A wide array of disciplines contribute to the study of entrepreneurship including economics (incentives, markets) and management (opportunity or process), sociology (influence and norms) and psychology (motivation and biases) and the study of anthropology (history and culture), and law. This span of disciplines reveals that entrepreneurship is both an activity and a phenomenon.

The concept of entrepreneurship isn’t clear and this ambiguity is evident in the definitions scholars have developed for it. Many have adopted the Schumpeterian dynamic definition of entrepreneurship, which defines it as an individual’s ability to ukpip.org/partnership seize opportunities and launch new ventures. Others have stressed the importance of entrepreneurial activities within larger organizations or communities. Others have restricted the definition to individuals who are self-employed and small business owners.

No matter what definition one chooses to adhere to, it is generally accepted that entrepreneurship is vital for economic development and well-being. It is associated with productivity growth, job creation, and economic growth. Social entrepreneurs are also crucial people in society by offering solutions to social problems.

There is growing interest in incorporating this idea into the entrepreneurship education. Researchers have begun to study it. There is a dearth of research that is empirically based on social entrepreneurialism and higher education, and it’s important to understand what students learn from these types of courses. This article addresses this issue through an investigation of students’ experiences in a Social Enterprise course at an University in Pakistan.