We apply [15]’s entrepreneurial framework. An entrepreneurial innovation narrative views opportunities as “found” or “made”. The actor evolves through a dynamic balance of micro-macro (actor-centric / context-centric) approaches to multilevel to constitutive approaches (e.g. those informed by structuration, complexity theories), with the main aim of developing generalizations/ principles.

A. Sample

The sample group is 31 undergraduate students in their first, second and third year of study in the Information systems program in Sunway University, a private university in Malaysia. E-commerce is a core subject.

B. Procedure

Consistent with [16], students engage with multiple examples through lectures, compare examples and develop generalizations. These examples serve to enhance the development of analogies which bridge the application of principles to actual use in real life. To guide their reflection, goal-based questions revolving around interactivity, fun and sustainability/user experience are posed. A lot of emphasis is placed on their perceived definition of sustainability and how this would align their design, and product to the assessment criteria. We next present our design in terms of context, tasks and its regulatory mechanism, assessment.

C. Design

Context: Students are taught the business models in [7], examples from [8] and those from the Internet. These examples are discussed. Lectures’ and tutorials’ thrusts explain systems analysis and design in terms of its two main components: logical design and physical design. Objectoriented design is introduced on several occasions, such as the design of a water bottle. Task: For assignment, students are asked to choose their own partners and seven groups are formed. The task is: You are the systems analyst and Web designer for a company in Malaysia. As such, you are responsible for Web innovation. There are several parts to the tasks, simulating [15]’s narrative journey (elaborated on in an extended paper). Each phase is guided by specific questions. Assessment: Assessment rubrics stress on several factors, i.e., fun, interactivity, sustainability which contribute to user experience; novelty and significance which contribute to problem-solving. Students are encouraged to constantly selfevaluate their designs and prototypes based on these criteria.