The study of the concept of entrepreneurship is influenced by variety of disciplines, including sociology (influence and norms), psychology, anthropology, history, culture, and law. This wide range of disciplines demonstrates that entrepreneurship is a phenomenon and an activity.
The concept of entrepreneurship isn’t clear and this is evident in the definitions researchers have come up with for it. Many have adopted Schumpeterian entrepreneurial visit here theories that are dynamic which define it as the ability of an individual to discover new opportunities and to create new businesses. Others have stressed the importance of entrepreneurial activities in larger groups or communities. Still others have confined the definition to small-business owners and self-employed individuals who own their own businesses.
No matter what definition one decides to use regardless of the definition, it is widely acknowledged that entrepreneurship is essential to the development of economics and well-being, as it has been associated with job creation, productivity gains and economic growth. Moreover, social entrepreneurs are important people in society because they introduce solutions to societal problems.
In the wake of this, there is a growing interest to incorporate social entrepreneurship into entrepreneurship education and a number of researchers have started to explore this concept. However there is a dearth of research that has a direct bearing on the impact of social entrepreneurship on higher education and the need to better know what students learn from this type of course. This article addresses this issue through an investigation of the students’ learning experience in a Social Entrepreneurship class that is offered at an University in Pakistan.
