A variety of disciplines contribute to the study of entrepreneurship, including economics (incentives, markets) as well as management (opportunity process), sociology (influence and norms), psychology (motivation, biases), anthropology (history, culture), and law. This wide range of disciplines shows that entrepreneurship is an event and a practice.
The concept of entrepreneurship has been a bit hazy and this confusion can be evident in the definitions that scholars have given it. Many have adopted the Schumpeterian dynamic conception of entrepreneurship, which defines it as an individual’s ability to seize opportunities and launch new ventures. Others have highlighted the importance of entrepreneurial activity within larger communities or organizations. Some have narrowed the definition to small business owners and self-employed people who operate independent businesses.
Regardless of the definition that one chooses to adhere to regardless of the definition, it is widely acknowledged that entrepreneurship is essential to economic development and well-being, since it has been linked with the creation of jobs, productivity gains and economic growth. Social entrepreneurs are also significant contributors to the society, as they provide solutions to social problems.
There is increasing interest in incorporating this concept into entrepreneurship education. Researchers have begun to study it. There is a dearth of empirical research on social entrepreneurial activities and higher education, and it is important to know the lessons students are taking from these types of courses. This article focuses on this topic through an investigation of students’ experiences taking a course in Social Enterprise at a University in Pakistan.