Session 58: Functional freeze in a VUCA (volatility, uncertainty, complexity, and ambiguity) - focused curriculum

Abstract

Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy

Session overview:

Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) are increasingly emphasised in business management programmes, with the goal of preparing students for real-world challenges. However, new research at Liverpool Business School reveals that this emphasis can sometimes lead to “functional freeze,” a state where learners default to safe, familiar strategies in response to cognitive overload. Running from the 2024/25 to 2025/26 academic years, the study focuses on students who, at the time of developing this talk, have yet to decide between dissertation or consultancy routes. Initial findings provide insights into how structured interventions – such as resilience training and reflective practice – can alleviate overwhelm while maintaining the benefits of VUCA-based teaching.

Hence, this session offers valuable perspectives for educators, programme leaders, and policymakers on striking the right balance between exposing learners to unpredictability and equipping them with supportive scaffolds. By exploring the initial patterns in decision-making and risk-taking behaviour, we will examine how to prevent or mitigate functional freeze, thereby helping students remain agile, creative, and confident in the face of rapid change.

Key learning points from this session:

Attendees will learn to recognise signs of functional freeze, adopt strategies to maintain student engagement in uncertain contexts, and integrate supportive interventions without stifling innovation. The session offers practical tools for balancing VUCA exposure with effective scaffolds, fostering more resilient and adaptive learners overall.

Functional freeze in a VUCA (volatility, uncertainty, complexity, and ambiguity) - focused curriculum PowerPoint. Only LJMU staff and students have access to this resource.