The study of entrepreneurialism is influenced by a broad range of disciplines including sociology (influence and norms) and psychology, anthropology, history, culture, and law. The wide array of disciplines shows that entrepreneurship is an actual phenomenon and a process.
The concept of entrepreneurship has a hazy nature, and this ambiguity can be seen in the definitions scholars have given it. Many have adopted the Schumpeterian dynamic definition of entrepreneurship, which describes it as an individual’s ability to recognize opportunities and start new ventures. Others have emphasized the importance of entrepreneurial activities within larger groups or communities. Some have narrowed the definition to small-business owners and self-employed people who operate independent businesses.
Whichever definition you choose it is widely acknowledged that entrepreneurship is vital to the development of our economy and well-being and wellbeing, since it is linked with productivity and job creation. It also contributes to economic growth. Furthermore social entrepreneurs are vital individuals in the society, as they provide solutions to social issues.
There is a growing interest in incorporating social entrepreneurship into entrepreneurship education Researchers are beginning to research this concept. However there is a deficiency of empirical research about the impact of social entrepreneurship in higher education and a need to better know what students learn from this kind of course. This article addresses this issue by providing a case-study of the students’ experience in a Social Enterprise course at a University in Pakistan.