The study of entrepreneurialism is influenced by a variety of disciplines, including sociology (influence and norms) psychology, anthropology, psychology and history, culture and law. This span of disciplines reveals that it is both an activity and an occurrence.
The concept of entrepreneurship is elusive, and this ambiguity is reflected in the definitions that researchers have created for it. Many have embraced the Schumpeterian dynamic conception of entrepreneurship, which defines it as an individual’s ability to seize opportunities and start new ventures. Others have highlighted the importance of entrepreneurial activities within larger communities or organizations. Others have restricted the definition to small-business owners and self-employed individuals who operate independent businesses.
Whatever definition you choose, it’s widely accepted that entrepreneurship is crucial to economic development and wellbeing and wellbeing, since it is linked with the creation of jobs and productivity increases. It also aids in economic growth. Social entrepreneurs are also ukpip.org/partnership/ vital social actors, as they provide solutions to social issues.
This has led to is growing interest in incorporating social entrepreneurship into education in entrepreneurship and a number of researchers have begun to study this concept. However, there is a lack of research that has a direct bearing on the impact of social entrepreneurship on higher education and the need to better comprehend what students learn from this type of course. This article addresses this gap with an investigation of the students’ learning experience in a course on Social Entrepreneurship offered at a University in Pakistan.
