A variety of disciplines contribute to the study of entrepreneurship including economics (incentives and markets) as well as management (opportunity process) as well as sociology (influence, norms) and psychology (motivation, biases), anthrology (history and culture), and law. This span of disciplines reveals that it is both an activity and an actual phenomenon.
The notion of entrepreneurship is some ambiguity and this ambiguity can be evident in the definitions that scholars have given it. Many have embraced Schumpeterian dynamic theories of entrepreneurship which define it as an individual’s ability to discover new opportunities and create new companies. Others have emphasized the importance of entrepreneurial activity in larger groups or communities. Others have restricted the definition to small business owners and self-employed individuals who own their own businesses.
Whatever definition one decides to accept, there is a consensus that entrepreneurship is essential to economic development and well-being, as it has been linked with productivity growth, job creation and economic growth. Social entrepreneurs are also significant people in society, as they provide solutions to social issues.
As a result, there is growing interest in incorporating the concept of social entrepreneurship in entrepreneurship education, and several researchers have started to explore this concept. However there is ukpip.org/the-field-of-social-sciences/ a dearth of research that has a direct bearing on the impact of social entrepreneurship in higher education and the need to better understand what students learn from this type of course. This article addresses this issue by providing a case-study of the students’ experience in a Social Enterprise class at a University in Pakistan.
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