The study of entrepreneurship is influenced by a diverse array of disciplines, including sociology (influence and norms), psychology, anthropology, history, culture, and law. This span of disciplines reveals that entrepreneurialism is both a process and an actual phenomenon.
The notion of entrepreneurship is an uncertain nature, and this ambiguity can be seen in the definitions scholars have given it. Many have accepted the Schumpeterian dynamic concept of entrepreneurship that describes it as an individual’s ability to identify opportunities and start new ventures. Others have emphasized the importance of entrepreneurial activities in larger communities or organizations. Still others have confined the definition to small-business owners and self-employed individuals who operate their own businesses.
Whatever definition one chooses to endorse, there is a consensus that entrepreneurship is critical to the development of economics and well-being, since it has been associated with the creation of jobs, productivity gains and economic growth. Additionally social entrepreneurs are significant social actors as they introduce solutions to societal problems.
This has led to is a growing interest in incorporating social entrepreneurship into entrepreneurship education and several researchers have begun to investigate this idea. There is a lack of research that has been conducted on the subject of social entrepreneurialism and higher education, and it is crucial to know what students learn through this type of course. This article addresses this issue with an analysis of students’ experience in a Social Enterprise class at an University in Pakistan.