A wide range of disciplines contribute to the study of entrepreneurship including economics (incentives and markets), management (opportunity, process), sociology (influence, norms) and psychology (motivation and biases), the study of anthropology (history and culture) and law. This diversity of disciplines shows that entrepreneurship is both an activity and an event.

The concept of entrepreneurship is a hazy nature, and this ambiguity can be apparent in the definitions experts have offered. Many have embraced Schumpeterian dynamic theories of entrepreneurship which define it as a person’s ability to seize opportunities to create new businesses. Others have emphasized the value of entrepreneurial activities in larger groups or communities. Still others have confined the definition to small-business owners and self-employed individuals who operate their own businesses.

Whatever definition one chooses to endorse regardless of the definition, it is widely acknowledged that entrepreneurship is vital for economic development and well-being. It has been associated with productivity growth, job creation and economic growth. Social entrepreneurs are also significant social actors by providing solutions to social problems.

There is a growing interest in incorporating this concept into entrepreneurship education. A number of researchers have begun to investigate the idea. However, there is a lack of empirical research about the impact of social entrepreneurship on higher education, and an urgent need to better understand what students learn from this type of course. This article addresses this gap by providing an investigation of the students’ learning experience in a social entrepreneurship course that is offered at a University in Pakistan.