guide to social science courses
A variety of disciplines contribute to the study of entrepreneurship, including economics (incentives and markets), management (opportunity or process) and sociology (influence norms, influence), psychology (motivation, biases), anthropology (history and culture), and law. This broad range of disciplines proves that it is both an activity and an event.
The idea of entrepreneurship has some ambiguity and this confusion can be apparent in the definitions experts have given it. Many have adopted Schumpeterian dynamic views of entrepreneurship that define it as a person’s ability to discover opportunities to create new enterprises. Others have emphasized the importance of entrepreneurial activities in larger organizations or communities. Others have restricted the definition to individuals who are self-employed and small business owners.
Whatever definition one decides to use, there is a consensus that entrepreneurship is crucial for economic development and well-being. It has been linked to productivity growth, job creation, and economic growth. In addition social entrepreneurs are significant social actors as they offer solutions to social problems.
This has led to is growing interest in incorporating social entrepreneurship into entrepreneurship education and several researchers are beginning to research this idea. However there is a shortage of empirical research on the impact of social entrepreneurship on higher education, and the need to better comprehend what students learn from this type of course. This article addresses this issue through an analysis of the students’ learning experience in a social entrepreneurship course offered at an University in Pakistan.