The study of entrepreneurialism is influenced by a broad range of disciplines including sociology (influence and norms), psychology, anthropology, history, culture, and law. This range of disciplines suggests that entrepreneurship is both an activity and an occurrence.
The concept of entrepreneurship isn’t clear, and this ambiguity is reflected in the definitions that scholars have developed for it. Many have embraced Schumpeterian innovative views of entrepreneurship which define it as the ability of an individual to identify new opportunities and create new companies. Others have stressed the importance of entrepreneurial activities in larger groups or communities. Others have limited the definition of entrepreneurs to those who are self-employed and small business owners.
Whatever definition one decides to accept, it is widely recognized that entrepreneurship is critical to economic development and well-being. It is associated with productivity increases, job creation and economic growth. Furthermore social entrepreneurs are crucial individuals in the society, as they introduce solutions to societal issues.
There is an increasing interest in incorporating this concept into entrepreneurship education. Many researchers have begun to research the idea. There is a lack of research that has been conducted on the subject of social entrepreneurship and higher education, and it is important to know the lessons students are taking from this type course. This article addresses this gap with an examination of the students’ learning experience in a social entrepreneurship course that was offered at an University in Pakistan.