The study of the entrepreneurship field is influenced and influenced by a variety of disciplines, including sociology (influence and norms) as well as psychology, anthropology and history, culture and law. This range of disciplines suggests that entrepreneurship is both an activity and an event.
The idea of entrepreneurship has been a bit hazy and this confusion can be seen in the definitions scholars have given it. Many have accepted the Schumpeterian dynamic definition of entrepreneurship, which defines it as an individual’s capacity to capitalize on opportunities and start new ventures. Others have stressed the importance of entrepreneurial activities in larger communities or organizations. Others have limited the definition to small-business owners and self-employed individuals who own their own businesses.
No matter which definition you pick It is generally accepted that entrepreneurship is essential to economic development and wellbeing and wellbeing, since it is linked with job creation and productivity gains. It can also boost economic growth. Additionally social entrepreneurs are crucial social actors as they come up with solutions to society’s issues.
As a result, there is a growing interest to incorporate social entrepreneurship into education in entrepreneurship and a number of researchers have begun to investigate this concept. However there is a shortage of empirical research about the impact of social entrepreneurship in higher education, and it is important to comprehend what students learn from this type of course. This article addresses this issue by providing an analysis of students’ experience taking a course in Social Enterprise at the University in Pakistan.