Author: Martina Miechová

works as a research project manager and communications manager at Palacký University Olomouc and Masaryk University. She focuses on the pre-award management and implementation of European research projects, strategic science communication, dissemination of research results, and supporting the societal impact of projects.

Student Internships

Written by Martina Miechová on July 15, 2026. Posted in Content. No Comments on Student Internships

What is the format about?

Student internships are a well-established form of collaboration between universities and policymaking institutions. They are particularly suitable for students in the later years of bachelor’s or master’s degree programmes. During an internship, students gain valuable professional experience and develop an understanding of how institutions operate from the inside. They become familiar with organisational structures, decision-making processes, strategic priorities, and day-to-day activities. Internships also provide opportunities to build professional networks that can support their future career development. For host institutions, internships offer the opportunity to benefit from students’ expertise, up-to-date academic knowledge, and fresh perspectives on the policy issues they address. The successful implementation of internships requires active engagement and sustained organisational support from both the university and the host institution. As such, this collaboration format contributes to institutionalising science-policy dialogue, expanding professional networks beyond the research community, and establishing long-term support mechanisms that become embedded in the functioning of both universities and policymaking institutions.

How it works:

The duration of the internship, its content, and the formal requirements are determined through an agreement between the university and the host institution. In some study programmes, internships are a compulsory part of the curriculum, while in others they are offered as an elective component that may replace part of the coursework or provide students with additional practical experience. In both cases, universities should actively encourage students to undertake internships within public sector institutions. An important role of the staff responsible for organising and coordinating internships is to identify suitable students and match them with the appropriate department or unit within the host institution. The aim is to ensure that students’ knowledge and skills align with the needs of the workplace while providing them with relevant practical experience. One possible approach to selecting suitable candidates is for the host institution to define the desired applicant profile, after which students can be matched based on their motivation letter and the qualifications they have acquired during their studies.

Before the internship begins, several practical arrangements need to be completed. These include obtaining approval from the relevant university department, arranging the recognition of the internship for ECTS credits where applicable, concluding an agreement between the student and the host institution, and appointing a supervisor(s) responsible for guiding the student throughout the internship. In addition to describing the internship tasks, the agreement may also specify working hours and the work location, the student’s level of involvement in the activities of the host institution, access rights to information, internal systems and tools, and the provision of any equipment required to perform the assigned tasks.

During the internship, the student becomes involved in the day-to-day activities of the host institution and contributes to tasks that reflect both the knowledge and skills acquired through their studies and the current needs of the host organisation. At the beginning of the internship, it is therefore important to align expectations by clarifying what the student already knows, what they are expected to learn during the internship, and what the host institution expects from them. Students typically begin with basic tasks that help assess their abilities while also providing a learning opportunity. As they gain experience, they can gradually take on more complex tasks and make a more substantial contribution to the work of the host institution. The internship may also include the delivery of a specific output or project.

Once the internship has been completed, it should be evaluated. The evaluation may take different forms (e.g. an assessment or feedback form or a report), but it should always focus on what the student has learned and how they have contributed to the host institution. The written evaluation is then submitted to the student’s academic department as confirmation of the completed internship and, where applicable, for the recognition of ECTS credits.

Challenges and how to solve them:

The format, content, and expected outcomes of an internship need to be adapted to its duration. A one-week internship focused primarily on familiarisation with the functioning of the institution will have a different structure than a several-month internship, which allows the student to become gradually involved in professional activities and take on a greater level of responsibility.
Students may have strong theoretical knowledge but no experience applying it in practice. Clear task assignments, regular feedback, and well-defined expected outcomes help prevent misunderstandings.
In the case of students without previous work experience, sufficient attention needs to be paid to their adaptation to the work environment, including the clear definition of rules, expectations, and formal and informal workplace practices.
The implementation of an internship places increased time demands on the supervisor and other staff involved in guiding the student. It is therefore appropriate to take this time investment into account already when planning the internship and to adapt the scope of tasks and the capacity of the host institution accordingly.
At some universities and institutions, internships are organised more on an operational basis, depending on the needs and possibilities of individual university departments/host institution units, or through the human resources department, which occasionally mediates internship opportunities. This may result in a limited offer of internships and organisational shortcomings related to their coordination. A suitable solution is to establish a unified internship system at the level of the entire institution, which clearly defines a contact point for internship coordination, procedures for assigning internships and communication with universities/host institutions, while also allowing individual units to define their needs and capacities. This makes it possible to better connect students with relevant host departments.

Tasks and resources:

Student:

The student is required to familiarize themselves with the conditions and content of the internship and to agree with the host institution and the university on the formal requirements of the internship (e.g., administrative requirements, ECTS credits recognition, internship schedule and scope). During the internship, the student actively participates in the activities of the host department and completes assigned tasks within the agreed scope and deadlines. The student applies the knowledge and skills acquired through their studies when addressing tasks while also learning new procedures and methods of work in practice. They communicate with their supervisor, regularly verify their understanding of assigned tasks, and make use of the feedback provided. The student respects the rules and operations of the host institution, including work procedures, internal regulations, and any requirements regarding the confidentiality of information. Upon completion of the internship, the student fulfills the requirements set by the university and the host institution for the recognition and successful completion of the internship.

Supervisor:

The supervisor provides professional guidance and support to the student throughout the internship. They assign tasks that correspond to the student’s knowledge and abilities, taking into account the current stage of the internship, with the aim of gradually increasing the student’s level of independence. The supervisor regularly monitors the completion of assigned tasks, provides feedback to the student, helps them understand the broader context of their work, and supports their involvement in the functioning of the workplace.

Coordination staff:

The relevant staff member on the university side (HR officer, department secretary/assistant, or other support staff) is responsible for publishing the internship offer, selecting a suitable candidate, and connecting them with the relevant department or unit of the host institution. They provide the student with all necessary information regarding the organization and conditions of the internship and, where appropriate, facilitate communication with the department management, the student affairs office, etc. The relevant staff member on the host institution’s side serves as the student’s contact person both before the start of the internship and throughout its implementation. They ensure communication with the management of the relevant workplace and the selected supervisor, oversee the finalization of the internship conditions, and arrange the necessary documentation (agreement, evaluation form, etc.).

Required resources:

Activity	Hours	Days	Weeks	Months
Internship organization and coordination by university and host institution support staff		✓
Internship implementation by the student			✓	✓
Internship implementation by the supervisor and other involved staff			✓	✓

Example:

Internship of a bachelor’s student in the Social Science Analyst programme at the Control Department – Support and Data Processing Unit of the Regional Authority of the Olomouc Region.

Scope and organization of the internship:

The internship was carried out over a total of 350 hours distributed across two semesters. The student attended the workplace three days a week. She had her own workspace in the office and access to the necessary technical equipment, including a computer. Two supervisors were involved in supervising the internship; the student shared a workspace with them, and they provided her with ongoing support and guidance. An internship agreement was concluded with the student, and upon completion of the internship, she received a certificate confirming completion of the placement as well as a written evaluation of the internship.

Professional focus of the internship:

The student’s focus is on qualitative data analysis, the interpretation of human behaviour, and social science perspectives. This differs from the usual agenda of the workplace, which primarily works with structured data and its quantitative processing. While the workplace typically analyses numerical data, the student contributed a perspective focused on understanding the broader contexts and factors underlying these data. Her professional focus therefore complemented the technically oriented approach of the workplace with insights from the social sciences.

Internship content and tasks:

During the first half of the internship, the student focused on basic data preparation and data cleaning. Specifically, her tasks included:

Processing and categorizing a dataset on cultural and creative industries in the region
Processing the list of regional investments with regard to the geographical location of investments for future map visualization
Graphical presentation of data: editing interactive charts and tables, standardizing terminology, and ensuring the consistency of exported data
Working with metadata for datasets on the data portal: using AI to create dataset descriptions and tables for open datasets published on the data portal

During the second half of the internship, the student worked on more advanced tasks, including:

Statistical evaluation of data on cultural and creative industries in the region (e.g., in relation to the demographics of municipalities, education, employment, etc.)
Familiarization with spatial analyses and data visualization using maps in ArcGIS software
Identification of potential new datasets suitable for publication as open data and preparation of the results in the form of a presentation for the public open data portal

Benefits of the collaboration:

The collaboration was beneficial for both parties. Thanks to her academic focus and subject-specific knowledge, the student brought a different approach to working with data, particularly qualitative analysis with an overlap into the field of psychometrics, while also significantly reducing the workload of the department by assisting with routine tasks. During the internship, the student expanded her knowledge of quantitative data processing, which represents a more technical aspect of working with data. She learned to work with various data formats, transform them into a standardized form, ensure consistency in data processing, and use freely available software tools for data visualization. At the same time, the internship represented the student’s first work experience and her first experience with the functioning of a public administration institution.

Information seminar for research managers and administrators (RMAs)

Written by Martina Miechová on June 23, 2026. Posted in Content, Teaching and Learning Methods OV. No Comments on Information seminar for research managers and administrators (RMAs)

What is the format about?

Research managers and administrators (RMAs) can play a crucial role in connecting academia with policymakers for a number of reasons that go beyond their traditionally perceived administrative responsibilities:

1) RMAs systematically identify and monitor opportunities for collaboration through national, European, and international funding programmes. Thanks to their detailed knowledge of specific topics and calls and the strategic priorities of funding bodies, they are able to identify projects in which the involvement of public authorities is either essential or highly beneficial. In this way, RMAs help to bridge academic research and the practical needs of public administration at the national and local levels.

2) In recent years, the role of RMAs has become significantly more professionalised and expanded. They are no longer solely project administrators; they increasingly contribute to the design and co-creation of institutional strategies and support new forms of collaboration. This enables them to systematically integrate cooperation with policymakers into the long-term strategies of universities and to promote evidence-informed policymaking as a natural component of the universities’ “third mission”.

3) As part of university administration, RMAs also serve as key contact points. Policymakers often do not know which experts to approach on a specific topic, while individual researchers do not always actively communicate beyond their own academic communities. RMAs, however, have an overview of institutional research capacities across faculties and disciplines, allowing them to effectively mediate between the needs of public institutions and relevant academic experts.

The information seminar on evidence-informed policymaking and its integration into research and educational projects aims to equip RMAs with practical tools and knowledge that will enable them to effectively support collaboration between academia and policymakers.

How does the format work

Training on this topic is best delivered in a group format rather than through individual consultations. Research managers and administrators represent a highly heterogeneous group in terms of expertise, professional experience, and functional roles. A group-based setting therefore creates space for rich discussion, the sharing of diverse perspectives, and the exchange of practical experiences, all of which significantly increase the added value of the seminar compared to an individual format.

The seminar can be delivered at different institutional levels, ranging from individual faculties or universities to the national level through professional platforms and associations of research managers and administrators. The participation of institutional leadership is also highly beneficial, as it helps ensure follow-up conceptual support for the topic (for example, by enabling the establishment of dedicated impact manager positions within project support units). If delivered at the international level, the focus of the seminar should be adapted towards the exchange of experiences and good practices, taking into account differences in public administration systems, institutional frameworks, and policymaking processes across countries.

The information seminar for RMAs should cover the following areas:

1) Key benefits of collaboration between researchers and policy-makers in projects

Access to data and practice: Public authorities provide data, information, and case studies that are not typically accessible within the academic environment.
Mutual capacity building: Universities strengthen their ability to communicate with the applied sector, while public institutions gain access to the latest scientific knowledge.
Strategic and financial advantages: The involvement of non-academic partners is a key requirement in many funding programmes (Horizon Europe, Interreg, ERDF, national programmes).
Increased societal impact of research: Researchers can directly contribute to policymaking and enhance the relevance of their projects by engaging with major societal challenges such as climate change, public health, urban development, and digital transformation.

2) Mapping project opportunities in current funding programmes

Regular monitoring of open calls on funding agency portals and matching these calls with the strategic priorities of the university or faculty, as well as with the needs of public administration.
Building networks of contacts across project support units, institutional leadership, and individual departments or units, and sharing up-to-date information to coordinate researchers’ interest.

3) Specifics of project collaboration with public authorities at the local, regional, national, and European levels

Institutional structures and complex decision-making processes
Bureaucracy, legislative frameworks, public procurement rules, and related requirements
Limited time and human resources
Political influences and public expectations

4) Targeted science communication

Developing skills in interpreting scientific results for non-academic audiences, helping to formulate research objectives and outputs in ways that are understandable and relevant to policymakers.
Framing topics not primarily as research questions but as policy-relevant issues, including who is affected, how the issue relates to decision-making processes, and the broader policymaking context and related strategic documents.
Focusing on impact and added value of collaboration: offering concrete solutions to identified problems, saving time and resources, and increasing institutional efficiency and credibility.

5) Building sustainable infrastructure for collaboration beyond projects

Developing processes, tools, and platforms that facilitate long-term communication between academia and public administration.
Establishing networks of contacts (expert databases, thematic partnerships) and supporting various formats of collaboration, as further described in the ENGAGEgreen Policy Engagement Toolkit.

6) Strategic orientation of research activities: supporting socially relevant research topics based on an analysis of current public administration needs

Public authorities can ensure the practical use of research outputs in the day-to-day functioning of institutions, allowing project results to respond to real needs of citizens and communities.
Research results can be further utilised within public administration through follow-up policies and strategies, staff training and education, and the implementation of new digital tools or methodologies.

Challenges

One of the main challenges in implementing training focused on collaboration with policymakers is the low awareness of the relevance of this topic among research managers and administrators (RMAs). The topic is often perceived as marginal or as falling outside their regular project responsibilities.

It is therefore more effective to integrate the seminar into existing educational activities (workshops or conferences) for RMAs, rather than offering it as a standalone event, and to promote it through professional networks and internal institutional communication. When framed in this way, the training is perceived as a natural part of professional development rather than an additional or optional topic. At the same time, it is important to systematically raise awareness of the topic among researchers so that demand for this type of project support also emerges from the academic community itself.

Ensuring follow-up after the seminar is equally important. Awareness of relevant calls, project initiatives, and examples of good practice should be reinforced through institutional communication over the long term, enabling participants to practically apply the knowledge gained. This approach increases the likelihood that the seminar will not only enhance individual competencies but also lead to tangible changes in institutional processes and project practices.

Tasks and resources

The speaker should be well-informed about current funding opportunities and the existing structures that support various forms of collaboration with policymakers at the institution. Seminar participants do not need prior theoretical knowledge; however, it is recommended that they map the situation within their department or faculty in advance—for example, identifying who is engaged in collaboration with public authorities, which researchers are already working with institutions, and what forms of collaboration exist. This mapping enables participants to actively contribute to discussions and share concrete practical examples. Resources that can be used for preparation include internal databases and contacts within departments or faculties.

Example

RMA Power Week (19 -23 May 2025)

The RMA Power Week was a five-day professional workshop primarily aimed at research project managers, but also open to other administrative and technical staff involved in research support. It was organized by the Grant Office at the Faculty of Arts, Palacký University Olomouc. The workshop focused on key areas of research management, including the preparation of project proposals, science communication, effective financial planning and monitoring, research data management, and the use of artificial intelligence in project management. The workshop was supported by two ongoing Horizon Europe projects (Twinning calls), which aim, among other objectives, to enhance the competencies and capacities for project support at the participating institutions.

On the second day of the workshop, which focused on science communication in projects, a 60-minute session titled ‘Public Administration as a Project Partner’ was devoted to collaboration with policymakers. The presentation was divided into a theoretical and a practical part: the theoretical part covered all the key areas of the Information seminar described above, while the practical part presented concrete examples of ongoing projects and initiatives at the university. The session concluded with a discussion in which participants shared their experiences and reflected on how the insights gained could be applied in practice.

Do you want to know more about the policy engagement toolkit?

Do you want to share your experience in policy engagement? Do you think about contributing to the policy engagement toolkit? Feel free to contact Tome Sandevski via science-policy@pvw.uni-frankfurt.de