A variety of disciplines contribute to the study of entrepreneurship including economics (incentives, markets), management (opportunity and process), sociology (influence and norms), psychology (motivation, biases), anthropology (history and culture) and law. This diversity of disciplines shows that entrepreneurship is both an activity and an occurrence.
The concept of entrepreneurship isn’t clear, and this ambiguity is evident in the definitions researchers have created for it. Many have embraced the Schumpeterian dynamic definition of entrepreneurship, which describes it as an individual’s ability to identify opportunities and develop new ventures. Others have stressed the importance of entrepreneurial activities within larger communities or organizations. Others have restricted the definition to individuals who are self-employed and small business owners.
No matter what definition one decides to use, there is a consensus that entrepreneurship is critical for economic development and well-being, since it has been linked to the creation of jobs, productivity gains, and economic growth. In addition social entrepreneurs are significant contributors to society as they offer solutions to social issues.
There is increasing interest in incorporating this idea into the entrepreneurship education. Several researchers have begun to explore it. However there is a shortage of research that has a direct bearing on the impact of social entrepreneurship on higher education and it is important to ukpip.org/generated-post/ understand what students learn from this kind of course. This article addresses this issue by providing an examination of students’ experiences in a course on Social Enterprise at a University in Pakistan.
