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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
Language: English
Authors: Maria Tereza Leal (ORCID 0000-0002-8966-5484), Adela Boixadós-Porquet, Judit Castro-Diez, Ángela García Bernardos (ORCID 0000-0001-8424-0631), Claudia Rocío Magaña González (ORCID 0000-0002-8321-7584), Marta Arranz Montull (ORCID 0000-0001-9527-0633)
Source: Higher Education, Skills and Work-based Learning. 2026 16(1):69-81.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Work Based Learning, Social Work, Practicums, College Programs, Foreign Countries, Problems, Adjustment (to Environment)
Geographic Terms: Spain (Barcelona)
DOI: 10.1108/HESWBL-07-2025-0307
ISSN: 2042-3896
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501310
Database: ERIC
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  Data: Integrating VUCA and Agile Frameworks in Work-Integrated Learning: A Higher Education Case Study
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  Data: <searchLink fieldCode="AR" term="%22Maria+Tereza+Leal%22">Maria Tereza Leal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8966-5484">0000-0002-8966-5484</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adela+Boixadós-Porquet%22">Adela Boixadós-Porquet</searchLink><br /><searchLink fieldCode="AR" term="%22Judit+Castro-Diez%22">Judit Castro-Diez</searchLink><br /><searchLink fieldCode="AR" term="%22Ángela+García+Bernardos%22">Ángela García Bernardos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8424-0631">0000-0001-8424-0631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claudia+Rocío+Magaña+González%22">Claudia Rocío Magaña González</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8321-7584">0000-0002-8321-7584</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marta+Arranz+Montull%22">Marta Arranz Montull</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9527-0633">0000-0001-9527-0633</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2026 16(1):69-81.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22College+Programs%22">College Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Problems%22">Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain+%28Barcelona%29%22">Spain (Barcelona)</searchLink>
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  Data: 10.1108/HESWBL-07-2025-0307
– Name: ISSN
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  Data: 2042-3896
– Name: Abstract
  Label: Abstract
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  Data: 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.
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