The study of the entrepreneurship field is influenced and influenced by a broad range of disciplines including sociology (influence and norms) as well as psychology, anthropology and history, culture and law. The diversity of these disciplines shows that entrepreneurship is an activity and a phenomenon.
The concept of entrepreneurship is some ambiguity, and this ambiguity can be observed in the definitions that researchers have given it. Many have embraced the Schumpeterian dynamic definition of entrepreneurship, which describes it as an individual’s ability to recognize opportunities and launch new ventures. Others have emphasized the importance of entrepreneurial activities in larger communities or organizations. Some have narrowed the definition to small business owners and self-employed individuals who own their own businesses.
Whichever definition you choose there is a consensus that entrepreneurship is essential for economic development and wellbeing and wellbeing, since it is linked with productivity and job creation. It can social sciences also boost economic growth. Moreover social entrepreneurs are significant individuals in the society, as they come up with solutions to society’s problems.
There is an increasing interest in incorporating this idea into entrepreneurship education. Several researchers have begun to study it. There is a dearth of empirical research on social entrepreneurship and higher education and it is crucial to know what students learn from this type of course. This article addresses this issue through an examination of students’ learning experience in a social entrepreneurship course that is offered at the University in Pakistan.