BA Hons Politics and International Relations with Law, Anna Khazova
What attracted you to the placement opportunity with Bridges, and what were you hoping to gain from the experience?
My primary interest in undertaking a placement was to work with an organisation that engages with the consequences of the Russian-Ukrainian war and its impact on Ukrainian citizens. Working with Bridges provided me with such an opportunity.
As a Ukrainian myself, I can understand first hand the difficulties of displacement and the challenges people face when living in an unfamiliar environment. I am aware that, due to my young age, I may be in a better position than those from the generation before, who spent most of their professional lives in Ukraine, making their adaptation to life and work in the UK more difficult. As a result, I approached this placement not only as a learning opportunity but also as a chance to contribute to work that I find personally meaningful.
Since the start of the Russian-Ukrainian conflict, many Ukrainians have chosen the UK as their country of destination. However, they can face significant barriers when trying to settle or enter the UK labour market. These include language barriers, difficulties with the recognition of education and professional qualifications, and unfamiliarity with the UK legal system, education, and supporting systems connected to family life. As a result, placement with Bridges has allowed me to better understand these challenges and to contribute to work that supports the integration and employment opportunities of displaced Ukrainians in the UK.
Can you describe some of the main projects or responsibilities you worked on during your placement?
During my placement with Bridges Programmes, I was part of the Ukrainian project, which focused on displaced Ukrainians and their employment opportunities in Scotland. One of my main roles within the Ukrainian project, under the supervision of Bridges worker Kateryna, was to research the topic of what barriers Ukrainians face while seeking employment in the UK. Based on the data collected during workshops, I needed to identify the problems, create a questionnaire, gather data and later, together with my supervisor, analyse it and create a report. Moreover, my tasks within this project developed over time and covered both technical and analytical responsibilities. At first, I focused on practical tasks such as designing informational leaflets about the study and creating structured templates for collecting participant data. These tasks, although at first glance straightforward, required careful consideration of clarity and ethical communication. As the project progressed, I became more involved in shaping the research itself. One of my initial responsibilities was to conduct a literature review to determine whether similar studies had been carried out in the UK, particularly those focusing on employment barriers faced by Ukrainian-speaking refugees. This provided valuable context and helped identify gaps that our research could address. In addition, I analysed findings from previous ‘mini-research’ conducted by Bridges, which offered a perspective into recurring themes and assisted the direction of our larger-scale research. As the previous research was based on a focus-group setting, many participants had mentioned their struggle with accessing appropriate employment, navigating the UK labour market, and understanding how qualification recognition processes work.
A significant part of my work involved participating in workshops and observing discussions to identify patterns in participants’ experiences. These observations created the basis for developing survey questions. I worked closely with my supervisor, sharing insights from the sessions I attended while she shared the feedback from workshops parallel to my scope. This process of question design, at some point, was challenging, yet intellectually engaging. It required balancing multiple considerations, selecting meaningful indicators, ensuring questions were clear and unbiased, avoiding respondent bias, and gathering data that would be reliable and genuine. Through ongoing discussions with my supervisor, we refined the questionnaire, carefully evaluating which questions were essential and which could be removed. This collaboration allowed me to develop my critical thinking skills and better understand research methodology in practice. Once the questionnaire was finalised, I transferred it into Microsoft Forms, pilot tested it to ensure its functionality, and prepared it for sending to participants.
What skills or knowledge from your course at the University of 黑料正能量 did you find most useful while working in a professional setting?
I would say the experience gained at University helped me a lot, as many skills I acquired there I finally had a chance to apply in a ‘real-world setting’. Since my main task at Bridges was to conduct research, the main skills I used involved analytical and writing skills, teamwork and communication. In addition, my experience with programmes such as SPSS during my third year of university proved to be very useful. Although it seemed to be quite challenging at that time!
During my four years at university, most courses required me to write various types of essays, which at the time often felt repetitive and time-consuming, to be honest. However, over time, this practice helped me not only improve my writing skills and ability to express ideas more clearly and concisely, but also strengthened my analytical thinking and ability to search for relevant information more efficiently and critically
Additionally, classes that involved group work and classroom engagement turned out to be highly beneficial, as they taught leadership and organisational skills that are always necessary in the workplace. These experiences helped me to present ideas confidently in front of my colleagues and clients, justify and defend my suggestions, and explain how they contribute to the success of a project.
Moreover, classes focusing on quantitative and qualitative research were particularly valuable, as they involved multi-level analysis and practical application of research skills. Through these modules, I learned how to conduct interviews, analyse data, design questionnaires, consider ethical aspects of research, and gain insight into respondent behaviour and related psychological factors, which came in handy during my placement with Bridges.
What has been the most valuable lesson or insight you’ve gained from your placement experience?
Probably, one of the most important realisations I got while working with Bridges was how closely the work of non-profit organisations depends on collaboration with third parties, such as local authorities and parliamentarians, employers, and training providers. This interdependence shows that effective support for clients is rarely the result of a single organisation’s efforts, but rather a coordinated system of different actors working within shared policy and institutional frameworks towards a common goal.
I also observed that, despite having a strong organisational mission, the delivery of services can sometimes be constrained by limited funding and capacity, which requires staff to prioritise cases and manage resource allocation. The practical limitations can exist even within well-intentioned support systems, especially when they can be influenced by local policy frameworks and immigration regulations that directly shape the types of support that organisations are able to offer.
Also speaking about the topic of my research itself, I learned that certain barriers to employment are not always immediately visible, unlike language proficiency. People can develop sufficient language skills over time, but other structural and social factors may continue to limit access to employment. For instance, a large proportion of Ukrainian arrivals are women with children, who may face additional challenges related to childcare responsibilities. In many cases, they may also have limited awareness of their rights to childcare support and other social benefits, which further restricts their ability to seek and sustain employment that matches their qualifications.
Geographical factors also play a significant role. Refugees often have limited choice over where they are resettled, particularly when accommodation support is state-assisted. As a result, many are placed in remote or rural areas with fewer job opportunities and limited transport links to larger cities. In addition, structural differences between the Ukrainian and UK labour markets create further obstacles. For example, expectations regarding CV formats differ, qualifications often need to be formally recognised or converted to UK standards, and the importance of references, volunteering, and work placements is significantly greater in the UK than in Ukraine. These are aspects that many Ukrainians may still not be aware of.
Even for those with strong language skills and professional backgrounds, securing appropriate employment is not guaranteed. Employers often prioritise candidates with UK-based work experience, and individuals on temporary visas may face additional disadvantages in the hiring process. Psychological factors can also influence employability, as some individuals may lack confidence in their abilities or feel uncertain about applying for roles that match their qualifications. It is therefore essential to identify which of these factors, or combinations of factors, have the greatest impact on employability outcomes for Ukrainians in Scotland.
How has the placement influenced your future career goals or understanding of the sector?
This placement allowed me to reflect on my personal values and career aspirations. I am proud of myself for being able to secure an internship where I managed to learn new hard and soft skills in such a short timeframe, contribute some social value, but more importantly, combine it with my other responsibilities as a web of expertise. This has motivated me to continue seeking opportunities that align with my interests and have a positive effect on society.
In terms of my plans for the future, I am still exploring my prospective career path. I’m interested in understanding how non-governmental organisations operate at both national and international levels, as well as how governments and parliaments function, how diplomacy works and how policies are developed and implemented. Hopefully, I will fall somewhere in the middle or will otherwise try my hand at a variety of categories. But what I am certain about is that I want to pursue work that is socially impactful, particularly in relation to Ukraine. My experience with Bridges Programmes provides a strong foundation for this, equipping me with practical skills and insights that I am sure will be valuable for pursuing my future career. As I plan to continue my studies at the master’s level, this experience of conducting applied research will also serve as a useful basis for my future academic papers.
What advice would you give to other students who are considering applying for a placement as part of their studies?
I would say that one of the most important things is to understand your main area of interest, as this can help guide you when searching for a placement. Another useful step is to create a list of organisations or individuals you would be interested in working with, even if it initially feels unrealistic. Sending multiple applications is often unavoidable, however, the more options you have, the higher the likelihood of receiving positive responses.
Creativity can also play an important role in the application process. While it may sometimes be difficult to reach an organisation through HR departments or open vacancies, it can be effective to identify employees who are active on professional platforms such as LinkedIn or X and contact them directly via email. Even if they are not in senior positions, they may still provide useful advice, recommendations, or potentially introduce you to relevant contacts. Overall, confidence and initiative are key factors in this process.
Additionally, it may initially seem that undertaking a placement alongside your studies would take up all your free time and energy, but this is not necessarily the case. With effective time management, organisation, and commitment, it is still possible to maintain a healthy balance and have time for leisure activities. Moreover, based on my experience, supervisors in placement settings are generally aware that students are balancing academic responsibilities, and therefore tend to be supportive and flexible in structuring work.
Overall, undertaking a placement is highly valuable, as it represents an important step for your personal and professional development.