The study of entrepreneurialism is influenced by a broad range of disciplines including sociology (influence and norms), psychology, anthropology, history, culture, and law. This broad range of disciplines shows that entrepreneurship is an actual phenomenon and a process.
The concept of entrepreneurship has a hazy nature, and this ambiguity can be observed in the definitions that researchers have offered. Many structure a data room for m&a transactions have embraced Schumpeterian dynamic views of entrepreneurship that define it as an individual’s ability to seize new opportunities and create new companies. Others have stressed the importance of entrepreneurial activity in larger organizations or communities. Others have restricted the definition to people who are self-employed and small business owners.
Regardless of the definition that one chooses to endorse, it is widely recognized that entrepreneurship is essential to the development of economics and well-being. It has been associated with productivity increases, job creation and economic growth. Additionally social entrepreneurs are crucial contributors to society as they provide solutions to social issues.
There is increasing interest in incorporating this concept into the entrepreneurship education. A number of researchers have begun to investigate the idea. However there is a deficiency of empirical research about the impact of social entrepreneurship in higher education, and a need to better know what students learn from this type of course. This article addresses this issue through a case study of the learning experience of students in a Social Entrepreneurship course that is offered at a University in Pakistan.
