The study of the entrepreneurship field is influenced and influenced by a variety of disciplines, including sociology (influence and norms) and psychology, anthropology as well as history, culture and law. This range of disciplines suggests that it is both an activity and a phenomenon.
The notion of entrepreneurship is been a bit hazy and this ambiguity can be apparent in the definitions experts have given it. Many have adopted the Schumpeterian dynamic definition of entrepreneurship, which defines it as the ability to identify opportunities and create new ventures. Others have highlighted the importance of entrepreneurial activities in larger organizations or communities. Others have restricted the definition to ukpip.org/the-importance-of-social-sciences/ individuals who are self-employed and small-scale business owners.
Whatever definition you choose there is a consensus that entrepreneurship is essential to wellbeing and economic development because it is associated with productivity and job creation. It also contributes to economic growth. Social entrepreneurs are also important contributors to the society by offering solutions to social issues.
This has led to is an increasing interest in incorporating social entrepreneurship into the entrepreneurship education Researchers have begun to study this idea. However there is a deficiency of empirical research on the impact of social entrepreneurship on higher education, and it is important to comprehend what students learn from this type of course. This article addresses this gap by providing an investigation of the students’ learning experience in a Social Entrepreneurship course that is offered at a University in Pakistan.
