Partner Spotlight: University of Edinburgh

The University was a founding member of CARA’s university network and remains one of its most active partners. Could you share more about this relationship through the years?

The University of Edinburgh has been an active partner of CARA since its earliest years. During the Second World War, the University hosted prominent neuroscientist Marthe Vogt and Nobel Peace Prize winner, Max Born, while renowned Viennese composer Hans Gal also found sanctuary at Edinburgh in the 1930s.

More recently, the University has supported displaced academics from a number of countries including Afghanistan, Cameroon, Yemen, Azerbaijan, Syria, Ukraine, Sudan and Palestine. Our partnership with CARA has evolved from an initial commitment to host two fellows per year to a broader institutional response, including the Education Beyond Borders (EBB) Progamme and offering up to ten fully funded two-year placements for at-risk academics in response to recent conflicts 

How does the University understand this work within the context of its wider mission and values? 

The University understands support for academics at risk not simply as a humanitarian activity, but as part of its core academic mission and its responsibility as a global university.

Universities have historically acted as places of intellectual refuge during periods of conflict and political upheaval. Supporting scholars at risk is therefore closely connected to the defence of academic freedom, the protection of knowledge systems, and the principle that talent and scholarship should not be lost because of circumstances beyond an individual’s control.

At Edinburgh, this work sits within our wider commitment to global engagement, widening participation and civic responsibility. Our Education Beyond Borders Programme takes a structured institutional approach that brings together fellowships, student pathways, partnerships and support infrastructure as part of a coherent response to displacement in higher education. 

Are there any key lessons that have emerged for the University from hosting fellows over the years?

A key lesson has been that a successful fellowship requires more than financial support alone. Providing holistic, wrap-around support to fellows and their families is essential to enabling academic success. 

One of the main practical challenges has been securing suitable long-term accommodation in Edinburgh. The first few weeks of the fellowship can be particularly stressful as fellows and their families navigate an unfamiliar housing system. In response, the University has been able to provide temporary accommodation for the first three months of the fellowship so that the fellows and their family have a place to stay upon their arrival. This provides stability during the initial transition period and allows time to settle into Edinburgh.

We have also developed a support model for fellows and their families, which includes tailored support, a welcome pack, and guidance covering practical matters such as opening bank accounts, registering with GPs and schools, accessing English language provision and understanding local services.

Another important lesson has been the value of embedding transition planning throughout the fellowship. Providing early access to career advice and professional development opportunities helps fellows feel more confident about their next steps and strengthens their ability to compete for future academic opportunities.

From your personal experience working with CARA fellows and academics at risk, what has been most striking for you?

One of the most striking aspects of this work is seeing the difference that a stable and supportive academic environment can make both professionally and personally. Many fellows arrive having experience significant disruption to their careers and private lives, and it is rewarding to see how quickly they are able to re-establish their academic work.

During their fellowships, many have published research, secured funding, presented at conferences and developed new collaborations. Equally important is the impact on their families. Stability, safety and access to education for their children are often major concerns on arrival, and over time we see the positive difference that security and community support can make.

Finally, how do you see the role of universities in defending academic freedom and protecting academics at risk, both in the current global climate and in the years ahead?

Hosting CARA fellows has strengthened institutional understanding of the experiences of displaced scholars and the barriers they face in accessing higher education and the impact of disrupted research. Their presence also enriches the academic community through the perspectives and experience they bring to teaching, research and collaboration.

More broadly, this work reinforces the University’s commitment to academic freedom, global responsibility and widening participation. In the current global context, where displacement is increasing and academic freedom is under pressure in many regions, the role of universities in protecting scholars at risk is becoming more important rather than less. Individual fellowships remain important, but the next phase of this work will likely require more coordinated and partnership-based approaches across the sector. This includes thinking about how universities can move from ad hoc responses to more sustainable institutional models that combine fellowships, education pathways, research collaboration and long-term partnerships.

Ultimately, protecting academics at risk is not only about providing sanctuary. It is about ensuring the continuity of scholarship itself. When universities support displaced academics, they are not only supporting individuals — they are protecting disciplines, preserving knowledge and ensuring that intellectual communities can continue despite conflict and disruption.

Photo credit: University of Edinburgh