The study of the concept of entrepreneurship is influenced by broad range of disciplines including sociology (influence and norms) psychology, anthropology, psychology and history, culture and law. The diversity of these disciplines proves that entrepreneurship is an actual phenomenon and a process.
The idea of entrepreneurship has an uncertain nature and this ambiguity can be seen in the definitions scholars have given it. Many have accepted the Schumpeterian ukpip.org/generated-post-2/ dynamic conception of entrepreneurship, which defines it as the ability to seize opportunities and develop new ventures. Others have emphasized the importance of entrepreneurial activities within larger communities or organizations. Others have restricted the definition to self-employed people and small-scale business owners.
No matter what definition one decides to accept regardless of the definition, it is widely acknowledged that entrepreneurship is crucial to the development of economics and well-being, since it is associated with productivity increases, job creation and economic growth. Social entrepreneurs are also vital social actors, as they provide solutions to social problems.
There is a growing interest in incorporating this idea into the entrepreneurship education. Many researchers have begun to investigate it. There is a lack of empirical research on social entrepreneurship and higher education and it is crucial to know what students are learning through this type of course. This article addresses this issue with a case-study of the students’ experience in a Social Enterprise class at the University in Pakistan.
