Description

A broad range of disciplines contribute to the study of entrepreneurship including economics (incentives and markets) and management (opportunity, process) and sociology (influence norms, influence) as ukpip.org/generated-post/ well as psychology (motivation, biases) and anthropology (history and culture), and law. The wide array of disciplines demonstrates that entrepreneurship is an activity and a phenomenon.

The concept of entrepreneurship is elusive and this ambiguity has been evident in the definitions scholars have developed for it. Many have embraced Schumpeterian innovative views of entrepreneurship which define it as a person’s ability to discover new opportunities and create new enterprises. Others have emphasized the importance of entrepreneurial activities within larger organizations or communities. Others have restricted the definition to small business owners and self-employed individuals who run their own businesses.

Whichever definition you pick it is widely acknowledged that entrepreneurship is essential for economic development and wellbeing, as it is associated with job creation and productivity growth. It also aids in economic growth. Moreover, social entrepreneurs are important contributors to society as they provide solutions to social problems.

There is a growing interest in incorporating this idea into entrepreneurship education. A number of researchers have begun to explore it. There is a lack of empirical research on social entrepreneurial activities and higher education, and it is crucial to know what students are learning from this type course. This article addresses this gap with an investigation of the students’ learning experience in a social entrepreneurship course offered at the University in Pakistan.