providing an analysis of students’ learning experience in a course on Social Entrepreneurship taught at a University in Pakistan.
