The study of entrepreneurialism is influenced by a broad range of disciplines including sociology (influence and norms) psychology, anthropology, psychology, history, culture, and law. The diversity of these disciplines demonstrates that entrepreneurship is an activity and a phenomenon.

The concept of entrepreneurship isn’t clear, and this ambiguity is reflected in the definitions that researchers have created for the field of social sciences it. Many have embraced Schumpeterian entrepreneurial theories that are dynamic which describe it as the capacity of an individual to identify opportunities to create new enterprises. Others have highlighted the importance of entrepreneurial activity in larger communities or organizations. Others have restricted the definition to individuals who are self-employed and small business owners.

Regardless of the definition that one decides to use, it is generally accepted that entrepreneurship is crucial to the development of economics and well-being, since it has been linked to productivity increases, job creation, and economic growth. Social entrepreneurs are also crucial social actors, as they provide solutions to social issues.

There is an increasing interest in incorporating this concept into entrepreneurship education. Researchers have begun to study it. However there is a dearth of research that has a direct bearing on the impact of social entrepreneurship in higher education, and a need to better understand what students learn from this kind of course. This article focuses on this topic through an investigation of students’ experiences taking a course in Social Enterprise at a University in Pakistan.