Opening Horizons in Higher Education: The Double Degree Program

Professor Fouad Bennis served for a long time 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 collaboration with other universities.

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

Regarding the history and operational background of the double degree program, the professor himself speaks in detail during the lecture, but 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 who have returned from studying abroad has become a part of daily life.

It can be said that Professor Bennis's contribution is extremely significant, as he fostered an atmosphere that expanded the horizons of Keio students and faculty/staff overseas, which in turn built a step toward improving the international presence of Keio University. 

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

Today, I am deeply honored to speak to you 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 cultivate students as excellent professionals in their respective fields but also to raise them as global human resources capable of collaborating, engaging in dialogue, 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 university 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 foster truly global thinking.

A double degree opens doors to personal growth and further deepening of expertise. 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 stakeholders that mutual cooperation between institutions could go beyond mere student exchange or partnership. Pioneering individuals, including 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 can be seen as a manifestation of a profound evolution in higher education, born to respond to the demands of today's complex and interconnected society. Today, we stand on the foundation built by our predecessors. And now, as we look to the future, is it not required of us to give new momentum to these programs, adapt them to new challenges, and reaffirm their role as a driving force supporting 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 evolved. The idea that students can learn 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 officially recognized by the home university. This was an event that could be called a small revolution, fundamentally changing the academic landscape.

This mechanism not only promoted linguistic and cultural exchange but also required universities to coordinate academic calendars, evaluation systems, and curriculum content. Thus, Erasmus laid the practical and cultural foundation for developing into 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, curriculum consistency, and sharing responsibility between two institutions were feasible and extremely beneficial.

This success rapidly spread to other fields, particularly science and technology, where international cooperation is not only useful but indispensable. In fact, pioneering networks such as the T.I.M.E. network (Top Industrial Managers for Europe) built the framework for the first systematic double degrees 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 can be said to have institutionalized the efforts started by Erasmus and T.I.M.E. In other words, it established the mutual recognition of cross-border learning as a more reliable 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.

Today, the double degree program as we know it is a combination of two different types of mobility: vertical and horizontal. Students complete an integrated learning path spanning two universities and two countries, obtaining two official degrees. Such initiatives have evolved beyond mere academic collaboration into strategic inter-university partnerships.

Over the past 20 years, these 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 cultivating 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 said to represent the process by which the ideas of mobility, mutual recognition, and cooperation have gradually changed the very structure of higher education, not only within Europe but worldwide.

Here, I would like to clarify the important conceptual differences that often cause confusion even among higher education experts. That is the difference between a "joint degree" and a "double degree." Both are forms of excellent international education programs, but they differ in their philosophy and direction.

A JDP is essentially a curriculum-centered initiative. Emphasis is placed 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 also often highly specialized areas such as robotics, materials science, and 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 the administrative and legal frameworks of each country, it may be necessary to issue separate degree certificates in two countries. Even in that case, 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. This is known as a model embodying 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 emphasis 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 official, nationally recognized degrees, each having its own academic and professional value.

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

In other words, while a JDP is a shared academic project, a DDP can be said to be a shared journey of student learning. Both are mechanisms embodying 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 school, providing opportunities for international experience as part of their studies. Students remain enrolled in their home school and move to a partner university midway to deepen their learning. On the other hand, in a JDP, it is common to recruit students from the outside. Excellent students from all over the world apply for the international joint program itself. This is a fundamental difference in approach: while the former deepens the learning of existing students, the latter is characterized by forming 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 contribute to increasing student mobility, promoting talent attraction, and forming long-term alumni networks that connect academic and industrial ecosystems across borders. By combining these, a complementary and consistent internationalization strategy is formed, combining academic excellence, intercultural experience, and professional influence.

Double degree programs in the field of science and technology are carefully designed learning paths to connect two educational systems and provide broader, deeper, and more international education. Their forms are very diverse, reflecting the educational systems and partnership intentions of each country. Although formats vary by institution, many programs can be organized into several major types based on academic level and partnership objectives.

Looking closely at this diversity, it becomes clear that the difference between programs is not just a difference in degree titles, but rather lies in the "art of coordination" that merges the strengths of both systems for the benefit of the students. 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 science and technology universities also design integrated learning paths that continuously link Bachelor's and Master's programs. In this case, formally, the highest degree finally obtained (in many cases, a Master's degree) is 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's + Master's." This model has proven extremely effective in connecting institutions with different educational systems, such as European technical universities and universities in Asia or Latin America. It is characterized by the ability to 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, various factors exist, such as the duration of study, learning outcomes, and selectivity criteria. Globally, Bachelor's programs are three or four years, while Master's programs range from one to three years depending on the country and field. Also, 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 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 may 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 have earned 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 matching formal degree levels. This points to an important fact in a broader sense. That is, 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 courses). 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 in an overlapping manner 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 cultivating 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 indispensable, in addition to educational philosophy. Specifically, the following points can be mentioned:

● Evaluation systems (which may differ 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.

These challenges may seem like barriers at first glance, but in reality, they can be seen as opportunities to deepen cooperation. Over many 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 verify 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 an important role in supporting students, recognizing credits, and ensuring transparency in grade evaluation. In many ways, these coordinators are the invisible pillars supporting the program, embodying 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 double degree programs.

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

Before studying 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. Also, through letters of motivation and interviews, we identify students who view the double degree not just as a career step, but as an intellectual challenge of their own volition.

During the study abroad period: Overseas, students face new academic requirements, teaching methods, and different social environments. The host university provides mentoring, academic guidance, and cultural support, while the sending university also maintains continuous contact through coordinators. With this dual support system, students can engage in their studies with confidence if they feel constantly supported. Furthermore, through continuous collaboration 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 collaboration functions sufficiently, the double degree becomes a seamless and fruitful learning journey rather than a maze of bureaucratic procedures.

After studying abroad: After returning home, students undergo degree recognition procedures and share their experiences with future candidates. This reintegration stage is indispensable for maintaining the "circulation of knowledge" and plays a role in giving back the experience gained abroad as an educational resource for the home school. Many graduates continue to be involved as mentors and ambassadors, contributing to the sustainability of cooperation and the improvement of recognition.

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 abroad 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 intensively learn French so that 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 expanding long-term employment possibilities, and many graduates find 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 also an opportunity to foster 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 double degree programs.

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

French students in Japan: A common expression used by French students who first set foot in 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 the process of making prototypes, testing, failing, and then improving. And 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 being involved 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: "Every recruiter wants 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 both positions and thoughts. One student said: "This program didn't just change my resume... it changed the way I see the world itself."

Japanese students who studied in France: When listening to Japanese students who studied at ECN, it is impressive to see their eyes sparkle as they talk about French academic culture. They encounter a culture that values discussion 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 previous 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 by themselves for the first time in the city, the moment they can converse with classmates in French, the moment they can understand the professor's talk without relying on translation—each of those moments feels like a victory. Mastering French is not just an improvement in language ability, but also an individual achievement of having overcome oneself.

And many students say this: by the time they graduate, they feel as if they have gained another home, not just one home.

Faculty perspective: If you ask professors at ECN, they will answer as follows: A 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. It is not easy to coordinate schedules, credit systems, and administrative rules, but the rewards are immeasurable. 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 a 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 double degree programs stand at an important turning point and need to continue evolving. Academic excellence has already been sufficiently demonstrated. That is why, from now on, we are required to innovate while adapting to changes in the environment and give them 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 specialized fields. Double degree programs play a unique role in cultivating a new generation of professionals who combine technical mastery with cultural intelligence, innovation, 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 many possibilities. Because in every double degree, there is a meaning beyond just a joint degree. There is a shared belief—a 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 by Mr. Fouad Bennis, Professor Emeritus of École Centrale de Nantes, at the ceremony for the conferment of the title of Honorary Doctor of Keio University held at the Mita Enzetsukan (Public Speaking Hall) on November 6, 2025. The translation is by Shinnosuke Obi, Professor of the Keio University Faculty of Science and Technology [at the time of the lecture].)