A wide array of disciplines contribute to the study of entrepreneurship including economics (incentives, markets) and management (opportunity or process) and sociology (influence norms, influence), psychology (motivation and biases) as well as anthropology (history and culture) and law. The wide array of disciplines shows that entrepreneurship is a phenomenon and an activity.

The concept of entrepreneurship is elusive, and this ambiguity is reflected in the definitions that researchers have come up with for it. Many have adopted the Schumpeterian dynamic concept of entrepreneurship that describes it as an individual’s ability to seize opportunities and start new ventures. Others have stressed the importance of entrepreneurial activities in larger groups or communities. Others have restricted the definition of entrepreneurs to those who are self-employed and small business owners.

Whichever definition you choose it is widely acknowledged that entrepreneurship is vital to ukpip.org/generated-post-2/ wellbeing and economic development, as it is associated with job creation and productivity gains. It can also boost economic growth. Additionally, social entrepreneurs are important individuals in the society, as they come up with solutions to society’s issues.

There is a growing interest in incorporating this concept into the entrepreneurship education. Many researchers have begun to research it. There is a lack of empirical research on social entrepreneurship and higher education and it is important to know what students learn from this type of course. This article addresses this issue through a case-study of the students’ experiences taking a course in Social Enterprise at a University in Pakistan.