A variety of disciplines contribute to the study of entrepreneurship, including economics (incentives and markets), management (opportunity or process) as well as sociology (influence, norms), psychology (motivation and biases), the study of anthropology (history and culture) and law. This diversity of disciplines shows that entrepreneurialism is both a process and a phenomenon.

The notion of entrepreneurship is an uncertain nature and this uncertainty can be seen in the definitions scholars have offered. Many have embraced Schumpeterian innovative views of entrepreneurship that define it as an individual’s ability to identify new opportunities and develop ukpip.org/generated-post new companies. Others have stressed the importance of entrepreneurial activity in larger groups or communities. Others have restricted the definition to individuals who are self-employed and small-scale business owners.

Whichever definition you choose it is widely acknowledged that entrepreneurship is vital to the development of our economy and well-being in that it is associated with the creation of jobs and productivity increases. It also contributes to economic growth. Social entrepreneurs are also crucial people in society by offering solutions to social problems.

There is an increasing interest in incorporating this idea into entrepreneurship education. Several researchers have begun to explore it. There is a lack of research that has been conducted on the subject of social entrepreneurship and higher education, and it’s crucial to understand what students are learning from this type of course. This article addresses this gap by providing an examination of students’ learning experience in a Social Entrepreneurship course offered at the University in Pakistan.