A broad range of disciplines contribute to the study of entrepreneurship including economics (incentives, markets), management (opportunity process) as well as sociology (influence norms, influence), psychology (motivation and biases) and anthropology (history and culture), and law. This span of disciplines reveals that it is both an activity and an actual phenomenon.
The concept of entrepreneurship is been a bit hazy and this confusion can be apparent in the definitions experts have given it. Many have embraced the Schumpeterian dynamic conception of entrepreneurship, which defines it as an individual’s ability to recognize opportunities and launch new ventures. Others have highlighted the importance of entrepreneurial activity in larger organizations or communities. Some have narrowed the definition to small-business owners and self-employed individuals who operate their own businesses.
Whichever definition you choose It is generally accepted that entrepreneurship is essential to wellbeing and economic development in that it is associated with job creation and productivity growth. It also contributes to economic growth. Social entrepreneurs are also significant people in society by providing solutions to social problems.
As a result, there is an increasing interest in incorporating social entrepreneurship into education in entrepreneurship Researchers have begun to study this concept. 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 through this type of course. This article addresses this issue through an examination of students’ learning experiences in a social entrepreneurship course ukpip.org/the-importance-of-social-sciences that is offered at an University in Pakistan.
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