The study of the entrepreneurship field is influenced and influenced by a wide range of disciplines, including sociology (influence and norms) and psychology, anthropology and history, culture and law. This diversity of disciplines shows that the concept of entrepreneurship is both a practice and an occurrence.
The notion of entrepreneurship is some ambiguity, and this ambiguity can be apparent in the definitions experts have offered. Many have embraced Schumpeterian innovative views of entrepreneurship that define it as a person’s ability to seize new opportunities and create new businesses. Others have stressed the importance of entrepreneurial activities in larger communities or organizations. Still others have confined the definition of entrepreneurship to small business owners and self-employed people who operate their own businesses.
No matter what click here to find out more definition one chooses to adhere to, it is widely recognized that entrepreneurship is essential for economic development and well-being. It has been associated with productivity growth, job creation and economic growth. Social entrepreneurs are also important contributors to the society in that they offer solutions to social problems.
As a result, there is a growing interest in incorporating social entrepreneurship into education in entrepreneurship, and several researchers have begun to investigate this idea. However there is a dearth 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 an examination of students’ experience in a Social Enterprise course at a University in Pakistan.