An Exploratory Guide for Hybrid Internships in Small Scale Arts 
Organisations
Commissioned by Artquest 
Dr Charlotte Webb
Research September 2020, published November 2020



















 

Introduction	3
Existing and pilot online / hybrid internships, placements or work experience	5
Host Interview Findings	9
Intern Interview Findings	15
Guide for Piloting Hybrid Internships	17
Preparing for the internship	17
Contingency planning	18
Project description	18
Ahead of the interview	18
During the interview	19
At induction	19
During the internship: wellbeing and inclusion	21
During the internship: digital tools and in-person working	22
Community & social cohesion	22
Recommendations for Artquest	24
Appendix 1: Intern interviews	26
Appendix 2: Further conversations	30

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Introduction
ArtquestÕs AWP Internships programme aims to Ôlevel the playing fieldÕ for arts graduates who 
cannot afford to work for free by creating quality internship opportunities paid at above the London 
Living Wage.  The programme offers high-quality internships to recent University of the Arts London 
(UAL) graduates who are in the first generation in their family to attend a Higher Education institution 
at some of LondonÕs most respected small-scale arts organisations.  Artquest is a programme of 
UAL supported through national portfolio funding from Arts Council England.
The COVID-19 / coronavirus pandemic has prevented this programme running safely in 2020, with 
hosts who would be able to facilitate an online or hybrid internship anticipating January 2021 as the 
earliest date they could begin.  Lockdown restrictions could continue in some form for months or 
possibly years, including staggered returns to work or a series of ongoing shorter firebreak / circuit 
breaker lockdowns to limit transmission of the virus.  Worker safety could require much larger 
structural changes to architecture and public transport which will seriously limit access to careers in 
the creative industries, particularly for new graduates from lower socio-economic backgrounds and 
those in clinically vulnerable groups. 
The Resolution Foundation predicts that an additional 640,000 18-24- year-olds could find 
themselves unemployed in 2020, with a 13% lower employment rate persisting even after three 
years.  Although challenging to deliver, internships are even more urgently required to ensure that 
graduates get early career support in these unprecedented circumstances.  It is also essential to 
maintain schemes that prioritise graduates from under-represented communities, who have been 
disproportionately impacted by the pandemic.  Alongside graduates from lower socio-economic 
backgrounds, these communities include Black, Asian and other minority ethnicities, LGBTQ+ 
graduates and those with disabilities including neurodiversity.
AWP Internships: so far
AWP Internships aims to be the highest possible quality internship in the visual arts.  Begun in 2013 
its main features and the research underpinning its structure are contained in the 2012 report Intern 
Culture.  The programme is open only to new UAL graduates from lower socio-economic 
backgrounds.  In its ÔliveÕ format AWP Internships offered:
*	A paid role for 48 days over 6 months (equivalent to 2 days per week, with hours and days 
negotiable to the host organisation) at some of LondonÕs most respected small-scale arts 
organisations
*	Supported interviews, as candidates are unlikely to have any professional experience in the 
arts
*	Pay above the London Living Wage, with rates rising annually
*	Induction and orientation from their host organisation, with clear line management and a job 
description
*	Up to five days of paid annual leave
*	A review of progress halfway through their internship
*	Regular meetings, including an exit interview and evaluation
*	A reference for future job and internship opportunities.
Interns also get regular support and contact with a mentor, an alumnus of the scheme.  Alongside 
the named line manager for the intern, who is responsible for day-to-day management of tasks and 
feedback, the mentor answers questions relating to the wider arts sector and provides additional 
general wellbeing support.  They also act as a conduit to Artquest to allow the intern to discuss 
issues or concerns that they do not feel able to raise with their line manager.
An evaluation of the programmeÕs first five years found that:
*	Only 37% of internships in the creative industries are paid
*	One third more women than men take unpaid internships
*	Paid internships specifically for the visual arts are vanishingly rare - only five paid visual arts 
schemes were found, with one no longer in operation
*	92% of arts workers in 2014 were from more advantaged backgrounds
*	60% of AWP interns received a means-tested bursary; 90% identify as female; 25% identify 
as non-white
*	95% found paid employment within 6 months (81% for UAL), 60% part-time (26% UAL) and 
20% full-time (55% UAL)
*	75% continue to work in the arts and creative sectors Ð comparable for the Weston Jerwood 
scheme (78%), the largest such creative internship scheme in the UK working cross artform
AWP supports interns, in their words, by:
*	Providing the employment experience necessary to access further entry-level jobs
*	Giving insight into different career options within the arts, wider than just their role
*	Showing how arts organisations actually work, how decisions are made and how budgets are 
negotiated
*	Getting further paid work - often with the host organisation
AWP supports hosts organisations, in their words, by:
*	Helping them hire more diverse staff
*	Providing a larger capacity for tiny arts organisations (all hosts, except the self-funded Tate 
internship, have fewer than 8 staff; 91% of arts orgs have fewer than 4 staff); 92% of hosts 
would not be able to offer internships without extra funding
Research aims
Considering the context outlined above, this research aims to propose guidance for running online 
and hybrid internships for new UAL graduates from 2021 onwards.  We intend to pilot new models 
for internships based on the recommendations in this research, and an evaluation of the pilot will 
feed back into its development.  Although the guide is primarily aimed at small-scale arts 
organisations across different areas of the visual arts, we hope it will be helpful for others interested 
in developing inclusive and equitable digital internships.
By hybrid internships, we mean internships that are delivered partly or fully remotely through digital 
technologies.  Such internships would contain an element of physical attendance in the arts 
organisation where pandemic restrictions and the wider safety context of buildings and public 
transport allowed.  Interns or staff may additionally encounter restrictions around shielding, either for 
themselves or vulnerable close contacts, which could also make physical attendance difficult or 
impossible.  The pilot seeks to understand and accommodate these complex issues while supporting 
graduates into work and arts organisations at this unprecedented time.

Research participants
Four semi-structured interviews were conducted with partner organisations:
1.	Iniva (Institute of International Visual Arts), a radical visual arts organisation that develops 
artistic programmes and collaborates with artists, curators, researchers and cultural 
producers to challenge conventional notions of diversity and difference;
2.	Gasworks, a non-profit contemporary visual art organisation that provides studios, 
commissions emerging artists to present their first major exhibitions in the UK and develops 
an international residency programme;
3.	Forma, a commissioning agency that supports the research, development and production of 
artistic projects that span multiple disciplines, challenge existing practices and demand new 
levels of ambition;
4.	and Flat Time House, the former home of artist John Lathan, which is now a gallery with a 
programme of exhibitions and events and a centre for alternative learning, which includes the 
John Latham archive, and an artist's residency space. 
Two semi-structured interviews were held with Joshua Byrne and Kyle Douglas, both of whom have 
undertaken digital internships, in the Foreign and Commonwealth Office and Investment 
Management company Sanlam Wealthsmiths, respectively.  A summary of these interviews is 
below, and a full version can be found in Appendix 1. 
Additional informal discussions were conducted with UAL staff and individuals from other sectors 
who are involved in delivering or developing digital internships:
*	Jayne Knowles, Associate Dean, Student Journey CCW - Academic Development and 
Student Communities, UAL
*	Jonathan Carson, Associate Dean of Student Experience & Enhancement, CSM, UAL
*	Carys Nelkon, Head of Programmes and Korantema Anyimadu, Community Manager, Arts 
Emergency 
*	Lora Ghany, Employability & Progression Manager, Creative Shift, UAL
*	Beverley Casling, Virtual Internships Manager, Open University
*	Amelia Timewell, Head of Communications & Engagement (Multilateral Policy & Human 
Rights), Foreign and Commonwealth Office
Notes from conversations with Jayne, Amelia and Jonathan are included in Appendix 2.  
Conversations with Beverley, Lora, Carys and Korantema are paraphrased in the following section 
on existing and pilot digital internships.
Existing and pilot online / hybrid internships, placements or work 
experience
During the course of this research very few online or hybrid internships were discovered Ð 
particularly in the arts.  We therefore expanded our research to look at work experience and work 
placement programmes which, although they differ significantly from internships in both job 
responsibility and length, still hold valuable lessons on induction, building online relationships, 
access and more.


Arts Emergency Online Work Experience
Arts Emergency is an award-winning charity providing expert mentors, guidance and opportunities to 
support marginalised young people into Higher Education and creative careers.  Their online work 
experience programme enables organisations to support a young person or group of young people 
on a work experience placement for five working days.  These are facilitated using Google 
Classroom, which enables hosts to post tasks, set deadlines and create video meetings.  The hosts 
are given training in Google Classroom by Arts Emergency.  They are expected to attend briefings 
with Arts Emergency on the first and last days of the placement, do a phone or video check in call 
with the young people every day of the placement, and be on all phone/video calls with other 
members of their organisation and the young person. 
The team noted that the main challenge was around internet access and access to laptops.  In some 
cases, host organisations loaned these out to interns.  Access needs were checked with interns at 
the beginning of the process.  Online internships have opened up more opportunities for interns 
across the country to access the programme and for more host organisations to take part.  They 
have also allowed freelancers to offer internships.  In one case, an applicant had expressed interest 
in writing a fantasy novel, so Arts Emergency partnered them with a fantasy novelist, and they spent 
a very productive and positive week together.  Some organisations took on two placements at once 
to create an additional peer-to-peer support mechanism.  
 
For more information visit the Arts Emergency website, read the Arts Emergency Online Work 
Experience Guide or watch a video created by Creative Emergency online work experience 
placement, Hope, who spent a week with Mountview Academy of Theatre Arts. 
Creative Access
Creative Access is a social enterprise that works with under-represented candidates and 
organisations across the creative industries.  Their mission is to Òhelp under-represented 
communities, not just enter the creative industries, but to thrive when they get in Ð because only then 
will the industry truly reflect and engage broader society.Ó  Creative Access are currently running 
Ôvirtual internshipsÕ, and have created several helpful resources around the topic including:
*	Top tips for undertaking a virtual internship
*	Creating an effective virtual mentoring partnership
*	How to interview remotely
Creative Shift
Creative Shift is part of UALÕs Careers & Employability's department, dedicated to supporting 
students who meet criteria in line with UALÕs Access & Participation Plan.  They run extra-curricular 
projects and workshops that help students gain skills and experience including collaborating with 
other students from across UAL, getting paid work experience, and connecting with creative people 
and brands.  At the beginning of lockdown, the team surveyed 20 programme participants, who 
unanimously wanted to continue with the programme remotely, as long as their home circumstances 
were considered.  The challenge was how to translate highly collaborative in-person events and 
activities into an online space.  Some approaches included:
*	Modifying the participantsÕ brief from creating an in-person event to creating an interactive 
digital experience
*	Splitting two-hour in person events into repeated one-hour online sessions
*	Splitting a group of 20 into two groups of 10
*	Creating a ÔWork from Home ResidencyÕ, which offered students a £500 bursary to support 
the continuation of their creative practice at home.  This was based on ArtquestÕs WFH 
Residency and Artquest staff helped in its development. 
*	Putting on a lunchtime Masterclass series
*	Asking industry partners if sessions could be recorded and shared to students unable to 
attend at a given time 
*	Providing career support to tackle motivation and worries, including informal virtual 
chats where students could talk through anything in relation to their creative careers and 
ideas, especially if COVID-19 had presented additional challenges. Sessions were 30 
minutes long and discussion topics included:
*	Time management strategies / how to adjust or start new routines 
*	How to get ÔunstuckÕ in creative projects
*	How to amend projects & work with new limitations and challenges 
*	How to identify and sell skills & capabilities to employers
*	Job hunting & wellbeing strategies and resources 
Creative Shift also offered check-ins to provide students with a safe space to talk about the 
challenges they were facing and provide advice from an industry partner (Abraham Asefaw, Co-
founder of the Pop Up Agency).  Check-ins happened once a week on Wednesday lunchtimes and 
students could drop in at any time.
Many participants said it was beneficial to not have to travel across London for sessions.  There has 
been a mixed response to working online.  Some students felt comfortable, while others have found 
it hard to engage.  Some are reluctant to have their cameras on, which makes sense-
checking their emotional states difficult for facilitators.  A camera-on policy is undesirable, so it would 
be helpful for both students and facilitators to have open discussions about the culture of cameras 
and online meetings more generally.  Being seen on screen can be very invasive and students can 
be self-conscious about their environment.  Webcams are a window onto peopleÕs personal lives that 
we are all grappling with.
To foster community, the Creative Shift team have tried to Ômeet students where they areÕ, tap into 
how they are already networking and use these channels to communicate.  An example was using 
Instagram for a student-led network, which was successful and seen as very accessible by students, 
who could tune into Instagram Lives easily wherever they were.  The team approached questions of 
accessibility through discussion with individuals and groups and have been tackling challenges on a 
case by case basis.  They included survey questions about accessibility and found that the majority 
of respondents had the necessary equipment and internet bandwidth.  In some cases, students 
needed to negotiate use of a family laptop.
For more information, visit the Creative Shift website.
Open University 
The Open University (OU) have been piloting virtual internships for the past year.  75% of 
OU students study around work or other responsibilities, and for many of them, traditional 
internships donÕt work.  The pilot internships have been very successful from both students and 
employersÕ perspectives:
ÒVirtual internships are the cutting edge of the new ideas of a flipped office. They highlight 
the need for getting students ready for a changing workplace. They should be as 
commonplace as other internships.Ó  - Amy King, GlamSci (employer)  
The OU encourages employers to ensure virtual interns do not feel left out or isolated.  They offer 
interns a pre-internship phone call to identify their aspirations and expectations so these can be 
communicated with the employer.  An end of the internship discussion enables a reflection on what 
was identified at the beginning of the internship.   
 
One employer in the OUÕs scheme had 3 interns concurrently. They allocated both individual and 
group tasks so the interns could select the bits of work they wanted to explore the most. This 
allowed for collaboration and knowledge sharing amongst the interns as well.  
 
For more information visit the OU Virtual Internships webpage or read tips from an OU student who 
did a virtual internship.
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Host Interview Findings 
The following section outlines themes that emerged through interviews with previous AWP Internship 
hosts: Iniva, Gasworks and Forma.  Flat Time House was also interviewed who, although not having 
previously participated in AWP Internships, had been selected for the 2020 programme prior to its 
cancellation due to COVID-19 / coronavirus.
Impact of the pandemic
The impact of the pandemic on small scale arts organisations was felt most in terms of the closure of 
spaces, which led to losing in-person audiences and sales.  The financial impact was felt differently, 
depending on the pre-lockdown financial state of the organisation.  Those that were more 
established found the financial impact more manageable.  Several of the organisations furloughed 
significant numbers of staff, and none reported redundancies.  All organisations delayed projects, 
exhibitions, or studio lets as a result of the pandemic.
Challenges around working digitally 
All the organisations used digital platforms for some of their working, though to different degrees, 
and all spoke about their current processes of navigating the digital world.  It was noted that 
transitions during lockdown were easier for those staff who already worked at home before the 
lockdown.  Several challenges of working digitally were described, including having to learn a lot of 
digital skills in a short time period, particularly around running digital events, such as reading groups 
or seminars, which can be difficult to manage due to a lack of non-verbal communication.  For the 
smaller organisations, a lack of capacity or infrastructure for developing digital ways of working was 
also difficult.  Another challenge was the limitations of digital technologies and how tiring or 
alienating they can feel: 
"ItÕs bizarre how many assumptions there are, I mean the use of Zoom relentlessly is just so 
inaccessible and itÕs very tiring to use all the time" - Laura, Gasworks
ÒThereÕs a harshness to digital platforms whether itÕs email or Zoom or phone calls where all 
nuance and subtleties are erased, so you canÕt necessarily pick up on the subtle signs or 
language of someone, and because we all hate it, we tend to be a bit more abrupt or direct 
on these platforms...  IÕm just thinking of people coming out of University, and maybe having 
less confidence in the workforce.  ItÕs a harsher environment for an internÓ - Chris, Forma
ÒOn the visual arts side of it, sometimes when youÕre talking about something visual, youÕll 
literally just draw it and give it to someone.  ThereÕs been a few times when IÕve been 
working with an artist remotely and IÕm doodling on a Post-it, so thereÕs that actual exchange 
of physical documents that can be helpful.  I donÕt think you canÕt exist without it, but itÕs 
something to be aware of in how things are communicated and conceivedÓ - Rachel, Forma 
For some, basic digital working is already at the core of their organisation, and this was seen as 
lending itself to digital internships:
"We Google Doc the house down, so in that sense an intern could integrate into our way of 
working and we can use that structure in a way that lends itself very well to a digital 
internship" - Rachel, Forma. 

Several organisations noted that having been forced to work digitally has encouraged them to re-
think the possibilities of both digital working and digital art practices.  Though these are distinct 
forms, they are both forming significant parts of arts organisations' growth during and post Covid-19:
ÒWeÕre trying to think about what is an exhibition without the space and what is an event 
without the space...what is someone experiencing when they come to Flat Time House and 
how can we build a platform that allows for an equivalent to that?Ó - Gareth, Flat Time House
Several broader challenges were identified, including team and staff motivation and the changing 
habits of staff after four months working from home.  Hosts were concerned about the logistics of 
socially distancing visitors while keeping front of house staff safe and generally managing hygiene 
and health and safety in physical spaces. 
Benefits of working digitally
There were some notable benefits to working digitally, including having the space and necessity to 
approach working on digital platforms and with digital artworks in more progressive and novel ways:
       ÓIt's been an opportunity to up our game digitallyÓ - Chris, Forma
The lockdown was seen as prompting some to revise digital strategies and learn new methods such 
as live streaming, as well as to be more present digitally.
All organisations noted that they have been able to reach bigger and more international audiences 
as a result of delivering programmes digitally, with one organisation having seen attendance 
numbers double for digital events.  Several organisations noted how helpful digital programming is in 
terms of better accessibility for audiences who may otherwise struggle to attend events due to 
access requirements, caring responsibilities, or financial or travel constraints.  It is easier and more 
affordable to engage international speakers digitally as well:
"I hope there is a reckoning with [the art world] because it was functioning a lot in the model 
of residencies, events, biennials, conference that actually are accessible for a very small 
number of people who donÕt have responsibilities or barriers, or who have less, and I think 
the model wasnÕt sustainable and really excluded a lot of people." - Simina, Iniva
Interest in digital internships 
All organisations were open to hosting digital internships, though some felt it would be more 
challenging than others both for the host and the intern.  All showed a preference for a hybrid model 
but would be willing to deliver something fully digital if there were no other options given local 
restrictions around Covid-19 at the time.  One organisation noted that they would probably not have 
applied for the scheme if it had been advertised as for 100% digital internships, because their 
internships are so oriented around physical archives, and as a small team, they lack capacity to 
manage digital internships.
Several said they felt there would be more pressure on the internÕs Line Manager if the internship 
was wholly digital, because it would require additional planning and re-thinking current job/project 
descriptions, as well as providing more formalised support, rather than the support they can offer 
implicitly by being physically co-present.  Much of the openness to digital internships stemmed from 
general support of AWP Internships itself, which was praised for its inclusiveness and value for 
interns and hosts:
ÒI just think what the Artquest internship does is really worth supporting and I canÕt think of a 
scenario where I wouldnÕt want it...I was genuinely over the moon to hear that there is a 
proactive assessment underwayÓ - Rachel, Forma
All organisations expressed concern about ensuring the internship was still a positive and rewarding 
experience for the intern, with some noting it might be harder to instil confidence without any in-
person encounters.  It was noted that a digital intern's experience would be less negatively impacted 
if they were working in a fully online context, or on projects that are digital from start to finish.  If they 
are missing out on in-person experiences that some members of the organisation are having, such 
as meeting artists or informal gathering with colleagues, or are unable to participate in the in-person 
aspects of projects they have worked on remotely, this may have a more negative impact. 
Several organisations saw digital internships as being beneficial for helping them develop digital 
strategies and learn with the intern about new forms of digital practice.  If digital programming or 
practice were specifically of interest it would need to be written into hostsÕ project descriptions, so 
applicants are aware about it. 
"I do think a digital internship could work, both in terms of logistics, but also in terms of the 
content that would be discussed around that [which] could be really interesting for Gasworks, 
because that is an area we would be keen to develop and it would be amazing to have 
somebody that was keen to support that or had interest in that areaÓ - Laura, Gasworks.
All organisations expressed that digital internships could help them improve accessibility if the intern 
was able to help to consider digital strategy and programming. It would also make the internships 
themselves more accessible to interns who may not have been able to attend in person.
Tasks online and offline
There was consensus around the kinds of tasks that could most easily be done digitally, namely any 
online marketing, social media, communications, programming and community/audience 
engagement.  It was noted that interns who had an interest in these areas might also support the 
development of digital strategy.  One organisation noted that studio visits could be facilitated digitally 
via a webcam. 
The tasks that may not be generally possible depending on lockdown conditions were those 
requiring access to specific materials and resources or in-person access to spaces.  These 
interviews were carried out during full lockdown however, and it may be possible for interns to attend 
in-person events if they are live and national restrictions allow an audience or staff on-site.  If 
restrictions change, this would not be possible for anyone (artists, staff, audiences and interns), so 
the intern would not be losing out on access that others have.  As a member of staff, any intern 
would be covered by health and safety policies or other processes introduced as part of pandemic 
mitigation.
Some hosts noted that some of the things that would be harder to facilitate digitally are the highest 
value aspects of an internship, and that losing these would be have a big impact.  These might 
include:
*	Being present at the installation of an exhibition
*	Celebrating together at a private view
*	Having physical access to special materials or archives
For a dedicated hybrid or digital internship, new project descriptions would be required.  Some saw 
this as fundamentally changing the focus on the internship, whereas others saw potential revisions 
as minimal. 
Several organisations noted the value of seeing production projects through to their final realisation, 
which is often an in-person event or exhibition:
"If someone is working remotely on programming that is not completely digital, then it raises 
the question of whether theyÕre actually there for the delivery of programming...I think itÕs less 
beneficial as an intern if youÕre working on projects and youÕre not witness to their delivery.  I 
think thatÕs a really important part of learning Ð seeing the final product.Ó - Mary, Flat Time 
House 
 
ÒItÕs quite key to production that youÕre working towards a big crescendo or a big end project, 
so it feels more representative of the job to have that upward trajectory than to have 
someone working remotely and not get thatÓ - Rachel, Forma
Personal and informal connections 
ÒThe value of doing an internship isnÕt in doing the job that youÕve been told to do, itÕs in the 
encounters that happen around thatÓ - Gareth, Flat Time House  
ÒA lunchtime can turn into something quite wonderful where youÕre sitting with artists at the 
table and youÕre building relationships and you get an opportunity to sit next to the director 
and have a conversation about how he got into the arts, and those are really wonderful 
conversations to have.  I suppose the digital maybe doesnÕt make room for those informal 
chit chatsÓ - Laura, Gasworks  
All organisations emphasised the importance of informal moments of personal connection that arise 
through being physically co-present in a space both in relation to formal task-related conversations 
and informal conversations and socialising. For formal tasks, proximity was seen as helpful for the 
learning process:
ÒIn my experience and when I've been trained myself, itÕs pretty helpful to have someone that 
you can check in with and ask small questions throughout the course of the day and when 
IÕve had jobs where I've not had that kind of managerial access, where youÕre left on your 
own and you have to write a list of things that you have to do to check in with someone, 
thatÕs fine if youÕve already got a working relationship with someone but it can be challenging 
if itÕs your first job role.Ó - Mary, Flat Time House
Current strategies to build informal connections include:
*	Having a Ôjust shout across the officeÕ culture, where interns are encouraged to ask questions 
whenever they need to
*	Encouraging the intern to spend time with teams 
*	Including the intern in all general conversations
*	Having informal conversations during social time and lunch or tea breaks
*	Being in close physical proximity during formal work time
*	Encouraging interns to talk about their own practice
*	Encouraging interns to produce a creative output during their internship
*	Having conversations about materials/objects/artefacts in the space
ÒBecause we're so surrounded by books and materials, technically weÕre always surrounded 
by these conversationsÓ - Simina, Iniva 
Some highlighted the challenges of working digitally without a previous in-person relationship and 
expressed concern about how to successfully onboard and integrate an intern into the team without 
this element:
ÒThereÕs definitely a benefit of there being a face to face intro to projects...the physicality of 
the projects we work on...or the complexity of it, the fact that youÕre balancing context with 
production, with logistics, with a budget, sometimes being physically in a space with 
someone gives a much more organic way of discussing something thatÕs very complex, but 
then saying that, itÕs not like I've found massive barriers towards discussing projects with 
other professionals during the quarantine, so IÕm maybe making an assumption that thereÕs a 
lack of experience that requires that face to face moreÓ - Rachel, Forma
ÒIf youÕre asking someone to do something itÕs fine, but if youÕre trying to learn it changes 
because youÕre not having the same kind of interaction.  IÕm thinking [of] going to lunch 
together and having informal conversations which arenÕt ÔworkingÕ, but it is actually learning 
about the institution and learning the role and how we do things, and learning what we think 
are the correct ways and the ethical ways of operating as an institution, which we wouldnÕt sit 
down and explain to someone over a 2-hour talk, but over time, through the way we would 
talk to the intern as an equal and sit in the office with them as an equal, and give appropriate 
roles, which wouldn't be intimidating for them but would also be the best learning for the 
institution...IÕd hesitate to say it isnÕt possible, IÕm just not sure how to do it yetÓ - Gareth, Flat 
Time House
It was noted that extra effort would need to be made to foster these moments in digital internships. In 
some cases, this has been happening through the lockdown already with current teams:
ÒWe did a quiz every week, and it was a nice way to keep the team together. WeÕre quite a 
close-knit team and we want to keep that goingÓ - Laura, Gasworks.
Some existing strategies for building informal connections could be replicated in a hybrid or digital 
internship and could be beneficial for all staff, not just interns:  

Existing strategy
Hybrid strategy
Having a Ôjust shout across the officeÕ culture, 
where interns are encouraged to ask questions 
whenever they need to
Ensure interns know staff or line managers are 
available online or by phone during working 
hours; regular check-in times for informal tea 
breaks over video chat
Encouraging the intern to spend time with 
teams 
Schedule digital coffees with each staff member
Including the intern in all general conversations
Include the intern in all general online meetings 
Having informal conversations during social 
time and lunch or tea breaks

Schedule social time over lunch and digital 
tea/coffee breaks
Being in close physical proximity during formal 
work time
This is difficult to replicate online, but the other 
strategies here may help create connections as 
far as possible without physical proximity.  In a 
hybrid model some physical interaction or 
meeting would be encouraged where safe and 
responsible.
Encouraging interns to talk about their own 
practice
Encouraging interns to talk about their own 
practice during scheduled online sessions.  
This may be more intimidating in a more formal 
scheduled setting, so consider using a peer 
sharing format including all staff.
Encouraging interns to produce a creative 
output during their internship
Encouraging interns to produce a creative 
output during their internship, with an emphasis 
on actions that take place away from a screen
Having conversations about 
materials/objects/artefacts in the space
Facilitating online conversations about 
materials/objects/artefacts in the space, or 
discuss a text or film/podcast.  In a hybrid 
model some materials may be able to borrowed 
by the intern (low-value / low risk material not 
requiring environmental controls or special 
handling, such as publications) or 
conversations able to take place in the venue.

Potential barriers for interns
None of the organisations interviewed require interns to have specialist software, but some 
expressed concern about other aspects of digital accessibility, including access to fast internet 
connections and general digital literacy:
"As part of our education programme we have a board of advisors that help us navigate how 
to work with communities, and itÕs made up of our previous participants, so we 
have...refugees and asylum seekers from an LGBT group, and a lot of Latin American 
community members.  So we all came together and started discussing how we can distribute 
the podcast and...make sure weÕre targeting specific community groups, and a lot of the 
people on that meeting were like: ÔHow do you access a podcast?Õ and again, it's just my 
privilege that hits me in the face, so itÕs about always thinking about access and digitalÓ Ð 
Laura, Gasworks 
 
ÒIn terms of access, it needs to be a conversation thatÕs a lot more present in terms of needs 
and what we can do to support. Until now we didnÕt have particular access needs to support, 
but itÕs definitely something we need to think about moreÓ - Simina, Iniva
All partners expressed interest in cross-partner workshops, events and networking for hosts and 
interns. 
?
Intern Interview Findings 
Full write ups of the intern interviews with Joshua and Kyle can be read in Appendix 1. Below is a 
summary of main findings. 
Both interns noted that the in-person social aspects of internships were missed, and both preferred 
the face-to-face mode.  However, both said they would do a digital internship again.  The advantage 
of not having to travel was noted. 
At induction, social elements were seen as a priority.  It is also helpful if hosts donÕt make 
assumptions at this stage about internsÕ existing knowledge and check they are providing 
information at a comfortable pace.
Both interns found lengthy periods online with little social activity challenging, physically and 
psychologically.  For Joshua, the social aspect of an internship is a vital part of maintaining wellbeing 
and reducing anxiety.  A Ôcamera offÕ culture can feel uncomfortable for interns and make it harder 
for Line Managers to read or check in with their wellbeing and emotional state. 
Highly task-focused group work with no social elements was seen as unsatisfactory by both 
interns.  For Kyle, it felt unnecessary to get to know people in the context of highly task-focused work 
Ð knowing how to break down tasks was all that was required, and this was less rewarding.  It seems 
important to note how this kind of task-focused working could potentially undermine an emphasis on 
attributes such as empathy and communication.
Both interns felt their hosts could have done more to encourage fun or social activities, such as 
quizzes, virtual lunches or coffee roulette.  They saw these kinds of activities as essential for 
developing social and collaborative skills. 
Managing wellbeing was a challenge for both, with the hardest aspects being the amount of screen 
time required and not being able to socialise with colleagues.  It was noted that a sense of 
achievement is also important in terms of promoting wellbeing and reducing anxiety. 
Joshua found the process of asking questions more difficult in the digital internship, because it has 
to be done in a more formal way.  This can make interns feel self-conscious or that they are not 
displaying enough initiative, so reassurance that asking questions is OK would be beneficial. 
Both interns noted that delivering and listening to online talks is challenging.  Training for UAL 
students and graduates around how to present online as well as how to interview online may be 
helpful.  
Advice for digital interns
ÒI think networking is the biggest thing Ð following all these people on LinkedIn and if youÕre 
very interested in one of their talks, actually seek out that person and email them or 
somethingÓ - Kyle approached one of the speakers whose talk he enjoyed by email, and she 
agreed to have a call with him to give him career advice.  
"Set up little coffee intro meetings with everyone Ð literally everyone. It just makes work so 
much easier when youÕre comfortable with everybody and youÕre comfortable asking 
them questions and just make them aware youÕre new and youÕre going to need help. 
Do what you can to find your people and donÕt be afraid to ask if there are socials and things 
going onÓ  
Advice for host organisations
ÒTry and be enthusiastic about what youÕre talking about and try and involve everyone...It 
does go a long way to have someone talk to you but with a smile on their face.Ó 
ÒTry to have upfront conversations about wellbeing Ð if someone has mentioned wellbeing in 
the past like I had, there probably should be some process in place for checking in on those 
people...Make sure you make sure you maintain those more social events... and have 
someone that can dedicate some time Ð even if itÕs a quiz or something where you can see 
people and have a chat afterwards, itÕs nicer than closing your laptop at the end of the day 
and dropping into bedÓ 
?
Guide for Piloting Hybrid Internships
This document provides additional support for running a hybrid internship during the COVID-19 / 
coronavirus pandemic restrictions around close physical contact.
We define a hybrid internship as an internship that is delivered partly remotely, where an intern 
works and is managed through a combination of digital technologies and physically distanced in-
person contact.  There is a presumption that part of the internship will be delivered in person where 
legal restrictions and personal circumstances allow.  Where circumstances or restrictions do not 
allow, the internship can be delivered entirely remotely.
*	Legal restrictions refers to the UK GovernmentÕs tiered model of restrictions around activity 
during the pandemic, or restrictions set by other UK national parliaments, local councils, and 
other statutory bodies.
*	Personal circumstances include the necessity of shielding for themselves or people they live 
with, and how comfortable a person is in using public transport or undertaking personal 
meetings, even those that are physically distanced.  An unwillingness to use public transport 
or meet physically may correlate with low trust in the GovernmentÕs approaches to lifting 
lockdown restrictions, as detailed in research from Kings College London.
During the pandemic and the rapidly changing restrictions it requires, there will be periods where no 
contact between people in work contexts, even physically distanced, will be permitted or 
recommended.  Both host organisations and interns will need to be flexible and responsive to 
personal choices, legal restrictions, and the needs of a specific project during these experimental 
internship pilots.
The pilot will be extensively evaluated to create more rigorously tested models for hybrid internships, 
which will also be of use for international and other geographically non-specific internship or 
employment opportunities. 
This guide provides tips and recommendations to consider at each stage of the internship process. 
As considerations of accessibility Ð both digital access and physical access for disabled people Ð 
should be made throughout the internship process, recommendations for supporting access are 
woven throughout the guide. 
Preparing for the internship
Artquest will convene a meeting with all hosts to facilitate networking and information-sharing, as 
well as to discuss concerns or opportunities offered by this programme.  We will also appoint a 
mentor to support all interns, as in previous years.
Hosts should consider drafting a guide on the ÔetiquetteÕ around the digital tools they use to share 
with interns and staff Ð recommended practice on video chat microphone muting, meeting 
introductions and check-ins, restricting use of digital messaging outside of working hours.  Interns 
may have limited professional experience of working with digital tools in a professional context, and 
such a guide, even if very brief, will help assuage anxiety and help meetings progress smoothly.
To prepare for reopening your venue / office you will need to have completed a re-opening risk 
assessment in line with government guidelines on how to reopen businesses safely.  This additional 
health and safety requirement will cover processes around an intern as well, and will help you check 
for safety and communicate with staff and your intern about mitigating risk as a result of working 
during the pandemic.  Ensure all your HR policies have been reviewed in light of working online, 
including accessibility, harassment and data protection policies.
Contingency planning
The likelihood of further lockdowns, regionally or nationally, remains high, as the virus continues to 
infect record numbers of people across the UK.
Hosts should create (and likely already have done) a contingency plan that includes how an 
internship would be managed in the event of another lockdown.  Contingency measures might 
include more online or remote working, providing access to offices at safer times when public 
transport is likely to be quieter; altering or delaying the programme.  Our plan is for the internship to 
be completed in 6 months to facilitate evaluation and refinement of our guidance and avoid Ônever-
endingÕ internships which are significantly delayed.
If you feel your internship has to be delayed, or cannot continue, you should contact Artquest 
immediately for discussion.
Please refer to the following Health and Safety Resources:
*	Working safely during the coronavirus (COVID-19) outbreak, Health and Safety Executive
*	Working safely during coronavirus (COVID-19) in Heritage Locations, UK Government
*	Reopen your business safely during coronavirus (COVID-19)
*	Mayor of LondonÕs guidance hub around coronavirus (COVID-19)
Project description
In your project description:
*	List any technologies that will be needed for undertaking the internship, including any web-
conferencing or remote working tools.
*	Be clear about available desk space on-site if working from home is difficult for the intern and 
social distancing rules allow.
*	Consider the minimum system requirements that equipment requires, including internet 
speed, and include these in your project description too.  Discuss these with Artquest so we 
can evaluate is your intern may need higher than average specification for digital equipment, 
and we can discuss how this may be met, including the potential to borrow equipment from 
the host or from Artquest.
*	Make sure your project description includes tasks that can happen away from a screen Ð try 
to find a balance between writing, creative activity and administration that is suitable for the 
project.
*	Include relevant information from your contingency plan that could have an impact on the 
internÕs role.  For example, if a lockdown were to delay an exhibition, note alternative tasks 
that could be given instead.
Ahead of the interview
Creative Access have written a 10-step guide to remote interviewing, aimed at both organisations 
and interns. UAL also provides guidance on preparing for face to face, telephone or video interviews. 
Currently Artquest contacts intern candidates for interview (after hosts shortlist from eligible 
applications).  Additional considerations for Artquest when contacting candidates include:
*	Let the interviewee know ahead of time what video conferencing platform will be used and 
give them time to practice.  Recommend they do a test run with a friend or family member to 
ensure they are familiar with the technology, or to test with a member of the Artquest team 
who will not take part in the interview.
*	Request the candidate does a connection speed test before the interview using a tool such 
as Speedtest.net or NetflixÕs Fast speed checker.  They will need between 150 Kbps and 1.1 
Mbps for a smooth Zoom video call, with lower requirements for voice-only. 
*	Ask the candidate whether they can find a quiet and private space for a remote interview and 
offer a different interview option if they canÕt.  Offer to be flexible with timing if there are only 
specific times when the candidate can find a quiet and private space.
*	Assure the candidate that technical glitches are normal, and that if something goes wrong 
they can phone instead.  Provide conference calling details with the interview invitation.
*	Use language that isnÕt likely to make the candidate feel inadequate if they canÕt meet 
requirements, such as ÔWeÕre asking so we can best support youÕ.
*	Suggest they practice interview techniques on UALÕs interview simulator tool: for advice, 
information, sample questions and a mock interview tool.  Includes common interview 
questions and guidance on how to answer them, advice from employers, and about body 
language, video interview techniques, salary negotiation and more.
During the interview
The interview is a good time to talk about some of the issues and concerns that hybrid internships 
are raising.  You could:
*	Discuss how the host and intern will work together using digital tools and the circumstances 
under which physical meetings could be considered
*	Discuss how the host will maintain a sense of connection between the intern, line manager 
and wider team
*	Check the applicantÕs accessibility requirements and contact Artquest if there are any 
requirements you are unsure if you can accommodate.  Ensure the intern knows that their 
success at interview is not contingent on accessibility needs.  Does the intern:
o	Have access to a safe, quiet place to work? 
o	Have access to a chair and desk? 
o	Have access to a laptop, headset and microphone? 
o	Have fast enough internet connection to accommodate the digital tools you use? 
o	Have any other access requirements?
?	Artquest will try to mitigate access and other tech requirements on a case-by-
case basis
*	Ask if they have any other concerns about digital working
*	Discuss options for working remotely for when the intern is unable to physically access the 
space. 
At induction
It can be hard to join an organisation when you havenÕt met anyone physically, and for interns who 
have little workplace experience this could be even more daunting. The interns we interviewed 
mentioned that it is helpful if hosts donÕt assume knowledge during induction, and that any social 
elements are welcome. As Joshua put it ÒReally what you want to do on your first day is make 
friendsÓ. 
Here are some suggestions for how to induct and onboard digital interns:
*	Prepare all content to be shared in advance, and use the chat function of your video call 
software to share this as the meeting progresses.  This will bring the content to life through 
discussion and encourages questioning, rather than a static document for the intern to look 
through it in their own time.
*	Agree the circumstances under which meeting recordings may be taken, and be clear on 
what will happen afterwards Ð for example, will there be follow-up notes from meetings with 
actions?  If video calls are going to be recorded by the intern or host for any reasons, 
including accessibility, agree that recordings must not be shared with anyone outside the 
host organisation, unless with explicit consent.
*	Discuss data privacy and protection.
o	Clarify that if personal equipment is being used for work, that all data and documents 
remain the possession of the host organisation and cannot be used for any other 
purpose.
o	Also clarify that all data must be deleted from personal devices at the end of the 
internship.
o	Suggest that they create a work profile if using a personal computer to make deleting 
data and documents simpler.
o	Consider cloud storage for business so that work documents are not held locally on 
internÕs computer.
*	Share your risk assessment, discuss your health and safety policies, and clarify any physical 
distancing or other safety measures that are in place in the workplace.
*	Share your contingency plan for when restrictions change and ensure the intern is aware of 
what will happen in the event of restrictions being increased or relaxed.
*	Check that the intern knows any specialist software needed and, if not, provide training early 
in the internship.
*	Agree how you will communicate and stick to this consistently.  Consider using formal and 
informal channels and listen to what the intern uses already.  If you use social network 
channels, such as WhatsApp, establish a clear group purpose and principles, and stick to 
them.  Do not require the intern to be in contact outside their working hours, and ensure that 
internal communications are compliant with GDPR.
*	Provide an overview of how you expect people to behave online, or establish that this will be 
considered as time passes Ð from muting your microphone on a meeting call to expectations 
around communication response times, the intern will likely have no prior experience.
*	Encourage colleagues who will regularly engage with the intern while they are in post to 
introduce themselves in their first few days.  Explore scope for early informal or social 
activity: working online can limit people's ability to form relationships with colleagues, and 
some structure will likely be required to support the intern to connect with the team.
*	Avoid making assumptions about what the intern knows about the sector, the organisation or 
the tasks required.
*	Check the pace of your work, make sure the intern is following, and that they ask questions 
where needed.
*	Establish a routine regular for online check-ins between the intern and their line-manager.


During the internship: wellbeing and inclusion
Promoting wellbeing during a hybrid internship is an important part of the AWP programme.  The 
interns we spoke to noted that the biggest challenges for their wellbeing were excessive screen time 
and not being able to socialise.  In particular, online meetings can be more difficult for interns with 
anxiety, where cameras are turned off.  Talk to your intern and decide between you when cameras 
should be off or on.  
Dr Megan Lawrence, MicrosoftÕs Senior Accessibility Technical Evangelist recommends the 
following strategies for maintaining good mental health:
*	Unplug: The everyday presence of technology in our lives can encourage us to Òalways be 
onÓ or feel a need to be constantly connected to our devices.  But we all need to disconnect 
in order to recharge 
*	DonÕt skip the self-care: When you are not physically in the office you donÕt have the same 
cues.  For example, the smell of other peopleÕs lunches in the hallways to remind you itÕs 
time for meals
*	Be mindful of others: You can build a culture of emotional inclusion with your team by 
checking in regularly with colleagues.  Also, be mindful of helping others get the downtime 
they need

Following these strategies, you could:
*	Establish clear boundaries around the working day and when interns should switch off.
*	Be thoughtful about when emails are sent and consider timing them to arrive on the internsÕ 
working days only and/or provide interns with an organisational email address so they can 
keep work separate from personal communication.  As noted above, recommending a 
separate work-only profile / account on personal equipment can help with this too.
*	Find tasks the intern can do away from a screen and be more creative.
*	Alternate phone calls with video calls so a meeting can take place while walking around, and 
create a protocol for online meetings etiquette around interrupting / interjecting and video 
use.
*	Consider check-ins for a few minutes at the beginning of meetings for emotional sense-
checking.
*	Offer to record meetings so that the intern can watch them back afterwards to avoid 
information overload.   Be clear that these recordings must not be shared outside of the 
organisation.
*	Reduce hour-long meetings to 50 minutes, and 30-minute meetings to 25 minutes, to 
account for time that people would normally spend settling into and leaving a physical space
*	Build wellbeing conversations with the intern and the wider team into the internship.

Encourage the intern to:
*	Take a full lunch break away from the screen.
*	Block out several 15-minute breaks away from the screen into each day.  If they are using a 
digital calendar, they can block these break times in and get reminders.
*	Regularly stretch and move, or even do some ÔdeskerciseÕ during work hours
*	Consider website blockers like StayFocusd for Chrome and Freedom for Safari to help focus 
on work.  These allow people to set timers on non-work-related websites for a set period
*	Ask questions at any time.  Asking questions online (rather than casually in person) can feel 
awkward, so reassure them itÕs OK.  Consider having more than one person available to 
answer questions, or find alternative channels for asking quicker or more involved questions 
to help alleviate anxiety and self-consciousness.
You could also consider the Canadian Federal GovernmentÕs guidelines that went viral on Twitter 
and was adopted by Artquest in the early days of March 2020 lockdown:
1.	You're not "working from home", you are "at your home, during a crisis, trying to work"   
2.	Your personal, physical, mental and emotional health is far more important than anything 
else right now   
3.	You should not try to compensate for lost productivity by working longer hours   
4.	You will be kind to yourself and not judge how you are coping based on how others are 
coping   
5.	You will be kind to others and not judge how they are coping based on how you are coping   
6.	Your team's success will not be measured the same way it was when things were normal 
During the internship: digital tools and in-person working
Where in-person working is not possible, digital tools will have to be used.  Conventional video-
conferencing and digital task management tools may be all you need to facilitate the internship, but 
more experimental meetings and events are possible too. You could explore:
*	House Party, a social networking app that allows up to eight people to video chat at once in a 
ÒroomÓ. Users can have infinite rooms and float between them. The app is available 
on iOS, Android, Mac, PC, and as a Google Chrome extension
*	Online town, a video-calling interface combined with a low-fidelity 2D game. It allows users to 
have multiple separate video chats at the same time, and enter and exit them, as if at a real 
party or event.  The developer recently released a paid version with more features, called 
Gather.
*	Discord, a voice, video and text communication service used by over a hundred million 
people to hang out and talk with their friends and communities
*	Animal Crossing, a social simulation game created by Nintendo, requiring a video game 
console
*	Mural, a visual collaboration tool. This is a paid-for service, but they do offer a scheme and 
discounts for some non-profit organisations
*	Miro, an online collaborative whiteboard platform
Community & social cohesion
It can be challenging to create informal moments of social connection that would happen organically 
in an in-person internship, but it can be done online or in a hybrid model.  Such activity benefits all 
staff, not just an intern.  Recent research on the importance of small talk in offices showed that brief, 
superficial, or trivial conversations unrelated to work contributes to employeesÕ positive emotions, 
promotes well-being and fosters good workplace citizenship.  Here are some recommendations from 
Creative Access:
ÒBe social: Reinforcing a sense of belonging is imperative in maintaining confidence and 
morale. Continuing to interact socially, and not solely for the purposes of work, can allow 
interns to feel part of the team.  One way to do this is to establish time to socialise in the first 
few minutes of a catch-up call.  Ask your intern what they did in the evening after work, or if 
this is a Monday catch-up, ask them what they did over the weekend. 
Alongside this, donÕt hesitate to also arrange calls which may exclusively be social.  As you 
would arrange work lunches or drinks in person, try to arrange something similar with your 
intern and the wider team through a video call if possible.  Efforts such as these would be 
greatly valued by your intern and in turn, they will feel much more comfortable to speak with 
you openly when itÕs time to talk about work.Ó
As well as suggestions on pp13-14 on nurturing increased informal social contact during the 
internship, here are some other things you could try:
*	Include interns in all remote meetings where confidentiality allows and explore other 
opportunities for work shadowing
*	Support simple online relationship-building activities (discussing a relevant text / book / film, 
attending a webinar or panel discussion)
*	Schedule social events such as virtual lunch or coffee breaks, digital staff away days, group 
studio visits or informal conversations with artists
*	Encourage interns to stay engaged but ensure that social opportunities are built into working 
hours.  After work social events such as after work drinks on video chat should be optional 
*	Consider where moments of celebration or reward happen within the internship, and how 
they can be maintained.  For example, offer access to artists either digitally (interviews, 
meetings, co-working sessions) or physically, where health and safety permits
*	Collaborate with other hosts and Artquest on the AWP programme: cross-partner 
professional development workshops (as in 2019) will continue, allowing interns and hosts to 
participate in best-practice and knowledge sharing, and share successes and challenges
Online meeting tips

It can be challenging to ÔhumaniseÕ video-calls, and many people experience ÔZoom fatigueÕ.  Here 
are a few tips to help: 

*	For small-scale meetings, verbally acknowledge each participant as they arrive.  For larger 
meetings, encourage participants to say hello in the chat and verbally acknowledge that this 
is happening
*	Allow for a few moments for relaxed informal interactions before the meeting starts
*	Use more explicit gestures to replace non-verbal cues Ð make heart with your hands, smile, 
give a visible thumbs up
*	Try to ask everyone in the meeting a specific question so they have a chance to speak 
*	Use the chat function to encourage engagement and make sure you respond Ð for larger 
meetings, have a chat monitor on hand in case you miss a question 
*	Make it clear that itÕs OK for participants to take a break, go to the loo or temporarily turn off 
their camera or mic 
*	Consider using a flagging system that allows people to indicate if theyÕre not comfortable with 
their camera on for any reason (kids running around, family members being present, feeling 
self-conscious) 
*	More tips on online meetings and peer mentoring is on Artquest, based on our Z-Crits pilot 
programme?
Recommendations for Artquest 
Overview of additional roles and responsibilities for hybrid internships 
Artquest
Host organisation
*	Continue to provide all AWP Internship 
programme features as outlined in p3 of this 
report 
*	Ensure adequate technical support for 
interviews, including back-up facilities for 
conference calling in case of below spec 
intern digital access 
*	Encourage interns, as recent graduates, to 
connect with Creative Shift programmes
*	Ensure interns have sufficient digital access 
during their internship: provide internet 
dongles and equipment where necessary 
*	Continue to ensure interns feel safe in their 
working environment
*	Contract a mentor to hold regular check-ins 
with interns and support wellbeing
*	Continue to learn from the pilot and refine 
this guidance with new learning
*	Continue to provide all AWP Internship 
programme features as outlined on p3 of 
this report
*	Provide a safe environment for interns 
working on site and conform to Government 
health and safety guidelines
*	Have a risk assessment and safety 
measures in place, and share these with 
staff and interns
*	Establish a contingency plan for the 
internship in the event of another lockdown
*	Ensure project descriptions include any 
technologies needed, including web-
conferencing or remote working tools
*	Consider staff and intern social activities, 
either planned or time resourced by host

Recommendations for a pilot
*	Facilitate sharing of hostsÕ risk assessments with interns and all staff and encourage interns 
to report to Artquest or the mentor if they feel unsafe during the internship.  Emphasise Ôopen 
doorÕ policy and that conversations are treated confidentially and are not reported to their 
host without the internÕs consent.
*	Facilitate peer mentoring networks for hosts and interns to share experiences and best 
practice 
*	Encourage contingency planning that is already risk assessed so interns can more easily 
switch between live and virtual working in the event of another lockdown 
*	Encourage hosts to consider their online meeting culture and the use of webcams where 
interns may be uncomfortable about showing their surroundings at all times
*	Consider and test digital tools that interns may already be used to, and that staff could 
benefit from, as outlined above
*	Set aside funds for equipment such as laptops, SIM cards or dongle access to 5G should 
they be necessary
*	Continue to provide supplementary career support 1:1s for interns, and link to existing UAL 
support, such as Careers and EmployabilityÕs Graduate Support 1-2-1s or Career Discussion 
1-2-1s
*	Share these top tips from a digital intern as well as the recommendations from the internsÕ 
interviews
*	Scope and provide an overview of welfare programmes available to graduates at UAL, such 
as student counselling
*	Scope possibility of external desk space if this is not available at internÕs home or via host 
organisation
*	Set aside funds for alternative travel arrangements for shielding interns / those at higher risk 
when travel is necessary for the role 
*	In discussion with partners, consider unconscious bias training to prepare for interviews and 
training for online interviews, where budget can be found
Recommendations for a hybrid / digital internship scheme Ð longer term
*	Consider 100% digital internship opportunities for interns who live further away from hosts Ð 
possibly expanding the programme to include HEIs outside of London who contribute 
financially to an expanded programme. 
*	Run workshops exploring online community cultures for all interns and hosts, tackling topics 
like webcam culture (the politics of the camera/fatigue/best practice etc) 
*	Discuss with Careers & Employability about offering training in how to present and interview 
online in addition to online interview simulator tool

?
Appendix 1: Intern interviews 
Kyle Douglas 
22 September 2020 
Kyle is a current BA student at Nottingham University studying History. His digital internship 
was hosted by Investment Management company Sanlam Wealthsmiths over 4 days during the 
2020 Summer holidays. His motivations were to learn, gain new experiences and build his 
CV. There were 60 interns participating simultaneously. They all watched talks together, but for task-
oriented work they were split into groups of six.
Can you describe the application & interview process?   
Kyle applied with a CV and cover letter. There was no interview.  
What were the advantages/disadvantages of this being done digitally?   
N/A 
How were you onboarded? Was there anything that could have improved the process?  
Kyle received emails about the format of the four days and had contact with a Junior Investment 
Manager on the first day. This staff member introduced himself and outlined the process. The CEO 
of the company also met the interns and advised them to enjoy it and not take it too seriously. She 
encouraged them to meet and network with other interns. Kyle noted that it was extremely beneficial 
to have an introduction from someone so senior in the organisation, especially as she was warm and 
welcoming.  
Some of the introductions and talks were very brief and there were assumptions about existing 
knowledge. A slower pace and checking for assumptions would have been helpful.  
What tools did you use, and did you have any accessibility issues?  
Zoom was used for the whole internship, and there were no accessibility issues for Kyle. He noted 
that it is essential to have working Wi-Fi and to ensure your laptop is charged.
It was difficult to be on Zoom from 8am Ð 4pm for four days in a row, particularly as Kyle was at 
home in his bedroom. He noted that he prefers meeting and seeing people in person.   
Did your host take steps to help you socialise/network during the internship?  
There werenÕt many explicit steps taken. Interns were put into break out groups and encouraged to 
get to know each other, but Kyle noted: ÒYou donÕt need to know people that well online Ð you just 
need to know how to break down tasksÓ 
Kyle noted that during a previous in-person internship, he was taken out to lunch, which was a 
beneficial aspect of the experience. He felt that this would be incredibly difficult to replicate 
digitally and said that the online experience was not as good.  
Is there anything that could have improved this aspect of the internship?  
The host could have scheduled more fun or social activities. 
How did you find managing your wellbeing and workload? Was anything put in place to 
support this?   
There wasnÕt anything specific put in place, though it may have been if the internship was taking 
place over a longer time period. The hardest thing to manage was the length of time required to be 
at a screen.  
What was the best aspect?   
A talk given by a lawyer who was enthusiastic about her work. Also, a talk on CV writing, 
presentation skills and LinkedIn. Kyle noted that this was extremely helpful, and prompted him to 
make significant changes to his CV. He emphasized how important it is for presenters to be 
enthusiastic and energetic during online internships. 
Is there anything you would have changed about your internship?   
A longer time period would have been beneficial. Some of the talks were rushed and didnÕt allow 
time for questions. More breaks and time away from the screen would have been helpful.  
Would you do it again?   
Yes. Kyle would do something similar again in order to learn more about potential career paths. He 
noted that an advantage of online internships is that you donÕt have to travel, so they are easier to 
attend.  
What advice would you give a digital intern?   
ÒI think networking is the biggest thing Ð following all these people on LinkedIn and if youÕre very 
interested in one of their talks, actually seek out that person and email them or somethingÓ Kyle 
approached one of the speakers whose talk he enjoyed by email, and she agreed to have a call with 
him to give him career advice.
What advice would you give a hosting organisation?  
ÒTry and be enthusiastic about what youÕre talking about and try and involve everyone...It does go a 
long way to have someone talk to you but with a smile on their face.Ó 

Joshua Byrne
24 September 2020  
  
Joshua studied BA History and Politics at the University of Oxford. His internship was at the Foreign 
& Commonwealth Office from September 2019 Ð August 2020. The first six months were 
undertaken in person and the last six months were undertaken remotely due to the 
pandemic. During the internship he worked in the Multilateral Policy Directorate Communications 
and Consular Travel Advice teams. Joshua is now working in his first graduate job for the Central 
PPE Policy Unit in the Department of Health and Social Care. JoshuaÕs shift from in-person to 
remote working gave a useful perspective, as he was able to compare both modes. 
Can you describe the application & interview process?   
Josh noted the interview process was relatively long-winded and conducted entirely online. He was 
required to answer a series of questions and then perform a test. He was then required to do a video 
interview, which involved being asked automated questions, and replying to them straight to 
camera.  
What were the advantages/disadvantages of this being done digitally?   
The advantage is that you can anticipate what questions are coming and wonÕt be asked follow on 
questions. You can also have your own notes present, which would be more awkward face to 
face. The disadvantage is that it is very uncomfortable answering questions to camera with no 
audience, and it is not possible to build rapport with potential colleagues.  
How were you onboarded? Was there anything that could have improved the process?   
As Josh spent the first 6 months of the internship physically present in the office, the onboarding 
process was standard, and consisted of a 3-day induction. He provided insights into the onboarding 
process for his current job, however, which was conducted entirely online. In this case, a group of 
300 new starters were inducted synchronously, and split into groups of 60 to watch webinars or 
talks. They were further divided into groups of 8 for carrying out tasks and encouraged to form 
WhatsApp groups. Josh noted that it was almost impossible to network or build informal connections 
in the smaller groups, as they were heavily task-focused, and no time was built in for socialising. 
Josh noted that he did not enjoy this aspect and missed the social aspect of previous in-person 
inductions. He would have preferred speed-dating style induction activities: ÒReally what you want to 
do on your first day is make friendsÓ. 
What tools did you use, and did you have any accessibility issues?  
For the remote section of his internship, Josh used Microsoft Teams. He noted that he was with one 
team for the 6-month period, and never saw anyoneÕs face. They had daily 30-minute check in 
meetings, but there was a Ôcamera offÕ culture. Josh found this unnerving and noted that this culture 
is difficult for people who are more anxious.  
Did your host take steps to help you socialise/network during the internship?  
Not many steps were taken, though interns were asked what they were doing at the weekend. Prior 
to lockdown, there was a regular ÔFizzy at FourÕ event, where interns and staff would have a glass of 
prosecco together at 4pm. Some teams tried to continue this remotely, but it fell away after some 
time. Line Managers were encouraged to be aware of people's wellbeing, but Josh noted that it can 
be difficult to read peopleÕs emotions if their cameras are off.  
How did you find the process of networking/informal connections during the internship?  
Josh found this difficult. During the face to face aspect of the internship, all 60 interns would go to 
the pub together after work and maintained relationships through Facebook and 
WhatsApp. However, these connections were not strong enough to be maintained during lockdown. 
Joshua noted that they werenÕt the kind of relationships that would lend themselves to the more 
formal process of emailing to see how people were. 
One of JoshuaÕs objectives was to take more initiative during the internship, but he felt that asking 
questions was seen as an indicator of a lack of initiative. When the internship was being held in 
person, it was easier to get answers to questions informally, picking them up from different teams 
without it being noticed. When working remotely, this was not possible, and questions asked were 
always Ôon the recordÕ as they had to be asked more formally by email. Joshua noted that finding the 
balance between curiosity and initiative is a general challenge in interning and working.  
Josh also noted that age differences between him and other team members made socialising more 
challenging. He was the only team member without children and was significantly younger. In his 
current team, this barrier does not exist as the age range is only 10 years in total from the most 
junior to the most senior team member.   
Is there anything that could have improved this aspect of the internship?  
Joshua noted that lots could have been done. The host organisation could have introduced virtual 
socials in small groups, or facilitated activities like coffee roulette. Joshua felt that it would have been 
beneficial if some of these activities were mandatory, and they are very important, particularly when 
there is an emphasis on collaborative working. 
How did you find managing your wellbeing and workload? Was anything put in place to 
support this?   
JoshuaÕs wellbeing was up and down during lockdown, particularly because one of his coping 
strategies is to socialise. He noted that his managers could not have known how he was feeling as 
he was managing things adequately himself and was not forthcoming about it to them.   
What was the best aspect?   
During the first six months, the best aspect was the socialising. Being in a WhatsApp group of 60 
people and being able to access the canteen and have lunches with fellow interns was very 
rewarding. This was not possible at home via Zoom.
During the last six months, Joshua felt that he was able to contribute more to the actual work of the 
team and was benefitting people through his work. He was working longer hours during this period 
but noted that a sense of achievement improves mental wellbeing.   
Is there anything you would have changed about your internship?   
Joshua noted that the internsÕ roles were highly varied, depending on what teams they were on and 
that this resulted in some having more in-depth experiences than others. He would occasionally 
have periods of several hours where he didnÕt have enough to do and felt his job could have been 
reduced to a part-time role.  
Would you do it again?   
Yes. Even with the last six months being remote Joshua felt her learned a lot about how to function 
in an office and improved his communication and collaboration skills. Even things that went wrong 
helped him build resilience, and he learned how to present and maintain relationships over the 
screen.
What advice would you give a digital intern?   
"Set up little coffee intro meetings with everyone Ð literally everyone. It just makes work so much 
easier when youÕre comfortable with everybody and youÕre comfortable asking them questions and 
just make them aware youÕre new and youÕre going to need help. Do what you can to find your 
people and donÕt be afraid to ask if there are socials and things going onÓ  
What advice would you give a hosting organisation?  
ÒTry to have upfront conversations about wellbeing Ð if someone has mentioned wellbeing in the 
past like I had, there probably should be some process in place for checking in on those 
people...Make sure you make sure you maintain those more social events... and have someone that 
can dedicate some time Ð even if itÕs a quiz or something where you can see people and have a chat 
afterwards, itÕs nicer than closing your laptop at the end of the day and dropping into bedÓ 
?
Appendix 2: Further conversations
Jayne Knowles, Associate Dean, Student Journey CCW, Academic Development and Student 
Communities
30 June 2020 
CCWÕs Diploma Professional Studies (DPS) courses have complex placement years, which have 
recently been reviewed considering the pandemic, led by Jonathan Carson. In order to pass the 
year, current placement students need to meet 50% of their placement requirements. Other work is 
being done around Health and Safety and new risk assessments have been added.
It is easier for students placed in large companies (like Burberry) because the whole company is 
working online. In cases where students are online, but staff are in person it may be more 
challenging for the students. 
CCW are proposing to offer ÔParallel Academic ActivitiesÕ (PAAs), activities that UAL can provide if a 
placement cannot go ahead as planned. In this new programme, 66% of a placement must be 
completed on the placement itself, with 33% being completed in PAAs, which could include:
*	External projects
*	Alumni mentoring
*	R&D incubators
*	Engaging with external speakers
*	Talks
*	Professional Practice mentors
*	Knowledge Exchange
PAAs could come from cross-college networks. Jayne noted that it can be hard to build online 
relationships with no in-person contact, and that most students are trying to get physical placements 
for next year.
Jonathan Carson, Associate Dean of Student Experience & Enhancement, CSM
2 August 2020 
 
Jonathan has been leading two Task & Finish Groups looking at Parallel Academic Activities and 
forms and communications, including the health and safety and risk assessment aspects of 
placements. These groups have been focusing on:
*	Where students are and how they stay safe
*	Changing relationships to policies like public liability and travel insurance
*	Availability of placements (there has been a resurgence in August)
*	Practices that are risky for Tier 4 students, such as being paid by invoice, which breaches 
government guidelines
Parallel Academic Activities have been introduced to ensure students can learn even if they arenÕt 
able to be on their placement. At CSM, students have been able to work from home during their 
placements. To facilitate this for 2019/20 they have been asked to fill in a supplement. For 2020/21 
they will be asked to plan for both in-person and online placement scenarios. Contingency plans will 
be risk assessed ahead of time, so that in the event of a further lockdown, measures can be 
implemented quickly. 
Amelia Timewell, Head of Communications & Engagement (Multilateral Policy & Human 
Rights), Foreign and Commonwealth Office
3 July 2020
The Foreign and Commonwealth Office has several internship schemes, and Amelia is currently 
managing an internship that was initially office-based but shifted to assisting with crisis response 
remotely. Amelia noted it is an interesting time to be thinking about this, and that one of the biggest 
challenges is in creating interpersonal connection. Some of her reflections: 
*	Celebration and reward moments are important
*	It is hard for people joining an organisation to feel the sense of connection they get from 
being physically in an office, especially if they donÕt have a lot of work experience. They donÕt 
get the natural cues or the discipline of getting to the office and understanding how to 
operate in the workplace
*	Giving clear information and setting parameters and expectations at onboarding is essential
*	Understanding how to navigate organisational systems is very hard generally, and doing it 
remotely is even harder. This needs to be thought about in terms of inclusivity
*	ItÕs helpful to make sure thereÕs a clear programme for the first week, so people are on hand 
to chat
*	It can be helpful if more than one intern is starting at one time so they can support each other
*	Having someone experienced and friendly other than a line manager can be helpful - 
someone they can just sound off with and share what they donÕt understand
*	Accessibility means considering both practical matters like internet access, and cultural 
assumptions about technical skills or other competencies and expectations
*	Interns may be intimidated in bigger meetings, and this can be exacerbated on big Zoom 
calls
*	It is harder to get out of your head and let things go in this situation. Small problems become 
magnified and constructive criticism could feel harder to take on board
*	Has friends working in HE working with international students. CatPlan, now study group (on 
maternity leave) - recruiting overseas students to UK orgs - will be looking at what they 
provide. Another works with international students



  In her article, Learnings from Remote Experience: Work It Like a Deaf Person, Leah Katz-Hernandez 
states: ÒIÕve learned to be brave and ask people who IÕm meeting with in Teams if theyÕre comfortable with 
me recording our conversation. That way, I am able to go back and review if later on, I happen to have a 
moment where IÕm trying to remember the details of what was discussed.Ó 
  Students surveyed at UAL were found to Òappreciate having access to recorded lectures that they can 
watch in their own time, with 59% finding this useful (compared to 64% for live lectures).Ó 
 
 
 
 




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