Cambridge University Faces Backlash Over Proposed Partnership with Saudi Defence Ministry

Grace Kim, Education Correspondent
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The University of Cambridge is encountering significant opposition to its plans for a collaborative training programme with Saudi Arabia’s defence ministry, especially in light of human rights concerns. Families of two scholars facing potential execution in Saudi Arabia have urgently called on university officials to reconsider the initiative, which has already sparked outrage among senior academics.

Opposition from Families of Imprisoned Scholars

The sons of Hassan Farhan al-Maliki and Salman al-Odah, both prominent Islamic scholars imprisoned in Saudi Arabia, have penned a letter to Chris Smith, the chancellor of Cambridge University, and Professor Deborah Prentice, the vice-chancellor, urging them to abandon the proposed partnership. The letter highlights the dangers of legitimising the narrative of reform propagated by Crown Prince Mohammed bin Salman, particularly in light of the kingdom’s alarming human rights track record.

“Our families have endured years of suffering as our loved ones have faced prosecution for exercising their rights to free expression,” stated Abobaker Almalki and Abdullah al-Odah. The pair emphasised that the partnership risks further entrenching a regime that has executed over 350 individuals in the past year alone, marking the highest number in Saudi Arabia’s modern history.

Concerns Over Academic Freedom

Cambridge’s Judge Business School recently received approval to explore a memorandum of understanding with the Saudi defence ministry to facilitate training in leadership and innovation management. This move has drawn sharp criticism not only from the families of these scholars but also from within the university itself. Senior academics have expressed their alarm, describing the proposal as “horrifying”. Jemimah Steinfeld, chief executive of Index on Censorship, labelled the initiative “repugnant”, highlighting the inherent risks of compromising academic freedom in exchange for financial gain.

The scholars, who have been imprisoned on vague charges since their arrests in 2017, have become symbols of the broader struggle for freedom of expression in the kingdom. Al-Maliki has faced accusations ranging from engaging with foreign media to possessing prohibited literature, while al-Odah has been prosecuted for perceived criticisms of the government’s actions on social media.

The University’s Stance

In response to the growing criticism, a university spokesperson reiterated that no formal agreement has been signed between Cambridge and the Saudi ministry. However, documents reviewed by the Guardian indicate that the Judge Business School has been actively seeking permission from the university’s benefactions and external affairs committee to proceed with the MoU. This committee, chaired by Professor Prentice, is tasked with evaluating the reputational risks associated with external collaborations.

Despite assurances that academic freedom would be upheld, critics argue that the university risks normalising a regime known for its suppression of dissent and severe punishment of those who speak out. The letter from the scholars’ sons underscores the necessity of ensuring that any engagement with Saudi Arabia should be contingent upon genuine reforms regarding human rights and freedom of expression.

Why it Matters

The controversy surrounding Cambridge’s proposed partnership with the Saudi defence ministry raises critical questions about the ethics of academic collaborations. As universities strive to expand their international influence and secure funding, they must grapple with the moral implications of associating with regimes that violate fundamental human rights. This situation serves as a stark reminder of the responsibilities academic institutions hold in championing freedom of expression and upholding the very values they profess to represent.

Why it Matters
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Grace Kim covers education policy, from early years through to higher education and skills training. With a background as a secondary school teacher in Manchester, she brings firsthand classroom experience to her reporting. Her investigations into school funding disparities and academy trust governance have prompted official inquiries and policy reviews.
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