Table 2 ADR: phases, tasks, and outcomes

1: Problem formulation

 Identify, articulate, and conceptualize a research opportunity

As a result of fundamental HEI reforms, far more people can study irrespective of their and educational qualifications. This fact enables increasing numbers of students and more individuality in biographies. IDSA can support students (first level) and positively impact self-regulation

 Formulate an initial research question

(1) How can an IDSA in HEI be designed, developed, and evaluated? (2) What guidelines constitute the design, development, and evaluation of IDSA in HEI?

 Identifying theoretical bases and prior technology advances

We research and develop an IDSA. Our user-centered development and evaluation of our prototypes allows us to finally realize an implemented artefact (advanced, evaluated prototype) to become a productive system

 Secure a long-term commitment

Our research team is jointly responsible for all steps of our research and development process

 Define roles and responsibilities

Our ADR team consists of researchers from Computer Science, Cognitive Science, IS Research, Management, Digital Teaching, Campus Management, HEI Didactics and HEI Development. The roles of the team members are in relation to the concept, design and development of an IDSA

2: Building, intervention, and evaluation

 Select first participants

We surveyed a student group of 570 students from three German HEI

 Further selection of participants

9 lecturers and 19 administrative employees of organizational units at a German HEI were interviewed following the student survey to identify the HEI's internal perspective and stakeholder needs

 Ongoing iterative development, testing, and evaluation

Throughout the project, several studies and literature reviews were conducted and a total of three prototypes were developed. The students and the research team were challenged to critically evaluate the IDSA, which was iteratively developed and tested each year. Based on the continuous feedback, new ideas were generated, discussed and integrated into the following prototypes

3: Reflection and learning

 Ongoing formalization and discussion of an overall set of requirements for introducing an IDSA

Results and findings were compared with publications. Based hereon, additional requirements were formulated to be considered for an IDSA

 Submissions to workshops/ conferences for academic and practical feedback

We published and discussed our results and findings at international conferences and workshops between mid-2019 and early 2022 with IS, IT, and HEI experts

 Analyze the intervention results according to the research objects

Reflecting our research goals, we compiled our results and findings and formulated guidelines for a successful IDSA design, development, and implementation in HEI

 Describe the organizational outcomes

We discussed IDSA related organizational changes needed for HEI with selected experts

4: Learning formalization

 Abstract results to a class of field problems

With our surveys, results, findings, and evaluation of the prototypes, we formulated our IDSA guidelines

 Focus on transferability of results and communication of outcomes

We transferred our findings and derived general IDSA recommendations for decision-makers in HEI

 Specify the outcomes

Our results and findings form a basis of the requirements and guidelines for the design, development, introduction, and evaluation of an IDSA in HEI. It makes sense to design the IDSA for a specific audience