A variety of disciplines contribute to the study of entrepreneurship including economics (incentives and markets) and management (opportunity process) and sociology (influence and norms), psychology (motivation, biases), Anthropology (history and culture) and law. This broad range of disciplines demonstrates that entrepreneurship is ukpip.org/generated-post/ a phenomenon and an activity.
The notion of entrepreneurship is been a bit hazy and this ambiguity can be observed in the definitions that researchers have offered. Many have adopted Schumpeterian dynamic theories of entrepreneurship which define it as a person’s ability to discover new opportunities and to create new companies. Others have emphasized the importance of entrepreneurial activities in larger organizations or communities. Others have restricted the definition to small business owners and self-employed people who own their own businesses.
Whatever definition you choose, it’s widely accepted that entrepreneurship is essential to economic development and wellbeing, as it is associated with the creation of jobs and productivity increases. It also contributes to economic growth. Social entrepreneurs are also significant contributors to the society by offering solutions to social problems.
As a result, there is an increasing interest in incorporating social entrepreneurship into education in entrepreneurship, and several researchers have begun to investigate this idea. However there is a deficiency of empirical research on the impact of social entrepreneurship in higher education, and an urgent need to better know what students learn from this type of course. This article focuses on this topic through a case-study of the students’ experiences in a Social Enterprise course at the University in Pakistan.