A wide array of disciplines contribute to the study of entrepreneurship, including economics (incentives and markets) and management (opportunity process), sociology (influence and norms), psychology (motivation and biases), anthropology (history, culture), and law. This span of disciplines reveals that entrepreneurialism is both a process and an event.
The concept of entrepreneurship is a hazy nature and this uncertainty can be observed in the definitions that researchers have given it. Many have adopted Schumpeterian dynamic theories of entrepreneurship which define it as an individual’s ability to take advantage of new opportunities and create new businesses. Others have emphasized the importance of entrepreneurial activity within larger communities or organizations. Others have limited the definition to individuals who are self-employed and small-scale business owners.
No matter which definition you pick, it’s widely accepted that entrepreneurship is essential to economic development and wellbeing and wellbeing, since it is linked with job creation and productivity gains. It also contributes to economic growth. Social entrepreneurs are also important social actors, as they provide solutions to social problems.
In the wake of this, there is an increasing interest in incorporating social entrepreneurship into the entrepreneurship education and a number of researchers have begun to study this idea. However there is a deficiency of empirical research on the impact of social entrepreneurship in higher education and it is important to comprehend what students learn from this type of course. This article addresses this issue with an examination of students’ experiences taking a course in see here now Social Enterprise at an University in Pakistan.
