Table 1 Overview of chosen research... | Emerald Publishing

Table 1

Overview of chosen research methods for the study, mapped to the double diamond model

Phase	Research method	Justification
Phase 1: Discover	Systematic literature search (incl. grey literature)	Provides a comprehensive overview of existing knowledge, identifies gaps, and establishes a theoretical foundation for further research (Murdoch University, 2024)
	Online questionnaire	Allows for easy distribution to a large sample size and collection of both quantitative and qualitative data, enabling efficient data gathering and analysis (Regmi et al., 2017). Convenience and snowball sampling used
	Expert interviews	Offers insights from education experts, providing valuable context and specialised knowledge to inform the research (Bogner et al., 2009)
	Quantitative analysis (Descriptive Statistics)	Enables statistical analysis of numerical data, identifying patterns and trends to support evidence-based decision-making (Creswell and Creswell, 2018). Microsoft Excel was used
Phase 2: Define	Empathy mapping	Used to understand and identify recurring themes in qualitative data, providing deeper insights into user needs, emotions and behaviours (Pileggi, 2021)
	Thematic analysis	Allows for systematic organisation and analysis of qualitative interview data, facilitating the identification of key themes and supporting evidence (Nowell et al., 2017)
	Ideation design process	Using the requirements identified, it enables continuous improvement through repeated cycles of design, testing, and refinement, leading to more effective and user-centred solutions (Tomitsch et al., 2021)
Phase 3: Develop	Brainstorming technique	Encourages creative thinking and the generation of diverse ideas, fostering innovation and problem-solving. The specific approach adopting the “SCAMPER” acronym (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse) detailed in Tomitsch et al. (2021) was used in a similar research project looking at undergraduate student perceptions of employability (Sarkar et al., 2017)
Phase 3: Develop	Stakeholder feedback loops	Ensures ongoing input from key stakeholders, promoting alignment with user needs and organisational goals (Freeman, 1984)
Phase 4: Deliver	In-person workshops	Enables collaborative learning and idea generation in an educational setting, fostering engagement and diverse perspectives (Tomitsch et al., 2021) Re-engages the primary stakeholders of the project and invites them to continue to contribute towards emergent thinking (Freeman, 1984; Tomitsch et al., 2021)

Phase	Research method	Justification
Phase 1: Discover	Systematic literature search (incl. grey literature)	Provides a comprehensive overview of existing knowledge, identifies gaps, and establishes a theoretical foundation for further research (Murdoch University, 2024)
	Online questionnaire	Allows for easy distribution to a large sample size and collection of both quantitative and qualitative data, enabling efficient data gathering and analysis (Regmi et al., 2017). Convenience and snowball sampling used
	Expert interviews	Offers insights from education experts, providing valuable context and specialised knowledge to inform the research (Bogner et al., 2009)
	Quantitative analysis (Descriptive Statistics)	Enables statistical analysis of numerical data, identifying patterns and trends to support evidence-based decision-making (Creswell and Creswell, 2018). Microsoft Excel was used
Phase 2: Define	Empathy mapping	Used to understand and identify recurring themes in qualitative data, providing deeper insights into user needs, emotions and behaviours (Pileggi, 2021)
	Thematic analysis	Allows for systematic organisation and analysis of qualitative interview data, facilitating the identification of key themes and supporting evidence (Nowell et al., 2017)
	Ideation design process	Using the requirements identified, it enables continuous improvement through repeated cycles of design, testing, and refinement, leading to more effective and user-centred solutions (Tomitsch et al., 2021)
Phase 3: Develop	Brainstorming technique	Encourages creative thinking and the generation of diverse ideas, fostering innovation and problem-solving. The specific approach adopting the “SCAMPER” acronym (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse) detailed in Tomitsch et al. (2021) was used in a similar research project looking at undergraduate student perceptions of employability (Sarkar et al., 2017)
Phase 3: Develop	Stakeholder feedback loops	Ensures ongoing input from key stakeholders, promoting alignment with user needs and organisational goals (Freeman, 1984)
Phase 4: Deliver	In-person workshops	Enables collaborative learning and idea generation in an educational setting, fostering engagement and diverse perspectives (Tomitsch et al., 2021)Re-engages the primary stakeholders of the project and invites them to continue to contribute towards emergent thinking (Freeman, 1984; Tomitsch et al., 2021)

Source(s): Table by authors