The study of entrepreneurship is influenced by a wide range of disciplines, including sociology (influence and norms) as well as psychology, anthropology and culture, history, and law. The wide array of disciplines shows that entrepreneurship is an event and a practice.

The concept of entrepreneurship has some ambiguity, and this ambiguity can be seen in the definitions scholars have offered. Many have embraced the Schumpeterian dynamic conception of entrepreneurship, which defines it as an individual's ability to seize opportunities and start new ventures. Others have emphasized the importance of entrepreneurial activities within larger groups or communities. Others have limited the definition to self-employed people and small-scale business owners.

Whichever definition you choose it is widely acknowledged that entrepreneurship is vital for economic development and wellbeing and wellbeing, since it is linked with job creation and productivity growth. It also aids in economic growth. Moreover social entrepreneurs are vital individuals in the society, as they come up with solutions to society's issues.

There is growing interest in incorporating this concept into the entrepreneurship education. Researchers have begun to investigate the idea. However, there is a lack of research that the importance of social sciences has a direct bearing on the impact of social entrepreneurship in higher education, and a need to better understand what students learn from this type of course. This article addresses this gap with a case study of students' learning experiences in a social entrepreneurship course taught at an University in Pakistan.