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Preparing University Students for the Labor Market Differently: Lessons from the Blended Intensive Program (BIP)

Author

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  • Trávníčková Hana

    (Technical University of Liberec, Faculty of Economics, Department of Business Administration and Management, Studentská 1402/2, 461 17 Liberec, Czech Republic)

  • Purk Janis

    (Technical University of Dresden, Faculty of International Studies, Department of Business Administration and Management, Markt 23, 02763 Zittau, Germany)

  • Löhr Albrecht

    (Cooperative State University of Saxony, Löbauer Str. 1, 02625 Bautzen, Germany)

Abstract

This article examines how a Blended Intensive Program (BIP) can support the development of key labor-market competencies. The aim is to explore how participation in a BIP contributes to students’ acquisition of future-ready skills. The authors qualitatively analyzed final posters from international student teams in a 2025 BIP on “AI in Practice” within the Euroregion Neisse. The reported learning outcomes were mapped to the World Economic Forum’s Future of Jobs 2025 taxonomy. Results indicate concurrent development of technical skills (Artificial Intelligence or AI and data literacy) and transversal capabilities (analytical thinking, leadership, empathy, multilingualism). The study empirically proves that short, international, collaborative, blended formats foster future-ready competencies.

Suggested Citation

  • Trávníčková Hana & Purk Janis & Löhr Albrecht, 2025. "Preparing University Students for the Labor Market Differently: Lessons from the Blended Intensive Program (BIP)," ACC Journal, Sciendo, vol. 31(2), pages 33-42.
    • Handle: RePEc:vrs:accjnl:v:31:y:2025:i:2:p:33-42:n:1003
    DOI: 10.2478/acc-2025-0008
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