A variety of disciplines contribute to the study of entrepreneurship, including economics (incentives, markets) and management (opportunity process) as well as sociology (influence norms, influence) as well as psychology (motivation, biases) and the study of anthropology (history and culture), and law. This span of disciplines reveals that entrepreneurialism is both a process and a phenomenon.

The concept of entrepreneurship is elusive, and this ambiguity is reflected in the definitions that scholars have developed for it. Many have embraced Schumpeterian innovative views of entrepreneurship which describe it as the ability of an individual to take advantage of new opportunities and develop new enterprises. Others have highlighted the importance of entrepreneurial activities in larger organizations or communities. Others have restricted the definition to people who are self-employed and small business owners.

Whatever definition one chooses to adhere to regardless of the definition, it is widely acknowledged that entrepreneurship is essential to economic development and well-being. This is because it is associated with the creation of jobs, productivity gains, and economic growth. In addition, social entrepreneurs are important contributors to society as they offer solutions to social issues.

As a result, there is an increasing interest in incorporating social entrepreneurship into entrepreneurship education and several researchers have begun to study this concept. There is a dearth structure a data room for m&a transactions of empirical research on social entrepreneurship and higher education, and it is crucial to know the lessons students are taking from these types of courses. This article addresses this issue by providing an investigation of students’ experiences taking a course in Social Enterprise at a University in Pakistan.