Opening Horizons in Higher Education: The double degree program

Professor Fouad Bennis served for many years as the Director of International Relations at École Centrale de Nantes (ECN), an engineering Grande École in Nantes, France, which has maintained close academic collaboration with the Keio University Faculty of Science and Technology for 30 years. During that time, through collaboration with the Faculty of Science and Technology and the Graduate School of Science and Technology, he worked tirelessly to operate the double degree program established in 2005 and to build a cooperative framework not only with ECN but also with sister schools located in the four cities of Paris, Lyon, Lille, and Marseille. Furthermore, in 2007, he played a central role when the Faculty of Science and Technology joined T.I.M.E., a network for higher education in engineering within Europe, contributing significantly to the expansion of partnerships with other universities.

In addition to his research in his specialized field of robotics, based on his long-standing and outstanding contributions to international academic exchange, he was awarded the title of Honorary Doctor by Keio University on November 6, 2025. The following transcript is a record of the commemorative lecture given at the Enzetsukan (Public Speaking Hall) following the award ceremony, attended by many international education professionals, including participants of an international symposium on the double degree program held during the same period.

While the history and operational background of the double degree program are discussed in detail by the professor himself during the lecture, the start of this program also served as a catalyst for significant progress in exchange programs with European partner universities. Every year, dozens of international students visit the Yagami Campus, and the sight of them conversing with Japanese students returning from their own studies abroad has become a part of daily life.

It can be said that Professor Bennis's contribution is immense, as he fostered an atmosphere that expanded the horizons of Keio students and faculty/staff overseas, ultimately building a foundation for improving the international presence of Keio University. 

(Shinnosuke Obi, Professor, Keio University Faculty of Science and Technology)

It is a great honor to be here today to speak about the double degree program, one of the most important and exciting initiatives in modern higher education.

In an era where knowledge, technology, and innovation cross borders at an unprecedented speed, universities are called upon to fulfill new responsibilities. This is not only to train students as excellent professionals in their respective fields but also to raise them as global talent capable of collaborating, communicating, and creating new value within different cultures.

The double degree program is one of the most powerful means to achieve this mission. it embodies the bold vision of two universities with different countries and academic cultures cooperating to provide a single, consistent, and transformative learning opportunity.

In this program, students follow a jointly designed curriculum, studying partly at their home institution and the remainder at a partner university abroad. Upon completion, they receive two degrees officially recognized by both institutions. These programs hold value beyond simply obtaining two degrees. They function as bridges connecting cultures, systems, and different perspectives. By experiencing two academic environments firsthand and learning from diverse approaches, students gain the opportunity to cultivate truly global thinking.

A double degree opens doors to personal growth and further professional depth. However, beyond the formal framework, this program embodies a more essential value: shared vision and mutual trust. Such initiatives are also the result of visionary leadership. Years ago, the idea emerged among some university officials that mutual cooperation between institutions could go beyond mere student exchange or partnership. Pioneering individuals—deans, professors, international coordinators, and administrative departments—understood that education, like science, flourishes when ideas flow freely. Their visionary efforts paved the way for knowledge and culture to meet, and for learning to expand into a global dialogue.

These initiatives are not merely academic trends, but a profound evolution in higher education born to meet the demands of today's complex and interconnected society. Today, we stand on the foundation built by our predecessors. As we look to the future, is it not our responsibility to give these programs new momentum, adapt them to new challenges, and reaffirm their role as a driving force for innovation in science and technology?

To understand the role of the double degree program, it is necessary to grasp how the concept of international academic mobility in higher education was born and has evolved. The idea that students can study while moving freely between universities, and that universities can mutually recognize each other's courses and standards for such learning mobility, is relatively new. This took shape in the late 20th century, when globalization began to transform higher education.

In Europe, the Erasmus Programme, established in 1987, marked the first major milestone. Mobility evolved from a privilege for a limited few into an organized, large-scale initiative supported by European institutions. Erasmus introduced the principle that study abroad is formally recognized by the home institution. This was a small revolution that fundamentally changed the academic landscape.

This mechanism not only promoted linguistic and cultural exchange but also required universities to coordinate academic calendars, grading systems, and curriculum content. Thus, Erasmus laid the practical and cultural foundation for the later development of more integrated forms of mobility, such as double degree and joint degree programs. This movement accelerated further through the 1980s and 1990s.

In business schools and graduate schools of management, the first systematic double degree programs appeared in the early 1980s. These institutions were among the first to recognize that international experience is essential for global leadership and intercultural communication. Their practice demonstrated that concepts such as aligning academic standards, harmonizing curricula, and sharing responsibilities between two institutions were both feasible and extremely beneficial.

This success rapidly spread to other fields, particularly science and technology, where international cooperation is not only useful but essential. In fact, pioneering networks like the T.I.M.E. network (Top Industrial Managers for Europe) established the first systematic double degree framework in the field of engineering as early as 1989, just two years after the start of Erasmus. Those who pursued these visionary initiatives understood that global challenges require engineers trained on a global scale. To achieve this, they began building partnerships and trust between universities.

By the end of the 1990s, the movement toward harmonizing higher education within Europe entered a new stage with the Bologna Process (1999). Its goal was to create a consistent European Higher Education Area (EHEA) with comparable degree structures and a common credit transfer system—the European Credit Transfer System (ECTS).

In many ways, the Bologna Process institutionalized the efforts begun by Erasmus and T.I.M.E. In other words, it established the mutual recognition of cross-border learning as a more robust mechanism. This combination of visionary partnerships and practical institutional harmony created ideal conditions for the widespread development of double degrees. What had been exceptional and special arrangements turned into reliable, reproducible programs benefiting thousands of students rather than dozens.

The double degree program as we know it today combines two different types of mobility: vertical and horizontal. Students complete an integrated learning path spanning two universities and two countries, earning two official degrees. These initiatives have evolved beyond mere academic collaboration into strategic inter-university partnerships.

Over the past 20 years, such programs have spread rapidly, centered on science and technology fields, forming powerful international networks connecting educational institutions, Research Centers and Institutes, and industry. They contribute not only to academic excellence and increased appeal in the labor market but also serve as a foundation for nurturing the next generation of engineers and researchers with a global perspective.

Therefore, the evolution of double degrees and joint degrees is not just a story of educational innovation. It can be seen as a process in which the concepts of mobility, mutual recognition, and cooperation have gradually transformed the very structure of higher education, not only within Europe but worldwide.

At this point, I would like to clarify an important conceptual difference that often causes confusion even among higher education experts: the difference between a "joint degree" and a "double degree." While both are forms of excellent international education programs, they differ in their philosophy and direction.

A JDP is essentially a curriculum-centered initiative. It focuses on integrating and jointly designing academic mobility paths between partner universities. In many cases, JDPs are implemented at the Master's or Doctoral Programs level, where cooperating universities jointly develop a common curriculum. The target fields are often highly specialized areas such as robotics, materials science, or data engineering. Students follow a predetermined mobility path, spending one or more semesters at each partner institution. They then work on research or projects under joint supervision within a shared program with harmonized learning outcomes.

The ideal form of a JDP is to issue a single degree certificate jointly awarded and signed by all participating universities. However, in practice, due to differences in national administrative and legal frameworks, it may be necessary to issue separate degree certificates in two countries. Even in such cases, each degree certificate will clearly state that it was obtained through a JDP and specify the international partnership. A representative example of this type of program is the Erasmus Mundus Joint Master Degree (EMJMD), which the European Union began funding in 2004. It is known as a model that embodies high standards in terms of academic integration, transparency, and student mobility.

In contrast, a DDP is a student-centered approach rather than a curriculum-centered one. Here, the focus is not on the integration of the curriculum itself, but on allowing selected students to experience the best parts of both educational systems while maintaining the academic integrity and excellence of each partner institution.

In this type of program, students from each institution are given the opportunity to spend a long period, usually one to two years, at the partner university. Students who meet all the requirements of both institutions are awarded two formal, nationally recognized degrees, each possessing its own academic and professional value.

The philosophy of the double degree system lies in mutual trust, equivalence of standards, and complementarity. It is the product of a realistic balance between administrative feasibility and high educational aspirations, merging the rigor of national educational systems with the added value of international experience.

In other words, while a JDP is a shared academic project, a DDP is a shared journey of learning for the student. Both are mechanisms that embody excellence, but while the former focuses on curriculum integration, the latter emphasizes individual academic growth and intercultural experience.

In addition to these conceptual differences, there are practical differences in how students participate in these programs. In the case of a DDP, it usually targets students already enrolled in their home institution, providing them with an opportunity for international experience as part of their studies. Students remain enrolled in their home institution and move to the partner university midway to deepen their learning. On the other hand, JDPs commonly recruit students from the outside. Excellent students from around the world apply for the international joint program itself. This is a fundamental difference in approach: the former deepens the learning of existing students, while the latter forms a new international student body.

From the perspective of educational institutions, both models contribute to strengthening international recognition and cooperation, but their roles differ. JDPs serve as powerful tools for achieving research integration, innovation in teaching methods, and joint certification. Meanwhile, DDPs increase student mobility, promote talent attraction, and contribute to the formation of long-term alumni networks that link academic and industrial ecosystems across borders. By combining these, a complementary and consistent internationalization strategy is formed, encompassing academic excellence, intercultural experience, and professional influence.

A double degree program in the field of science and technology is a carefully designed learning path to link two educational systems and provide a broader, deeper, and more international education. Its forms are highly diverse, reflecting national educational systems and the intentions of the partnership. While formats vary by institution, many programs can be organized into several major types based on academic level and the purpose of the partnership.

Looking closely at this diversity, it becomes clear that the difference between programs is not just a matter of degree titles, but rather the "art of coordination" that merges the strengths of both systems for the benefit of the student. In principle, a double degree means that the two degrees awarded are at the same academic level. For example, a combination of Bachelor's and Bachelor's, or Master's and Master's.

However, many universities of science and technology also design integrated learning paths that continuously link Bachelor's and Master's programs. In this case, the highest degree finally obtained (often a Master's degree) is formally recognized as the official degree.

The French Diplôme d’Ingénieur program is usually obtained after five years of higher education and is widely recognized as a Master's level qualification in the European Higher Education Area (EHEA). Therefore, it is suitable for a composite double degree combining a "Diplôme d’Ingénieur" with a "Bachelor + Master." This model has proven extremely effective in linking institutions with different educational systems, such as European technical universities and universities in Asia or Latin America. Its characteristic is that it can be realized while maintaining the quality standards and academic depth required by both parties.

However, classification by degree title alone cannot fully capture the complexity of international equivalence. Behind terms like Bachelor, Master, and Engineer lie various factors such as the duration of study, learning outcomes, and selectivity criteria. Globally, Bachelor's programs are three or four years long, while Master's programs range from one to three years depending on the country and field. Additionally, the title of "Engineer" corresponds to the graduate (Master's) level in some contexts but is treated as the undergraduate level in others.

Brazil serves as a good example of this diversity. The country's Engenharia degree is a five-year program but is officially classified as a Bachelor's program. Therefore, this degree alone does not qualify one for admission to Doctoral Programs. To obtain a Brazilian Master's degree (Mestrado), usually another two to three years of study are required after obtaining the engineering degree.

At first glance, it might seem strange why European institutions (including French Grandes Écoles) would enter into double degree agreements with Brazilian engineering degrees that are formally classified as "Bachelor's programs." However, the background lies in the academic rigor and high selectivity of Brazilian programs. Admission to Brazilian engineering universities is conducted through an extremely competitive selection process based on the national unified entrance exam "Vestibular," and only the most excellent students are selected. Due to this high selectivity, these programs enjoy high academic and professional reputations both domestically and internationally.

Therefore, when French and Brazilian institutions cooperate, partnerships proceeded in a way that mutually recognized the essential academic value of each system, rather than just formal degree level matching. This points to an important fact in a broader sense: double degree programs are not bound by formal definitions such as duration of study or degree titles, but are established through an attitude that emphasizes mutual respect, flexibility, and the sharing of academic and professional values.

A good example of this "intellectual coordination" is the double degree program between École Centrale de Nantes (ECN) and Keio University. ECN students follow the traditional French engineer training course (two years of preparatory classes and three years of engineering school). Among them, students who complete the first two years of the engineering course with excellent grades can transfer to the Keio University Graduate School of Science and Technology and complete a two-year Master's program.

On the other hand, Keio University students can transfer to the engineering course provided by ECN after the first two years of their Bachelor's program (roughly equivalent to the French preparatory classes). After spending their first and second years there, they return to Japan to complete their Master's program. In this case, the total duration of study is only about one semester longer than usual (due to differences in academic calendars), and Keio students can obtain two prestigious degrees from both Japan and France. At the same time, they can gain academic and cultural experience overlapping for about four years in both countries.

This initiative is a model of academic innovation based on mutual trust and serves as an excellent example of how educational institutions can transform institutional complexity into educational opportunities.

The diverse double degree systems deployed around the world show that their success does not depend on perfect symmetry, but is supported by mutual trust, flexibility, and a common commitment to excellence.

Each partnership forms a unique ecosystem where national systems, professional expectations, and institutional visions intersect, with the common goal of nurturing graduates who can be active across cultures, disciplines, and markets spanning different regions.

To operate such double degree programs stably and ensure long-term success, meticulous coordination in practical matters is essential, not just educational philosophy. Specifically, the following points are cited:

● Grading systems (which can vary by country and sometimes even between regions within the same country).

● Credit systems (ECTS in Europe, GPA in Japan, etc.).

● Academic calendars that need to synchronize semesters and research periods.

● Tuition and fees (clear agreements are necessary to avoid inequality among students).

● Administrative coordination to streamline processes from admission to diploma issuance.

While these challenges may seem like barriers at first glance, they are actually opportunities to deepen cooperation. Over the years, educational institutions including ECN and Keio University have cultivated ways to overcome these challenges through dialogue, flexibility, and mutual respect. For example, jointly established committees regularly review curricula, adjust conversion standards for grade evaluation, and coordinate student support. This allows each institution to maintain its own standards while mutually recognizing the academic reliability of the partner institution.

However, the most important and decisive factor is the human element. Behind successful partnership programs, there are always faculty and staff serving as coordinators and academic advisors from both universities who maintain close contact. They play a crucial role in supporting students, recognizing credits, and ensuring transparency in grade evaluation. In many ways, these coordinators are the invisible pillars supporting the program, turning institutional agreements into actual learning experiences. It can be said that the dedicated and personal trust of such staff embodies the true spirit of cooperation that supports the double degree program.

Systems and mechanisms aside, the greatest strength of a double degree lies in the students themselves who participate in the program: their motivation, problem-solving skills, and openness to new environments. A student's journey usually unfolds through three interconnected stages: before, during, and after the study abroad.

Before Study Abroad: This stage is extremely important. Students are carefully selected not only for their academic excellence but also for their ability to adapt to new cultural environments, communicate, and engage actively. For example, ECN candidates participate in orientation sessions, language classes, and preparatory workshops for intercultural understanding. Furthermore, through letters of motivation and interviews, we identify students who view the double degree not just as a career step, but as a self-willed intellectual challenge.

During Study Abroad: Overseas, students face new academic requirements, teaching methods, and different social environments. The host university provides mentoring, academic guidance, and cultural support, while the home university maintains continuous contact through coordinators. With this dual support system, students can engage in their studies with confidence if they feel constantly supported. Additionally, through continuous coordination between both institutions, credit recognition proceeds smoothly and research content is appropriately adjusted, allowing students to feel a sense of "continuity" rather than an "interruption" in their learning. If this coordination functions well, the double degree becomes a seamless and fruitful journey of learning rather than a maze of bureaucratic procedures.

After Study Abroad: Upon returning home, students undergo degree recognition procedures and share their experiences with future candidates. This reintegration stage is essential for maintaining the "circulation of knowledge," playing a role in giving back the experience gained abroad as an educational resource for the home institution. Many graduates continue to be involved as mentors or ambassadors, contributing to the sustainability and increased recognition of the partnership.

Among the various elements that make up the double degree experience, language is perhaps the one with the strongest influence and the one that brings about the greatest change in students. ECN students take Japanese courses in preparation for their study at Keio University. This is not just for daily communication, but also to understand and actually experience Japanese culture more deeply. Similarly, Keio students studying in France study French intensively so they can smoothly integrate into classes, laboratory activities, and student life on site.

Learning the language of the host country brings about significant changes in the learner. It enables a deeper immersion experience, fosters mutual understanding and respect, and enhances professional adaptability. It also leads to broader long-term employment possibilities, with many graduates finding opportunities in multinational environments where they serve as bridges between both cultures. Therefore, language learning is not just an incidental requirement, but an indispensable element in intercultural education. It is an opportunity to cultivate humility, curiosity, and empathy. These can be said to be important qualities required of global engineers. Ultimately, language is not a barrier. It is a bridge connecting people, ideas, and the future.

The voices of students and faculty clearly demonstrate the transformative power of the double degree program.

When you listen to the students who have gained this experience and the professors who have guided them, you notice something immediately: these programs are places where two worlds meet, influencing each other and changing.

French Students in Japan: A word often used by French students who first set foot at Keio University is "shock." However, it is accompanied by surprise in a good way. They encounter a different rhythm of research—one that is rapid, practical, and focused on real-world challenges. They learn through a process of building prototypes, testing, failing, and then improving. Eventually, they realize that by the intersection of two different worlds, they themselves are growing into stronger, more mature, and more creative beings.

Next comes deep immersion into the culture. Living and learning in Japan means more than just attending classes. It means engaging as a member of the community. Students learn about the customs of senpai and kohai, and the unique relationship where respect and guidance are harmonized. The first few months are by no means easy, but by the end of the year, they become able to move naturally between French and Japanese culture, as if moving between two equations.

And when they return home or start their careers, they all say the same thing: "Recruiters all want to know about the double degree." This is because employers see them not just as technicians, but as bridges connecting different cultures and ways of thinking. They are valued as individuals who can understand the positions and thoughts of both sides. One student said: "This program didn't just change my resume... it changed the way I see the world."

Japanese Students in France: When listening to Japanese students who studied at ECN, it is striking how their eyes light up when they talk about French academic culture. They encounter a culture that values debate and a critical spirit of inquiry, learning to question assumptions while fostering creativity and self-confidence.

Project-based learning, teamwork, and the demands for creativity push students out of their comfort zones, but in return, they open up new horizons of possibility. And of course, there is the language barrier. Learning French is by no means easy. However, the moment they can order coffee on their own in the city for the first time, the moment they can converse with classmates in French, the moment they can understand a professor's talk without relying on translation—each of those moments feels like a victory. Mastering French is not just an improvement in language skills, but a personal achievement of having overcome oneself.

And many students say that by the time they graduate, they feel as though they have gained another home, not just their original one.

The Faculty Perspective: If you ask professors at ECN, they will answer as follows: the double degree is not just a student exchange, but a true partnership and an accumulation of continuous dialogue. We jointly supervise theses, publish joint research results, and sometimes jointly accept doctoral students. Coordinating schedules, credit systems, and administrative rules is not easy, but the rewards are immeasurable. This is because every year, these students bring something invaluable: new questions, new ideas, and new energy. They remind us once again of the meaning of teaching and the importance of international cooperation.

A colleague expressed it this way: "They arrive as visitors, but leave as ambassadors of science and respect." Listening to all the voices—French and Japanese, students and professors—it becomes clear that the double degree is more than just an academic agreement. It is a story of people. A story of discovery, effort, and transformation. It is an endeavor that connects not only universities but also people to people.

Looking ahead, I feel that the double degree program stands at an important turning point and needs to continue evolving. Academic excellence has already been fully demonstrated. That is why we are now called upon to innovate while adapting to environmental changes, giving the program new vitality.

Modern challenges such as the transition of energy resources, the emergence of artificial intelligence, sustainable mobility, and digital ethics require engineers and scientists who can collaborate across borders and disciplines. In addition to technical mastery, the double degree program plays a unique role in nurturing a new generation of professionals who possess cultural intelligence, innovativeness, and empathy. Furthermore, beyond academic value, these programs are also tasked with a new mission: to deepen trust between institutions, foster awareness as global citizens, and make education function not as a factor of division, but as a force that connects people.

That is why I want to view the double degree program not as a fixed agreement, but as a living project that continues to evolve—as an inclusive initiative full of possibilities. Because in every double degree, there is a meaning beyond a mere joint degree. There is a shared belief: the belief that when science and education unite, we can build a strong bridge worthy of shaping the future.

(As stated at the beginning, this text is a Japanese translation of the public speaking given by Mr. Fouad Bennis, Professor Emeritus of École Centrale de Nantes, at the ceremony for the conferral of the Honorary Doctorate from Keio University held at the Mita Enzetsukan (Public Speaking Hall) on November 6, 2025. The translation is by Shinnosuke Obi, Professor at the Keio University Faculty of Science and Technology [at the time of the lecture].)