A wide range of disciplines contribute to the study of entrepreneurship, including economics (incentives, markets), management (opportunity, process) as well as sociology (influence, norms) as well as psychology (motivation and biases) as well as anthropology (history and culture) and law. This span of disciplines reveals that entrepreneurialism is both a process and an occurrence.

The concept of entrepreneurship isn’t clear and this ambiguity has been reflected in the definitions that scholars have developed for it. Many have accepted the Schumpeterian dynamic conception of entrepreneurship, which defines it as logitech options for mac the capacity to capitalize on opportunities and create new ventures. Others have highlighted the importance of entrepreneurial activities in larger organizations or communities. Others have restricted the definition to small business owners and self-employed individuals who own their own businesses.

No matter which definition you choose It is generally accepted that entrepreneurship is essential to economic development and wellbeing because it is associated with job creation and productivity gains. It is also a major contributor to economic growth. Moreover, social entrepreneurs are important social actors as they introduce solutions to societal problems.

In the wake of this, there is a growing interest to incorporate the concept of social entrepreneurship in entrepreneurship education and a number of researchers have begun to investigate this idea. However there is a shortage of empirical research on the impact of social entrepreneurship in higher education and the need to better comprehend what students learn from this kind of course. This article addresses this gap through a case study of the learning experience of students in a social entrepreneurship course that is offered at a University in Pakistan.