Abstract:

ERASMUS+ Blended Intensive Programmes (BIP) are short, intensive study programmes that are funded by the European Commission, combining a virtual collaboration with a short-term in-person mobility. BIPs are developed and delivered through partnerships of at least three higher education institutions (HEIs) from different ERASMUS+ programme countries. These initiatives reflect a pedagogical transition toward more inclusive and accessible models of academic exchange and mobility.

This paper presents the design and outcomes of the “Business and Arts Innovation Lab (BAIL)” BIP that exemplifies the potential of blended mobility to foster innovation, interdisciplinary collaboration, and experiential learning in higher education. It brings together undergraduate and graduate degree students from different academic disciplines in a distinctive learning environment.

A unique feature of this programme is the involvement of an external stakeholder, which enables students to engage with authentic, practice-oriented challenges that deepen their understanding of the societal relevance of their work. By bridging academic knowledge with real-world issues, the programme enhances both its social and professional impact. Collaborating on authentic projects with external partners provides students with valuable experience in addressing complex, real-life situations they are likely to face in their future professional environments. This engagement with real-world problems fosters the development of critical thinking, problem-solving, communication, and teamwork skills, all of which are essential for employability and lifelong learning.

The paper explores the pedagogical design and implementation of both the virtual and on-site phases, highlighting the use of innovative methodologies such as design sprints, insight sessions, campfire sessions, and coaching via shark tanks.

Additionally, the paper examines the digital tools adopted to support effective collaboration and communication. It reflects on the learning outcomes achieved by both students and academic staff throughout the programme by analysing the assessment strategies and recognition mechanisms designed to validate the learning experience. This ensures that both academic and transversal competences are achieved. It also reflects on the principal challenges encountered during the planning and implementation phases, ranging from logistical coordination to pedagogical alignment across institutions. Drawing from these insights, the paper proposes a set of recommendations aimed at educators and academic coordinators seeking to design and implement interdisciplinary, intercultural, inclusive and sustainable models of blended mobility in higher education.

Keywords:

ERASMUS+ Blended Intensive Programme, Blended Mobility, Interdisciplinary Learning, External Stakeholder, Employability.