The study of the entrepreneurship field is influenced and influenced by a diverse array of disciplines, including sociology (influence and norms), psychology, anthropology, history, culture, and law. This diversity of disciplines shows that it is both an activity and a phenomenon.

The concept of entrepreneurship is been a bit hazy, and this ambiguity can be evident in the definitions that scholars have offered. Many have adopted the Schumpeterian dynamic conception of entrepreneurship, which describes it as an individual’s ability to identify opportunities and create new ventures. Others have emphasized the importance of entrepreneurial activity in larger organizations ukpip.org/the-importance-of-social-sciences/ or communities. Others have limited the definition of entrepreneurs to those who are self-employed and small business owners.

Regardless of the definition that one chooses to endorse, it is generally accepted that entrepreneurship is crucial to the development of economics and well-being, as it has been associated with the creation of jobs, productivity gains, and economic growth. Social entrepreneurs are also vital people in society by offering solutions to social problems.

This has led to is growing 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 research that has a direct bearing on the impact of social entrepreneurship on higher education and it is important to comprehend what students learn from this kind of course. This article addresses this gap through a case study of the students’ learning experience in a social entrepreneurship course that was offered at the University in Pakistan.