Integrating VUCA and agile frameworks in work-integrated learning: a higher education case study.
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| Title: | Integrating VUCA and agile frameworks in work-integrated learning: a higher education case study. |
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| Authors: | Leal, Maria Tereza1 mtleal@ub.edu, Boixadós-Porquet, Adela1 aboixados@ub.edu, Castro-Diez, Judit1 jcastroab@gmail.com, García Bernardos, Ángela1 agarciabernardos@ub.edu, Magaña González, Claudia Rocío1 claudia.magana@ub.edu, Arranz Montull, Marta1 marta.arranz@ub.edu |
| Source: | Higher Education, Skills & Work-based Learning. 2026, Vol. 16 Issue 1, p69-81. 13p. |
| Subject Terms: | *Higher education administration, *Integrated learning systems, *Student satisfaction, *Practicums, *Employability, *Internship programs |
| Abstract: | Purpose: This article examines how a Social Work Practicum Unit in a Spanish Higher Education Institution (HEI) responded to the growing challenges affecting work-integrated learning (WIL) by applying the VUCA (Volatility, Uncertainty, Complexity and Ambiguity) framework to diagnose problems and Agile methodologies to design adaptive responses. Design/methodology/approach: The study describes the institutional case, detailing the diagnostic process and responses developed. The VUCA matrix was used to structure the analysis of challenges across domains, while Agile practices guided the iterative strategies introduced by the unit. The account draws on internal documentation, administrative records, and digital systems and is supported by survey data from students, field instructors and academic supervisors. Findings: The Practicum Unit implemented digital innovations such as an incident management system, quality assessment surveys and workflow tools, alongside procedural changes. These initiatives reduced placement disruptions, strengthened coordination and improved student satisfaction between 2021 and 2024. Annual workshops with field instructors and tailored onboarding strategies further supported collaboration. Research limitations/implications: As a single institutional case, findings cannot be generalised across higher education. Nevertheless, the study illustrates how adaptive frameworks can be applied at the micro level, highlighting both their potential and their limits in contexts constrained by resources and institutional fragmentation. Practical implications: The case demonstrates how academic units can integrate diagnostic and adaptive tools to stabilise practicum operations, support staff and improve student outcomes under unpredictable conditions. Social implications: By ensuring more reliable and inclusive field education, the strategies strengthened partnerships with social service agencies and contributed to better preparation of future social workers. Originality/value: This study offers one of the first detailed accounts of how VUCA and Agile frameworks can be operationalised in higher education WIL, providing a transferable model for managing complexity and uncertainty in professional training programs. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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