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Blended Intensive Programmes (BIPs) in Professional Development: An International Scenario for Training Staff.

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Title: Blended Intensive Programmes (BIPs) in Professional Development: An International Scenario for Training Staff.
Authors: Crespo, Begoña (AUTHOR) bcrespo@udc.es, Prodanović, Marijana (AUTHOR)
Source: Journal of Continuing Higher Education. Jan-Apr2026, Vol. 74 Issue 1, p59-75. 17p.
Subject Terms: *Blended learning, *Teacher development, *Adult education, *Career development, *Higher education, Capacity building, Labor market
Abstract: This article presents and discusses the ideas that underpin a series of blended intensive programmes (BIPs) designed for academic staff in 2023 and 2024, taking into account the European Commission's proposals on movements in higher education and asking how these can respond to the ever-changing needs of the labour market that we all face, regardless of the field of activity in which we are engaged. Given that BIPs are considered something of a novelty in the higher education sector, it remains unclear what demonstrably practical value they might have. This article presents the design, implementation, and potential value of a BIP for academic staff, with a particular focus on the programme's outcomes and its contribution to lifelong learning (LLL) practices. It also outlines two additional programmes designed as a continuation of the first, which aim to provide a complete form of compact academic training that has the potential to benefit staff around the world. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Continuing Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Blended Intensive Programmes (BIPs) in Professional Development: An International Scenario for Training Staff.
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  Data: <searchLink fieldCode="AR" term="%22Crespo%2C+Begoña%22">Crespo, Begoña</searchLink> (AUTHOR)<i> bcrespo@udc.es</i><br /><searchLink fieldCode="AR" term="%22Prodanović%2C+Marijana%22">Prodanović, Marijana</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Continuing+Higher+Education%22">Journal of Continuing Higher Education</searchLink>. Jan-Apr2026, Vol. 74 Issue 1, p59-75. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+market%22">Labor market</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This article presents and discusses the ideas that underpin a series of blended intensive programmes (BIPs) designed for academic staff in 2023 and 2024, taking into account the European Commission's proposals on movements in higher education and asking how these can respond to the ever-changing needs of the labour market that we all face, regardless of the field of activity in which we are engaged. Given that BIPs are considered something of a novelty in the higher education sector, it remains unclear what demonstrably practical value they might have. This article presents the design, implementation, and potential value of a BIP for academic staff, with a particular focus on the programme's outcomes and its contribution to lifelong learning (LLL) practices. It also outlines two additional programmes designed as a continuation of the first, which aim to provide a complete form of compact academic training that has the potential to benefit staff around the world. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Continuing Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191801799
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      – Type: doi
        Value: 10.1080/07377363.2025.2523608
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      – Code: eng
        Text: English
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      – SubjectFull: Blended learning
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Adult education
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      – SubjectFull: Career development
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      – SubjectFull: Higher education
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      – SubjectFull: Capacity building
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              Text: Jan-Apr2026
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              Y: 2026
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