A wide range of disciplines contribute to the study of entrepreneurship including economics (incentives and markets), management (opportunity and process) and sociology (influence norms, influence) and psychology (motivation, biases) as well as anthropology (history, culture) and law. The wide array of disciplines proves that entrepreneurship is an event and a practice.
The concept of entrepreneurship is elusive and this is reflected in the definitions that scholars have developed for it. Many have embraced Schumpeterian dynamic views of entrepreneurship which define it as the capacity of an individual to take advantage of opportunities to create new enterprises. Others have stressed the importance of entrepreneurial activity within larger communities or organizations. Others have limited the definition to small business owners and self-employed people who operate their own businesses.
Whatever definition one chooses to adhere to, it is generally accepted that entrepreneurship is crucial to economic development and well-being. It has been associated with productivity growth, job creation and economic growth. Social entrepreneurs are also significant people in society, as they provide solutions to social issues.
As a result, there is a growing interest in incorporating social entrepreneurship into education in entrepreneurship and a number of researchers have started to explore this concept. However there is a shortage of empirical research about the impact of social entrepreneurship on higher education, and the need to better know what students learn from this type of course. This article addresses this gap by providing an examination of the students’ learning experience in a Social Entrepreneurship course that is offered at the ukpip.org/generated-post-2/ University in Pakistan.
