A broad range of disciplines contribute to the study of entrepreneurship, including economics (incentives and markets) and management (opportunity or process) as well as sociology (influence norms, influence), psychology (motivation and biases) and Anthropology (history, culture) and law. The diversity of these disciplines demonstrates that entrepreneurship is an activity and a phenomenon.
The idea of entrepreneurship has a hazy nature and this uncertainty can be evident in the definitions that scholars have offered. Many have embraced Schumpeterian entrepreneurial theories that are dynamic which define it as an individual’s ability to take advantage of opportunities to create new businesses. Others have emphasized the importance of entrepreneurial activities in larger groups or communities. Others have limited the definition to small business owners and self-employed individuals who own their own businesses.
No matter what definition one decides to accept, there is a consensus that entrepreneurship is critical to the development of economics and well-being, as it has been associated with productivity growth, job creation and economic growth. Social entrepreneurs are also vital contributing members of society, as they provide solutions to social problems.
In the wake of this, there is a growing interest in incorporating social entrepreneurship into education in entrepreneurship and several researchers have begun to study this concept. However there is a dearth of empirical research on the impact of ukpip.org/the-field-of-social-sciences social entrepreneurship in higher education and an urgent need to better know what students learn from this kind of course. This article addresses this issue through an examination of students’ experience taking a course in Social Enterprise at a University in Pakistan.
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