The study of entrepreneurship is influenced by a broad range of disciplines including sociology (influence and norms) psychology, anthropology, psychology, history, culture, and law. This broad range of disciplines shows that entrepreneurship can be described as an actual phenomenon and a process.
The concept of entrepreneurship isn’t clear and this ambiguity is reflected in the definitions that researchers have created for it. Many have accepted the Schumpeterian dynamic view of entrepreneurship, which describes it as an individual’s ability to identify opportunities and develop new ventures. Others have stressed the importance of entrepreneurial activities in larger organizations or communities. Others have restricted the definition to individuals who are self-employed and small-scale business owners.
Whatever definition one decides to use, it is widely recognized that entrepreneurship is crucial to economic development and well-being, as it is associated with the creation of jobs, productivity gains and economic growth. Furthermore social data room services and their influence entrepreneurs are significant social actors as they provide solutions to social problems.
In the wake of this, there is a growing interest to incorporate social entrepreneurship into entrepreneurship education and a number of researchers have begun to investigate this concept. There is a dearth of research that is empirically based on social entrepreneurship and higher education, and it’s crucial to understand what students are learning through this type of course. This article addresses this issue with a case-study of the students’ experiences in a Social Enterprise class at a University in Pakistan.