Determinants of social entrepreneurship: evidence from Saudi Arabian universities

Interest in social entrepreneurship has grown rapidly, driven by the urgent need to tackle persistent challenges such as poverty, unemployment, climate change, and social inequality. Social entrepreneurs respond to this by developing innovative and sustainable solutions that directly target these complex societal problems. By addressing these issues, social entrepreneurs help build more inclusive and resilient communities.The focus on social entrepreneurship is particularly important in developing countries, where there is often a mismatch between social progress and income inequality. Saudi Arabia presents a unique context for exploring social entrepreneurship, as the country seeks to diversify its economy and address long-standing social challenges as part of its national transformation goals. Yet within Saudi society, social entrepreneurship is still a relatively new concept and is often misunderstood. It is frequently conflated with charitable work or corporate social responsibility rather than seen as a distinct avenue for sustainable, innovation-led impact. Within this landscape, universities can play a critical role in promoting social entrepreneurship by equipping students with the mindset, skills, and support needed to translate ideas into action.In this paper, Al Jameel and Adam (2025) examine the factors that influence social entrepreneurship among university students in Saudi Arabia. They seek to understand how educational, personal, and institutional elements shape students’ willingness and readiness to pursue social impact through entrepreneurial action. To do this, they review a broad set of existing studies on social entrepreneurship, with a focus on research related to universities in Saudi Arabia, to identify the main themes that emerge across the literature. Some of these themes are now discussed followed by a few implications arising from the research.Entrepreneurial intention is a key factor in determining whether individuals will eventually take action to start a venture. Because entrepreneurship is generally a planned behavior, intention reflects how motivated someone is to try, how much effort they are willing to invest, and how likely they are to follow through. For university students, this would include the desire to create ventures that address social problems through innovative and sustainable solutions.In Saudi Arabia, fostering entrepreneurial intention has become urgent as the country looks to diversify its economy and reduce dependence on oil. As part of the national reform plan, entrepreneurship is viewed as a vital tool to support innovation, economic reform, and job creation. Universities have started to respond by introducing entrepreneurship programs and launching innovation centers. However, many institutions still lack a strong entrepreneurial outlook, making it difficult to promote social entrepreneurship in particular. While general entrepreneurship is increasingly embedded in university education, there is still limited focus on how to guide students in building ventures that balance both social impact and economic goals.Yet despite growing support, entrepreneurial activity remains limited. A study found that only 9.3% of Saudi adults are involved in new ventures. It also shows that while 86.6% view entrepreneurship as a viable career and 69% believe they could act on opportunities, just 1% report having clear entrepreneurial goals. This reveals a significant gap between perceived potential and actual intent.As interest in entrepreneurship grows, so does the need for clear and high-quality models of entrepreneurial education. Around the world, universities have experimented with different approaches. Some focus on teaching basic concepts, others emphasize collaboration with other institutions. These models vary, but they all share a belief in the value of education as a way to inspire entrepreneurial action.Studies show that entrepreneurship education can help students see new ventures as both appealing and feasible. It boosts confidence, enhances perceptions of ability, and strengthens motivation. In particular, universities that embed entrepreneurship across disciplines rather than limiting it to business programs can encourage broader interest and participation.In the Saudi context, however, entrepreneurship education is still evolving. While new programs are emerging, there are still unanswered questions about how best to design and deliver education that supports both business creation and social impact. Research suggests that while education shapes students’ confidence and attitudes, it is the belief in the value of entrepreneurship rather than technical skills that most influences their intention to act. This highlights the importance of developing a deeper awareness of entrepreneurship’s role in addressing both economic and social needs.As entrepreneurship gains prominence in higher education, universities are experimenting with different ways to develop students’ skills, mindset, and ability to drive change. A growing focus is being placed on helping students become “changemakers” by blending business thinking with social impact. This involves not only formal instruction but also the influence of personal experiences, family background, gender, and the broader academic environment.Social entrepreneurship is often seen as a “meta-competency” that brings together creativity, innovation, leadership, and a commitment to social value. However, how social entrepreneurship is taught can vary widely depending on the institution’s identity and approach. Some business schools see themselves as corporate entities, while others place a stronger emphasis on ethics and social responsibility. This influences the way values or ideas such as equity, sustainability, and responsibility are incorporated into teaching.There is also growing recognition that students must be prepared not just to launch ventures, but to confront environmental and social issues. Meeting this challenge requires more than just technical training. However, many entrepreneurship programs still pay limited attention to environmental concerns or long-term social outcomes. To close this gap, educators are being called to reexamine their teaching strategies, engage with diverse partners, and design learning experiences that empower students to develop ventures capable of creating both economic and lasting social value.Based on their findings, the authors offer the following implications for practitioners and future researchers:This review is based on “Driving sustainable development: exploring social entrepreneurial behavior in Saudi Arabia universities” by Osama Suliman Al Jameel and Sabrinah Adam, published in the Foresight.